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THE GILA WILDERNESS AND A RANCH FAMILY HISTORY William L. Rice Terrell T. Shelley Stephen L. Wilmeth The Prelude As early as the Civil War, people from Bell County, Texas had come to know something of what is now the Gila country of Grant County. Stories had returned home of the land and its landscape. By the 1870s, migration had started. One of the earliest emigrants that would make the Gila home was Peter McKindree Shelley, or, as most people would know him, P.M. Mr. Shelley was not a Texan by birth. He was born in the Cumberland Mountains in Clinton County, Kentucky in February, 1852. He had come to Texas when he was 10 years old in the midst of the Civil War. By reconstruction, Mr. Shelley was involved in the business of raising cattle. It could be argued that violence in New Mexico in the late 1800s was a deterrent to broader scale settlement of the state. The lure of California and other western regions became the more friendly destinations. The uncertainty of New Mexico, though, did not deter those that did migrate into what was to become cow country of New Mexico. They were more often than not Texans who had roots in a life that made New Mexico an extension of conditions that they knew well. Maybe New Mexico was wild and woolly, but its grass offered hope for people who had come to understand the business of raising livestock. In 1874, he married his childhood sweetheart, Emily Jane York. A story about Mr. Shelley suggests that he made his mind up to move West one night when a milk cow grazed out onto the dugout where they were living and fell through the roof into the room where the family was sleeping. A more convincing argument came from P.M.'s brother, Absolan, who had moved north of what is now Cliff, New Mexico. Absolan wrote to P.M. to convince his brother that the lands of the Gila River country were special 1 . The trip was not different from other such moves of that time. It was hard. Near Marfa, Texas, the family ran out of water. Humans, cattle and horses were on the verge of catastrophic collapse. Mr. Shelley got down on his knees and asked that his family could be spared and that afternoon a storm blew up and rained on them. The storm was big enough to run some water and the animals all got a drink and the water barrel was In 1883, P.M. visited his brother and returned to Texas intent on moving his family to New Mexico Territory. Early in 1884, he and his wife and four children left Texas with 80 head of cows bound for the Gila. Mrs. Shelley drove the wagon and the kids and Mr. Shelley tended the cows. 1 Absolan Shelley was better known as Absolan Davis in New Mexico. Absolan was one of the many characters who gave New Mexico it's rough and tumble reputation of the late 1800s. filled. The next morning the family proceeded and within a half a mile from their camp the country was dry and untouched by the storm. North of Deming near Whitewater, a group of ranchers stopped them and told them that no Texas cattle were going to be allowed to go north from that point. They didn't want any cows that carried "Texas Fever" on their ranges 2 . The family was held for two days. On the morning of the third day, Mr. Shelley started the cattle north. He met the ranchers and told them that they were going to have to kill him right there because he had no place to go back to and he was going on. He and Emily Jane and four little kids pushed through the group and went north. The little caravan continued on to El Paso and north into New Mexico to a point where the new railroad crossed the Rio Grande. The river was flooding and a deal was made and the cattle and all their possessions were loaded on rail cars and crossed the swollen waters. The Shelleys rode the train to Deming. From there they started north toward Grant County. Several days later and after five months of travel, the family crossed the Gila River at Cliff and arrived on the banks of Mogollon Creek at the site that was to become the headquarters of the 916 Ranch. There were no corrals, no fences, no wells, no house . . . nothing but a promise of expectation. Horses were tied to trees and the first meal was prepared on what has become Shelley land. The Chase It was also nearly 50 miles to the nearest town, Silver City. As the ranch was developed, Mr. Shelley recognized the need for nearby supplies for himself and other settlers and he became a partner in the Cliff Mercantile Company. He was a good record keeper and he helped ranchers to start keeping their records, and extended credit to many people. The site of the first meal became the quarter section of land that was homesteaded and became the nucleus for growth of the 916. It would become the headquarters of a livestock operation that numbered over 5000 head of cattle as late as the early 30s 3 . It would be a battle that endured and survived Indian raids, few markets, no infrastructure, drought, floods, blizzards, depredation, Depressions, and government agencies. From the 80 head of original cattle his herd grew. Memories and understanding of conditions of those times are largely gone today, but what little market there was for beef was for two to four year old steers. There was no market for cows, heifers, bulls, and younger steers. All heifers were kept and herds grew rapidly. 4 It was from those cattle that many early ranchers of the Southwest expanded their herds. Mr. Shelley was a respected man within the greater community, and became known as a conservationist who knew that bounty that came from the semi-arid Gila country would 2 The fact that it wasn't Texas cattle that were the problem, but rather the tick that was the vector for Texas fever was still an unknown in New Mexico. Later, cattle would be dipped to eliminate the tick problem. 3 Forest Service records would suggest the higher number while Shelley records and word of mouth history would suggest the lesser. 4 Cowmen today continue to be reminded of the overstocking of ranges that existed at the end of the 1800s and early 1900s. Factors in that development were the absence of markets, the number of unbranded, uncontrolled cattle, and the inability to adequately control administrative units. Like the stages of any business, stability and technical improvement would come after the difficulty of managing the first stages of the growth of the business. be assured only if the resource was tended and improved. He worked every day and his interest in technical issues of agriculture and stewardship became a life long pursuit. From his fields came vegetables and grains. From his orchards came fruit, and from his ranges came the first of the improved English type cattle of the Southwest. The Wilderness On the ranges of the Gila in those days the famous LC Cattle Company was the big player in the community. Lyons and Campbell (LC) had made it known that they were going to control southwestern New Mexico from the Rio Grande to the Arizona border and from the Mexican border to the Gila country. When issues came up Mr. Shelley would show up representing himself or he would send a trusted cowboy. The LCs would show up with a number of cowboys. There is little evidence that major trouble ever developed between the outfits although the same can't be said for the LCs and other operations 5 . Mr. Shelley was respected, but the presence of the LCs shaped the country. The Shelley opportunity for expansion was away from the LC country and that meant the high mountains. The Mogollons and the expanse of country north from Mogollon Creek to the Gila River and Miller Springs on the east and northeast, McKenna Park to the north, and the head of the West Fork of Mogollon Creek to the west became Shelley range. The country was rugged and tough. Elevations ran from 5000' at "the river" to over 10,778' at the crest of Mogollon Baldy. During the first 15 years after their arrival, the operation dealt with the tasks of existing and building. The building meant more than simply adding cattle. It meant raising a family and building basic structures and a way of life. The four children grew up and started their own families. All of them would spend their lives in ranching. In 1899, fifteen years after P.M.'s arrival, a big change was looming. The United States declared that the lands generally known today as the Gila National Forest were declared to be the Gila Forest Reserve. What the Shelleys and their descendents generally knew as the "Mountains" or the "Wilderness" was indeed going to become a modern wilderness area 6 Wilderness Designated In 1905 all Forest Reserves were transferred to the USDA and the Forest Service was established. Grazing records began in 1906. Decade by decade records trace the evolving control of the Forest Service policies. Although allotment boundaries were established, ranchers were not allowed to fence their allotments until following the Stock Raising Homestead Act of 1916. Transient sheep and cattle were a big problem in the years up until that time. Ranchers were encouraged to make water improvements and special use permits were approved for such purposes. 5 A minor skirmish between the outfits did occur over a spring near Buckhorn, New Mexico. It seems the LC fenced that community water source several times, but when dawn came all evidence of the fence would be gone. Rumors suggesting that the material was seen on Shelley pack mules going into the mountains were never neither confirmed . . . nor denied! 6 The Shelley interpretation of the Gila Wilderness in a historical context consisted of lands north of "the high divide" which was the areas generally north of the crest of the Watson Mountain- Shelley Peak combined ridgelines. This was mirrored in NM Game and Fish nomenclature of wilderness hunt designations. In 1922, the Father of American Wilderness, Aldo Leopold was on the Gila. Diary records by Gila Forester, Henry Woodrow, indicated he fought fires with Mr. Leopold that summer. It was through Leopold's greater efforts that a regional forester, without official congressional approval, declared the nation's first wilderness area, the Gila Wilderness, in 1924 in an internal administrative decision. Its footprint overlaid the majority of the 916 as it existed prior to that date. Ensuing cattle numbers fluctuated but a notable trend can now be traced. Cattle in the Gila Wilderness started to be reduced. In the decade of the 30s, the allowable AUs within "the McKenna Park" District, the heart of the Gila Wilderness, were reduced from 7000 to 1000. From the perspective of history, the federal designation of "wilderness" can be associated with the removal of cattle from that range even though years later, in 1964, Congress would promise that grazing would continue in officially designated wilderness areas. The Crushing Loss The loss was devastating. The Depression debt still burdened the operation, the reduction of cattle compounded the revenue shortfall, and the death of Peter Shelley in 1935 and all the estate related obligations further impacted the ranch operation. It was at a time that the 916 and the Shelley family were still on their knees 7 . In a letter dated May 18, 1944, then Forest Service Supervisor L.R. Lessel matter-offactly informed P.M. Shelley's son and successor, Thomas J. Shelley that "the range lying east of Shelley Canyon and the main ridge running from the Gila River to Shelley Peak just west of Turkey Creek and the range lying north of the same ridge from Shelley Peak to 74 Mountain and the Forest Boundary, has been eliminated from the Mogollon Creek Allotment as non-usable range." The greater part of nearly seven townships of land that the Shelleys had ranched since before the Gila National Forest was even conceived was eliminated. The Forest Service summary of why the allotment was reduced indicated that the range was suffering from overuse and that "practically nothing has been done on range improvements for a number of years . . ." Improvement of the range would come "by use as uniform as possible in the higher country." They went on to describe that the majority of the problem was "the lower third of the range" which indicated that pressure on the Mogollon Creek side of the Mogollon face was where the majority of the overuse was occurring. What was the Forest Service's action? They eliminated all the upper country they noted as being the solution for mitigating the overuse problem! That upper country was none other than the "wilderness" that the Shelleys had interpreted as the Gila Wilderness established in 1924. The Modern Wilderness The question begs to be asked if the Shelley history is unique in the history of the Gila. Dr. John Fowler, NMSU, compiled a history of Gila livestock grazing for testimony to the Public Land Grazing Task Force back in 2000. Fowler's work shows that in 1960 there were 24 active allotments within or adjacent to the wilderness core of 7 It was interesting that the time of the reduction came at a time of national rationing during the war. The production of food and fiber was a high priority to the Congress and the war effort. the Gila. By 2000 only 12 of those allotments were active. The 12 inactive allotments were completely destocked and the remaining 12 had been destocked by a whopping 87%! The latter allotments were arrayed in the Fowler work to have a 1960 allowance of 79290 AUMs while the same 2000 numbers indicated 10533. All cattle had been removed from the actual Wilderness District by 1977. Fowler attempted to qualify market or drought indices that would suggest that the decreases were related to physical or market related issues. He could find no such correlations. The decreases had to come from other factors the primary of which was Forest Service management even though the Wilderness Act clearly allows grazing to be continued where it existed at the time of the signing of the Act in 1964. The Wilderness Specter When Peter McKindree Shelley brought Emily Jane and the kids to Mogollon Creek he was exactly what Aldo Leopold described when he wrote years later of how true wilderness areas were the domain of the horseman. All other access had been largely halted by sheer distance and isolation from the outside world. Likewise, Leopold contemplated how wilderness lives and the landscape became intertwined even in naming physical features. Names and places of those wilderness areas were creations of people who rode those points and saddles and described them in terms of events or some metaphorical insight. In the Gila, Corral, Trail, Rough, Davis, Sycamore, Brushy, Hell's, Manzanita, Utah Bill, Wild Cow and others are canyons that have been dubbed with eternal nomenclature provided by Peter Shelley. Like the horseman of Leopold's wilderness, he didn't sit around naming places and points for enjoyment. Rather, those were places of duties, responsibilities, and investments that had to be tended and managed. It was a simple necessity to create a system of familiarity to work, direct, and manage the ranch. In the process, he became as much a part of the land as the names of the physical landscape. The Gila National Forest and its designated wilderness of the Gila and Aldo Leopold Wilderness areas is a 3.3 million acre journey into the past, and, it is a peak into the future. With the Forest Service's intention to eliminate certain roads it will be managed ever more like a wilderness in its entirety, making the growing use of the reference to a single wilderness area rather than two distinct wilderness areas a reality. It is also the testing ground for the reintroduction of the wolf, and shots are now being fired across the bow of land management agency planning schemes that the grizzly bear will be next to be reintroduced into this Southwest expanse of land. The fear of the modern wilderness movement is more than a story of the contempt for outside forces seeking to fulfill an expanded agenda. It is the systematic removal of the social fabric of the lands so designated without regard to the human endeavors, strife, and heroic commitment that took place in our own recorded history of that land. Economics will drive changes and our government will again act as agent of change, but there is no guiding document within our American history that suggests that the destruction of human endeavor should be accepted and condoned on the basis of idealistic change for some greater good. Isn't our Constitution predicated on the notion of individual rights? The Gila was the first of the American wilderness designations. It is also the model that those of us on the Peter Shelley side of the story fear for those like him that are here today and might . . . perhaps . . . be here tomorrow. The authors of this article are descendants of Peter McKindree Shelley. William Rice is a Great Grandson. Mr. Rice is a former Deputy Chief of the United States Forest Service and former Deputy Chief of the NRCS. He resides in Colorado. Terrell Shelley is the youngest surviving Great Grandson and the owner and continuing steward of the 916 Ranch. He lives at the site on Mogollon Creek where the Shelleys camped and cooked that first meal nearly 125 years ago. Stephen Wilmeth is a Great-Great Grandson of Peter Shelley. He ranches in Dona Ana and Luna Counties, New Mexico and makes the Mesilla Valley his home. Mr. Wilmeth's lower country lies near the route that the Shelleys traveled from the flooding Rio Grande Valley across the flats to Deming on the railroad in 1884. To learn more about efforts to combat wholesale wilderness designations in western rangelands log on to www.peopleforwesternheritage.com.	<urn:uuid:7240a58d-3db5-448e-bd20-d4bb29129685>	CC-MAIN-2018-47	http://peopleforwesternheritage.com/Article_Wilmeth_GilaRanchFamily_102008.pdf	2018-11-20T21:53:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00221.warc.gz	253,964,873	3,873	eng_Latn	eng_Latn	0.998546	eng_Latn	0.99923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2777, 6417, 9878, 13242, 16884, 17810 ]	[ 2.421875 ]	2	0
STUDENTS Wellness Belief Statement The Board of Education of Tustin Unified School District is committed to providing a learning environment that supports and promotes wellness, good nutrition, and an active lifestyle and recognizes the positive relationship between good nutrition, physical activity and the capacity of students to develop and learn. The entire school environment shall be aligned with healthy school goals to positively influence students' beliefs and habits and promote health and wellness, good nutrition and regular physical activity. In addition, school staff shall be encouraged to model healthy eating and physical activity as a valuable part of daily life. Intent The purpose of this policy is to ensure a total school environment that promotes and supports student health and wellness and meets the requirements of the Child Nutrition and WIC Reauthorization Act of 2004, the California School Code, and current state legislation. The policy includes, without limitation, goals for nutrition education, physical activity and other school-based activities designed to promote student wellness and nutrition guidelines for all foods available during the school day; a plan for measuring implementation including designating one or more persons charged with operational responsibility; and involving parents, students, school food service providers, the school board, school administrators, and the public in developing this policy. Rationale A disturbing number of children are inactive and/or do not have healthy eating habits. The Centers for Disease Control and Prevention latest data indicates 34 percent of children and adolescents are overweight and 17 percent are obese. Congress passed the Child Nutrition and WIC Reauthorization Act of 2004 on June 30, 2004 2 . Recognizing the role schools can play in health promotion, this law requires local education agencies participating in a program authorized by the National School Lunch Act or the Child Nutrition Act of 1966 to develop a local wellness policy. The link between nutrition and learning is well documented. Healthy eating patterns are essential for students to achieve their full academic potential, full physical and mental growth and lifelong health and well-being. Healthy eating is demonstrably linked to reduced risk for mortality and development of many chronic diseases. Schools and school communities have a responsibility to help students acquire the knowledge and skills necessary to establish and maintain lifelong healthy eating patterns. Well-planned and well-implemented wellness programs have been shown to positively influence children's health. TUSTIN UNIFIED SCHOOL DISTRICT POLICY 5030 STUDENTS Wellness Nutrition Education Every year, all students, pre-kindergarten through grade 12 shall receive nutrition education that aligns with the health education curriculum standards and guidelines as stated by the California State Department of Education. Nutrition education that teaches the knowledge, skills, and values needed to adopt healthy eating behaviors shall be integrated into the curriculum. Nutrition education information shall be offered throughout the school campus including, but not limited to, school dining areas and classrooms. Staff members who provide nutrition education shall have the appropriate resources. Physical Education The district shall offer physical education opportunities that include the components of a quality physical education program. Physical education shall equip students with the knowledge, skills, and values necessary for lifelong physical activity. Physical education instruction shall be aligned with the California Content Standards and consistent with the high school graduation requirements. Every year, all students, pre-kindergarten through grade 12 shall have the opportunity to participate regularly in supervised physical activities, either organized or unstructured, intended to maintain physical fitness and to understand the short and long-term benefits of a physically active and healthy lifestyle. Nutrition Standards The district shall ensure that reimbursable school meals meet the program requirements and nutrition standards found in federal regulations. The district shall encourage students to make nutritious food choices. The district shall monitor all food and beverages sold or served to students, including those available outside the federally regulated child nutrition programs. Other School-Based Activities The district may implement other appropriate programs that help create a school environment that conveys consistent wellness messages and is conducive to healthy eating and physical activity. Implementation and Measurement The district superintendent or designated staff member shall implement this policy and measure how well it is being managed and enforced. The district superintendent or TUSTIN UNIFIED SCHOOL DISTRICT POLICY 5030 STUDENTS 5030 Wellness designated staff member shall develop and implement regulations consistent with this policy. Input from teachers (including specialists in health and physical education), school nurses, parents/guardians, students, representatives of the school food service program, school board members, school administrators, and the public shall be considered before implementing such rules. A sustained effort is necessary to implement and enforce this policy. The district superintendent or designated staff member shall report to the local school board, as requested, on the district's programs and efforts to meet the purpose and intent of this policy. References 1. Prevalence of Overweight among Children and Adolescents: United States, National Center for Health Statistics. www.cdc.gov/products/pubs/pubd/hestats/overwgt99.htm 2. Child Nutrition and WIC Reauthorization Act of 2004 [Public Law 108-265, Sec. 204]. http://thomas.loc.gov/bss Legal Reference: EDUCATION CODE School breakfast and lunch programs 49430-49436 Pupil Nutrition, Health, and Achievement Act of 200 1 49490-49493 49500-49505 School meals 49530-49536 Child Nutrition Act 49510-49520 Nutrition 49540-49546 Child care food program 49550-49560 Meals for needy students 49547-49548.3 Comprehensive nutrition services 49570 National School Lunch Act 51223 Physical education, elementary schools 51222 Physical education CODE OF REGULATIONS. TITLE 5 15510 Mandatory meals for needy students 15500-15501 Food sales by student organizations 15530-15535 Nutrition education 15550-15565 School lunch and breakfast programs UNITED STATES CODE. TITLE 42 1751 Note Local wellness policy 1751-1769 National School Lunch Program, especially: 1771-1791 Child Nutrition Act, including: 1779 Rules and regulations, Child Nutrition Act 1773 School Breakfast Program CODE OF FEDERAL REGULATIONS. TITLE 7 220.1-220.21 National School Breakfast Program 210.1-210.31 National School Lunch Program TUSTIN UNIFIED SCHOOL DISTRICT Date Adopted: 6/26/06	<urn:uuid:2890ce47-31e6-4520-b606-e869ffd7d2bb>	CC-MAIN-2018-47	http://tustin.healtheliving.net/wp-content/uploads/1-11-16-POLICY-5030.pdf	2018-11-20T22:27:50Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00221.warc.gz	340,945,800	1,326	eng_Latn	eng_Latn	0.954427	eng_Latn	0.989872	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2710, 4963, 7020 ]	[ 2.671875 ]	2	1
BIBLE STORIES EVERYONE OUGHT TO KNOW BIBLE STORIES EVERYONE OUGHT TO KNOW Main and Oklahoma Church of Christ ^ Adult Bible Studies ^ Winter-Spring 2010 January 31, 2010 Abraham and Sarah, Genesis 17-18 Getting Started God has a plan for Abram, a resident of Ur (in modern day Iraq). After telling him to take his family and go to a place to be named later, God reveals to Abram the full story. He changes Abram's name to Abraham and says Abram's wife will bear a son, beginning a new nation. There is only one little problem. Abraham is one-hundred years old and Sarah, his wife, is ninety. Little wonder that they laugh at God's plan. What is the story? By promise, God revealed his plan earlier. In impatience, Abraham asks if the promise will be fulfilled through Eliezer (Gen. 15). Sarah suggests a different solution—having a child through her servant, Hagar (Gen. 16). Sarah's plan works, sort of. Hagar gives birth to Ishmael, but God reminds Abraham that the promised son Isaac will come from Sarah's womb. In addition to the blessing promise, God declares a covenant with Abraham to deed Canaan to his descendants. This seems to be a good thing, except that Canaanites occupy Canaan. Remember Canaan? In Noah's story, Ham sins in seeing his father naked, and his son, Canaan (probably continuing in his father's tendencies toward wickedness), received the curse of being a slave to Shem's descendants. Abraham is Shem's descendant. God puts one condition on the covenant. Abraham must circumcise Isaac, Ishmael, and all of his servants. Since God would be the protector and provider for Abraham and all of his descendants, Abraham's descendants must also circumcise their sons on the eighth day of life. Failure to do so voids the covenant warranty. Considering Abraham and Sarah's tendency to try to figure things out for themselves, how can God get them to believe His promise? He pays a visit. Abraham invites God and His two companions to refresh themselves and have a meal, not just any meal, a banquet. With Sarah standing near, God repeats to them the promise of a son. Sarah snickers to herself and God hears. Though she lies about laughing, God still declares that Sarah will have her own son. After dinner, God deliberates whether he should inform Abraham of his plans for Sodom and Gomorrah. God tells Abraham that he is troubled by the conditions at Sodom and Gomorrah— two cities on the plain below Abraham's home. The residents are into all sorts of evil and God is on His way to survey the situation. God discusses with Abraham the possibility of the twin cities' destruction. Abraham reacts with shock to learn that God has set his nephew's city for destruction, with everyone inside. Abraham calls upon God's righteous character, in a nice and polite way, to intercede for any righteous persons in the two cities. It seems abhorrent to him that God would destroy the righteous with the condemned. In Noah's day, God saved the righteous and destroyed the evil. He begins with a request of not destroying the cities for fifty good people. God relents. Abraham continues, working his way down from forty-five to ten. God patiently relents each time. Not known to Abraham, there are only four righteous people in Sodom and Gomorrah, Abraham's nephew and family. What does this story say about God? This story is revealed to Moses and given to Israel somewhere in the desert before entering Canaan. While they have seen God's handiwork, they need to know that their wanderings are just as important as Abraham's. God connects their journey and life to Abraham's as one more step in His plan. They will be the fulfillment of the curse upon Canaan. They are a nation descended from Abraham and heirs to the covenant made with him. They connect God's story, glory and power so their faith will increase and they can accomplish their task. What about our faith? God has a plan. It began in creation, continued through the flood, was made apparent in the promise carried out by Israel, and fulfilled in Jesus' journey to the cross. Along the way, men and women like Abraham and Sarah had to be more than just good people. They had to believe in God's ability to help them accomplish extraordinary things. Through the entire story, God works through fallible, weak, human beings like Abraham. He gives them radical commands (like leave everything you have ever known and go somewhere yet to be determined). God still has great plans—plans that involve you and me. Do not be surprised at the illogical, impossible tasks God asks. Do not be afraid to confront God about how you feel about His plans. He understands how hard they sound. Remember, he made a senior-citizen couple into parents of a nation. You may be surprised at the stories he can make come true for you. Monday - Read Genesis 12 and 15 and Getting Started 1. List the promises to Abram in these passages. 2. What do these passages have to say about Abram and God? Tuesday - Read Genesis 16 and What's the story? 1. What does this passage say about Abram and Sarai's belief in God's ability to keep His promises? 2. What does God's handling of Hagar's situation say about Him? Wednesday - Read Genesis 17 1. List God's promises to Abraham in this passage and compare it with the earlier promises. What is different and what is similar? 2. What does God's continued support of His promises to Abraham say about Him? Thursday - Read Genesis 18 and What does this story say about God? 1. This passage includes a descriptive account of Abraham's hospitality. Why is that important? 2. What does the discussion about Sodom and Gomorrah say about the relationship of Abraham and God? Friday - Read Romans 4, 12 and Now, what about our faith? 1. How does Paul describe Abraham's faith and the covenant? 2. What does Paul say that affects those things God may ask or be asking of you? Think on this and pray for God's will to be revealed. If you are comfortable, discuss this question with your class.	<urn:uuid:338160b6-3e4e-4732-a0de-a7d9c83a54ec>	CC-MAIN-2018-47	http://www.bobyoungresources.com/adult-educ/3-abraham-sarah.pdf	2018-11-20T22:22:51Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00223.warc.gz	384,210,293	1,316	eng_Latn	eng_Latn	0.998766	eng_Latn	0.99888	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3000, 6003 ]	[ 2.34375 ]	1	1
Riding to school with kids: FAQs and Tips On the footpath Up to what age can kids ride on the footpath? Children under 12 years of age can legally ride on the footpath. Can I ride with my kids on the footpath? Yes, adults who accompany children under 12 years can also legally ride on the footpath. Who rides in front – kids or parents? In general we recommend that the accompanying adult/parent follow closely behind their child. This way you can see them clearly at all times and will be able to communicate instructions and, if need be, warn of hazards. However, on a wide shared path without road crossings, it might be appropriate for the parent/adult to lead and model courteous and safe riding practices for the kids to follow. If there are two adults, one can ride in front and one behind the child/children. TOP TIP: SKILL-BUILDING Make sure your child can start, stop and walk the bike safely, even on a slope. The camber of the road or slope of the footpath can be a challenge if you are only used to riding on flat ground. Practise walking the bike: stand on the left side of the bike with left hand on the left handlebar and right hand on the seat. I worry about cars backing out of driveways. What can I do? Children need to be aware of the dangers of reversing cars and this requires constant reinforcement. Every time you use the footpath, even when walking, remind them to turn their heads to look for cars in driveways. Peripheral vision is not fully developed until around 10 years of age, so younger kids need to learn to move their focus. Try making a game out of it and praise your kids for being Super Car Detectives. Explain that it is hard for drivers to see little people and talk about importance of standing clear. If you feel your child is unable to ride safely near driveways, interim measures include using a child-seat on your bike or attaching a tag-along bike, but keep up the reminder about cars in driveways. Any tips for crossing roads? You should stop, dismount and walk your bikes together across the road when it is safe to do so. On the road What's the best time to start the transition from footpath to road? On a quiet Sunday morning! Once your child can demonstrate good bike control and behave safely, you can start riding on the road with him/her. This may be between the ages of 8 to 10, but it will absolutely depend on your child. You know them best. You also need to feel confident about your own ability to ride in traffic. Until the age of 10–12, children are not developmentally ready to cope with traffic and should not ride on the road without supervision. For a checklist to determine if your child is "road safe" refer to A Family Guide to Bike Ed p17. Where should I position myself on the road whilst riding with children? When cycling on roads, the accompanying adult should ride close behind and slightly further out to deflect traffic coming from behind. If there are two adults riding with children, one adult should lead the group, riding exactly where the children are to ride and the other should ride at the back, again, slightly to the right in a 'protective position'. It is important that the lead rider take care to keep the group close together so that no one else can come in-between. Initially, we would recommend a 1:1 ratio of adults to children. Start on quiet, local roads and venture onto roads with more traffic as confidence and skills increase. How can I teach my child to ride on the road when I'm not sure of the road rules myself? That's a good point – time for a road rules refresher. Cyclists need to follow the same rules as other road users with some exceptions. For more details see Sharing Darebin's Roads and Paths, which can be found at www.darebin.vic.gov.au/traveltoschool TOP TIPS: SHOPPING FOR A BIKE BIKE FIT: The child should be able to sit on the seat, with hands on the handlebars and place the balls of both feet on the ground. As your child grows, check the height of the seat and handlebar every few months and adjust when necessary. Never raise the handlebars or seat beyond the warning marks on the seat post. GEARS: Geared bikes will have hand brakes and generally 20-inch or larger wheels. Gears are only useful if the rider knows how to use them properly, which is most likely at about 8 years of age. BRAKES: A back pedal brake is good for younger children whose hands may not be large or strong enough to operate hand brakes effectively. TOP TIP: WHERE TO PRACTISE Despite what you might think about a nice soft landing, practising on grass is a not a good idea because it's much harder to ride on and gain momentum. General More information Where can I get more information about bikes and riding with children? A Family Guide to Bike Ed (Available in English, Arabic, Mandarin, Somali, Turkish and Vietnamese). Download from: http://www.vicroads.vic.gov.au/Home/SafetyAndRules/RoadSafetyEducation/ PrimarySchools/BikeEd.htm Cycling Promotion Fund factsheet: Children and Bike Riding – Tips for Parents (Information on how to select a bicycle for your child and transporting children by bike) Free online at: http://www.bikeoz.com.au/images/factsheets/ Children_and_Bike_Riding.pdf Bicycle Network Victoria website: Children's bikes - https://www.bicyclenetwork.com.au/general/bikes-and-riding/10594/ Sharing Darebin's Roads and Paths, and information about Bike Ed: City of Darebin, www.darebin.vic.gov.au/traveltoschool bikes@work w: www.bikesatwork.com.au e: email@example.com www.darebin.vic.gov.au/traveltoschool Compiled by Bikes@Work 2013 bikesatwork.com.au	<urn:uuid:6067ac29-10d1-4a21-8b97-a38d1e8ea916>	CC-MAIN-2018-47	http://darebin.vic.gov.au/-/media/cityofdarebin/Files/Darebin-Living/ParkingTransport/Transport/Parents-Riding-with-Children-FAQ.ashx?la=en	2018-11-20T21:46:04Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00223.warc.gz	95,495,236	1,265	eng_Latn	eng_Latn	0.975603	eng_Latn	0.998075	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2085, 4476, 4666, 5626 ]	[ 3.21875 ]	3	1
HELPGUIDE.ORG Trusted guide to mental, emotional & social health Seasonal Affective Disorder (SAD) Recognizing and Treating the Winter Blues The shorter days and colder weather of winter can make anyone feel down, especially if you live a long way from the equator. The reduced light, warmth, and color of winter can leave you feeling melancholy, irritable, or tired. But if these feelings recur each year, make it tough to function during the winter months, and then subside in spring or early summer, you may be suffering from seasonal affective disorder (SAD). Seasonal depression can affect your health, your relationships, and your everyday activities. But no matter how hopeless you feel, there are things you can do to keep your mood and life stable throughout the year. What is seasonal affective disorder (SAD)? Seasonal affective disorder (SAD) is a form of depression that occurs at the same time each year, usually in winter. Otherwise known as seasonal depression, SAD can affect your mood, sleep, appetite, and energy levels, taking a toll on all aspects of your life from your relationships and social life to work, school, and your sense of self-worth. You may feel like a completely different person to who you are in the summer: hopeless, sad, tense, or stressed, with no interest in friends or activities you normally love. While a less common form of the disorder causes depression during the summer months, SAD usually begins in fall or winter when the days become shorter and remains until the brighter days of spring or early summer. SAD affects about 1% to 2% of the population, particularly women and young people, while a milder form of winter blues may affect as many 10 to 20 percent of people. Since the amount of winter daylight you receive changes the farther you are from the equator, SAD is most common in people who live at least 30 degrees latitude north or south (north of places such as Jacksonville, Florida, Austin, Texas, Cairo, Egypt, and Hangzhou, China, or south of Perth, Australia, Durban, South Africa, and Cordoba, Argentina). No matter where you live, though, or how dark and cold the winters, the good news is that, like other forms of depression, SAD is treatable. The more you understand about seasonal depression, the better equipped you'll be to manage or even prevent the condition. Do I have seasonal affective disorder (SAD)? If some of these feelings seem to happen each year, have a real impact on your life, and improve when the seasons change, you may have seasonal affective disorder. 1. I feel like sleeping all the time, or I'm having trouble getting a good night's sleep 2. I'm tired all the time, it makes it hard for me to carry out daily tasks 3. My appetite has changed, particularly more cravings for sugary and starchy foods 4. I'm gaining weight 5. I feel sad, guilty and down on myself 6. I feel hopeless 7. I'm irritable 8. I'm avoiding people or activities I used to enjoy 9. I feel tense and stressed 10. I've lost interest in sex and other physical contact Source: BC Mental Health Signs and symptoms of seasonal affective disorder The signs and symptoms of seasonal affective disorder are the same as those for major depression (/articles/depression/depression-symptoms-and-warning-signs.htm). SAD is distinguished from depression by the remission of symptoms in the spring and summer months (or winter and fall in the case of summer SAD). Common symptoms include: Depressed mood, low self-esteem Loss of interest or pleasure in activities you used to enjoy Appetite and weight changes Feeling angry, irritable, stressed, or anxious Unexplained aches and pains Changes in sleeping pattern Difficulty concentrating Fatigue and lack of energy; reduced sex drive Use of drugs or alcohol for comfort Feelings of sadness, hopelessness, and despair As with depression, the severity of SAD symptoms can vary from person to person—often depending on genetic vulnerability and geographic location. For many, the symptoms usually begin mildly at the start of fall and get progressively worse through the darkest days of winter. Then, by spring or early summer, the symptoms lift until you're in remission and feel normal and healthy again. To be clinically diagnosed with seasonal affective disorder, you need to have experienced these cyclical symptoms for two or more consecutive years. Regardless of the timing or persistence of your symptoms, if your depression feels overwhelming and is adversely affecting your life, it's time to seek help. If You Are Feeling Suicidal... Whatever the season, when you're feeling depressed your problems may not seem temporary—they can seem overwhelming and permanent. But you will feel better. If you are feeling suicidal, know that there are many people who want to support you during this difficult time, so please reach out for help. Read Suicide Help (/articles/suicide-prevention/are-you-feeling-suicidal.htm), call 1-800-273-TALK in the U.S. or visit IASP (http://www.iasp.info/resources/ Crisis_Centres/) or Suicide.org (http://www.suicide.org/international-suicidehotlines.html) to find a helpline in your country. Causes of seasonal affective disorder While the exact causes of seasonal affective disorder are unclear, most theories attribute the disorder to the reduction of daylight hours in winter. The shorter days and reduced exposure to sunlight that occurs in winter are thought to affect the body by disrupting: Circadian rhythms. Your body's internal clock or sleep-wake cycle (/harvard/biology-ofsleep-circadian-rhythms-sleep-stages.htm) responds to changes between light and dark to regulate your sleep, mood, and appetite. The longer nights and shorter days of winter can disrupt your internal clock—leaving you feeling groggy, disoriented, and sleepy at inconvenient times. Production of melatonin. When it's dark, your brain produces the hormone melatonin to help you sleep and then sunlight during the day triggers the brain to stop melatonin production so you feel awake and alert. During the short days and long nights of winter, however, your body may produce too much melatonin, leaving you feeling drowsy and low on energy. Production of serotonin. The reduced sunlight of winter can lower your body's production of serotonin, a neurotransmitter that helps to regulate mood. A deficit may lead to depression and adversely affect your sleep, appetite, memory, and sexual desire. Summer of SAD The less common form of SAD, summer depression, begins in late spring or early summer and ends in fall. Instead of being attributed to shorter days and reduced sunlight, experts believe that summer SAD is caused by the opposite—longer days and increased heat and humidity, possibly even an upswing in seasonal allergies. Many summer SAD symptoms are the same as those for winter depression, although there are some differences. The longer daylight hours and shorter nights mean that if you have summer SAD, you're more likely to sleep too little rather than too much. To promote sleep, your doctor may suggest taking melatonin supplements to make up for your body's lower production. Changing your sleeping patterns by going to bed earlier at night (as soon as it gets dark in some cases) and rising earlier in the morning can also help to reset your body's circadian rhythms. As with any form of depression, there can be many different causes and contributing factors for seasonal affective disorder. Always consult your doctor for an accurate diagnosis and see the lifestyle changes outlined below for help to boost your mood and manage your depression symptoms. Risk factors Seasonal affective disorder can affect anyone but is most common in people who live far north or south of the equator. This means you'll experience less sunlight in the winter months and longer days during the summer. Other risk factors include: Your gender. While 3 out of 4 sufferers of SAD are women, men often experience more severe symptoms. Your age. In most cases, winter SAD is first diagnosed in people aged 18 to 30 and is less likely to occur as you get older. Your family history. Having relatives who've experienced SAD or another type of depression puts you at greater risk. Seasonal bipolar disorder The changes in seasons can trigger mood changes in some people with bipolar disorder. Spring and summer may trigger symptoms of mania or hypomania, while the onset of fall and winter can bring on symptoms of depression. While the depression symptoms of SAD and bipolar disorder can look alike, there are significant differences, especially when it comes to treatment. See Bipolar Disorder Signs and Symptoms (/articles/bipolar-disorder/bipolar-disorder-signs-and-symptoms.htm). Self-help for SAD tip 1: Get as much natural sunlight as possible - it's free! Seasonal depression can make it hard to motivate yourself to make changes, but there are plenty of steps you can take to help yourself feel better. Recovery takes time but you'll likely feel a little better each day. By adopting healthy habits and scheduling fun and relaxation into your day, you can help lift the cloud of seasonal affective disorder and keep it from coming back. Whenever possible, get outside during daylight hours and expose yourself to the sun without wearing sunglasses (but never stare directly at the sun). Sunlight, even in the small doses that winter allows, can help boost serotonin levels and improve your mood. Take a short walk outdoors, have your coffee outside if you can stay warm enough. Increase the amount of natural light in your home and workplace by opening blinds and drapes and sitting near windows. Some people find that painting walls in lighter colors or using daylight simulation bulbs helps to combat winter SAD. Tip 2: Exercise regularly—it can be as effective as medication Regular exercise (/articles/healthy-living/the-mental-health-benefits-of-exercise.htm) is a powerful way to fight seasonal depression, especially if you're able to exercise outside in natural daylight. Regular exercise can boost serotonin, endorphins, and other feel-good brain chemicals. In fact, exercise can treat mild to moderate depression as effectively as antidepressant medication. Exercise can also help to improve your sleep and boost your self-esteem. (/articles/healthy-living/the-mental-health-benefits-of-exercise.htm) The Mental Health Benefits of Exercise: (/articles/healthy-living/the-mental-healthbenefits-of-exercise.htm) For Depression, Anxiety, and Stress Find exercises that are continuous and rhythmic. The most benefits for depression come from rhythmic exercise-such as walking, weight training, swimming, martial arts, or dancing-where you move both your arms and legs. Aim for 30 to 60 minutes of activity on most days. Even something as simple as walking a dog, for example, can be good exercise for you and the animal, as well as a great way to get outdoors and interact with other people. Tip 3: Reach out to family and friends—and let them help Close relationships are vital in reducing isolation and helping you manage SAD. Participate in social activities, even if you don't feel like it. It may feel more comfortable to retreat into your shell, but being around other people will boost your mood. Even if you've retreated from relationships that were once important to you, make the effort to reconnect or start new relationships. Call or email an old friend to meet for coffee. Or reach out to someone new—a work colleague or neighbor, for example. Most of us feel awkward about reaching out, but be the one to break the ice. Join a support group for depression. Sometimes, just talking about what you're going through can help you feel better. Being with others who are facing the same problems can help reduce your sense of isolation and provide inspiration to make positive changes. Meet new people with a common interest by taking a class, joining a club, or enrolling in a special interest group that meets on a regular basis. Whatever you choose, make sure it's something that's fun for you. Volunteer your time. Helping others (/articles/healthy-living/volunteering-and-itssurprising-benefits.htm) is one of the best ways to feel better about yourself, expand your social network, and overcome SAD. Tip 4: Eat the right diet Eating small, well-balanced meals throughout the day, with plenty of fresh fruit and vegetables, will help you keep your energy up and minimize mood swings. While the symptoms of SAD can make you crave sugary foods and simple carbohydrates (/articles/healthy-eating/choosing-healthy-carbs.htm), such as pasta and white bread, complex carbohydrates are a better choice. Foods such as oatmeal, whole grain bread, brown rice, and bananas can boost your feel-good serotonin levels without the subsequent sugar crash. Foods rich in certain omega-3 fats (/articles/healthy-eating/choosing-healthyfats.htm)—such as oily fish, walnuts, soybeans, and flaxseeds—can also improve your mood and may even boost the effectiveness of antidepressant medication. Tip 5: Take steps to deal with stress—by making time for fun Whatever the time of year, too much stress can exacerbate or even trigger depression. Figure out the things in your life that stress you out, such as work overload or unsupportive relationships, and make a plan to avoid them or minimize their impact. Relaxation Techniques: (/articles/stress/relaxation-techniques-for-stressrelief.htm) Accessing the Relaxation Response Practicing daily relaxation techniques can help you manage stress, reduce negative emotions such as anger and fear, and boost feelings of joy and well-being. Try yoga, meditation, or progressive muscle relaxation. Do something you enjoy (or used to) every day. While you can't force yourself to have fun or experience pleasure, you can push yourself to do things, even when you don't feel like it. You might be surprised at how much better you feel once you're out and about. Having fun is a great stress buster, so make time for leisure activities that bring you joy, whether it be painting, playing the piano, working on your car, or simply hanging out with friends. Treatment for seasonal affective disorder: Light therapy The mainstay of winter SAD treatment is light therapy, otherwise known as phototherapy. Light therapy aims to replace the missing daylight of winter by exposing you to bright light that mimics natural outdoor light. Daily exposure can suppress the brain's secretion of melatonin to help you feel more awake and alert, less drowsy and melancholy. Light therapy has been shown to be effective in up to 85 percent of SAD cases. However, the timing and length of exposure needed can vary according to your symptoms and circadian rhythm, so you'll need guidance from your doctor or mental health professional to find the right dosage. Your doctor or therapist can also help you choose a light therapy product that's both effective and safe. (While tanning beds generate sufficient light, they should never be used to treat SAD as the UV rays they produce can be harmful to the skin and eyes.) Light therapy has to be continued daily throughout the winter months to be effective. Starting light therapy before the onset of symptoms in the fall may even help prevent seasonal affective disorder. There are two different ways of administering light therapy. A light box delivers light that with up to ten times the intensity of normal domestic lighting. In most cases, you simply sit about 12 inches in front of a 10,000 lux light box for 15 to 30 minutes each morning. The light box emits a controlled amount of white light, with harmful ultraviolet (UV) rays filtered out. While the light needs to enter the eyes, you shouldn't stare directly at the light box, but rather continue your morning routine, such as eating breakfast, reading the newspaper or working at the computer. Most people notice an improvement in their SAD symptoms after a few days and experience the full antidepressant effect in about two weeks. A dawn simulator is a device that gradually increases the amount of light in your bedroom in the morning to simulate the rising sun and wake you up. The light gradually increases, just as natural sunlight does, over a period of 30 to 45 minutes. Instead of waking in darkness, you wake to what looks like a sunny morning. This can help reset your circadian rhythm and improve your mood. While light boxes may trigger hypomania or mania in those with bipolar disorder, there is no such risk with a dawn simulator. Light therapy for seasonal affective disorder: What you need to know Light therapy involves daily sessions of sitting close to a special light source that is far more intense than normal indoor light. Some people feel better after only one light treatment, but most people require at least a few days of treatment, and some need several weeks. You do not need a prescription to purchase a light box to treat SAD; however, it's best to work with a professional to monitor the benefits of the treatment. Some SAD light boxes look like medical equipment, while others are more like regular table lamps. The prices vary. Although professional groups and government agencies endorse light therapy, your insurance company in the U.S. may balk. If you are counting on coverage, you better check first. There are few side effects to light therapy, but you should be aware of the following potential problems: * Mild anxiety, jitteriness, headaches, early awakening, or eyestrain can occur. * There is evidence that light therapy can trigger a manic episode in people who are vulnerable. * While there is no proof that light therapy can aggravate an eye problem, you should still discuss any eye disease with your doctor before starting light therapy. Likewise, since rashes can result, let your doctor know about any skin conditions. * Some drugs or herbs (for example, St. John's wort) can make you sensitive to light. Medication and psychotherapy for seasonal affective disorder While light therapy is often a highly effective treatment for SAD or the winter blues, it doesn't work for everyone. If that's the case, don't despair, there are other effective treatment options available and plenty of self-help techniques to help you feel better. Cognitive behavioral therapy (CBT) can be highly beneficial for people with seasonal depression. The right therapist (/articles/mental-health/finding-a-therapist-who-can-helpyou-heal.htm) can help you curb negative thoughts, attitudes, and behaviors that make the disorder worse and help you learn how to manage symptoms and deal with stress in healthy ways. For many people, CBT can be as effective at treating seasonal affective disorder as light therapy or antidepressants, but without any risky side-effects. Medication. If light therapy doesn't work for you, your doctor may suggest antidepressant medication. SSRI antidepressants work by acting on serotonin levels in the brain to reduce SAD symptoms. In the U.S., the FDA has specifically approved the drug bupropion (Wellbutrin) to treat seasonal affective disorder. However, as with all antidepressants, there may be adverse side effects, including a number of safety concerns specific to children and young adults. It's important to weigh the benefits against the risks before starting on medication. Whatever treatment plan you settle on, it's important to combine it with self-help techniques to help manage your depression symptoms and even help prevent seasonal affective disorder returning next year. Authors: Lawrence Robinson, Jennifer Shubin, and Jeanne Segal, Ph.D. Last updated: September 2018. Donate (/donate) HelpGuide.org REPRINT ©Helpguide.org. All rights reserved. The content of this reprint is for informational purposes only and NOT a substitute for professional advice, diagnosis, or treatment.	<urn:uuid:8a6842f2-9ac8-4aba-ab21-8ea4bf334bc3>	CC-MAIN-2018-47	https://www.helpguide.org/articles/depression/seasonal-affective-disorder-sad.htm?pdf=true	2018-11-20T22:32:02Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00223.warc.gz	902,369,365	4,119	eng_Latn	eng_Latn	0.996577	eng_Latn	0.997749	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1561, 3428, 5148, 7620, 9776, 11414, 13380, 15321, 17977, 19888 ]	[ 2.53125 ]	2	0
Leave No Trace Training Outline Introduction History Purpose Practicing Leave No Trace Teaching Leave No Trace Leave No Trace Training Outline Each year, use of wilderness and backcountry areas continues to increase dramatically. Use of designated wilderness areas increased from 4 million people in 1964, to 7 million people in 1974, to 15 million in 1984, and 21 million in 1994. Soaring use of the backcountry means that impact on ground cover, plants, wildlife, trails, and streams has become alarmingly severe. With accelerating use of backcountry areas continuing, reducing the impact of human presence has become increasingly important. The National Outdoor Leadership School and the U.S. Forest Service created a partnership in 1991 to produce, develop, and distribute Leave No Trace educational materials and training curricula. Soon afterward, the U.S. Forest Service, the National Park Service, the Bureau of Land Management, and the U.S. Fish and Wildlife Service joined together to endorse and support Leave No Trace. In 1994, Leave No Trace Inc. was formed to serve as a clearinghouse and umbrella organization for the Leave No Trace program. Since then, Leave No Trace Inc. has forged partnerships with organizations from federal land agencies, corporate sponsors, and retail stores, to guide services, youth-serving organizations, and other audiences. In 1998, the Boy Scouts of America launched a Leave No Trace emphasis and distributed requirements for earning a colorful Leave No Trace patch. Leave No Trace is dedicated to promoting and inspiring responsible outdoor behavior through education, research, and partnerships. The Boy Scouts of America is a proud supporter of Leave No Trace. This is especially so because the principles of Leave No Trace are consistent with the mission of the Boy Scouts of America—to instill the values of the Scout Oath and Law in young people and to prepare them to make ethical and moral choices throughout their lifetimes. Leave No Trace reminds us to respect the rights of other users of the outdoors as well as future generations. Appreciation for our natural environment and knowledge of the interrelationships of nature bolster our respect and reverence toward the environment and nature. This training is designed to familiarize adult Scouters, older Boy Scouts, and Venturers with the principles of Leave No Trace. The principles of Leave No Trace apply to backcountry and wilderness areas where visitors generally spend several days or more. The frontcountry guidelines apply to intensively used sites close to inhabited areas where visitors generally spend the day hiking, picnicking, or simply enjoying being outdoors. Use your judgment and experience to tailor camping and hiking practices to the environment where the outing will occur. Forest, mountain, seashore, plains, freshwater, and wetland environments all require different minimum impact practices. Request information from the local land managing agency or landowner. Leave No Trace applies to Boy Scouts, Varsity Scouts, and Venturers, as well as adult leaders. Teaching should be appropriate to the age of participants and the locations where they hike, camp, or visit. Leave No Trace Frontcountry Guidelines, No. 13-032, apply to Tiger Cubs, Cub Scouts, and Webelos Scouts, who can earn a colorful patch, No. 08797. Learning Objectives Materials for Distribution Review the Guidelines This training is intended for a roundtable, camporee, summer camp, unit campout, or other suitable occasion to acquaint leaders and youth with the principles of Leave No Trace. This can be accomplished in less than one hour. A weekend or longer training period is used to teach practical applications of Leave No Trace in the outdoors. Masters of Leave No Trace have completed a five-day course on the principles and practices of Leave No Trace. They have also received training in methods of effectively teaching the Leave No Trace message to diverse audiences. Masters of Leave No Trace are empowered to conduct an overnight course to teach Trainers, who may teach adult leaders or youths. Ideally, a Master or Trainer of Leave No Trace should be recruited to teach and demonstrate practical applications. To locate a Master of Leave No Trace, contact Leave No Trace Inc. at 800-332-4100 or on the Internet at http://www.LNT.org. As a result of this training participants will be able to: * Explain the importance of Leave No Trace. * Describe what Leave No Trace is and where it applies. * State the principles of Leave No Trace and the frontcountry guidelines. * Agree to practice Leave No Trace. The Principles of Leave No Trace flier, No. 21-105 and Leave No Trace Frontcountry Guidelines, No. 13-032 (one per participant) Using the The Principles of Leave No Trace, review the principles of Leave No Trace: 1. Plan Ahead and Prepare. 2. Travel and Camp on Durable Surfaces. 3. Dispose of Waste Properly (Pack It In; Pack It Out). 4. Leave What You Find. 5. Minimize Campfire Impacts. 6. Respect Wildlife. 7. Be Considerate of Other Visitors. For neighborhood parks and areas that are easily accessible by vehicle and mostly enjoyed by day-users, the frontcountry guidelines apply. These frontcountry guidelines apply to most Cub Scout outdoor activities. 1. Plan Ahead. Watch for hazards and follow all the rules of the park or outdoor facility. Remember proper clothing, sunscreen, hats, first-aid kits, and plenty of drinking water. Use the buddy system. Make sure you carry your family's name, phone number, and address. 2. Stick to Trails. Stay on marked trails whenever possible. Short-cutting trails causes the soil to wear away or to be packed, which eventually kills trees and other vegetation. Trampled wildflowers and vegetation take years to recover. Recognition Other Resources Conclusion 3. Manage Your Pet. Managing your pet will keep people, dogs, livestock, and wildlife from feeling threatened. Make sure your pet is on a leash or controlled at all times. Do not let your pet approach or chase wildlife. When animals are chased or disturbed, they change eating patterns and use more energy, which may result in poor health or death. Take care of your pet's waste. Take a small shovel or scoop and a pick-up bag to pick up your pet's waste—wherever it is left. Place the waste bags in a trash can for disposal. 4. Leave What You Find. When visiting any outdoor area, try to leave it the same as you find it. The less impact we each make, the longer we will enjoy what we have. Even picking flowers denies others the opportunity to see them and reduces seeds, which means fewer plants next year. Use established restrooms. Graffiti and vandalism have no place anywhere, and they spoil the experience for others. Leave your mark by doing an approved conservation project. 5. Respect Other Visitors. Expect to meet other visitors. Be courteous and make room for others. Control your speed when biking or running. Pass with care and let others know before you pass. Avoid disturbing others by making noise or playing loud music. Respect "No Trespassing" signs. If property boundaries are unclear, do not enter the area. 6. Trash Your Trash. Make sure all trash is put in a bag or trash receptacle. Trash is unsightly and ruins everyone's outdoor experience. Your trash can kill wildlife. Even materials such as orange peels, apple cores, and food scraps take years to break down and may attract unwanted pests that could become a problem. The requirements for Boy Scouts, Varsity Scouts, and Venturers to earn the Leave No Trace patch, No. 08630, may be found in the Principles of Leave No Trace, No. 21-105. For copies of pamphlets pertinent to specific outdoor environments, contact Leave No Trace Inc., P.O. Box 997, Boulder, CO 80306; telephone 303-442-8222. Close the session by restating the importance of setting the example by following the principles of Leave No Trace whenever you use the outdoors. Individual commitment helps spread awareness and respect for the out-of-doors. As Waite Phillips, who donated land for the Philmont Scout Ranch to the Boy Scouts of America, said, "We should all recognize that every right implies a responsibility, every opportunity an obligation, every position a duty, and that the most effective sermon is expressed in deeds instead of words."	<urn:uuid:2214a1cd-95c2-4f90-9315-adf73162ae51>	CC-MAIN-2018-47	http://bsaclimbing.org/wp-content/uploads/2012/03/12-Leave_No_Trace_Training_Outline-21-113.pdf	2018-11-20T22:30:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00223.warc.gz	61,613,491	1,717	eng_Latn	eng_Latn	0.996832	eng_Latn	0.997118	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 32, 3361, 5813, 8359 ]	[ 2.890625 ]	1	1
I. APPLE No. Disease/Insect Possible Causes Solutions Symptoms Fungus can overwinter as mycelium on dead leaves on the orchard floor, in \| 2 \| APPLE SCAB \| Young lesions at both surfaces of the leaves are velvety brown to olive green and have feathery, indistinct margins As an infected leaf ages, the tissues adjacent to the lesion thicken, and the leaf surface becomes deformed. Young leaves may become curled, dwarfed, and distorted when infections are numerous. Infections of petioles and pedicels result in premature abscission of leaves and fruit, respectively. In late summer or early fall, lesions may appear whitish due to the growth of a secondary fungus on the lesion surface. Infections early in the season can cause fruit to develop unevenly as uninfected portions continue to grow. Cracks then appear in the skin and flesh, or the fruit may become deformed. Lesions on young fruit appear similar to those on leaves, but as the infected fruit enlarge, the lesions become brown and corky \| Although research in New York has shown that the scab fungus can overwinter in trees as conidia on bud scales, the pathogen generally overwinters in leaves and fruit on the orchard floor. Ascospores are the major source of primary inoculum and are produced within pseudothecia that develop in leaves during the winter months. Once the fungus is established in the leaf or fruit, conidia form on the surface of the lesion and become the source of secondary inoculum for the remainder of the season. Conidia are disseminated to developing leaves and fruit by splashing rain and wind. \| During the prebloom period, for both fresh and processing apples, determine apple scab infection periods by observing duration of leaf wetness and average temperatures during the wet period Scab‐resistant cultivars such as Prima, Priscilla, Jonafree, Redfree, Liberty, Freedom, Goldrush, and Pristine. Sanitation: Leaf pickup and destruction in late autumn, Flail mowing in late autumn to chop litter can help reduce numbers of pseudothecia, Applications of 5% urea to foliage in autumn can hasten leaf decomposition, thus reducing formation of pseudothecia Chemical control: Protectant fungicides prevent the spores from germinating or penetrating leaf tissue; Postinfection fungicides control the scab fungus inside leaves and fruit. \| \|---\|---\|---\|---\|---\| \| 3 \| APPLE MOSAIC VIRUS \| Pale to bright cream spots on spring leaves as they expand \| Apple viruses are transmitted only through grafting. If an infected tree is present in the orchard, many viruses have been known to spread slowly to adjacent trees through natural root grafts. \| \| \| 4 \| APPLE UNION NECROSIS \| Appear as infected trees reach bearing age. Bud break is often delayed in the spring, and leaves are small and sparse, their color a dull, pale green. Terminal shoot growth is reduced, with shortened internodes. Infected trees flower heavily and set large numbers of small, highly colored fruit. Leaf discoloration and leaf drop occurs prematurely in infected trees. Affected trees often produce large numbers of sprouts from the rootstock. Swelling may occur above the graft union. Partial to complete separation of the graft union is common on severely affected trees; sometimes the top breaks off at the union in strong winds Removal of the bark above and below the graft union reveals it to be abnormally thick, spongy, and orange‐colored, and there is a distinct necrotic line at the scion/rootstock union Decline and death is possible \| Tomato ringspot virus (TmRSV). The virus is present in common broadleaf orchard weeds, such as dandelion, and may be spread from weeds to apple trees by dagger nematodes. Virus may also be spread through grafting and from orchard to orchard by seeds from infected dandelion. \| Purchase certified virus‐free trees grown in soil fumigated to control nematodes. Reduce populations of nematode vectors and weed hosts by cultivating the future orchard sites for two years before planting. \| \| 5 \| BITTER ROT \| The rot begins as a small, light brown, circular lesion. As lesions enlarge, they change to a dark brown and form sunken or saucer‐shaped depressions. Under humid conditions, large numbers of spores are produced in a creamy mass, salmon pink in color, which are often arranged in concentric circles. Under dry conditions, the spore mass appears crystalline. The rotted flesh beneath the surface of the lesion is watery, appearing in a V‐shaped pattern in cross section that narrows toward the core The fruit decays rapidly as it ripens and eventually shrivels into a mummy that may remain attached to the tree throughout the winter. \| Fungi called anthracnose. The fungus overwinters in mummified fruit, in cracks and crevices in bark, and in cankers produced by the bitter rot fungus or by other diseases, such as fire blight. Jagged edges of broken limbs are also ideal sites. \| Remove dead wood from the orchard or mulch the brush so that it decays over the period of a year. Inspect trees for apple mummies and remove them from the orchard if possible, since mummies remaining in the trees from the previous season can also serve as a source of inoculum. Application of fungicides on a 10‐ to 14‐day schedule from petal fall through harvest is the most effective means for disease control. \| \| 6 \| BLISTER SPOT \| Infections of blister spot are first noticeable two to three months after petal fall as small, green, water‐soaked, raised blisters that develop at fruit stomata These spots result in purplish black lesions associated with fruit lenticels. As the fruit increase in size, the lesions expand to about 3/16 inch (5 mm) and become darkened. A mid‐vein necrosis of Mutsu apple leaves has been observed prior to fruit lesion development \| The bacterium overwinters in a high percentage of apple buds, leaf scars, and diseased fruit on the orchard floor. Throughout the growing season, the bacterium can survive as an epiphyte on foliage and fruit in the orchard. The disease is mainly a problem on the apple cultivar Mutsu. When Mutsu is interplanted with other (normally) resistant apple cultivars (i.e. Red Delicious, Cortland, and others), the pathogen may spread into these, also. \| The disease could be controlled with three well‐timed antibiotic sprays, the first applied no later than 2 weeks after after petal fall, and the others applied weekly thereafter. \| \| 7 \| BLACK ROT \| Leaf symptoms first occur early in the spring when the leaves are unfolding. They appear as small, purple specks on the upper surface of the leaves that enlarge into circular lesions 1/8 to 1/4 inch (3‐6 mm) in diameter. The margin of the lesions remains purple, while the center turns tan to brown. In a few weeks, secondary enlargement of these leaf spots occurs. At this time, the lesions assume a characteristic "frog‐eye" appearance Fruit infection, of which sepal infection is the most common form, can occur early in the season. These infections result in blossom‐end rot later in the season. Early fruit infection usually appears at the calyx end of the fruit. These lesions begin as reddish spots which later turn purple and are bordered by a red ring. Infected areas on mature fruit become black, are irregular in shape, and are occasionally surrounded by a red halo. As the rotted area enlarges, a series of concentric bands of uniform width form which alternate in color from black to brown. The flesh of the rotted area remains firm and leathery. Black pycnidia are often seen on the surface of the infected fruit. Eventually, a dry mummy is produced that may remain attached to the tree. Lesions resulting in canker formation usually are associated with a wound in the bark. In the early stages, the bark is slightly sunken and reddish‐brown in color. Some cankers remain small and may die out by the end of the year, while others enlarge from year to year. Some cankers are observed to be merely a superficial roughening of the bark The canker can kill the bark to the wood and the area becomes cracked \| The black rot fungus often can be found on wood previously killed by fire blight or damaged by cold temperatures. The fungus overwinters in cankers, especially in those initiated by fire blight, in dead bark, and in mummified fruit. Early season infection of fruit also occurs through stomata. Later in the season, infection of fruit occurs through cracks in the cuticle or via wounds and possibly lenticels. \| The main method of control is application of fungicides from silver tip through harvest. Monitor each tree for cankers. Cankers are a source of inoculum which can initiate leaf, fruit, and wood infections. Remove cankered wood from the orchard or mulch the brush so that it decays over the period of a year. Inspect trees for apple mummies and remove them from the orchard if possible, since mummies remaining in the trees from the previous season can also serve as a source of inoculum. Current‐season prunings should be either removed from the orchard and burned or raked and then chopped with a flail or rotary mower. Piles of prunings on the orchard perimeter can serve as sources of fungal spores. \| \| 8 \| BLACK POX \| Infection first appears on current season twigs as well‐defined, conical, shiny black lesions which enlarge by the end of the first season. Fruit lesions are small, black, circular and slightly sunken Leaf lesions begin as red halos with light green centers, and become tan to brown with purple borders. Severe leaf infection may cause defoliation. \| This wet weather fungus overwinters and produces conidia in old bark lesions. The optimum temperature for growth is 82F (28C). \| Look for bark lesions on ten shoots per tree in blocks where this minor disease has been a problem. Most fungicides used in the cover sprays at 14‐day intervals for summer diseases will control black pox. On early‐maturing apple cultivars, postharvest sprays may be needed to reduce the buildup of the disease on leaves and twigs after harvest. \| \| \| \| The rotted areas are soft, watery and light brown in color. The surface of older lesions may be covered by bluish‐green spores that initially are nearly snow white in color. The lesions are of varying shades of brown, being lighter on the yellow or green varieties and on the pale cheeks of colored varieties and showing dark shades of brown on the most highly colored varieties. The soft, watery consistency of the rotted tissue seems to be a more distinguishing feature than the color variations. \| The fungus, Penicillium expansum , not only causes fruit decay but also produces the carcinogenic mycotoxin patulin. All of the blue molds are primarily wound parasites, most frequently gaining entrance through fresh mechanical injuries such as stem punctures, bruises and insect injuries, finger‐nail scratches by pickers, necrotic tissues of diverse origin or through normal stems or open calyx canals. Sometimes infections may occur through lenticels, especially when they are damaged by cracking after a sudden abundant supply of water following a period of dryness, or after bruising late in the storage season when fruit have been weakened by ripening and aging. \| (1) General sanitation and avoidance of conditions favorable to infection. This includes reducing contamination of bins with orchard soil, which is a reservoir for the spores, sterilization of contaminated bins and packing machinery, and frequent changes of solutions and water used for drenching and handling fruit. Fruit should be picked at the proper maturity (not over‐ mature) and placed in cold storage as soon as possible. Picking wet fruit should be avoided. Bins containing harvested fruit in an orchard should be protected from rain so fruit will not become wet. \| (2) The avoidance of fruit injuries. Gentle handling of fruit by pickers during harvesting and care during the transportation of fruit from the orchard to the packinghouse may prevent many injuries. Attention should be given to mechanical features of the handling machinery in packinghouses to eliminate sources of injury from rough corners, unnecessary drops or gravity runs, or hard or unprotected receiving surfaces. \| 10 \| BROOKS SPOT \| First appears as irregular, slightly sunken dark green lesions typically on the calyx end of immature apple fruit As the fruit matures, the lesion turns dark red or purple on red areas of the fruit and remains dark green on green or yellow areas \| Primary infection is initiated by ascospores which are discharged from overwintering leaves in late spring and early summer. \| Most of the fungicides used in the early cover sprays for summer diseases are effective against the Brooks spot fungus. \| \|---\|---\|---\|---\|---\| \| 11 \| CEDAR‐APPLE RUST \| Bright orange, glistening lesions on the leaves. Lesions which are not inhibited chemically may form small tufts of spore‐producing structures (aecia) on the lower surface of the leaf by July or August. Appears on fruit first as bright orange, slightly raised lesions, but may take on a more brown and cracked appearance as the fruit enlarges. Stem infection causes a slight swelling of the stem and may result in abscission of the young fruit. On the cedar tree, cedar‐apple rust produces brown, globular galls ranging in size from 1/4 inch (6‐7 mm) to nearly two inches (50 mm) in diameter. These are dimpled like a golf ball in the dormant season, but produce gelatinous, orange spore horns during spring rains \| The fungus overwinters on galls on the cedar tree. Wetting of galls in the spring initiates expansion of the spore horns and production of basidiospores which are carried to the apple tree to infect leaves and fruit during extended wetting periods. \| Fungicides that are effective against the rust diseases should be applied periodically from the pink stage of bud development through third cover to protect the emerging leaves and developing fruit. Removing cedars located within a 2‐mile radius of the orchard interrupts the life cycle of the fungus and makes control with fungicides easier. Removing all cedars within 4 to 5 miles of the orchard will provide complete control. \| \| 12 \| FIRE BLIGHT \| Overwintering cankers harboring the fire blight pathogen are often clearly visible on trunks and large limbs as slightly to deeply depressed areas of discolored bark, which are sometimes cracked about the margins. As with blossom infections, the pathogen often invades and kills a portion of the limb supporting the infected shoot. The first symptom on water sprouts and shoots that are invaded systemically from nearby active cankers is the development of a yellow to orange discoloration of the shoot tip before wilting occurs As the infection spreads down the shoot axis, the leaves first show dark streaks in the midveins, then wilt and turn brown, remaining tightly attached to the shoot throughout the season. The tips of young infected shoots wilt, forming a very typical "shepherd's crook" symptom Blossom blight symptoms most often appear within one to two weeks after bloom and usually involve the entire blossom cluster, which wilts and dies, turning brown In general, infections of any type that occur between petal fall and terminal bud set usually lead to the greatest limb and tree loss. \| The bacterial pathogen causing fire blight overwinters almost exclusively in cankers on limbs infected the previous season. During the early spring, in response to warmer temperatures and rapid bud development, the bacteria at canker margins begin multiplying rapidly and produce a thick yellowish to white ooze that is elaborated onto the bark surface up to several weeks before the bloom period. Many insect species (predominantly flies) are attracted to the ooze, and subsequently disperse the bacteria throughout the orchard. \| Concentrate monitoring in orchard blocks where the disease occurred during the previous season. Observe blighted limbs and shoots for removal during normal pruning operation. A very important aspect of fire blight management involves monitoring the weather for the specific conditions that govern the build‐up of inoculum in the orchard, the blossom infection process and the appearance of symptoms. A weather station (discussed in chapter 10) that records the daily minimum and maximum temperatures and rainfall amounts is needed. Chemical and biological control: A copper spray applied at the 1/4‐inch green tip stage may reduce the amount of inoculum on the outer surfaces of infected trees. At bloom, antibiotic sprays are highly effective against the blossom blight phase of the disease. \| \| 13 \| FLY SPECK \| Characterized by clusters of 10 to 50 sharply defined black shiny specks on the fruit surface These superficial colonies are round to irregular and usually measure 1/16 to 1 inch (8‐25 mm) in diameter. The individual dots or specks are fruiting structures in which spores are formed that cause secondary spread. \| These fungi are commonly found on the stem surfaces of many woody plants, including apple shoots. Infections may occur on fruit as early as two to three weeks after petal fall, and are highly favored by frequent rain periods and poor drying conditions. \| The diseases are managed by orchard sanitation and the use of fungicides. Removing reservoir hosts, especially brambles, from the orchard and surrounding hedgerows helps reduce the amount of inoculum from external sources, but in wet years this practice alone may not be adequate for disease control. Dormant and summer pruning to open up the tree canopy and thinning to separate fruit clusters. \| \| 14 \| GOLDEN DELICIOUS NECROTIC LEAF BLOTCH \| Development of necrotic blotches or irregular areas of dead tissue in mature leaves Midshoot leaves are most often affected Affected leaves begin to turn yellow after about 4 days and abscise a few days later. Some green leaves with NLB are also lost by abscission. \| The cause of necrotic leaf blotch (NLB) of apple is not known. It is apparently a physiological disorder whose occurrence is related to air temperature, light intensity and soil moisture. A hormonal imbalance may be involved because \| The disorder is reduced where the dithiocarbamate fungicides ziram or thiram are used in the summer spray program. Foliar applications of zinc oxide also have been effective in reducing the severity of the disorder. \| \| 15 \| NECTRIA TWIG BLIGHT \| Shoot growth on infected twigs begins to wilt and die In mid‐ to late summer, bright orange or coral‐red structures (sporodochia) 1/8 to 1/6 inch in diameter appear on the surface of the cankers \| Caused by the fungus Nectria cinnabarina (Tode) Fr., asexual state of Tubercularia vulgaris Tode. Wounds from fruit harvest, which probably take a long time to heal late in the season, combined with prolonged periods of wet weather after harvest, appear to favor the establishment of infection. \| Removal of infected twigs helps reduce the carryover of inoculum. \| \| 16 \| NECTRIA CANKER \| The fungus grows deep into the wood and kills new wound callus as it develops. This annual killing of successive layers of callus results in perennial, target‐like, zonate cankers \| Caused by Nectria galligena Bres., is occasionally found on apple nursery stock shipped into the eastern United States. \| Nursery trees purchased from the western United States and Europe should be examined carefully for symptoms of the disease. Trees with cankers should be returned to the nursery for replacement or discarded. \| \| 17 \| PHYTOPHTHORA ROOT, CROWN, AND COLLAR ROT \| Delayed bud break, leaf discoloration, and twig dieback. The most obvious symptom found on infected trees is a partial or complete girdling of the trunk Close examination of the roots often reveals reddish‐brown, water‐soaked areas of necrotic tissue located at the base of the root at the point of attachment to the rootstock \| The pathogen belongs to a group of fungi known as water molds that require high levels of moisture and cool temperatures for growth and reproduction. It may survive in soils for several years in a resting spore (oospore) stage that is resistant to drought periods or chemical treatments. New infections are most numerous between the pink stage of blossom development and the beginning of shoot elongation. \| Careful selection of orchard sites and rootstocks for new plantings. Avoid planting susceptible rootstocks in areas with heavy, poorly drained soils. \| \| 18 \| POWDERY MILDEW \| Whitish lesions on curled or longitudinally folded leaves Stunted whitish‐gray twig growth evident on dormant shoots Fruit russeting Economic damage occurs in the form of aborted blossoms, reduced fruit finish quality, reduced vigor, poor return bloom and yield of bearing trees, and stunted growth and poor form of nonbearing trees. \| Podosphaera leucotricha. It is the only fungal apple disease that is capable of infecting without wetting from rain or dew. The mildew fungus overwinters mainly as mycelium in dormant blossom and shoot buds produced and infected the previous growing season. \| Where mildew‐susceptible cultivars are grown, include a mildewcide in the scab program to control both diseases. Begin sprays at tight cluster and continue until terminal growth stops. \| \| 19 \| QUINCE RUST \| Usually, the entire calyx end of the fruit is involved and the flesh is deformed to the core. The fungus may produce powdery, fluorescent orange spores in tube‐like structures (aecia) on the calyx end of apple fruit \| Gymnosporangium clavipes. Basidiospores are produced on quince rust cankers on the cedar tree and released under conditions similar to those for cedar‐apple rust. Fruit infection occurs only during extended wetting periods when the blossom is most susceptible, primarily from pink to the petal fall stage. \| \| \| 20 \| SOOTY BLOTCH \| Appears as sooty smudges or olive‐green spots on mature fruit Individual spots or smudges vary from discreet circular colonies to large lesions with diffused margins. Different colony appearances are attributable to different fungal pathogens which comprise the disease complex. \| These fungi are commonly found on the stem surfaces of many woody plants, including apple shoots. Infections may occur on fruit as early as two to three weeks after petal fall, and are highly favored by frequent rain periods and poor drying conditions. \| The diseases are managed by orchard sanitation and the use of fungicides. Removing reservoir hosts, especially brambles, from the orchard and surrounding hedgerows helps reduce the amount of inoculum from external sources, but in wet years this practice alone may not be adequate for disease control. Dormant and summer pruning to open up the tree canopy and thinning to separate fruit clusters. \| \|---\|---\|---\|---\|---\| \| 21 \| SOUTHERN BLIGHT \| Presence of a white, web-like mycelium, which often forms at the bases and on the lower stems of affected trees Tree death usually occurs rapidly. Light brown to yellow, round sclerotia 1/16 to 1/8 inch in diameter form in the mycelial mat. \| Caused by the fungus Sclerotium rolfsii Sacc. \| Avoid planting sites where the disease has been severe on previous crops such as peanuts, clover, tomato, and soybean. Keep the soil around the bases of trees free of dead organic matter that may serve as a food base for S. rolfsii . \| \| 22 \| THREAD BLIGHT \| Leaves wilt and turn brown, usually in the interior or shaded portions of the tree. Dead, curled leaves cling to blighted branches, frequently in mid‐branch, with unaffected leaves still appearing on both sides of the diseased area. A sparse, white mycelial fan can be observed in advance of dead areas on partially blighted leaves. This mycelium can frequently be traced as fine white threads back to the leaf petiole and twigs. \| Caused by the fungus Corticium stevensii Burt \| Thread blight, once established in an orchard, is difficult to control with fungicides. Preventative fungicide sprays applied to trees prior to infection may protect the orchard from thread blight. Avoiding "hollows" and other shaded and poorly ventilated areas when selecting an orchard site should help prevent the disease. Under light disease pressure, pruning out blighted twigs and branches may provide adequate control. Pruning to promote better penetration of sunlight and air may also help. \| \| 23 \| WHITE ROT \| Lesions begin as small, slightly sunken brown spots that may be surrounded by a red halo. As the decayed area expands, the core becomes rotten and eventually the entire fruit rots. Black fruiting structures may be observed on the surface of the rotted fruit in advanced stages. Red‐skinned apple cultivars may "bleach" during the decay process and become light brown in color. New infections on twigs and limbs become evident in early summer and originate around lenticels, appearing as small, circular spots or blisters. As the lesions expand, the area becomes depressed and a watery exudate may appear on the bark around the blisters. \| The white rot fungus overwinters in cankered wood, wood that had been previously killed by fire blight, dead bark, and in mummified fruit. Ascospores and conidia are produced on these structures throughout the growing season. It has also been observed that moisture stress (drought) and winter injury facilitate canker development, especially on older limbs. \| The pruning and removal of all dead wood, including spurs, twigs, and branches, is essential because the fungus survives in these structures. Trees should be irrigated during periods of hot, dry weather to minimize drought stress which predisposes the tree to twig and branch infections. \| \| 24 \| WOOD ROTS \| Breakage of the limbs or main trunk and the presence of fruit bodies on the bark or wood surface. The symptoms are usually seen on the portions of large branches where the bark is still smooth. Where the outer bark separates from the inner bark, a tan to bronze‐colored, blistery, paper‐like quality to the bark occurs. Smaller branches arise at the point where the limb is still healthy, and the infected part of the branch dies back to this point. \| Several fungi cause wood rot, including Trametes versicolor, Schizophyllum commune, Polyporus hirsutus, and Chondrostereum purpureum. Wood rotting fungi are opportunistic wound pathogens that colonize winter‐ injured or mechanically injured tissues. Where pruning is performed improperly, cut surfaces may remain wet for long periods of time, thus creating a favorable environment for wood rotting fungi. \| Tree nutrition should be balanced. Excessive fertilization with nitrogen and late‐season irrigation should be avoided. Horizontal pruning cuts should be avoided so that water won’t accumulate and stand on the cut surfaces. Large cuts, which generally should be avoided, should not be made late in the growing season, and should be made in such a way that the branch collar is preserved. The use of sealants or paints on pruning cut surfaces is not recommended. \| \| 25 \| X‐SPOT \| Small, circular, depressed, necrotic spot typically on the calyx end of apple fruit in the mid‐Atlantic region \| not known \| Fungicides applied for summer diseases provide effective control of X‐spot. \|	<urn:uuid:a6adc8f3-6eec-4604-b6df-5176a3629181>	CC-MAIN-2018-47	http://leggcreekfarm.com/wp-content/uploads/2017/08/Fruit_Diseases_Apple.pdf	2018-11-20T22:34:51Z	crawl-data/CC-MAIN-2018-47/segments/1542039746800.89/warc/CC-MAIN-20181120211528-20181120233528-00224.warc.gz	189,617,924	6,012	eng_Latn	eng_Latn	0.960744	eng_Latn	0.994654	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 11748, 21767, 27171 ]	[ 2.578125, 1.671875 ]	1	3
Unit Overview This unit focuses on the media's function as a tool for political persuasion. Television advertisements and political speeches, in particular, are important components of the process of political communication. The activities in this unit help students understand some key strategies used in the construction of political persuasion. This unit explores the media's impact in shaping the process of democracy. Students learn how politicians appeal to voters, how symbols are manipulated, and about the increasing importance of "personality" as a major factor in getting elected. Students select a character from history or literature to be a political candidate and create a 30-second political TV ad for that person. This unit provides the opportunity for much discussion of concepts related to Character Education in the context of complex social issues such as colonialism. These concepts may be particularly valuable: courage, responsibility, faith, loyalty, self-direction, and perseverance. The "essential questions" of this unit are: * How are communication strategies used in political leadership? * How are images, language, sounds, and symbols used to persuade people about who to vote for? * What do voters need to understand about the role of media in the political process in order to be effective decision makers and citizens? * Are some political communication strategies inherently more or less fair? * How has the mass media of communication affected democracy? Analyze political communication strategies and evaluate the impact of the mass media on the political campaign process. CLASSROOM ACTIVITIES 5.1 Distortion Tactics V 5 . 1 Learn five communication strategies used by political candidates. 5.2 Shrinking Sound Bites Learn about the concept of "sound bites" and explore how sound bites can create bias. 5.3 Analyzing the Language of Political Ads Read the voice-over of two political ads and analyze the purpose, connotation, and sound bites. 5.4 Exploring Candidate Mythologies V 5 . 4 Examine myths revealed through campaign advertisements and special events. 5.5 Every Voter Should Know V 5 . 5 Create a list of ten things that voters should understand about media and the political process. PRODUCTION ACTIVITY Create a Political Campaign Ad Select a candidate from fiction or history who wants to run for political office. Create a thirty-second TV ad for this candidate. CONNECTIONS TO MARYLAND STATE CONTENT STANDARDS The Assignment: Media Literacy curriculum has been designed to align with Maryland State Content Standards. Many of the activities and lessons are modeled upon the structure and format used in the MSPAP tests for language arts and social studies. For each unit, the standards are listed for each subject area. The numbers at the end of each line refer to specific instructional goals identified in the Maryland Content Standards. Use the chart below to identify the specific instructional objectives developed in each unit of the program. HIGH SCHOOL LANGUAGE ARTS HIGH SCHOOL SOCIAL STUDIES UNIT 5 \| ACTIVITY 5.1 \| DISTORTION TACTICS Students learn about five distortion tactics that are used to slant information in order to persuade. Students see how these tactics are used in political campaign advertising on television. Background This activity provides five examples of logical fallacies with examples of their use in political campaign history. The videotape provides two campaign ads for students to use in identifying distortion tactics in an actual political message. This is an ideal activity for large-group discussion. Getting Started Not all persuasive strategies distort information, but the five tactics outlined on this activity sheet do. You can use the guided questioning that follows to explore this in more detail. Issues and Topics to Discuss Pass out Activity Sheet 5.1 and ask students to read the five distortion tactics. After reading, ask these questions and discuss: 1. Why are the strategies defined on this sheet labeled "distortion" rather than "persuasion" tactics? Emphasize that these five strategies are intended to be persuasive through providing misleading information or presenting information in a highly selective and incomplete way. 2. Why do phrases such as "doing what's right" and "living up to his word" trigger a positive connotation? Do they trigger a positive connotation in everybody? What meaning do those words have for teenagers? Answers will vary. 3. How do glittering generalities distort information? Because they are "general" rather than specific, the candidate sounds as if he or she is saying something important when in fact the phrase is empty of meaning. If Bush defined specifically what he meant by "kinder, gentler America," then he would not be distorting his message. 4. How could Rush Limbaugh have substantiated his claim that Vince Foster was murdered? The ad could have quoted a verifiable source or sources. However, to simply say, "a Washington consulting firm" without identifying it specifically is to distort information. 5. In the 1960 campaign, what message were Kennedy's opponents communicating to the voting public about the candidate's relationship with the Pope? The non-verbal claim was that Kennedy was not an independent thinker, that electing Kennedy was the same as electing the Pope. Applying the Tactics to Video Examples The videotape provides two examples of political campaign ads for students to analyze: * a negative ad featuring anti-Castro imagery * an ad from the "Morning in America" campaign for Ronald Reagan. View each one and ask students to review the definitions of distortion tactics. Which distortion tactics are being used in each ad? What specific clues from the verbal or visual images led them to select this tactic? V 5 . 1 V 5 . 1 V 5 . 1 V 5 . 1 UNIT 5 \| ACTIVITY 5.1 DISTORTION TACTICS Distortion Tactic #1: NAME-CALLING Definition: Name-calling attacks a candidate personally without providing any real information about the candidate's abilities or experiences. The media often repeat the label in the guise of reporting a candidate's accusations. Example: Opponents to Andrew Jackson called him "a home wrecker." Opponents to Richard Nixon labeled him "Tricky Dicky." Opponents to Bill Clinton called him "Slick Willy." Distortion Tactic #2: LOADED WORDS Definition: Loaded words have either positive or negative connotations intended to trigger an emotional response from the audience. Example: In a televised campaign advertisement for her presidential candidate husband, Elizabeth Dole described Bob Dole this way: "Honesty, doing what's right, living up to his word." Presidential candidate Ross Perot appeared in his own televised advertisement and asked the American people this question: "Do either of the other candidates give you this kind of straight talk? Or are they so busy promising you candy just to get your vote?" Distortion Tactic #3: GLITTERING GENERALITIES Definition: Glittering generalities carry positive connotations. Unlike name-calling, which refers to people, glittering generalities refer to abstract ideas that can and are interpreted differently by different people. Candidates who use glittering generalities do not define what they mean by the word. Example: In his 1992 re-election campaign, President George Bush spoke of "a kinder, gentler America." Vice President Dan Quayle spoke often of "family values." Distortion Tactic #4: RUMOR-MONGERING Definition: Rumor-mongering is unsubstantiated statements or innuendo about a candidate. Most often the rumor is suggested, not stated directly. Example: On March 10, 1994, radio commentator Rush Limbaugh announced that he had "enough information" to tell his audience that a Washington consulting firm was soon to release a newsletter stating that White House attorney Vince Foster "was murdered" and did not commit suicide, as the mainstream press and the White House itself had reported. Limbaugh later denied suggesting Foster's death was murder. Distortion Tactic #5: MISLEADING ASSOCIATION Definition: This strategy attempts to disqualify or dishonor an opponent by linking the candidate to some idea or some group that may not be directly connected to the candidate. Example: In 1960, opponents of Catholic presidential candidate John F. Kennedy suggested that should he win, the Pope would rule the country. "One anti-Kennedy image showed the candidate kissing the Pope's hand with this warning: Keep Church and State separate!" UNIT 5 \| ACTIVITY 5.2 \| SHRINKING SOUND BITES This critical reading activity helps students explore the changes in political communication that have resulted from the increasing dominance of television. Background Candidates use sound bites to promote their positions, such as President Clinton's 1996 sound bite "a bridge to the 21 st century." They also use sound bites to discredit an opponent. For example, in the 1996 campaign, Republican presidential candidate Robert Dole debunked Hillary Clinton's book titled It Takes a Village (taken from an African proverb, "It takes a village to raise a child") by stating, "It doesn't take a village; it takes a family to raise a child." Sound bites are not new. As this article states, they originated during the age of radio and were simply a way of allowing a news maker to speak for him- or herself. In recent decades, however, sound bites have shrunk from many minutes to seconds. This is where the distortion, or bias, can enter the picture. Getting Started Pass out Activity Sheet 5.2 (A), which has the reading passage, and 5.2 (B), which includes the questions for students to answer. This is an ideal practice test-taking activity. Provide a limited amount of time for students to complete the questions, and then review the answers with students. Extension You might want to videotape a speaker at a community or school event and ask students to view the tape and select three sound bites which capture the speaker's main ideas. Share students' choices by listing on chart paper or the blackboard and evaluate the qualities of the messages. UNIT 5 \| ACTIVITY 5.2 (A) SHRINKING SOUND BITES By Catherine Gourley Excerpted from Media Wizards During the 1996 presidential campaign, Bill Clinton addressed the Democratic National Convention for more than an hour, discussing his vision for the future. He talked about education, technology, and the welfare of American citizens. The news media extracted a catchy phrase from that long, detailed speech: A bridge to the twenty-first century. News commentators and reporters and even the candidate himself repeated the phrase over and over. It became the sound bite of Clinton's reelection campaign. than ten seconds. Instead of paragraphs, the sound bite is now a single sentence or even a phrase, such as Bill Clinton's "A bridge to the twenty-first century." Sound bites make great headlines and teasers to get readers to buy a newspaper or stay tuned to a particular television program. But sound bites also reduce complex ideas into oversimplified buzzwords. Unless you heard Clinton's entire 60-minute+ speech, you wouldn't know what was the bridge to the future. The sound bite—a short extract from a recorded interview or speech—is not an invention of the 1990s. It actually began back in radio days, long before television changed the ways Americans viewed and voted for their presidents. In radio, a sound bite was a tape of someone speaking other than the news commentator. It was radio's way of allowing the news maker to speak for himself or herself. Then sound bites ran for minutes and could be as long as paragraphs. Today, a sound bite is still someone speaking on tape or film. The difference is that today, the sound bite is short—and getting shorter every year. In 1968, a typical sound bite from a presidential election was more than 40 seconds. In 1996, the sound bite had shrunk to less When people hear or read a sound bite, they aren't hearing or reading the entire message and so the original meaning may be lost or misinterpreted. Because sound bites are, by definition, repeated out of context, they slant reality. Readers and viewers, and especially voters, have a responsibility to look beyond the slant or the sound bite and interpret a story's meaning or a candidate's message. But people interpret media messages differently, based on their own experiences or preconceived ideas and prejudices. "When politicians can get away with talking like bumper stickers, we get used to listening for slogans—and not much else," says media specialist Norman Soloman. "Sadly, our attention span tends to parallel our thinking span." That's how bias enters the language of politics—not only through the candidate's words, images, or sound bites but also through the eyes and ears of the audience. UNIT 5 \| ACTIVITY 5.2 (B) SHRINKING SOUND BITES Instructions: After reading the previous selection, answer the questions below. Questions: 1. Write down the author's definition of a sound bite. ______________________________________________________________________________ ______________________________________________________________________________ 2. What does the author mean by "oversimplified buzzwords"? ______________________________________________________________________________ ______________________________________________________________________________ 3. To what does Norman Soloman compare political sound bites? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. The author states how sound bites have shrunk but she doesn't explain why. What reason does Norman Soloman suggest for why sound bites have shrunk? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ For Discussion Discuss the short-term and long-term implications—both positive and negative—of reliance on sound bites as a dominant part of the political campaign process. UNIT 5 \| ACTIVITY 5.3 \| ANALYZING THE LANGUAGE OF POLITICAL ADS This activity provides the voice-overs of two different political campaign ads and involves students in critically analyzing the purpose, point of view, and persuasive techniques used in the ads. Background This is an ideal activity for large-group or small-group discussion. You might want students to select their own small group of two or three people, or you may wish to assign students with different learning styles to work together. Getting Started You might introduce this activity by passing out Activity Sheet 5.3 and reading each of the two political ads aloud. Or you may want to have students read these in their best dramatic voices before discussing the questions. After students have discussed the questions, review the main ideas in a large-group discussion to conclude the activity. Questions and Answers: Text A 1. The Democratic Party representing candidate William Clinton. 2. against 3. Wrong in the past; wrong for our future. Text B 1. The Republican Party representing candidate Robert Dole. 2. America deserves better. 3. Issues are mentioned in both texts. However, the text doesn't substantiate the claims or provide specific supporting details. Both are targeting the candidate's character concerning the issue, though neither is an attack on the candidate's private life or morals. 4. Text A, in thirty-seconds or less, covers Medicare, Department of Education, drug policy, gun control, family leaves, vaccines. Again, the advertisement does not substantiate or explain the issues and so simplifies them by repeating the negative word "against." Text B focuses on a single issue, teen drug use. It provides two statistics—"doubled in the last four years" and "cut by 83 percent." Even so, teen drug use and the budget cuts to the Office of National Drug Control Policy are not so easily explained. Both texts oversimplify issues. 5. Students' answers will vary. As suggested in answer 4, statistics, anecdotes, and reasons for the actions or cuts would clarify the message. However, that requires much more time than a thirtysecond TV spot will allow. Extension Invite students to find and analyze political campaign ads from a current or recent election. The full text and video of many political campaign ads can be found at the New York Times website, http://www.nytimes.com. You might want to ask students to write out the full verbal text of the ad and design questions, like the ones in this activity, to help critically analyze the media messages. Students could lead a discussion on these ads for the class. UNIT 5 \| ACTIVITY 5.3 ANALYZING THE LANGUAGE OF POLITICAL ADS Instructions: Read the two different campaign texts from political TV ads and discuss the answers. Text A: Let's go back in time—to the sixties. Bob Dole is in Congress. Votes against creating Medicare. Against creating student loans. Against the Department of Education. Against a higher minimum wage. Still there. Against creating a Drug Czar. Against the Brady Bill to fight crime. Against family and medical leave. Against vaccines for children. Against Medicare—again. Dole-Gingrich tried to cut 270 billion. Bob Dole: wrong in the past; wrong for our future. 1. Which presidential candidate's party sponsored this 1996 televised ad? 2. What word is purposely repeated to create a negative connotation? 3. Reduce this ad to a single-sentence sound bite. Text B: Thirty years ago, the biggest threat to her [image of adolescent girl] was nuclear war. Today, the threat is drugs. Teenage drug use has doubled in the last four years. What's been done? Clinton cut the Office of National Drug Control Policy by 83 percent. And his own Surgeon General even considered legalizing drugs. Bill Clinton said he'd lead the war on drugs and change America. All he did was change his mind. America deserves better. 1. Which presidential candidate's party sponsored this 1996 televised ad? 2. Reduce this ad to a single sentence sound bite. 3. Which text—A, B, both or neither—is a personal attack on the candidate rather than on the candidate's position on real issues? 4. What complex ideas in both texts A and B are being oversimplified and reduced to a single paragraph? 5. What information is missing from both texts A and B? Discuss whether this missing information could or could not be included in a thirty-second or sixty-second TV spot. UNIT 5 \| ACTIVITY 5.4 \| EXPLORING CANDIDATE MYTHOLOGIES This critical reading activity introduces students to the concept of candidate mythologies and introduces students to the function of a storyboard in providing a visual "map" of the elements of a film or TV message. Getting Started Pass out Activity Sheet 5.4 (A) and ask students to read it. Or you may want to read it aloud while students follow along. Then show the famous "Daisy" political ad, which is provided on the video, and discuss it in relation to the points made in the reading. Pass out copies of the Activity Sheet 5.4 (C), which presents a storyboard of the Daisy ad. A storyboard is a drawn representation of a media message, used in planning a media message. Each of the boxes represents a shot. Every shot has its own box, and the voice-over or other sound is written below the box. Help students to understand the symbols used for different camera techniques, including: ECU = extreme close up MS = medium shot LS = long shot VO = voice-over Compare Storyboard to Political Ad After students have reviewed the storyboard, play the Daisy ad on the videotape again. Ask students to add missing elements into the storyboard. Remind students that a storyboard is only a plan, a document created before a message is actually videotaped—it doesn't capture everything about a media message. Pass out Activity Sheet 5.4 (B) and have students write their answers on the page. Alternatively, you might want students to complete this activity as homework or you may want to use the questions to promote small-group discussion or large-group interaction. Reading Subtext Some of the most common candidate mythologies include: * the war-hero myth * father/mother figure * the war-monger myth * friend of the common people * savior These mythologies are rarely stated directly but rather are implied through choice of words and visuals. The mythology is a persuasive tactic, but one that can distort reality. Questions and Answers: 1. What special effects and visual strategies did Roosevelt's campaigners use to promote his war hero image? The bugle and uniformed soldiers were examples provided. 2. In what way might a war-hero image be a stereotype? Mythologies, like stereotypes, make generalizations about a candidate. Ask students to discuss the suggestion made in the first paragraph—just because a candidate is a war-hero, does that mean he or she will also be an effective leader in the Oval Office? 3. What is a war-monger? A war-monger is someone who favors going to war to solve political conflicts. 4. What misleading association did the "Daisy" advertisement make? It associates a vote for Goldwater with a vote for war. In reverse, it associates a vote for Johnson with a vote for peace. This might be a good point to expand the discussion somewhat to discuss the "Vietnam conflict." Johnson would, in fact, defeat Goldwater and would—contrary to the "Daisy" message—send hundreds of thousands of American troops to fight in Southeast Asia. 5. Why did the Johnson campaigners pull the "Daisy" advertisement after only one broadcast? The article states that the Goldwater staff protested loudly. But more was probably at stake as well. The advertisement used a truly shocking contrast—a child at play and an atomic explosion. Perhaps the Johnson campaigners thought it would be too shocking and would backfire with a negative effect on their candidate. UNIT 5 \| ACTIVITY 5.4 (A) EXPLORING CANDIDATE MYTHOLOGIES By Catherine Gourley Here's how: A cavalry bugle sounding Charge! echoed on the campaign trail in 1903. The candidate, accompanied by seven uniformed Rough Riders, was Theodore Roosevelt. Roosevelt was himself a former Rough Rider, a hero of the Spanish American War. Leading troops in a charge against an enemy may not be the best qualification for the presidency of a country, but in Roosevelt's case the war hero image was not only popular but hugely successful. Roosevelt was not the only war hero elected to the country's highest office. General Dwight Eisenhower, commander of the Allied Forces that successfully invaded Normandy on D-Day and ultimately defeated the Nazis in World War II, won the presidential election in 1952. Likewise, images and stories of John F. Kennedy's war injuries and heroic actions on behalf of his PT109 crew, became part of his presidential campaign strategy. The war hero image—some call it a stereotype—is just one type of mythology that campaign strategists may use during an election campaign. Other mythologies include: Father/Mother figure, Friend of the Common People, Savior, Intellectual. Not all mythologies are positive, however. One of the most famous televised political advertisements was called "Daisy." Paid for by the campaign to elect Lyndon B. Johnson president in 1964, the advertisement suggested that Johnson's opponent—Senator Barry Goldwater from Arizona—was a war-monger. A little girl is outside on a sunny day picking the petals off a daisy. Her childish voice counts: 1, 2, 3, 4, . . . A man's voice begins counting, too, but downward: 10, 9, 8, 7, 6, . . . The camera zooms for a close-up on the little girl's wide, innocent eyes. Suddenly an atomic explosion fills the screen. What comes next is the voice of Lyndon Johnson: These are the stakes: to make a world in which all of God's children can live . . . or to go into the darkness. We must either love each other, or we must die. The spot ends with the man's voice: Vote for President Johnson on November 3 rd . The stakes are too high for you to stay home. The political advertisement did not state Senator Goldwater's name. It didn't have to. The shocking images contrasting a child at play with an atomic explosion implied—or suggested—that a vote for Goldwater was a vote for war. Candidate mythologies are most often implied or suggested through images. Sometimes those images are generated by the candidate, as in Theodore Roosevelt tooting his own horn. Other times, however, the mythologies are created by the candidate's opponent to discredit him or her. In fact, Republicans protested so loudly the Johnson "Daisy" advertisement that it aired only once. The Johnson campaign pulled it. But in doing so, the news media jumped on the story and so "Daisy" became political advertising history. How can you avoid being sucked into the stereotype's hype? One way, advised media specialists, is to simply ask yourself the key questions of all media messages: Who created this image and why? UNIT 5 \| ACTIVITY 5.4 (B) EXPLORING CANDIDATE MYTHOLOGIES Instructions: After reading the short essay, answer the questions below. 1. What special effects and visual strategies did Roosevelt's campaigners use to promote his war he ______________________________________________________________________________ 2. In what way might a war-hero image be a stereotype? ______________________________________________________________________________ ______________________________________________________________________________ 3. What is a war monger? ______________________________________________________________________________ 4. What misleading association did the "Daisy" advertisement make? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Why did the Johnson campaigners pull the "Daisy" advertisement after only one broadcast? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ H - 147 Storyboard for "DAISY" Political Ad (Zoom to CU) Male VO: 10-9-8-7-6-5-4 (Zoom to MS) Child VO: 1-2-3 (Establishing shot) Child VO: 1-2-3 Symbols ECU = extreme close up CU = close up MS = medium shot VO = voice-over Male VO: Vote For President Johnson on . The stakes are rd Nov. 3 too high to stay home. or go into the dark. We must either love each other or die. (BOOM!) VO: President Johnson: These are the stakes. To make the world in which all of God's children can live UNIT 5 \| ACTIVITY 5.5 \| EVERY VOTER SHOULD KNOW This activity invites students to listen critically to a video interview with Don Baer, former journalist and White House speechwriter for President Clinton, and to create a list of ten things that every voter should know about the relationship between media and politics. Getting Started You'll want to tell your class about the video interview before you show it. It's not often that students get a candid "behind-the-scenes" opportunity to meet with someone who has been closely involved in shaping the way the media covers the political process. About the Interview Don Baer is a former senior White House adviser who served as Assistant to President Clinton for Strategic Planning and Communications and before that as Director of Speechwriting and Research and Chief Speechwriter. He joined Discovery Communications, Inc. in 1998 and is now Executive Vice President, Office of the President. He serves on the company's Executive Committee and is involved in directing many new ventures, including the expansion of Discovery's Assignment: Media Literacy program. The students are from Towson High School in Maryland. Taking Notes from Video This activity provides a good opportunity to teach students about how to take notes from a videotape. You will want to model this activity yourself as you jot down memorable points or ideas as you watch this video. You might help students learn to take notes by stopping the tape after one or two minutes and inviting students to read the phrases or ideas they jotted down. You can share the points you noted while listening. This will help students practice the skill of note-taking while viewing. Creating the List After viewing and note-taking, you might want students to work in groups to prepare their lists of what every voter should know. Students may want to make these serious or humorous, but the main criterion for this activity is to use the information from the videotape to create the list. UNIT 5 \| ACTIVITY 5.5 EVERY VOTER SHOULD KNOW After viewing the interview with Don Baer, work with a partner to construct a list of ten things every voter should know about the role of the mass media in the political process. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ UNIT 5 CREATE A POLITICAL CAMPAIGN AD Select a candidate—male or female—based on a figure in history, an author, or a character in literature. Plan and create a thirty-second TV advertisement for your candidate's election. This Production Activity involves students in creating a persuasive message using the format of a television political campaign ad. This activity is ideal for a small-group project, and will involve a range of skills, including writing, research, teamwork, problem solving, music, writing, acting, and more! Review the Checklist Pass out the Production Activity worksheet and review the steps in the process needed to complete the activity. Encourage students to check off the steps by using the circles in the left margin. Establish a realistic deadline and monitor students' work during the process. Evaluation You might want students to evaluate each other's work using this evaluation sheet or you might want to use this as an evaluation tool yourself. Perhaps you'll hold a special event to screen the videos for the community or air them on your school's access channel! Publishing Student Work on www.AssignmentMediaLit.com See the Resources section on page 183 to learn how you or your students can send the completed videos to be published on the Assignment: Media Literacy website. UNIT 5 CREATE A POLITICAL CAMPAIGN AD ASSIGNMENT: Select a candidate—male or female—based on a figure in history, an author, or a character in literature. Plan and create a thirty-second TV advertisement for your candidate's election. ( USE THIS CHECKLIST TO COMPLETE THE ACTIVITY: Select a candidate and develop a campaign strategy. ❍ Brainstorm a list of possible candidates, taking into account the individual's personal characteristics, past experiences, and the name-recognition that may give this person an advantage in running for office. ❍ Identify the candidate's qualifications and position on a key issue. * What public issues are of genuine concern to your candidate? (For example, social welfare, economy, voting rights, drug use, gun control, health care, etc.) * What personal or professional experience does your candidate have regarding this issue or issues? * What proposals for action or solutions to an issue might your candidate favor? ❍ Identify the characteristics of the target audience of voters who will view the ad. Plan the verbal and visual content for the ad. ❍ Imagine and gather possible visuals that could get the audience's attention and relate to the campaign strategy. ❍ Write down the key phrases that the audience will hear. ❍ Plan your ad by creating a storyboard or script. Create and present your ad. ❍ Collect the visuals you need using in-camera editing. ❍ Divide the treatment into major sections. ❍ Add the audio and music. ❍ Send your completed project to the AssignmentMediaLit website to publish it. 3 2 3 2 UNIT 5 CREATE A POLITICAL CAMPAIGN AD Student Name: _____________________________________________________________________ The candidate has been selected thoughtfully and a campaign strategy is evident. The verbal and visual content has been planned effectively. 4 The visual elements of the message are attention-getting and relate to the campaign strategy. A storyboard or script has been written. The visual elements of the message are not too attention-getting or relate to the campaign strategy weakly. A storyboard or script has been written. The visual elements of the message do not relate to the campaign strategy. A storyboard or script has been written. 1 There is little evidence of effective planning. The ad communicates to the target audience. 4 The ad has visuals and language that are persuasive to the target audience. Technical elements in constructing the video have been mastered. The ad has visuals and language that are persuasive to the target audience. Technical elements in constructing the video need work. The ad has visuals and language that are not persuasive to the target audience. Technical elements in constructing the video need work. 1 The ad is missing major components or is inappropriate for the target audience. 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USAT-7 Connect with Multiple Generations Seek out a mentor from another generation: Find inspiration from another generation: According to a study completed by Search Institute, most teens have deep talents, interests and passions and want to use these "sparks" to make a difference in their communi ties and world. Unfortunately, many teens feel they lack the relationships and opportunities they need to help them develop their sparks. 1 The truth is there are adults in your life who want to connect with you and help you tap into your spark, but they may believe the stereotype that "teens don't want anything to do with adults." Reach out to adults in your life who are eager to help you develop your spark! People of all ages have sparks and want to make a dif ference in our community and world. Explore USA TO DAY to find an inspirational story about someone from a generation other than your own who has made a posi tive contribution to the world. Once you have read the article, respond to the following questions: 1. What did you learn from the person in this story? What life lesson can you take away from the article? 2. Why is it important for you to connect with people from other generations? How can you benefit and how can they benefit from this connection? Take a few moments to consider what you would want most in a mentor. In the space below, write the mentor character istics that are most important to you. The most successful teens are those who have mentors and who mentor others. Not only can we learn from a mentor, we can learn from being a mentor to others. In the space below, brainstorm several ideas about how you could be a mentor to someone younger than yourself. Learn from generational leaders: Search for some "spark lessons" from U.S. Senators who have cre ated TSA (Teen Service Announcement) videos for you on at15.com. Once you sign up as a member, go to the home page and click on "More Videos." View at least five of the U.S. Senator TSAs and write one "spark lesson" you learn from each U.S. Senator. TSA 1: TSA 2: TSA 3: TSA 4: TSA 5: Share your responses with a partner or a small group. Be sure to listen to the ideas of others! 1 "Teen Voice 2009: The Untapped Strengths of 15-Year-Olds. The Search Institute, Minneapolis: 2009. © Copyright 2009 USA TODAY, a division of Gannett Co., Inc. This lesson is based on the Sparks & Thriving research of Search Institute. Minneapolis, MN.	<urn:uuid:230f2962-cd4b-48cc-8b9a-5600ed5203d6>	CC-MAIN-2024-10	http://usatodayeducate.com/wp-content/uploads/MakeSparksFly-lesson7.pdf	2024-02-22T06:57:57+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00684.warc.gz	37,721,956	554	eng_Latn	eng_Latn	0.997848	eng_Latn	0.997848	[ "eng_Latn" ]	false	docling	[ 2455 ]	[ 2.875 ]	1	0
Subject: Computing – Programming: Robot Algorithms Year: KS1 – Year B – Autumn NC/PoS: - Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions - Create and debug simple programs - Use logical reasoning to predict the behaviour of simple programs Prior Learning (what pupils already know and can do) Understanding giving and following instructions, using floor robots to create and debug programs, using Scratch Jnr to create a program using blocks. End Points (what pupils MUST know and remember) - To describe a series of instructions as a sequence - To explain what happens when we change the order of instructions - To use logical reasoning to predict the outcome of a program - To explain that programming projects can have code and artwork - To design an algorithm - To create and debug a program that I have written Key Vocabulary Instruction, sequence, language, algorithm, program, trial, bee-bot/floor robot, route, prediction, map, digital art/artefact, decomposition, debug Recommended Resources: https://tinyurl.com/ks1-robotalgorithms Session 1: Giving instructions How do we give an instruction? What type of language is used? Why do instructions need to be clear and precise? How can we create a sequence of instructions to create an algorithm? How can our instructions be amended if they are not acted on clearly? Vocabulary: instruction, sequence, language, algorithm Session 2: Sequencing Why do instructions need to be given in a particular order? Would the outcome be the same if the order was changed? Can we trial this using a floor robot? What if the floor robot was trying to get to a specific location, could there be multiple routes then resulting in a different sequence order? When given a sequence of instructions, can we predict what will happen? How can we make informed predictions? Vocabulary: sequence, trial, floor robot/bee-bot, instruction, route, prediction Session 3: Making maps Can we design and create a map of our school/local area to use with our floor robots? What might we include on it? Can use digital art to create the map? Is your map suitable for the floor robot; are the paths/roads wide enough? Vocabulary: map, floor robot/bee-bot, digital art/artefact, route Session 4: Creating routes Where will your floor robot start? What is the final destination of the floor robot? What steps need to be taken to get from point A to B? How can we write this down using code? Do we need to debug our programs? What is an extra stop was added to the route, how would our algorithm change? Could we use decomposition to chunk the task? Medium Term Plan: Supporting Implementation of LTP/Progression Grid Vocabulary: map, floor robot/bee-bot, digital art/artefact, route, code, algorithm, program, decomposition, debug Future learning this content supports: The content of this unit will support other units on creating and implementing programs.	<urn:uuid:115a1207-0494-4785-8157-bc125c67ed35>	CC-MAIN-2024-10	https://evelynstreetschool.co.uk/assets/Documents/Attachments/KS1-Year-B-Programming-Robot-Algorithms-v2.pdf	2024-02-22T07:52:00+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00684.warc.gz	264,666,252	636	eng_Latn	eng_Latn	0.974199	eng_Latn	0.994812	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2737, 3051 ]	[ 4.34375 ]	1	0
Equity We invest in resources that support all children with all disabilities to: * Achieve their authentic sense of value * Exercise their right to take a place of equity in their communities * Access all opportunities that are available to others Disability To be deemed a disability, the impairment or condition must impact daily activities, communication and/or mobility. It can be a result of: * DNA malfunction * Physical trauma * Early childhood neglect or abuse The issue is that behaviour only accounts for 2% of the funding. The reality is that the disabilities associated with autism and mental health are predominantly expressed as dysfunctional behaviours in the classroom. For the teacher dealing with these behaviours becomes a major issue that must be managed with before 'normal' teaching can take place. The funding 'growth' is also interesting. All but mental health and autism have dropped – behaviour has the highest relative decrease in funding. I could find no definition in this document that defined 'behaviour' yet the manifestation of mental illness and autism is by dysfunctional behaviour. How are these increases being used? I would suggest it will be used to deal with their presenting behaviours. Mental Health Disorders that were most common and had the greatest impact on children and adolescents were assessed. These were: 1. Social phobia Anxiety disorders * Separation anxiety disorder * Obsessive-compulsive disorder * Generalised anxiety disorder * Major depressive disorder 2. Attention-Deficit/Hyperactivity Disorder * (ADHD) 3. Conduct disorder. The Mental Health of Children and Adolescents Report on the second Australian Child and Adolescent Survey of Mental Health and Wellbeing Dysfunctional Behaviour Good old - Wikipedia 'Abnormality (or dysfunctional behaviour) is a behavioural characteristic assigned to those with conditions regarded as rare or dysfunctional. Behaviour is considered abnormal when it is atypical or out of the ordinary, consists of undesirable behaviour and results in impairment in the individual's functioning'. Definition in respect to the impact of behaviour on others is 'neglected' Working Definition Dysfunctional behaviour is: * Not the expected action that will achieve an outcome desired by an individual * In conflict with the 'norms' of the environment in which it is expressed * Likely to have an undesirable impact on other individual's security * Conduct that, if continued will deliver long-term harmful outcomes for the individual * Dysfunctional Behaviour is driven by malfunctioning decision-making linked to cognitive 'damage' * This normally occurs when children are exposed to damaging environments during their developmental years. In particular when they a raised with abusive/neglectful early childhood experiences The Influence of the Environment * Synapses are developed in response to unique environmental conditions * The process of creating, strengthening and discarding synapses is how our brains adapt us to our unique environment The brain will adapt to a negative environment just as easily as it will adapt to a positive environment * Just as it is the environment that creates the damaged brain it is the environment that allows a degree of repair through epigenetics and neurogenesis The brain will continue adaptation in response to environmental change However, change to those areas created in early childhood are very difficult to change but over time new behaviours can dictate behaviour except in the most stressful situations ABUSE * Abuse is any action that invalidates a person's worth. * It is an assault on a person's physical or psychological boundaries. * Abuse can be: o Physical - any invasion of a person's physical space o Emotional - occurs when a child's psychological boundaries are violated o Sexual - any unwanted touching or penetration of sexual organs or exposure to inappropriate sexual experiences or information o Intellectual - occurs when a child is placed in a situation they are developmentally incapable of success or when a significant other compares one child's performance against another child o Spiritual - when the parents put themselves above the child or they put the child above themselves Neglect A Passive Form of Abuse It is the lack of stimulation that is required to allow the child to learn how to: * Exercise their right to take a place of equity in their communities * Achieve their authentic sense of value * Access all opportunities that are available to others * There are periods in their developmental journey, 'windows of opportunity' when the neurological environment is primed to develop pathways that control behaviour * If there is no appropriate stimulation to create the pathways then these neurons will be pruned and the opportunity to meet the developmental objective is lost. * This includes all functions from sight, attachment and language Notification of Abuse Types of Abuse Frequency of Abuse * Although numbers differ it seems to be between 15% to 43% of children will experience a traumatic event and up to 15% will develop PTSD * In the school with 1,000 students mentioned above you would have 150 students with PTSD. IN a class of 30 you would have 4 -5 such students * PTSD is not equally distributed across the landscape; in resource poor suburbs it is reported that up to 23% suffer PTSD Studies consistently show that most violent crimes are committed by physically or sexually abused children - In the United States such abuse accounts for over 80% of the following groups: * Convicted killers * Adolescents in special settings because of their behaviour * Men and women in hospital with a variety of mental illnesses Mental State The Impact of Stress Brain Stem Autonomic Limbic Mid Brain Sub Cortex Limbic Increasing Level of Stress Fight Flight Freeze Vigilance Rest Male Aggression Female Mini Psychosis Male Defiance/Posturing Female Dissociation/Numbing Male Resistance Female Compliance Reflexive Reactive Emotional Concrete Thinking Abstract Thinking Calm Arousal Alarm Fear Terror Neo Cortex Sub Cortex Mid Brain Brain Stem Stress Moderate Stress Motivates us to learn how to meet our needs in the current environment Chronic Stress * Prepares body for flight /fight response * Brain awash with chemicals associated with a general adaptive response * Cortisol is released to assist a return to homeostatic equilibrium but if the threat remains the extended the erosive property of cortisol has an erosive effect on the brain * Continued stress results in a: [x] Reduction in the size of the hippocampus, frontal lobes and cerebellum [x] Increase in the size of the amygdala Neural Pathways Chronic Stress * Strengthens neuronal pathways that activate anxiety and/or fear * Over-develops the regions of the brain that control the response to threat; children become become hyper-vigilant * Prunes away materials that could have been used to build additional pathways and regions of the brain * Result in an inability to respond to nurturing and kindness, neural structure for this has not been developed Prolonged Stress The result of prolonged stress is most tragic if the threat is present under the following conditions: * Caused by human actions directed at the child * Continually repeated, the abuse never seems to cease * Unpredictable, there is no warning the attack is coming * Multifaceted, not the same technique of delivering the threat * Sadistic, there is a sense of real cruelty The final and perhaps the most significant cause of a child's toxic stress is that their primary caretaker perpetrates it. Impact of Trauma or Severe Neglect on Infant Brain Development Permanent Intellectual Disability * Amygdala is increased in size * Hippocampus reported to have a 12% reduction in size * Prefrontal lobes are 20% smaller and have lesions on the surface. * Cerebellum is reduced in size MRI of extremely sensory-deprivation and neglected child Trauma * A psycho/emotional response to an event or experience that is deeply disturbing or distressing * Generates overwhelming stress that exceeds an individual's capacity to cope with the situation * Reduces the ability to process cognitive thoughts and emotions and creates a sense of hopelessness Caused when individuals steady state of existence is shattered and the come face to face with: * Human vulnerability in the natural world * Human vulnerability through coming face to face with the human capacity for evil Post-Traumatic Stress Disorder PTSD is a recognized disease classified as an anxiety disorder in the DSM-IV but has been re-labelled as a trauma and stressor related disorder in the updated issue. However, it remains the disorder related to stress and the diagnosis is made if a person experiences the following symptoms for a month after the traumatic event: * Intrusive and distressing thoughts about the event, flashbacks and/or nightmares * Active avoidance of people or places that are reminders of the trauma, withdrawal, dissociation and emotional numbness * Hyper-vigilance, insomnia, agitation and anger outbursts Children who suffer from PTSD also have exaggerated negative beliefs about themselves and they are reluctant to participate in positive activities. The have a loss of memory and the accompanying decline in cognitive efficiency. Childhood PTSD Childhood PTSD is linked to almost every behavioural illness in the diagnostic manual used in psychiatry. These include disorders in the following key areas that impact on behaviours that teachers must manage: * Attention Deficit Disorder * Conduct Disorder * Oppositional Defiance * Dissociation * Anxiety * Depression Gender Difference * Girls are more likely to be abused then boys * Girls are more likely to internalize their feelings * Boys that attract the most attention because they act out their pain * Studies show that about 15% to 43% of girls and 14% to 43% of boys go through at least one trauma * Of those children and teens who have had a trauma, 3% to 15% of girls and 1% to 6% of boys develop PTSD Boys are over represented in the reporting of dysfunctional behaviour and the provision of resources to support them Specific Disability I am discussing a significant group of students who: * Have significant brain damage * Are vulnerable to elevated levels of threat * Have entrenched behaviours that repulse and threaten others * Have behaviours that push well-meaning people away * Have behaviour that damages the physical and psychological wellbeing of other members of their community Shame The underlying dynamic of shame is fear of rejection and/or being subjected to abuse Not all experiences of the feeling of shame is unfair we should feel shame under the following conditions: * When we act in a way that is not true to our character * We make mistakes in interpersonal interactions because we are flawed and imperfect This is healthy shame and protects us from abusing our community and promotes our empathy for others, helps us be more tolerant of their mistakes. Toxic Shame Toxic Shame is a feeling of despair that is not based on any current reality. It is: * A false message that creates a false sense of the person's value * Put on us by our abusers * A chronic, permanent state of personal loss * Exaggerates our faults Toxic shame is not a feeling of shame about what we have done, it is a feeling of shame about what we believe we are Behaviour Consequences Children with toxic shame: * Discount their positive abilities; when they do something wrong it's because they are wrong * They don't listen to compliments, they only hear criticisms and when they do something wrong it's because they are wrong * They magnify their flaws * They know that you know they are bad and so look for confirmation about their beliefs and maybe it's all they have heard. They read their shame into other's minds * Judge themselves against perfection. If they make a mistake it's because they are a mistake A child's sense of themselves is the best predictor of their achievements Distribution of Conduct Disorder Segregation * The moral/ethical case for integration is undeniable, however for this to be equitable there needs to be sufficient resourcing * There is no doubt the presence of students with severe behaviours affect the learning outcomes of others * The current use of special settings for violent or severely disruptive kids is under resourced * The current political stance of giving choice to parents drives the exodus to 'private' schools creating a system of residual comprehensive schools Equity for All Students * Research that considered the distress caused by the presence of threatening classmates would in all probability increase this intellectual loss for the children in class with a dangerous student * Research conducted on the negative impact distractions can have on intellectual performance ranges from a 13 – 14 IQ points reduction based on the Raven's Scale * The impact of such a performance deficit would take a student with a superior IQ to perform at an average level and those with an average level to achieve at a borderline deficit level. This is a reflection of the classroom environment not the student's innate ability. The Neglected Disability In our schools all disabilities are underfunded but this particular disability is extremely neglected for the following reasons: * These children do not attract the empathetic support enjoyed by other disabilities. There are no real observable problems, they look healthy and they can behave 'if they want to' and so it is easy to think it is their fault. * These children quite often pose a threat to the security and peaceful workings of the classroom. Other students are really disadvantaged to have these kids in class without support * Teacher training is totally inadequate in preparing teachers for dealing with these children. * There is a lack of provision of specialist settings for these students and there is no professional development for the staff that work in these settings. Implications for Future Directions Appropriate teaching responses to managing behaviour in the classroom involves: * Understanding the importance of a predictable, stable learning environment * Understanding the effects of early childhood trauma on behaviour and emotions * Understanding dysfunctional behaviour and emotions learned in early childhood will emerge in stressful situations * Understanding students need to operate in a state of calm to learn * Being able to identify and respond to dysfunctional behaviours and emotions What to Do The teacher is not a therapist and unable to deal with these children in a one on one situation What the teacher can do is: * Create a classroom that is safe and secure by creating a very predictable supportive set of classroom procedures * Create a family atmosphere in the class where kids look out for each other * Teach the students about how the brain works * Avoid intense competition * Introduce more activities that stimulate the non-cognitive parts of the brain Conclusion The example used magnifies the importance of resourcing schools to effectively deal with all disabilities All children deserve the right to: * Achieve their sense of value * Exercise their right to take a place of equity in their communities * Access all opportunities that are available to others Notes on this talk are available at: https://www.frewconsultantsgroup.com.au	<urn:uuid:4eb5d0fb-3e09-437b-8ce2-eaa3fe7e23d6>	CC-MAIN-2024-10	https://n.b5z.net/i/u/10243977/f/Port_Macquarie_Disability_Symposium.pdf	2024-02-22T07:52:58+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00686.warc.gz	448,101,536	3,104	eng_Latn	eng_Latn	0.975564	eng_Latn	0.99776	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 476, 830, 1242, 1744, 2182, 2838, 3574, 4292, 4971, 4994, 5010, 5770, 6188, 6743, 7175, 7692, 8037, 8564, 9421, 9759, 10275, 10651, 11142, 11526, 12158, 12192, 12689, 13348, 14170, 14708, 15194, 15585 ]	[ 2.046875 ]	1	1
Type to enter text Pentecost Sunday, Year C. livingtheword www.livingtheword.org.nz Hearing and Living the Sunday Readings Reading 1 Acts 2:1-11 When the time for Pentecost was fulfilled, they were all in one place together. And suddenly there came from the sky a noise like a strong driving wind, and it filled the entire house in which they were. Then there appeared to them tongues as of fire, which parted and came to rest on each one of them. And they were all filled with the Holy Spirit and began to speak in different tongues, as the Spirit enabled them to proclaim. Now there were devout Jews from every nation under heaven staying in Jerusalem. At this sound, they gathered in a large crowd, but they were confused because each one heard them speaking in his own language. They were astounded, and in amazement they asked, "Are not all these people who are speaking Galileans? Then how does each of us hear them in his native language? We are Parthians, Medes, and Elamites, inhabitants of Mesopotamia, Judea and Cappadocia, Pontus and Asia, Phrygia and Pamphylia, Egypt and the districts of Libya near Cyrene, as well as travelers from Rome, both Jews and converts to Judaism, Cretans and Arabs, yet we hear them speaking in our own tongues of the mighty acts of God." Reading 2 1 Cor 12:3b-7, 12-13 or Rom 8:8-17 1 Cor 12:3b-7, 12-13 Brothers and sisters: No one can say, "Jesus is Lord," except by the Holy Spirit. There are different kinds of spiritual gifts but the same Spirit; there are different forms of service but the same Lord; there are different workings but the same God who produces all of them in everyone. To each individual the manifestation of the Spirit is given for some benefit. Reﬂection Questions * Reading the passages slowly and reﬂectively, what word, phrase or idea strikes you in the readings? (circle or underline them) * What do you think God is trying to say to you personally through these words? * Pentecost was a Jewish harvest feast which also involved a liturgical celebration of bringing water into the temple and pouring water from the side of the altar. Life-giving water would symbolically ﬂow from Jerusalem and give life to the whole world! Jesus fulﬁlls and replaces this Jewish feast saying that out of him will ﬂow life-giving water (Jn 7:37-39). What does this image of Pentecost teach you? * Pentecost is the reversal of the Old Testament Tower of Babel story (see Gen 11). Humankindʼs sin and self importance building the tower to reach and equal God eventuated in the scattering of people and the confusion caused by different languages. The gift of the Spirit at Pentecost unites people and leads people to understand each other and the christian message ʻin his native languageʼ. What does this suggest is the true function of the Holy Spirit in the world? In the Church? * Paul wrote to the Community at Corinth because some people who didnʼt have the gift of tongues were considered inferior. It was causing division in the community. One gift was not to be stressed over another. Everyone is gifted... (contd) As a body is one though it has many parts, and all the parts of the body, though many, are one body, so also Christ. For in one Spirit we were all baptized into one body, whether Jews or Greeks, slaves or free persons, and we were all given to drink of one Spirit. Gospel Jn 20:19-23 or Jn 14:15-16, 23b-26 Jn 20:19-23 On the evening of that first day of the week, when the doors were locked, where the disciples were, for fear of the Jews, Jesus came and stood in their midst and said to them, "Peace be with you." When he had said this, he showed them his hands and his side. The disciples rejoiced when they saw the Lord. Jesus said to them again, "Peace be with you. As the Father has sent me, so I send you." And when he had said this, he breathed on them and said to them, "Receive the Holy Spirit. Whose sins you forgive are forgiven them, and whose sins you retain are retained." * What gift do you ﬁnd easy to share and beneﬁt others with? What gift do you feel you would like to develop more and use for God and the community? * The Spirit and ʻgiftsʼ are connected to the ʻbodyʼ. Which part of the ʻbodyʼ do you identify with your gifts - eyes, head, heart, hands, mouth, ears. How do you show this in your daily life? * Jesus is able to pass through locked doors to offer peace and forgiveness. What ʻlocked doorsʼ are present in your life? Use your imagination in a time of prayer and allow Jesus to meet you on the other side of these locked doors..... what happened? * The Spirit sends the Disciples / the Church ʻon missionʼ. The Church is as it were ʻplugged inʼ to a living power moulding all into the image and consciousness of Christ. Pentecost ﬁlls the Church and allows the Church to be the extension of Jesusʼ ministry in the world. Forgiveness of sins is at the very heart of healing hearts, wounds, families, communities. What feelings and thoughts arise in a person when they are ʻsentʼ? Are you conscious of being sent out by the Father to ʻrepair the worldʼ? * In the Gospels and Acts of the Apostles the Holy Spirit had a difﬁcult time in getting the disciples out from hiding behind locked doors and praying in the temple and in peopleʼs homes. It was only persecution in Jerusalem that eventually caused the light of the good news of Jesus to be given ʻto all the nationsʼ. Welcoming gentiles into the christian community was a huge obstacle and struggle for Jews who were the ﬁrst christians. What are the big obstacles to unity and inclusion in the Church today? How could the Church be more reconciling in the marketplace and with those the world ʻexcludesʼ? * What is one action that you will do to ʻlivethewordʼ this week?	<urn:uuid:f4b4b5cf-6eea-4f85-b40c-7c33cb1fb7df>	CC-MAIN-2024-10	https://livingtheword.org.nz/wp-content/uploads/2010/05/Pentecost-Sunday-Yr-C.pdf	2024-02-22T08:32:31+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00688.warc.gz	373,494,372	1,403	eng_Latn	eng_Latn	0.998131	eng_Latn	0.998193	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3086, 5752 ]	[ 2.234375 ]	1	0
ACADEMIC PSHE This policy will be kept up to date and will be reviewed once per year as part of the company's Quality Assurance arrangements. Review Period 1 Year Directors/Governors Personal Social, Health Education (PSHE) Policy Introduction Orion believes that a strong PSHE education is important to help students develop into wellrounded members of society; that are able to make a positive contribution to their community. At Orion, our PSHE curriculum is strongly tied to our Spiritual, Moral, Social and Cultural Development (SMSC) and pastoral care programme. Personal, Social and Health Education (PSHE) endeavours to help students to lead confident, healthy and responsible lives as individuals and members of society. Through work in lessons and a range of activities across and beyond the curriculum, students gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social and cultural issues they may face as they approach adulthood. PSHE gives students opportunities to reflect on their experiences and how they are developing. It helps them to understand and manage responsibly a wider range of relationships as they mature and to show respect for the diversity of and differences between people. It also develops student's well-being and self-esteem encouraging belief in their ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career. Aims of the PSHE Programme * To enable all students to develop as fully as possible their interests, abilities and aptitudes. * To allow students to develop lively, enquiring minds so that they can be capable of independent thought and formulate their own opinions. * To experience enjoyment of learning so that they may be encouraged to take advantage of educational opportunities later in life. * To develop appropriate skills in literacy and numeracy. * To develop programmes of study and experiences which will enhance a student's self-respect and confidence and encourage them to take responsibility for themselves and their actions. * To provide students with the necessary skills to respond effectively to social, economic and political changes as well as changing patterns of work. * To develop social skills that are necessary to work successfully with other people both inside and outside of the school environment. * To equip students for their adult roles in society and help them to understand the responsibilities of being parents, citizens and consumers. * To encourage appreciation of, and concern for, the environment. * To develop interests and skills that will continue to give personal satisfaction in the use of leisure time. * To establish partnerships between the school and the community it serves and help to develop an understanding of the wider community and the ways in which individuals and school relate. * To develop a curriculum which enhance students knowledge and experience and allows them to learn about themselves and the society in which they live, through a variety of social and moral issues. * To provide students with the experience of school as a caring, supportive community where life is enjoyable and there is equal provision of opportunity, regardless of gender, race, culture or ability. * To enable students to make informed choices when considering the development of a healthy and safer lifestyle. * To give students the confidence to discuss difficult issues by encouraging non judgemental participation by students and staff. * Giving the students an opportunity to air the views and be involved in discussion and debates throughout the curriculum (e.g. Student Voice). Student Voice The personal development and wellbeing of each student at Orion is of utmost importance and plays a key role within the curriculum and forms the core of pastoral care. We aim to consult students at every opportunity to make their voices heard and bring change through the Student Voice. Teaching Methods and Learning Approach of the PSHE Curriculum Orion will deliver standalone classes on PSHE every week; however we recognise that PSHE cannot always be confined to specific timetabled time. At Orion PSHE is delivered within a whole school approach which includes: * Teaching PSHE through and in other subject/curriculum areas. * Through PSHE activities and school focus days or events. * Through tutorials/pastoral care and guidance. PSHE through Other Subject/Curriculum Areas Additionally other curriculum subjects have opportunities to make links with the PSHE Framework through their programme of study. * English - skills in enquiry and communication, use of resources, discussion and presentation of arguments, texts with personal, health and relationship issues. * Maths - aspects of financial capability * Science - teaching and learning on health, drugs (including medicines), sex education and safety. * Design/Technology - health, safety and hygiene issues, the consideration of social, moral and cultural dilemmas associated with the global environmental impact of products. * ICT - finding ICT based information, handling data, e-mail for communication and exchange of ideas. Considering the ethical impact of the use of computers on our lives; looking at the impact of legislation such as the Data Protection Act and IP * Art and Design - respect of the differences between people through an investigation of artists, craftspeople and designers from Europe and the rest of the world. * History - ideas, beliefs, attitudes and experiences of people from the past, issues of cultural diversity including Britishness & Democracy. * Physical Education - teaching and learning about health, safety and fitness, development of co-operation and commitment, teamwork. * Employability/World of Work - developing students' understanding of the world of work and their role as consumers and aspects of financial capability; looking at the ethical nature of businesses, balance profit against morals; impact of employment legislation. We use visiting speakers to broaden the curriculum and share their real life experiences. Any such speakers are closely monitored by the class teacher who should use their professional judgement to end a speech if they consider it to contravene any of the aims of this No Platform Policy, the Visitors Policy or the values of our school. Teaching will take into account the ability, age and cultural backgrounds of all students in the class and will be tailored accordingly. Adaptations will be made for those for whom English is a second language to ensure that all students can fully access PSHE educational provision. All students with special educational needs will receive PSHE education, with content and delivery tailored to meet their individual needs. Pastoral Care PSHE will also be delivered as part of pastoral care activities. Students have access to a range of services and activities which are designed to support their personal, social, health and emotional wellbeing and motivate them to achieve their full potential. Students may selfrefer to these services and activities or may be referred by a member of staff. Monitoring As for any other lesson, teachers will keep an attendance record of students' attendance at PSHE sessions. Teachers with responsibility for assemblies ensure that students who have missed important safety PSHE sessions are provided with catch-up information on their return to school. Orion is focussed on enhancing the development of each staff member in terms of their understanding and implementation of PSHE knowledge and strategies to deliver. This includes holding regular staff meetings, induction for new staff, through CPD sessions and network meetings. Parental Involvement The involvement of parents and the community in delivering a cohesive PSHE programme is vital and parents are given an opportunity to find out and discuss the PSHE programme through parents evening, open days, involvement in school programmes, leaflets and displays, parents newsletters and through student progress reports.	<urn:uuid:dd1e3c45-37de-49ab-9c9c-d7957d6736b1>	CC-MAIN-2024-10	http://www.orionschool.co.uk/wp-content/uploads/2021/03/PSHE-Policy.pdf	2024-02-22T08:20:14+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00690.warc.gz	56,924,560	1,475	eng_Latn	eng_Latn	0.996819	eng_Latn	0.997253	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 187, 2396, 3997, 6679, 8118 ]	[ 2.78125 ]	3	0
Freedom to move How can we ensure that mobility solutions promote independence, rather than hindering a child's development? Julianna Arva explains all There are many ways in which well-meaning people hold back a child's mobility unnecessarily. With all good intentions, professionals and parents often make the mistake of providing a child who is not capable of moving by him/herself with mobility equipment that will actually adversely affect his/her development. This phenomena is global; it comes from common logic, and a misguided sense of trying to achieve an "as close to typical as possible" status for children with mobility issues. It starts in infancy and tends to last until the child becomes capable of standing up for what s/he wants. In essence, the phenomenon is this: the visually least invasive equipment appears to be the obvious first choice when selecting a mobility device for a child. However, if we dig a little deeper, we find that often the opposite is true. A good indication of this is that many youngsters, when they get old enough to choose for themselves, make choices which differ from those of their parents and caregivers. They tend to pick a mobility solution that should have been issued for them a long time before. What children want So what exactly is the divide between the two perspectives, between appearance and function? Parents often prefer their children to look as close to "normal" as possible. It is understandable; as we grow up and learn to navigate society, we discover all the attitudes towards people who are different. We would like to protect our child from this attitude, so we select the least "disabled-looking" equipment which will get him/her around. Children, on the other hand, have not yet experienced these attitudes – they don't care about looking normal; what they care about is acting normal. What good does a mainstream looking stroller do for a child, if s/he cannot run around in it with his/her peers? Sitting in a corner in a pretty piece of equipment is nowhere near as much fun as running around with the others in a bulkier one. Small children have not yet developed understanding of the norms – they don't know that their disability makes them different, or if they know, they often don't care – just as long as they don't stay out of the activity because of it. Their self image develops step by step, and we need to ensure that this image will be of a confident, selfassured, independent person. The frequently-seen learned helplessness in children with disabilities can be avoided if they are taught to be independent from the start. Such overreliance on caregivers, and the lack of independence, develops by age four, according to studies, so we need to show children ways that they can cope for themselves well before they reach that age. Helping parents move forward Another psychological factor at play is that parents also often struggle with the acceptance of their child's diagnosis, and all its consequences. Allowing your child to move from a stroller into a wheelchair is a very big step towards this acceptance. Many parents break into tears the first time a wheelchair is mentioned to them; this equipment and what it symbolises somehow announces, finalises and officially declares the existence of the disability. This really can be a hard pill to swallow, and all professionals around the family should do their best to ease them into the transition. It is our role, as teachers, caregivers, therapists or doctors to show them positive examples, to help them understand that a better future awaits their children if they become independently mobile early on. At this stage, parents usually cannot see that far into the future and do not have an understanding of the benefits of independent function versus minimally disabled appearance. Those of us with years of experience behind us, who have seen many children turning into adults – some autonomous and others remaining dependent – can help parents to see that difference. Professional focus Sometimes, professionals also make a well-intended but misguided choice of mobility device. The mobility industry is actually very young, and our understanding of the effects of our choices is continually developing. What research institutions reveal does not get into mainstream thinking for many years; until then, we base our work on common sense and what we learn from cases encountered. A typical example of misguided thinking is the case of overweight children in wheelchairs. Many practitioners think that these children should push a manual chair to exercise and keep their weight under control. While it makes logical sense, we forget that those of us walking are not using our general mobility as a tool of exercise. We will not wake up one hour earlier just to jog to work instead of taking the bus. We dress up nice and would like to keep clean and tidy until the end of the day. Youngsters in wheelchairs have the same desire – to keep neat and tidy throughout the day, not to tire themselves out by trying to get somewhere. Fitness is necessary for all people, especially those who are obese; however, we cannot and do not sacrifice our own mobility to get training – nor should we expect that from any child in a wheelchair. Most people have a bucketful of energy when they start the day – this energy can be spent on meaningful activities, or on trying to get to them. It has also been shown that children who are capable but not efficient at pushing a manual wheelchair extend their level of activity once provided with a powered wheelchair. They start doing more, as they see more possibilities; when mobility is tiresome, people are more likely to stagnate and become unmotivated. As professionals, especially in the school setting, we are also concerned about safety – and rightly so. We must ensure that any child in a wheelchair, as well as all other children, will be safe. Therefore, children who misbehave are often separated from their powered mobility device, as a first means of reprimand. Again, in such cases, we must be cognisant of the effect this has on the child – we wouldn't tie a walking child's legs together if s/he misbehaved. We should attempt to utilise similar sanctions with wheelchair-using children as we do with those who ambulate. Many children with disabilities, especially if not verbal, use their mobility as a means of self-expression. When they misbehave with it, the underlying cause should be investigated and addressed, instead of their mobility being limited. Finding the right equipment There are many types of mobility devices, and the options are constantly expanding. In addition to new and interesting technologies becoming available, many hybrids of existing types also surface routinely. National and local trade shows usually provide the best opportunity to keep up to date with the options. However, a critical approach to the selection of equipment is vital; not even the most exciting or best device will work for the child if it is not selected and adjusted appropriately. It is easy for all concerned to get excited about new products at times, but careful consideration of the child's abilities, as well as the family's possibilities and limitations (such as transport) must be given. The main focus of the selection must be function. The mobility device needs to be able to get the child around effortlessly, as much as possible. There are, though, many other factors to consider, and our selection may be completely off (or end up in the closet) if any of these issues are ignored; accessibility in the home, transport in all necessary vehicles, the family and child's aesthetic preferences, ease of use, the possibility to grow and adapt with the child, durability, maintenance requirements, ease of cleaning and safety are all important considerations. Gait trainers and mobile standers are training devices and, as such, are not to be confused with means of mobility. It is delightful to be able to move about during standing, however, for non-ambulatory children, standing is often a demanding task which should have its limits. Supportive strollers are often beneficial to have around as secondary devices; they can fit into even the smallest cars and are easy to take on the plane or train for holidays. They are not designed to be a primary means of mobility, simply because their support surfaces are not typically firm and sufficiently fitted for proper postural support. The long-term lack of appropriate support for the body may result in many negative physiological and functional effects. Such strollers are often preferred by families due to their unobtrusive looks, but parents should be enlightened about the possibilities and limitations of these devices. Positioning strollers should be utilised for children who need postural support already at a few months of age – as soon as normally developing children start to sit up. As the child grows and develops, however, frequent re-assessment is needed to evaluate whether the child has progressed to a level of independent mobility. Often, children are left in such devices for too long. If the child is not a candidate for independent mobility, sooner or later a tilt wheelchair should be measured for, as these can provide better postural support. Manual, tilt-in-space, dependent wheelchairs are the choice for children who are not capable of pushing a manual chair on their own, or driving a powered wheelchair independently. Again, caution should be exercised to give every opportunity to children to be independent; many will do well in a powered chair even if they have severe motor and some cognitive dysfunction. If the child is able even to play with mobility and wheel just a few feet, a supportive tilting wheelchair with large rear wheels is a possibility. Manual, self-propelled wheelchairs also come in many shapes and sizes. They are designed for kids with many levels of mobility – some for the very active, who are only limited in the lower extremities, and some for children who also have issues in their upper bodies. Many seating and accessory options are available to help optimise the child's pushing abilities – proper configuration ensuring good access to the wheels is therefore vital. In general, if the child is able to get around outdoors with the manual wheelchair, it is probably the right choice for him/her. Powered wheelchairs are the largest and most expensive piece of equipment and, as a result, they are, often thought of as the last resort. This is a great shame. When non-mobile children can get around in a powered chair, their world simply lights up. Many parents who were initially resistant to the thought of a powered chair are amazed to see a different character blossoming before their eyes due to independent mobility; a child's curiosity, intelligence and sense of humour can really come to the fore. What's more, a powered chair is not only for those without cognitive difficulties; as mobility is a very basic instinct in humans, many children who function cognitively at a relatively low level can learn to drive a powered chair. None of the technology needs to be understood, just the cause and effect relationship of pressing a certain switch and moving in a particular direction. Hybrids of many different types are also available in the market, such as manual chairs which can turn into powered chairs (or the opposite), motorised standers and power-assisted manual chairs. These are often used when the child is right on the borderline between two devices, or as a result of a more complex background, such as living in two homes, one of which is not accessible. The most important thing, whatever type of equipment we are looking at, is that we keep our focus firmly on the child's mobility throughout his/her development. As children grow and develop, their abilities also change; we must frequently revisit the possibility of independent, functional mobility, to catch the right and first moment that this is possible. As cognitive improvement leads to better mobility, so mobility can also augment children's development and help them grow into independent and self-sufficient adults. Further information Julianna Arva is European Manager of Sales and Education for the wheelchair company TiLite: www.tilite.com Ms Arva has lectured internationally, participated on industry panels in a variety of countries, and headed position paper sector development efforts. She is also a member of the Publications and Marketing Committee for the Posture and Mobility Group, a charity which shares knowledge and promotes good practice in posture and mobility: www.pmguk.co.uk This article first appeared in SEN Magazine (issue 62, Jan/Feb 2013), the UK's leading magazine for special educational needs: www.senmagazine.co.uk	<urn:uuid:6f64902a-a732-42fc-904d-2210ce35e910>	CC-MAIN-2024-10	https://www.pmguk.co.uk/data/page_files/publications%20and%20reports/2013/Freedom%20to%20Move,%20Julianna%20Arva.pdf	2024-02-22T08:45:44+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00686.warc.gz	1,000,053,674	2,497	eng_Latn	eng_Latn	0.996129	eng_Latn	0.998962	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4029, 8804, 12732, 12883 ]	[ 2.09375 ]	1	1
When travelling through the arid regions of Australia, Aboriginal people would move from waterhole to waterhole. The Butchulla people of Fraser Island have a story that tells how the water first got to the plains, and it is told for us here by Olga Miller. How the water got to the plains A Dreamtime story Way, way back in the first time, when everything was new, there was a group of Aboriginal people living on a mountain. It was a lovely place, but everyone was worried. It had not rained for a long, long time and they were very short of water. They had some wells but these, except for one, were empty. When it had rained before, the water had just run down the side of the mountain, into the sea, which was far, far away. Now, on the other side of the mountain, there were just some big, dry plains where nothing grew. Weeri and Walawidbit were two greedy men. They decided to steal the last of the water for themselves and then run away. In secret, they made a large water-carrier, which was called an eel-a-mun. When everyone was asleep, they stole the water from the last well and hurried off. When the people woke up, there was no water for them. This was very bad, because there were little children and babies needing water and also the old people. And also, it was very hot. The Elders called all the people together and it was then that they saw that two men were missing. Looking around, they found the tracks of the two men. Quickly, the warriors followed these tracks, which led down the other side of the mountain to the big plains and they could see the men in the distance. The water-carrier was very heavy and Weeri and Walawidbit were walking slowly. This was because they thought they were safe. However, when they saw the warriors coming they ran, too. The best spearmen in the group ran to a cliff which jutted out and threw all the spears they had. One hit the eel-a-mun and dropped off. However, it did make a hole in the water-carrier. On and on across the plains ran the two men. They did not notice that the water was leaking out until the carrier was almost empty. This was why they had been able to run faster and by this time, the warriors had caught up. Now, this was way back in the first time, when very strange things happened. So the warriors took the men back home and the Elders called a big meeting. It was decided that the two men had to be punished for stealing and also, for thinking of themselves first and not the community. So the Wonmutta, the clever man, made some very strong magic and Weeree was changed into the very first emu. He went running down the mountain, out onto the plains, in shame. Walawidbit was changed into the very first blue-tongued lizard and he crawled away to hide in the rocks. But, a wonderful thing had happened. Wherever the water had leaked onto the plains, there were now beautiful billabongs, or waterholes. There was grass and flowers and lovely water lilies and then there were shrubs and trees. And soon, the birds came and everyone was happy because there was enough water for everyone. And that is how the water got to the plains.	<urn:uuid:b9d7b336-42db-4fe9-aabc-b69994b46fdf>	CC-MAIN-2024-10	https://sproglinks.dk/filarkiv/how-the-water-got-to-the-plains.pdf	2024-02-22T08:37:32+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00688.warc.gz	552,098,713	707	eng_Latn	eng_Latn	0.999332	eng_Latn	0.999332	[ "eng_Latn" ]	false	docling	[ 3130 ]	[ 3.5625 ]	1	6
Abby Wegner Trevor Larson Danny Kneeland Dr. Lienig EDUC 450 22 November 2016 Standards being assessed: * Minnesota State: - 220.127.116.11.1 The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights. * Common Core: - 6.W.1 Write arguments to support claims with clear reasons and relevant evidence - 6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate - 6.SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly - 6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation - 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Explanation Paper - 6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources - 6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research Throughout the project students can be self motivated because they have the ability to make a project that suits their own interests. They are able to make a civilization that they would like to be in charge of or live in. Within the rubric, students are told what they need to do to achieve an "A." Students can then take responsibility for their project in regards to the grade they receive and how they chose to portray the information. During the presentations, the teacher will be able to evaluate the student's understanding of democracy by achieving various learning targets. If seventy percent of the students do not meet the standards and objectives, the teacher will then know if they should reteach the content. By creating their own democracies they can understand how they operate in the real world. The results will be recorded to see if the student met the standard, while also being used for conferences between principals and parents. The authenticity is found in this assessment through the students opportunity to take what they know about government and democracy and apply it to something that they created. Through utilizing the concepts of democracy, students are then able to discover how a democracy works and how it has developed over time. Students are also given the opportunity to use a higher order of thinking and critically evaluate the success of democracy. They can then apply this understanding to the civilization that they create.	<urn:uuid:a191cb24-7d66-4d0b-81d1-2732a0db863c>	CC-MAIN-2024-10	http://portfolio.blc.edu/wp-content/uploads/2016/09/EDUC450ExplanationPaper.pdf	2024-02-22T08:38:16+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00689.warc.gz	34,774,759	588	eng_Latn	eng_Latn	0.992023	eng_Latn	0.997535	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1155, 2991 ]	[ 4.03125 ]	1	0
Culture and Second Language Aquisition: Arabic Language as a Model Tawfiq Omar, (MA) The University of Jordan, Jordan doi: 10.19044/esj.2016.v13n2p159 URL:http://dx.doi.org/10.19044/esj.2016.v13n2p159 Abstract Multiple methods of data collection over a period of four months were used. The researcher collected data through in-depth interviews and nonparticipant observations. This study is an examination of the role and impact of culture and culture literacy on second language acquisition. It will adopt the qualitative approach, using multiple case study design, interviews and observation, to generate somehow rich descriptions of the role of culture on second language acquisition. The study used a sample of the international students studying Arabic at the Language Center at The University of Jordan. The purpose of this study is to examine to which extent culture, with all its elements and components, helps learners of Arabic boost their language and linguistic skills. Living an Arabic culture (the Jordanian culture as an example), enriches learners' language skills and accelerates their progress due to the direct interaction with the people and their native culture. This will enable them to interact, using the language they acquire, in complex cultural situations raising their self-confidence and encouraging them to use the language more effectively gaining new ways of thinking and widening their linguistic and cultural competence. Keywords: Culture, Language acquisition, Arabic as a second language Introduction Culture plays an important role in boosting the linguistic abilities of learners of a second language. This applies to learners of Arabic as a second language. Living and experiencing an Arabic culture has a substantial influence on how language is acquired and used. It permits the development of the ability to interpret others (Hager, 2011). Each culture has its own characteristics and shaping factors that develop over a span of hundreds or thousands of years. Since aims are the first and most important consideration in any teaching environment, the main objective of second/foreign language education should focus on the communicative proficiency and intercultural competence of the learner. "In intercultural communication, how someone expresses what that person means and how others interpret a message, is extremely important" (Hager, 2011:103). Learning while living in a native culture will help the learner receive, analyze and produce. The production of language in its many linguistic forms and skills is something that can be earned and developed and it is the ultimate objective. This production of language is mediated and fostered by culture; by its people contributing to its richness and diversity. The assumption here is that culture affects language. In most cases in a positive way that pushes the leaner further and boosts his/her language acquisition because of many factors that can only be found the native culture of the language. The amount of role culture contributes to language is huge when language is studied in a culture experiencing all of its aspects because speaking a language is also about behaving it. Culture becomes like the soul and spirit of language that gives it its life. This paper introduces the concepts of language and culture then examines the connection and relation between the two. Intercultural communication helps shaping the culture-language connection which is a combination of personal and linguistic experiences intertwined. People, places, experiences, history and traditions are all shaping factors of any culture. Exposing learners of language to culture with all its elements will definitely have an impact not only on their personal lives but also on their language as well. The data To examine this further, some learners of Arabic at the Language Center at The University of Jordan have been interviewed and asked about the role culture plays in their language acquisition. More than 1000 students form diverse backgrounds and cultures study Arabic at the Language Center every year. These students chose to study Arabic in Jordan because of many reasons. Learning language within a cultural context was one of their main reasons they decided to study Arabic in Jordan or in an Arab country. Many arrive to the Jordan with a widely set of values, identities and intentions. The identity and knowledge of their first culture in addition to pre-assumptions about the new culture, shape and influence how they view and survive that new culture. The data analysis The questions asked were prepared to examine if culture really had an effect of those students. The questions were reviewed and evaluated by experts in teaching Arabic to Speakers of Other languages. This paper is an analysis of their responses and a projection of how culture affects language. This study adopted a multimethod approach, employing a range of quantitative methods, including documentary analysis, observation and analysis of a series of interviews. To observe the effect of culture on language, conversation analytic tools were employed to measure that effect. Language and culture Culture and language affect each other. Culture broadens the awareness in learners' linguistic needs and realities. The loss of language on the other hand means the loss of culture (Hager, 2011). It is through culture that learners of any language know more about that culture's identity and history and as a result helps in shaping their language identity as well. Understanding cultural diversity is a key word in living and surviving it. The relationship between culture and language is a complex one. The two concepts of language and culture have been given much attention from scholars over time and continue to be discussed by social scientists, educators and students all over the world. Culture "encompasses objects and symbols, the meanings given to those objects and symbols, and the norms, values, and beliefs that set the cultural boundaries recognized in the community and constructed by it" (Reeves-Ellington, R. H., & Yammarino, 2010). Culture is also about shared values, traditions, the way people think, customs and histories. Culture shape the way a person thinks, behaves and views the world. A shared cultural heritage bonds the members of the group together and creates a sense of belonging through community acceptance (Hager, 2011). That community acceptance is crucial in language adaptation. All the prepared concepts and ways of understanding what culture is like or what is it in reality can never be examined unless a person lives that culture. I started with Siyu Liu, a student from China in level 6, who said that her "love for Arabic was only complete when she came to Jordan" Only then all the things she imagined about culture came to reality. "My understanding of how language work became obvious after indulging myself in the country and culture." (Liu, Personal communication, November 26, 2016). Culture and language share two important components: identity and attitude. Each has its own unique identity which in turn affects the other. One might have a cultural identity and a different/similar linguistic identity. The two identities or one of them may change with the course of time affecting the attitude or the way a learner of a language approaches or perceives culture or language. Aria Weiss from the Netherlands thinks that the Jordanian culture has helped her greatly in shaping her linguistic identity and attitude. To her, culture is not only the place but also extends to include thoughts, ideas and way of life. Many aspects of culture are apparent in how people use their language. Generosity and welcoming visitors for example are reflected in language making it easier for learners of Arabic to easily understand them and live them first hand. The use of words is interesting. Just for welcome, Jordanians have so many expressions as well as for loving remarks. These are all part of their language and that is why you see it in their language so much (Weiss, Personal communication, December 1, 2016). R. Milrood (2012) specifies the content of culture by subdividing it into five components: culture elements, culture manifestations, culture indicators, culture facts, and culture dimensions. This structure is built on the principle and is graphically presented in the shape of a pyramid, at its foundation we find culture dimensions, whereas its peak is made up of culture elements. The two visible factors that we can see are culture elements This view is also shared by Victoria Jackson, a student from the United States of America who came to study Arabic Jordan for the first time. She thinks that culture gave her the opportunity to experience language and learn it the native speakers do. It is the different situation the students find themselves in that force them to use the language. All aspects of language become like supporting base. The use of the dialect is extremely important. By learning the Jordanian dialect and using it with Jordanians, she has gained access to hidden aspects of culture which increased her personal and language confidence. The trips she had participated in to Jordan's cultural and historical places connected her with language even more. It has become a passion for her learn Arabic more and a t a faster pace. Nevertheless, she admits that she had troubles at the beginning when she came to Jordan. She came "unprepared" as she describes herself. She was just a total beginner of Arabic and illiterate in culture as well. "I felt like a stranger at the beginning because I did not seem to fit in and at times I was about to abandon the whole endeavor and go home." It was by having few new Jordanian friends who invited her to their homes and took her to see places that she managed to pull herself together and regain her self-confidence. "the nice people I have met actually helped a lot but it was the newly discovered aspects of the country and the culture that helped fall in love with Arabic. Those things were a mystery to me one day." (Victoria Jackson, Personal communication, December 4, 2016). and culture manifestations. "The distinguishing feature between these two groups is that the "elements" can be learnt from various sources, not necessarily involving direct contact with the target language environment, whereas culture manifestations are the observations of the learner, as well as their cultural experiences, made in contact with native speakers." (Hackett 2016:55). Elements Dimensions Learning a language in its native culture puts emphasis on participation and interaction among the peoples of the community. It is something that goes beyond the textbook with the purpose of stimulating learners to add cultural components to their linguistic repertoire and driving them to produce optimal performance. It is in the culture that a person gets a better understanding of the language and its motives. Janosch Lipowsky, a French student in level seven says that Jordanians think that he a native speaker of Arabic. "The way I talk, the way I approach people and how I behave in a community other my native all have changed. When I speak Arabic, I speak it with flawless accent especially Spoken Arabic." (Lipowsky, Personal communication, December 14, 2016). Lipowsky lived in Lebanon for one year where he studied Arabic while living with a Lebanese family. He was not only exposed to one variety of Arabic culture but two. That seemed to give him more confidence when around others and when using the language. It also provided him with the exciting feeling of blending in with the target society and culture. Kasper (1997) emphasizes the role of linguistic etiquette in cultures claiming it to be a shaper of both communicative contexts as well as human relationships. Though linguistic norms differ between cultures, demonstrating respect towards others is an important function of language. "I felt more appreciated and people started inviting me to their homes and they have become more open with me even in discussing things and topics which are concerned taboos to non-native speakers of the language or those who are non-native of the culture. I in return was able to combine two cultures to produce a third improved one if I may say so and I have to admit that using language and culture correctly helped me tremendously." (Lipowsky, Personal communication, December 14, 2016). This will lead to talk about Coupland's Communication Accommodation Theory (CAT). According to accommodation theory, the three key goals underlying speech accommodation are evoking the addressee's social approval, promoting communicative efficiency between interlocutors, and maintaining a positive social identity. If speakers come from different language and sociocultural backgrounds, accommodation processes can have a far more significant role in facilitating understanding than they would in interactions between speakers from similar backgrounds. In this sense, accommodation theory lends itself well to analyses of intercultural communication (Beebe & Giles, 1984). Students are eager and keen to know more about traditions and how people of the native language live in their own culture. To many students in the west that is a mystery and trying to connect the language with culture without living it might from an obstacle preventing them from real appreciation of the language. This will lead many to think of that language and Arabic for example, difficult to learn. That is why many decide to participate in study abroad programs to break that barrier between language and the context in which it is spoken. Communication seems be the main purpose why most of the students decided to come to the native culture of Arabic. When asked about the most language skill improved, they all answered "speaking". Speaking is their first tool to communicate with people of the culture and to get to know more about it and them. Naturally, listening was the second skill improved. It is that personal experience that makes all the difference. Being improved, the speaking and listening skills equipped students with self-confidence. Their hunger for more "knowledge" increased. Their interest in other disciplines in the language also increased. The An important question arises and, indeed, imposes itself. Is culture a pre-requisite to language or is it just the other round? Linguistic and cultural competency is a good starting point for any language education approach. Evoking learners' positive cultural identity is important in boosting their language acquisition. If language is set to reflect the perceptions of those who speak it, then the conceptions and thoughts of those who employ that language would also be affected by it. Culture equals identity. Lipowsky thinks that just learning a language seems to be superficial. It is complemented by culture since at the end of the day the language that learn is the language that you practice (Lipowsky, Personal communication, December 14, 2016). One of the most influential reasons that made students come to learn Arabic in Jordan was their desire to learn language in context where everything they learn is reflected in real life. Their textbooks cover some cultural aspects but not enough to compensate learning a language in its native environment. transition from just studying the language to giving it life with a taste of their own also increased. It is also critical to understand the motives behind learning a language or understanding culture. Tamara Haddad, is a heritage student from Chile. She came to Jordan to study Arabic because as she wants to know more about her ancestors' heritage and culture personally. "I have lived in a house that appreciates pride in history and culture. I know little Spoken Arabic because my parents sometimes communicate with me in Arabic but I have never been taught Modern Standard Arabic unfortunately. I felt that by coming here I would know more about my family's heritage and culture and live the experience they have lived one day." She could not find dedicated programs in Jordan that focus on the theoretical and the applicable sides of culture so she to come to Jordan to study Arabic for two semesters hoping that she could find more about culture while doing so. (Haddad, Personal communication, December 1, 2016). The outcome A survey carried out by the "Jerusalem Institute for Israel Studies," in 2012 directed towards the Jewish population (educators and students) From observation and interviews, it was noticed that students who have been exposed to more than one culture, heritage students or students coming from certain ethnic backgrounds adapt more to all varieties and aspects of culture and they become more flexible in accepting differences among cultures and shortens the period required to learn a language. Culture literacy then is extremely important in language acquisition. In Swahili, words related to crimes, cases in courts of law and materialistic needs are derived from western and European cultures while words related to morals and social values came from the Arabic culture. The acceptance of culture and its role for someone coming from Somalia then would be faster and the results would be quicker as well. In Tamara's case where language to her was merely a vehicle to understanding culture better changed with time. Living culture has provided her with a deeper insight and greater appreciation of the Language. It also helped her adapt and communicate well with people in the community. I have noticed that mission of those students who lived in an Arab culture before and have an idea about how some or part of the system works or those who had previous knowledge about the target culture was much easier and their grasp of the language was smoother and faster. Both language and culture complement each other. On the other hand, students who had no previous knowledge of the culture had some troubles at the beginning and then some managed to adapt and some did not. their language acquisition hindered and was not as fast as those who felt more comfortable in the culture. reported that 60% of the respondents favor the inclusion of Arab culture in the Hebrew schools while 69% of them support the Arabic language education in those schools. These results supported the latest survey carried out by the Central Bureau of Statistics in 2011 which reported that 68% of respondents believe it is "significant" or "very important" to study Arabic culture and for Arabic to be a compulsory subject in schools It is strongly recommended that further dedicated and detailed investigation to the role of culture shall be conducted taking in mind more variables that might affect the progress of students during the course of their study of language in a native environment. This paper is humble attempt to prove that culture boosts learners' language skills and the ability to put them to practice and that their use of the language goes beyond just knowing the its skills to putting them in context where they can relate things in real time instead of visual expectation that might change the course of their language learning. References: 2. Beebe, L., & Giles, H. (1984). Speech accommodation theories: A discussion in terms of second language acquisition. International Journal of the Sociology of Language, 46, 5-32. 1. 60% favor the education of Arab culture in Jewish schools, 2014. Derived from: http://mfa.gov.il/MFAAR/IsraelExperience/ArtCultureAndSport/Pag es/Arabic-studies.aspx 3. Hackett-Jones A.V. (2016). Russian Linguistic Bulletin, №3 (7), 141143. http://dx.doi.org/10.18454/RULB.7.08 5. Kasper, G. (1997). Linguistic Etiquette. The handbook of sociolinguistics (pp. 374-385). United Kingdom: Blackwell Publishers. 4. Hager, M. (2011). Culture, Psychology, and Language Learning. Oxford: Peter Lang AG 6. Milrood, R. P. (2012). Teaching culture and culture language teaching. Herald of Tomsk state University. Series: Humanitarian Sciences. No. 4 (108). Tambov: Publishing house TSU. 8. Taylor, M. (1992), The Language Experience Approach and Adult Learners. National Center for ESL Literacy Education Retrieved from: http://www.cal.org/caela/esl_resources/digests/LEA.html 7. Reeves-Ellington, R. H., & Yammarino, F. J. (2010). What Is Culture? : Generating and Applying Cultural Knowledge. 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Talking to Plants by Carol Barany E arlier this year, 'The Washington Post' reported on a 2022 survey by trees.com. Responding to one of the survey's questions, 50% of 1,250 respondents reported that they talked to their plants and trees. When asked why, 65% of the talkers said they believe it helps plants grow England's King Charles, a life-long and passionate gardener, has revealed in interviews that, "I just come and talk to the plants, really. Very important to talk to them; they respond". His fruits and vegetables were "a damned sight bigger because I instructed them to be." In 2020, at a reception featuring pop star Katy Perry, an ambassador for one of his favorite charities, Charles asked her if she would sing to his plants. "You have my word, sir", was Perry's reply. Maybe gardeners have always talked to their plants, but a German experimental psychologist may have been the first to formally propose in 1848 that plants respond to talk, attention, attitude, and affection. Those concepts have endured. Perhaps some of you readers remember the 1970 album, "Music to Grow Plants By". Are plants really listening? In 2004, the Discovery Channel's science entertainment show 'Mythbusters' tried to find out. Negative speech was played in two greenhouses, while two greenhouses played positive speech. To test the effect of music, one greenhouse played classical while another played heavy metal. There was silence in a single greenhouse. After 60 days, the least growth occurred in the silent greenhouse. The greenhouses with music grew the most, especially the plants exposed to heavy metal. The plants in the greenhouses with speech — either positive or negative — grew faster than those with silence. Featuring several' Mythbusters' episodes, including the one on talking to plants, the Denver Museum of Nature and Science opened a special exhibition in 2013. To make it more interactive, the Museum invited its Twitter followers to Tweet at a plant through the project's official website. More than 4,000 Tweets; some kind and nurturing, some angry and insulting, were turned into robotic speech and read to one indoor plant. A plant in another greenhouse got the silent treatment. Whether they were called "stupid" and "ugly", or "champs" and "State Fair winners", it's all the same. Accounting for every other variable, the more social plant in the Denver study had greener, larger leaves and was 12.5 percent taller. Is there something to this? Until there is additional peer-reviewed, scientifically validated research, these investigations are at best considered "pseudoscience". The intriguing observations could spark more rigorous, university- based research. That's what it takes to confirm causeand-effect relationships like these. For example, any vibration, not just from speech or music, could be responsible for plant growth. But please, don't let that stop you from talking to your plants, because it will make YOU feel better. We all have days when we can't get enough of the garden. It often happens in early spring, after being cooped up in the house for months. Flitting from plant to plant like bumblebees, we coo, chirp, and lavish best wishes to all green things. Life IS a magnificent garden, at least for now. Fast forward to mid-July. Returning home from a short vacation, I can't wait to see what's new in the garden. It's not what I expected. Silver maple seeds have germinated in garden beds by the bazillions. The roses demand, "dead-head me now." The faded blossoms of my daylilies hang from their stems like mushy socks, taunting me with their ugliness. What's more, several hibiscus are dangerously wilted. This means there's another glitch in the drip irrigation system, and if I don't fix it right away, the entire garden will be crispy by sundown. By now, I'm muttering under my breath, wishing these darned plants weren't so needy. It gets worse. The dahlias grew so fast last week that they are leaning, top-heavy and about to topple, and must be tied once again to their stakes. And for crying out loud, a dahlia I nurtured from a cutting since early March had the nerve to up and die on me. Avoiding any personal responsibility, I blame this mess on the plants themselves. I vent a scathing garden rant to any plant who may be listening. I feel better immediately. Whether it's cooing affection, or threatening a trip to the compost pile, talking to plants is deeply satisfying. But until real science proves otherwise, I think plants could care less. What is important is plunking the right plant in the right place. Given optimum water, light, soil, and weather, plants will thrive. And though they can't speak, plants send gardeners messages all the time, warning of potential trouble in paradise. All we have to do is listen.	<urn:uuid:752f8ed9-97d8-48df-a359-e4ec76063744>	CC-MAIN-2024-10	https://s3.wp.wsu.edu/uploads/sites/2083/2023/07/23-07-09-Talking-to-Plants.pdf	2024-02-22T08:49:28+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00690.warc.gz	511,440,994	1,074	eng_Latn	eng_Latn	0.999567	eng_Latn	0.999621	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2223, 4839 ]	[ 2.546875 ]	1	0
ICT Policy Designated members of staff: Phil Arthur & Gary Wright Chair of Governors: Alison Logan INTRODUCTION This policy sets out the rationale for the teaching and learning of ICT in the school and the aims and objectives for ICT use. It provides a framework within which all staff, both teaching and non-teaching, work and gives guidance on planning, teaching and assessment. Its aim is to assist planning and promote the development of ICT across the curriculum and will be subject to regular reviews in common with all other school curriculum and policy changes. It will also be used to highlight the school's ICT priorities and to assist in the allocation of funds. OUR VISION Our pupils learn best through experiential learning and the ICT curriculum is built around this. We endeavor to give children a solid grasp of how technology impacts on their lives both inside and outside of school. This is achieved primarily through providing the children with a varied curriculum that exposes them to current developments such as robotics and micro-computing. We also use links with outside agencies, for example Nissan and STEM week, to widen the aspirations of our young learners and offer a range of experiences that put their new knowledge into a real-world context. We ultimately aim to develop skills and knowledge that can prepare our pupils for life after Usworth Colliery and that encourages them to be responsible and self-aware when using ICT in everyday life, encouraging them to be respectful and tolerant and to consider carefully the content they interact with regardless of how technology develops. AIMS To enable all children to use ICT with purpose and enjoyment: * by providing tasks which are interesting and give scope for individual responsibility and expression. * Tasks are also designed to be developmental and progressive and each new topic or learning experience builds on the skills knowledge and understanding previously taught. To provide children with the knowledge of different applications of ICT. * by combining a range of software and technology including word-processing, data handling, simulations, control, data logging devices; handheld, desktop and internet technologies (including E – Safety across the curriculum) to solve problems and create purposeful and targeted resources. To enable all children to develop the necessary skill to exploit ICT: * by ensuring enough access by pupils to become more proficient in the basic ICT skills and by providing opportunity outside of lessons for children to use who do not have computers at home. To develop children's' understanding of how to programme digital devices and know how they work. * by exploring and applying a variety of graphical and, where appropriate, text-based programming languages. * by debugging a variety of intentional errors when testing and refining their resources. * by exploring the functions of different web-based technologies such as such engines and networks. To enable all children to become autonomous users of ICT: * by planning activities which allow children opportunities to apply their skills in a variety of different subject contexts. This includes encouraging pupils to adopt a growth mind-set in order to learn from mistakes and develop as learners. To encourage children to understand the effects and limitations of ICT, its values for themselves, others and society and to make decisions about its suitability for a particular task. * by leading group or class discussion about the benefits and limitations of ICT and by creating opportunities to compare classroom use of ICT with that in the wider world. * by leading group or class discussion on what contributes safe and responsible use of different forms of technology both inside and outside of school. * by giving children the opportunity to assess and evaluate the validity of sources. To enable all children to meet the requirements of the Early Years Foundation Stage Curriculum and National Curriculum as fully as possible, and enabling all children to reach the highest possible standards of achievement: * by selecting groups and pairs where all pupils are equally active and involved in the task, and have equal access to the computer keyboard * by intervening, where appropriate, to reinforce or teach a new an objective or skill. * by planning activities which allow different levels of achievement or incorporate possibilities for extension work To enable staff to create the atmosphere and levels of resource to encourage all members of the school community to learn with ICT: * by raising the profile of ICT in the school and by providing a continuous programme of staff development. * to work in conjunction with class teachers to promote cross-curricular links and enhance ongoing topics. * to use ICT to enhance the delivery of the wider curriculum. To enable staff to develop confidence and competence to use ICT in the effective teaching of all subjects: * by providing a central resource system of a wide variety of equipment including manuals and step by step guides for support (including utilizing digital systems, such as Outlook, Teams and Zoom, to help share and deliver this). * by offering appropriate support and training where necessary. To enable staff to use ICT resources innovatively to support problem solving and learning across the curriculum * by identifying opportunities to use ICT through Context for Learning * by working in conjunction with class teachers to promote cross-curricular links and enhance ongoing topics. THE TEACHING OF ICT In school we primarily follow the objectives set out by Focus Education. The objectives have been expanded and adapted to ensure continuity and progression in the teaching of each National curriculum objective throughout the year groups, including Early Years. CURRICULUM ORGANISATION Each year group has a set of progressive objectives that cover the following areas: * ICT Key Skills * Multimedia Production and Presentation * Using the Internet * Handling Data * E-Communication * E-Safety * Computer Programming * Computer Networks (Year 5 and Year 6 only) Projects are then completing that meet targeted objectives from across the areas. These projects are based primarily on the topics being covered in class. However, some are specifically ICT orientated. Adaptations to both the projects and objectives are made to ensure the planning is progressive in developing pupil capability. Each term the planning will be reviewed by the co-ordinators to inform future planning and to ensure that it is matched to the needs and competencies of the children. Each class is allocated a time in the ICT suite to accomplish their ICT scheme of work units. This scheme is integrated to ensure that delivery of ICT is linked to subjects and takes on board the statutory requirements of other national curriculum subjects. Staff are also able to acquire additional time within the ICT suite and booking logs are available for staff to utilise the iPads. Children in the Foundation Stage also have allocated time to experience ICT with the suite. Tasks are designed to enhance basic skills linked to the objectives of the year 1 curriculum. DIFFERENTIATION AND SEN Pupils with special educational needs will be entitled to the same access to ICT as their peers. In planning lessons teachers will identify the learning goals for the majority of children as well as extension activities for the more able. Consideration will be given to modifying the task or providing peer or adult support for children with difficulty. It is important to note that pupils with learning difficulties may achieve well in ICT and should be given every opportunity to provide support for others. Teachers will liaise with the Inclusion Manager on the use of ICT to improve their involvement in the curriculum. For instance, to improve writing and presentation, to practise skills or to focus on their interpretation of graphs. Those with severe or complex difficulties (the Base) will be given allocated time within the suite to consolidate key objectives from the national curriculum. During this time, they will receive extra adult support and where necessary specialised equipment. Additional support structures, such as visual guides, hint sheets and instructional videos, will also be made available where appropriate. ASSESSMENT Each student has an Individual assessment portfolio stored on Pupil Asset. Each child is given a colour to indicate if they are making the expected progress for their year group. The colours are as follows: * Orange – Working towards the expected level of understanding of the objective with adult support. * Green – Embedding and in some cases surpassing their understanding of the objective and applying this understanding to either helping others or to another context. * Yellow - Developing their understanding of the objective with minimal adult support. Dated entries are made of activities undertaken which demonstrate specific ICT skills. This record, together with an e-portfolio of children's work stored on the Shared Area, is used for formative assessment throughout a unit of work and for summative assessment of the children's progress at the end of the year. Children are encouraged to evaluate their own and others' work in a positive and supportive environment and to take an active part in identifying both their achievements and their goals. When appropriate, children are given time to revisit their work, often at the start of the next lesson, and make any improvements they wish. ROLE OF THE CO-ORDINATOR * Keep personally well-informed and up to date about the subject knowledge specific ICT. * Prepare and keep under review a curriculum policy statement and scheme of work for the school in collaboration with the head teacher, staff, governors and any other appropriate parties. * Provide guidance and support for staff in implementing policy and schemes of work, paying particular attention to the needs of NQT's, teachers new to the school and supply teachers. * Arrange appropriate school and externally based INSET for staff and evaluate its usefulness and effectiveness. * Organise and be responsible for purchasing (subject to the allocation of funds) the resources necessary for the subject, maintaining an up to date inventory and prioritised lists of "needs", and ensuring that all staff are aware of how to use all of the resources. * Monitor and evaluate the effectiveness of work in the subject throughout the school, including the quality of teaching and learning and progress and achievement of pupils. * Lead by example by fulfilling the school policy to demonstrate high standards of teaching in the subject, which sustain and raise pupil motivation, behaviour and achievement. * Report, as required by school policy, to the head teacher, senior management team, governing body and parents on pupil progress and the achievement of strategic plans for the subject area. * To maintain and update the digital image of the school including website content, blogs and social media. ROLE OF THE HEADTEACHER * To support the co-ordinator in the execution of their responsibilities providing time to fulfil such responsibilities as far as is practicable, in proportion to the demands of the School Improvement Plan. * To work in partnership with the co-ordinator on wider school issues for the benefit of pupils, e.g. parents' evenings, drafting bids. * To ensure the co-ordinator have access to appropriate continual professional development linked to their subject needs and Performance Management targets within budgetary constraints of the school. * Use monitoring information to set targets for improvements in the subject taking account of any local and national comparative data. CROSS CURRICULAR LINKS ICT contributes to many subjects within the primary curriculum and opportunities are sought to apply ICT skills throughout a wide range of activities. EQUAL OPPORTUNITIES All children are entitled to equal access to all ICT equipment to develop their personal ICT capability. When children work in groups care will be taken to ensure that all children are active and have equal access to the ICT equipment. Records will be kept of computer partners to avoid dominance of any child. Children with a computer at home are encouraged to use it for educational benefit and parents will be offered advice about what is appropriate. This will be supported by content published on the school website and blog. RESOURCES The school has built up a wide range of software resources for the delivery of the ICT curriculum. These are stored centrally in the ICT suite, along with smaller items of equipment such as headphones and microphones. iPads are available for both class use and intervention. These can be obtained from the Key Stage 1 and Key Stage 2 libraries respectively. In addition to this, year 5 and year 6 children also have their own individual iPads as does each member of staff. Each classroom is fitted with an Interactive Touch screen and Air Server is installed on all classroom PCs enabling staff and students to share content from their iPads. An annual budget is available for consumable items such as print cartridges, USB pens, headphones etc. HEALTH AND SAFETY Age appropriate class and safety rules are displayed in the learning environment. Equipment is maintained to meet agreed safety standards. Children are encouraged to log computers off and prepare their learning station for use. They have chairs of the correct height, eyes level with the top of the monitor screen, and are encouraged to sit comfortably and use both hands for the keyboard. Further guidance is available in the school's Health & Safety Policy and Internet Access Policy. DISPLAY Children's work is displayed in the ICT suite and around school as well as on the school website. Author: P Arthur Agreed date: January 2021 Implementation date: January 2021 Review Date: Every 3 years Signed …………………………………………………………… Date ……………………………….. Head Teacher Signed …………………………………………………………… Date ……………………………….. Chair of Governors	<urn:uuid:88fa17b4-c73a-4b62-abbe-97fdb8aae7e3>	CC-MAIN-2024-10	https://files.schudio.com/usworth-colliery-primary/files/documents/policies/UCPS_ICT_Policy_2021.pdf	2024-02-22T07:15:14+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00691.warc.gz	269,962,642	2,620	eng_Latn	eng_Latn	0.991451	eng_Latn	0.998215	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 100, 3486, 6120, 9746, 13343, 14236 ]	[ 3.25 ]	1	0
Hamline University DigitalCommons@Hamline School of Education and Leadership Student Capstone Projects Fall 2023 Diversity Among Educators in Minnesota Gabrielle Wiest Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons School of Education and Leadership Diversity Among Educators in Minnesota by Gabrielle Catherine Wiest A capstone project submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching. Hamline University Saint Paul, Minnesota December 2023 Capstone Project Facilitator: Betsy Parrish Content Reviewer: Nicole Terlouw TABLE OF CONTENTS CHAPTER ONE Introduction According to the Minnesota Department of Education (2021), 94% of our teacher workforce in Minnesota is white. As a Black girl growing up in the Twin Cities suburbs, I knew that to be the case. Representation in our teacher population has always been a problem in our state and across the nation. Students of color are taught about white people, for white people, from white people. This not only damages their self-perception but also inhibits their learning. Therefore, my research question focuses on finding out how we can create better programs. How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? This research is vital to the future of Minnesota as we continue to grow and diversify as a state. Representation has affected me as a person, my career choices, and what I want to contribute to the world. My experiences are not abnormal, and I want to improve the future for my students of color. According to research through the Minnesota Department of Education (2021), all students benefit from a racially diverse teaching workforce. Minnesota has created ways to encourage diverse individuals to become teachers, but these efforts are not strong enough, as they have still not increased the number of teachers of color. Programs like Minnesota's Grow Your Own Teacher, provide funding for educational opportunities for BIPOC individuals to attend college and work towards teaching licenses to be hired in schools to create a more diverse workforce (Hood, 2021). Even though there are programs like this being implemented in schools in Minnesota, none of the thirteen economic developmental regions have yet to have a teaching workforce that is near the amount of diversity as their students (Minnesota Professional Educator Licensing and Standard Board [PELSB], 2019). This inequality needs to be addressed and handled appropriately in order for a change to be made. Minnesota's teacher workforce has not improved its diversity in the past decade. From 2009 to 2019, the percentage of non-white students in Minnesota increased from 24% to 34% and is continuing to grow (Eischens, 2020, para 7). In 2018, the proportion of non-white teachers increased to just over 5% (Minnesota Professional Educator Licensing and Standard Board [PELSB], 2019). Even though it has been shown in research that students benefit from seeing people who look like them in positions of authority, the number of diverse educators is still extremely low in Minnesota and is not showing much improvement (Eischens, 2020, para 15). Despite that research has shown how beneficial it is for students to have diverse educators, we are still not seeing the gap close. In this chapter, I will address the lack of diversity in Minnesota's teacher workforce, how it directly affected my childhood, and how it continues to affect children today. I will provide an in-depth rationale for my research question and first-hand experiences I have had as a student and teacher of color in Minnesota. I will also introduce my goal for this research and how I decided to study this problem. Background of Researcher I grew up in a predominantly white community. My neighborhood was all-white, and the school district I attended lacked diversity. Leaving the house, I would not see people that looked like me. My school teachers were white, my doctor was white, and my fellow children in the neighborhood were white. Growing up in a community like this caused me to feel confused and lonely. I felt myself constantly changing to fit in, but nothing was ever good enough. I always wanted to be like everyone else, but it was impossible, no matter how hard I tried. Representation in my childhood was far and few between; the characters in books and movies did not look like me. As a child, it seemed like people with my skin tone did not exist outside of my family. Representation Matters It is confusing and damaging for a child not to see any representation of themselves in their adolescence. Even though there are now more instances of representation in our community, it is still not enough. There are not enough teachers of color in our school system, and that lack of representation is very damaging to adolescents. I attended the same school district for my entire educational career–thirteen years. I never once had a Black teacher. Not having any representation growing up impacted what we learned in the classroom. If I had teachers who looked like me, I may have learned more about my culture and felt less isolated in school. I will never forget one day in middle school when my physical education teacher made a comment about my future high school. My class was discussing what physical education looked like in high school. As we discussed this, my teacher mentioned that there "are not a lot of chocolate chips in the cookie" at the high school I would be attending next fall. This comment was not only highly racist but left a lasting impact on my self-esteem. I was nervous to attend my new school due to fear that even in a new environment, there would still be no one who looked like me. Unfortunately, when I reached high school, nothing seemed to change. Even though I was in a bigger school with more students, even fewer peers looked like me. There were also no teachers who resembled me. I felt utterly isolated and felt like I had no one to turn to. Reflecting on my past, I now understand how representation affects students of color, especially at a young age. The lack of representation I experienced during my adolescence shaped the woman I am today. I will forever be grateful for my upbringing and community, but I need to acknowledge the hardships I faced and strive for a better future for my students of color–there must be a change. It is not right to experience fear and loneliness in a place where you are supposed to feel safe. Students should not have to feel the same way I did growing up; it is time for changes to be made. Experiences as a Teacher During my first year of teaching, I was blessed to have lots of diversity in my class. I teach first grade in a public school in the suburbs of Minnesota. My class had seven students out of twenty who spoke more than one language. These students received intervention services to help support their English learning. One of my students had moved from Mexico right before the school year started and did not speak any English. He needed lots of extra support and encouragement at the beginning of our time together because there weren't many other faculty or students that spoke the same language as him. I did everything in my power to provide the support this student needed. I worked extremely hard to learn key phrases in his first language so we could communicate with each other. We also used a lot of pictures to help show each other what we were talking about. By the end of the year, this student could not only speak full English sentences but also read English sounds and read and represent his numbers to one hundred in English. I put so much effort into helping this student so he could feel less isolated from the class. Students can create meaningful relationships and feel like they belong by having teachers who represent them. If he had been placed in a different classroom, he would have had a different learning experience during his first year in Minnesota. I also had a young girl in my classroom whose family did not speak English. She had learned English from school, but her parents had not yet learned much. This made communication with the family complex. Fortunately, my school district was able to find a solution to the communication barrier and found a program that allows parents to communicate with their child's teacher in their home language, and it is translated into English for the teacher. This would work the same way when teachers send messages to the families, as it would also translate for them. For this specific student, her family owned a restaurant, and I was able to introduce myself to her parents and show them that they can now message me, and I will be able to message them back right away in their language. I was able to show them that I am a person of color and I am here to support your students in all the ways I can. This small introduction opened many doors for this student. Her parents were able to communicate with me about her school progress or if she would be absent. They were able to ask me questions whenever they needed to, and I was able to give updates on their child. I believe that due to the color of my skin, they were able to see that their child was not alone in a predominantly white school and that they could come to me to help them. I want more parents of color to feel this comfortable with their children's teachers, and a great way to do that is to increase diversity in school faculty. On the first day of school, I met a little girl with the same skin color. She looked at me in awe. At some point during the day, she lost her way to the classroom coming back from the bathroom, and another staff member asked her who her teacher was. She responded by saying, "The really pretty girl that looks like me" (Personal Communication, 2022). Due to that one sentence, the staff member could lead her back to my classroom because she knew I was the only Black teacher in the building. Later in the day, when the staff member told me about this interaction with my student, it really put into perspective why this is so important. Students are taught to look up to their teachers as teachers are in a position of power. Having a teacher who looks like you as a child can show you that you can also be in a position of power in the future. Growing up, I did not experience having teachers who looked like me, but I know that I now give students opportunities that I did not have and positively impact their lives. Representation really matters, especially in school. Rationale In order to minimize the negative feelings I felt about my diversity growing up, I propose a solution to bring more representation into schools and to provide a possibility for more positive experiences in school for future students of color. After seeing and experiencing feelings of isolation for years, I wondered if the lack of representation in schools was a widespread issue and not just a problem in my community. I want to know if other students felt the same way I did growing up and if they ever overcame those feelings. I want to know why there hasn't been a change and why I am one of the only staff members of color in my building. My curiosity made me wonder how I could make a change and bring awareness to this problem. I desire to find out how this affects students like myself and how representation can be improved in the future. It is clear that there is a need for diversity amongst a teacher workforce, but adding diversity in school faculty is easier said than done. I am looking to find answers to my research question: How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? As a way to decrease the negative feelings I felt about my diversity growing up, I propose a solution to bring more representation into schools and to provide a possibility for more positive experiences in school for future students of color. Summary In this chapter, I introduced my personal background and how it influenced my research question. I also spoke in regard to experiences I have had as an educator of color and how these experiences working with students and families of color have added much meaning to my career path. I have provided details on the lack of representation in Minnesota's schools and how current efforts to make a change have not worked. I have also proposed creating a solution to bring more diverse representation in schools. In chapter two, I will review the literature regarding this project's multiple aspects, including racial equity, representation, and student perception. I will also dive into Minnesota's tiered teaching licensure system, which was created to promote diversity in the staffing of schools. Additionally, I will be researching the inequities of Minnesota's teaching workforce and discovering ways to improve this problem. Chapter three will present the project I created to help support prospective teachers of color. Finally, chapter four will discuss the results from the project and further plans for improvement. CHAPTER TWO Literature Review Introduction Minnesota has a long-running history of underrepresentation in our education system. As we continue to diversify as a nation, our student population will continue to change and adapt to newfound diversity in the state. With that said, our teacher workforce must adapt and change to the rising trends in racial diversity–we need more teachers of color. This literature review begins with an exploration of what the research says about the impact of representation in the learning environment. The section also examines the numerous attempts Minnesota has made, past and present, to increase diversity in the teacher workforce. As we investigate, we are analyzing research to solve the question, How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? Before looking at potential solutions to cultivate a more racially diverse teacher workforce, it is vital to review research about diversity in teaching, how underrepresentation affects students, and the state's attempts to increase its teacher-of-color population. Reviewing past attempts and future ventures fosters inspiration toward new goals and achievements. Doing so provides an understanding of the state's current situation. This literature review takes a deep dive into themes such as culturally responsive pedagogy and the whiteness of the teacher discipline to discover the importance of racial diversity in the teacher workforce and the significant impacts underrepresentation has on our students. Understanding the need for representation creates drive–understanding the problem ignites passion toward a solution. Representation in Schools There is a lack of teachers of color in The United States (MDE, 2021). This lack of diversity connects inside and outside of the classroom with the lack of representation of people of color in media, resources, and school curriculums, and this underrepresentation of people of color is shown to be highly damaging to minority groups (Coalition for Educational Justice, 2020). The first part of this section will discuss the need for more representation and diversity in school materials. In the second section, culturally responsive pedagogy will be introduced, and the effects it has on schools. Underrepresentation Representation in our school often refers to the staff and students who play a significant role in our school environment. That said, the curriculum and resources we provide our students must embrace equity (Armstrong, 2021). Underrepresentation affects each and every student (Armstrong, 2021). It affects minority students by ignoring their stories and leaving their culture out of the picture. This tarnishes minority students' self-esteem as they grow into adults (Armstrong, 2022). Underrepresentation also negatively affects the dominant-culture as well. Students deserve to be surrounded by diversity as they discover their community and begin to understand the world around them (Armstrong, 2022). Students deserve to see themselves in their everyday lives, the media, and the community. As previously discussed, these examples of diversity are lacking in our current lives, but it is crucial for children as they are developing ideas of their self-worth and knowledge of the world around them (Adam et al., 2017). This is where diversity in the classroom setting meets hand-in-hand. Educators teaching all ages have the opportunity to promote diversity in their classrooms. Diversity can be shown through positive depictions of minorities and culturally linguistic novels that provide students with a wide range of information about and from a non-dominant culture (Villarreall, 2014). The Portrayal of Minorities in Text-based Literature Growing up, I often noticed that the depiction of Black individuals in instructional texts often contained characters struggling due to their race. Examples of this include slavery or segregation. If we provide students with books with depictions of adversity from being a minority, it sheds a negative light on the community. For example, research shows that even the "culturally relevant texts" section of the National Book Award contains damaging depictions of race and ethnicity. (Bickmore, Xu, & Sheridan, 2017, p. 50). Furthermore, authors Helen Adam, Caroline Barratt-Pugh, and Yvonne Haig found that diversity portrayed amongst minorities is in children's literature collections "commonly misrepresented through stereotypical images often portraying outdated perspectives" (Adam et al., 2017, p. 2). Educators can and should provide students with instructional texts that show minorities facing adversity, but making this the norm can be seen as problematic (Bickmore, Xu, & Sheridan, 2017). A spot-on description of this is a "racial 'mismatch' between a non-White student public school population and a primarily White teaching force continues to be under examined through an appropriate cultural lens" (Adam et al., 2017, p. 2). We continue to ignore the implications of our lack of diversity among educators. This racial mismatch continues to spread throughout the system. There needs to be an increase in representation in schools in order to create an inclusive learning environment. As educators, we have the opportunity to provide students with culturally diverse resources that represent our student bodies and educate our students in an inclusive, meaningful way. Including diverse literature is one thing, but including literature that uplifts minority students is what truly makes a difference. Students of all ages should be provided with texts that tell stories and share cultures from around the world. There are many instructional strategies educators can implement to diversify their curricula. Ultimately, creating a culturally responsive classroom is a notable way to do so. Culturally Responsive Pedagogy As popularized in the 1990s by Ladson-Billings (2016), culturally responsive teaching allows students to understand and connect to their own culture while learning and acquiring knowledge about another . Culturally responsive or relevant teaching allows students to appreciate the cultures around them. Students are able to engage in cultures that they are unfamiliar with, in a safe space to learn and ask questions. This allows for important and engaging reflection for students and teachers. Culturally responsive teaching requires educators to make conscious efforts to understand and follow the needs of their culturally diverse learners (Ladson-Billings, 2016). This can be done by "implementing specifically student-oriented instructional processes as well as choosing and delivering ethnically and culturally relevant curricula" (Delpit, 1995). As previously mentioned, this curriculum should portray a variety of multicultural identities and show them in a positive light. In education, culturally responsive teaching helps increase engagement and interest in school with students. According to Gay (2002), culturally responsive teaching is the process of teachers learning about different communication and learning styles to create a culturally diverse knowledge base. Not only does this practice keep students engaged academically it can also foster meaningful relationships between students and educators. By understanding students' diverse backgrounds, teachers can create curricula that intrigue students and involve their personal realities (Gay, 2002). This process takes time for educators to learn and integrate into their classrooms and is malleable and can be improved during an educator's career (Abacioglu et al., 2020). Culturally responsive pedagogy is essential to provide students with a classroom experience that acknowledges and uplifts various cultures and ethnic backgrounds. It is very crucial for teachers to incorporate this practice into their teaching as it also "provides students with the knowledge and skills needed to function in mainstream culture while simultaneously helping students maintain their cultural identity, native language, and connection to their culture" (Siwatu, 2007, p. 1087). The skills that are taught in the classroom follow students into adulthood and beyond. By teaching students in a way that represents their culture as well as celebrates what makes them unique, educators are able to create positive learning environments. In order for teachers to incorporate culturally responsive pedagogy into their classrooms, they must be exposed to students with diverse backgrounds and cultures (Gay, 2002). According to a study by Siwatu (2007), teacher candidates need to be introduced to this theory and practices to teach linguistically diverse students. These practices need to be introduced early on in educators' training so they are able to integrate them into the classroom immediately. To create an inclusive classroom environment, educators must understand these cultural differences and know how to appropriately interact with students in ways that allow for success for each diverse student (Ladson-Billings, 2016). Studies have also shown that students communicate and navigate language through displays of their culture. These displays of culture can be very different in terms of expression and behaviors compared to the more dominant cultural capital of White teachers (Goldenberg, 2013). It has been suggested that all teachers should participate in professional development surrounding the practices of culturally responsive teaching (Mburu, 2022). These professional development lessons are something I have been a part of myself, and I feel as if I have learned meaningful classroom advice. For schools with diverse student populations to thrive, teachers must teach in a culturally responsive manner and promote culturally responsive curricula (Mburu, 2022). Student Perception The representation and lack of representation of diverse teachers play a key role in the education of students. Their educators influence students' thoughts, feelings, and beliefs about their educational experience. In the first section, students' relationships with school faculty and the influences these relationships can have will be explored. In the second part of this section, the impact of students' identity as it is shaped in school will be analyzed. Relationships One of the most crucial parts of an educator's job is the relationships they build with their students. These relationships can provide support and encouragement for academic and personal growth. Teacher relationships with students can bring positivity and a sense of community to individual students who may feel disconnected. "As teachers are seen as a vital element of school climate, the interactions between teachers and students can significantly affect students' success" (Burell-Craft, et al., 2022, p. 2). Teacher and student relationships impact student success. In a study by Federici and Skaalvik (2013), teachers provide emotional and instrumental support to decrease anxiety levels in the classroom. In a similar study, student perceptions of the school climate significantly affect achievement scores (Eugene, 2020). Building relationships with students early on in their educational careers has also been shown to positively affect them as they progress through their schooling (Miller-Lewis et al., 2014). Fostering these relationships with students allows them to engage with trustworthy adults on a daily basis. Building high-quality relationships with students during early educational years has been shown to reduce the rate of mental health problems for students as they continue school (Miller-Lewis et al., 2014). Based on this research, it is clear that in order for students to feel a sense of belonging, they must establish a positive relationship with their teachers. These relationships can help foster an encouraging and motivating school environment. Each student enters the classroom with a different lived experience. Educators cannot control a student's life outside of school but can aim to provide stability, comfort, and support inside the classroom. Teachers' relationships with their students can also impact individual risks and protective factors. According to Battistich and Hom (1997), schools with positive communities can enhance student resiliency. As students spend the majority of their day at school with their teachers, they are influenced by the commutative relationship with their teacher. Teachers have the opportunity to provide learning that extends beyond academics. Students can learn behavioral norms and life skills from teachers during the course of a school day. Teachers respond to ways of assessing students based on the students characteristics rather than school policies (Herzog-Punzenberger et al., 2020). For teachers to make decisions on teaching different learning styles, they must establish connections with their students to learn how to teach each student best. This process can take time but can benefit students in tremendous ways that expand beyond the classroom. For students who are academically at risk, having a positive relationship with their teacher can be very encouraging (Roorda et al., 2011). Students with lower economic backgrounds and different learning abilities can benefit from building a relationship with their teacher (Roorda et al., 2011). Building relationships with students can also foster a sense of belonging for the educator. Relationships with students can bring an educator closer to the community, which can help benefit instruction. Even though Brown vs. Board of Education prohibited racial segregation in schools, class segregation still exists. There is also evidence that students can have different experiences in schools based on the educational opportunities they receive due to their level of courses. In a study conducted by Modica (2015), the academic tracking of students created racial boundaries among school communities. Black students in honors classes felt silenced due to not fitting the given stereotype of their culture, that stereotype being "ghetto" and "loud" (Rosenbloom, 2010; Tyson, 2011). The harsh reality of stereotypes in schools is that they can make groups of students feel disconnected and struggle to build and maintain relationships with peers of the same ethnicity (Modica, 2015). Students also deserve to be recognized as individuals. For students to feel connected to their teacher and school, it must be recognized that racism can affect teacher and student relationships (Leverett et al., 2022). When there are stereotypes surrounding groups of students, it can make it extremely difficult for students to be acknowledged as individuals. Instead of seeing each student as their own person, these students are frequently grouped together and do not receive the educational help they need (Leverett et al., 2022). Educators have the power to extinguish this mindset of grouping students and instead build relationships with their students in order to view them as individuals. Impact on Student Identity Educators also play a crucial role in the impact of a student's identity. As students participate in school during their most formative years, the school culture they are surrounded by plays a significant part in forming their identity. School culture includes the physical, environmental, and social aspects of school. These aspects can provide a positive community within the school and positively impact the identity of students. There have been studies that have shown the importance of schools having teachers of color in their communities. In a study conducted by Pitts (2007), minority students did better on an exam in school when the ethnic composition of their educator matched theirs. In this study, the minority students were African-American and Hispanic students. This study showed how these groups of students benefited from the relationships with their teachers who shared the exact ethnic representation as themselves, which contributed to their academic achievements (Pitts, 2007). Due to the problem of schools lacking teachers of color, many students across the country do not get the opportunity to experience learning from a teacher of the same ethnic origin. This prohibits these students from having the same educational opportunities as the majority, which is White students with White teachers (Pitts, 2007). According to Redding (2019), Black students scored higher on achievement tests when their class was taught by a Black teacher. Strong personal connections can be fostered when students feel a connection to their educator. These connections can help students perceive school positively and positively impact their feelings and outcomes in school (Pitts (2007). In school, not every subject is going to be easily understood by all students. Due to all students having different learning styles, students must be recognized as individuals. For students who are struggling in school, having an educator who supports them, listens to them, and praises their efforts can positively impact their identity (Muller, 2007). When students do not have someone there to support them, it can make school increasingly difficult. School can already be difficult for students of color who feel judged by White peers. Thomas (2011) studied girls at an urban school and noticed the tension from the harassment of students of different races. Experiencing forms of bullying can have a very negative impact on the identity of students. In many instances, bullying goes unreported due to uncertainty of who to turn to. Students are taught to report bullying to a trusted adult, but if they cannot identify a trusted adult themselves, how are these students supposed to get help? According to Kohli (2009), teachers of color are aware of the racism that can take place in school and the trauma that it can bring, whereas White teachers frequently have to be taught about the pain it can bring. For students, having a teacher who already understands the hardships of being a person of color can make it easier for them to foster a connection and express their feelings during times of need. Race not only impacts students emotionally, but it can also cause students to perceive themselves in a negative light. Students connect academic achievement with racial identity (Fordham & Ogbu, 1986). When students are struggling to accept their identity and culture, it can make school more challenging. Students can be encouraged to separate their racial identity from their academic achievement by having an adult to turn to at a school of the same ethnicity. For teachers of color, there are many steps to develop racially just classrooms (Kohli, 2014). Students of color benefit from the extra processes teachers of color go through to develop racially just classrooms. "Teachers of color are linked to positive academic, social-emotional, and behavioral student outcomes and finds that these effects are driven, at least in part, by mindsets and practices aligned to what's known as culturally responsive teaching" (Blazar, 2021, p.30). Culturally responsive teaching can positively impact students of all races but can benefit students of color experiencing racial challenges in schools. By having educators who know how to teach in a culturally responsive way, students will be positively impacted and supported during their identity development. Impact on Student Success There is a plethora of ways white supremacy can be seen lingering throughout our education system. Whether intentional or not, our education system contains many factors that contribute to the inequalities many people of color face growing up in the country. Famously known as the achievement gap, Black and brown students perform significantly lower on average than their white counterparts. This can be seen all across the country but is specifically concerning for Minnesota, as we consistently maintain one of the highest achievement gaps in the country (Grunewald & Nath, 2019). The achievement gap is illustrated throughout the education system through graduation rates, reading and test scores, and college readiness, all of which Black and brown people maintain at the bottom (Grunewald & Nath, 2019). These achievement gaps directly affect the futures of Minnesotans of color as they have now received an education where their performance is systematically lower than white people. This is critically important when at least 74 percent of the jobs performed in Minnesota require some sort of higher education (Minnesota Department of Education, 2023). The achievement gap is just one way that Black and brown students are given contrasting experiences in our education system, thus furthering white supremacy in the process. Minnesota consistently maintains one of the most significant achievement gaps in the nation. The teacher workforce might be the reason why. Landsman and Wayne-Lewis (2006) touch on a fundamental theoretical assumption that connects the dots. A majority white teacher workforce may have direct connections to the achievement gap. It is believed that white teachers often have the impression "that students of color do not already possess the necessary skills, knowledge, and attitudes to succeed and learn can result in the development of curriculum and instruction that falls short of optimal teaching and learning" (Landsman & Wayne-Lewis, 2006, p. 81). These beliefs could naturally create implicit biases among teachers and their viewpoints of their students if educators have the assumption that certain students do not possess the capacity to learn, especially if their only potential downfall–in their eyes, is that they are people of color. More teachers of color are able to offer different learning experiences that may bridge the gap between Black and white achievement. Minority teachers can rely on their own personal backgrounds to recognize students needing support (Driessen, 2015). By sharing a cultural perspective with their teacher, students are able to be advocated for (Magaldi & Conway, 2018). Teachers of color–specifically teachers of color who grew up in Minnesota understand the perspective of other students of color. In summary, this section has highlighted the importance of positive student-teacher relationships and the impact on identity these relationships can have. School can be seen as a positive or a negative situation for students. By having an educator who cares about academic success and culture, students can feel more connected to their community and encouraged to try hard in school to be successful. Diversity in the Past and Present As we have learned by now, teachers of color are few and far between (MDE, 2021). As we dive deeper into this topic, it is crucial to understand why the minority teacher shortage began and previous attempts to amend it. In the first section, the background of the integration of minority teachers will be explained. This section will explore the recruitment and retention of teachers of color in schools. The second section will explore the history of whiteness in teacher discipline and professional development. Finally, the third section will explore recent efforts made by schools to hire more teachers of color to their schools. Recruitment and Retainment of Minority Teachers Across the nation, school districts have had a tough time recruiting and retaining teachers of color. In 2012, America's teaching force was 82% White (Sleeter, 2017). As mentioned previously, the Minnesota teaching workforce is 94% White (MDE, 2021). This percentage is astounding as it shows that there is a very unequal amount of diversity among teachers in America. The lack of minority teachers in America, as well as the ability to increase diversity in school staffing, has been well-researched. In the past, researchers looked at the possibility of increasing teacher retention by offering Black women educators leadership roles. By reducing the workload for teachers and providing opportunities for leadership roles, schools may be able to retain teachers (Farinde et al., 2016). Minority teachers can offer insight into their culture for most teachers (Driessen, 2015). There is also research that explains that due to inadequate support and poor working conditions, there has been a high turnover of Black teachers in America (Campoli, 2017). According to Ingersoll et al., (2019), in the past two decades, more minority teachers have been hired but are being employed in urban communities with high poverty and high minorities. "Minority teachers have significantly higher turnover than white teachers, and this is strongly tied to poor working conditions in their schools" (Ingersoll et al., 2019, p. 2). Working conditions need to be improved in order to reduce the turnover rates of minority teachers. School characteristics, conditions, and policies are correlated with their ability to recruit minority teachers (Ingersoll & May, 2011). Employees want to work in places that have high standards and support. In any career, respect is a necessity for employees. Teaching has become increasingly hard for educators over the years. In order for teachers to want to continue teaching, their hard work must be recognized. With more support, hard working conditions can become easier to handle. Without recognition and assistance, teaching can be a very taxing job. Increasing pay and decreasing the workload have been shown in data to contribute to higher rates of retention for teachers (Hughes, 2012). Higher salaries will intrigue more students to seek careers in teaching as it makes the profession more selective (Dolton & Marcenaro-Gutierrez, 2011). In order for teaching to be seen as a respected profession, changes must be made to gain interest for students to want to pursue teaching. Once there is more interest, more people of color will pursue the career. Not only is there a disproportionate amount of teachers of color in America, but the nation is also suffering from a teacher shortage. Teacher shortages directly hurt low-income students and students of color (TeKolste, 2018). There needs to be a solution to help combat these problems. Students deserve to have a quality education with a diverse staff that is able to help support them. Recruiting and retaining more minority teachers could help teacher storage in America (Driessen, 2015). Since teacher shortage is inequitable for low-income students, changes need to be made in order to provide a more equitable educational experience for all students, regardless of their family background. Current Efforts to Increase Teacher Diversity Due to the widespread lack of diversity among teaching workforces, many efforts have been proposed to try and help improve this problem. These efforts have been created and implemented by school districts across the country. There have been varying levels of success of programs that work to increase diversity. One program that many different schools around the country have implemented is the Grow Your Own Program initiative. This program supports students interested in teaching to come back and teach in their area. When programs are implemented, program directors work with the college faculty to nurture students and help create opportunities for them (Swanson, 2011). This program is beneficial for students needing more access to funding for their education. Senator Tina Smith introduced the Addressing Teacher Shortages Act to help provide grant funding and staffing resources for schools. Although this has been introduced but not implemented, this bill could be very helpful in increasing diversity in America's teaching workforce (Smith, 2022). Acts such as the Addressing Teacher Shortages Act need to be implemented to help tackle the teacher shortage and lack of diversity in teachers in America. Organizations such as Educators Rising aim to prepare high school students for future careers as teachers. According to the Educators Rising website, 51% of students in the Educators Rising program are students of color. This program supports students of color in high school and college to create a pathway for more diverse teachers (Educators Rising, 2023). By sparking interest in the teaching profession for high school students, there are more opportunities for these students to be supported in college. Colleges such as Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions with teacher preparation programs aim to increase diversity in the teaching profession (Carter-Andrews et al., 2019). Colleges provide many opportunities for students, and programs that aim to provide support to college students can help increase the diversity of teachers in America. The state of Minnesota has created a way to increase the number of minority teachers in their schools. Minnesota has a tiered education license system. This system works by having different standards to gain tiers of licensure to teach in Minnesota. This law allows people to earn a permanent teaching license by only taking one methodology class and then taking two tests to show competence without ever taking courses in pedagogy (Minnesota Department of Education, 2023). Unfortunately, there have been many problems with this system. School districts are more compelled to hire teachers who have a Tier 3 or Tier 4 license, and Tier 1 teachers are paid less than Tier 4 teachers. This contradicts the plan to increase teachers of minorities as these teachers may not have a higher tier license. This system was put in place to increase diversity but has been questioned if it is truly equitable. "Most problematic, however, is the narrative that suggests this route to teacher licensure is somehow necessary because teachers of color need this shortcut. The majority of teachers of color with whom we have discussed this issue do not want to be held to a lower set of standards, nor do they want a public narrative that insinuates that only by lowering teacher standards can we recruit teachers of color" (Maguire et al., 2023). As teaching is a career that requires continual professional development, teachers in Minnesota have the opportunity to move to higher tiers of licensure, but it is still offensive that standards are lowered for people of color to become teachers in Minnesota. Plans such as Minnesota's tiered licensure program need to be improved to actually help increase the number of diverse teachers in the state. Many programs, initiatives, and groups have been created to help increase teacher diversity in America's education system. Even with all of these efforts, a significant change has not been made that has balanced the disproportionate diversity of teachers in America. The lack of diversity in America's teaching force is a problem with many layers, but it can be improved with positive programming and initiatives. Conclusion The collection of this research reviewed what has been studied in the past about the diversity of educators. Research has shown the lack of diverse representation among educators in schools. Not only does it show the lack of diverse educators, but it shows the byproduct of this phenomenon. Research shows us that students' academic performance and identity are impacted by the diversity they experience in childhood. Students deserve to engage with texts and materials that are culturally relevant to them and their peers. Studies also proposed the importance of students having teachers of the same ethnic background and how this can impact their identity. A synthesis of research shows past and present efforts to increase educator diversity and the need for a solution that increases diversity in educators in a positive manner. Chapter Three presents the project design to increase the diversity in educators of color in Minnesota that will accurately represent the state's BIPOC student population while acknowledging the systematic issues teachers of color face in the workforce. CHAPTER THREE Project Description Introduction Chapter Two presented literature on the subject of the lack of diversity among school staff in schools in America and the need for culturally responsive teaching. As teachers of color bring a wide range of skills to the classroom that benefits all students, it is crucial that schools work towards creating a more diverse staff. The central question for this project is, How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? As it was shown in Chapter Two, teachers of color need to be hired, retained, and supported. In order for this to happen, there needs to be a resource for BIPOC individuals in Minnesota interested in becoming a teacher. This capstone contributes to a website for potential teachers of color in Minnesota to access resources to support their careers. This website will include the importance of creating a racially diverse teaching workforce and how future educators can be supported as they work toward becoming a teacher. It will also allow for questions to be answered and links to opportunities that will help benefit BIPOC individuals interested in teaching. This chapter will include the rationale for the choice of this topic and presenting this work as a website. The chapter then explains how the website was created, as well as the website's framework, setting, and participants. Rationale For this project, a website was created to help provide resources and answer questions for individuals of color interested in a career in the educational field. As teaching is such a wide career field, it can be very intimidating for potential educators to know where to start when it comes to entering the field. When I first became interested in becoming a teacher, I did not know where to start. There was no guide available with what steps to take in order to receive my teaching license. I did not know about the scholarship opportunities that were available and I had so many questions I wanted to ask but did not know where to get the answers. By creating a website that provides resources for becoming an educator, it will help address the concerns and confusion that arise as BIPOC individuals seek out educational fields. Websites are accessible on many electronic devices and can be easily shared as a link that can be accessed by more people. Framework The website will be created using Wix as a web page framework. The website will have a user oriented aspect where users are able to suggest new features and topics. My website will also be education oriented with the goal to educate viewers on teaching and the process of becoming a teacher. The website will feature multiple pages with resources to guide future teachers of color. The website will also feature a history section that discusses the past efforts toward diversifying the teaching population. There will be statistics that show the need for teachers of color and strategies for districts to hire and retain people of color that are interested in becoming educators. Also featured will be a discussion page and updated opportunities to work with students. This website will combine these features to create a resourceful and accessible website for those interested in teaching and those that are currently teachers. Project Description This project will culminate in a website that will be accessible to BIPOC individuals interested in becoming educators. As there are many different approaches to becoming a teacher in Minnesota, this website will serve as a guide on where to get started as well as links to resources that help support potential educators of color. This website will include the history of the lack of teachers of color in America, the benefits of becoming a teacher, and the steps to take toward working in the education field. As I was in high school interested in becoming a teacher, I did not know where to start or what was even required to become an educator here in Minnesota. I will use this experience to help guide the formation of the website and the resources that will be accessible. The website will include multiple pages that address the lack of diversity among teacher workforces and how becoming a teacher will help benefit not only the reader but future students. The compilation of resources included on this website will address scholarships and programs in Minnesota that support teachers of color, steps toward licensure, forums to ask questions, and opportunities to work with students. The resources on this website will be useful for current teachers of color as well as they will be able to help answer questions and talk about their own experiences on the website. The website will help to foster community between educators of color and help them connect with one another to reduce isolation. Project Timeline This project began being drafted in the Summer of 2023. The research was gathered over the course of three months and was compiled into Chapters One and Two to provide insight into this project. Over the next 14 weeks of the Fall of 2023, the project and website were created and presented to a class of educators creating their own projects to receive a Master of Arts degree in Teaching. This project is intended to be implemented right away as a resource for those interested in joining the education field in Minnesota. If this website is shared and accessed across the state of Minnesota, it will help spark interest and guide people of color to becoming educators. Participants and Setting This website is aimed to help provide support to BIPOC that are interested in becoming a teacher. The intended participants to access this website as a resource are those interested in teaching that can help diversify Minnesota's teaching workforce. As teachers in Minnesota are predominantly White, districts need to aim to hire more teachers of color. The purpose of this website is to provide resources for people of color that are interested in becoming educators. I hope that this website will be shown to high school students interested in teaching as well as linked on college websites as a helpful resource. If Minnesotans that are interested in becoming educators are aware of the resources, scholarships, educational opportunities, and steps toward licensure, they will be able to access this website to help launch their start in the education field. This website will also be used to help connect educators of color with one another. By using the form feature on the website, questions will be asked and answered and discussion about educational topics will be facilitated. As I am currently an educator of color in the state of Minnesota, I can use this website to access information on educational opportunities and use the forum to discuss my role as a teacher of color in Minnesota. The website will help to create a sense of community between current educators and future educators of color in Minnesota. This website will be open for access at any time of the year but would be most beneficial to be viewed while first working towards becoming a teacher. Assessment 32 In order to assess the question, How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? The effectiveness of this website will be measured and reviewed as data is collected. On the website, there will be a link to a survey that asks questions about the experience the user had while accessing the website. These questions will be used to create changes and updates to the website. The questions included in the survey are: A. What did you learn from this website? B. What section was most helpful? C. Was the forum able to help answer any questions? D. What do you wish to see on the website? E. What questions do you still have? F. How did you hear about the website? G. Would you recommend this website to a friend? These questions are aimed to see what more should be included in the website and how to make the website more helpful. I will be able to see if my resource is helpful based on the feedback I received from the survey. As it is my goal to create a website that is helpful for incoming educators of color, by receiving live feedback from users, I will be able to update the website to fit the current needs of those interested in becoming educators. I hope that the framework for this website can be integrated into other states and be used to help lay out the foundation for a resourceful website based on the licensure steps for different states. As more websites like this are created with resources based on the individual states, interest in teaching can be fostered, and more potential educators of color can be supported. Conclusion This chapter includes the rationale for the creation of my website aimed to diversify Minnesota's teaching workforce. The goal of my website is to help guide future educators of color as they begin their journey into the teaching profession. This website helps to explain the research question, How can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? This chapter also included the timeline, participants, the setting, and future steps on how this website can be updated and used in Minnesota and other states. Chapter Four will include a reflection of the website and how it can be useful for teachers of color in the future. CHAPTER FOUR Project Reflection Introduction This project focuses on the question, how can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? The project was created to provide an internet resource for prospective BIPOC teachers in Minnesota to access support and opportunities. Based on the research in the Chapter Two Literature review, I designed this website to provide a clear guide for future teachers as they begin their career in the education field. In Chapter Two, the research explored the lack of diversity among school staff in the United States. Although research showed the underrepresentation, historical implications, impacts and current efforts to increase diversity of teachers of color, there has still not been a successful solution to help recruit and retain teachers of color. In Chapter Three, the goal of the project, to address this lack of diversity by providing a resource to guide, was stated and the website design was presented.. In this chapter, I reflect on the findings and understandings from the project. I also share the implications and limitations of the project. Finally, I share how further research and application of suggestions from the website's survey can be used to continually improve the website and can be shared within the profession to help other states recruit and retain teachers of color. Key Project Understandings During my time writing this capstone and creating the website, I continued to teach first grade as a teacher of color in a building that lacks teacher diversity. I was able to apply my feelings of isolation and loneliness towards my project to support the creation of my website. As I grew up in a community with a lack of diverse teachers as well, I now see how it affects me as a teacher. I feel an immense desire for students of color to not have the same experiences I had growing up. Reading statistics about the low numbers of BIPOC teachers in America is very disheartening. Creating a website that shared these facts as well as ways to help address this problem helps encourage me to inspire others to pursue education. My website will be able to be used by prospective teachers of color to motivate them to make a difference in the education community. The education career can be very confusing at first. There is not a book that tells you exactly what to do or how to become the perfect teacher. While working on my website, I was able to add the things to the site I wish I would have known more about while I was first becoming a teacher. I did not know about all of the opportunities that were out there for prospective teachers. My website explains those opportunities with links to pursue them, which will be very helpful for others. In order for a change to be made to the lack of diversity in Minnesota's teaching community, prospective teachers need resources that can help guide them in the right direction. My website will be able to guide BIPOC prospective teachers in the right direction and support them throughout their careers. Important Learnings from the Literature Review The Literature Review informs and answers my question, how can Minnesota cultivate a more racially diverse teaching workforce that represents our BIPOC students? As Minnesota only has 6% of BIPOC teachers in the state (MDE, 2021), it is very crucial that a change to the lack of diversity will be made. In my research, it is found evident that there are many factors to this lack of diversity but there has still not been a solution to this problem. As underrepresentation affects each and every student (Armstrong, 2021), it is crucial that a change needs to be made. As a teacher or color, I am able to see the perspective of students who do not have representation among their educators. It can be very hurtful to be in the minority and it tarnishes students' self-esteem as they grow into adults (Armstrong, 2022). This was very important to my project as I know with more support, there can be more teachers of color here in Minnesota and they will be able to represent our diverse community of students. As the relationships between teachers and students can impact success, students need to be represented in order to feel a sense of belonging (Miller-Lewis et al., 2014). Schools with positive communities can enhance student resilience (Battistich and Hom, 1997). On my website, I discuss the benefits of becoming a teacher. One of those benefits being the interactions with students that can change their lives. Having a positive relationship with their teacher can be very encouraging for students who are at academic risk (Roorda et al., 2011). This research helped inspire me to add this information and explain the opportunities prospective teachers can do to spend time with students before becoming a teacher. Limitations As this website is aimed to help inspire more BIPOC individuals in Minnesota to become teachers, there are still limitations to my project. In order for this website to gain traction and to be viewed by prospective teachers, it needs to be advertised in teacher preparation courses as well as high schools. The website lays out examples of opportunities that can be used to inspire prospective teachers to pursue teaching by taking advantage of them. The website also explains the benefits of becoming a teacher. As this website is aimed towards Minnesota educators, this information may not be accurate to other states. The website is also not a perfect solution to this problem but rather is just a guide to help motivate future educators to pursue the profession. As the website explains how Minnesota's tiered licensure works and the steps to becoming a teacher in the state, it is not going to fix the problem completely. Once more states adopt the creation of websites like this, the guidance will be able to help create more teachers of color in our nation. Benefits to the Profession and Future Research Once my website is used by prospective teachers to help guide them through the profession, our communities will experience the chance to hire more teachers of color. In order for the problem of the lack of diversity to be solved, there needs to be more BIPOC teachers in our communities. In the future, this website can be continually updated and reflect current teaching practices, licensure requirements, and opportunities. Since this website can be changed overtime, it will be able to help inspire BIPOC individuals interested in teaching for years to come. As more research is introduced about the harm the lack of diverse teachers in our communities can have on students, there will be even more motivation for this problem to be addressed. My website will be able to be shared freely to help make a change in the lives of our future students. I will be communicating the results from my website survey with the users of my website as I continue to update the website and help add the information that prospective teachers desire to help them. In order for my website to receive more viewers, I will be sharing the link with Hamline Education faculty and high school faculties so their students will be able to use my website as a resource. I will also be able to communicate the results of the benefits of my website with other communities by sharing the information on the discussion forums. In the future I hope there will be more teachers of color to represent our diverse student population but in order to do that, steps need to be made across the nation. Websites such as mine that help guide BIPOC individuals are just the first step towards making a difference in the lives of our students. Summary In this chapter, I lighted the research that helped guide me through the creation of my website. As this research was crucial in my understanding of how effective teachers of color can be for our diverse student population, it truly helped guide me through the process of creating my website. I examined the limitations that my project currently has and the way my website can be used and updated in the future. I am very blessed to have been given the opportunity to express my feelings towards the lack of educator diversity in my community. I am hopeful that the communication of my findings will help inspire other BIPOC individuals to pursue teaching to change the lives of our students. This will lead to great changes in our nation and will help students be more successful. I intend to continue to inspire others to pursue teaching and help support them in every way possible so today's diverse student population is represented. REFERENCES Abacioglu, Volman, M., & Fischer, A. . 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Western University Scholarship@Western Brain and Mind Institute Researchers' Publications Brain and Mind Institute 3-1-2016 Trajectories of symbolic and nonsymbolic magnitude processing in the first year of formal schooling Anna A. Matejko Numerical Cognition Laboratory, Department of Psychology and Brain & Mind Institute, Westminster Hall, Western University, London ON, Canada Daniel Ansari Numerical Cognition Laboratory, Department of Psychology and Brain & Mind Institute, Westminster Hall, Western University, London ON, Canada, firstname.lastname@example.org Follow this and additional works at: https://ir.lib.uwo.ca/brainpub Part of the Neurosciences Commons, and the Psychology Commons Citation of this paper: Matejko, Anna A. and Ansari, Daniel, "Trajectories of symbolic and nonsymbolic magnitude processing in the first year of formal schooling" (2016). Brain and Mind Institute Researchers' Publications. 62. https://ir.lib.uwo.ca/brainpub/62 OPEN ACCESS Citation: Matejko AA, Ansari D (2016) Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling. PLoS ONE 11(3): e0149863. doi:10.1371/journal.pone.0149863 Editor: Christian Agrillo, University of Padova, ITALY Received: September 2, 2015 Accepted: February 5, 2016 Received: September 2, 2015 Accepted: February 5, 2016 Published: March 1, 2016 Copyright: © 2016 Matejko, Ansari. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are available via Figshare (https://dx.doi.org/10.6084/m9. figshare.2319328.v1). Funding: This work was supported by a NSERC Discovery grant. Competing Interests: The authors have declared that no competing interests exist. RESEARCH ARTICLE Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling Anna A. Matejko, Daniel Ansari* Numerical Cognition Laboratory, Department of Psychology and Brain & Mind Institute, Westminster Hall, Western University, London ON, Canada * email@example.com Abstract Sensitivity to numerical magnitudes is thought to provide a foundation for higher-level mathematical skills such as calculation. It is still unclear how symbolic (e.g. Arabic digits) and nonsymbolic (e.g. Dots) magnitude systems develop and how the two formats relate to one another. Some theories propose that children learn the meaning of symbolic numbers by scaffolding them onto a pre-existing nonsymbolic system (Approximate Number System). Others suggest that symbolic and nonsymbolic magnitudes have distinct and non-overlapping representations. In the present study, we examine the developmental trajectories of symbolic and nonsymbolic magnitude processing skills and how they relate to each other in the first year of formal schooling when children are becoming more fluent with symbolic numbers. Thirty Grade 1 children completed symbolic and nonsymbolic magnitude processing tasks at three time points in Grade 1. We found that symbolic and nonsymbolic magnitude processing skills had distinct developmental trajectories, where symbolic magnitude processing was characterized by greater gains than nonsymbolic skills over the one-year period in Grade 1. We further found that the development of the two formats only related to one another in the first half of the school year where symbolic magnitude processing skills influenced later nonsymbolic skills. These findings indicate that symbolic and nonsymbolic abilities have different developmental trajectories and that the development of symbolic abilities is not strongly linked to nonsymbolic representations by Grade 1. These findings also suggest that the relationship between symbolic and nonsymbolic processing is not as unidirectional as previously thought. Introduction Early numeracy skills are thought to set the foundation for later developing mathematical skills such as arithmetic [1,2]. In order to continue on to more formal mathematics, children first need to learn what number symbols (Arabic digits) mean and have an understanding of the magnitudes they represent (e.g. knowing that the Arabic digit 4 represents four discrete items). Sensitivity to numerical magnitudes is thought to be an especially important numerical competency, particularly in the first years of schooling [2–6]. Numerical magnitudes can be represented both symbolically (e.g. Arabic digits) and non-symbolically (e.g. dots). How children learn the meaning of number symbols is still poorly understood and several questions remain unanswered about the development of symbolic and nonsymbolic number representations. Namely, how do these representations change over developmental time, and are they underlain by the same or distinct underlying mechanisms? Do symbolic and nonsymbolic numbers have the same underlying representation? A large body of evidence has accumulated to show that infants have a rudimentary number sense allowing them to discriminate between two sets of dots (nonsymbolic representations of number) as long as the difference between the two sets is sufficiently large [7]. Infants are able to compare and discriminate between quantities irrespective of the physical properties of the dots (i.e. surface area, density, contour length etc.), suggesting that they are specifically tuned to the numerical magnitudes [8]. This ability also appears to be shared with non-human primates who have been shown to discriminate between numerical magnitudes [9]. Infants and nonhuman primates are therefore thought to have nonsymbolic representations of number. These rudimentary nonsymbolic representations of number have both phylogenetic and ontogenetic continuity [9]. This ability to rapidly and approximately estimate and compare nonsymbolic numerical quantities is also known as the Approximate Number System (ANS) [10]. A hallmark characteristic of the ANS is that numerical magnitude representations are thought to become more imprecise (and noisy) with increasing magnitude [11]. Consistent with this model of magnitude representation, it has been shown that when children, adults, or non-human primates compare the relative magnitude of two symbolic or nonsymbolic numbers, the speed and accuracy of comparisons is related to the ratio between the numbers (smaller number/larger number). More specifically, reaction times and errors increase as the ratio between the two numbers increases. Larger ratios are thought to be more difficult to compare due to a higher degree of overlap in the representations for the numbers, in contrast, smaller ratio pairs have less representational overlap making it easier to compare the quantities. As children get older, they become faster and more accurate at comparing relative quantities, which is thought to reflect changes in their internal number representations [12,13]. Against the background of data showing that nonsymbolic numerical magnitude processing is similar in infants, children, adults, and non-human animals, it has been suggested that early nonsymbolic representations provide the basis from which symbolic numbers (Arabic digits, such as 2 or 5) are learned. Specifically, it has been argued that over the course of learning and development number symbols become attached to their nonsymbolic quantity representations [10,14,15]. This theory suggests that symbolic number representations, which are uniquely human and culturally dependent, could be mapped onto a more evolutionarily ancient nonsymbolic system (ANS). The existing literature posits that symbolic and nonsymbolic representations become integrated into one representational system in older children and adults [16]. In other words, number symbols become linked to the ANS (or the nonsymbolic system) through a process of mapping number symbols onto their corresponding nonsymbolic quantities, particularly between ages 6–8 [17]. Critically, children's mapping abilities have been associated with individual differences in math achievement [16–18], suggesting an important role for mapping in the development of symbolic representations and math development. Several pieces of evidence have been put forward in support of the notion that symbolic number representations are scaffolded onto a nonsymbolic system and share the same underlying representation. As discussed above, both number symbols and nonsymbolic magnitude comparisons elicit the characteristic numerical ratio effect, which is evident early in development [10,19]. Symbols are thought to 'inherit' the ratio-dependent properties of nonsymbolic quantities when they are learned. Research demonstrating a relation between symbolic and nonsymbolic number processing in kindergarten or younger children (such as mapping between symbolic and nonsymbolic formats, discussed above) has also been used as evidence to support the theory that symbolic number abilities are scaffolded onto a nonsymbolic system [17]. Additional evidence has also suggested that individual differences in the ANS predict symbolic mathematical skills [20–22], which is thought to reflect a link between earlier nonsymbolic processing and formal mathematics. Finally, brain imaging evidence pointing to similar neural substrates for symbolic and nonsymbolic numbers has also been cited as potential evidence that the two systems have one common underlying representation [23,24]. Recently, however, a growing body of evidence has begun to question the strong relationship between nonsymbolic and symbolic representations. Several longitudinal studies have not found evidence to support the notion that symbolic representations are mapped on to the ANS (discussed below) [25,26]. The validity of symbolic ratio effects have also recently been questioned by Lyons, Neurk and Ansari [27] who demonstrated that only 30% of children had a reliable symbolic ratio effect even when 75% of those children had a reliable nonsymbolic ratio effect. Moreover, whether a child had a significant nonsymbolic ratio effect did not predict a significant symbolic ratio effect, suggesting that there may be no common underlying representation. The reliability of the link between nonsymbolic performance and mathematics has also been subject to some debate because many studies have not found such a relationship [2]. Finally, while some evidence suggests common underlying brain mechanisms for symbolic and nonsymbolic processing, recent evidence suggests that the underlying neural representations for the two formats are fundamentally different [28,29]. Together, these findings present a mixed picture, with some research supporting a common underlying mechanism for symbolic and nonsymbolic processing and other research that does not. Therefore, there is not unequivocal support for the theory that numerical symbols become representations of numerical magnitude by being mapped onto the pre-existing system for the approximate representation of nonsymbolic numerical magnitude. Two distinct representations of symbolic and nonsymbolic numbers The idea of symbols being scaffolded on to a nonsymbolic system provides a compelling hypothesis, however, recent evidence has contested the idea that symbolic and nonsymbolic numbers have a shared representation. In a study with adults, Lyons, Ansari, and Beilock [30] provided evidence to suggest that symbolic and nonsymbolic representations may be more distinct that previously assumed. Specifically, these authors found that adults find comparison across formats significantly harder than comparison of representations within a format (e.g. symbolic-symbolic). If, as suggested by the dominant theories, numerical symbols are intrinsically tied to the nonsymbolic magnitudes they represent, then performance on a mixed format number comparison task (i.e. determining whether an array of dots or an Arabic numeral is larger) should not be associated with any processing costs. Contrary to this prediction, Lyons et al. [30] found that adults had significantly poorer performance when they were asked to compare across symbolic and nonsymbolic formats than when they were asked to compare two nonsymbolic quantities. The processing cost in the symbolic and nonsymbolic comparison did not appear to be associated with mixing visual formats because there were no decrements to performance when two different symbolic formats were compared (numerals and number words). There is also developmental evidence to suggest that nonsymbolic representations of magnitude are not the foundation on which symbolic numbers are learned. For example, if symbolic representations were mapped on to approximate numerical quantities, one would expect that individual differences in ANS acuity would predict fluency with symbolic numbers as children learn to acquire the meaning of number symbols. In a recent study, this prediction was not supported by the data. Specifically, Sasanguie et al. [25] demonstrated that performance on a nonsymbolic task in kindergarten did not predict symbolic number processing 6 months later. Similarly, Mussolin et al. [26] found that symbolic number knowledge and cardinal number knowledge (knowing the number word for the number of items in a set) predicted ANS acuity 7 months later, however, the reverse was not found to be true; ANS acuity did not predict the acquisition of symbolic and cardinal number knowledge. These findings indicate that the early acquisition of symbolic numbers may help refine and tune nonsymbolic representations and that there is a directional association between symbolic number knowledge and the ANS, but it is not necessarily in the direction that would be predicted from the mapping hypothesis. Crucially, this literature does not question whether or not the ANS exists, but rather it questions whether symbols are grounded in this nonsymbolic representational system. The research summarized above, along with a growing body of cross-sectional literature that demonstrates weak or non-significant correlations between symbolic and nonsymbolic tasks, casts some doubt on whether symbolic and nonsymbolic numbers share the same representation [31–33]. Rationale for the present study The literature discussed above presents a mixed picture of the relationship between symbolic and nonsymbolic number representations in young children. In particular, it is still unclear how symbolic and nonsymbolic number representations develop over time, and whether they are more closely linked earlier in development. One could posit that younger children should have greater fluency with nonsymbolic quantities because nonsymbolic number processing exists from infancy onwards. In contrast, the meanings of symbolic numbers need to be learned [34]; as children become more fluent with symbolic numbers, they may show increasing proficiency on symbolic number comparison tasks. Indeed, in a recent study children in Grade 1 (6.7 years old) were found have better performance on a nonsymbolic task compared to a symbolic comparison task, whereas by Grades 2 and 3, children (7.7 and 8.7 years old, respectively) were found to be performing equally well in both formats [35]. These results indicate that Grade 1 may be a particularly important period for the development of symbolic numbers. Importantly, it may also suggest younger children have strong pre-existing nonsymbolic number representations from which symbolic representations acquire their meaning. Against this background, the present longitudinal study aims to examine the nature of the relationship between symbolic and nonsymbolic number processing in the first year of formal schooling. Previous cross-sectional research has suggested that Grade 1 may be a particularly important period for fluency with symbolic numbers [35]. Therefore, we aim to investigate how symbolic and nonsymbolic number representations change across Grade 1 using a longitudinal design. More specifically, the present study examines two primary questions related to the development of symbolic and nonsymbolic number processing in the first grade: 1) how these two representations develop within the first year of formal schooling as children are becoming more fluent with symbolic numbers and 2) whether development in one system is related to improvements in the other. If symbolic representations were scaffolded on nonsymbolic representations, we would expect that performance on the symbolic comparison would lag behind the nonsymbolic task at the beginning of Grade 1. Crucially, if symbolic and nonsymbolic magnitudes rely on the same underlying representation, then individual differences in performance on the nonsymbolic task should be highly predictive of performance on the symbolic task throughout the year. We would also expect that changes in the nonsymbolic system would correlate with improvements in the symbolic system. Method Participants The procedures and materials of the present study were approved by the Health Sciences Research Ethics Board of the University of Western Ontario. Written consent for participation in the study was obtained from the next of kin, caretakers, or guardian on behalf of the children enrolled in the study. Thirty-one typically developing Grade 1 students were recruited to participate in a longitudinal study on the development of numerical and mathematical skills. There was no attrition across the three testing points and the 31 children completed all sessions. One child was excluded from the analyses due to poor accuracy (fewer than 50% correct on attempted items) on the symbolic task at the first time point, resulting in a final sample of 30 children (16 female). Children were an average of 6.35 years old (SD = 0.21 years) at the first testing session. Tests and Materials Procedure. Paper-and-pencil symbolic and nonsymbolic magnitude comparison tasks were administered to children at the beginning (Time 1: September-October), middle (Time 2: January-February), and end of the school year (Time 3: May-June). The average time between sessions was 3.76 months between Time 1 and Time 2 (Range = 3.23–4.51 months), and 4.12 months between Time 2 and Time 3 (Range = 3.61–4.63 months). The magnitude comparison tasks were part of a bigger battery of math and reading tests, and the magnitude comparison task was administered in the middle of the testing session. Children were individually tested in a quiet room at the university with a trained examiner. There were two task orders where the symbolic task was presented first in Order A and the nonsymbolic task was presented first in Order B. The order of tasks were counterbalanced across children where half the participants (16 children) received Order A at Time 1, Order B at Time 2, and Order A at Time 3. The other children were presented with the opposite order (Order B, Order A, Order B). Consequently, at each testing session half the children were first presented the symbolic task and the other half were presented the nonsymbolic task first. Magnitude Comparison Task. Symbolic and nonsymbolic magnitude processing skills were assessed using a paper-and pencil magnitude comparison task. The same task has previously been used with children from Kindergarten to Grade 3 [35,36] and has proved to be a reliable and valid measure of children's magnitude processing skills (See [33] and www. numeracyscreener.org). Children's performance on this task has also been shown to correlate with individual differences in math achievement [35]. Participants were presented with a booklet of symbolic (Arabic digits) and nonsymbolic (dots) number pairs and were asked to compare two numerical magnitudes and strike through (using a pencil) the larger number. Magnitudes ranged from 1–9 and the side on which the larger magnitude was presented was counterbalanced across items. For each format, children were presented with 56 items (56 symbolic pairs and 56 nonsymbolic pairs). Within each format, items increased in difficulty by manipulating the numerical ratio between the two numbers. Easier items were presented earlier in the test using smaller ratios pairs (such as 3 vs 9, a ratio of .33), and items progressively got harder by increasing the ratio between the digits (such as 8 vs 9, a ratio of .89). Ratios ranged from .11 to .89 (see [33] for the number pairs and ratios used in the task). The trial order was slightly varied for the symbolic and nonsymbolic tasks to ensure the order of presentation was not identical for both tasks. To help ensure that children were not using non-numerical cues to solve the nonsymbolic task, the two dot arrays were equated on cumulative surface area in half the trials, and total perimeter in the other half. When the arrays were matched on total area, the larger array had a greater cumulative perimeter. When the arrays were matched on total perimeter, the larger array occupied a greater area. Area and perimeter matched trials were randomly presented through the task so that children could not anticipate which perceptual cues varied with numerical size. Due to the nature of nonsymbolic stimuli, it is not possible to perfectly control for non-numerical cues [37,38]. With some controls over non-numerical parameters it makes it difficult for children to do the task using perceptual cues alone. However, as with all nonsymbolic tasks, it is not possible to isolate nonsymbolic numerical processing from the influence of continuous parameters [38]. Consequently, performance on the nonsymbolic task could reflect ANS acuity, the ability to detect non-numerical continuous cues, or a combination of the two. Whereas performance on the symbolic comparison task is arguably less influenced by non-numerical cues and could be a more process-pure measure (for a greater discussion on these factors please see [38]). To familiarize children with the task, they were first presented with 3 sample items that the experimenter did together with the child, followed by 9 practice items completed by the child. These practice items ensured that children were familiar with digits from 1–9 and understood the task. Children were given feedback on the practice items if necessary. Sample and practice items were presented before both symbolic and nonsymbolic formats. Children were instructed to strike through the larger number, and if they made a mistake they were told to cross out the item they did not want and strike through the correct side. Children were then given 1 minute to complete as many items as possible for each format (2 minutes in total for both symbolic and nonsymbolic formats). Consequently, raw scores (number of total correct items) on the task reflect both accuracy and speed. Of the 56 items on the symbolic task, children attempted an average of 28.8 (T1 Range: 21– 39), 33.1 (T2 Range: 17–43), and 37.5 (T3 Range: 28–50) items. Of the 56 items on the nonsymbolic task, children attempted an average of 32.7 (T1 Range: 21–43), 36.7 (T2 Range: 22–53), and 39.1 (T3 Range: 28–56) items. Out of the total number of attempted items by each child, children were highly accurate on the symbolic (T1 = 99.5%; T2 = 99.6%; T3 = 99.1%) and nonsymbolic tasks (T1 = 96.8%; T2 = 95.8%; T3 = 97.0%), indicating that they understood the instructions. All further analyses were performed on the raw scores (total number of correct items). Results Development of symbolic and nonsymbolic magnitude processing skills To examine how symbolic and nonsymbolic magnitude processing skills change over the first year of formal schooling we conducted a within-subjects ANOVA with task (symbolic, nonsymbolic) and time (Time 1, Time 2, Time 3) as within subject factors. This analysis revealed a main effect of Task F(1, 29) = 13.28, p = .001, η 2 = .06, a main effect of Time, F (2, 58) = 77.41, p < .001, η 2 = .53, and a Task x Time interaction F(2, 58) = 4.47, p = .006, η 2 = .01. As can be seen in Fig 1, children performed better on the nonsymbolic task (M = 34.9) than the symbolic task (M = 32.9), and performed better over time (MT1 = 30.1, MT2 = 34.1, MT3 = 37.5). Bonferroni corrected post-hoc tests were conducted to further examine the Task x Time interaction. Children performed significantly better on the nonsymbolic task at Time 1 (p < .001) and doi:10.1371/journal.pone.0149863.g001 Time 2 (p = .002), but performed equally well on the tasks at Time 3 (p = .33). This indicates that although nonsymbolic performance is higher than symbolic performance at the beginning of the school year, children perform equally well on the two tasks by the end of the school year. We also investigated whether performance on the two tasks becomes more similar over time by conducting correlations between symbolic and nonsymbolic performance at each time point. Symbolic and nonsymbolic performance was significantly correlated at Time 1 (r(28) = .60, p < .001), at Time 2 (r(28) = .83, p < .001), and Time 3 (r(28) = .72, p < .001). Using Steiger's Z-test to compare two dependent correlations [39,40], we found that the correlation between symbolic and nonsymbolic performance significantly increased from Time 1 to Time 2 (Steiger's Z = -2.23, p = .001), but not from Time 2 to Time 3 (Steiger's Z = 1.26, p = .21). Changes in performance over time In order to estimate individual differences in changes in performance over time, we estimated linear slopes for each individual for the symbolic and nonsymbolic tasks. Because there was some inter-subject variability in the time between testing sessions (see Procedure above), we accounted for the number of months between sessions when calculating the slopes (changes in the value of 'x' were a function of the number of months from Time 1). Individual slopes for the symbolic and nonsymbolic tasks were then used as an indicator of the degree of change, or growth, over time. The slopes for the symbolic and nonsymbolic tasks both significantly differed from zero, t(29) = 12.65, p < .001 and t(29) = 10.161, p < .001, respectively. Furthermore, a linear function fit changes in both symbolic (R 2 = .299) and nonsymbolic (R 2 = .192) performance. To test whether change in performance over time was different between the symbolic and nonsymbolic tasks, a paired-samples t-test was used to compare the average slope. The slope for the symbolic task (M = 1.09) was significantly greater than the nonsymbolic task (M = .81), t(29) = 2.82, p = .008, suggesting a greater increase in symbolic performance over time. To investigate whether changes in performance on the symbolic task were related to changes in the nonsymbolic task, we correlated slopes for the symbolic and nonsymbolic tasks. We found that improvements on the nonsymbolic task did not significantly correlate with improvements on the symbolic task r(28) = .28, p = .13, suggesting that gains in one format did not correspond with gains in the other. Because the relationship between symbolic and nonsymbolic trajectories may change over the year, we further examined how changes in symbolic and nonsymbolic performance relate to one another in the first half of the year and in the second half of the year. To investigate this, we calculated change scores (e.g. T2-T1) while controlling for the individual differences in the time between sessions (e.g. [Raw scores T2- Raw scores T1] / [Age in months T2 –Age in months T1]). Changes in symbolic and nonsymbolic performance from Time 1 to Time 2 were positively correlated (r(28) = .57, p = .001, but not from Time 2 to Time 3 (r(28) = .32, p = .082). The correlation between the changes in symbolic and nonsymbolic performance from Time 1 to Time 2 could be related to changes in nonsymbolic performance driving changes in symbolic performance, or vice-versa. To further investigate the nature of the relationship between symbolic and nonsymbolic performance at the beginning of Grade 1, we conducted two linear regressions to determine whether symbolic and nonsymbolic performance at Time 1 predicted Time 2 scores (See Tables 1 & 2). The first linear regression using Symbolic Time 2 scores as the dependent variable was significant, F(2,29) = 16.332, p < .001. In this model only symbolic Time 1 scores, but not nonsymbolic Time 1 scores, predicted unique variance in symbolic Time 2 scores. The second linear regression with nonsymbolic Time 2 scores as the dependent variable was significant, F(2,29) = 24.70, p < .001, and both symbolic and nonsymbolic scores at Time 1 predicted unique variance. Together, these results suggest that performance on the symbolic task influences nonsymbolic performance later in the year, however, nonsymbolic performance does not influence later symbolic performance. Consequently, the correlation between changes in symbolic and nonsymbolic performance from Time 1 to Time 2 may reflect how symbolic representations change nonsymbolic representations, rather than the reverse. Discussion In the literature to date, it is unclear how symbolic skills develop and whether nonsymbolic representations of magnitude are the foundation on which number symbols are learned. Though several studies have examined changes in symbolic and nonsymbolic abilities crosssectionally [13,31,35], few have examined these processes in the same sample of children [41]. In this study, we measured children's symbolic and nonsymbolic skills longitudinally to address two main points: 1.) How symbolic and nonsymbolic skills develop over time and 2.) Whether the developmental trajectories of each format relate to one another. We found that children initially had better nonsymbolic skills, but performed equally well on symbolic and nonsymbolic number comparison by the end of the school year. The trajectories of the two formats (as measured by the slope of performance change) were not correlated with one another across the whole year. However, changes in symbolic and nonsymbolic performance were related to one another in the first half, but not the second half of the school year. This relationship was driven by symbolic representations predicting later nonsymbolic representations Table 1. Linear regression analysis predicting symbolic scores at Time 2 with symbolic and nonsymbolic scores at Time 1 as predictors. doi:10.1371/journal.pone.0149863.t001 Table 2. Linear regression analysis predicting nonsymbolic scores at Time 2 with symbolic and nonsymbolic scores at Time 1 as predictors. doi:10.1371/journal.pone.0149863.t002 rather than the reverse. These findings suggest that by the first year of schooling, the development of symbolic skills is not dependent on earlier nonsymbolic representations. These findings further suggest that the relationship between nonsymbolic and symbolic magnitude processing is not unidirectional and that the acquisition of symbolic skills predicts the development of nonsymbolic skills. Developmental Trajectories of Symbolic and Nonsymbolic Processing Despite the fact that little research has simultaneously examined symbolic and nonsymbolic processing abilities over time, cross-sectional data from Nosworthy and colleagues [35] has provided some insight into how symbolic magnitude representations change from Grade 1 to Grade 2. In particular, data from the present study and from Nosworthy et al. [35] indicate that Grade 1 is an important period for the development of symbolic magnitude processing skills where symbolic magnitude processing skills rapidly grow to match those of nonsymbolic processing skills. The present data replicate these findings and additionally show that symbolic magnitude processing skills have a distinct developmental trajectory from nonsymbolic magnitude processing skills in Grade 1, where symbolic skills improve at a faster rate than nonsymbolic skills. A study examining symbolic and nonsymbolic approximate arithmetic over a similar developmental window also demonstrated distinct developmental trajectories for symbolic and nonsymbolic abilities [41]. In this study, Xenidou-Dervou et al. [41] found that Kindergarten children did not show ratio-dependent performance on a symbolic approximate arithmetic task, however, by Grade 1 children demonstrated a canonical ratio effect. In contrast, there were no age related changes in the ratio effect for the nonsymbolic arithmetic task. Thus, the authors showed that symbolic approximate arithmetic abilities begin to develop in Grade 1, at the onset of formal math instruction. Using a different task (comparison instead of approximate arithmetic), our results are convergent with these findings by suggesting that symbolic and nonsymbolic magnitude processing abilities have distinct developmental trajectories. We further show that children have more rapid growth on symbolic compared to nonsymbolic skills in Grade 1. One possible reason for these different developmental trajectories might be related to differences in the role of domain general factors in the tasks. For example, nonsymbolic magnitude comparison tasks have been found to rely on inhibitory control [42–44]. Therefore, the development of nonsymbolic skills in the context of a magnitude comparison task may rely more strongly on the development of inhibitory control than symbolic magnitude processing. Future research will need to disentangle the role of these domain general factors in the development of magnitude processing skills. It is possible that the developmental trajectories for symbolic and nonsymbolic processing may show more similarities earlier in development [16]. For example, children between the ages of 2–4 years may show more similar developmental trajectories when they are exposed to number symbols for the first time (for a discussion of mapping see the section below). The trajectories may also have different developmental timescales where nonsymbolic magnitude processing may begin earlier and progress more slowly than the development of symbolic skills. It is therefore possible that the present study has captured a developmental window where symbolic skills are growing at a much more rapid rate while nonsymbolic magnitude processing skills are developing more slowly. Together, these data suggest that by Grade 1 the symbolic and nonsymbolic abilities do not follow similar developmental trajectories, however, it is unclear whether this is the case for earlier developmental periods. Following Grade 1, it is unclear whether the developmental trajectories for symbolic and nonsymbolic abilities continue to diverge or whether they begin to follow the same developmental trajectory. Previous research has found that adults do not share the same representations for symbolic and nonsymbolic magnitudes [30]. These data indicate the developmental trajectories may continue to diverge and stay distinct from one another into adulthood. It is also possible that the trajectories become more similar over time such that 2–4 year olds have two distinct systems for processing symbolic and nonsymbolic tasks, but by age 6, the systems become integrated into one unitary system [16]. However, we did not find such a pattern of results. Instead, our findings point to symbolic and nonsymbolic magnitudes having distinct representations as indicated by the dissociable developmental trajectories for symbolic and nonsymbolic processing. Based on our findings, and the results from Lyons et al. [30], we would predict that the developmental trajectories for symbolic and nonsymbolic abilities would continue to be distinct into adulthood. Symbolic Numbers and the Approximate Number System How children learn the meaning of symbolic numbers is still an unanswered question. An ANS account proposes that nonsymbolic representations, or the ANS, is the foundation for symbolic number processing and culturally acquired mathematical skills (for example, see [10]). In contrast, our results show that symbolic and nonsymbolic skills are not as tightly linked as might be expected during a period that children are rapidly developing fluency with symbolic numbers. If symbolic and nonsymbolic formats had the same underlying representation in Grade 1, then we would expect that changes in one system would lead to changes in the other, however, we do not find such a relationship across the whole year. We do find that changes in performance in nonsymbolic performance relate to changes in symbolic performance in the first half of the school year, but that this relationship is predominantly driven by symbolic magnitude processing skills influencing later nonsymbolic performance. Consequently, the relationship between symbolic and nonsymbolic quantities may not be as unidirectional as previously thought [26,45]. The present findings also demonstrate a pattern of results that are not parsimonious with an ANS account. Namely, if the ANS is the foundation on which symbolic skills are learned, then we would predict a high correlation between the two formats from Time 1 because children who have a more precise ANS should also have better symbolic skills. Instead, we find that symbolic and nonsymbolic skills become more strongly correlated over time. This could indicate that children are developing a greater understanding of the relation between the formats (see discussion below), or that there are feedback effects such that symbolic skills influence ANS acuity [26] resulting in more similar symbolic and nonsymbolic skills over time. Indeed, we find evidence for such feedback effects within the first half of Grade 1, suggesting that the increasing similarity (particularly from the first to second time points) could be related to symbolic skills refining later nonsymbolic representations. Other literature examining magnitude-processing skills at a similar age has reported comparable findings. For example, Sasanguie et al. [25] found that nonsymbolic performance in Kindergarten did not predict symbolic skills six months later. This suggests that the symbolic magnitude processing skills are not scaffolded onto nonsymbolic representations. Other longitudinal evidence has shown that symbolic skills in 3–4 year old children predicted nonsymbolic acuity 7 months later, however, the reverse was not found to be true [26]. In accordance with our findings, Mussolin and colleagues [26] provide evidence that symbolic and nonsymbolic knowledge influence each other in the opposite direction; symbolic skills influence the development of later nonsymbolic skills. The weak link between symbolic and nonsymbolic processing in children has also been illustrated in a recent study from Lyons et al. [27]. In a large sample of school-aged children, they found that a significant nonsymbolic ratio effect did not predict whether or not that child had a significant symbolic ratio effect. Together, these studies reveal a pattern of results that are not compatible with an ANS account, and show that symbolic magnitude representations are not necessarily grounded in nonsymbolic representations. It should be noted, however, that not all available evidence points to different developmental trajectories for symbolic and nonsymbolic magnitude processing. In a study examining the magnitude processing skills from Kindergarten to Grade 1, Toll et al. [6] found a moderate relationship between the growth of symbolic and nonsymbolic skills, suggesting that the two formats influence each other. One explanation for the dissimilar results are the differences between tasks; the magnitude comparison task in the present study used digits from 1–9 whereas Toll et al. [6] used digits ranging from 0–100. It is possible that we did not have the power in our sample to detect a moderate, but significant, relationship between the developmental trajectories of the two formats. However, we did observe significantly different slopes between the symbolic and nonsymbolic formats, suggesting that the rate at which symbolic and nonsymbolic processing skills change over time is different. It is possible that the relationship between symbolic and nonsymbolic representations is stronger prior to Grade 1. Children begin to have a conceptual understanding of symbolic numbers before the age of six. Therefore, we cannot discount the possibility that children's initial experiences with symbolic numbers are tied to earlier nonsymbolic representations. However, our data support the notion that children's increased fluency with symbolic numbers in Grade 1 is not tied to nonsymbolic abilities and instead, acquiring fluency with symbolic numbers may refine and modify nonsymbolic representations. As discussed above, other longitudinal research with younger children (3–5 years old) also challenges the prevailing view that symbolic representations are scaffolded on earlier nonsymbolic representations and converge with the present findings [25,26]. Consequently, several pieces of evidence converge to suggest that the development of symbolic numbers might not be as tightly linked to nonsymbolic representations as previously thought. Mapping between symbolic and nonsymbolic magnitudes Our results do not provide evidence for the notion that symbolic numbers continue to be scaffolded onto nonsymbolic representations into the first year of formal schooling, however, mapping symbols onto their nonsymbolic quantities may still play an important role in children's initial understanding symbolic numbers. For example, mapping between symbolic and nonsymbolic quantities has been shown to correlate with math performance [16–18], and may play a role in the transition from informal to formal math skills [46]. Though this study does not directly assess mapping abilities, it is possible that the increasing correlation between the two formats over time could be related to children acquiring better mapping skills over time. This increasing correlation between the two formats is also indicative of a changing relationship between symbolic and nonsymbolic quantities over time. Such correlations do not reveal a causal relationship between symbolic and nonsymbolic quantities. Consequently, nonsymbolic knowledge could influence the symbolic representations, symbolic knowledge could influence nonsymbolic representations [26], or the relationship could be bidirectional. In light of the current and previous evidence that demonstrates that symbolic number knowledge influences and refines the approximate number system [26], we suspect that the increasing correlations between the formats could be a byproduct of this effect. In other words, the development of symbolic number skills could be influencing the way in which nonsymbolic numbers are processed. Another potential explanation for the increasing correlation between the formats over time could be the influence of domain general factors. It is possible that the development of general cognitive capacities, such as executive functioning, could facilitate performance on the task resulting in what appears to be a stronger relationship between symbolic and nonsymbolic performance over time. Consequently, future research will need to disentangle how domain general factors play a role in the development of magnitude processing skills and explore how the relationship between symbolic and nonsymbolic skills changes over developmental time. Limitations Due to the nature of the design of the present study we cannot discount the possibility that test-retest effects could impact the rate of growth on the comparison task, and the possibility that the symbolic task could be more prone to test-retest improvements. However, we do not have a reason to believe that one format was more affected than the other because a separate investigation demonstrated that the test-retest reliability is similar across formats [36]. Consequently we suspect that differences in the rate of growth for the two formats are not solely related to differences in test-retest effects. It is also worth nothing that any interpretations about symbolic and nonsymbolic representations are limited to children in Grade 1. As previously discussed, it is possible that symbolic and nonsymbolic representations are more closely linked earlier in development (however see [25] and [26] for research with younger children that demonstrate similar findings). Future longitudinal research will need to explore the developmental trajectories of symbolic and nonsymbolic abilities beginning earlier in development when children are first learning the meanings of number symbols. Conclusions Understanding how magnitude processing skills develop is especially important because they have been shown to relate to arithmetic abilities in school children [2,4,47], particularly in the early school years [3]. Examining how symbolic magnitude processing skills develop can help elucidate how arithmetic becomes scaffolded on these basic numerical competencies over time. In the present study we have begun to uncover how symbolic and nonsymbolic skills develop in the first year of formal schooling, and how they relate to one another. We have demonstrated that symbolic magnitude processing skills show more rapid growth than nonsymbolic skills in Grade 1. We additionally find that the developmental trajectories of symbolic and nonsymbolic processing only relate to one another in the first half of the year and not across the whole year. However, we found that this relationship is driven by symbolic magnitude processing refining later nonsymbolic performance, contrary to what might be expected if symbols were grounded in nonsymbolic representations. Together, these findings suggest that nonsymbolic representations are no longer integral to the development of symbolic skills by the age of 6, and that the relationship between symbolic and nonsymbolic processing is not as unidirectional as previously thought. How children learn the meaning of number symbols remains an outstanding question. Some proposals have been put forth to suggest that symbols are first linked to exact nonsymbolic quantities in the subitizing range (digits 1–4) [48], and then the meaning of larger numbers are bootstrapped from an understanding of small numbers [49]. Given that there is not enough evidence to suggest that the ANS provides the foundation upon which symbolic numbers are learned, future research will need to explore how symbolic numbers are grounded and how children learn their meaning. Acknowledgments We would like to thank the children and parents who donated their time to this study. 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J Exp Psychol Gen. 2012; 141(4):642–8. doi: 10.1037/a0026218 PMID: 22082115 38. Leibovich T, Henik A. Magnitude processing in non-symbolic stimuli. Front Psychol. 2013; 4(June):1–6. 39. Steiger JH. Tests for comparing elements of a correlation matrix. Psychol Bull. 1980; 87(2):245–51. 40. Lee, I.A., & Preacher KJ. Calculation for the test of the difference between two dependent correlations with no variable in common [Coputer software] [Internet]. 2013. Available: http://quantpsy.org 41. Xenidou-Dervou I, Gilmore C, van der Schoot M, van Lieshout ECDM. The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters. Front Psychol. 2015; 6(April):1–13. 42. Gilmore C, Attridge N, Clayton S, Cragg L, Johnson S, Marlow N, et al. Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement. PLoS One. 2013; 8(6):e67374. doi: 10.1371/journal.pone.0067374 PMID: 23785521 43. Merkley R, Thompson J, Scerif G. Of huge mice and tiny elephants: Exploring the relationship between inhibitory processes and preschool math skills. Front Psychol. 2015; 1903(6). 44. Fuhs MW, McNeil NM. ANS acuity and mathematics ability in preschoolers from low-income homes: Contributions of inhibitory control. Dev Sci. 2013; 16(1):136–48. doi: 10.1111/desc.12013 PMID: 23278935 45. Mussolin C, Nys J, Leybaert J, Content A. How approximate and exact number skills are related to each other across development: A review. Dev Rev. 2015; 46. Purpura DJ, Baroody AJ, Lonigan CJ. The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. J Educ Psychol. 2013; 105(2):453–64. 47. Geary DC, Hoard MK, Nugent L, Bailey DH. Adolescents' functional numeracy is predicted by their school entry number system knowledge. PLoS One. 2013; 8(1):e54651. doi: 10.1371/journal.pone. 0054651 PMID: 23382934 48. Le Corre M, Carey S. 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Burlington: Academic Press; 2015. p. 93–116. doi: 10.1016/bs. acdb.2014.11.003 PMID: 25735942	<urn:uuid:bc5b6a10-89cc-4cc0-b0e6-e7b0582ef9b5>	CC-MAIN-2024-10	https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1059&context=brainpub	2024-02-22T08:35:56+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00692.warc.gz	328,099,322	12,261	eng_Latn	eng_Latn	0.937036	eng_Latn	0.996772	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 961, 4363, 8478, 12495, 16539, 20317, 24451, 27024, 30451, 33905, 38016, 42216, 46138, 49905, 54596, 56739 ]	[ 3, 2.28125 ]	2	0
English By Panidnad Choose the best meaning to the italic word. 1. Because there was so little precipitation this year, the crops dried up and died. a. fertilizer b. planting 2. Although I was unable to understand all of the details of the presentation, I did get the gist of it. a. humor b. main point c. notes d. information 3. At a special ceremony, the police chief gave the officer a commendation for bravery. a. an award for an outstanding achievement b. an object designed to bring good luck c. complaint d. trophy 4. One brother is an erudite professor; the other brother, however, has never shown any interest in books or learning. b. well-educated c. rain d. synthesize a. elderly c. snobbish d. illiterate 5. Night is the time when many animals forage, or search for food a. go out at night b. take a nap c. explore d. hibernate 6. The waiter was so brusque that we left only a small tip. He was impolite and impatient, and seemed annoyed whenever we asked for something. a. appreciative b. frightening looking c. rude d. knowledgeable and skilled 7. The store specializes in cutlery, such as forks and knives, that has unique designs. a. spices and seasonings b. plates, bowls, and cups c. silverware; eating utensils d. tool and device 8. My sister loathes broccoli, but she loves spinach. a is fond of b. eats eagerly c. prepares and cooks d. dislikes intensely 9. Expecting that his license would be renewed, the pilot was surprised when it was revoked instead. a. extended b. expanded c. cancelled d. resigned 10. Andy was a real avid baseball card collector. He inherited the desire to collect cards because his dad had a collection, too. a. eager b. careless c. apart d. fearful 11. Her Christmas bills added up. After the holidays, her extravagance was going to take several months to pay off a. economy b. praise c. external d. overspending 12. It was gratifying to see how she acted toward her grandmother because her grandmother was always generous to her. a. pleasing b. nervous c. aggravating d. verifying 13. The boy was caught stealing from the store. His larceny caught up with him when the owner showed him not only evidence but also a witness. a. luggage b. theft c. illegal d. honor 14. The ideas she presented to the class were clearly an untested theory because there had never been any research done on it. a. magic b. brutal c. indictment d. belief 15. His eternal light would shine on the people even after his death. a. temporary b. ethical c. reformed d. endless 16. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture frame. a. exactly b. embellish c. outer d. advance 17. The boy tried to justify his actions to his mother by explaining the reasons why he did and what he did. a. depend b. prove c. strict d. exaggerate 18. She did several backbends in a row to show how limber she was, so that she could be chosen for the match. a. enthused b. responsive c. stiff d. flexible 19. He climbed the mountain and stood looking over the tops of the trees on the mountain across from him. He was right on the precipice and could have fallen. a. edge b. outskirts c. bottom d. circulation 20. Our baseball team's pitcher has a few eccentric habits, such as throwing exactly thirteen warm-up pitches and never wearing socks. a. normal b. strange c. courteous d. aggressive 21. After the heavy rains, the stream became murky; in fact, the water was so cloudy that you couldn't see the bottom. a. whitish b. bottomless c. clear d. unclear 22. The debris on the stadium floor included numerous paper cups, ticket stubs, and cigarette butts. a. products b. stationery c. trash d. treasure 23. The coach takes every opportunity to censure his players, yet he ignores every opportunity to praise them. a. approve of b. criticize c. choose d. applaud 24. The newlyweds agreed to be very frugal in their shopping because they wanted to save enough money to buy a house. a. economical b. wasteful c. interested d. luxurious 25. Although Alex usually looks unkempt, he had a very neat appearance at his job interview. a. orderly b. handsome c. messy d. tidy	<urn:uuid:ee8f865e-c36f-43c9-8aa1-0509db1da1aa>	CC-MAIN-2024-10	http://etvthai.tv/Download/document/eng1%20April%20.pdf	2024-02-22T07:43:02+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00691.warc.gz	11,299,386	1,095	eng_Latn	eng_Latn	0.997938	eng_Latn	0.998717	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 724, 1740, 2574, 3448, 4253 ]	[ 4.0625 ]	1	0
VIRTUAL CHURCH SCHOOL Fifth Sunday of Easter – year C Preparation Read Psalm 148 and John 13: 31-45 over. Pay attention to the words or phrases that jump at you. Read over the lesson so that you are familiar with what is intended to happen. Gather the materials that you will need for each section of the lesson. For deeper thinking or for ways to extend the lesson take a look at the following websites: http://www.textweek.com/yearc/easterc5.htm http://www.mssscrafts.com/newtestament/greatestcommandment.htm http://www.faith-at-home.com/tips/easter50.html http://www.sundayschoolsources.com/lessons/greatestcommand.htm http://www.sermons4kids.com/helovesusall.html http://www.word-sunday.com/Files/c/5Easter-c/K-5Easter-c.html Gathering Materials needed – Candle – Small table or end of one table – Candle lighter – White or yellow cloth – Bible and bookmark – Newsprint and markers Print up the prayer on the newsprint so that the readers can say the prayer with you. With the children place the cloth on the table. Have them help you place the Bible on the cloth. Light the candle. Pray the following prayer together: Praise God for new life! Praise Jesus for new beginnings! Praise Holy Spirit for new paths! Amen. Blow out the candle. Print out the word "Love" on a piece of newsprint or paper. Ask the children to name all the words that they can think of when they think about love. Write them up on the newsprint or paper. Now ask them to tell you what is the most important thing about love that they can think of from the list they have put up on the paper. Explain that in today's story Jesus is going to have some very important things to say about love and that after the story you will check their list with what Jesus had to say. Story Time During this season a paraphrase of a verse of the psalm of the day will be used as a refrain for the story. Instructions – Teach the children the following phrase for use during the story: Everyone praise God! God's glory is above earth and heaven! Jesus was sitting eating with his friends. Jesus had been sharing with them the special meal of bread and wine. He had been telling his friends what would be happening soon. He was reminding his friends how they were to act after he had gone back to God. Everyone praise God! God's glory is above earth and heaven! Jesus said to his friends, "The Son of God has been brought to glory. That glory has been given to God. God will bring glory to glory forever because of what I will be doing. My friends I will be with you for only a little more time." Everyone praise God! God's glory is above earth and heaven! "You will look for me and you will not find me," said Jesus. He continued to tell, "Just as I have told others I will tell you. Where I am going you cannot come." Everyone praise God! God's glory is above earth and heaven! It is time for me to give you a new commandment. A new rule for you all to live by." said Jesus. "You must love one another. You must love one another in the way that I have loved you. You must love one another in the way that God has loved me and loved you." Everyone praise God! God's glory is above earth and heaven! Jesus went on to tell his friends, "It is by this love that the whole world will know, everyone living in it, will know that you are friends of mine. So love one another as I have loved you." Everyone praise God! God's glory is above earth and heaven! Go back to the list that the children made before the story. Ask the children to think about how the words they chose to describe love are the same or different from what Jesus is describing in the story today. What love is Jesus asking us to take on? Take a few moments with the children. If you have time add the new words about love to the list that the children come up with in this discussion. 2 Response Project Idea 1: Love Cards This response will let the children to share with others the message loving like Jesus does. Materials needed – red construction paper – card stock – markers – glue sticks – scissors – glitter – list about love from earlier in the lesson Instructions Fold the card stock in half. Give each child a piece of red construction paper and have them fold it in half and then cut it in half. Have them fold these halves in half and cut out hearts from the two pieces. Ask the children to glue one heart to the outside of the card and the other to the inside of the card. On the heart on the outside have the children print the word "Love" and on the inside heart have them print "Like Jesus". Then invite the children to decorate their cards with the glitter as they would like and to sign their names inside the card. As they are decorating the cards invite them to think about who they would like to give the cards to remind them to love like Jesus has loved us. Ask the children to give the card to the person that they are thinking about as soon as possible. Project Idea 2: Love Crosses The children can connect Jesus' commandment to love with his action on the cross with this response. Materials needed – construction paper – white paper – – glue sticks scissors – markers – glitter (optional) Instructions Follow the instructions here (http://www.christiancrafters.com/sermon_ticket.html) to cut out crosses from the white paper. Make one for each child. Give each child a cross and a piece of construction paper. Have them glue their crosses onto the construction paper. Then ask the children to print across the top of their paper "Jesus loves us this much!". Remind the children that when Jesus asks us to love others as he has loved us that we have to remember that his love for us lead to his death on the cross. Now have the children cut hearts out of the construction paper in various sizes and let them glue them onto and beside the cross as they wish. They may want to use some of the words that they identified earlier and print them inside their hearts. If there is time you may want to let them decorate their cross or hearts with the glitter by spreading glue on them and sprinkling the glitter on it. Encourage the children to place their pictures at home to remind themselves of Jesus' new commandment that we love each other. Project Idea 3: Praise Tambourines Praising with tambourines is a wonderful way for the children to share their love with Jesus with others. Materials needed – stapler with staples – heavy paper plates – dried beans – scissors – ribbon or streamer – markers Instructions Take a handful of beans and place on the inside of one of the plates and then place the other plate on it so that the bottoms of the plate are on the outside. Then staple around the edges so that the beans do not fall out. If you have younger children you will probably want to prepare the tambourines up to this point. Older children can probably do this on their own. Invite the children to print "Praise Jesus who loves us!" on one side of their tambourines. Cut pieces of ribbon or streamer into at least 30 cm (12 in) lengths. Help the children to staple at least 3 to 5 pieces on to the outside edges of their tambourines. If you have time get them to decorate their tambourines with the markers in whatever way they want that shows praise for Jesus. Explain as they are working that one of the ways that we can show Jesus our love is by making music together in praise. When they are finished have everyone say loudly the phrase on the tambourine and then shake their tambourines together. Encourage the children to make music with their tambourines when they feel they need to show how much they love Jesus. Closing Gather with the children around the worship table again. Relight the candle. Say the prayer line by line and encourage the children to repeat it after you: Alleluia! Thank you God for our time together. Alleluia! Thank you Holy Spirit for leading us. Amen. Alleluia! Thank you Jesus for being with us.	<urn:uuid:06655f83-b3c8-442b-af3b-9c099b857c6a>	CC-MAIN-2024-10	http://churchschool.info/YearCdocs/VCS_C-Easter05.pdf	2024-02-22T07:28:34+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00695.warc.gz	9,779,071	1,773	eng_Latn	eng_Latn	0.998242	eng_Latn	0.998815	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1759, 3842, 6238, 7946 ]	[ 3.84375 ]	2	1
Behaviour for Learning Policy STATEMENT OF INTENT At Stanway Primary School we aim to give every child the best possible education and start in life in our caring and aspirational school. Our curriculum reflects the needs of all our pupils: it not only focuses on the core skills, but gives opportunities for all children to develop their understanding and appreciation of the wider world and the part they have to play in it. We want to encourage and inspire creativity, and also help our pupils to develop as caring and thoughtful people, equipped to live in the modern world and develop rich and meaningful relationships with others. We provide a nurturing, positive and purposeful environment in which to learn, that both children and staff can look forward to attending each day, and in which all children can be happy and successful. We recognise that establishing a strong relationship with our families is pivotal in ensuring our children progress and thrive in their journey through primary school. Our staff provide opportunities and experiences aimed to engage, excite and stretch pupils and create confident and independent learners. Our ethos is embodied in our core values of Leadership, Organisation, Resilience, Initiative, Community and Determination to which we aspire and celebrate every day. We believe each individual can grow and learn through encouragement to identify and pursue their hopes and dreams, and the development of strong self-esteem, tolerance and respect. ETHOS At Stanway Primary School our aim is to enable all children to learn effectively and in order for this to happen it is vital to promote good behaviour. We expect and work towards a happy, caring and safe environment, creating effective conditions for learning and promoting high standards in terms of behaviour. Children, staff (including volunteers, TAs and MDAs) and parents support each other in creating a community where all can reach their potential. We always prioritise the safety of our pupils and staff; everything we do in school is underpinned by safeguarding procedures. It is a core aim of our school that every member of our school community feels valued and respected, that each person is treated fairly and well, and we are building an inclusive and tolerant environment for all. We recognise that good behaviour comes from good relationships between children and staff: mutual respect and trust, empathy and tolerance. We seek to encourage positive behaviour in a range of different ways. Strong relationships between staff and pupils are vital. They are approachable and there to help, and we help our children to understand this. Our school reflects the values of the Essex Approach to understanding behaviour and supporting emotional wellbeing known as Trauma Perceptive Practice (TPP) and these values run through all the school policies and practice: * Compassion * Hope * Connection and Belonging. THIS POLICY SHOULD BE READ IN CONJUNCTION WITH THE CHILD PROTECTION, HARMFUL SEXUAL BEHAVIOUR, CHILD ON CHILD ABUSE AND ANTI-BULLYING POLICIES. Date Approved: September 2023 PURPOSE * To encourage a positive attitude to learning within a safe, happy environment; * To ensure an ethos of high expectations; * To encourage resilience and risk-taking within a secure and supportive learning environment; * To provide pupils and staff with clear, consistent routines and systems; * To ensure that clear boundaries support learning and progression; * To ensure a clear dialogue with pupils about potential barriers to learning; * To secure the involvement of pupils and parents/carers in pupils' learning and personal development; * To model and support the development of a range of personal qualities and interpersonal skills such as courtesy, respect and sensitivity to the needs of others; * To encourage self-regulation through a therapeutic approach; * To build self-esteem and robust mental health; * To promote the development of good personal relationships and tolerance towards others; * To promote equal opportunities and value individuals regardless of gender, race, Special educational needs or disabilities (SEND). A Relational Behaviour Model At our school we adopt and use the relational behaviour model which is the approach from TPP. The following table explains how it is applied: Date Approved: September 2023 BEHAVIOUR FOR LEARNING EXPECTATIONS Pupils will: * Have a positive attitude and be engaged in their learning; * Respect themselves and others, and respect everyone's learning environment; * Be kind to others at all times; * Be responsible for their own actions, learning and belongings; * Be resilient, learning from their mistakes and take pride in their achievements; * Have good listening behaviour- being attentive and facing the speaker, and following instructions promptly; * Follow agreed class and whole school expectations. Parents/carers will: * Promote a positive attitude towards learning and the school community; * Ensure children arrive at school on time and that they attend school every day that the school is open and available; * Remember that we are all working together towards the same goals; * Notify the school straight away regarding any issue concerning behaviour; * Attend parents' evenings and support their children with any home learning * Support the School's decisions regarding behaviour, whilst retaining their right to appeal against any decision with which they disagree; * Treat all members of staff with respect and kindness. * Refrain from discussing any issue on social media, instead speaking face-to-face with your child's class teacher in the first instance, in line with our open door policy. Staff will: * Implement the Behaviour for Learning policy with consistency and impartiality; * Be kind to others at all times; * Establish a positive learning environment in their classrooms appropriate to individual needs; * Encourage children to make sensible choices within the school; * Give children the opportunity to change inappropriate behaviour; * Label the behaviour but not the child; * Use an intervention appropriate to the misdemeanour and the individual, taking into consideration the needs of children with SEND; * Build children's self-esteem and try and find out the reasons behind unacceptable behaviour; Date Approved: September 2023 * Notify parents of any patterns of unacceptable or unusual behaviour. These expectations will be revisited with pupils on a termly basis. SEND Pupils These pupils will be expected to follow this policy to the best of their ability but we recognise that they will need extra support in doing this, and there may be occasions where these expectations will need to be adapted for an individual pupil's emotional and behavioural development. These will be made explicit within their School Support plan and should include strategies such as the use of Social Stories to teach understanding of the appropriate behaviour within different social situations. Whole class approaches to behaviour regulation are inclusive and follow SEN strategies. Staff take part in half-termly training sessions focusing on an aspect of the Trauma and Perceptive Practice approach or SEND behaviour. All staff should follow the applicable strategies and script outlined here when dealing with SEND pupils: PKS: Pre-Key Stage Date Approved: September 2023 Mobile Phones Pupils are not allowed these in classrooms or throughout the school day and we strongly discourage parents from sending these into school. If it is absolutely necessary for a pupil to bring their mobile phone to school, then parents and pupils should abide by the terms of the Code of Conduct (Appendix I).. Our Behaviour Curriculum and Positive Behaviour Reinforcement The School uses a variety of strategies in order to ensure that all children can follow the Behaviour for Learning Expectations. Rather than the emphasis being on punishing children for disruptive behaviour, we seek to teach skills to control and regulate behaviour. The strategies involved, which include active listening, respectful discussion and taking ownership of issues, result in a positive ethos throughout the school. We recognise that there often is a correlation between SEND and behaviour that is not acceptable within a whole-class situation and so we explicitly teach children our expectations of behaviour within a whole-class environment, how to interact with other children and adults in the dinner hall, on the playground or in different areas of the school. We use the terms and resources from the Zones of Regulation Programme and `The Five Point Scale` as well as `The Kids' Guide to Staying Awesome and in Control` by Lauren Brukner and `The Colour Monster` to support our teaching. The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts. By addressing underlying deficits in emotional and sensory regulation, executive functioning, and social cognition, the framework is designed to help move students toward independent regulation. The Zones of Regulation incorporates Social Thinking® (www.socialthinking.com) concepts and numerous visuals to teach students to identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to manage their feelings and states. www.zonesofregulation.com We also teach the children what is good listening behaviour, and how to put their points of view across in a non-aggressive and confrontational way. We do not assume that all children have these skills before they enter our classrooms. In KS1, this may be done via a 5 minute catch-up before or after a lesson. In KS2, part of the class assembly is used to explicitly explore self-regulation, but the level of support children will need to depends on their own strengths and weaknesses. Our General Responses to Mistakes and Incidents Our school believes in the power of using restorative approaches. Such processes do not shy away from using consequences, such as loss of privileges where logical, but they also focus on the need to take responsibility for finding a constructive way forward for all concerned. This might mean a sincere apology followed by an act of kindness, so that the child considers not only the consequences of their behaviour on themselves, but also the impact of their actions on others. In using this process at our school, we use four questions: What happened? * What were you feeling or thinking at the time? * Who has been affected? * What can we do to make things right? (What should happen next?) Using this approach, children have the opportunity to reflect on what's happened and the impact this may have had on others. They can have the chance to show the person who has been affected by their action that they are sorry. This can be in the form of a verbal, written, picture or action. Where possible, a logical consequence (natural reparation) is used e.g. clean graffiti off the door, clean up the mess, pay for replacement of item. Where this is not possible, a close alternative should be used. At our school the staff work with the child to ensure they have learnt from an incident so that they can be successful next time. Teaching of the skills required may be necessary to ensure a different outcome next time. As a whole school, we offer these strategies to promote our behaviour expectations within our school community: * Having a therapeutic approach * Being good role models in the way we talk and act towards all pupils and adults. In particular, by speaking to the children positively, by avoiding negative comments and avoiding shouting * Expecting children to be smartly presented for learning when they enter the school buildings * Expecting politeness and good manners and articulating what these are clearly * Being clear and consistent in the way we talk to children and being explicit about our expectations * Involving children in the writing of guidelines for behaviour and encouraging ownership of their behaviour * Looking for opportunities to respond positively and giving descriptive praise whenever possible * Involving parents when things are going well such as communicating praise, as well as when there are problems. Date Approved: September 2023 * Celebrating individual and group achievement through class and whole-school reward systems (Appendix II ) * Sending children to other adults to share their success * Ignoring, where possible, secondary behaviour. If secondary behaviour is not ignored there is a risk that primary behaviour gets lost amongst the less important, secondary behaviours. * Emphasising what is expected rather than what is not * A weekly celebration assembly of our core values: Organisation, Leadership, Community, Initiative, Resilience, Determination, a mention in the Kindness book (run by the School Council) and Headteacher's certificates for excellent standards in learning and social behaviour; * PSHE lessons explicitly teaching behaviour regulation e,g, `The Colour Monster` in EYFS and Key Stage 1 and the `Zones of Regulation` in Key Stage 2 and focusing on our LORIC values; * The School Council help to maintain and regulate high standards of behaviour throughout the school, for example, by supporting their peers during lunchtime and break times, fostering positive relationships and patterns of behaviour. * Children taking on positions of responsibility such as being a prefect or librarian to assist staff in enabling the smooth running of the school and the maintenance of strong behaviour systems at breaktimes and lunchtimes; * Structured and planned emotional support from adults to encourage self-esteem, self-confidence and motivation; such as acting as a personal mentor and meeting with a child/ and their parents on a regular basis. * We encourage shared responsibility throughout the school by encouraging older children to buddy younger pupils. (Year 5 Reception buddies, mixed age groups within curriculum enrichment days) * Specific use of outside agencies to provide focused support for individuals Using logical consequences Consequences can be a useful response to behaviours, remembering that some behaviours result in positive consequences. When responding to unwanted behaviour, the consequences we use in our school always have a clear link to the incident and help the child or young person to learn how to behave more appropriately should a similar situation occur, tailoring this to the needs of the individual. It is helpful to view consequences as protective and / or educational. Best practice suggests that all protective consequences should run alongside educational consequences, as it is unlikely that long-term behavioural change will occur without this. Protective consequences: these are required to protect the rights of others and keep a child or young person safe. At our school this may include: * increased staff ratio * change of school day / timetable * adjusting seating plans * adjusting uniform requirements for children with sensory issues * arrangements for access to outside space * child or young person escorted in social situations * differentiated teaching space * appropriate use of exclusion (using the time to reflect, amend plans and identify needs and other appropriate interventions to support the child or young person upon return). Date Approved: September 2023 Educational consequences: at our school we use these to teach, encourage, support and motivate the child or young person to behave differently next time though better understanding (Appendix II). Examples include: * ensuring the child or young person completes the task they have disrupted * rehearsing / modelling situations through intentional teaching of prosocial behaviour * ensure the child or young person assists with repairs where they have caused damage (when possible and practical) * intentionally provide educational opportunities for the child or young person to learn about the impact of certain actions and behaviours * providing the child or young person with an opportunity to 'put things right' through a process of reflecting, repairing and restoring relationships (a restorative approaches is an example of one) Classroom Practice Initially, it is the responsibility of teachers to investigate patterns of poor behaviour more deeply; they should begin a dialogue with parents of children who develop a pattern of lowlevel behaviours that become a barrier to their learning. Incidents should be informally recorded so that a picture is built of any triggers or patterns of behaviour, and these can be communicated to others if necessary. If this pattern continues, incidents will need to be recorded via CPOMS and it is important to inform the Phase Leader and involve the Senior Leadership Team as well as parents. Underlying issues may also be explored via the Cause for Concern process. Figure 1: Low-level behaviour which would be dealt with by the classroom teacher and support staff these sanctions should not be used repeatedly and reviewed if they have little or no effect on behaviour Some serious behaviour will need the immediate involvement of the Senior Leadership Team and the SENDCO, depending on the individual's underlying needs: Figure 2: Higher Impact behaviour (Non-compliance after all strategies have been used) requiring interventions by SLT Serious behaviour incidents needing the involvement of Leadership Team Repeated defiance of adults/single act of serious defiance of class teacher or repeated refusal to follow instructions Aggression/threatening behaviour (includes self-harming) Swearing / spitting at / biting a member of staff or child Racial prejudice or any discriminatory behaviour Bullying Also refer to Anti-Bullying Policy Theft Dangerous items/substances Deliberate damage to school property Children leaving the classroom or place of learning without permission Below is a protocol for when additional assistance will need to be sought, and where it would be appropriate to apply the consequence of removing a child from a lesson. Staff use range of agreed strategies and child is still uncompliant Inform/call member of Leadership Team (via Pupil Incident FormAppendix I- if action does not need to be immediate) Child is removed/has other form of consequence Incident is logged by Leadership Team and parents are informed Repeated incidents of this type could result in suspension Headteacher or Deputy Headteacher will instigate an appropriate intervention and consequence for the child, involving parents and class teacher The SLT will follow this set of general principles: * Opportunity for reflection and completion of task if necessary. * Restorative approach followed. * Incident form completed for discriminatory incidents. * Incident recorded on CPOMS * Parents notified by telephone by SLT member. * Outcome will be personalised based on previous behaviour, severity, response from pupil(s). * Removal from classroom for a limited time period depending on previous behaviour, severity and response from pupils for no longer than two sessions (one day) or changes to timetable. Parents/carers to be informed of decision via phone or face to face. * If response leads to suspension – parents/carers also notified in writing. Reintegration meeting to be held directly after suspension. All behaviour incidents recorded on CPOMs will be analysed on a termly basis to interrogate repeat patterns and the effectiveness of the use of removal and whether frequently removed pupils may benefit from additional and alternative approaches, or whether teachers may require more support. This policy is reviewed annually by the SLT after input from all staff. Harm from dysregulated (stressed) behaviour Our school always prioritises the safety and welfare of all staff and CYP, recognising that everyone is entitled to a safe and supportive environment. Any incident (verbal or physical) which compromises safety can be perceived as harmful. Our staff understand through training that this behaviour is not necessarily deliberate, rather it is often due to a stress response. Supporting those who have been harmed Our staff and children and young people receive the individual support they need in response to any incident where the behaviour has compromised the wellbeing of someone else, causing harm. Occasionally there may be times, despite all reasonably practicable measures being taken, when prevention is unsuccessful, and someone is harmed. At these times our school ensures that this person (adult or CYP) is fully supported. We always consider the following: * are they physically safe and protected? * do they need immediate first aid & medical treatment? * is there a need for immediate police involvement? * ensure they have the opportunity to talk about the incident either with a trusted person or other independent service * give reassurance to reduce feelings of guilt and/or anxiety Our school recognises that some people are more at risk than others in their work, and where this is the case, we ensure there is appropriate support available. Risk Assessment Process In our school we use a risk assessment process as the starting point for preventing harm for identified vulnerable CYP. It identifies what is likely to cause stress to them, using all the information known about the CYP. Once all this information is to hand, a strategy for supporting a situation appropriately and keeping everyone safe can be developed (Appendix III) Physical intervention (control and restraint) - the use of reasonable force At our school we make sure we are aware of our duties of care and follow the law. The law states that it is permissible to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. The Headteacher and authorised school staff (the Deputy Headteachers) may also use such force as is reasonable given the circumstances when conducting a search for knives, weapons, alcohol, illegal drugs, stolen items, tobacco, fireworks, pornographic images or articles that they reasonably suspect have been or are likely to be used to commit an offence or cause harm. Force may not be used to search for other items banned under the school rules. If any of these items are found, they will be confiscated and disposed of, given to the police if appropriate, or returned to parents. Parents will be informed if it has been necessary to carry out a search on a pupil. Searches will be recorded via CPOMS so that data can be collected on frequency and protected characteristics of pupils. The use of physical intervention techniques is only one aspect of co-regulation and is usually the last resort when it is deemed absolutely necessary. It may resolve a short-term situation, but the long-term aim must be to help the child or young person to be able to self-regulate during times of stress. If such actions are necessary, the actions that we take aim to use the minimum amount of force necessary for the minimum amount of time necessary. Where physical intervention is needed, this is recorded and reported immediately to the headteacher or deputy headteacher. Our school follows this Essex Guidance 'Understanding and Supporting Behaviour Safe Practice for Schools and Educational Settings (Including the use of restrictive / non-restrictive physical intervention)' It can be found here: Social, Emotional and Mental Health Portal for Schools, Colleges and Settings - Essex Guidance and Let's Talk Resources Within this guidance, it is regarded as best practice to record every incident where the use of restraint has been deemed absolutely necessary and to follow the other recommendations set out in this document. This includes reporting to ECC via MySafety. Date Approved: September 2023 Investigations regarding breaches of the Behaviour for Learning Policy This section provides information on an occasion where behaviour exceeds that which has occurred before for that child, after existing interventions and consequences have been fully utilised, and thus is identified as a serious breach of the Behaviour for Learning Policy. Before any decision is reached, a thorough investigation should take place. 1. Investigations will be conducted under the guidance of the Headteacher or Deputy Headteacher. All those involved in the incident should write a statement. Statements should also be gathered from witnesses where appropriate. 2. Guidance may be sought from the SENDCO if appropriate. 3. Once an investigation has taken place, documentation should then be passed to the Headteacher who will make the final decision about the most appropriate action for the pupil(s) involved, and parents will be informed of this decision. Suspensions These are a last resort, and should only be used for one of the infractions listed below. Suspension means that a pupil is removed from the classroom and prevented from mixing with other members of the school community. Suspensions may be conducted internally (removal) or externally (suspension) depending on the severity of an incident. Suspensions can vary in length according to the nature of the breach of policy and will take into account the age of the pupil and any underlying needs. During a removal, the child will be withdrawn from their class group and supervised by a member of staff while they complete work set by the class teacher, typically in the HT/DHTs' office. A final decision will be made by the Headteacher as to whether suspension is an appropriate course of action, after discussion with the Senior Leadership team, and a thorough investigation with all involved (see next section). The Chair of Governors and Local Authority will be informed of any suspension. Suspensions and permanent exclusions will be conducted in accordance with this Policy and statutory guidelines. After a suspension, a reinstatement meeting will be conducted by the Headteacher, Deputy Headteacher or a member of the School Leadership Team with the pupil and his or her parents or carers. The pupil's class teacher may be present. Data will be collected by the school in order to analyse patterns relating to pupils sharing any of the protected characteristics and to check that the removal policy is not having a disproportionate effect on pupils sharing particular protected characteristics. Date Approved: September 2023 Aggression and violence 1. Aggressive or violent behaviour is unacceptable and will not be tolerated at Stanway Primary School. The Headteacher or Deputy Headteacher will make a professional judgement as to whether behaviour breaches this guideline. An incident does not need to result in physical harm for it to be considered serious and for the SLT to be involved. Incidents will be investigated and interventions and consequences will depend on the severity of the incident and age of the pupil. 2. Where there is violence, or where there is an attack by a pupil on another, then removal or suspension may be used, depending on the context, age of the pupil and underlying needs. Persistent offenders may face permanent exclusion. 3. Verbal abuse or verbal or physical threats against staff will be investigated and will result in a removal or suspension. 4. Physical violence towards staff will result in removals or suspensions and may result in permanent exclusion, depending on the severity of the incident, age of the pupil and underlying needs. Defiance of staff 1. Continuing defiance of staff will not be tolerated. 2. Defiance could lead to either a removal or suspension from school. 3. In extreme cases, such as repeated defiance of the Headteacher, pupils could face permanent exclusion. Swearing 1. Whilst swearing is regarded as verbal abuse and is unacceptable, we recognise that younger children may experiment with language without malicious intent. The following sanctions may apply: a. Swearing overheard in conversation with another pupil; the member of staff will provide an intervention ensuring that the pupil is aware that their language was inappropriate and consequence; b. Swearing directly at a member of staff or child: the situation will be investigated according to the policy guidelines. Swearing at a member of staff will result in a removal; 2. Second and/or subsequent offences will attract a longer period of removal. Damage to the school fabric or furniture 1. If the damage is accidental, there will be no charge. If the damage is the result of silly behaviour, parents/carers will be informed and the cost of repair/replacement will be shared between those involved. 2. Deliberate or malicious damage will result in the full cost of replacement or repair and, depending on the incident, further sanctions may result. Dangerous items and substances 1. Pupils are not allowed to bring dangerous items into school- knives, weapons, alcohol, illegal drugs, stolen items, tobacco, fireworks, pornographic images or articles that they reasonably suspect have been or are likely to be used to commit an offence or cause harm. This includes items that could constitute a weapon or substances such as cigarettes/e-cigarettes, aerosols or anything which could be deemed illegal or dangerous. Pupils who do so will be internally or externally excluded for a fixed period, depending on the nature of the offence. 2. The police will be informed in all cases where a dangerous weapon or substances deemed as illegal are brought onto the school site. Theft 1. Theft will attract either internal or external exclusion depending on the severity of the offence. In addition, the cost of those items that have been stolen will be recovered from the pupil involved. 2. The police will be informed when appropriate. Setting off the fire alarm without threat of fire 1. Setting off the fire alarm or damaging fire protection equipment is a criminal offence that puts the health and safety of pupils and staff at risk. Any pupil who intentionally sets off the fire alarm will be removed for one day. Behaviour on school trips and public transport Pupils on school trips, visits and on buses are representing Stanway Primary School. Pupils are expected to follow the Behaviour for Learning Policy. Pupils and staff will also be expected to adhere to the rules and expectations of the establishment of they are visiting. Behaviour Outside of School Premises We have the power to sanction pupils for misbehaviour outside of the school premises to such an extent as is reasonable if this is witnessed by a staff member of reported to the school. Conduct outside the school premises, including online conduct, that we might sanction pupils for include misbehaviour: * when taking part in any school-organised or school-related activity; * when travelling to or from school; * when wearing school uniform; * when in some other way identifiable as a pupil at the school; * that could have repercussions for the orderly running of the school; * that poses a threat to another pupil; or * that could adversely affect the reputation of the school. The decision to sanction a pupil will be lawful if it is made on the school premises or elsewhere at a time when the pupil is under the control or in charge of a member of staff at the school. The severity of the sanction will depend on the previous behaviour, severity, and response from pupil. Behaviour Incidents Online The way in which pupils relate to each other online can have a significant impact on the culture at school. Negative interactions online can damage the school's culture and can lead to school feeling like an unsafe place. Behaviour issues online can be very difficult to manage given issues of anonymity, and online incidents occur both on and off the school premises. Even though the online space differs in many ways, the same standards of behaviour are expected online as apply offline, and that everyone should be treated with kindness, respect and dignity. Date Approved: September 2023 Inappropriate online behaviour, including bullying, the use of inappropriate language, the soliciting and sharing of nude or semi-nude images and videos and sexual harassment should be addressed in accordance with the same principles as offline behaviour, including following the child protection policy and speaking to the designated safeguarding lead (or deputy) when an incident raises a safeguarding concern. Where we suspect a pupil of criminal behaviour online, we will make an initial assessment of whether an incident should be reported to the police only by gathering enough information to establish the facts of the case. These initial investigations should be fully documented, and we will make every effort to preserve any relevant evidence. When making a report to the police, it will often be appropriate for the Designated Safeguarding Lead to make in tandem a report to local children's social care. Once a decision is made to report the incident to policy, we will ensure any further action we take does not interfere with any police action taken. However, we retain the discretion to continue investigations and enforce our own sanctions so long as they do not conflict with police action. Where a pupil's conduct does not fit into any of the areas stated previously but disturbs the learning environment, puts pupils or staff at risk, or affects Stanway Primary School in any detrimental way, removal or suspension will be considered. Depending on the severity of the incident pupils could face permanent exclusion. Record keeping and contact 1. Each teacher should keep an informal Behaviour Log for reference prior to contacting parents, and in preparation for Parents' evenings, as well as using CPOMs where incidents have escalated or are deemed significant. 2. MDAs/TAs on lunch duty will inform SLT on duty of incidents (MDAs) or use CPOMS (TAs). 3. Detailed records of all formal contact with pupils and parents must be recorded. These records are vital in terms of providing evidence for further action and support. In the case of high-level incidents of the kind noted in Figure 2, a formal behaviour log of incidents will be kept by the Leadership Team using CPOMS; this Behaviour Log needs to be kept updated by and will be regularly reviewed by the Deputy Headteachers and Headteacher so that trends can be noted. Lunchtime behaviour Behaviour at lunchtime is covered by this Policy. (See Appendix IV) Bullying See Anti Bullying Policy. Racist Incidents See Racist Incident Policy. APPENDIX I Code of Conduct for Pupils As a general rule, mobile phones are not allowed on site at Stanway Primary School. We strongly discourage parents from sending their children in with mobile phones as we feel that children of primary age are not old enough to be fully responsible for their safe use. We also know that they can be a distraction and a means of bullying or intimidating others. Therefore: * Only pupils in year 5 and 6 who are walking to or from school without a parent can bring their phones in to school where a parent feels it is absolutely essential for them to do so. We feel that this should be the exception rather than the rule, and urge parents to think very carefully about whether or not allowing your child to bring their phone into school is appropriate. If you wish for your child to bring a mobile phone into school, the following Code of Conduct must be signed by both parent and pupil. We reserve the right to revoke permission to bring a phone into school, should any of these criteria be breached in any way. 1. Mobile phones must be switched off (not just put on 'silent') when entering the site and handed to the class teacher on arrival to the classroom. 2. Mobile phones are not permitted to be used during lessons or in any other part of the school grounds. 3. You may not use your mobile phone in the toilets or changing rooms. This is to protect the privacy and welfare of other pupils. 4. Photos or recordings (either video or audio) of school staff or other pupils are strictly prohibited on site. 5. Avoid sharing your contact details with people you don't know, and don't share other people's contact details without their consent. 6. Do not use your mobile phone to bully, intimidate or harass anyone. This includes bullying, harassing or intimidating pupils or staff via: * Email * Social media * Text/messaging app 7. Rules on bullying, harassment, and intimidation apply to how you use your mobile phone even when you aren't in school. 8. Do not use vulgar, obscene or derogatory language while on the phone or when using social media. This language is not permitted under the school's behaviour policy. 9. You must comply with a request by a member of staff to switch off, or hand over, a phone. Refusal to comply is a breach of the school's behaviour policy and will be dealt with accordingly. 10. The school does not take responsibility for any loss or damage to the phone while it is in school. 11. Phones are not permitted to be taken on school trips/visits. If a phone is bought in without prior permission, it will be confiscated. Parents will need to pick it up from the School Office as soon as possible. Permission form allowing a pupil to bring their phone to school The school has agreed to allow the above-named pupil to bring their mobile phone to school because they walk to and from school without a parent or adult and their parent has deemed it necessary for them to carry a phone for this purpose. I agree to abide by the school's mobile phone code of conduct/acceptable use agreement at all times and recognise that the school reserves the right revoke permission should my child not abide by the policy. Parent/carer signature: _____________________________________ Pupil signature: _______________________________________ Date: Date Approved: September 2023 APPENDIX II- BE THE BEST YOU CAN BE POINTS SCHEME Aims: * to ensure a team approach within a class; * to reinforce our Community values, especially those of kindness and respect; * to improve punctuality and attendance; * to assist with the promotion of good behaviour throughout the school, both in the classroom and within shared areas such as corridors and the dinner hall; * to celebrate achievement at an individual level. Objectives: * to introduce a points-based scheme that can be used at a class and school level by all members of staff; * to reward good attendance and punctuality; RATIONALE: We want to raise the profile of good behaviour further within the school, and encourage useful inter-personal skills such as teamwork and kindness through positive behaviour management. By introducing a reward scheme to support this throughout the school, we hope to involve every member of the school community in promoting good behaviour, and also give the children some individual responsibility and awareness of the importance of key employment expectations such as attendance. We are already using our Celebration Assemblies to reinforce our school values and use of Reading and Maths initiatives. This scheme will fit alongside these to enhance daily life at school, and involve all children further. If successful, it also could be expanded to involve School Houses and Inter-house competitions. THE SCHEME: From after half-term children will be introduced to the three `P`s- Proud Points, Punctuality Points and Polite Points, as part of Being the Best that You Can Be. The criteria for each point is as follows: Date Approved: September 2023 Proud Points will be given out to learning of which the child should be particularly proud. One point will generally given, but for exceptional pieces, up to 5 Proud Points may be awarded. Polite Points will be given to children who show courteousness or kindness during the daily routines of school life, including in corridors or in the dinner hall. This is a chance for other adults around the school to praise children whom they feel are a credit to the school. Punctuality Points: Children who attend school on time (they enter the school by 8.45 and get to the class within a few minutes) can be given a Punctuality Point. Children who are awarded a Values Certificate can also be awarded a point e.g. a Leadership or Community Certificate may collect 1 or 2 Polite points, or any of the other values might collect Proud Points. Points can be given instantly in class via the application or through a plastic counter, reflecting the colours above, given to a child which they need to hand to their class teacher. Celebration of Points Each week, the class in each Key Stage (Upper Key Stage Two, Lower Key Stage Two and KS1) with the highest number of points overall allocated that week will be given fifteen minutes extra breaktime or golden time on Friday. The rolling total of points will be logged over a term and the winning class will have a special reward chosen by the class teacher (a pyjama day, popcorn and a film etc etc). Each week, class teachers will celebrate the achievement of individuals within the class- child with most type of each point, child who has improved the most etc etc. They may like to design their own certificate or give stickers. Each week, the class with the most Punctuality Points within each key stage will get to keep the Attendance Bear for the week. Children with a high number of punctuality points will also be awarded in the final assembly of the term. Date Approved: September 2023 Dealing with School-Wide Behaviour Consistently POSITIVE BEHAVIOUR RECOGNITION We want to recognise all kinds of positive interaction in school whether it is from a child making particularly good efforts with work or working collaboratively within a group or behaving in a kind and caring manner. We also feel that it is important to reward children who consistently follow instructions without complaining, are pleasant to others and who embody our values on a daily basis. CONSEQUENCES OF BEHAVIOUR INFRACTIONS These consequences should be followed in line with actions listed in the Behaviour for Learning Policy. It is expected that children will be given two warnings for a new behaviour before the consequence is put in place. Where children have a separate Behaviour Plan, teachers primarily should use strategies, rewards and consequences within this document. Parents should be informed for incidents #3 onwards or if incidents are repeated. SEND Behaviour should be dealt with initially using the child's support plan (which will include use of the Nurture Room if necessary) and the De-escalation sheet included in the Behaviour Policy. APPENDIX III Risk Assessment Key Questions for the Risk Assessment 1. Assess the risk and reducing the potential for harm Adopting precautionary and preventative steps which help to avoid, prevent, minimise or mitigate incidents where staff can be harmed. Maintaining a sense of proportion in relation to the assessed risk. Best practice would be to involve parents/carers and the CYP in this process. Possible questions to inform the risk assessment: * What harm could occur and how severe could this be? How likely is this harm? * What information is provided for staff, how is it communicated? * Is the right level of training provided to relevant staff? * Are there changes needed to the way people carry out their duties or where they work? * Has there been sufficient accounting of the site layout and the knowledge of the immediate working environment? * How is any information, reports, involvement with other agencies such as the police and children's social care shared? The assessment will include: * Identified vulnerable CYP (those that are most likely to become dysregulated when, where including activities and areas); * Existing preventative measures and evaluation of the other potential risks; * Additional preventative and control measures identified, including timescales; * Communication procedures and review arrangements. 2. Write an Action Plan Any actions should be written and monitored by the HT/SLT and Governors to ensure that all items identified have sufficient resources allocated and have been addressed. The plan should be fit for purpose and tailored to managing the specific risk presented by identified CYP or groups of children and young people. The plan should include the following: * Action required * Action by whom * Risk priority * Projected timescales * Date completed 3. Monitor, Review and Update the Assessment Any risk assessment should be regularly reviewed and updated. It also should be visited again following a significant incident to reflect on any learning or additional protective measures. APPENDIX IV (reviewed by the School Council February 2022) LUNCHTIME Playground Procedure Key Stage 1 Expectations: * Keep your hands and feet to yourself; * Be kind and gentle; * Be a good friend; * Stay to the agreed areas on the playground/field; * Do as you are asked by the adults; * No rude or mean words; * Put away the play equipment you use. Key Stage 2 Expectations: * Play sensibly – no rough games, no play fighting; * Use kind words – no swearing, no teasing, no shouting close to someone; * Be safe and move safely around the playground, playing sensibly and being a good role model; * Be a good friend and include others; * Respect others' personal space and the games they are playing; * Tell an adult if you are feeling upset or if you see something you know is wrong; * Keep ball games under control and to the agreed areas. We expect everyone to clear up after themselves in the dinner hall. Do not run out of hall or school building. We expect everyone to listen to the MDAs, Duty Staff and Sports Coaches and follow their instructions. When the whistle blows, stand still. Walk to the line on the second whistle. Procedure for any staff on duty: 1. If a child is not following these rules they will have a reminder of behaviour expectations. 2. If behaviour continues, this will be followed by a warning. If appropriate, this will be shared with the class teacher via the correct reporting form. 3. If poor behaviour on the playground continues, then a member of the Leadership Team should be made aware. 4. Serious incidents will be brought to the attention of the Leadership Team immediately. 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Published by Utah State University Extension and Utah Plant Pest Diagnostic Laboratory Western Cherry Fruit Fly (Rhagoletis indifferens) November 2006 ENT-102-06 Diane Alston, Extension Entomology Specialist • Marion Murray, IPM Project Leader • Michael Reding • Carin Miller Do You Know? * Western cherry fruit fly is the primary insect pest of sweet and tart cherries in Utah * Females lay eggs under the skin of fruit, so target adult flies for control * Damage occurs from the larva developing inside fruit * Insecticides are currently the most effective control method * Use of ground barriers (mulch, fabrics) can reduce pupation and fly emergence * A new insecticide technology–attract-and-kill (bait plus insecticide)–can be effective for control in commercial and home cherry trees * Post-harvest sanitation can reduce populations The western cherry fruit fly (Rhagoletis indifferens) is the most important pest of tart and sweet cherries in Utah. Once the skin of fruits becomes soft enough to penetrate, adult females (Fig. 1) insert eggs with their ovipositor, and larvae develop inside the fruits (Fig. 2). The result is "wormy" fruit that is unmarketable. It is difficult to determine whether a fruit is infested until the larva exits through a hole that it chews (Fig. 3) or the fruit is cut open to reveal the larva inside. For processed cherries, detection of one larva by the processor can result in rejection of the entire crop from that orchard and/or farm. Therefore, the best management strategy is to prevent fruit infestation. Adult flies will migrate only short distances (< 40 m) if host fruit is available. This causes infestations to be spotty in a region; however, once established in an orchard, the western cherry fruit fly can spread rapidly and require annual control. Protective insecticide sprays are currently the major tactic for preventing infestation. A new insecticide technology called "attract-and-kill," where adults are enticed to feed on a sticky bait droplet containing an ultra low concentration of insecticide, has proven effective in experiments in Utah orchards. There is one generation per year; however, adults can emerge from the soil over a period of 12 weeks or more. Cherry fruits are susceptible to infestation from when they first ripen to a salmon-blush color (Fig. 4) until they become too soft or fall from the tree. Figure 2. Larvae feeding inside a cherry fruit. 2 Figure 4. Cherry fruits are not susceptible to attack until they have a blush of salmon color. 2 Hosts Sweet, tart, and wild species of cherries Life History Pupa – Overwintering Stage * Color: light to dark brown and shaped like a large grain of wheat * Size: about 3 /16 inch (5 mm) long * Where: overwinters in the soil of the orchard floor, 1 - 4 inches (2.5 - 10 cm) deep * Rate of pupal development and adult emergence affected by soil temperature and moisture Adult – Monitoring Stage * Color: black body with white bands on abdomen (posterior body region); wings are transparent with a distinctive pattern of dark bands (Figs. 1 and 6) * Size: about 1 /5 inch (5 mm) long * When: adults begin emerging from soil in late May to early June (Table 1 and Fig. 5) depending on soil temperature and moisture and continue to emerge throughout the summer and into early fall * Females lay eggs under the skin of fruit without leaving visible marks, over a period of about 30 days * After emerging, females require about 5 - 7 days (190 degree-days) to become sexually mature, after which they can begin laying eggs Egg * Size: about 1 /30 inch (0.8 mm) long * Where: deposited beneath the skin of cherry fruits * Color and shape: yellowish and elongated with a stalk at one end * Eggs hatch in 5 - 8 days Larva – Damaging Stage * Color and shape: creamy white, legless maggot; tapered at the head and rounded at the tail (Fig. 2) * Size: mature larvae are about 5 /16 inch (8 mm) long * Where: lives and feeds in the fruit * After approximately 14 - 21 days, full-grown larvae exit from the fruit, drop to the ground, burrow into the soil, and pupate Host Injury Larvae feed within the fruit on the flesh, rendering the fruit unmarketable (Fig. 2). There is no noticeable evidence on the outside of a fruit indicating infestation until after larvae emerge through exit holes (Fig. 3). Large populations can infest a high percentage of the fruit on a tree. Peak emergence of adults and infestation of fruit occurs from mid-June to mid-July. Timing Control Insecticide treatments should be timed to prevent adult mating and/or female fruit flies from laying eggs in developing fruit. There are three methods to determine proper timing of sprays. Method 1 should be used in combination with Methods 2 or 3. Method 1: Fruit Maturity Cherry fruits are not susceptible to egg-laying by adult females until they ripen to a salmon blush in color (Fig. 4). Green fruits will not be attacked. Consider the maturity of the ripest fruit in an orchard, not the average. Method 2: Adult Trapping Adult flies do not use sexual pheromones, but are attracted to certain colors and odors. Yellow sticky panel traps (Pherocon AM®) with an external bait of ammonium carbonate (AC) are a moderately effective monitoring tool (Fig. 7); unbaited traps should not be used. Place traps in cherry orchards before the first fly is expected [750-800 degree-days (DD)], or by mid-May (Tables 1 and 2). Apply the first insecticide treatment 5 - 7 days (190 DD) after first catch (females require 5 - 7 days for ovaries to mature after emergence). Trap Placement and Servicing * Place traps at least 6 ft high, preferably in the upper 1 /3 of the tree canopy. * Place AC-baited Pherocon AM® traps on the southern side of trees (flies emerge first and are more active on the warmer side of trees). * Remove fruit, leaves, and twigs within 6 inches of the trap. * A minimum of two traps should be placed in each orchard. Research conducted in Utah commercial cherry orchards ≥ 10 acres in size has shown that 1 - 2 traps per acre catches significantly more flies than Page four traps per orchard. Differences in fly activity on orchard borders versus interiors can be determined by placing traps in representative locations. Suspected "hot spots" within an orchard should be monitored separately. * Refill or replace AC bait containers as needed. * Maintain and check traps weekly throughout the fruit development period. Change traps every 3 - 4 weeks or when they become covered with debris. * Keep a record of trap catches for each location within an orchard and for each orchard. This information can be used to determine first fly emergence, timing of first cover spray, relative fly activity across orchards, and help in evaluating success of your fruit fly management program. * More than one species of fruit fly may be caught on traps. Inspect the banding pattern on wings to determine the species (Fig. 6). Method 3: Degree-Day Model Use 1060 DD as a guideline (41° F lower threshold for development, Tables 2 and 3) to initiate cover sprays if you don't have fly trapping information. This timing corresponds to 3% fly emergence and 1% of females with mature ovaries. In order to use a DD method, daily air temperature data must be available. Table 3 is a look-up table that can be used if you have access to maximum and minimum temperatures in or near your orchards. The Utah Integrated Pest Management (IPM) Project provides DD information for representative orchards in northern Utah on their Web page (http://utahpests.usu.edu/ipm/ htm/advisories). Also consider the history of fruit fly populations and fruit infestation in an orchard to help guide initiation of insecticide sprays. First adult emergence will tend to be earlier in orchards with higher fruit fly densities (Fig. 8). Figure 8. Relationship between fruit fly density and date of first adult emergence. 350 Julian Date Total adults caught from first catch to ~ July 31; missing data point: JD 151 (May 31), 1600 adults Table 1. Date of first catch of western cherry fruit fly in northern Utah from 1995-2006. Flies were monitored with yellow sticky traps (Pherocon AM®) plus external ammonium carbonate bait. Table 2. Major events in western cherry fruit fly management. Timing of events is based on degree-day accumulations and first activity of adults. The western cherry fruit fly model is based on a 41° F lower threshold and no upper threshold for development. Begin accumulating DD after temperatures exceed 41° F, or Jan. 1. Page Table 3. Degree Day Look-Up for Western Cherry Fruit Fly Lower threshold: 41° F Upper threshold: None To find the total degree days for a day, locate the low and high temperatures and follow the rows to where they intersect. For temperatures between those listed, use the nearest shown. Adapted from: Beers, E.H, J. F. Brunner, M. J. Willett, and G. M. Warner. 1993. Orchard Pest Management: A Resource Book for the Pacific Northwest. Good Fruit Grower. 276 pp. Page Management Insecticides Insecticide sprays targeting the adult are the primary tactic for controlling this pest. Larvae of the fruit fly develop within the fruit where they are protected from most insecticides. Recent research on penetration of insecticides into fruit has shown that at least some of the neonicotinoid insecticides (e.g., Provado®) and perhaps even some of the organophosphates (e.g., Guthion®) do move through the skin of fruit and can kill insect eggs and larvae within the fruit. Despite this new information, the main target for control is still prevention of females laying eggs in fruit. The zero-tolerance level of fruit flies in commercial orchards has made perfect control a necessity. Home growers can help by maintaining fruit fly control in backyard orchards. Once control treatments begin based on timing information described above, maintain protection of fruit through harvest. Reapply insecticides based on the protection interval stated on the label. It is best to rotate the type of insecticide applied between applications to reduce development of resistance and negative effects on beneficial insects and mites. For example, insecticides such as carbaryl, malathion, and the synthetic pyrethroids are especially toxic to predatory mites. Recommended Insecticides For home and commercial orchards: * carbaryl (Sevin) – reapply every 7 days * spinosad (GF-120, Success, Entrust) – reapply every 7 days * malathion (Malathion) – best when used just before harvest as it lasts approximately 3 days * cyfluthrin (Baythroid) – commercial use only * synthetic pyrethroid insecticides – reapply every 7-14 days * esfenvalerate (Asana, Ortho products) * permethrin (Ambush, Pounce, Ortho products) * lambda-cyhalothrin (Warrior) – commercial use only For commercial orchards only: * azinphosmethyl (Guthion) – reapply every 14 days (scheduled for phase-out by 2012 by the U.S. Environmental Protection Agency) * imidacloprid (Provado) – reapply every 14 days * phosmet (Imidan) – reapply every 14 days; do not use on sweet cherry * diazinon (Diazinon) – reapply every 10-14 days * chlorpyrifos (Lorsban) – reapply every 14 days; do not use on sweet cherry *All brand names are registered trademarks. Examples of brands may not be all-inclusive, but are meant to provide examples of insecticides registered on cherry trees in Utah. The availability of insecticides is changing rapidly. Always check the label for registered uses, application and safety information, and protection and pre-harvest intervals. Recent research has evaluated control of larvae, pupae, and adults in and on the soil with soil applied insecticides. No insecticides are currently registered for soil application for control of cherry fruit fly, but they may be in the future. Attract-and-Kill Technology GF-120 is a mixture of an adult attractant or arrestant and an ultra low concentration of spinosad® insecticide. In commercial orchards it is applied with a 4-wheelermounted, electric-pump sprayer (Fig. 9). In home cherry trees, it can be applied with a hand-pump sprayer. Full coverage of foliage and fruit is not required as adults are enticed to feed on small droplets of sticky bait and insecticide. Research in Utah orchards has shown it to be as effective as most traditional insecticides. It is not rain-fast and must be reapplied at least every 7 days. It is critical to keep an adequate number of bait/insecticide droplets available to kill adults soon after they emerge and before they mate and/or females lay eggs. Currently it is only sold in larger volumes; larger than is practical for most home orchards. Cultural Controls Ground Cover and Mulches It has been demonstrated that ground cover around the base of trees can prevent larvae from burrowing into the soil to complete development into the pupal stage. Successful vegetation covers include grasses and other plants with extensive, dense root systems (e.g., clover) that physically impede fruit fly larvae. Landscape fabric has been shown to prevent larval burrowing and emergence of adults from pupae in the soil (Fig. 10). Mulches of other dense materials may also interfere with their life cycle. Page 5 Sanitation Maintaining a "clean" orchard wherein the fruit fly population is kept at low levels from one year to the next is important because high populations are more difficult to control, even with insecticides. In years when the crop is not harvested or not all fruit is removed from trees, fruit fly populations can increase and cause greater pest pressure the following year. Therefore, it is important to remove dropped fruit from the orchard floor as they may contain larvae. In addition, remove any nearby abandoned or wild cherry trees to prevent them from serving as unmanaged hosts that contribute to the local fruit fly population. Biological Control There are some natural enemies that will attack fruit fly life stages, such as parasitic wasps that lay eggs on larvae within fruit, but control has not been shown to be significant. Birds and rodents take a larger toll on fruit fly larvae, but they generally also consume the fruit and so 1 2 Image courtesy of Shawn Steffan, Utah State University Extension 3 Images courtesy of Washington State University Extension Images courtesy of Diane Alston, Utah State Universtiy Extension Precautionary Statement: All pesticides have benefits and risks, however following the label will maximize the benefits and reduce risks. Pay attention to the directions for use and follow precautionary statements. Pesticide labels are considered legal documents containing instructions and limitations. Inconsistent use of the product or disregarding the label is a violation of both federal and state laws. The pesticide applicator is legally responsible for proper use. Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions. USU employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person otherwise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USU-sponsored events and activities. This publication is issued in furtherance of Cooperative Extension work. Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Noelle Cockett, Vice President for Extension and Agriculture, Utah State University. Fact Sheet Series: Insects - Tree Fruit and Small Fruit UPPDL, 5305 Old Main Hill, Logan UT 84322-5305 T: 435.797.2435 F: 435.797.8197 www.utah pests.usu.edu Page are not considered beneficial. Chicken and other fowl have been shown to eat fruit fly larvae and pupae in the soil and may provide some benefit.	<urn:uuid:1d0f9308-3fbe-4039-b556-f18bd7a95cc5>	CC-MAIN-2024-10	https://pnwpestalert.net/uploads/WesternCherryFruitFly.pdf	2024-02-22T08:54:53+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00694.warc.gz	475,294,282	3,765	eng_Latn	eng_Latn	0.990165	eng_Latn	0.993149	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3292, 6133, 8610, 9096, 13317, 16360 ]	[ 2.46875 ]	2	0
AP® Psychology Scoring Guidelines Set 1 Question 1: Concept Application General Considerations 1. Answers must be cogent enough for the meaning to come through. Spelling and grammatical mistakes do not reduce a score, but spelling must be close enough so that the reader is convinced of the word. 2. A response can earn points only if the student clearly conveys what part of the question is being answered. It is possible to infer the part of the question being answered if it is consistent with the order of the question. 3. The response must apply the concept to the prompt. A definition alone will not earn the point, but a clear definition can support the application. 4. Examples provided in the Scoring Guidelines for each of the points are not to be considered exhaustive. 5. Within a point, a response will not be penalized for incorrect information unless it directly contradicts correct information that would have otherwise earned a point. For example, if a response applies a concept in two contradictory ways (such as identifying both the independent and dependent variables as the independent variable or describing proactive interference as interference from both older and newer information), the point is not earned. NOTE: In certain cases, a response will not score if it includes a correct answer among multiple incorrect answers related to the same general concept/theory (e.g., a response that describes the Big Five trait of conscientiousness as being diligent, trusting, highly emotional, outgoing, and intellectually curious). 6. Within a bulleted question part, if the response addresses details from a scenario other than the one in the prompt, the point is not earned. Part A Steve is in the kitchen happily making breakfast for his four children, who are all playing together in the living room. After hearing a loud crash, Steve becomes quite upset and rushes into the living room, where he sees a lamp shattered on the floor. The children are watching television, and no one is trying to clean up the lamp. Explain how each of the following relates to the scenario. Soundwave amplitude Response must indicate that relevant to the scenario, a loud sound is associated with high soundwaves, or a soft sound is associated with low soundwaves. Acceptable explanations include: * The height of the soundwaves that were created when the lamp crashed must have been very high because Steve referred to it as loud. * The sound of the lamp crashing was so loud because it had a high amplitude. * Steve did not hear the timer chime because it has low soundwaves, and he almost burned the eggs. Unacceptable explanations include: * The crash of the lamp had a high pitch. Procedural memory Response must indicate that Steve and/or the children remember how to physically do something in the scenario (e.g., making breakfast) without paying conscious attention (e.g., automatically, unconsciously, muscle memory, nondeclarative, well-practiced/learned) to doing so. Acceptable explanations include: * The children have set the breakfast table so much that they do it automatically. Unacceptable explanations include: * Steve remembered that the breakfast was cooking, so he had to go in and keep it from burning. * The kids know they are supposed to take out the plates and then open the cupboard to find juice glasses. * Steve remembers where the couch is located in the living room so that he does not trip on it as he walks toward the broken lamp. Diffusion of responsibility Response must indicate that the children do not attempt to clean up the broken lamp because they assume others are likely to do it. Acceptable explanations include: * The children are not cleaning up the lamp because they think someone else will do it. * The younger children assume the older children will clean up the lamp. Unacceptable explanations include: * The children don't clean up the lamp because they are not responsible for their actions. * The children are watching TV, so they don't clean up the lamp. * The children want to wait until their show is over before they clean up the lamp. * The dad thinks that all the children are responsible for cleaning up the lamp. Dispositional attribution Response must indicate that Steve and/or the children overestimated the internal factors influencing their own or someone else's behavior in the scenario. Acceptable explanations include: * Steve decided that his children were clumsy and irresponsible. * Steve concludes that he is a mean person for disciplining his children. Unacceptable explanations include: * Steve thought his children were probably just distracted by the TV when the lamp broke. Ghrelin Response must indicate that for someone in the scenario, ghrelin levels are high when they are hungry or low when they are not hungry. Acceptable explanations include: * While the children waited for breakfast, ghrelin caused feelings of hunger. * Steve was able to lower his ghrelin levels because he ate all the breakfast. Unacceptable explanations include: * The children's ghrelin levels were lower because they were hungry. 1 point 1 point Part B Instead of asking the children what happened, Steve immediately turns off the television and sends them all outside to rake the large amount of leaves in the backyard. Steve stays irritable for the rest of the day. Explain how each of the following relates to the scenario. Authoritarian parenting style Response must indicate that Steve is demonstrating a parenting style that includes high control, no discussion of expectations or consequences (one-way communication), or that focuses on obedience and discipline. Acceptable explanations include: * Steve's parenting style most closely fits authoritarian because he was quick to punish them for the mistake they made (breaking the lamp) by making them stop playing to rake leaves. * Steve was more interested in them following rules than understanding what happened. Unacceptable explanations include: * Steve explained to the children why he punished them. Steve's high level of the Big Five trait of neuroticism Response must indicate that an enduring characteristic of neuroticism (e.g., depression, negative feelings, anxiety) explains Steve's behavior in the scenario. Acceptable explanations include: * Steve remains irritable all day and doesn't seem to recover from this minor event, indicating a lack of stability and high level of neuroticism. * Steve experiences an extreme, negative emotional change throughout the scenario, showing that he is high in neuroticism. * Steve gets overly upset at the sound of the lamp breaking. Unacceptable explanations include: * There is evidence that Steve is high in neuroticism because he stays irritable the rest of the day. * Steve is neurotic about his kids and their safety. * Steve is unhappy that the lamp broke. 1 point Question 2: Research Design General Considerations 1. Answers must be cogent enough for the meaning to come through. Spelling and grammatical mistakes do not reduce a score, but spelling must be close enough so that the reader is convinced of the word. 2. A response can earn points only if the student clearly conveys what part of the question is being answered. It is possible to infer the part of the question being answered if it is consistent with the order of the question. 3. The response must apply the concept to the prompt. A definition alone will not earn the point, but a clear definition can support the application. 4. Examples provided in the Scoring Guidelines for each of the points are not to be considered exhaustive. 5. Within a point, a response will not be penalized for incorrect information unless it directly contradicts correct information that would have otherwise earned a point. For example, if a response applies a concept in two contradictory ways (such as identifying both the independent and dependent variables as the independent variable or describing proactive interference as interference from both older and newer information), the point is not earned. NOTE: In certain cases, a response will not score if it includes a correct answer among multiple incorrect answers related to the same general concept/theory (e.g., a response that describes the Big Five trait of conscientiousness as being diligent, trusting, highly emotional, outgoing, and intellectually curious). 6. Within a bulleted question part, if the response addresses details from a scenario other than the one in the prompt, the point is not earned. Michael is the regional manager for a car company and needs to give a presentation to the president of the company about how different management styles might relate to the total number of sales of the company's new electric car. He hires an industrial/organizational psychologist to study three stores, each in a different city. Each store's manager has their own distinct management style: * In Store B, the manager has a strict style (rigid and severe). * In Store A, the manager has a supportive style (open and warm). * In Store C, the manager, who is Michael's good friend, has a distant style (permissive and disengaged). The number of electric cars sold at each store over a five-month period is shown in the table. Explain why this study is not a true experiment. Response must indicate that this study is not an experiment because the researcher did NOT use random assignment. OR Response must indicate that the study did not include the manipulation of a variable. Acceptable explanations include: * The study is not a true experiment because the psychologist did not randomly assign participants to his groups. * The study used stores that already existed instead of manipulating an independent variable. * The independent variable was not manipulated by the researcher in this study. Unacceptable explanations include: * Michael didn't use random selection, so his study is not an experiment. Identify the implied dependent variable for the study if the study had been a true experiment. Response must indicate that the number of cars sold would be the dependent variable. Acceptable explanations include: * The DV would be the number of cars bought by customers. * The DV is cars sold. * The DV is sales. Unacceptable explanations include: * The DV would be the stores. * The DV is cars. * The DV is leadership style. Calculate the mean of Store B's sales. Response must indicate that the mean for Store B is 5. Acceptable explanations include: * The mean is five. Unacceptable explanations include: Responses that indicate any other number than 5 or other representation of the number five that is not English/Arabic numerals. * The mean is 12. 1 point 1 point Explain why the location of the store is a confounding variable in this study. Response must indicate that the location of the store is affecting the dependent variable in some specified way. Acceptable explanations include: * Each management style was also in a different city, and people in each city may have different tastes in items and will purchase things differently. * Cities with more people would most likely sell more units. * Store A is in a higher-income area, so more cars are sold there. Unacceptable explanations include: * The location of the stores was confounding because some people couldn't go to all the stores. * There may not be charging stations in some parts of the city where Store B is located. Explain how the halo effect could influence Michael's interpretation of the findings. Response must indicate that Michael's previous positive perception of Store C's manager will cause him to think more positively toward Store C's sales data than he otherwise would. Acceptable explanations include: * Michael's good feeling about the manager at Store C will make him think the data for that store are wrong. * Michael is good friends with the manager of Store C, so that causes him to make a positive evaluation of the store's performance. Unacceptable explanations include: * Michael views the manager positively, but the data lead him to think he may have chosen a bad manager. Explain why the hiring of an industrial/organizational psychologist was appropriate for this study. 1 point Response must indicate that I/O psychologists are interested in optimizing or improving performance OR solving problems in the workplace. Acceptable explanations include: * This study is about which management style leads to the most sales, so an I/O psychologist would be best to help solve this problem. * Michael wants to identify ways to improve managers' performance, and an I/O psychologist can help him with this goal. Unacceptable explanations include: * I/O psychologists study the workplace. 1 point Explain how Michael could use positive reinforcement to help him finish his presentation 1 point by the deadline. Response must indicate Michael could reward himself with something that he likes each time he works on his presentation to make it more likely that he will keep working. Acceptable explanations include: * Michael treats himself to a small piece of candy after he works for 20 minutes to encourage himself to keep working. Unacceptable explanations include: * Michael is positive with himself about finishing the report on time. * Michael treats himself to candy after working on his presentation. * Michael eats a piece of candy and then begins to work on his presentation. Total for question 2 7 points	<urn:uuid:c4e7982d-2aa8-4400-bd44-f7ca8aa550a3>	CC-MAIN-2024-10	https://apcentral.collegeboard.org/media/pdf/ap23-sg-psychology-set-1.pdf	2024-02-22T08:55:23+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00696.warc.gz	100,276,402	2,630	eng_Latn	eng_Latn	0.999082	eng_Latn	0.999313	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 40, 2102, 3487, 5148, 6899, 9283, 10758, 12800, 13526 ]	[ 2 ]	1	0
Peckham Townscape Heritage Initiative: Education Resource 2017 Peckham THI Education Resource: Contents Introduction to Resource Project Session Plans Peckham THI Project Examples Slide show Session Resources Session 1: Buildings Analysis Slide Show Likes/Dislikes Sorting Exercise Chronology Activity KS1 Chronology Activity KS 2 Session 2: Peckham THI Introduction Peckham Walkabout document I-Spy Detective Trail Emotional Map Peckham THI Special Study Buildings Peckham – The Grand Surrey Canal Session 3: Historic to Present Day maps of Peckham slide show Peckham Then and Now slide show Buildings Archive through the Ages Historic Costume and Transport Outlines Session 4: Peckham Timeline KS1 Peckham Timeline KS2 Timeline Photos KS1 Timeline Photos KS2 Peckham Drawing Activity Slide Shows (Landscape and Portrait) Peckham THI Study Buildings Model-making Brief Slide Show KS1 Study Building Elevations Peckham Project Brief KS2 Session 5: Peckham THI Historic Study Buildings KS1 Design Planning Sheet KS2 Peckham THI Education Resource: Introduction 2017 Peckham Townscape Heritage Initiative The Peckham Townscape Heritage Initiative (THI) is a Heritage Lottery (HLF) and Southwark Council funded regeneration project which aims to contribute to the regeneration of Peckham by part-funding the restoration and repairs to some of Peckham town centre's oldest and finest buildings and raising knowledge of and participation in local heritage. As well as providing grants to building owners for repairs and restoration, the scheme includes a programme of complementary community initiatives. Our Hut has designed a programme of creative heritage workshops to help local primary schools engage with the fascinating and rich architectural history of Peckham and has delivered the workshops for a Year 4 class at John Donne Primary School and Year 2 at St James the Great RC Primary School. Our Hut Our Hut has extensive experience of providing architecture and built environment projects to primary and secondary schools, community groups and the general public. Our Hut became a charity in 2011 and aims to equip future generations to get involved in and take responsibility for shaping positive sustainable environments. We inspire and educate through programmes of interactive workshops about architecture and the built environment. This work opens young people's eyes to the world around them, develops their sense of aspiration and links to all areas of the curriculum. Recent projects have focused on Brixton Town Centre and New Covent Garden Flower Market. For examples of our work see www.ourhut.co.uk Schools Resource This resource has been created by Our Hut to enable other schools in the local area to carry out a similar heritage project focused on the Peckham THI area. It consists of lesson plans and useful resources for the activities – where the resources are provided they have been included in the resources list for each session in bold. Examples of many of the outputs have been included in the Examples slide show. Suitability This scheme of work is most suitable for Key Stages 1 and 2 and within this age range can be adapted to suit the older or younger ends of the scale. As the students tend to work in teams it is sensible to arrange them into mixed attainment groups. In several sessions we have provided alternative activities and resources for younger and older children and these are marked as KS1 and KS2. Additional Educational Needs Provision We worked with children within each school with a range of special educational needs and employed modifications where necessary to enable all children to access and enjoy the project. In some cases the children worked with a one-to-one assistant carrying out the same tasks as the rest of the class, or a modified form of the tasks and in other cases the children were supported by the group structure and the openended nature of the majority of the activities. Teachers will know the specific needs of children in their class and can adapt activities as necessary. In working with children with additional educational needs on this project teachers can take the opportunities it affords to: * Promote 'active learning' e.g. modelling appropriate learning strategies: facilitating choice and risk taking in learning; making explicit links between out-of-school knowledge and school learning. * Promote participation and engagement e.g. facilitating collaborative learning and peer tutoring; engaging in 'real-life' problem solving, citizenship; access strategies for participation and engagement, forge community links * Respond to personalised learning styles and preferences e.g. visual / auditory /kinaesthetic modes of learning; Before Starting If you don't already know Peckham well we would suggest that it is a very good idea before starting the project to familiarise yourself with the area, especially Peckham High Street and Rye Lane. You could take the I-Spy trail from Session 2 and find all the details before taking the children out. The Peckham Walkabout resource shows good places to stop with groups of children and the Grand Surrey Canal document gives useful information if you are planning to do some work on that area. Scope and Timings The full scheme of work was delivered in six half-day sessions over half a term. Timings given are based on how long we spent on an activity and are just a guide to help you decide which parts you want to include and anything you prefer to leave out – the plans are very adaptable. However, we would say that it is very important, if you possibly can, to take the students to visit the area even if they feel that they know it well already. When they are really looking and drawing they see all sorts of things they never noticed before. Creative Outcomes We have included plans for the outputs we created, the Historic Peckham Building models at KS1 and the Station Kiosk design project at KS2 but it would be possible to use these ideas and scale back the outcomes using shoe boxes or simple card panels that could be displayed on the wall for the KS1 project or producing 2D designs for the KS2 project - whatever suits the budget and available adult resource. Exhibition/Display At the end of the project we would recommend showing the outcomes in a school display and ideally inviting parents, which will help to engage the whole school community with the local area and the regeneration work being carried out through the Peckham Townscape Heritage Initiative. Further Information For more information about: * Peckham THI project: http://peckhamheritage.org.uk/ * Our Hut www.ourhut.co.uk Peckham THI Project Plan Main Aims The overall aim of the workshops are to help pupils to engage with and learn about the historic architecture of the Peckham THI area, focusing particularly on specific identified buildings, as well as related heritage themes, while exploring their own creativity through the workshop outputs. Specific objectives are to: * increase the children's engagement with their local area * develop the children's understanding of Peckham's heritage including architecture * investigate changing aesthetics, building materials and methods; conservation/restoration * develop the children's understanding of change in their local town centre * provide inspiration for the children's own creative work National Curriculum Links Maths: Shape, pattern, symmetry, measurement Design and Technology: Introduction to architecture, design and 3D making Art: Pattern and colour, drawing Geography: Location, maps, cities History: Local area history focusing on the Peckham THI area, historic architectural styles Literacy: Presenting, speaking and listening; and stories Science: Structure, construction, materials 5 Peckham THI Project Plan: Session 1: Introduction, Architectural analysis, Street Construction Objectives Outcomes/Outputs Resources * to introduce the Peckham THI project * to increase understanding of architecture and the built environment * to build architectural vocabulary and understanding of historical styles * to start to evaluate the built environment * to practise making skills * Activities * Introduce project (10 minutes): working on architecture and the built environment. What is architecture? What buildings do you like/dislike? Discuss in pairs * Activity 1: Buildings Analysis (40minutes): Show first picture on Buildings Analysis slide show – Le Corbusier's Ronchamp chapel, and ask children to describe it: What do you think it is for? What is it made of? When might it have been built? How might you feel if you went inside? What adjectives would you use to describe it? Do you like it? Why/why not? What shapes can you see? etc * Establish that it is a church and then show second slide, the interior and ask What is this? Discuss * Explain to students that they will be working in groups to analyse a building from a picture and then they'll put them on the wall with comments around them for everyone to look at. All members of the group can write comments round the picture * Give each group a picture – Each group of 5/6 to have a different picture on an A3 sheet and pens * Groups analyse with help from adults and write comments around pictures * Each group to feed back main points about their building * Activity 2: Likes/Dislikes Sorting exercise (25 minutes) * Explain exercise: Show large piece of paper divided into two sections headed Like and Dislike and explain that each group of 3 will have a set of pictures of buildings to sort into those they like and those they dislike. The pictures will be the same for each group and will show buildings from Peckham THI area The groups will have 5 minutes to sort their pictures and then a further 10 minutes to write reasons for choice – if all members of the group don't agree they should go with the majority * Feedback: show each picture on board and ask for show of hands – like or dislike – discuss reasons or ask pairs of groups to feed back to each other and discuss reasons for differences * Activity 3: Chronology Activity (20 minutes) * Using the pictures from the Chronology Activity KS1 or KS2 the children work in the same teams of 3 to arrange * Introduction of project * Increasing architectural vocabulary * analysis and evaluation of architectural/built environment examples * Construction of shopping street from junk * Buildings Analysis Slide Show * Photos of interiors/exteriors stuck on large sheets of paper from Buildings Analysis Slide Show * Large Felt pens * 5XA2 sheets of paper divided into 2 sections – Like/Dislike * 10 sets of Likes/Dislikes Sorting Exercise buildings from Peckham High Street/Rye Lane for sorting into likes and dislikes * 10 sets of Chronology Activity photos for arranging in chronological order – there are two sets of pictures: KS1 and KS2 * Construction materials: Card and plastic packaging * Masking Tape * Felt pens * Paper * Scissors * Knives (adults only) * Pritt sticks the buildings in chronological order from oldest to most recent. Adults help with suggesting ways to find clues * Feedback: Discuss ways to find clues to which buildings are older – stick a set in correct order on to paper to display in classroom – children could annotate with comments about historic styles/building techniques etc Shopping Street Construction (30 minutes) * Introduce construction activity – we're going to build a shopping street from the junk the children have brought in – what shops will we have? * Explain that the children can work in pairs and groups of 3 to make buildings to create the street. They should fix the boxes and other packaging together with masking tape and draw on the windows, doors etc. They can stick on white paper and draw the shop windows and other elements of the shop fronts if they wish * When the models are done the children can create the street with them * Plenary: Look at the street and talk about what the different shops are, what the buildings could be made from in reality etc Peckham THI Project Plan Session 2: Visit to Peckham THI Objectives Outcomes/Outputs * to introduce children to the architecture of Peckham THI area * to encourage children to look at and analyse the different elements of the buildings in the Peckham THI area, through specific tasks * to collect drawn and photographic images of buildings in the THI area * to practise drawing skills Activities Introduction to Trip (30 minutes) * Show PTHI introduction Slide show with pictures of Peckham High St/Rye Lane: Where is this? * Explain what the Peckham Townscape Heritage Initiative project is – Southwark Council and Heritage Lottery Fund are providing money to regenerate some of the buildings in Peckham with the aim of improving the area. For more information see http://peckhamheritage.org.uk/ * Show map including school and Peckham THI area: Where are we? * Explain that we're going to visit the area of Peckham that we're studying and show route on map There are two alternative activities provided for the trip – we used the I-Spy with KS1 and the Emotional Map with KS2 but teachers can choose which is most suitable. You could do two trips and use both but we wouldn't recommend both at once. * I-Spy: Show I-Spy trail and explain that everyone will have a copy and they should look for the details shown which will be parts of buildings on the trip and then draw a line from the picture to the map to show where the detail is located on the route * Emotional Map: Show large copy of Emotional Map to children and explain that everyone will have a copy and they will have two coloured pencils – blue to colour the bits they like and red to colour the bits they think need improving as we walk along – demonstrate For all classes: * Explain that the children will also be divided into 6 architecture detective teams and each team will have a Peckham THI Special Study Building to record and analyse: Peckham Rye Station, Jones & Higgins, the Crackerjack shop (56-60 High Street), Peckham Library, Rye Lane Chapel and the Mighty Pound building (formerly C&A) – they should do drawings, concentrating on features such as windows, patterns, shapes, building materials and signage. They can also make notes about the building and take photos Children * visit and learn about the Peckham THI area * carry out specific tasks to analyse the architecture of PTHI * make drawings/take photos * Look at and discuss the local built environment Resources * Peckham Walkabout document – this is good for reference before going on visit * Peckham Grand Surrey Canal document – this is helpful if you are taking the class to the site of the canal * PTHI introduction Slide show * Map of the Peckham area * I-Spy Detective Trail * Peckham THI Special Study Buildings - one per group * Emotional Map * Clipboards * Blue/red pencils for Emotional Maps * Red pencils for I-Spy * Pencils * Drawing paper * Sharpeners/rubbers * Cameras/phones/iPads * Sharpie pens * Paper * Tell the children which detective team they're in and which adult(s) they'll be with - the adult for each team shows the children a picture of the building they will be recording * All children to be given clipboards with I-Spy or Emotional map and drawing paper to record their buildings * If possible all teams to have Ipads to photograph their building/other interesting elements Walk to THI area * On walk point out interesting buildings to children and talk about materials, shapes, symmetry as well as working on I-Spy or Emotional map. Explain to children how to fill in I-Spy or Emotional map Visit * Each team to walk through Peckham to their specific building with their designated adult and do their recording –drawings, photographs and notes * Collect in pre-arranged place and walk together to look at specific buildings in other THI area streets Back in classroom: * Ask children to discuss in their teams what they thought about the Peckham THI area and their building in particular now they have investigated and how they would describe it to someone who has never been there – ask them to write down their feelings about it and descriptions on paper on each table * Feedback POSSIBLE FURTHER WORK IN SCHOOL/HOMEWORK Children could either write a letter to the Peckham THI officer, or an article for a local paper, to explain what they thought about the area and their building in particular – what they like about Peckham, what they think needs improving, what was interesting about their building and how it could be improved Peckham THI Project Plan: Session 3: Historical analysis, Drawing activities Objectives Resources * to explore the history of Peckham Town Centre Outcomes/Outputs Children * to investigate buildings through drawing Activities Introduction (10 minutes) * Explain that we're going to be looking at the history of Peckham this session * Show maps through the ages from 1820 map to present day and ask how things have changed e.g. Peckham has grown from tiny rural hamlet to part of the city Then and Now Activity (30 minutes) * Show first slide on Peckham Then and Now slide show: 2 pictures of buildings from THI area – one present day and the other of the same place in the past on whiteboard– what do these pictures show? How are they different/similar? What do they tell us about the history of Peckham? * Explain that children are going to work in teams of 3 and each team will have two pictures – one from the present day and one from the past, again 'then and now' and they are going to work as detectives again to work out what has changed and what has stayed the same * When they find what has changed and what has stayed the same they should write the points around the pictures * Feedback showing Peckham Then and Now slide show on whiteboard Peckham Building Histories Archive (15 minutes) * Show table of research for the identified buildings and explain that we have found out for each building what type of shop was there and who ran the shop/lived there * Read some of the research and discuss the characters and occupations/trades: Who was the youngest person who lived at 56 Peckham High Street in 1881? What did he do? How many confectioners can you find? What is a confectioner? how did people travel around in 1881? what sort of clothes would they have worn? what games would the children play? Time Travel Postcards (60 Minutes) * Explain that we'd like children to choose two characters from one of the buildings living at different times and imagine that one of them is going to send a timetravel postcard to the other one. Alternatively the character could be sending the postcard to them. First we'd like everyone to draw the front of the postcard – it can be a picture of the house, the family or Peckham at that time * Give out postcards, Historic Costume and Transport Outlines, and coloured pencils for children to draw/collage front of postcard * Write back of postcard using writing frame for children who need more support Suggestions for Further work: See front page of Peckham Building Histories Archive. * engage in a range of activities to explore the history of Peckham * Historic to present day maps of Peckham slide show * Peckham Then and Now slide show * 10 Pairs of Peckham Then and Now pictures printed from slide show on A3 paper with space to write comments - one pair per group * Peckham Building Histories Archive document * Historic Costume and Transport Outlines * 30 blank postcards * Pencils * Pens * Coloured pencils Peckham THI Project Plan: Session 4: Timelines, Creative project Objectives For children Outcomes/Outputs Children * to create timeline for Peckham * to do at least one drawing activity * to be introduced to the final creative project Activities Introduction * Explain that we will be looking again at the history of Peckham and also starting our creative project Timeline (70 minutes) * Show an example of a timeline on whiteboard and explain that we're going to make a timeline for Peckham town centre * Children work in teams of 3/4 to create a timeline using the Peckham Timeline document and Timeline Photos and writing comments on their timeline strip * Feedback Drawing activities (60 minutes) * Explain that there are 4 different drawing activities and everyone can choose which and how many they'd like to do: * Drawing one 'House through the ages' at a particular time with the family who lived there in typical dress – children can look at pictures of typical dress from different times - use Archive through the ages from Session 3 as reference * Drawing a building in both the past and present and annotating differences - use 'Then and Now' pictures from Session 3 as reference * Drawing a building from past or present using carbon paper – carbon paper between drawing paper and photo to draw over – all taped together to avoid slippage * Choosing a particular feature from past or present – door, window, decoration - and doing a detailed pen or pencil drawing of it – use photos from Peckham Drawing Activity Slide shows (Landscape and Portrait) * Give out pictures of buildings and decorative features, drawing paper, carbon paper 'sandwiches' * Children do at least one option, more if they want to Creative Project Introduction (10 minutes) There are two alternative creative projects – one for KS1 and the other for KS2. They can be adapted and/or scaled back to suit time and budget constraints. As they are also dependent on a fairly high level of adult support it may be sensible to work on models with one or two groups while the rest of the class works on drawing activities or other independent work. KS1: Historic Peckham Building Models Prepare the cardboard frontages of the Study Buildings using the Study Building Templates. Print out at * create timeline for Peckham * create drawings of Peckham architecture past and present * are introduced to final creative project Resources * Example of Timeline on whiteboard * Peckham Timeline KS1 or KS2 - one per group * Timeline Photos KS1 or KS2 to populate timeline – one per group * Long sheets of paper to create timelines – strips of paper taped together work well * Pritt sticks * Felt tip pens * Scissors * Copies of pictures from Peckham Drawing Activity Slide shows (Landscape and Portrait) for copying * Drawing paper * Carbon paper sandwiches prepared in advance using pictures from slide show on drawing paper with carbon paper sandwiched between KS1 Creative Project * Peckham THI Study Buildings Modelmaking Brief Slide Show * Prepared cardboard frontages for models – prepare before session using printouts of Study Building Elevations KS2 Creative Project * Peckham Project Brief whatever size is possible – A1 works well but will need to be sent to a printers – and then stick onto a cardboard backing. This can be supported by tailor-made supports at the back or by cardboard boxes fixed to the back – see pictures in examples slide show * Show Peckham THI Study Buildings Model-making Brief Slide Show and explain that we're going to work in our groups of 5 to create models of our study buildings: Peckham Rye Station, Jones & Higgins, the Crackerjack shop (56-60 High Street), Peckham Library, Rye Lane Chapel and the Mighty Pound building (formerly C&A) and show * Recap on what we know about the buildings and discuss when they were built * Explain that we're going to make the models to show how the buildings were when they were built * Show prepared cardboard frontages for each of the buildings and explain that we need to colour/collage the front e.g. we used oil pastels for the Crackerjack building and collage and coloured pens for the library). At the back will be rooms/floors to be filled with furniture and people from the right period – show people/furniture from the right period for one building KS2: Design Project Introduction: Peckham Heritage Information Kiosk Design Project Introduction (10 minutes) * Explain that over the rest of the project we are going to be architects – What do architects do? Who pays for the building? Introduce 'client' and explain that our (hypothetical) client is the council who want a new building and that they've given us a brief What is a brief? * Show the Project Brief and explain that the Council would like a small building in the new forecourt to Peckham Rye Station which will be an information centre for Peckham Past, Present and Future. Each group should take inspiration from one or more of the Peckham buildings they have studied in their design Peckham THI Project Plan: Session 5: Model-making Objectives Outcomes/Outputs For children * to represent ideas for heritage information kiosks as models Children * begin to make models Activities KS1: Historic Peckham Building Models Introduction (15 minutes) * Remind children that we're going to be making the models of the special buildings today and that they'll be as they were when they were built * Show buildings and dates again and tell each table which building they'll be working on * Show prepared cardboard fronts again with façade of each building stuck on Creating models (1 hour, 40 minutes) * Each team to start work with an adult – divide up jobs – i.e. 2 to work on collaging, 2 to start putting together the rear of the building, and 1 to start making people/furniture/transport appropriate to the date. All move round to do other jobs * Help children to work on models Plenary (10 minutes) * Feedback on where the teams have got to – show some examples that are working particularly well and ask groups to discuss what they need to do next KS2: Design Project Introduction (20 minutes) * Remind children of the brief for the design project * They will need to plan their design, but first show them a slide show of inspiring buildings including small kiosk buildings * Ask children to sit in their design teams Planning (30 minutes) * Ask children to discuss ideas for their building including how they will make it interesting as well as practical * Tell children we are looking for good group work What do you need to do to work well in a group? * Explain and give out design planning sheets and ask children to put down ideas. Remind children that when architects design buildings they need to show their ideas as drawings and models: What is a model? Why do we need it? Show example if possible and explain that models are 3-D and are made of materials that look like the materials the building will be made of * Help children to plan their designs Model-Making (65 minutes) * Explain that we'll be making models to represent our designs for the rest of this session and next session Resources KS1 * Peckham THI Historic Study Buildings printed from slide show * Prepared cardboard frontages for models using Study building elevations stuck on card * Examples of period dress and transport through the ages drawings from Session 3 * Boxes for the backs of buildings * Card to stick figures/transport on * Collage materials: Card, tissue, fabric, cellophane for buildings and people * Oil pastels * Colouring pencils * Felt pens * Scissors * Glue guns * Pritt sticks * Sharp knives (adults) KS2: * Slide show show a selection of images of small buildings including examples from other cultures and times * Project Brief X10 * Design planning sheet X10 * Model making materials including baseboards, dowels, card, cellophane etc * Card for scale figures for models * Glue guns (adults) * Hacksaws (adults) * Double-sided tape * Knives (adults) * Pritt sticks * Scissors * Felt tip pens * Demonstrate model making techniques ie how to mark up, score and cut card. Watercolour paper/thin card can be painted, folded, cut to size, fold over edges to make tabs to sick down. * Set out ground rules and explain where everything is. * Introduce idea of scale and show children scale figure. Ask them to use these to get an idea of how big things should be on the model Model-making * Before starting ask children to look at their collages/design planning sheets and decide how they'll make the model and what they'll need * Give out bases * Groups work on models with support from adults Plenary (10 minutes): * Ask groups to show and explain ideas and say what they'll need to do next time Peckham THI Project Plan: Session 6: Finishing Models Objectives Outcomes/Outputs For children: * to finish models * to present models to class Children * finish models * present models Activities KS1: Historic Peckham Building Models Finishing models (1 hour) * Explain that we're going to finish the models and create a base for them to sit on – what would be on the base? * Finish decorating the front Adults to stick boxes to back to hold up the buildings and bases underneath using glue guns or double-sided tape * Discuss road surface for time of building each * Stick transport and people in front of buildings and people/furniture in the 'rooms' (created by the open boxes) at the back Information boards (45 minutes) * Explain that we also want to create information boards for each building using the information, photos and drawings we've collected * Start by sticking a picture of the building as it is now on a card sheet and then neatly writing the information we've collected around it and drawing details to place around it Presentation (20 minutes) Lay out models and bases and put information beside it – each group to present their work to the class. Discuss the different styles of the buildings and what they tell us about the heritage of Peckham KS2: Design Project Finishing models (90 minutes) * Explain that we're going to finish the models today and present them to the class * Teams finish models Presentation (40 minutes) * Each team presents their work and ideas to the class – how the kiosk will help people to learn about the heritage of Peckham and reasons for design choices Resources KS1 * Models * Peckham THI Historic Study Buildings printed from slide show * Cardboard for bases * Examples of period dress and transport through the ages drawings from Session 3 * Boxes for the backs of buildings * Card to stick figures/transport on * Collage materials: Card, tissue, fabric, cellophane for buildings and people * Oil pastels * Colouring pencils * Felt pens * A4 paper * Pens * Pencils * Scissors * A2 sheets of card for information boards * Coloured cards for information to be written on * Drawing paper for details * Glue guns * Pritt sticks * Sharp knives (adults) KS2 * Design Planning sheets * Model making materials including dowels, card, cellophane etc * Models in progress * Card for scale figures for models * Glue guns (adults) * Hacksaws (adults) * Double-sided tape * Knives (adults) * Pritt sticks * Scissors * Felt tip pens	<urn:uuid:0f943ccb-7492-4d23-9241-9da35bed1c4b>	CC-MAIN-2024-10	https://peckhamheritage.org.uk/wp-content/uploads/2017/10/I-1_Introduction_to_the_education_resource_2017.pdf	2024-02-22T07:26:41+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473735.7/warc/CC-MAIN-20240222061937-20240222091937-00694.warc.gz	465,098,395	6,677	eng_Latn	eng_Latn	0.934548	eng_Latn	0.998224	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 63, 1049, 4379, 6698, 7853, 11079, 12124, 15098, 16653, 19638, 22831, 24673, 27719, 28426, 30932 ]	[ 4.375, 4.21875 ]	2	1
Exclusions – Frequently Asked Questions What is an internal exclusion? This is an internal process within the school and is used when the objective is to remove the pupil from class, not from the school site, for disciplinary reasons. It may be a formal process within the school but is not a legal exclusion, so exclusions legislation and guidance does not apply. There is no statutory maximum period for internal exclusion but, if a school is regularly using internal exclusions, it should look at the pupil's learning and behaviour needs. What is a fixed period exclusion? A fixed period exclusion is one of the sanctions a school can give if a child does something that is against the school's behaviour policy. This means that your child is not allowed on the school site for a precise period of time. This can be for as little as half a school day up to a maximum of 45 days in any one school year. A date will be set by the school for a return to the school. Whilst a pupil has a fixed term exclusion, they should not return to the school premises, nor should they be in a public place during school hours. What is a permanent exclusion? A permanent exclusion is the most serious sanction a school can give if a child does something that is against the school's behaviour policy. This means that the child is no longer allowed to attend the school and their name will be removed from the school roll. Permanent exclusion should only be used as a last resort. Head teachers will usually only permanently exclude after a series of interventions to support the pupil. However, there may be exceptional circumstances where one instance leads to a permanent exclusion. What is a Supported Transfer? Previously known as a managed move, this is a transfer to another school as an alternative to permanent exclusion. This should only be done with the full knowledge and consent of all parties involved, including the parents, the LA and any other relevant professionals and when all available strategies have been explored. This is to enable the pupil to make a fresh start in a new school and may include a placement at an Extended Learning Centre. What is a school behaviour policy? Every school has a behaviour policy, which lists the rules of conduct for pupils during the school day as well as before and after school. The policy should also say what the school does to prevent bullying. You can ask the school for a copy of the policy or it may be available to download from the school's website. Can my child be excluded for behaviour outside of school? Yes, a pupil's behaviour outside of school can be considered as grounds for exclusion. However, this should be in line with the school's behaviour policy. Commonly, this will include behaviour on school trips, behaviour when in uniform or on the way to and from school, and behaviour which may bring the school into disrepute. Can my child be excluded at lunchtime? Yes, a pupil may be excluded from the school premises at lunchtime. Pupils whose behaviour at lunchtime is disruptive may be excluded for the lunchtime period. Lunchtime exclusions are counted as half of a school day. Can my child just be sent home to "cool off"? No, it is unlawful just to send a child home to "cool off" even if parents or carers agree. All exclusions must follow the correct procedure and be recorded as exclusions; any exclusion of a pupil, even for short periods of time, must be formally recorded. My child is in sixth form. Can he/she be excluded? Pupils over compulsory school age are able to be excluded, but this must be for behavioural reasons. This does not apply to sixth form colleges, who set their own exclusion policies. Does the school have to supply work for my child while they are excluded? Even though your child is not allowed on the school premises, they still should be receiving education. Schools should take reasonable steps to set and mark work for the first 5 days of any exclusion. If no work has been sent home, contact the school and ask for some. Many schools have work available to pupils on the school's website. Any work set should be accessible and achievable to pupils outside school. During the first 5 days of an exclusion, you are responsible for your child's whereabouts; you must make sure they are not in a public place during school hours. You may receive a penalty notice if your child is present in a public place during school hours without reasonable justification. What happens if my child has been excluded for more than 5 days? If your child has been excluded for more than 5 days, the school has a duty to provide suitable fulltime alternative education no later than day 6 of the exclusion. What happens when my child goes back to school? Schools no longer have to hold reintegration meetings for pupils; however, guidance does state that schools should have a strategy for reintegrating excluded pupils. If you haven't been offered a meeting, you may wish to ask for one, particularly if your child has SEN or the exclusion is part of a wider pattern of poor behaviour. My child has been excluded on a number of occasions; can the school do anything else to help prevent further exclusions? Some children's behaviour in school may be affected by things going on outside school. Guidance recommends that children with persistent disruptive behaviour be given a multidisciplinary assessment. This might pick up SEN, mental health issues or family problems. Such an assessment can be done under the Common Assessment Framework (CAF). The CAF is entirely voluntary and you do not have to agree if you do not want to. As a parent, you can request a CAF yourself. Ask any professional who is working with your child about the CAF process. Pupils with emotional behavioural difficulties who have multiple exclusions may require a statutory assessment. My child is being sent to another school to improve their behaviour. Can the school do this? Yes, maintained schools (not academies) have the power to direct a pupil to off-site provision in order to improve their behaviour. Parents must be given clear information about the placement: why, when, where, and how it will be reviewed. Pupils at academies may be educated off-site if parents agree. 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Maple Syrup Quick Facts maple syrup Famous food: Often made in: Tapped from: Eaten with: Pre-Reading A. Warm-Up Questions 1. Do you like to eat maple syrup? Why or why not? 2. What do you typically eat with maple syrup? 3. How is maple syrup made? 4. Who were the first people to enjoy maple syrup? 5. Have you every tried any flavoured maple syrup, such as blueberry? Did you like it? B. Vocabulary Preview Match the words on the left with the correct meanings on the right. a) a sticky, sweet substance inside the trunk of a tree b) the main wood stem of a tree c) substances that help protect the body's cells from oxygen damage d) a carbohydrate found in roots, seeds, and stems e) to have the necessary tools f) not the real thing g) long hollow hoses for transporting liquid h) to remove a substance from a liquid i) a machine that turns liquid into vapour j) a tiny grain of a substance such as sand k) the feel of a substance l) physical force placed on an object sap 1. starch 2. trunk pressure 4. be equipped with 5. tubing 6. evaporator 7. filter 8. granule 9. texture 10. antioxidant 11. imitation 12. 3. 1 Reading 1. One thing Canada is famous for is maple syrup. About 75% of the world's maple syrup is produced in Quebec. Maple syrup is made from the sap of a variety of maple trees. Sap was discovered long ago by native people in North America. 2. Sap comes from starch that lives in the trunks of trees. It is gathered in springtime when the nights are still cool and the days are warm. At this time of year, water from the soil enters the maple tree. Warm air creates pressure, causing the water to travel back down the trunk of the tree. This pressure causes the release of the sticky sap. 3. Traditionally, buckets were used to collect the sap. These days, maple trees are equipped with special tubing. The sugaring season is usually in March and April. If done correctly, tapping does not hurt the tree. 4. The next step is to transfer the sap to the sugarhouse. Here the sap is boiled down into syrup. Special evaporators are used to remove large amounts of water. Before the syrup is bottled, it is filtered. Granules called "sugar sand" are removed to improve the taste and texture. 5. When trees are tapped at the beginning of the harvest season, the sap is light and sweet. This is called grade A syrup. Later in the season, the sap becomes darker and heavier. Grade B syrup has a stronger maple flavour. People typically eat syrup with pancakes, french toast, and waffles. Maple syrup is also used to flavour fish, meat, salads, and ice cream. 6. Pure maple syrup is a natural sweetener. Does that mean it's good for you? Yes! Maple syrup contains antioxidants. Table syrups that you buy in a store are often imitation maple syrup. These syrups are full of colours and additives, and may contain 0–5% pure maple syrup. If you're looking for health benefits, be sure to check the labels! "We elves try to stick to the four main food groups: candy, candy canes, candy corns, and syrup." —Buddy the Elf 2 Comprehension A. True, False, or Not Mentioned? Read the statements below. Write T if the statement is true. Write F if the statement is false and correct the information. Write NM if the fact is not mentioned. 1. The majority of the world's maple syrup production takes place in Quebec. 2. Maple syrup is harvested in the winter. 3. You can kill a maple tree if you tap it too early. 4. Grade B syrup is lighter and sweeter than Grade A syrup. 5. Imitation maple syrup is high in antioxidants. Vocabulary Review Choose seven bolded words from the text. Using this vocabulary, write a summary of the syrup-making process in your own words. Use your notebook if you need more room. 3 Maple Syrup Famous Things B. Timeline Place the following in chronological order (1–9). One item is not mentioned in the reading. Place a star beside it and guess where it belongs. The sap is collected in buckets or tubing. The syrup is filtered and bottled. Labels are placed on the bottles. Warm air causes the water to travel back down the trunk. People buy the syrup for their pancakes or waffles. The pressure brings sap out with the water. The sap is boiled in the sugarhouse. Water is removed from the sap. Water from the soil enters a maple tree. Pancake Recipe A. Verbs B. Recipe Write some verbs that you often see in recipes. * • • • • • • • • • • Write out the steps for making pancakes, waffles, or french toast. (Look up a recipe and rewrite it in your own words if you don't know how.) What are some alternative toppings to maple syrup that you could use with your recipe? How to Make : Discussion 1. What did the reading NOT mention about maple syrup? 2. What ingredients or foods is your country famous for? 3. What other types of foods or materials are "graded"? 4. Do you prefer sweet, sour, or salty food? What are your favourites of each? 5. What other types of foods have "imitation" varieties? 4 Pair Activity FIELD TRIP TO THE SUGAR BUSH Imagine one of you works as a guide in a sugar bush (which is an area with many maple trees). The other person is a teacher. The teacher is going to bring her elementary school students to the sugar bush for a field trip tomorrow. Create a dialogue between these two people. What questions would the teacher have? What instructions would the guide have? Share your dialogue with the class. You can also try recording your dialogue. Listen to your pronunciation, and share your recordings with your friends, family, and ESL Library! Teacher: Guide: Teacher: Guide: Teacher: Guide: Teacher: Guide: Teacher: Guide: How many words from the vocabulary list did you include in your interview? Maple Syrup Famous Things 5	<urn:uuid:5abf3b56-47e8-45ed-adf5-5d5b96859c70>	CC-MAIN-2024-18	https://www.itum.qc.ca/wp-content/uploads/2020/04/82_Maple-Syrup_Can_Student.pdf	2024-04-13T15:48:05+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00093.warc.gz	785,224,713	1,384	eng_Latn	eng_Latn	0.998346	eng_Latn	0.998901	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1155, 3069, 4336, 5010, 5786 ]	[ 4.59375 ]	2	0
PLANTING INSTRUCTIONS Thank you for your order. Please read this before opening the plastic seal around the roots. HANDLING YOUR TREES Your bare root trees have been carefully spring dug, packed in a moist medium, and sealed to prevent drying of the roots. Since the trees are still dormant, they are not using much moisture, therefore a small amount of moisture is sufficient. This allows them to remain healthy during shipping. As soon as you open your parcel of trees wet the roots fully with a hose spray or sprinkling can and place under a roomy wet blanket, or covering, so the trees can easily be separated for planting. Plant the trees immediately. Tree roots must not be exposed to below freezing temperatures, bright sunlight, drying air or wind. Even short periods of exposure can kill roots. If the trees cannot be planted as soon as they arrive, gently sprinkle the roots with water, seal them up again and do not let the roots dry. Store the trees at above freezing temperature but below 10 degrees C (50 degrees F). Alternatively, they can be removed from the bags and heeled into light soil on the north side of a building until ready to plant. CONSIDER YOUR PLANTING SITE Choose a site with good drainage in a sandy loam or clay loam area. Most nut trees will not grow well in poorly drained soil. Level soil with a slow run off is not recommended. If sites like this are all you have, plant the trees on raised planting sites. Make a square frame about 1 metre (three feet) wide using cedar 4 x 4's at the planting site & fill the area with topsoil. Plant the tree in the centre. This provides improved drainage & deepens the topsoil in the planting area. Commercial growers can improve drainage by adding field tiles, ditch between the rows of trees, or plough the land to make ridges with ditches between the ridges, then plant on the ridges which are the high points. Do not plant trees in low lying land or frost pockets. PLANTING BARE ROOT TREES While you dig the holes leave the tree roots sealed in your plastic bag in a sheltered location or under a wet blanket protected from winds. Open the plastic bags containing the trees and again sprinkle the roots with water. Wetting them this way will help keep the roots alive during the planting time, when the roots can be at the mercy of the wind and sun. Many a fine tree has perished waiting beside its planting hole while the planter was preparing the hole. 1. Dig the holes wider than needed for the trees. Before planting the tree, mix one handful of bone meal or superphosphate fertilizer (0-20-0) with the soil. (As an alternate to bone meal we recommend using Root Rescue with the first watering to help your new tree adjust to being transplanted, to keep it stronger, healthier, and more self-sufficient in the weeks and years ahead.) Do not include granular nitrogen fertilizers or animal manures as it may burn the roots. If you wish to, you may add liquid or water-soluble house plant type fertilizer when watering the trees every two weeks until mid-summer. If your soil pH is below 6.5, you should mix into the soil a handful of agricultural lime for all nut trees except chestnuts (lime the surrounding soil surface as well). A pH of 5.5 to 6.4 is fine for chestnuts. 2. Try the tree in the hole to be sure there is ample room for the roots. Spread out the roots and broaden the hole as needed so the roots can extend outward and downward. Do not cut off or bend roots to accommodate the hole. Do not dig a hole deeper than the tree needs. If the hole is dug too deep (with an auger for instance), the tree can settle with the soil leaving the tree too deep in the ground causing it to suffer and possibly die. 3. Plant the tree with the root crown just below the soil surface. The crown can be identified as the area where the stem broadens and becomes the root. Sometimes the crown is hard to identify, so then make the soil surface about 2 inches above the top lateral root. Our grafted trees have a visible seam (the graft) in the trunk approximately 6 inches above the crown. Be careful not to plant the graft below the ground level or the tree will smother from the inappropriate soil conditions. 4. Begin backfilling the soil, adjusting the tree height and the roots. Before much soil is added when you can still see the roots, drive a bamboo or fiberglass stake beside the tree to support it, and to prevent strong winds from causing mechanical injury to the roots. Planting the stake with the tree at this time will avoid root injury caused by driving in the stake later. Finish filling in the hole with granular soil, avoiding clumps, clods, and sods. Firm the soil gently with your feet. 5. Water the tree with a slow leaking pail of water to prevent the water from running away. If you are using Root Rescue you will mix it with the water. 6. Use mulch or Weed Pro Mats to help conserve moisture, encourage growth and control weeds. SUMMER CARE Three things need your attention during the first summer while your tree gets established. 1) Be sure to keep grass and weeds away from the trees. Competing weed and grass roots are almost toxic to a young struggling tree. A mulch or Weed Pro Mats help to keep the area clear. 2) Water the trees every 3-4 days giving each tree enough water to seep deeply through the roots 10-20 L (3-5 gallons). A pail of water with a several small holes and a rock in it to keep the empty pail from blowing away at the base of the tree is a good way to deeply water especially during drought. Keep an eye on the weather. If you get at least ½ inch of water in one rain, then you don't need to water them. Continue watering the trees until the hot weather is over around mid-September. 3) Monitor for pests such as aphids, caterpillars, and others that are causing damage to your trees. Losing too much leaf surface will make it difficult for your tree to photosynthesize. Spray if necessary. WINTER/SPRING PROTECTION (zones3-5) If you live in a zone where recommendations suggest that you protect your trees, hill up the trees 30 cm (1 ft) or more with soil to protect the graft from winter cold. The soil should cover at least 15 cm (6 inches) above the graft. The graft is the most sensitive part of the tree and should be protected for several years. If there is dieback, the tree portion below the ground is still safe and can re-sprout a new shoot above the graft. Even in warmer climates a tree shelter (eg. Plantra) will help to reduce the effect of winter wind and keep mice, rabbits, and deer away. Remove the tree shelter or soil protection as growth begins in the spring. PRUNING YOUR TREES It is unlikely that you will need to do any pruning in the planting year. However, with grafted trees it is especially important that you prune off the suckers that grow below the graft. You will need to do this several times during the summer and possibly for a few years to ensure growth of the grafted portion. Each spring carefully examine your tree. Early summer pruning is preferred over spring or winter pruning, particularly with members of the walnut family which tend to bleed sap during winter and spring. Prune your tree so there is only one leader. Straighten the tree, if necessary, using a tree stake. Always prune back to a branch. Do not leave stub that have no buds. Dead stub will interfere with the healing process. Hazelnuts will send up sprouts from below ground which are called suckers. Tree-form hazels are often preferred for harvesting the nuts, in this case you should prune the suckers back to the ground once or twice a year. Without pruning, your hazel it will take on a bush form instead, which is fine. In Europe up to 3 stems is preferred. Northern hazels may do better with several stems, especially in cold regions.	<urn:uuid:5a77c0ee-37c8-4e9d-87a8-236c495769ea>	CC-MAIN-2024-18	https://www.grimonut.com/shared/media/editor/file/PLANTING%20INSTRUCTIONS%202023.pdf	2024-04-13T16:35:24+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00091.warc.gz	755,604,229	1,713	eng_Latn	eng_Latn	0.998797	eng_Latn	0.998793	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3712, 7809 ]	[ 2.15625 ]	1	0
BRIGHT FUTURES HANDOUT PARENT 2 YEAR VISIT Here are some suggestions from Bright Futures experts that may be of value to your family. HOW YOUR FAMILY IS DOING - Take time for yourself and your partner. - Stay in touch with friends. - Make time for family activities. Spend time with each child. - Teach your child not to hit, bite, or hurt other people. Be a role model. - If you feel unsafe in your home or have been hurt by someone, let us know. Hotlines and community resources can also provide confidential help. - Don't smoke or use e-cigarettes. Keep your home and car smoke-free. Tobacco-free spaces keep children healthy. - Don't use alcohol or drugs. - Accept help from family and friends. - If you are worried about your living or food situation, reach out for help. Community agencies and programs such as WIC and SNAP can provide information and assistance. YOUR CHILD'S BEHAVIOR - Praise your child when he does what you ask him to do. - Listen to and respect your child. Expect others to as well. - Help your child talk about his feelings. - Watch how he responds to new people or situations. - Read, talk, sing, and explore together. These activities are the best ways to help toddlers learn. - Limit TV, tablet, or smartphone use to no more than 1 hour of high-quality programs each day. * ◦ It is better for toddlers to play than to watch TV. * ◦ Encourage your child to play for up to 60 minutes a day. - Avoid TV during meals. Talk together instead. TALKING AND YOUR CHILD - Use clear, simple language with your child. Don't use baby talk. - Talk slowly and remember that it may take a while for your child to respond. Your child should be able to follow simple instructions. - Read to your child every day. Your child may love hearing the same story over and over. - Talk about and describe pictures in books. - Talk about the things you see and hear when you are together. - Ask your child to point to things as you read. - Stop a story to let your child make an animal sound or finish a part of the story. TOILET TRAINING - Begin toilet training when your child is ready. Signs of being ready for toilet training include * ◦ Staying dry for 2 hours * ◦ Knowing if she is wet or dry * ◦ Can pull pants down and up * ◦ Wanting to learn * ◦ Can tell you if she is going to have a bowel movement - Plan for toilet breaks often. Children use the toilet as many as 10 times each day. - Teach your child to wash her hands after using the toilet. - Clean potty-chairs after every use. - Take the child to choose underwear when she feels ready to do so. Helpful Resources: National Domestic Violence Hotline: 800-799-7233 \| Smoking Quit Line: 800-784-8669 Information About Car Safety Seats: www.safercar.gov/parents \| Toll-free Auto Safety Hotline: 888-327-4236 American Academy of Pediatrics \| Bright Futures \| https://brightfutures.aap.org PAGE 1 of 2 Downloaded from https://patiented.solutions.aap.org on 01/18/2019 Terms of use: http://solutions.aap.org/ss/terms.aspx 2 YEAR VISIT—PARENT SAFETY - Make sure your child's car safety seat is rear facing until he reaches the highest weight or height allowed by the car safety seat's manufacturer. Once your child reaches these limits, it is time to switch the seat to the forwardfacing position. - Make sure the car safety seat is installed correctly in the back seat. The harness straps should be snug against your child's chest. - Children watch what you do. Everyone should wear a lap and shoulder seat belt in the car. - Never leave your child alone in your home or yard, especially near cars or machinery, without a responsible adult in charge. - When backing out of the garage or driving in the driveway, have another adult hold your child a safe distance away so he is not in the path of your car. - Have your child wear a helmet that fits properly when riding bikes and trikes. - If it is necessary to keep a gun in your home, store it unloaded and locked with the ammunition locked separately. Consistent with Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, 4th Edition For more information, go to https://brightfutures.aap.org. The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. Original handout included as part of the Bright Futures Tool and Resource Kit, 2nd Edition. Inclusion in this handout does not imply an endorsement by the American Academy of Pediatrics (AAP). The AAP is not responsible for the content of the resources mentioned in this handout. Web site addresses are as current as possible but may change at any time. The American Academy of Pediatrics (AAP) does not review or endorse any modifications made to this handout and in no event shall the AAP be liable for any such changes. © 2019 American Academy of Pediatrics. All rights reserved. Downloaded from https://patiented.solutions.aap.org on 01/18/2019 Terms of use: http://solutions.aap.org/ss/terms.aspx WHAT TO EXPECT AT YOUR CHILD'S 2½ YEAR VISIT We will talk about - Creating family routines - Supporting your talking child - - Getting along with other children - Getting ready for preschool - Keeping your child safe at home, outside, and in the car	<urn:uuid:02f25be5-68dd-46eb-9f35-0761e7ea6cc9>	CC-MAIN-2024-18	https://www.acfcaya.com/_files/ugd/85b44a_36f8547dce0f46b199c3ee5b7c8a2e3b.pdf	2024-04-13T16:43:32+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00090.warc.gz	600,472,626	1,227	eng_Latn	eng_Latn	0.997393	eng_Latn	0.99779	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3007, 5384 ]	[ 3.515625 ]	42	0
Here are some examples of Rare, Threatened and Endangered (RTE) species that are thought to exist within the forest estate. Should you observe anything resembling one of the species mentioned,(or anything you suspect to be RTE) please notify Southwood Export Ltd immediately. If necessary cease work in the immediate area in which the RTE species was encountered until the Company gives its instructions. Birds Mohua (Yellowhead) Nationally vulnerable Small, insect eating bird which lives only in forests of the South Island and Stewart Island. Male: 15cm, 30g, bright yellow head and underparts with black bill, eye and legs. Upper parts yellow brown. Female: 25g, similar to male but crown and nape shaded brown. Southern/Eastern Falcon Nationally vulnerable Found throughout much of NZ, but is classified as rare. Half the size of the harrier hawk. Piercing kekkek-kek call, rapid flight pattern. Male: 43cm, 300g Female: 47cm, 500g. Long-tailed cuckoo Naturally uncommon Long-tailed cuckoo are signficantly larger than a blackbird, and have a very long tail with dark brown bands. Usually detected by their long, drawn out screech or loud whistle which slurs upwards. It is most often heard rather than seen. 40cm, 125g Grey-blue duck with pink bill. Males give characteristic, hoarse whistle "whio", while females give a rattling "crack" call. Juveniles have a grey bill and lack chest plumage colouration 50-55cm, 900g (male) ; 770g (female). Weka are large, brown, flightless rails, approximately the size of a large chicken. Its territorial call is a loud 'coo-eet' which is repeated. This is used to monitor the species' presence and abundance. 50-60 cm, 430-1400g Kea Naturally uncommon Kea are large parrots with mainly olive-green plumage (except for a scarlet underwing). Their main call is a characteristic "keee-aa". 46cm, 900-110g (male); 700-900g (female). Bats Southern Long-Tailed Bat Nationally endangered Longtailed bats have short ears and the tail is linked by a membrane to the forelimbs. Both bats are smaller than a mouse and will fit into the palm of your hand. Fernbird Declining Fernbirds are little larger than sparrows, and are brown above and pale below, the body being strongly streaked and spotted dark brown. They are often seen rather than heard, the common call being a quick 'tchip'.18cm, 35g. Southern Short-Tailed Bat Nationally endangered Short-tailed bats have long ears and short thin tails Both bats are smaller than a mouse and will fit into the palm of your hand. Plants Coprosma wallii (Bloodwood) At risk (Declining) Densely leafy, bushy shrub or small tree, 2-5 m tall, with bright orange inner bark on older branches and trunk. Leaves are small, thick, and dark green on the surface. The fleshy fruits are dark red and are constricted between the two seeds, which are spherical, unlike in other species of New Zealand Coprosma. Kohuhu Nationally vulnerable A narrow shrub or small tree, typically reaching 4-5 m height but sometimes taller, with branchlets closely interlacing. On young plants, the leaves are narrow, to 2-3 cm, and often lobed or toothed. Adult leaves are smaller and rounded or heartshaped. Flowers occur in small clusters along the branchlets, and are pale yellow with red-tipped petals that curl back at the tips. Flowers develop into small capsules that split in half to reveal the sticky, black seeds. Melicytus flexuosus At risk (Declining) A shrub to 5 m tall, with interlaced, more or less leafless, grey-green, whiplike branches. Branchlet surfaces are covered in small, white pits. Leaves, if present, are linear, about 1-2 cm long, and may be slightly toothed. Flowers are small, (2-3 mm) yellow, and fragrant. Hector's Tree Daisy Nationally endangered Small, deciduous tree to 9 m tall, with a spreading canopy and thick, corky, furrowed bark. Young twigs are flattened but become round in cross section as they age. The opposite leaves are thin, pale green and roughly oval, 2-6 cm long, with furry undersides. Small, yellow, flowering heads occur in clusters and may appear in spring before plants are in leaf. Seeds are wind-dispersed in typical daisy fashion. Olearia fimbriata Nationally vulnerable Semi-deciduous shrub or small tree to 5-8 m, multi-stemmed or with a trunk to 50 cm diameter. Small, dull, oval, leaves have loose hairs underneath and are attached to branchlets that are square in cross section (roll between fingers). Scales surrounding the small flower heads have dense white hairs on their margins. Lizards Geckos have loose, soft skin with the tiny scales in the form of minute bumps. This gives the lizard a granulated, velvety appearance. Skinks have firm skin with tightly pressed scales that shine in the sun. Jewelled Gecko Otago Skink Southern Forest Gecko Southwood Export Ltd. PO Box 7010 Invercargill 9844 Ph: 03-218-2073 Takitimu Gecko Spotty Fleshy Tree Orchid At risk (Naturally uncommon) An epiphytic orchid, with stiff tufts of purple-spotted leaves attached to branches by a spreading network of whitish, aerial roots. Small, yellowish flowers are borne in clusters that hang below the foliage	<urn:uuid:1af88c02-f1f8-4668-ab41-bfaf0c966f5d>	CC-MAIN-2024-18	https://www.spfl.co.nz/uploads/1/4/0/6/14069905/rte_species_contractor_handout.pdf	2024-04-13T15:46:34+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00090.warc.gz	950,848,781	1,290	eng_Latn	eng_Latn	0.994837	eng_Latn	0.996651	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1467, 2547, 4206, 5194 ]	[ 2.234375 ]	1	0
You Can Never Be too Prepared for an Emergency By Lindsay Ferlito Nobody likes to think about the worst happening on their farm, but that doesn't mean you shouldn't take the time to prepare just in case. Whether it's a barn fire, a roof collapse, or a natural disaster, you need to have an emergency plan in place. The National FARM Program requires you to post an emergency contact sheet somewhere visible and accessible on the farm. This sheet should include the farm's physical address, as well as names and phone numbers for the farm owner, a neighbor who can help, and other important personnel (like the herd veterinarian, milk coop handler/representative, and feed dealer). The FARM Program also has a Comprehensive Emergency Action Plan Guidance sheet which provides valuable info on how to prepare for an emergency. Emergency preparedness plans should include: - Maps of the farmstead including the location of all barns, houses, manure pits, as well as the location of hazardous materials and the water and gas shut off - A list of all hazardous materials and chemicals on the farm and where they are located - A copy of the emergency contact sheet - Who is in charge for each type of emergency - Copies of insurance plans or contact info for insurance companies - A humane euthanasia plan in case animals need to be put down - A few local farmer neighbors that could help move or house cattle if they need to leave the site In addition to your written plan, to prepare for an emergency, your farm should also have: - back-up power and fuel sources - alarms (smoke and carbon monoxide) and fire extinguishers - 2-3 days of water supply and feed for the animals - the proper insurance for your buildings, equipment, and animals - exits that are clearly marked in all buildings To go one step further, you should invite your local fire departments and first responders to come out to your farm. Give them a tour, identify any possible hazards, and outline your emergency plan. Remember that a lot of first responders have never set foot on a farm or worked with large animals, so they may not know what to do with a bunch of loose cows during a disaster. You can also take action to prevent certain emergencies from happening, including: - properly train all employees on the emergency plan - conduct regular fire and emergency drills - regularly check all alarms and extinguishers to make sure they work - repair structural damage to buildings (roofs, support beams, etc) in a timely manner - remove heavy snow loads from rooves when necessary - use LED lightbulbs or have covers to protect them - no smoking in or near barns or feed storage - don't use heaters or heat lamps in the barn, and if you do, watch them closely - limit the use of extension cords For more information or resources, contact your local first responders or check out the National Fire Protection Association website (www.nfpa.org/farms) and the National Farm website (http://www.nationaldairyfarm.com/resource-library).	<urn:uuid:81c3c8b9-a009-4ba8-8654-230aff7bd53a>	CC-MAIN-2024-18	https://nydairyadmin.cce.cornell.edu/uploads/doc_620.pdf	2024-04-13T16:26:56+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00090.warc.gz	417,167,822	633	eng_Latn	eng_Latn	0.969964	eng_Latn	0.997591	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2741, 3015 ]	[ 2.53125 ]	1	1
Eastcote House Gardens Wildlife Images Trail All the wildlife shown on the plaques can be seen in and around the Eastcote House Gardens, Long Meadow and the River Pinn and its backwater. There are 10 plaques – see if you can find them all and make a collection of wildlife rubbings. You will need paper and pencils or crayons to take the rubbings. Begin the Wildlife Images Trail at the start of the boardwalk opposite the Dovecote to find the Great Spotted Woodpecker post. These birds live in the park and Long Meadow: they can be heard drumming against dead branches to proclaim their territory and attract a mate. Now walk left around the edge of the play area to find the Grey Squirrel post. Grey squirrels scamper across the grass and up and down trees gathering nuts and seeds to feed on. Cross over to the river just below the dipping platform to find the Heron post. Sometimes herons can be seen in the river and backwater searching for fish and frogs. Next comes the Bat post, which is near the bridge. Bats fly at night, using sonar to track down moths to eat. They swoop over the water where many insects gather. Walk across the Sheila Liberty Bridge, turn right and look for the Moth post near the large Celandine Route board. There are many moths flying at night among the trees and over the grassland. Some, such as the Burnet moth, fly during the daytime. Continue along the river bank: in the horse chestnut copse on your left, look for the Speckled Wood Butterfly post. These butterflies love the dappled shade of the woodland edge, and flutter between the trees. They are very common and widespread in the meadow. Continue upstream, just before the backwater to find the Dragonfly post. Dragonflies and their smaller damselfly cousins breed in the backwater and disperse around the meadow to hunt for smaller insects to eat. Further upstream, you will find the Tadpole post. Frogs spawn in the backwater in late winter and early spring. Frogspawn soon hatches to produce tadpoles. The few tadpoles that avoid being eaten then become frogs and leave the backwater. In the middle of the meadow, you will find the Oak Leaf post. The majestic solitary oak tree nearby is one of several veteran trees growing in the park and in Long Meadow. Oaks support all sorts of other wildlife – look out for acorns in the autumn. From the oak tree, walk towards the woody area in front of the road to find the Cowslip post, the last post on the trail. Here a few cowslips grow in the meadow grassland: in spring their flowers are a delicate yellow colour. We hope you enjoyed this Wildlife Images Trail. Please do not drop litter - take this leaflet home and recycle it. Friends of Eastcote House Gardens March 2018	<urn:uuid:8a234ac2-99c6-4c66-942a-7eed1678bae9>	CC-MAIN-2024-18	https://www.eastcotehousegardens.org.uk/data/leaflets-pdfs/08.pdf	2024-04-13T14:57:30+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00092.warc.gz	689,022,206	624	eng_Latn	eng_Latn	0.997983	eng_Latn	0.998287	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1257, 2749 ]	[ 2.609375 ]	1	2
Safe administration of insulin COMPETENCY BOOKLET Trainee Name: _______________________ Date of training: ______________________ TAMESIDE AND GLOSSOP INTEGRATED CARE NHS FT What is Diabetes? What is diabetes? Diabetes is a condition where the amount of glucose in the blood is too high because the body can't produce insulin, doesn't produce enough or where the insulin doesn't work properly. Insulin is a hormone produced by the pancreas that helps the body to use glucose in the blood to give energy. It acts as the 'key' that 'unlocks' the body's cells to let glucose in, which is then converted to energy. Glucose comes from the digestion of starchy foods, fruit, some dairy products, sugar and other sweet foods, and from the liver, which produces glucose. There are two main types of diabetes, Type 1 and Type 2 Risk Factors Type 1 diabetes No one is quite sure why insulin-producing cells in the pancreas of people with Type 1 diabetes become destroyed. The most likely cause is due to an autoimmune response. This may be triggered by a viral or other infection. Type 2 diabetes There are certain risk factors that increase the chance of a person developing Type 2 diabetes. Age The risk of developing Type 2 diabetes increases with age. This is particularly true for those over the age of 40. However, it can appear at an earlier age in people from a Black African, African Caribbean or South Asian background, generally 10 years earlier than people from White background. Family history A person is at increased risk of Type 2 diabetes if they have a close family member (parent or sibling) with diabetes. Though the genetic aspects of Type 2 diabetes are complex, on average people with diabetes in the family are two to six times more likely to have diabetes than those without diabetes in the family. Ethnicity Research suggests that people from South Asian and Black communities are two to four times more likely to develop Type 2 diabetes than those from Caucasian backgrounds. Weight Not all people with diabetes are overweight, but being overweight or obese increases the risk of developing Type 2 diabetes. It is the most potent risk factor for Type 2 diabetes. Waist circumference An increased waist circumference is associated with an increased risk of Type 2 diabetes. Risk is increased in: Women who have a waist measurement over 80cm (31.5 inches) Men who have a waist measurement over 94cm (37 inches) or over 90cm (35 inches) for South Asian men High blood pressure / history of heart attack or stroke If a person has ever had high blood pressure, a heart attack or a stroke then they are at increased risk of Type 2 diabetes. Symptoms The common symptoms of diabetes are: Feeling tired during the day, particularly after meals (fatigue) Often feeling hungry, particularly if you feel hungry shortly after eating (polyphagia) Urinating more often than normal, particular needing to do so during the night (polyuria) Feeling abnormally thirsty (polydipsia) Blurred vision Itching of the skin, particularly itchiness around the genitals (genital itchiness) Slow healing of cuts or wounds Having regular yeast infections (thrush) Having a skin disorder such as psoriasis or acanthosis nigricans Sudden weight loss or loss of muscle mass. Testing you blood glucose levels You'll need these things to do the test: * a blood testing monitor * a finger prick device * test strips * a sharps bin, so you can throw the needles away safely * a diary to record your blood glucose levels * liquid control solution Wash your hands with soap and warm water. Don't use wet wipes as the glycerine in them can affect the test result. Make sure your hands are warm so it's easier to get blood and won't hurt as much. Take a test strip and slot it into the monitor to turn it on. Remove the cap from your finger prick device. Choose which finger to prick but avoid your thumb or index finger. Don't prick the middle, or too close to a nail. Place the device against the side of your finger and press the clicker. Use a different finger each time and a different area. Take your monitor with the test strip and hold it against the drop of blood. It'll tell you if the test strip is filled, usually by beeping. Before you look at your reading, check your finger. Use a tissue to stop bleeding. By this time, your meter will probably show the result. You can use the same tissue to take out the test strip and throw that away too. Taking out the strip will usually turn the monitor off. Dispose of your test strip and finger prick device into your sharps bin The optimal range for blood glucose is between 4 and 7 mmol/L some people may run higher; it is down to your Diabetic Nurse or GP to determine what is an acceptable range for you. Record your results in your diary. If your blood glucose is stable, it is recommended that you send a copy of the results to your Diabetic Nurse or GP once a month. You can send them more frequently if your levels are not stable. It's crucial for people with diabetes to possess accurate information about their blood sugar levels. If there's something wrong with the monitor or the test strips, you will receive inaccurate blood glucose readings. A control solution is necessary to gauge the accuracy of the test strip and monitor. The diabetic control solution is a chemical solution resembling sugar water, the solution contains glucose, when it's placed on a test strip, it will react to it and the monitor will take a reading. Using the control solution is similar to how you use it to get your blood glucose level. Place the strip in the monitor, place a drop of control solution onto the test strip as you would apply a drop of blood, this will then give you a reading which should fall between a specified range. If it is outside this range then there is a problem with your monitor or test strips, further investigation is needed to determine the source of the problem. You should carry out this test every time you open a new box of strips, if you drop your monitor, or if you get unusually high or low readings. Hypoglycaemia What is hypoglycaemia? Hypoglycaemia occurs when the level of glucose present in the blood falls below a set point: Below 4 mmol/L Being aware of the early signs of hypoglycaemia will allow you to treat your low blood glucose levels quickly - in order to bring them back into the normal range. What are the symptoms of hypoglycaemia? The main symptoms associated with hypoglycaemia are: * Sweating * Fatigue * Feeling dizzy Symptoms of hypoglycaemia can also include: * Being pale * Feeling weak * Feeling hungry * A higher heart rate than usual * Blurred vision * Confusion * Convulsions * Loss of consciousness * And in extreme cases, coma Low blood glucose levels can happen to anyone, however dangerously low blood glucose levels can occur in people who take insulin. It is important to get your blood glucose level above 4 mmol/L before administering insulin. How do I treat hypoglycaemia? A mild case of hypoglycaemia can be treated through eating or drinking 15-20g of fast acting carbohydrate such as glucose tablets, sweets, sugary fizzy drinks or fruit juice. Some people with diabetes may also need to take 15-20g of slower acting carbohydrate if the next meal is not due. A blood test should be taken after 15-20 minutes to check whether blood glucose levels have recovered. Severe hypoglycaemia may require an ambulance, for example if loss of consciousness occurs or a seizure persists for more than 5 minutes. Types of Insulin Rapid-acting insulin: This type starts to work just 15 minutes after you take it. It peaks within 30 to 90 minutes, and its effects last for three to five hours. Types of insulins include NovoRapid® & Humalog® Short-acting insulin: This type takes about 30 to 60 minutes to become active in your bloodstream. It peaks in two to four hours, and its effects can last for five to eight hours. It is sometimes called regular-acting insulin. Types of insulins include Humulin S, Actrapid, Velosulin® Intermediate-acting insulin: The intermediate type takes one to three hours to start working. It peaks in eight hours and works for 12 to 16 hours. Insulatard® is the most common Intermediate-acting insulin Long-acting insulin: This type takes the longest amount of time to start working. The insulin can take up to 4 hours to get into your bloodstream. Levemir® & Lantus® are commonly used. Pre-mixed: This is a combination of two different types of insulin: one that controls blood sugar at meals and another that controls blood sugar between meals. These types of insulin include NovoMix® 30, Mixtard 30, & Humalog Mix® 25/75 Storing your insulin Keep any insulin you're not using in the fridge whatever the time of year. Don't put it in the freezer compartment as it may damage the insulin. If you leave it out of the fridge for 28 days or more, you'll need to throw it away as the insulin will have broken down. Some insulins may need to be stored slightly differently so make sure you read the information leaflet that comes with yours. Insulin needs to be kept at temperatures lower than 25°C (77°F). The ideal storage temperature is 2 to 6°C (36 to 43°F). Room temperatures can be below 25°C, but they can be higher if the heating is on or it is summer, if so keep your insulin in the fridge. Safe administration of insulin To inject insulin safely you will need: An insulin pen – this can be one that already has insulin in which you throw away after it's empty, or a pen you can reuse by changing the insulin cartridge yourself. A needle – this is small and thin, it only needs to go under the skin, not into a muscle or vein. These can only be used once. A sharps bin – this is where you will safely throw away your needle. Everything you need is available for free on prescription. How to inject insulin Wash and dry your hands. Choose where you're going to inject – you're looking for fatty tissue, so the main injection sites are your stomach (in a semi-circle under your belly button), sides of your thighs and your bum. It's vital you choose a different spot each time – at least 1cm or half an inch from where you last injected. If not, hard lumps can appear that will stop your body absorbing and using the insulin properly. Attach the needle to your pen by removing the paper from the bottom of the needle, screw this onto your insulin pen. Once secure remove the outer and inner caps (if using a safety needle there is only one cap to remove) Have you got the correct patient (If administering to someone other than yourself)? The correct insulin? The correct dose? The correct time? Is the blood glucose level 4mmol/L or above? Dial up two units of insulin. Point your pen upwards and press the plunger until insulin appears from the top of the needle. This is known as priming and helps regulate your dose by removing any air from the needle and cartridge. Dial your dose and make sure the spot you're injecting is clean and dry. Always double check the insulin dose before administering Insert the needle at a right angle (90° angle). You might want to gently pinch the skin before injecting. Press the plunger until the dial goes back to 0. Count to 10 slowly to give the insulin time to enter your body before removing the needle. Unscrew the needle, then place it into the sharps bin. Your chemist should dispose of your sharps bin safely once it is full. Competency framework Practical assessment Administer insulin and safe disposal of sharps Administer insulin and safe disposal of sharps Administer insulin and safe disposal of sharps Administer insulin and safe disposal of sharps Administer insulin and safe disposal of sharps Administer insulin and safe disposal of sharps Signed off by: _______________________________ Date signed off: ______________________________ There is a free RCN accredited course on Diabetes in Healthcare available at https://www.diabetesinhealthcare.co.uk	<urn:uuid:5cd8edfc-845b-4b94-8ca3-8ae71b42d4c3>	CC-MAIN-2024-18	https://www.nwadass.org.uk/wp-content/uploads/2023/11/Insulin-Competency-Booklet.pdf	2024-04-13T16:27:48+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00096.warc.gz	872,071,504	2,651	eng_Latn	eng_Latn	0.987306	eng_Latn	0.999009	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 176, 828, 2683, 3303, 6123, 7577, 9405, 11504, 11526, 12056 ]	[ 2.078125 ]	1	0
Safety Message to Parents School bus transportation is the safest form of land transportation. Statistics show it is at least 70 times safer than travelling to and from school by any other means. However, we need your help in making it even safer. Please go over the safety messages below with your child. Make sure they understand these are very important and must be followed at all times. Safe Practices to Teach Your child Walk at least 10 feet ahead of the bus - Be at the stop at least 5 minutes before the scheduled time. - Never run after the bus. This is very dangerous and you will not be allowed to board. Make sure your child knows NEVER to run after the bus. - Wait for the bus on the sidewalk, at least 10 feet, 5 big steps, away from the edge of the road. - If you drop anything, do not pick it up. Tell the driver and ask for their help. - Except when boarding, never go close to the bus. Stay at least 10 feet away – 5 big steps. - Never go close to the front of the bus. The driver will not be able to see you. If Your Child Has To Cross The Street - Safe Practices In The Morning - Wait on the side of the road, at least 10 feet, 5 big steps, from the edge of the roadway. - After the bus has stopped, look at the driver. - - If you are unsure about any moving vehicle, stay where you are and wait until that vehicle has completely stopped. When the driver signals you to cross, walk to the edge of the roadway and look left, right and left again and if clear, walk directly across the street. Do not run. If Your Child Has To Cross The Street - Safe Practices In The Afternoon * When you exit the bus, walk 10 feet (5 big steps) directly away from the bus. - Turn left and walk to at least 10 feet (5 big steps) ahead of the front of the bus. If the bus has a crossing gate, you should be beyond the end of the crossing gate. - Look at the driver. When the driver signals you to cross, walk to the edge of the bumper and stop. - Now, look left. right and left again. If all clear, look back at the driver. - The driver will signal you to complete the crossing. Walk directly across and do not run. Most school bus tragedies happen to children who cross the street. If your child has to cross the street, please make sure they follow these safe crossing procedures. Below are three tragedies where the parent's actions may have prevented them. A parent watched their child cross the street every day, without stopping at the edge of the bumper. The parent did not enforce the correct crossing procedure. One day, a passing car hit their child. A child was late and ran after the bus encouraged by the parent. They slipped under the rear wheels and were killed. When the driver signaled the child to cross, the child ran across the street jumping into mom's arms. Mom did not take any action. One day, a passing car hit the child as they ran across the street. Drawstrings on backpacks, jackets, sweatshirts and other clothing pose a danger to your child. These can get caught on bus handrails or doors. Remove all drawstrings or cut them off. The School Bus Safety Company, 5611 Hudson Drive, Ste 100, Hudson, Ohio 44236 Tel 1 866 275 7272 www.schoolbussafetyco.com	<urn:uuid:294a12d6-66b2-418c-8a04-941d4e258ddd>	CC-MAIN-2024-18	https://www.kunaschools.org/cms/lib/ID50000688/Centricity/Domain/334/Safety-Message-to-Parents.pdf	2024-04-13T15:42:49+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00094.warc.gz	829,957,624	739	eng_Latn	eng_Latn	0.999409	eng_Latn	0.999409	[ "eng_Latn" ]	false	docling	[ 3211 ]	[ 2.5625 ]	2	0
Some facts about LED lighting A Light-Emitting-Diode, or LED, is a type of solid-state lighting that uses a semiconductor to convert electricity into light. Today's LED devices can be six-seven times more energy efficient than conventional incandescent lights and cut energy use by more than 80 percent. Good-quality LED bulbs can have a useful life of 40,000 hours or more -meaning they can last more than 40 times longer than traditional light bulbs. That is a life of more than five years if run 24 hours a day, seven days a week. Unlike incandescent bulbs -- which release 90 percent of their energy as heat -- LEDs use energy far more efficiently with little wasted heat. From traffic lights and vehicle brake lights to TVs and display cases, LEDs are used in a wide range of applications because of their unique characteristics, which include compact size, ease of maintenance, resistance to breakage, and the ability to focus the light in a single direction instead of having it go every which way. LEDs contain no mercury, and a recent Energy Department study determined that LEDs have a much smaller environmental impact than incandescent bulbs. They also have an edge over compact fluorescent lights (CFLs) that's expected to grow over the next few years as LED technology continues its steady improvement. The first visible-spectrum LED was invented by Nick Holonyak, Jr., while working for GE in 1962. Since then, the technology has rapidly advanced and costs have dropped tremendously, making LEDs a viable lighting solution. Between 2011 and 2012, global sales of LED replacement bulbs increased by 22 percent while the cost of a 60-watt equivalent LED bulb fell by nearly 40 percent. By 2030, it's estimated that LEDs will account for 75 percent of all lighting sales. In 2012, about 49 million LEDs were installed in the U.S. -- saving about $675 million in annual energy costs. Switching entirely to LED lights over the next two decades could save the U.S. $250 billion in energy costs, reduce electricity consumption for lighting by nearly 50 percent and avoid 1,800 million metric tons of carbon emissions. LED's and Arts Besides the above great advantages, LED devices are also scalable to great extends. From the very small (size of a pepper fleck) to a silver dollar, this offers an amazing flexibility of applications. In my work, I try sometimes to make the light source disappear so having a very small device is key. Some are so small that a magnifying glass is needed to differentiate them from dust. Why don't I use commercially available LED bulbs? Well, two things. First, there are no commercially available pre-assembled devices that will fit my sculptures , Second, what the industry that manufactures LED bulbs tell you is their products will last 40,000 hours but in effect they don't. Most of the bulbs last sometime less than an incandescent one ! So where are the 5 years of night and day longevity? It is simple and sad. If the LED bulbs where designed to last the lifespan of the LED components within, that would not help businesses make money, imagine replacing a bulb every 14 years or so… So what the industry has done is designed the bulbs to fail after a certain amount of time. It is called the Mean Time Between Failure (MTBF). Just about every appliance we use today is part of that. Ever wondered why we have to replace a fridge every 5 years when the ones built in the 50's are still working today…. MTBF is the answer. What is my solution? I use LED's to their near basic form (component level). It is essential in my work because not only provides flexibility of shape, brightness and color but I can also get the critically true LED component usable life. How I do that is by simply having the power supply that feed the LED's to be external, it goes bad, you unplug it and connect the new one in.. done. In a commercial LED bulb, what fails (remember the MTBF) is the internal miniaturized power supply and since there is no way to remove the bad one and replace it with a new one, we are throwing away LED components that are still good.	<urn:uuid:91a92849-65fc-4eb5-8432-cd6e70a5eb02>	CC-MAIN-2024-18	https://artoflamp.com/Some%20facts%20about%20LED%20lighting.pdf	2024-04-13T16:55:50+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00095.warc.gz	93,447,177	873	eng_Latn	eng_Latn	0.999128	eng_Latn	0.999252	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2132, 4106 ]	[ 3.03125 ]	1	1
Holy Family Catholic School 4th Grade Summer Reading 2023 Summer is a great time to kick back, relax, and enjoy fun in the sun! It is also a great time to dive into reading! For your summer reading assignment, you will read 2 books. Required Reading: Tales of a Fourth Grade Nothing by Judy Blume Our classroom activities the first few weeks of school will be based on this novel. Choice Book: Read one or more of the following list. Complete a project on your favorite book from this list, selecting from the project ideas that I have provided below. You will present your book to the class using your project. I am also attaching a rubric to let you know how I will grade your project. Make sure to include all of the story elements in your project- characters, setting, problem, events, solution. Choice Book List -Caddie Woodlawn by Carol Ryrie Brink -The Cricket In Times Square by George Selden -Sideways Stories from Wayside School by Louis Sachar -The Green Ember by S.D. Smith -Frindle by Andrew Clements -The Lemonade War by Jacqueline Davies -Little House on the Prairie by Laura Ingalls Wilder -Farmer Boy by Laura Ingalls Wilder -Stuart Little by E.B. White -The Secret Garden by Frances Hodgson Burnett Book Project Choices for Summer Reading 2023 1. Design a diorama depicting a scene from your story. On the outside of the box, write and display the title and author, characters/character traits, story events, problem and solution. 2. Make a collage using photographs, pictures and words from magazines, newspapers, or catalogs. Each item you include on your collage should be related to your story in some way. Be sure to include the title and author. Write a paragraph telling why you chose the pictures and words. 3. Make a "treasure box" out of a shoe box. On the outside of the box, make it look like a treasure box, complete with straps and buckle/clasp. On the inside, make or find at least five items related to your story. Put the items in the box, along with an index card description of each item and its importance in the story. 4. Video Book Talk- Design and produce a commercial to "sell" your book and hook readers. The video should be 3-5 minutes long. Review the book, explaining its strengths, and what type of reader would enjoy this book and why. Please include the story elements, but don't spoil the ending. You should write up your "script" to submit with your video.	<urn:uuid:b8814b4d-22a2-479d-8b3d-c59cfaa73d82>	CC-MAIN-2024-18	http://www.hfcsfw.org/editoruploads/files/2023-2024%20Summer%20reading/4th%20Grade%20Summer%20Reading.pdf	2024-04-13T16:14:00+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00097.warc.gz	49,053,396	543	eng_Latn	eng_Latn	0.97723	eng_Latn	0.998165	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 805, 1224, 2417 ]	[ 3.640625 ]	1	0
Grade Level: 4th and 5th Time: 98 Minutes Season: All Objectives: Students will be able to… - Understand the roles of salmon in the food web - Recall an interaction over multiple trophic levels for a salmon life stage Key Concepts: - Salmon are a keystone species - All organisms and ecosystems are interconnected Salmon Food Web Lesson 1 of 1 Background & Summary Students explore the concept of ecosystem interdependence and salmon as a keystone species by creating a food web diagram for each stage of the salmon life cycle. During the warm-up activity, students work in small groups and make food webs based on animals of their choosing. Groups that get stuck, or think they have "completed" their web should be challenged to pick a different animal and try to build a larger food web. The questions are designed to get students thinking conceptually about food web structure, this is also a good time to introduce vocabulary words. When introducing some of the vocabulary, it may be helpful to ask the question in reverse to get a better understanding of the students' knowledge of the topic. For example, instead of asking "what type of consumers are represented", ask the student to describe the diet of one of the organisms, and what the dietary components have in common. Use the vocabulary word in a sentence to integrate the students' description and explain the definition. The main activity focuses on designing a food web for a specific salmon life cycle. The organisms included in these diagrams should be native to the Pacific Northwest. "Food Web Cards" are included as a resource to help students identify some of these organisms. Alternatively, classrooms with access to computers can encourage groups to research organisms that are not included in the "Food Web Cards". Procedure Food Web Warm-Up Activity 1. Split students into five groups. Give each group a blank piece of paper and a pencil. Select one person (Student A) in each group to write down the name of a specific plant or animal in the center of the paper. The next student in the group (Student B) writes down a plant/animal that eats or is eaten by the plant/animal written on the paper. Student B connects those two organisms with arrow, the head of the arrow should point towards the prey. Students in the group pass the pencil and paper around and continue building upon any plant or animal written on the paper. (10 minutes) While the students are working, go around to each group and facilitate a guided discussion using the prompts below. -Which organisms have the most connections? Which have the least? -What type of ecosystem do the plants or animals live in? Which share an ecosystem? Which can be found in multiple ecosystems? Courtesy of Columbia River FWCO Information and Education, 2022 Procedure (Continued) Food Web vs Food Chain Learning objectives: a. A food chain shows how energy is transferred through trophic levels b. A food web is made up of all the food chains in an ecosystem. 2. Instruct the students to put their food webs aside. Don't throw them away, they are needed for the next activity. Pass out two "Trophic Diagrams" to each group. Use the diagram to walk the class through the roles of producers and consumers in a food chain. (5 minutes) Key messages to share with students: A food chain shows how nutrients, or energy, flow from one organism to another. The trophic level is an organism's position in the food chain. The first trophic level is occupied by producers (organisms that make their own food). The next trophic level is primary consumers that eat producers. An apex predators occupies the highest trophic level. Animals depend on the trophic level below the one they occupy for energy 3. Provide each group with another piece of paper. Instruct them to work together to create a food chain from the food web diagram they made during the warm-up activity. The trophic levels between producer and apex predator can quickly become convoluted. Direct students to first focus on grouping organisms by three trophic levels (producers, consumers, apex predators). Then, attempt to further separate the consumers. Depending on the animals they started with, groups can choose to make a food chain using only a handful of the consumers from their food web. (10 minutes) While the students are working, go around to each group and facilitate a guided discussion using the prompts below. -How many trophic levels are represented? -How many consumers are represented? What type of consumers are represented (herbivore, carnivore, omnivore)? How many producers are represented? 4. Give 4-5 students the opportunity to share with the class by re-asking some of the questions above, as time allows. (5 minutes) Salmon Food Web Activity Learning objectives: a. Salmon are a keystone species b. Salmon life cycle stages occupy varying trophic levels 5. Explain that the diagrams the students made first are called food webs. And they used the food webs to make a food chain (3 minutes) Courtesy of Columbia River FWCO Information and Education, 2022 Procedure (Continued) Key message to share with students: A food chain only shows a single food path for an animal. A food web shows many paths. A food web demonstrates how species in an ecosystems are interconnected 6. Assign each group a stage of the salmon life cycle. One group can do both eggs and alevin. Stages include egg, alevin, fry, smolt, ocean adult, spawning adult. Pass out a 25x30inch post it (or any available poster paper) and instruct the class to work in their groups to create a food web diagram for the life stage they're assigned. (30 minutes) 7. Conclude the activity with a group discussion about the posters each group made. Using the questions below to guide the discussion. Encourage the class to draw conclusions by looking at the food web they made. (15 minutes) -Which life stage had the most connections? Which had the least? -Are there connections between any of the organisms (plant or animal) that you weren't expecting? -Which trophic levels (producer, consumer or apex predator) would you find each salmon life stage? Note: Salmon eggs and alevin can be considered pseudo-producers since their "food" is contained in their yolk sacs. 8. Use the whiteboard at the front of the class (or even a post-it) to draw a line. On one side of the line write "Animals salmon eat" on the other side write "Animals that eat salmon". Have each group take turns shouting out a plant or animal (other than the life stage they were assigned) on their food web and write it on the board under the correct category. You should have a large group of organisms under both categories at the end. Once all the organisms have been added (or you run out of space to write) use the prompts below to facilitate a class discussion. (15 minutes) -What would happen if salmon were removed from the food web? Key messages to share: Salmon are an essential food source for over 130 organisms. This makes them a keystone species, meaning they directly impact the survival of other animals. Terrestrial and marine ecosystems will collapse if salmon disappear. -How do humans interfere with the salmon food webs? Habitat destruction, pollution, overfishing, illegal hunting, agriculture are examples of human interference. Key messages to share: Negative human interference will result in salmon becoming endangered or extinct. 9. Ask students about their role in protecting salmon. What can they do to protect salmon and their ecosystems? Some ideas the kids have to help keep marine life healthy could include; throwing trash in the garbage can, and recycling in the recycling, or bringing lunch to school in reusable containers. Encourage students to make the connection between their actions and salmon conservation by asking them why or how their idea protects ecosystems. (5 minutes) Kay messages to share with students: All ecosystems are interconnected. What happens in one ecosystem can positively or negatively affect a different ecosystem. We all can make small changes in our day-to-day life that will have a huge impact on salmon. Extensions Classroom Food Web Additional Activities Create a classroom food web using strings of yarn and sticky notes. Have one student (Student A) write down a plant/animal on a sticky note, and put the sticky note on their chest (or forehead if they're feeling silly). On a separate sticky note, the next student (Student B) writes down a plant/animal that eats or is eaten by Student A. Connect those two students using a piece of yarn. Continue with each student in the class, one by one, writing down a plant/animal on the sticky note and using a piece of yarn to connect with a different student. By the end there will generally be one or two people holding FAR more strings than the rest. Those students represent keystone species for the food web they just created. This is a great activity for students to visualize the importance of a keystone species. Get Specific! For older students or those with more experience, you can use more advanced vocabulary when discussing the food chain and consumer-resource interactions. The "Wayne Getz Consumer Category Diagram" can be used to guide discussion. Challenge students to name an animal from each category. Encourage Conservation Stewardship If you want to provide your students with more examples of how they can protect salmon, check out the "How Can You Help Protect Salmon" document created by the Bureau of Land Management. Vocabulary to Know Apex Predator – an animal at the top of the food chain without natural predators of its own Carnivore – an animal that feed primarily or exclusively on animal tissue, such as muscle or fat Consumer– an organism that can not produce its owns food and instead must consumer other organisms to survive Food Chain – a single path that illustrates the flow of nutrients from one trophic level to another Food Web – multiple paths that illustrate the connection between all the food chains in an ecosystem Herbivore – animals that feed on producers Courtesy of Columbia River FWCO Information and Education, 2022 Energy 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 5-PS3-1: Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Courtesy of Columbia River FWCO Information and Education, 2022 Common Core Standards English Language Arts Speaking and Listening 4.1/5.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly. 4.4/5.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Language Standards 4.4.a/5.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Acknowledgements Exploring Fish Habitat. 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As part of its ongoing efforts to improve safety for bicycling, the City has finished placing shared lane markings, also known as "sharrows," on portions of Daniel Street and State Street in the downtown. The City is considering adding sharrows on Dennett Street, Junkins Avenue, Marcy Street, and portions of Pleasant Street, Maplewood Avenue, Middle Street, and Market Street. Sharrows are just one component of the complete bicycle network that will also include bicycle lanes, off-road trails, designated bicycle routes, and bicycle parking facilities. What are shared lane markings? Shared Lane Markings, or "sharrows," are road markings used to indicate a shared lane environment for bicycles and automobiles. Sharrows are symbols on the roadway that indicate that the travel lane is shared by both automobiles and bicyclists. Among other benefits, sharrows help alert motor vehicle drivers of bicycles on the street, recommend proper bicyclist positioning, and may be configured to offer directional and wayfinding guidance. Sharrows are particularly useful in locations like downtown Portsmouth where streets are narrow and there is little room for accommodating full bike lanes. What should I do when I see a sharrow? This pavement marking includes a bicycle symbol and two white chevrons. If you're on a bicycle, you should align yourself in the travel lane in the center of the chevron. If you're in a car or other motor vehicle sharrow markings are reminders to share the road with people on bikes. Sharing the road means you should: □ treat a bicycle rider as you would other motor vehicles, allowing them to use the full travel lane, □ only pass a bicycle rider where there is enough room to do safely, □ reduce your speed when passing a bicycle rider, and □ watch for bicycle riders when making lane changes and turns. What are the benefits of using sharrows? - Encourage bicyclists to position themselves safely in lanes too narrow for a motor vehicle and a bicycle to comfortably travel side by side within the same traffic lane. - Alert motor vehicle drivers to the potential presence of bicyclists. - Alert road users of the position bicyclists are expected to occupy within the travel lane. - Indicate a proper path for bicyclists through difficult or potentially hazardous situations. - Advertise the presence of bikeway routes to all users. - Provide a wayfinding element along bike routes. - Position bicyclists a safe distance from parked cars, keeping bicyclists out of the "door zone." - Encourage safe passing by motorists. - Require no additional street space. - Reduce the incidence of sidewalk riding. - Reduce the incidence of wrong-way bicycling. What are their typical applications? As sharrows are a relatively new bikeway marking in American cities, guidance on application will continue to evolve over time. Sharrows should not be considered a substitute for bike lanes or other separation treatments where these types of facilities are otherwise warranted or space permits. How are sharrow markings different from a bike lane? Bike lanes are a dedicated space for bicycle riders where motorists are not allowed to park, stop or drive. Bike lanes are painted on the road with bicycle symbols and a solid white line. In comparison, sharrows are used in lanes that are shared by motorists and bicycle riders. If I see these markings, is the lane for bikes only? No, sharrows are used in lanes that are shared by motorists and bicycle riders. Why not just stripe bike lanes instead of sharrows on city streets? Bicycle lanes are preferred to sharrows as a bikeway design treatment, but not all streets have enough room for bicycle lanes due to high demand for on-street parking and/or the inability to eliminate or narrow regular traffic lanes. As a general principle, widening roads to provide bike lanes is not practical in the downtown core or in residential areas. The City's typical application of sharrows will be along preferred bicycle routes where it is not practical or feasible to add bicycle lanes. What else is the City doing to improve bicycling conditions? The City is working toward designation by the League of American Bicyclists as a Bicycle Friendly Community (BFC). To be awarded the designation there is an application process, and communities must meet a defined set of criteria. One of the steps to achieving this designation is strengthening and improving our bicycling conditions and bicycling networks, and sharrows are one way to encourage bicycle friendly attitudes and practices. The City's staff is in the process of selecting a professional consulting firm to assist with completion of the Bicycle Pedestrian Master Plan, which will identify needs and deficiencies, develop guidelines and standards for bicycle and pedestrian facilities, and identify and prioritize facility improvements. The planning process is expected to be completed within 6 to 9 months. There will be opportunities for public input throughout the course of this process. More information about this plan will be available on the City's Planning Department web site – www.planportsmouth.com. Resource: "Urban Bikeway Design Guide" by the National Association of City Transportation Officials.	<urn:uuid:9afa13e9-954f-44e7-a59e-68797e411849>	CC-MAIN-2024-18	https://files.cityofportsmouth.com/files/planning/Sharrow_FAQs.pdf	2024-04-13T15:42:31+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00100.warc.gz	239,245,876	1,016	eng_Latn	eng_Latn	0.998799	eng_Latn	0.998933	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1403, 3491, 5254 ]	[ 2.0625 ]	1	0
Family Portrait Collage Materials * Black matboard * White matboard frame * Decorative paper * Foam stickers * Glue stick * Scissors * Gel markers Instructions 1. Every family is unique! Think about who you want to include in your family portrait. Siblings? Grown-ups? Pets? Friends? 2. Cut out pieces of the decorative paper and arrange them to represent the members of your family. 3. Once you have arranged your scene, use the glue stick to apply the figures to the black matboard. 4. Use the gel markers to add more details to your scene, such as the faces of your family members or details in the background. 5. Decorate the matboard frame with the foam stickers. Use the glue stick to attach the frame to your family portrait. 6. Show off your artwork to your family! Image: Romare Bearden, The Family, 1975, intaglio print, Dallas Museum of Art, gift of Michael L. Rosenberg, © Romare Bearden Foundation / Licensed by VAGA, New York, New York, 1994.245.5 5. Romare Bearden The Family 1975 Intaglio print Dallas Museum of Art, gift of Michael L. Rosenberg, 1994.245.5 Romare Bearden's The Family shows an African American family preparing dinner together around their kitchen table. The father wears denim overalls and sits in the middle of the table, slicing food. The fashionable mother, wearing an orange skirt and matching hat, stands by his side. Their two daughters help prepare the meal, standing to the left side of the table. The artwork is made up of a variety of colors, including shades of warm orange and yellow. There are so many different styles and textures in this dinner scene that it looks like the whole family could have had a hand in making it! ___ 1. Family can mean different things to different people. Who do you consider to be part of your family? Does your family include pets? Does your family include your friends? 2. If you could make a big feast to share with your family, what kinds of food would you prepare? 3. No family is the same. What is something that makes your family special? Does your family have any unique traditions? What is something your family likes to do together? 4. Do you have any portraits of your family? Have you ever taken a family photo or drawn a picture of your family? Family Portrait Collage * Foam stickers * Gel mark ers Instructions Sh ow off your artwork to your family! 5. , 1975 ___ ph oto or drawn a picture of your family?	<urn:uuid:43cb9861-7117-42e1-8c41-b8a72660aad3>	CC-MAIN-2021-17	https://dma.org/sites/default/files/file_attachments/DMA%20Art%20Kits_Family%20Portrait%20Collage_0.pdf?utm_source=DFWChild&utm_medium=website&utm_campaign=02-10-2021	2021-04-16T12:04:50+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00471.warc.gz	334,626,667	557	eng_Latn	eng_Latn	0.995278	eng_Latn	0.998603	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 969, 2249, 2372, 2420 ]	[ 2.703125 ]	1	0
GRANT GUIDELINES MAILING EMAIL firstname.lastname@example.org P.O. Box 83720 Boise, ID 83720-0008 49 CONTENTS OVERVIEW Grant programs depend on available dollars from the state of Idaho and the National Endowment for the Arts (NEA). Grant and award programs are competitive and eligibility for a current grant does not guarantee future funding. The Commission uses the following criteria to assess most applications: * Management and feasibility * Artistic quality * A public benefit What the Commission cannot fund: * Fundraising projects that do not raise funds for the arts * Establishment of or contributions to an endowment * Prizes, scholarships, or free tickets * Offsetting of debt, payment of fines, penalties, legal fees, or indirect costs * Projects or programs to generate or attract audiences * Activities that are primarily promotional or created for mass distribution, such as duplication of CDs, portfolios, gallery announcements, self-published books, brochures, or websites * Costs associated with any degree or professional certification, such as tuition, fees, and teaching materials * Student exhibitions, anthologies, publications, or performances, unless those activities document an arts education grant * Projects or activities already completed or beginning before the eligible start date. * Projects primarily recreational, therapeutic, vocational, rehabilitative, or religious. * Documentation of projects except for arts education activities * Activities restricted to an organization's membership * Pageants, festivals, or celebrations unrelated to arts, ethnic, or cultural activities * Cost for the applicant to attend activities or consecutive annual activities that should be built into an organization's budget; for example, Americans for the Arts, Northwest Booking Conference, or other professional conferences * Journalism * Scholarly or academic works in history, languages, archeology, and political science * Historical or academic documentary film and electronic media arts that do NOT demonstrate significant artistic emphasis, consideration, and distinction * Lobbying expenses or political activities * Capital expenditures for individuals * Hospitality expenses such as food and drink, alcohol, flowers, etc. * Writing intended for youth 1 LEGAL REQUIREMENTS 2 A signed application certifies that all facts, figures, representations, and attachments are true and correct to the best of the applicant's knowledge. Recipients assure the Idaho Commission on the Arts that they will: * Approval of the Commission must be received prior to changes being implemented * Expend funds solely for the activities described in the approved application * Grant funds not committed on the approved project must be returned to the Commission by the end of the fiscal year * Submit a final financial and narrative report. If a final report is not submitted by the published deadline, grantee will forfeit the 10% final payment and cannot apply for another grant until a final report is submitted The applicant will also comply with: * Title IX of the Education Amendments of 1972 * Title VI of the Civil Rights Act of 1964 * Section 504 of the Federal Rehabilitation Act of 1973 * Americans with Disabilities Act of 1990 * Age Discrimination Act of 1975 * National Environmental Policy Act of 1969 * Davis-Bacon and Related Acts (DBRA) * National Historic Preservation Act of 1966 * Native American Graves Protection and Repatriation Act of 1990 * Prohibition on use of funds to ACORN or its subsidiaries * U.S. Constitution Education Program * Drug-Free Workplace Act of 1988 * Federal restrictions on lobbying GRANTMAKING POLICIES ORGANIZATIONS Freedom of expression and community standards The Commission is an advocate for and defender of the right of free speech for all citizens under the First Amendment of the Constitution of the United States. The Commission intends, though, that funded projects exhibit a sensitivity and responsiveness to community standards. Access Making the arts accessible to all Idahoans is a priority of the Commission. Recipients must agree to make every attempt to ensure that people with disabilities, ethnic groups, occupational groups, older adults, or young audiences have access. Conflict of interest State law and Commission policy provide for conflict of interest statements to guide the agency's decision-making. Members of the Commission and the staff may not use their positions to influence decisions or actions that will financially benefit themselves or an organization with which they have a monetary or policymaking interest. Commission members and review panelists must disclose any organizational affiliations and refrain from participating in discussion and voting on proposals related to individuals or organizations with which they have an affiliation. Organizational changes Applicants who experience significant changes in staffing, programming, or finances after the application deadline should notify the Commission. Fiscal agent Organizations that have not received tax-exempt status through the Internal Revenue Service may apply through an eligible tax-exempt organization. This Fiscal Agent becomes the legal applicant, redistributes the funds to the applicant organization, and is responsible for the grant requirements. Acting as a Fiscal Agent for another group will not exclude an organization from applying for grants. Though the Fiscal Agent receives the award (fiscal fees are not allowed), the subgrantee will bear the primary responsibility for the project. The Commission will not act as arbitrator for any dispute between the two groups. Acquisitions and commissions The Commission will only fund projects for acquisition or commission of new works when the applying organization maintains a facility open to the public, demonstrates strong management and security practices, and maintains an ongoing exhibition program or permanent collection. 3 Appeals process To appeal a decision made by the Commission an applicant must write the Executive Director within 30 days of notification. The amount or conditions of the grant may not be appealed unless the applicant can demonstrate a misinterpretation or misunderstanding by the review panel of the information submitted. Incomplete applications are not subject to appeal. COLLEGES AND UNIVERSITIES Colleges and universities may apply for support if they present and market their arts activities to the public and if the activity is supplementary to regular course offerings. Quickfunds Quickproject for Organizations One Quickproject application per university may be funded each fiscal year. Entry Track Grants If a university-based arts organization providing arts programs for the general public operates under the nonprofit umbrella of the university, then it is eligible to receive Entry Track funding. Only one Entry Track grant may be awarded per university each year. INDIVIDUALS Freedom of expression and community standards The Commission is an advocate for and defender of the right of free speech for all citizens under the First Amendment of the Constitution of the United States. The Commission intends, though, that funded projects exhibit a sensitivity and responsiveness to community standards. Conflict of interest State law and Commission policy provide for conflict of interest statements to guide the agency's decision-making. Members of the Commission and the staff may not use their positions to influence decisions or actions that will financially benefit themselves or an organization with which they have a monetary or policymaking interest. Commission members and review panelists must disclose any organizational affiliations and refrain from participating in discussion and voting on proposals related to individuals or organizations with which they have an affiliation. Appeals process To appeal a decision made by the Commission an applicant must write the Executive Director within 30 days of notification. The amount or conditions of the grant may not be appealed unless the applicant can demonstrate a misinterpretation or misunderstanding by the review panel of the information submitted. Incomplete applications are not subject to appeal. GRANTMAKING PROCESS 5 Submission For annual grants, an applicant may submit one application per program per fiscal year. For Quickfunds grants, an applicant may submit one application per deadline but may receive funds for only one Quickfunds grant each fiscal year. Panel review and attendance at panel meetings Panelists evaluate applications based on published evaluation criteria and propose recommendations to Commissioners who make all final funding decisions. Applicants may attend these public meetings. However, they are not allowed to participate in panel discussions. Applicants in attendance must not disclose panel recommendations until after the Commission has approved them. Grants and awards Applicants will be notified about funding after Commission approval. Ten percent of funds in certain categories will be held pending receipt and approval of final report. Final financial and narrative reports The fiscal year begins July 1 and ends June 30. Final reports must be submitted by July 31 to receive final payments. All grantees are required to submit a final report to remain eligible for future funding. Extension requests must be submitted to the Commission prior to June 30. WORK SAMPLES AND SUPPORT MATERIALS Applications may require work samples, support materials, or both. Work samples show the quality of art or services and must be from the last five years. Support materials confirm the narrative by providing key evidence. Commission staff will not add or substitute material from one application to another, or from a prior application. Images Audio or video Work samples may include up to ten images. Work samples may include up to five pieces of work not to exceed fifteen minutes in total duration. Work samples may include up to 20 pages. Literature Playwrights and Screenwriters Work samples may include up to 20 pages. If excerpted from a larger work or works, applicants may also include a one-paragraph synopsis. Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. Online applications not currently accepted for annual grants. GRANTS FOR INDIVIDUALS QUICKPROJECTS 7 Purpose This quarterly grant opportunity supports artist-initiated projects and activities. Examples include attendance at an artist residency, release time to create and exhibit a body of work, staging of performances, readings, or the creation of public art. Amount The grant funds up to 75% of project expenses. Maximum request is $1,500. Eligibility and Restrictions * Applicant must be at least 18 years old * Applicant must be a practicing artist * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * Applicant may receive one Quickfunds grant in a fiscal year * Applicant must have submitted all final reports for past Commission grants and awards * Fellowship, Traditional Arts Apprenticeship, and Writer in Residence recipients are not eligible for a Quickfunds grant during their award year or term * Individuals who currently are enrolled in a degree or certificate-granting program may apply only if the project is not directly related to their degree program * Artists working in collaborations must file one joint application whereby one person will be considered the primary applicant Narrative Questions 1. Describe what you propose to do, how you plan to accomplish it, and why your project merits funding. Applicants must submit a one-page narrative answering the following questions: 2. Explain how this activity will enhance your artistic growth or career. 4. Explain the relationship between your work samples and the proposed project or activity. 3. Describe how you will share the knowledge gained, involve your community, or how this activity will benefit participants. Budget Applicant must submit a budget form Required Attachments * Statement of purpose * Résumé Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR INDIVIDUALS EVALUATION CRITERIA / QUICKPROJECTS 8 * Work samples (show the quality of art or services and must be from the last five years) Support materials (confirm the narrative by providing key evidence) Artistic Quality (50 points) * Artist's work is of excellent quality and a logical extension of previous work or aesthetic interest Feasibility (25 points) * The application is clear and complete; the budget is realistic and correlates with the narrative * Ability and plan demonstrates the applicant can realistically accomplish the project or activity Artistic Growth (25 points) * A public aspect (exhibition, performance, reading, or demonstration) is present, where appropriate * Opportunity has the potential to enhance applicant's artistic growth, career, or support continuation of an art form GRANTS FOR INDIVIDUALS PROFESSIONAL DEVELOPMENT Purpose This quarterly grant opportunity supports the professional development of artists and arts administrators. Applicants may receive reimbursement for attending a conference, workshop, or other form of professional development. Amount The grant funds up to 50% of expenses. Maximum request is $750. Recipients must submit a final report to receive reimbursement. Eligibility and Restrictions * Applicant must be at least 18 years old * Applicant must be a practicing artist or arts administrator * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * Applicant may receive one Quickfunds grant in a fiscal year * Applicant must have submitted all final reports for past Commission grants and awards * Fellowship, Traditional Arts Apprenticeship, and Writer in Residence recipients are not eligible for a Quickfunds grant during their award year or term * Applicant will not be eligible for consecutive attendance at annual events * Individuals who currently are enrolled in a degree or certificate-granting program may apply only if the opportunity is not directly related to their degree program * Multiple Professional Development applications for the same event or opportunity will not be accepted from members or staff of single organizations with budgets over $50,000. Two applications for the same event will be allowed from members or staff of organizations with budgets under $50,000 Narrative Questions 1. List the name, dates, and location of the conference or workshop you will attend. Applicants must submit a one-page narrative answering the following questions: 2. Explain how this activity will enhance your artistic growth or career. 4. Explain the relationship between your work samples and the proposed project or activity. 3. Describe how you will share the knowledge gained, involve your community, or how this activity will benefit participants. Budget Applicant must submit a budget form Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. 9 Required Attachments * Statement of Purpose * Résumé * Work Samples, arts administrators exempt (show the quality of art or services and must be from the last five years) * Support Materials (confirm the narrative by providing key evidence) GRANTS FOR INDIVIDUALS EVALUATION CRITERIA / PROFESSIONAL DEVELOPMENT Artistic Quality (50 points) * An arts administrator's work history indicates professional experiences with high quality arts organizations or projects, or applicant works for an organization that produces programs of high artistic quality appropriate for its stated mission * Artist's work is of excellent quality and a logical extension of previous work or aesthetic interest Feasibility (25 points) * The application is clear and complete; the budget is realistic and correlates with the narrative * Ability and plan demonstrates the applicant can realistically accomplish the project or activity Growth (25 points) * A public aspect (exhibition, performance, reading, or demonstration) is present, where appropriate * Opportunity has the potential to significantly affect or enhance applicant's ability, career, artistic development, technique, or managerial skills GRANTS FOR INDIVIDUALS FELLOWSHIP AWARDS Purpose This annual award recognizes the outstanding work of Idaho artists and writers. They reward the pursuit of artistic excellence, promote public awareness of the arts, and help advance an artist's career. Fellowship disciplines rotate on a three-year cycle: Literature 2020 (ICA fiscal year: July 1, 2019-June 30, 2020) Performing and Media Arts 2019 (ICA fiscal year: July 1, 2018-June 30, 2019) Visual Arts, Design, and Craft 2021 (ICA fiscal year: July 1, 2020-June 30, 2021) Amount $5,000 each. At the discretion of the panelists, Honorable Mentions may be awarded. Fellowship awards are unrestricted and no match is required. Eligiblity and Restrictions * Applicant must be at least 18 years old * Applicant must be a practicing artist or writer * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * Applicant must have submitted all final reports for past Commission grants and awards * Individuals who currently are enrolled in a degree or certificate-granting program may apply only if the project is not directly related to their degree program * Fellowship recipients must wait six years before reapplying * Artists may receive a maximum of three Fellowship awards Required Attachments * Statement of purpose – 2 copies, one with applicant name redacted * Résumé – 2 copies, one with applicant name redacted * Work samples (show the quality of art or services and must be from the last five years) – Applicant name, such as a signature on a painting or a credit in a film, should be redacted from the work samples 11 GRANTS FOR INDIVIDUALS EVALUATION CRITERIA / FELLOWSHIP AWARDS 12 Artistic Excellence (85 points) * Work shows originality, innovation, consistency, and preeminent quality Professional Achievement (15 points) * Folk and traditional artists must show mastery of the medium and a commitment to their community's cultural traditions through continued practice or teaching * Evidence of exceptional, continued aesthetic investigation, professional activities, and achievements GRANTS FOR INDIVIDUALS WRITER IN RESIDENCE AWARD 13 Purpose This triennial award (next awarded in FY 2020) is the highest literary recognition and largest financial award accorded an Idaho writer. The residency encourages an interaction with and appreciation for excellence in literature throughout the state. It carries an obligation to share their work in four annual community public readings at regular intervals over a three-year term (8 of the 12 in underserved communities). Amount The award of $15,000 is distributed in annual payments over a three-year term. The recipient will be reimbursed for allowable travel expenses. Eligiblity and Restrictions * Applicant must be at least 18 years old * Applicant must be a practicing writer * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * The Writer in Residence is limited to two nonconsecutive awards * Applicant must have submitted all final reports for past Commission grants and awards * The Writer in Residence may receive a Fellowship before becoming Writer in Residence, but after that, he or she is ineligible for a Literature Fellowship * Applicant may apply for Writer in Residence and a Fellowship in the same cycle. Only one will be awarded Required Attachments * Statement of purpose – 2 copies, one with applicant name redacted * Résumé – 2 copies, one with applicant name redacted * Work samples (show the quality of art or services and must be from the last five years) – 2 copies, one with applicant name redacted * Audio recording – Up to ten minutes of the applicant reading aloud from their own work. Applicant name should not be stated in the recording GRANTS FOR INDIVIDUALS EVALUATION CRITERIA / WRITER IN RESIDENCE AWARD 14 Literary Excellence (60 points) * Work shows originality, consistency, and preeminent quality Past Work and Contributions to the Field (20 points) * Evidence of exceptional, continued aesthetic investigation, professional activities, and achievements Effectiveness of Oral Reading (20 points) GRANTS FOR INDIVIDUALS TRADITIONAL ARTS APPRENTICESHIPS Purpose This annual grant opportunity supports a learning partnership between a recognized master artist and one or more qualified apprentices to continue artistic traditions of a shared cultural heritage. An apprentice needs to have some background in the art form and indicate a commitment to practicing the art form after the apprenticeship has been completed. Amount $3,000 disbursed to the master artist. No match required. Eligiblity and Restrictions * Applicant must be at least 18 years old. Apprentices may be under 18 * Applicant (master artist) must be a practicing artist * Applicant must be a United States citizen, legal resident, or refugee * Applicant must have submitted all final reports for past Commission grants and awards * Apprentices must live in Idaho * The length of the apprenticeship must not exceed ten months * Apprenticeships must include a public presentation or demonstration Narrative questions Submit a one-page narrative that responds to the questions below. Master 1. Describe the art form, technique, occupational skill, or tradition you practice and want to teach. 3. Describe your history or experience with this art form. Who taught you? Where and when did you learn it? Are there other practitioners in your community? Do you have a particular style, a unique sound, or a special technique? 2. Describe the role this tradition plays in your cultural heritage. For example, is it a part of everyday life? Is it reserved for ceremonies, rituals, or other special occasions? 4. Describe your relationship to the apprentice and why it is important to teach them. Do you share the same cultural community? How long have you known each other? Are you related? 5. Have you taught other people? Who are they? Are they still practicing this art form or tradition? 15 Apprentice 1. Describe your history or experience with this art form. For example, who or what influenced you to take up this art form? Where and at what age did you begin working on this art form? Do you have experience in another related art form? Submit a one-page narrative that responds to the questions below. 2. Describe the role the tradition plays in your cultural heritage or community. 4. Explain what you want to accomplish during this apprenticeship. 3. Describe the master's relationship to you and to your community. Have you worked together before? If so, explain. 5. Explain your plans to continue working on this art form after the apprenticeship ends. Will you pass on to others what you have learned? Applicant must submit a budget form. Budget Work Plan Applicant must submit a detailed work plan. Required Attachments * Letters of support for master – two or three * Résumé for master * Letters of support for apprentice – two or three * Work samples for apprentice * Work samples for master (show the quality of art or services and must be from the last five years) GRANTS FOR INDIVIDUALS EVALUATION CRITERIA / TRADITIONAL ARTS APPRENTICESHIPS Quality (50 points) * Apprentice will benefit from working with the master * Master is recognized by peers and by community standards * Apprentice is committed to advancing their skills and to carrying on the tradition Community (25 points) * Art form is significant to their community * Master and apprentice share the same cultural background * Work plan includes a public component Feasibility (25 points) * Budget is appropriate * Goals for the apprenticeship are clear * Work plan provides adequate time to achieve meaningful results 17 GRANTS FOR ORGANIZATIONS QUICKPROJECTS 19 Purpose This quarterly grant opportunity supports the public projects and events of nonprofit organizations, or informal arts groups sponsored by fiscal agents. Amount The grant funds up to 50% of total expenses. Maximum request is $1,500. University applicants must match 1:1 with non-university or non-state cash. Eligibility and Restrictions * Applicant must have been in operation in Idaho for at least one year * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a school, or a unit of local, county, tribal, or state government * Applicant must compensate professional artists and administrators * Applicant may receive one Quickfunds grant in a fiscal year * Applicant must have submitted all final reports for past Commission grants * Organizations that receive Public Programs in the Arts or Entry Track funding are not eligible to apply for Quickprojects for Organizations * Quickfunds applications may not support a current Arts Education Annual Project grant Narrative questions 1. Describe your organization; include structure, mission statement, history, programs, services, and community you serve. Submit a two-page narrative that responds to the questions below. 2. Describe what you propose to do, how you plan to accomplish it, and why your project merits funding. 4. Describe community involvement, the anticipated community impact, and public access to project activities. 3. Explain why this project is essential to your organization. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status for applicant or fiscal agent * Three current letters of support * Fiscal agent form, if applicable * Work samples (show the quality of art or services and must be from the last five years) * Support materials (confirm the narrative by providing key evidence) Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / QUICKPROJECTS 20 Artistic Merit (50 points) * Artistic merit of the project is related to the vision or mission of the organization * Organization produces programs of artistic merit appropriate to its mission Management (25 points) * Application is clear and complete; the budget is realistic and correlates with the narrative * Demonstrates the applicant can accomplish the activity according to the proposed plan Community Involvement and Access (25 points) * Evidence of public access to project activities * Ensures broad community participation GRANTS FOR ORGANIZATIONS TECHNICAL ASSISTANCE 21 Purpose This quarterly grant opportunity supports consulting services for organizational development or artistic needs. Amount The grant funds up to 50% of total expenses. Maximum request is $1,500. University applicants must match 1:1 with non-university or non-state cash. Eligibility and Restrictions * Applicant must have been in operation in Idaho for at least one year * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a school, or a unit of local, county, tribal, or state government * Applicant must compensate professional artists and administrators * Applicant must have submitted all final reports for past Commission grants * Applicant may receive one Quickfunds grant in a fiscal year Narrative questions 1. Describe your organization; include structure, mission statement, history, programs, services, and community you serve. Submit a two-page narrative that responds to the questions below. 2. Describe what you propose to do, how you plan to accomplish it, and why your project merits funding. 4. Describe community involvement, the anticipated community impact, and, if applicable, public access to project activities. 3. Explain why this project is essential to your organization. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status for applicant or fiscal agent * Two current letters of support * Fiscal agent form, if applicable * Work samples (show the quality of art or services and must be from the last five years) * Support materials (confirm the narrative by providing key evidence) Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / TECHNICAL ASSISTANCE 22 Merit (50 points) * Clearly states the purpose and need for assistance * Organization produces programs of artistic merit appropriate to its mission Management (25 points) * Application is clear and complete; the budget is realistic and correlates with the narrative * Demonstrates the applicant can accomplish the activity according to the proposed plan Community Involvement and Access (25 points) * Ensures appropriate community participation GRANTS FOR ORGANIZATIONS ENTRY TRACK 23 Purpose This annual grant opportunity supports public programs in the arts delivered by Idaho's arts organizations. Amount Grant amounts are based on a funding formula that considers a panel review assessment, organizational budget, and past Commission funding. Eligibility and Restrictions * Applicant must have a minimum of a three-year public program history operating as a public, nonprofit arts organization * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization; or be a school, or a unit of local, county, tribal, or state government * Applicant must compensate professional artists and administrators * University applicants are eligible for one Entry Track grant application per university each year * The organization's primary purpose must be the production, presentation, or support of the arts * Applicant must have submitted all final reports for past Commission grants Narrative questions 1. Provide an overview of your organization's structure, board and staff responsibilities and volunteer involvement. Submit a narrative of up to five pages that responds to the questions below. 2. Describe the public programs in the arts that your organization produces and the process used to ensure excellence in the artistic quality of programs and services. 4. Describe initiatives, partnerships, or collaborations to reach new, nontraditional or underserved audiences. 3. Identify and describe the community or communities served. 5. Describe initiatives, partnerships, or collaborations to reach audiences covered by the Americans with Disabilities Act (Section 504) in innovative ways. 7. Explain how your organization is achieving long-range goals. 6. Describe your organization's audience development and marketing efforts. 8. Explain your evaluation methods and how they assisted you in measuring desired outcomes. If any program changes resulted from the evidence, explain. 9. Explain significant organizational changes (budget amounts, deficits and multiyear grants, etc.). Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Samples of evaluation methods (surveys, interview questions, etc.) and/or collected evidence (compiled data, systematic observation or documentation, etc.) * Support materials (confirm the narrative by providing key evidence) * Three current letters of support GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / ENTRY TRACK Artistic Merit (50 points) * Describes process used to ensure excellence in artistic programs and services * Organization produces programs of artistic merit appropriate to its mission Community Involvement and Access (25 points) * Describes how new, nontraditional, and underserved audiences are reached * Identifies the community served and understands the needs of that community * Provides evidence of community support for programs, as demonstrated by initiatives, partnerships, or collaborations * Complies with ADA and Section 504 accessibility requirements Management (25 points) * Planning is appropriate for reaching the target audience (marketing, audience development, long range, etc.) * Provides organizational structure, board and staff responsibilities, and consistent volunteer involvement * Evaluation methods indicate programs are effective * Explains significant changes in budget amounts, deficits, multi-year grants, etc. * Budget is clear and indicates stability and diverse income sources GRANTS FOR ORGANIZATIONS PUBLIC PROGRAMS IN THE ARTS (PPA) Purpose This annual grant opportunity supports Idaho's established arts organizations by assisting them in business stabilization. Amount Grant amounts are based on a funding formula that includes a panel review assessment, organizational budget, and past Commission funding. Eligibility and Restrictions * Applicant must have a minimum of a three-year public program history operating as a public, nonprofit arts organization * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization; or be a school, or a unit of local, county, tribal, or state government * Applicant must compensate professional artists and administrators * Applicant must have completed at least one year of Entry Track funding and have received notification of PPA status * The organization's primary purpose must be the production, presentation, or support of the arts and it must demonstrate a history of maintaining high artistic standards * University applicants are not eligible for PPA * Applicant must have submitted all final reports for past Commission grants PPA CYCLE New PPA recipients may enter during any year of the cycle. The ICA fiscal year runs July 1 - June 30. 2018 Staff review Application due Final report due, this report reviewed in year 3 2019 Staff review Application due Final report due 2020 Panel review, evaluates final report from year 1 Application due Final report due (cycle repeats) 25 GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / PUBLIC PROGRAMS IN THE ARTS 26 Artistic Merit (50 points) * Describes process used to ensure excellence in artistic programs and services * Organization produces programs of artistic merit appropriate to its mission Community Involvement and Access (25 points) * Describes how new, nontraditional, and underserved audiences are reached * Identifies the community served and understands the needs of that community * Provides evidence of community support for programs, as demonstrated by initiatives, partnerships, or collaborations * Complies with ADA and Section 504 accessibility requirements Management (25 points) * Planning is appropriate for reaching the target audience (marketing, audience development, long range, etc.) * Provides organizational structure, board and staff responsibilities, and consistent volunteer involvement * Evaluation methods indicate programs are effective * Explains significant changes in budget amounts, deficits, multi-year grants, etc. * Financial information, including a required cash flow forecast, is clear and indicative of stability and diverse sources of income GRANTS FOR ORGANIZATIONS PUBLIC ART & CULTURAL FACILITIES / FEASIBILITY STUDIES Public Art & Cultural Facilities grants encourage local, public, and private support for feasibility studies, public art projects, capital purchases for performance, exhibition, or artist's spaces, and renovation or construction of those facilities. Purpose This annual grant opportunity supports analysis to determine if a project is possible. It is one of five grants which constitute the Cultural Facilities program. Eligible organizations may apply for one Cultural Facilities grant per year. Amount The grant funds up to 50% of expenses. Maximum request is $10,000. Eligibility and Restrictions * Educational institutions, such as private and public schools, colleges and universities, and their affiliated nonprofit foundations, are not eligible * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a unit of local, county, tribal, or state government * Applicant must have been in operation in Idaho for at least one year * * Applicant must compensate professional artists and administrators Applicant must have submitted all final reports for past Commission grants Narrative questions 1. Describe your organization; include structure, mission and brief history, programs and services. Submit a narrative of up to five pages that responds to the questions below. 2. Describe your community, including location, occupational and economic base, and involvement with this project. 4. Describe the planning process, which includes obtaining community input, selecting contractors, consultants, or advisors, and/or the development of the feasibility study. Include a timeline with projected completion date. 3. Describe the project the feasibility study will assess. If applicable, include the initial designs and intended aspects of the feasibility study. 5. Describe how your plans address ADA and Section 504 accessibility requirements. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Support materials (confirm the narrative by providing key evidence) * Three current letters of support 27 GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / FEASIBILITY STUDIES 28 Management (75 points) * Planning process is clear and complete * Timeline is appropriate for the scope of the study * The budget is realistic and correlates with the narrative * Maintaining a building's historic integrity is addressed, if applicable Community Involvement and Access (25 points) * Evidence of community involvement and need GRANTS FOR ORGANIZATIONS PUBLIC ART & CULTURAL FACILITIES/ 29 RENOVATION OR CONSTRUCTION, SINGLE-PHASE PROJECTS Public Art & Cultural Facilities grants encourage local, public, and private support for feasibility studies, public art projects, capital purchases for performance, exhibition, or artist's spaces, and renovation or construction of those facilities. Purpose This annual grant opportunity supports construction or renovation projects that can be completed in one year. It is one of five grants which constitute the Cultural Facilities program. Eligible organizations may apply for one Cultural Facilities grant per year. Amount The grant funds up to 50% of expenses. Maximum request is $10,000. Requires a 1:1 cash match. Eligibility and Restrictions * Educational institutions, such as private and public schools, colleges and universities, and their affiliated nonprofit foundations, are not eligible * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a unit of local, county, tribal, or state government * Applicant must have been in operation in Idaho for at least one year * Projects for historical museums and historic preservation, museums or tribal headquarters, meeting halls, senior centers, or ethnic centers are eligible if the primary purpose of construction or renovation is for the presentation of the arts * Applicant must compensate professional artists and administrators * Applicants must comply with all federal, state, and local laws including laws governing the access of persons with disabilities, facilities on the National Register of Historic Places, and building, zoning, and other codes * Applicant must have submitted all final reports for past Commission grants * Applicants who have received this grant for five consecutive years are ineligible for one year Narrative questions 1. Describe your organization; include structure, mission and brief history, programs and services. Submit a narrative of up to five pages that responds to the questions below. 2. Describe the community that will use the facility. 4. Describe the steps you have taken to make sure the project is feasible. 3. Describe the project for which you are seeking funds. 5. Describe the planning process, which may include obtaining community input, selecting contractors, consultants, or advisors. Include a timeline with projected completion date. 6. Describe how your plans address ADA and Section 504 accessibility requirements. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Proof of liability and fire insurance * Evidence of ownership * Renovation or construction specifications * Support materials (confirm the narrative by providing key evidence) * Three current competitive bids GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA/ RENOVATION OR CONSTRUCTION, SINGLE-PHASE PROJECTS Management (75 points) * Planning process is clear and complete * Timeline is appropriate for the scope of the project * The budget is realistic and correlates with the narrative * Maintaining a building's historic integrity is addressed, if applicable Community Involvement and Access (25 points) * Describes how the project complies with ADA and section 504 requirements * Evidence of community impact GRANTS FOR ORGANIZATIONS PUBLIC ART & CULTURAL FACILITIES / RENOVATION OR CONSTRUCTION, MULTI-PHASE PROJECTS Public Art & Cultural Facilities grants encourage local, public, and private support for feasibility studies, public art projects, capital purchases for performance, exhibition, or artist's spaces, and renovation or construction of those facilities. Purpose This annual grant opportunity supports renovation and construction projects in multiple phases over a period not to exceed five years. Funding for one phase does not guarantee subsequent funding. It is one of five grants which constitute the Cultural Facilities program. Eligible organizations may apply for one Cultural Facilities grant per year. Amount The grant funds up to 50% of expenses. Maximum request is $10,000. Requires a 1:1 cash match. Eligibility and Restrictions * Educational institutions, such as private and public schools, colleges and universities, and their affiliated nonprofit foundations, are not eligible * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a unit of local, county, tribal, or state government * Applicant must have been in operation in Idaho for at least one year * Projects for historical museums and historic preservation, museums or tribal headquarters, meeting halls, senior centers, or ethnic centers are eligible if the primary purpose of construction or renovation is for the preservation of the arts * Applicant must compensate professional artists and administrators * Applicants who have received this grant for five consecutive years are ineligible for one year * Applicants must comply with all federal, state, and local laws including laws governing the access of persons with disabilities, facilities on the National Register of Historic Places, and building, zoning, and other codes * Applicants must have a feasibility study that was conducted within the last three years * Applicant must have submitted all final reports for past Commission grants 31 Narrative questions 1. Describe your organization; include structure, mission and brief history, programs and services. Submit a narrative of up to five pages that responds to the questions below. 2. Describe the community that will use the facility. 4. Describe the steps you have taken to make sure the project is feasible. 3. Describe the project for which you are seeking funds. 5. Describe the planning process, which may include obtaining community input, selecting contractors, consultants, or advisors. Include a timeline with projected completion date. 6. Describe how your plans address ADA and Section 504 accessibility requirements. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Timeline and progress report * Feasibility study – no more than three years old * Proof of liability and fire insurance * Support materials (confirm the narrative by providing key evidence) GRANTS FOR ORGANIZATIONS 33 EVALUATION CRITERIA/ RENOVATION OR CONSTRUCTION, MULTI-PHASE PROJECTS Management (75 points) * Applicant provides evidence they are on schedule * Timeline is appropriate for the scope of the project * Planning process is clear and complete * Maintaining a building's historic integrity is addressed, if applicable * The budget is realistic and correlates with the narrative Community Involvement and Access (25 points) * Describes how the project complies with ADA and section 504 requirements * Evidence of community impact GRANTS FOR ORGANIZATIONS PUBLIC ART & CULTURAL FACILITIES / CAPITAL PURCHASES Public Art & Cultural Facilities grants encourage local, public, and private support for feasibility studies, public art projects, capital purchases for performance, exhibition, or artist's spaces, and renovation or construction of those facilities. Purpose This annual grant opportunity supports the acquisition of tangible, nonexpendable equipment. It is one of five grants which constitute the Cultural Facilities program. Eligible organizations may apply for one Cultural Facilities grant per year. Amount The grant funds up to 50% of expenses. Maximum request is $10,000. Requires a 1:1 cash match. Eligibility and Restrictions * Educational institutions, such as private and public schools, colleges and universities, and their affiliated nonprofit foundations, are not eligible * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a unit of local, county, tribal, or state government * Applicant must have been in operation in Idaho for at least one year * Applicant must have submitted all final reports for past Commission grants * Applicant must compensate professional artists and administrators Narrative questions 1. Describe your organization; include structure, mission and brief history, programs and services. Submit a narrative of up to two pages that responds to the questions below. 2. Describe the equipment to be purchased, the need, where it will be housed, and how it will be used. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Evidence of facility ownership or lease, if applicable * Three current competitive bids * Support materials (confirm the narrative by providing key evidence) 35 GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / CAPITAL PURCHASES 36 (100 points) * Applicant demonstrates relevance to the organization's mission or programming * Applicant demonstrates need for requested equipment GRANTS FOR ORGANIZATIONS PUBLIC ART & CULTURAL FACILITIES / PUBLIC ART Public Art & Cultural Facilities grants encourage local, public, and private support for feasibility studies, public art projects, capital purchases for performance, exhibition, or artist's spaces, and renovation or construction of those facilities. Purpose This annual grant opportunity supports public art projects. It is one of five grants which constitute the Cultural Facilities program. Eligible organizations may apply for one Cultural Facilities grant per year. Amount The grant funds up to 50% of expenses. Maximum request is $10,000. Requires a 1:1 cash match. Eligibility and Restrictions * Educational institutions, such as private and public schools, colleges and universities, and their affiliated nonprofit foundations, are not eligible * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a unit of local, county, tribal, or state government * Applicant must have been in operation in Idaho for at least one year * Applicant must have submitted all final reports for past Commission grants * Applicant must compensate professional artists and administrators Narrative questions 1. Describe your organization; include structure, mission and brief history, programs and services. Submit a narrative of up to five pages that responds to the questions below. 2. Describe the community involvement with this project. 4. Describe the process for selecting artists or consultants and their involvement with the project. 3. Describe the project, timeline, proposed accessibility of public art site, and plans for long-term care and conservation. 5. Describe how your plans address ADA and Section 504 accessibility requirements. Budget Applicant must submit a budget form. Required Attachments * List of board of directors * Résumés for key personnel * IRS determination letter of 501(c)(3) status * Support materials (confirm the narrative by providing key evidence) * Work samples, if applicable (show the quality of art or services and must be from the last five years) 37 GRANTS FOR ORGANIZATIONS EVALUATION CRITERIA / PUBLIC ART 38 Merit (50 points) * Demonstrates the excellence of the participating artist(s), if applicable at this time * Artistic quality of the project is strong Management (50 points) * Evidence of community involvement in the process for selecting the public art site and artists * Provides evidence of community support and need * Selection process and criteria for choosing an artist is appropriate and adequately described * Budget is realistic and correlates with the narrative * Demonstrates the applicant can accomplish the project in a timely manner * Attention is given to maintaining the site's historic integrity, if applicable GRANTS FOR EDUCATION QUICKPROJECT 39 Purpose This quarterly grant opportunity supports short-term projects that enliven or improve arts learning as an integral part of the education of Idaho's K-12 youth. Amount The grant funds up to 50% of expenses. Maximum request is $1,500. University applicants must match with non-university or non-state cash. Eligibility and Restrictions * Applicant must have been in operation in Idaho for at least one year. * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a school, or a unit of local, county, tribal, or state government. * Applicant must compensate professional artists and administrators. * Organizations receiving Public Programs in the Arts or Entry Track funding are not eligible to apply for Arts Education Quickprojects. * Applicant must have submitted all final reports for past Commission grants. * Quickfunds applications may not support a current Arts Education Annual Project grant. * Applicant may receive one Quickfunds grant in a fiscal year. Narrative questions 1. Describe your organization's or school's arts education goals. Submit a two page narrative that responds to the questions below. 2. Describe the project, whom it will serve, and what knowledge and skills will be acquired by learners. 4. Describe roles and qualifications of artists, consultants, and/or key personnel. 3. Describe the sequence of learning activities that will help participants achieve the project's goals. 5. Describe how your project addresses the needs of your school population or community and how your project will be shared with the larger community. Budget Applicant must submit a budget form. Required Attachments * Work samples, if applicable, ICA Teaching Artist work samples not required (show the quality of art or services and must be from the last five years) * Résumés for consultants and non-school personnel * Support materials (confirm the narrative by providing key evidence, recommended materials include schedules, lesson plans, and letters of support) Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR EDUCATION EVALUATION CRITERIA / QUICKPROJECT 40 Educational/Artistic Merit (50 points) * Addresses the appropriateness of the artists or consultants in the narrative or in the support material * Educational goals are clearly stated and activities are appropriate to the artslearning needs of participants * Clarity of the concept: Whom it will affect and what may be accomplished Management (20 points) * Roles and responsibilities of key personnel, artists, and outside consultants are clearly defined * Budget is realistic and correlates with the narrative Community Involvement and Access (30 points) * Evidence of plans to involve parents, administrators, and community (including publicity efforts) and/or share results * Reflects needs of school population or community GRANTS FOR EDUCATION 41 TEACHER INCENTIVE Purpose This quarterly grant opportunity supports individual teachers who apply for grants to enrich arts learning in their classrooms. Amount The grant funds up to 75% of expenses. Maximum request is $1,500. Eligibility and Restrictions * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * Applicant must be a K-12 teacher * Applicant must have submitted all final reports for past Commission grants and awards * Quickfunds applications may not support a current Arts Education Annual Project grant * Applicant may receive one Quickfunds grant in a fiscal year Narrative questions 1. Briefly describe your school/classroom; include your school/classroom arts goals. Submit a two page narrative that responds to the questions below. 2. Describe what you propose to do, whom it will serve, and what knowledge and skills will be acquired by learners. 4. Include roles and qualifications of artists, consultants, and/or key personnel. 3. Describe the sequence of learning activities that will help participants achieve the project's goals. 5. Describe how your project addresses the needs of your school population or community and how your project will be shared with the larger community. Budget If your request includes eligible equipment, provide evidence in your plan that the teachers involved will be able to continue the artistic work using the equipment with students after the period of support for the project. Applicant must submit a budget form. Required Attachments * Work samples, if applicable, ICA Teaching Artist work samples not required (show the quality of art or services and must be from the last five years) * Résumés for consultants and non-school personnel * Support materials (confirm the narrative by providing key evidence, recommended materials include schedules, lesson plans, and letters of support) Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR EDUCATION EVALUATION CRITERIA / TEACHER INCENTIVE 42 Educational/Artistic Merit (50 points) * Addresses the appropriateness of the artists or consultants in the narrative or in the support material * Educational goals are clearly stated and activities are appropriate to the artslearning needs of participants * Clarity of the concept: Whom it will affect and what may be accomplished Management (20 points) * Roles and responsibilities of key personnel, artists, and outside consultants are clearly defined * Budget is realistic and correlates with the narrative Community Involvement and Access (30 points) * Evidence of plans to involve parents, administrators, and community (including publicity efforts) and/or share results * Reflects needs of school population or community GRANTS FOR EDUCATION PROFESSIONAL DEVELOPMENT 43 Purpose This quarterly grant opportunity supports the professional development of teachers, educators, and ICA Teaching Artists. Applicants may receive reimbursement for attending a conference, workshop, or other form of professional development. Amount The grant funds up to 50% of expenses. Maximum request is $750. Recipients must submit a final report to receive reimbursement. Eligibility and Restrictions * Applicant must be a United States citizen, legal resident, or refugee, and be an Idaho resident for at least one year * Applicant must be a K-12 teacher, educator, or ICA Teaching Artist * Applicant must have submitted all final reports for past Commission grants and awards * Applicant may receive one Quickfunds grant in a fiscal year Narrative questions 1. List the name, dates, and location of the conference, workshop, or seminar you will attend. Submit a one page narrative that responds to the questions below. 2. Explain how this activity will enhance student learning, your teaching, and arts education professional skills. 4. Describe how you will share the knowledge gained and/or involve your community. 3. Include support material with information about the opportunity and describe the specific activities that you will participate in. Budget Applicant must submit a budget form. Required Attachments * Support materials (confirm the narrative by providing key evidence, recommended materials include schedules, lesson plans, and letters of support) * Résumé Quickfunds applicants can register an account and apply through the online portal at grants.arts.idaho.gov. GRANTS FOR EDUCATION EVALUATION CRITERIA / PROFESSIONAL DEVELOPMENT 44 Educational/Artistic Merit (50 points) * Opportunity has significant educational or artistic merit * Applicant's past work history reveals experience with quality arts or education projects Feasibility (20 points) * Application is clear and complete; the budget is realistic and correlates with the narrative Professional and Educational Growth (30 points) * Opportunity is a logical extension of applicant's previous work * Opportunity has the potential to significantly affect or enhance applicant's artistic development, professional or teaching skills, or demonstrates a strong plan to improve student learning in the arts GRANTS FOR EDUCATION ANNUAL PROJECTS Purpose This annual grant opportunity supports activities that unite effective practices in education and in the arts, enriching teaching and learning opportunities for K-12 students. Grant amount The grant funds up to 50% of expenses. Maximum request is $15,000. Eligibility and Restrictions * Applicant must have been in operation in Idaho for at least one year * Applicant must be a nonprofit, IRS tax exempt 501(c)(3) organization or be represented by a fiscal agent; or be a school, or a unit of local, county, tribal, or state government * Applicant must compensate professional artists and administrators * Applicant must have submitted all final reports for past Commission grants Narrative questions 1. Briefly describe the organization's or school's educational mission and the project or activities for which funds are sought. Submit a narrative of up to four pages that responds to the questions below. 2. What student NEEDS will be addressed by this project? * Identify important student learning needs that this project will address. * Describe the population expected to benefit from the project. Specify the number of participants and, if applicable, how they will be chosen. * Describe your systems, practices, and actions that encourage outreach to diverse members of your community, including those activities designed to minimize barriers to participation. * Identify the Artistic Process and Essential Question from the National Core Arts Standards that will focus student learning. 3. IMPACT – How will the project contribute to what students will know and be able to do in the arts? Reference your response to the National Core Arts Standards: nationalartsstandards.org. * Specify up to three discipline-specific knowledge and skill standards (eg. VA:Cr1.2PKa) that students will know and be able to do in the arts as an outcome of your planned activities or experiences. Please provide the full statement(s). * What assessment tools will be used to determine if the identified standards are understood and/or applied in the student work? 4. Describe how EVIDENCE of student learning will be captured, documented, and shared. * Describe how evidence of student learning will be documented and shared with wider audiences such as peers, parents, funders, school personnel, or other stakeholders. 45 5. Describe the project activities in detail. * What activities will build student interest and curiosity before the project begins? * Identify which individual artists, performing groups, educators, or consultants will be involved, including their roles, qualifications, and responsibilities. * Describe a clear sequence of activities that will deepen students' interests, skills, and understanding to achieve the project's identified outcomes. * How will students be guided in responding to/reflecting on their work or the work of others? Budget Applicant must submit a budget form. Required Attachments * Résumés for key personnel. ICA Teaching Artist résumés may be omitted * List of key personnel * Three letters of support * Support materials (confirm the narrative by providing key evidence, recommended materials include schedules, lesson plans, and letters of support) * Work samples, if applicable, ICA Teaching Artist work samples not required (show the quality of art or services and must be from the last five years) GRANTS FOR EDUCATION EVALUATION CRITERIA / ANNUAL PROJECTS 47 Educational/Artistic Merit (30 points) * Outcomes identify specific concepts, processes, and skills that students will master as a result of their participation * Addresses the needs of the populations served * In-school project outcomes are aligned with the Idaho Humanities Standards and/or 21st Century Skills; or outcomes are clearly defined and based on the needs of the out-of-school individuals served * Artists, consultants, personnel, and presenters are highly qualified to carry out the activities and are appropriate for those served * Activities are appropriate to achieve project outcomes * Support materials, such as handouts, curriculum, study guides, and CDs, are of high quality, support stated outcomes, and are appropriate for learners Planning, Implementation, and Evaluation (30 points) * Activities are appropriate to achieve project outcomes * Outcomes that reflect the needs of learners are specified * Assessment methods for learners are aligned with project outcomes * Plans are in place to support evaluation and the dissemination of results to identified audiences * Evaluation findings are incorporated into ongoing planning and, especially for returning applicants, the refinement of the program Management (20 points) * Support is broad-based, including public and private sources * The budget is complete, clear, and correlates with the narrative * Roles and responsibilities of key personnel, community and school partners, artists, and outside consultants are identified and clearly defined Community Involvement and Access (20 points) * Plans and publicity will inform and involve the community * Plan includes opportunity to share student learning with others * Accommodation for people with disabilities is evident * Organizational efforts identify and include underserved populations GLOSSARY AccessibilityAccessibility involves the location and ease of usage of the facility, content of the activities, and the planning process. Every attempt should be made to ensure that people with disabilities, ethnic groups, occupational groups, older adults, or young audiences have access. ApprenticeSomeone who has some experience with an art form and wishes to further their knowledge or skills. ArtistFor granting purposes, an individual who practices the arts as a profession and derives a significant portion of the individual's livelihood from performing the arts or engages in frequent or regular exhibitions, performances, publications, or similar public art displays. Arts educatorA person who works with children grades K-12 or affects those who work with that age group. Authorizing officialThe person with the authority to legally obligate the applicant. Capital purchasesThe acquisition of, modification or improvements to, real property or its fixtures. Funds used to purchase equipment that is defined as an article of tangible, nonexpendable, personal property having a useful life of more than one year and costing $5,000 or more. CommunityFamilial, ethnic, social, religious, or occupational groups conscious of their identity that gives them a sense of "belonging to" a certain region, city, tradition, occupation, religious belief, ethnic, or linguistic group. Community accessTo provide the community with an opportunity to experience the arts. CraftArts disciplines resulting in works that primarily emphasize skill or utility rather than conceptual orientation. Creative nonfictionWriting that uses literary devices available to poets and fiction writers that does not alter true and accurate information. DesignArts disciplines resulting in plans on which the production of an item is based. DocumentaryIncludes any cinematographic work or sound recording that conveys factual information and analysis related to actual events or issues. For granting purposes, work must be artistic, not historical or academic. DUNS number A nine-digit identifier for businesses issued by Dun & Bradstreet. Earned incomeRevenue from sales of admissions, tickets, subscriptions, and memberships. 49 Employer Identification Number (EIN)Tax ID number assigned by the Internal Revenue Service. Ethnic groupAny social group based on perceptions of shared ancestry, cultural traditions, and a common history that distinguishes that particular group. Feasibility studyAn analysis to determine if a project is possible. Final reportThe Final Descriptive Report (FDR) that recipients must submit to the Commission within the fiscal year of the grant (by July 31) or within 30 days after completion of a project or activity. Financial statementAnnual organizational board-approved year-end financial statement from the completed fiscal year. It includes a profit and loss statement, balance sheet of assets, debts, liabilities, and retained earnings. Fiscal agentAn eligible, tax-exempt organization used as an umbrella by an organization that does not have its own tax-exempt status from the Internal Revenue Service. Fiscal yearThe ICA fiscal year is July 1 - June 30. Folk artThose artistic expressions that demonstrate an affiliation with established and newcomer communities, values, and aesthetics, such as vernacular architecture, crafts, tools and trades, occupational practices and poetry, community, religious, and civic celebrations; jokes, stories, rhymes, games, food preservation, preparation and presentation. FolklifeConcerns the practice of cultural and artistic traditions shared by the different groups who live in a community. It includes their celebrations, customs, stories, beliefs, skills, working traditions, language use, rituals, crafts, music, foodways, songs, dances, and architecture of their community. In-kind contributionsGoods and services, donated by individuals and organizations other than the applicant, that can be given a cash value. They directly benefit the proposed activity, demonstrate community support, and must correspond with project expenses. IRS 501(C)(3) determination letterOfficial Internal Revenue Service correspondence verifying nonprofit status. Includes tax ID number. LiteratureFor granting purposes, literature includes fiction, creative nonfiction, poetry, and cowboy poetry. Master artistsThose recognized by their communities or their peers as the best in their discipline. Media artsArts disciplines resulting in work that requires a technological (usually electronic) component to function. For granting purposes this includes, but is not limited to, film, video, audio, or Internet-based works of art. Performing artsArts disciplines resulting in live or recorded performances. For granting purposes this includes, but is not limited to, dance, music, and theater, and their constituent disciplines such as choreography, composition, play writing, set and costume design, etc. Public artArt in any media that has been planned and executed with the intention of being staged in the physical public domain, usually outside and accessible to all. RésuméDescribes the applicant's professional development as an artist or arts administrator. In lieu of a formal résumé, a short bio may be submitted. Statement of purpose A discussion of the current direction of your work, providing a personal perspective. Tax ID numberAlso known as Employer Identification number; assigned by the Internal Revenue Service. Tradition bearersRecognized for their knowledge of the traditions and oral history of their community, or who are qualified to provide information and pass on their knowledge because of their distinguished role in the community. UnderservedA community in which individuals lack access to arts programs due to geography, economic conditions, ethnic background, or disability. Visual artsArts disciplines resulting in works that function primarily through sight. 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IB ENTRANCE EXAM THE IB DIPLOMA PROGRAMME – THE KEY INFORMATION COMPLETE THE DEFINITIONS WITH ONE SUITABLE WORD or PHRASE SO THAT THE DEFINITIONS ARE TRUE FOR THE IB DP . 1. IB mission statement : The International B ………………………………….e (1 ) aims to develop inquiring, k……………………………..e (2) and caring young people who help to c…………………………………e (3) a better and more peaceful world through i…………………………………………..l (4) understanding and respect. To this end the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous a…………………………………..t (5). These programmes encourage students across the world to become active, compassionate and lifelong l……………………………..s (6 ) who understand that other people, with their differences , can also be r……………………..………………….t (7). 2. The IB learner profile : …………………………………….. (8) They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. …………………………………….. (9) They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. ……………………………………… (10) They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. ………………………………………. (11) They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. ………………………………………….. (12) They act with integrity and honesty, and a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. 3. …………………………………………………………… (13 ) - is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, IT serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. All coursework—including work submitted for assessment—is to be authentic, based on the student's individual and original ideas with the ideas and work of others fully acknowledged. 4. What are the core elements of the IBDP course : (use full names only) T……………………………………………………………………………………………………………… (14) C……………………………………………………………………………………………………………….(15 ) E……………………………………………………………………………..……………………………….. (16) USE OF ENGLISH I. COMPLETE THE SECOND SENTENCE SO THAT IT HAS A SIMILAR MEANING TO THE FIRST SENTENCE , USING THE WORD GIVEN . DO NOT CHANGE THE WORD GIVEN . YOU MUST USE BETWEEN THREE AND SIX WORDS , INCLUDING THE WORD GIVEN. HERE'S AN EXAMPLE : There is a strong possibility that the species of rhino will become extinct . DANGER This species of rhino is …………………………………………………………………………………..…………..extinct. Example : IN DANGER OF BECOMING 1. It was very easy for someone to steal the car because Dad forgot to lock it. STOLEN Dad forgot to lock the car which explains ……………….…………………………………………….…easily. 2. Despite usually feeling comfortable when he spoke in public, John felt quite nervous this time. USED Even ……………………………………………………………… in public, John felt quite nervous this time. 3. It took me some time to understand fully what happened. WHILE It was ……………………………………………………………………………………understood what had happened. 4. Do you think you could help me take these boxes outside? MIND Would …………………………………………………………………….………….a hand taking these boxes outside ? 5. As he continued to listen to the speech , John became increasingly sleepy. SLEEPIER The more John listened to the speech ,…………………………………………………………….………….became. II. FOR QUESTIONS 11 – 15 THINK OF ONE WORD ONLY WHICH CAN BE USED APPROPRIATELY IN ALL THREE SENTENCES. HERE'S AN EXAMPLE: Please explain to me the ……………………..………………………………………of having another meeting . It was at that ………………………………………………………… that most of the audience got up and left. We lost a ……………………………………..because one person in our team started the race too early . Example: POINT 6. We need to agree on what ………………………………………………..of punishment is appropriate in this case. A strange ………………………………….suddenly appeared out of the fog and began to walk towards them. Please hand in the completed …………………………………….to the receptionist. 7. I had to ……………………………………the entire business when the manager became ill. Two rivers …………………………………..down the mountain and feed the lake below. We need to …………………………………… through the song one more time before we record it. 8. I'd like to …………………………………………..this meeting by welcoming our guest speaker. It is a generalization that women tend to be more …………………………… to new ideas than men . Private health care is not an option that is …………………………………………to many people. 9. The ……………………………….in the newspaper said the roadworks would begin on July 2 nd . It has come to my ………………………………………that staff are dissatisfied with the company criteria. Both witnesses failed to ……………………………………….the clothes the thief was wearing. 10. If you're …………………………………………….next weekend , perhaps we could get together then. This seat is …………………………………………. if you want to sit on it. Feel ………………………………… to stay with us any time you need a place to stay. 11. If you don't want any more, put the …………………………………………………. Back on the bottle. The scientists were thinking of drilling a hole through the polar ice …………………………………………………. to reach the lake which, according to their calculations, was exactly under their feet. A swimming …………………………………………………. is required if you want to take a swim in the pool. 12. The cat curled up on her …………………………………………………. as she was sitting comfortably in her favourite rocking chair near the fireplace. Soon after he crossed the finishing line at the stadium, he took a victory …………………………………………………. to the cheers of thousands of spectators. The scenery is almost idyllic. Small waves …………………………………………………. against the cliffs soothing your nerves. 13. In the examination room, his mind went …………………………………………………. and he couldn't give a single answer to the examiners' questiond. Fill in this ………………………………………………….with only one word. Is that clear? Her …………………………………………………. eyes showed no interest in the subject, only impenetrable emptiness. 14. The girl from the village drew some water from the …………………………………………………. to offer it to several pilgrims on their way to the holy place. It's …………………………………………………. worth spending your money on the singer's latest album. It's terrific. He saw tears …………………………………………………. up in her eyes after his biting remark. 15. The robber used the small girl as a human …………………………………………………. to get out of the bank. Never look directly at the sun. In bright daylight always ………………………………………………….your eyes with a pair of sunglasses. Another part of the Roman soldier's battle gear was his big …………………………………………………. . III. FOR QUESTIONS 16 - 25 , READ THE TEXT BELOW. USE THE WORD GIVEN INCAPITALS IN BRACKETS TOFORM A WORD THAT FITS IN THE GAP. THERE IS AN EXAMPLE AT THE BEGINNING (0) EXAMPLE : 0 EXHIBITION COMMUNITY CENTRE SUMMER EVENTS June 3 rd sees the opening of an incredible (0) EXHIBITION ( EXHIBIT) of photographs by professional photographer and local (16) ………………………………………. (RESIDE) , John Taylor. I the 50 years that John has been taking photographs, he has amassed a (17) ……………………………… (VISION) fascinating record of village life. The show is (18) ……………………………………….. (TITLE) History Through the Lens and includes nostalgic portraits of local people and hypnotic images of landscapes. There is also a section on (19) ………………………….. (HISTORY)important events which is equally fascinating. Another upcoming event is a book reading by author Maria Treadway. You may know Maria as a children's writer, but over the last three years she has (20) ……………………………………… (DIVERSE) into adult fiction. Her novels , all set in the 17 th century , are both entertaining and highly (21)……………………………………(INFORM) . Maria has often admitted in the past to being a (22) ………………………………………………(PERFECT ) and she carries out extensive research before she writes. On June 9 th , she will be reading from her last novel The Last Key, which is (23) …………………………..(ARGUE) the best work to date. This is really (24) ……………………………………(MISS) evening so be sure to book well in advance. (25 ) ……………………………… (ADMIT) to both events is $10 for adults and free for pensioners. READING SKILLS Davos* for students Over the past three days, 70 people, considered the world's top students, have been in Dublin trying to sort out problems such as climate change, global conflict and the future of education. No pressure, then. The event concluded last night with the presentation of awards at Dublin City Hall. We asked international students Josh Zoffer, Amy Burnside and Moeka Komachi what the future holds. Q: Whats the biggest challenge facing your generation? Josh: "Apathy. I think our generation faces a crisis of individualism. People are often more focused on themselves than on large problems, and the big challenge is to change that." Amy: "Our worth as people has come to be defined by what we do. And struggling to find meaningful work for young people has affected self-esteem. I think depression has really spiralled because of that, and, particularly in Ireland, a lot of people have left to find that meaning, which is not always available here." Moeka: "Being overwhelmed by having too much going on; there are too many choices and too much knowledge out there. I don't know if I'm choosing the right things." Q: Are you optimistic or pessimistic for your generation? Josh: " Optimistic. We have one of the most talented, best educated generations in world history entering adulthood. We have more resources to help mobilize people and to fight problems." Amy: "I think there is a great sense of hope that it doesn't have to be the way it is now forever. Particularly in Ireland, I think things are moving in the right direction. It's just very slow." Moeka: "Can I say 'realistic' instead of 'pessimistic'? Unless we are guided to try to figure out what to do with our knowledge, I feel we are just going to be left overwhelmed and lost." Q: What big idea do you have? Josh: "Consumer social responsibility: getting people to buy products that are sourced and produced responsibly, getting people to care about where everything they buy comes from – that is one of the best ways of getting corporations to change the way they do business." Amy: "Greater dialogue between disciplines. When people talk about their passion and share it with you, you can find out things you didn't know about your own discipline, and you can work together to make something more valuable." Moeka: "Being able to extend beyond your comfort zone." Adapted from Joe Humphreys, Irish Times (2013) *Davos refers to the World Economic Forum Answer the following questions. 1. What did the 70 students who attended the conference in Dublin have in common? ____________________________________________________________________ 2. Which of the issues discussed at the conference addressed war? ____________________________________________________________________ 3. Which word between lines 6 and 13 is similar in meaning to "indifference"? ____________________________________________________________________ 4. From statements A to D, select 2 that correspond to Josh's response to the interview A. The most talented generation is governing the world B. Lack of concern is the biggest challenge facing young people today. C. Raising consumer awareness will result in positive change. D. Thinking about yourself helps you concentrate on the greater challenges. 5. From statements A to D, select 2 that correspond to Amy's response to the interview A. Today's youth are slowly but surely heading the right way. B. Others know more about your specialty than you do. C. Our professions determine our value as human beings. D. Self-esteem is rarely dependent on career choices. 6. From statements A to D, select 2 that correspond to Moeka's response to the interview A. One should use knowledge freely. B. An excess of information and alternatives results in confusion. C. We should establish ourselves within our comfort zones. D. It is important to be a risk-taker. Choose the correct answer from A, B, C, or D. 7. According to Amy, the rate of depression among young people… A. has decreased significantly B. has increased significantly C. is difficult to determine D. is slowly disappearing 8. Josh is optimistic about the future because… A. human and other resources are better than they used to be B. resources to help people move are improving C. resources with which to fight problems are scarce D. the new generation wants to address global issues. HUMANITIES A : READ THE EXTRACT FROM THE NOVEL LORD JIM BY JOSEPH CONRAD .THEN CHOOSE THE CORRECT OPTONS (A – D) TO ANSWER THE QUESTIONS : 1. In the opening part of the extract, what is the narrator, Marlow, describing? a. the river b. the sea c . Patusan d . the valley 2. According to the extract, what is Jim's opinion of the moonlight over his house? a. He likes it very much. b. He doesn't think it's special. c. It makes him sad. d. He's frightened of it. 3. What does Marlow say was his main purpose in sending Jim to Patusan? a. to control him b. to get him out of the way c. to regulate daily events d. to study the moon and stars 4. What, according to Marlow, is the most important thing about returning home? a. having made new friends b. having a clear conscience c. having earned lots of money d. having loved ones at home 5. Which statement best describes Marlow's final thoughts on returning to one's homeland? a. Most people understand the spirit of the land, but few really feel it. b. Most people are able to see familiar emotions in a deeper way. c. Most people feel the spirit of the land, but few understand it. d. Most people who travel forget about their family and their friends. B: THE WRITER USES DESCRIPTIVE LANGUAGE TO PAINT A PICTURE OF HIS THOUGHTS. LOOK AT THE DESCRIPTIVE PHRASES (1-4) FROM THE EXTRACT AND MATCH THEM TO WHAT THE NARRATOR, MARLOW, IS DESCRIBING (A-F). NOTE THAT TWO ARE NOT USED. 1. the nearly perfect disc 2. like a man panting under a burden in a mist 3. the illustrious and the obscure 4. its disembodied, eternal, and unchangeable spirit a. the spirit of one's family b. Jim (troubled) c. the narrator (troubled) d. the moon e. the spirit of one's homeland f. people who have travelled Patusan is a remote district of a native-ruled state, and the chief settlement bears the same name. At a point on the river about forty miles from the sea, where the first houses come into view, there can be seen rising above the level of the forests the summits of two steep hills very close together, and separated by what looks like a deep fissure, the cleavage of some mighty stroke. As a matter of fact, the valley between is nothing but a narrow ravine; the appearance from the settlement is of one irregularly conical hill split in two, and with the two halves leaning slightly apart. On the third day after the full, the moon, as seen from the open space in front of Jim's house (he had a very fine house in the native style when I visited him), rose exactly behind these hills, its diffused light at first throwing the two masses into intensely black relief, and then the nearly perfect disc, glowing ruddily, appeared, gliding upwards between the sides of the chasm, till it floated away above the summits, as if escaping from a yawning grave in gentle triumph. "Wonderful effect," said Jim by my side. "Worth seeing. Is it not?" 'And this question was put with a note of personal pride that made me smile, as though he had had a hand in regulating that unique spectacle. He had regulated so many things in Patusan—things that would have appeared as much beyond his control as the motions of the moon and the stars. 'It was inconceivable. That was the distinctive quality of the part into which Stein and I had tumbled him unwittingly, with no other notion than to get him out of the way; out of his own way, be it understood. That was our main purpose, though, I own, I might have had another motive which had influenced me a little. I was about to go home for a time; and it may be I desired, more than I was aware of myself, to dispose of him—to dispose of him, you understand—before I left. I was going home, and he had come to me from there, with his miserable trouble and his shadowy claim, like a man panting under a burden in a mist. I cannot say I had ever seen him distinctly—not even to this day, after I had my last view of him; but it seemed to me that the less I understood the more I was bound to him in the name of that doubt which is the inseparable part of our knowledge. I did not know so much more about myself. And then, I repeat, I was going home—to that home distant enough for all its hearthstones to be like one hearthstone, by which the humblest of us has the right to sit. We wander in our thousands over the face of the earth, the illustrious and the obscure, earning beyond the seas our fame, our money, or only a crust of bread; but it seems to me that for each of us going home must be like going to render an account. We return to face our superiors, our kindred, our friends—those whom we obey, and those whom we love; but even they who have neither, the most free, lonely, irresponsible and bereft of ties,—even those for whom home holds no dear face, no familiar voice,—even they have to meet the spirit that dwells within the land, under its sky, in its air, in its valleys, and on its rises, in its fields, in its waters and its trees—a mute friend, judge, and inspirer. Say what you like, to get its joy, to breathe its peace, to face its truth, one must return with a clear conscience. All this may seem to you sheer sentimentalism; and indeed very few of us have the will or the capacity to look consciously under the surface of familiar emotions. There are the girls we love, the men we look up to, the tenderness, the friendships, the opportunities, the pleasures! But the fact remains that you must touch your reward with clean hands, lest it turn to dead leaves, to thorns, in your grasp. I think it is the lonely, without a fireside or an affection they may call their own, those who return not to a dwelling but to the land itself, to meet its disembodied, eternal, and unchangeable spirit—it is those who understand best its severity, its saving power, the grace of its secular right to our fidelity, to our obedience. Yes! few of us understand, but we all feel it though, and I say all without exception, because those who do not feel do not count. conical- shaped like a cone dwell- live, reside diffused- spread out disembodied- freeing the spiritual from the physical fidelity- loyalty fissure- a crack hearthstone-part of a fireplace I own-(in this context) I admit ravine- a small valley which is narrow and deep secular- relating to the physical world severity-harshness unwittingly- without meaning to 1. SCIENCES A : READ THE ARTICLE AND MATCH SENTENCES A – G TO GAPS 1 – 5. THERE ARE TWO EXTRA SENTENCES. A: The key feature of the new filters is the fact that nanoparticles have a vast amount of surface area for their weight. B: Nanotechnology is extremely expensive. C: But keep chopping them smaller, and at some point—20 to 30 nanometers, in this case—the pieces can explode. D: . But such safety issues are key, given the speed with which the nanotech tsunami is moving. E: As it does, it will make the computer revolution look like small change. F: . In theory, the nanotube power lines would carry electricity over thousands of miles. G: You need a microscope to see nanoparticles. B: FIND THE WORDS 1 – 8 IN THE ARTICLE AND THE POINTS ABOVE. MATCH THEM WITH THE DEFINITIONS A – H . 1. application 2. properties 3. conduct 4. coating 5. wire 6. current 7. chemical reaction 8. pollutant a. let something pass through b. a change that happens when chemicals combine c. along thin piece of metal d. a thin layer that covers something e. flow of electricity f. practical use of a theory or process g. characteristics h. something that harms the environment Welcome to the World of Nanotechnology Tiny technology promises big rewards. Some may already be in your closet. "I sit before you today with very little hair on my head. It fell out a few weeks ago as a result of the chemotherapy I've been undergoing. Twenty years ago, without even this crude chemotherapy, I would already be dead. But 20 years from now, nanoscale missiles will target cancer cells in the human body and leave everything else blissfully alone. I may not live to see it. But I am conﬁdent it will happen." Richard Smalley spoke these words on June 22, 1999. He died of non-Hodgkin's lymphoma on October 28, 2005. The 62-year-old Nobel Prize-winning chemist was a nanotech pioneer. A tsunami is unnoticeable in the open ocean—a long, low wave whose power becomes clear only when it reaches shore and breaks. Technological revolutions travel with the same stealth. Spotting the wave while it's still crossing the ocean is tricky, which explains why so few of us are aware of the one that's approaching. Nanotechnology has been around for two decades, but the first wave of applications is only now beginning to break. (1) ……………... It will affect everything from the batteries we use to the pants we wear to the way we treat cancer. The main thing to know about nanotechnology is that it's small. Really small. Nano, a preﬁx that means "dwarf" in Greek, is shorthand for nanometer, one-billionth of a meter: a distance so minute that comparing it to anything in the regular world is a bit of a joke. This comma, for instance, spans about half a million nanometers. To put it another way, a nanometer is the amount a man's beard grows in the time it takes him to lift a razor to his face. Nanotechnology matters because familiar materials begin to develop odd properties when they're nanosize. Tear a piece of aluminum foil into tiny strips, and it will still behave like aluminum—even after the strips have become so small that you need a microscope to see them. (2) ………………. Not all nanosize materials change properties so usefully (there's talk of adding nano aluminum to rocket fuel), but the fact that some do is a boon. With them, scientists can engineer a cornucopia of exotic new materials, such as plastic that conducts electricity and coatings that prevent iron from rusting. It's like you shrink a cat and keep shrinking it, and then at some point, all at once, it turns into a dog. "Nano's going to be like the invention of plastic," says Paul Alivisatos, associate director of physical sciences at Lawrence Berkeley National Laboratory's new nanofabrication center. "It'll be everywhere: in the scalpels doctors use for surgery and in the fabrics we wear." Alivisatos already owns a pair of stain-resistant nanopants from the Gap, made from fibers treated with fluorinated nanopolymer. "I spilled coffee on them this morning, and it rolled right off." In the future , nanotechnology could provide a solution to the world's impending energy crisis. Nanotech pioneer Richard Smalley came up with a plan to replace old copper and aluminum power lines with wires spun from carbon nanotubes. Nanotubes can carry far more current than traditional metal wires—over a billion amps of current per square centimeter—and, unlike metal wires, they lose very little of that energy as heat.(3) ……………………..Rather than relying on local coal-fired power plants, cities could use energy generated by giant solar farms in deserts or by wind farms off coasts. "This is the great getting-up morning of nano," Smalley said. "If Mother Nature allows it, we could restring the electrical grid of the world." Still, researchers are looking at ways to use nanosize sensors in water purification systems that will filter everything from bacteria to industrial pollutants like arsenic. (4) ………………………… One ounce of nanobeads, for instance, contains a staggering 300,000 square feet of surface area. Because the chemical reactions that neutralize pollutants take place on the surface of the beads, the greater the available area, the more effective the filter. Because nanotech applications are so potentially useful, until now safety questions have been largely ignored- questions such as whether nanoparticles could accumulate undetected in the water and food chains. (5) …………………………. All aspects of nanotechnology will require comprehensive regulation. ANSWER SHEET NAME: ……………………………………………. SCORE :………………………………./84pts THE IB DIPLOMA PROGRAMME – THE KEY INFORMATION ( 1 point each ) 1. 2. 3. 4. 5. 6. 7. 8. USE OF ENGLISH (1 point each ) 1. 2. 3. 4. 5. READING SKILLS 1. 2. 3. 4. 5. 6. 7. 8. ______________________________________________________________________________________________ HUMANITIES A: 1. 2. 3. 4. 5. B: 1. 2. 3. 4. SCIENCES A: 1. 2. 3. 4. 5. B: 1. 2. 3. 4. 5. 6. 7. 8. Based on the following stimulus write a short paragraph (100 words) justifying your opinion. (10pts) Some people believe that happiness lies in being accepted by those around us while others insist that happiness is achieved only when we learn to accept ourselves. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ ______________________________________________________________________________________________	<urn:uuid:e0745e7e-1398-44ea-b762-2b8c6d2f4e31>	CC-MAIN-2024-18	https://4liceum.pl/phocadownload/IBDP/sample%20IB-entrance-EXAM.pdf	2024-04-13T17:16:42+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816820.63/warc/CC-MAIN-20240413144933-20240413174933-00099.warc.gz	68,377,604	5,931	eng_Latn	eng_Latn	0.912072	eng_Latn	0.999519	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "hau_Latn" ]	false	docling	[ 2915, 4150, 6723, 8856, 11326, 13246, 14453, 16427, 19209, 20764, 23373, 25129, 25347, 25617, 27726 ]	[ 2.078125, 3.078125 ]	4	0
ANSWERS KEYS PRUEBA DE ACCESO A CICLOS FORMATIVOS DE GRADO MEDIO JUNIO 2017 PROVA D'ACCÉS A CICLES FORMATIUS DE GRAU MITJÀ JUNY 2017 PARTE LINGÜÍSTICA: b) LENGUA INGLESA Duración: 45 minutos PART LINGÜÍSTICA: b) LLENGUA ANGLESA Duració: 45 minuts 1. Answer the following questions. Write a complete sentence. a) Who does Sara live with? She lives with her mum, her little brother and her dog. ( 0.4 points each= 2 points) b) What is her brother's name? His name is Alfie. d) Where does Sara go after school? She goes to a café. c) How many bedrooms has the house? The house has got three bedrooms. e) What sport does Sara play at the weekend? She plays hockey. 2. Are the following sentences true or false? Underline the correct option. a) Jo and Steph aren't in the same class. FALSE (0.4 points each = 2 points) b) Mrs Jenkins gives them lots of homework. TRUE d) Sara isn't good at roller-skating and she can't go very fast. FALSE c) They can chat online in the café. TRUE e) They go to a café before school. FALSE 3. Which word does not belong to the group? Example: tall / thin /fat / station a) bank / museum / chicken / supermarket (0.25 points each = 1 point) b) trousers / kitchen / suit / jacket d) garden / bathroom / belt / hall c) wine / peach / cake / notebook 4. Put the words in the correct order. (0.4 points each = 2 points) Example: doctor / a / am / I --------- I am a doctor a) green / Tom / has / jumper / a / got – Tom has got a green jumper. c) on / lamp / table / there / a / the / was – There was a lamp on the table. b) Louise / go / theatre / did / to / the ? - Did Louise go to the theatre? d) play / James / guitar / the / can ? - Can James play the guitar? e) salad / love / I / tomatoes / with – I love salad with tomatoes. 5.- Write a short text about you, your family, your job, your house, your favourite food, your daily routine and your hobbies. Write at least one sentence for each topic. You must write 8 sentences in total. Student's own words. (0.375 points each = 3 points)	<urn:uuid:57dff409-8802-4eac-afd3-43f961a27ace>	CC-MAIN-2021-17	https://fp.cavanilles.com/pluginfile.php/42810/mod_folder/content/0/SOLUCIONES/KEYS%20ANGLES%20GM.pdf?forcedownload=1	2021-04-16T10:06:18+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00474.warc.gz	388,920,426	589	eng_Latn	eng_Latn	0.992712	eng_Latn	0.992712	[ "eng_Latn" ]	false	docling	[ 2035 ]	[ 3.90625 ]	1	0
Pesticides and Playing Fields Are we unintentionally harming our children? By Eileen Gunn and Chip Osborne Parents and teachers spend a lot of time ensuring the safety of children. Yet, the common, everyday practices used to maintain our children's playing ﬁelds are unin tentionally and unnecessarily exposing them to carcinogens, asthmagens, and developmental toxins. The typical soccer ﬁeld is deluged with a mixture of poisons designed to kill fungus, weeds, and insects. A conventional maintenance plan includes the use of a fungicide on a regular basis to prevent fungal pathogens, a post-emergent herbicide (such as 2,4-D) to kill crabgrass and dandelion seed, a selec tive herbicide (such as Trimec or Mecoprop) to kill clover and other broadleaf weeds, and an insecticide (such as Merit or Dylox) to kill insects such as grubs. These are all pesticides, whose health effects are discussed below, and their use on playing ﬁelds is particularly troubling because children come into direct contact with the grass, and have repeated, and prolonged exposures. While much is known about the effects of individual pesticides and products, the health effects of the mixtures, described here, on children are not evaluated by the U.S. Environmental Protection Agency (EPA). Many people think that the pesticides "wear off," and that children are not being exposed. However, the Centers for Disease Control (CDC) found multiple pesticide residues, including the herbicide 2,4-D, in the bodies of children ages 6-11 at signiﬁcantly higher levels than all other age catego ries. Herbicides such as 2,4-D and Mecoprop, chemicals tied to respiratory ailments, are found in 15 percent of children tested, ages 3 to 7, whose parents had recently applied the lawn chemicals. Breakdown products of organophosphate pesticides are present in 98.7 percent of children tested. Additionally, scientiﬁc studies show that herbicides, such as 2,4-D, are tracked indoors from lawns where residues may remain for up to a year in carpets, dust, air and surfaces. More reasons to be concerned? Children are especially vulnerable to pesticides The National Academy of Sciences reports that children are more susceptible than adults to pesticides and other environmental toxins. This is because pound for pound children take in more pesticides relative to their body weight, their detoxiﬁcation system is not fully developed, and their developing organ systems are more vulnerable. EPA concurs that children take in more pesticides relative to body weight than adults and have developing organ systems that are more vulnerable and less able to detoxify toxic chemicals. Children, cancer and pesticides Of all 99 human studies done on lymphoma and pesti cides, the Lymphoma Foundation of America found 75 show a connection between exposure to pesticides and lymphomas. A study published in the Journal of the National Cancer Institute found that household and garden pesticide use can increase the risk of childhood leukemia as much as seven-fold. A study published by the American Cancer Society found an increased risk for non-Hodgkins Lymphoma (NHL) for Yes! Organic Playing Fields Are Possible Five myths about problems with organic playing ﬁeld management Have you ever tried suggesting eliminating pes ticide use on children's playing ﬁelds in your community and been told it is not possible, it would cause more injuries, or it just costs too much? Chip Osborne, a horticulturists living in Marblehead, Massa chusetts, has been told all of these things and more in his quest to transform 15 acres of playing ﬁelds to organic management. He recently spoke at the Beyond Pesticides 24 th National Forum, shared his experience, and disputed the unfounded statements you often hear. tion issues, and drought stress. It is an issue in large patches because it can be slippery when wet. However, clover is a beneﬁcial plant that "ﬁxes," or transforms, free nitrogen from the atmosphere into the turfgrass. Clover roots are extensive and provide signiﬁcant resources to soil organisms, and it is extremely drought resistant, staying green long after turf goes dormant. Myth 1: Organic turf management puts ﬁelds "at risk." Opponents, or uninformed turf managers, claim that organic management will put the ﬁelds at risk for disease and weed infestation, however, in a Cornell University study of turf, chemically maintained turf is more susceptible to disease. The reason was found to be very low organic matter content and depleted soil microorganisms. A key component of organic management is topdress ing with compost, adding a steadily available source of nutrients, adding thousands of beneﬁcial microorganisms that help ﬁght disease. Research at Cornell University demonstrates that topdressing with compost suppresses some soil-borne fungal diseases just as well as conven tional fungicides. Myth 2: Organic athletic ﬁelds are not "safe" and cause more injuries. This myth often preserves dan delions and tufts of plants that children may trip on. But organic practices can ensure control of unwanted plants in the turf. Moreover, these injury claims are not substantiated. The safety of a ﬁeld is not dependent on whether there is an organic versus chemical-based maintenance program, any turf that has an irregular surface can lead to falls or twisted ankles. In fact, chemical turf is generally hard and compacted because there is not much soil biology (life in the soil). Or ganic management focuses on cultural practices, such as aeration, that alleviate compaction and provides a softer, better playing surface. Myth 3: Organic ﬁelds always have clover problems. Excess clover is an indicator of the soil condition. Clo ver is found in ﬁelds with low nitrogen levels, compac The organic turf manager recognizes the value of clover and other unwanted plants, sets a reasonable tolerance level, and uses sound horticultural practices such as pH management, fertilization, aeration, over seeding with proper grass seed, and proper watering to control them. Myth 4: Organic turf management is prohibitively expensive. This is another unsubstantiated, anecdotal statement by many naysayers, but when asked for hard and fast budget numbers to prove these claims, they are not available. Most municipalities do not have ac curate ﬁgures on the costs of their chemical programs. The question really is -What is the cost of NOT going organic? What is the cost of exposing developing chil dren to known cancer causing, endocrine disrupting, and asthma triggering chemicals where they play for long hours? Over the past ﬁve years, Mr. Osborne transformed 15 acres of playing ﬁelds to organic care, now at a cost of $2400-$3000 per 2 acre playing ﬁeld, not including mowing costs. A conventional fully chemically-treated athletic ﬁeld by TruGreen ChemLawn for the same area is estimated at $3400. While initial costs to transition a chemical-dependent turf to organic care can be higher, in the long-run costs will be lower as inputs, like fertilizer and water, decrease. You are also no longer paying for annual chemical treatments. Myth 5: Organic ﬁelds need to be rested. Once again, this is not a chemical versus organically-managed ﬁeld issue. All ﬁelds ideally should be rested for recuperative growth. Athletic activity naturally tears up turf from the soil, especially football, leaving open areas for opportu nistic weeds to grow. Prepping the area and spreading a repair mixture of compost and seed that quickly estab lishes as soon as possible will ﬁll in the area and negate the need for herbicides down the road. subjects exposed to common herbicides and fungicides, par ticularly Mecoprop (MCPP). People exposed to glyphosate (Roundup) are 2.7 times more likely to develop NHL. Children, asthma and pesticides Pesticides, along with other environmental factors, cause and trigger asthma. Common herbicides, 2,4-D, Mecoprop, Dicamba, (often found together as Trimec) and RoundUp (glyphosate) are respiratory irritants that can cause irritation to skin and mucous membranes, chest burning, coughing, nausea and vomiting. A 2004 peer-reviewed study found that young infants and toddlers exposed to herbicides (weed killers) within their ﬁrst year of life are four and a half times more likely to develop asthma by the age of ﬁve, and almost two and a half times more likely when exposed to insecticides. Children, learning and developmental disorders and pesticides A report by the National Academy of Sciences indicates that as many as 25 percent of all developmental disabilities in children may be caused by environmental factors. A 2002 peer-reviewed study found children born to parents exposed to glyphosate (Roundup) show a higher incidence of attention deﬁcit disorder and hyperactivity (ADD and ADHD). For references on the above facts, see Children and Pesticides DON'T Mix at www.beyondpesticides.org/lawn, or contact Be yond Pesticides. Alternatives to pesticides The Cornell University Athletic Turf Study, whose funding was pulled before completion, sampled soil at ﬁve Orange County, NY, public school playing ﬁelds and analyzed the samples for pH, nutrients, and soil compaction. Weed populations were also mapped. Cornell researchers note the common trends as lack of adequate topsoil, soil compaction, overuse and multi-purpose ﬁelds, limited funds for maintenance, and limited maintenance staff and equipment. Cornell researchers also state, in addi tion to building and ground personnel, it became apparent that school administrators, funding sources, athletic directors, coaches, teachers, parents, and students all need to be educated on maintenance issues. We add that they should be educated on the health effects of pesticides as well. There is not a quick and easy step-by-step formula for maintaining every sports ﬁeld because there are site-speciﬁc conditions and varying sports needs. It is necessary to utilize information gathered in site analysis to develop a site-speciﬁc management plan. As Paul Sachs states in his book, Managing Healthy Sports Fields: a guide to using organic materials for lowmaintenance and chemical-free playing ﬁelds (2004), "Ecological turf maintenance calls for the manager to consider all of the organisms in the turf ecosystem, because most of them are allies. It also means expecta tions may have to be adjusted to a more realistic and practical threshold where a natural equilibrium can be maintained." "There is a fear of failure," says Mr. Osborne, "but actually the organically maintained ﬁelds are relatively easy to keep in good shape." What you can do You do not have to be an expert on athletic turf management or the health effects of every pesticide used on playing ﬁelds. What you do need to know is that children are being unneces sarily exposed to chemicals that can impair their health, and that a safer, proven way exists to manage turf. Your school can have dense, vigorous, and well-groomed organic playing ﬁelds that are the pride of your community. Thirty-three states have laws and over 400 school districts nationwide have policies or programs requiring integrated pest management, pesticide bans, or right-to-know provisions in schools. These laws or policies are not necessarily well-known or satisfactorily implemented. Determine whether your state, school or community has a law or policy governing pesticide usage in and around schools, or on public lands. Find out if, and how well it is being implemented. If you do not have a law, call for an organic land care policy in your community. Petition the school and the town parks department to convert the playing ﬁelds to organic care. Require that the grounds maintenance director, or con tracted professional, be trained in organic land care. 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St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 4-2015 The Effectiveness of Applied Behavior Analysis Megan Kehoe St. John Fisher College, firstname.lastname@example.org Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited you? Recommended Citation Kehoe, Megan, "The Effectiveness of Applied Behavior Analysis" (2015). Education Masters. Paper 307. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/307 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact email@example.com. The Effectiveness of Applied Behavior Analysis Abstract There are many different ways to educate students on the Autism Spectrum. Applied Behavior Analysis is one educational tool that has shown to be an effective tool in showing progress with students that are on the Autism Spectrum. ABA allows students to show progress at their own pace using a repetitive educational strategy. Educators that have implemented ABA have voiced their opinion on why it is effective and have given their input on what has worked best for them and some of the struggles that have gone through to make sure that it is an effective tool for their students. Document Type Thesis Degree Name MS in Special Education Department Education First Supervisor Susan Schultz Subject Categories Education The Effectiveness of Applied Behavior Analysis By: Megan Kehoe Submitted in partial fulfillment of the requirements for the degree M.S. Special Education Supervised by Dr. Susan M. Schultz School of Education St. John Fisher College April 2015 Abstract There are many different ways to educate students on the Autism Spectrum. Applied Behavior Analysis is one educational tool that has shown to be an effective tool in showing progress with students that are on the Autism Spectrum. ABA allows students to show progress at their own pace using a repetitive educational strategy. Educators that have implemented ABA have voiced their opinion on why it is effective and have given their input on what has worked best for them and some of the struggles that have gone through to make sure that it is an effective tool for their students. Literature Review The number of people being diagnosed with Autism is continuously growing. Right now one in sixty eight kids are diagnosed with Autism. In those one in sixty eight children at least forty-two of them are boys (Donaldson, 2014). There are many techniques that are used to help educate and treat children on the Autism Spectrum. One technique that is used in schools, home settings, and clinics is a technique called Applied Behavior Analysis also known as ABA. Autism is a pervasive developmental disorder characterized by severe impairment in social interaction and communication along with high rates of ritualistic and stereotyped behavior (Hayward, Eikeseth, Gale, Morgan, 2009). Children that are on the Autism Spectrum greatly vary with their symptoms. The severity, presence of intellectual disability, and language deficits. There are also significant changes in behavioral features within individuals over times as well (Donaldson 2014). In addition the pervasive nature of the disorder across all areas of development (communication, social, cognitive, play, motor, adaptive skills) means that multiple disciplines are necessarily involved in effective intervention (Donaldson, 2014). Typically developing students continually learn from their environment throughout their waking hours through play, modeling, conversation, etc. Children on the Autism Spectrum tend to have little to no skill or inclination to learn this way, which will lead to them to fail to understand communicative efforts made by adults attempting to help them learn (Smith, 2001). Since these children do not learn like typically developing children they are more likely to experience frustration in teaching situations and understand what they are learning. Their frustration ranges anywhere from tantrums to finding other ways to escape so they do not seek failure again. Being able to diagnose children on the Autism Spectrum is now being done at a very young age. However, many children that have gotten a diagnosis aren't able to receive services until they are at the age of four or older (Ekikseth et. al 2007). Since getting services for your children when being diagnosed is so important, investigators have conducted hundreds of studies on how to accomplish getting services in a wide range of effective approaches. Smith states out of all of the studies they have found the most effective one is an approach called Applied Behavior Analysis also known as ABA (Smith, 2001). Applied Behavior Analysis, more commonly known as ABA is a scientific approach for discovering environmental variables that reliably influence socially significant behaviors. ABA interventions are also called the operant model. Learning is the result of consequences that follow a behavior, and these consequences determine the likelihood of a behavior to happen again (Donaldson, 2014). The operant model involves three main parts an antecedent, which is an event of experience that happens before a behavior occurs. Then there is the behavior from the individual and lastly there is the consequence, which is what happened after the behavior occurred. This is also known as the three part contingency which is the ABC's of ABA (Donaldson, 2014). Within the intervention context the antecedent is most often the stimulus presented by the clinician with the intent to elicit the target behavior (Donaldson, 2014). In 1957, a noted behaviorist B.F. Skinner extended the concept of operant conditioning and rewarding positive behaviors to verbal behaviors. This means that behavior is under the control of consequences mediated by other people (Ryan, Hughes, Antonis, Katsiyannis, McDaniel, Sprinkle, 2014). His research made the way other educators look at behavior. His research is what made ABA used in an educational way (Ryan et al 2014). The principles of this theory have been used to create a behavior modification program sharing the same name designed to help children on the autism spectrum (Ryan et el 2014). ABA based interventions range from highly structured programs that are conducted in a one to one treatment setting to more naturalistic inclusion programs that include typically developing children as models. ABA brings improvements and change in socially relevant behaviors within the context of the individual's social environment (Dillenburger, Keenan, 2009). ABA also is conducted within the scientific framework and focuses on functional relationships and replicable procedures. Because ABA is very data driven, it is able to achieve measurable changes in relevant target behaviors that last across time and environments (Dillenburger et al. 2009). There are three different types of ABA that professionals use on a daily basis. One type of the approach that is used is most popular and most commonly used is called Discrete Trial Training. Discrete Trial training is a type of teaching style that uses a series of trials to teach each step of a desired behavior or response. Lessons are broken into their simplest parts and positive reinforcement is used to reward correct answers and behaviors. When a child gives an incorrect answer it is most likely ignored (Zaman, 2011). Each discrete trial has at least five parts. The five parts are a cue, prompt, response, consequence, and inter trial interval. Depending on the treatment program in which the child is enrolled in they may receive a few minutes to several hours of discrete trail training per day (Smith, 2001). Most children that are receiving ABA treatments get at least an hour of treatment a day to be able to see the progress that is being tracked. Since children on the Autism Spectrum vary in ability, some programs that are implemented are longer or shorter. Children that need more therapy usually spend two to five minutes on a trial and then get a one to two minute break in between. They also usually get a fifteen to twenty minute break at the end of every hour (Smith, 2001). There are three aspects of Discrete Trial Training that may increase children's learning and motivation to learn. The first one is that each discrete trial is short. Children have many learning opportunities. The second advantage to Discrete Trial Training is teachers work one on one with the child, so this allows the teacher to tailor instruction to meet his or her needs. The third reason is it has a very precise format. Discrete Trial Training clarifies the teaching situation for the child. It specifically has a definite starting and stopping point and its components are kept simple (Smith, 2001). Discrete Trial Training is very useful to children on the Autism Spectrum because it allows the teacher to add new forms of behavior to their repertoires and make new discriminations between events (Smith, 2001). Since ABA is almost always implemented one on one, you can almost always gear the lessons to the children you are working with in many unique ways. Since all children learn in different ways you can teach different skills different ways such as imitation, receptive language, expressive language, conversation, and grammar (Smith, 2002). Most children at a young age learn from modeling or imitation. Imitation in ABA form is defined as giving a response that is identical to a cue. For example, you say to the child "do this" as you are clapping, the child will then have to follow (Smith, 2002). Most children with Autism struggle with this aspect. ABA allows this child to learn imitation through intensive therapy. ABA has also been the only teaching method that has been clearly shown to enable children with Autism to imitate actions such as clapping, playing activities such as rolling a car, or even imitating speech sounds (Smith, 2002). Another skill that ABA uses to help teach is a program called Receptive Language. Receptive Language involves performing an action in response to a verbal cue. For example, picking up a doll when a teacher says "doll" or picking up a car with the teacher says "car." Almost every child with autism lacks receptive language or is delayed in their development of receptive language. Along with receptive language there is expressive language, which is another, tool, used in ABA to teach (Smith, 2002). Expressive language consists of giving a verbal response to a visual cue. For example, when a teacher holds up an object the child would respond with the correct object. Since most children with autism do not have the ability to talk, expressive language is a very important lesson to try and teach children with autism (Smith, 2002). These are all forms of Discrete Trial Teaching. Another popular teaching technique in ABA is called Pivotal Response Training. Pivotal response training is a variety of naturalistic behavioral interventions grounded in the principles of ABA. Specific elements of pivotal response training include gaining the child's attention, presenting clear and appropriate instructions, interspersing easier tasks with more difficult tasks, sharing control, requiring the child to respond to multiple aspects of the learning environment, providing contingent consequences, ensuring a direct relationship between the child's response and the reinforcer, and reinforcing attempts at correct responding. To teach pivotal response training you teach it in context of something. For example, if you are teaching a child the word cat you may play with a set of cat animals while teaching the word at the same time (Donaldson, 2014). You are bringing the word into the natural environment. Just like Discrete Trial Training after a correct response from the child, they would get a positive reinforcer such as food, or a preferred activity or toy (Donaldson 2014). There has been a lot of research completed by many people to find out what is the best educational tool to teach children on the Autism Spectrum. Even though there are a lot of other successful resources to teach children with Autism, ABA has the bestdocumented outcome data supporting this approach compared to other methods (Rosenwasser, Axelrod, 2002). Since ABA emphasizes the teaching of children with disabilities in different environments, you are able to see the data more clearly how effective ABA is ( Resenwasser et el. 2002) . There are a lot of case studies that have been done to show the statistics of how effective ABA is in the Autism field. A lot of the case studies that have been done have been conducted between two different children using two different techniques. There is one case study that has been done between twin boys. One of the twin boys did extensive ABA therapy while the other twin did another autism technique called DIR. DIR is geared towards play and social interaction (Hilton, Seal 2007). The boys were two years old and both exhibited severe speech-language delays and were diagnosed with autism. Both of the boys were assigned a speech language pathologist and underwent supervision for two hours a day for 18 sessions. The first session and the last session were devoted to testing to get a baseline data. Once the testing was completed the twins began their intervention programs. During the ABA session the activities were presented as a discrete trial. This consisted of one simple step while signing a noun. For example, the therapists would say, "point to cow" while signing the noun cow (Hilton, 2007). During each session primary reinforcers were offered and then later replaced with a token reinforcement schedule that included preferred activities such as blowing bubbles or playing with toys (Hilton et. el 2007). During the DIR sessions the material was presented the same but the child was allowed to choose activities. For example, if the child chooses to play with the cow the therapist will say "Lets play with the cow!" while signing the word cow (Hilton et. el 2007). With this type of intervention rewards include high fives, clapping, and praise. Each activity includes 15-20 circles of communication (Hilton et el. 2007). After the weeks of therapy were done results showed that the child that received ABA went from a standard score of 7 to 8, and the child that received DIR dropped from a score of 12 to 10. The twin that received ABA showed three areas of improvement. He improved in gestural and vocal communicative means and social affect signaling (Hilton et. el 2007). The twin that received DIR only showed improvement in one area that was symbolic behaviors. Overall, the twin that participated in ABA therapy showed a higher increase in behaviors and educational purposes than the twin that received DIR interventions. There are many other case studies that show that starting intervention at a younger age will help the recovery rate of children with autism. There was a case study completed with a boy who was 28 months and at a high risk of having autism. The child started ABA therapy for two hours a week and then transitioned into four hours a week (Aslan 2011). After therapy was conducted it showed that the child showed improvement in targeted skills he needed more help with. He showed improvement in non verbal expression skills. When the child continued with the therapy his IEP showed that he was showing positive amounts of improvement (Aslan 2011). By the end of the year of his therapy his scores in matching, imitation, receptive language, and expressive language went up tremendously. The child was scoring a 100 percent in all areas by the end (Aslan 2011). Another study that shows that ABA is effective at a young age is a study that was conducted by children around the age of 4 and then once the study was finished the children were around the age of 7. The study was conducted over 3 years to make sure that the results were accurate and consistent. The study took place in public elementary schools for typically developing children (Eikeseth et el 2014). Each child that was participating in this study received a minimum of two therapists. During the time of the treatments, the child worked alone with the therapist in a private room. Once the first year was up the therapists were asked to report the number of hours a week that the child was receiving ABA therapy and also had to report the treatment goals they had for each child (Eikeseth et el, 2014). Results showed that after getting ABA treatments social behaviors and aggressive behaviors decreased. It also showed that the children's IQ score went up 34 points. Since these children started at a younger age and were able to continue with extensive ABA therapy, it allowed them to improve on all skills, including adaptive, social, maladaptive, and behavioral skills. The study also shows that children who range from 47 and have autism may benefit considerably from intensive ABA therapy (Eikeseth et al 2014). There are many people that are skeptical of ABA and are not sure if it is effective for their kids. Fifteen families volunteered to participate in a study where their children were involved in ABA therapy (Mcphilemy, Dillenburger, 2013). Half of the families used one agency while the other families used another agency. All of the families were given a questionnaire, which they had to provide information about themselves, what they were expecting to get out of ABA and why they decided to go the ABA route. Once intervention had started all of the parents stated that ABA interventions had a positive impact on their child. They all emphasized that it reduced frustration and problem behaviors due to improved communication between the parents and the child (Mcphilemy, 2013). For example, one parent stated that since starting ABA services their son has improved eye contact and is now able to communicate through picture exchange communication systems. Another parent stated that their son could now ask questions where before they started intervention he was non-verbal (Mcphilemy et el 2014). Communication is not the only area that improved. Parents stated that they are now seeing changes in behaviors as well. One parent said that their child has a longer attention span where another parent said their child is now more aware of consequences of their actions. Other parents stated that their children are becoming more independent. They are saying that their children can now ride a bike, or went from special education to mainstream after receiving ABA services. Other are stating simple goals geared to independence such as being able to cope with daily life skills and being able to interact with siblings. Most importantly families are now seeing improvement with their family life after receiving ABA services. One parent stated "we can now do things outside the home such as going to shopping centers, restaurants, or on vacation, whereas before uncontrollable behaviors made these outings very stressful" (Mcphilemy, 2013). Overall, stress levels have been lowered and their families reported a better quality of life. Families also stated that ABA services have brought their family closer together. Families also have a different perspective on autism after receiving services. They learned that behaviors they thought that couldn't be change can be changed and good behaviors are able to get strengthened. The parents that were involved in the study considered ABA based interventions as very effective or effective. They said that their child has improved in fine motor skills and gross motor skills. One family also said that since finishing ABA services their child has a increase in social skills (McPhilemy, 2013). Overall, parents stated that ABA therapy had a significant positive impact on not only the lives of the child but also the family as a whole. They are now able to communicate and deal with challenging behaviors more efficiently (McPhilemy, 2013). In order to promote success in ABA programs there needs to be consistent, intense, and sometimes constant feedback and correction of a child's behavior. This requires intense one on one instruction at the beginning of the intervention, which also means that parent participation, is crucial. As new behaviors replace old behaviors it will become more automatic for the child (Ryan et el 2014). According to studies done by Lovaas nearly half of the children in the ABA program achieved higher functioning in comparison to only 2% of the control group not receiving treatment. Children that received ABA services had an increased level of cognitive skills, language skills, adaptive skills, and even compliance skills. Some children who received ABA therapy were eventually able to attend classes with their non-disabled peers (Ryan et el 2014). This suggests that ABA interventions implemented early on in a child's life can result in long-term positive goals (Ryan et el 2014). Researchers demonstrated that early and intensive language focused behavioral education led to a profound difference in IQ and degree with children that are just being mainstreamed into educational settings (Rosenwasser et el 2002). ABA has the bestdocumented outcome data supporting their approach as compared to other research methods. ABA emphasizes the placement and teaching of children with disabilities in integrated environments. The field of ABA has begun to systematize training and certification of people giving out therapy. In order to implement ABA you need to go through extensive training and are now required to get a board certification in order to supervise cases. Since ABA is a scientific tool to teach specific skills and then reinforce them, it can be used in many different settings. ABA is an individual approach that focuses on increasing and teaching appropriate behaviors or responses while decreasing the inappropriate behaviors (Smith, 2010). ABA also creates an environment of growth and learning that can be applied to all areas of teaching. Behaviors are modified by consequences that follow it and is strengthened and maintained by reinforcement. This can be done at home but as well as in a school setting. For example, if you do a chore at home you get allowance but if you raise your in class you get attention by the teacher (Smith, 2011). Since there are so many people involved in a child's daily life it is important to strive to use behavioral teaching to bring out the best in each child. Behavioral teaching follows a curriculum that is designed to meet the individual's needs. In environments that are successful, each skill is broken down into the smallest part and introduced one at a time. Then slowly the next sub skill will be introduced (Smith, 2011). In order to have effective ABA teaching strategies in the classroom you should follow a set of recommended strategies. They include minimizing self stimulatory behaviors and gain attention, use routines but do not allow obsession, use visual schedules, use lots of visual supports, use repetition, use warnings and countdowns, minimize overuse of language during instruction, use many prompts, get a response, and lastly use effective reinforcers. Some examples of reinforcers used in the classroom are stickers, bubbles, snacks, and use of technology (Smith, 2011). A lot of the time ABA is used outside of the classroom in a one on one setting in a private room in a house or in a center based program. This is not to say that this is the only place that ABA can be implemented. ABA is an effective strategy that can be used in the classroom as well for a teaching tool. The most commonly used ABA instructions used in a classroom are direct instruction, positive behavioral support, curriculum based measurement, and curriculum matching (Bloh, Axelrod 2008). Recent federal legislation now requires that schools use behavioral methods. Some of the guidelines that need to be completed in school before implementing ABA services are making sure that the child has an FBA, and making sure that there is behavioral support and rules in the classroom. Most recently there has been a new DSM-V to come out and help the process of diagnosing children with autism. It recommends that children that are diagnosed with autism start treatment as soon as possible. The treatment should consist of an intensive instructional program that last year round and last for about 25 hours a week Since ABA is implemented in some schools it is important to plan teaching opportunities for brief periods of time with either a small group of individualizing it one to one (Borden, 2011). It is also important to make sure that there is a low student to teacher ratio in the classroom. There should be no more then two children per adult (Borden, 2011). Since ABA is mostly done at homes and not in schools it is important to make sure you are individualizing the programs to the child while implementing ABA at school. The programs would be made by observations done by family and teachers, which would measure the child's behaviors. It will also include age appropriate educational tools based on their age and culture (Borden, 2011). Doing ABA at home is a little easier since there is a lot of data that is taken. The data is put into a book and reviewed by supervisors while at home. At school it may be a little more challenging because you do not only have one child to take data on, you may have to take data on three or four children with different programs. Since it is more difficult to do ABA treatment in schools there has been an instructional curriculum for ABA programs. In those programs it has a good number of organized materials. But it is to be noted that ABA is not a one size fits all program. You need to make sure the curriculum you follow in your classroom is one that is suited for all kids not just the one child you are focusing on at the time (Borden, 2011). Since curriculum development is an individualized process for ABA it will vary on each child depending on what the family wants to focus on as well. It is also noted that since ABA is mostly data driven that if you are not seeing improvements in the child's work you need to think about changing the child's curriculum (Borden, 2011). Even though there are studies to show that ABA is truly effective it is also important to understand some of the struggles and disadvantages families may see when first starting ABA services. Many service providers that use ABA are subjected to DTT, Discrete Trial Training. If discrete trial training is implemented correctly, it is one of the most powerful tools out there to help teaching children on the autism spectrum (Steege, Mace, Perry, Longenecker, 2007). Discrete trial training is very effective in teaching situations like color recognition, verbal requests, or social situations. It is non-effective when teaching sequential behaviors. Some examples of those behaviors are making your bed, brushing your teeth, doing laundry, etc. (Steege et el 2007). There are more advantages to ABA then there are disadvantages. These advantages include, allowing for numerous training trials, easy access for more than one staff member to use, good way to develop specific language skills, ease of use in classroom settings, all of the instructional stimuli and detailed curriculum is provided to the staff. It also allows students to know the targeted response and they are easily identified. Another big advantage to ABA is that data collection is relatively straightforward. It is easy to read and you are able to know when the child is mastering a target or is not able to grasp the idea of the target. You are able to see the progressive steps in the curriculum clearly and detailed. Going along with reading the data, you are able to see the progress of the lack of progress that is being measured (Steege et el 2007). It may also help ready to learn behaviors. For example, attending to the teacher, expectation of reinforcement for a correct response, the ability to make discriminations, and learning to sit (Steege et el 2007). Even though there have been many studies done to prove that ABA is effective there are still some disadvantages to everything. Some of the disadvantages in discrete trial training are it requires additional procedures to promote generalization (Steege et el 2007). Children on the autism spectrum have a hard time with change. Therefore, if they learn something in one setting they have a hard time generalizing it to another environment. For example, if a child learns a positive behavior at school he might have a hard time generalizing that behavior into his family life. Other disadvantages to discrete trial training include, prompts to respond often not present in the natural setting, and it is also primarily a teacher directed activity. There is also immediate and powerful reinforecers that are not always available outside of the classroom or training session (Steege et el, 2007). For example, during a session you might get to play with your train once you have done a positive behavior but at home you might not get that same reinforecer. Also the drill nature of the training may generate rote responding. For example, if you ask a student to name five animals they will most likely name those five animals every time sine they got a reinforecer at the end of the trial. Another disadvantage is that the nonfunctional nature of the training may generate some escape and avoidance behaviors (Steege et el 2007). For example, if the child sees that he is going to have to learn body parts and he doesn't like that program he may find behaviors to get out of doing the task that is presented to him. Even though there are some disadvantages to ABA services, there are more advantages that lead to positive outcomes of the child (Steege et al. 2007). Over the past couple of years the diagnosis of autism is becoming more and more prevelant each day. Since this is occurring it is important to make sure that we have services that help treat the child at hand. ABA is one of those services that are guided to help the recovery rate of children diagnosed with autism. Since ABA is very intense and follows a strict procedure, research has shown numerous times the improvement it can make on not only the child's life but also the families life as well. The Effectiveness of ABA 18 The Effectiveness of ABA on children with Autism The rate of children diagnosed with Autism has significantly increased over the past years. Now every 1 and 60 children are diagnosed with Autism. It is important to find different techniques that will help families and teachers educate children on the Autism Spectrum. Applied Behavior Analysis also known as ABA has been around for many years. It is being used in both classroom and in a home setting on and one to one setting. In this research study, you will be able to see how effective ABA is and what setting has shown the most progress while implementing ABA. The purpose of this study is to help parents and educators find another source to help educate and deal with difficult behaviors. In this research study a survey was sent out to educators who are either currently implementing ABA or have implemented ABA during their years of educating children with Autism. The survey was sent out and they were able to fill out the questions anonymous. This allowed them to answer the questions freely and openly without having to worry about who will read their answers. ABA has been the topic of many debates as to if it really if effective and why. During this study I wanted to be able to show readers that ABA is an effective tool to use with children that are on the Autism Spectrum. It has many benefits that allow children to show progression in their academic and daily life skills. In order to show readers that it is effective I wanted to make sure that I was able to get input from many educators that have been exposed to ABA in the Special Education field. Researchers Stance: My role in this research study was to interview educators through an anonymous survey who have implemented ABA during their time as an educator. I interviewed educators who have been implementing ABA for 10 years or more to educators who have just been implementing ABA for a year. I had a variety of different people that were able to answer my questions. I wanted to know how educators felt about ABA as I have worked with the Autism population and have found it difficult to find ways to help educate them. Since children with Autism vary, their behaviors may be worse than their peers and it is hard to see if they have shown any growth in their education. This can vary day to day. I wanted to see if students receiving ABA were able to show any growth and if all of the work going into ABA was actually effective. When I was able to get access to my surveys I reviewed the different answers and was able to see the variety of answers that I received about ABA. I am currently certified in Early Childhood Education (Birth-grade 2) and Childhood Education (grade 1-6). I am working towards my Masters degree in Childhood Special Education (grades 1-6). While working on my Masters I had the opportunity to work at an Autism Agency. While working at the Autism Agency I was exposed to ABA and implemented ABA during my time working there, which gave me the idea to research about ABA and to see if ABA was really helping the children I was working with. Methodology: Context: This study took place over the course of 4 to 6 weeks. I sent out a survey to a variety of different educators who have had the chance to implement ABA during their time as an educator. Out of all of the surveys that I had sent out, only eight individuals responded to the survey. All eight of these individuals have worked in New York State in the education system. I let them know that this was a study to see if ABA was an effective teaching tool. I also let them know that this survey was anonymous and that they should answer the questions honestly. Participants: All eight participants have had different experiences with ABA. Some have worked only in a home setting working one on one with the same students everyday, while the other participants have worked in a school setting working with many students every day using ABA. Out of the eight participants they all have different educational backgrounds, three out of the eight participants are Speech Pathologists who use ABA as a technique to help children with their speech. Four out of the eight participants are Special Education Teachers and are either implementing ABA now during their teaching or have implemented ABA during their time working with the Autism population. One out of the eight participants that took this survey is a Teaching Assistant in a classroom and helps the teacher implement ABA during the day. All eight of these participants also have had a variety of different years working with ABA. Some of these participants have only worked with ABA for about a year while others have worked with ABA for over ten years. All of the participants in this study are all females in the education field. Method: This study was designed to determine how effective ABA (Applied Behavior Analysis) is as teaching technique to use with children that are on the Autism Spectrum. This study, based on a pool of educators who have implemented ABA focused on the effectiveness of ABA and where they thought it was most effective (school or home setting). Data was found in only the means of an anonymous electronic survey that was sent out via email. The participants were asked to complete a survey of about ten questions. All ten of the questions were focused on ABA and whether or not it was an effective teaching tool to use in either the classroom setting or home environment. Data Analysis and Discussion: Data collection was completed by using the survey website Qualtrics. Once the survey was closed I was able to log into Qualtrics and look at the answers that were given to the questions that were asked. All ten of the questions that were asked had to with ABA. Nine out of the ten questions were questions that they had to fill in a response for. Only one out of the ten questions was a multiple-choice question. All the questions required the participants to go into detail about their thoughts on ABA. The first question that was asked was "What is ABA?" All eight participants answered the question but I had received a variety of different answers. All eight responded that it was a teaching skill but their answered varied when they went into detail. One participant stated that it was a teaching skill to promote socially acceptable changes, ABA is supposed to help with behaviors but the focus is not geared towards being socially acceptable. Three out of the eight participants stated that it is a teaching method that is broken down into small increments. These three participants are correct. ABA is done in a step-by-step process. For example, if you are trying to teach a three year old who has Autism colors you would start with one color at a time until that child is able to identify many colors. Two out of the eight participants agreed that it is a teaching tool broken down into small increments but went into a little more detail. One out of those four participants stated that ABA uses learning things in isolation and then systematically building onto what is being taught. Another one stated that it is to identify a function of behavior and then intervention is applied to increase or decrease a behavior. For example if you wanted to decrease a function of behavior you might use ABA to teach a child who is aggressive towards a peer a replacement behavior. You might teach that child to ask for a break when they become agitated or have them squeeze a ball instead of pinching or hitting a peer. The next question that was asked was about how long they have been working with children on the Autism Spectrum. For this question they were given three choices to pick from in a multiple-choice setting. The three choices were 1-2 years, 3-5 years or 5 years or more. 12.5% of the participants stated that they have only worked with the Autism population for 1-2 years. 25% of the participants stated that they have only worked with the Autism population for 3-5 years and 62.5% stated that they have worked with the Autism population for 5 or more years. This shows that the majority of the participants have a strong understanding of the Autism population and have had the opportunity to work with a variety of children on the Autism Spectrum. This data also shows me that the 62.5% have a strong understanding of ABA and have used ABA more than once and have probably used ABA in both the classroom setting and the home environment. The next question that was asked was asking about an advantage of using ABA. This question was asking to see what the participants liked about ABA and it was able to give me an insight about why they thought it was effective. Three out of the eight participants stated that one advantage of ABA was the frequent repetition of instruction that was used. One of the three stated that ABA breaks down each step with frequent chances using the repetition of skills. Most ABA trials are done at most ten times. This allows the student to practice the skill ten times being able to use the skill being learned a variety of times. Another one of the three stated that it allows you to see the growth of your student by using the repetition of skills. ABA is very data driven; you take data on everything that you do with that child so you are able to see the growth of the student during each trial. One out of the eight participants stated that the advantage to them was it allows a child to get into a routine and it provides a sense of structure for that child. This is very true. A child with that has Autism has a strong need for a routine. Since ABA is done in ten trials this child would know what to expect next. Another one out of the eight participants stated that directions are written down clearly, so anyone that has a basic knowledge of ABA could execute that drill. They also stated that it is fun to see the progress in each child that they have worked with. This statement is also very true. Each drill has a direction on how to execute it. For example the drill might say " T says touch yellow" and then the child would have to touch yellow. Another participant stated that it helps students learn a new concept quickly. Lastly two out of the eight stated that it helps children learn new concepts at their own pace. These two statements are very accurate. ABA allows a child to learn a concept very quickly but if they do not understanding a new concept or skill it also allows them to go about it at their own pace. Since ABA is done one on one, it doesn't pressure the student to have to worry about other classmates or peers understanding a certain concept where they are still struggling to understand it. The next question that was asked to the participants taking the survey was to give one example of a disadvantage they have experienced while implementing ABA. By asking this question I wanted to see if there were any flaws or big obstacles that occurred while implementing ABA. This would allow me to see if there were any real big reasons why ABA would not be an effective teaching tool. All eight of the participants answered the question and I received all different answers to the question. One participant stated that it was very labor intensive, which ABA can be very intense. You are sitting with a student asking them the same question about ten times while tracking every answer they give you. It can be very intense but it still does not give a good enough reason as to why it would be not be an effective teaching tool for children on the Autism Spectrum. Another participant stated that it lacks the social component and some teachers cannot make the transition to make it more flexible to meet the growth in their students. There is a lack of social component while implementing ABA. You are only working with one student at a time instead of a variety of students like you would in a classroom setting that does not exhibit ABA. As for teachers not being flexible to meet the growth of their students I can agree to that. ABA is a very structured program and you have to follow many guidelines in order to implement it correctly. Usually professionals that are implementing ABA have to go under many hours of training and practice before they can implement it themselves. I can see how it would be hard for the teacher mindset that is usually thinking about creative ways to teach their children to only being able to follow certain guidelines on how to teach a student. Even though some teachers may struggle with the idea of only following a certain guideline it still does not prove to me that ABA is not an effective teaching tool for students with Autism. The next response that was given to me during this survey was that students on the spectrum might learn a rote response to certain verbal responses unless various responses and generalization are taught as well. Two out of the eight participants stated that it could lead to rote responses. I worked with a student that I experienced this problem with. You would ask him to name holidays and he would give you the same holidays in order every time that you would ask him that question. It is important to make sure while teaching ABA that you can generalize it into different programs and also different answers. It is definitely that one of that many struggles that I have experienced during my time with ABA but it does not mean that it is not effective. Even though that student gave me the same holidays in the same order every time I asked him it does not mean that I did not see growth in that students academic abilities and saw a decrease in his anxious behaviors. This student would get very anxious if he got an answer wrong and being able to answer the question correctly, even though he was extremely rote boosted his confidence. The teacher or professional working with that student just needs to find ways to break him of a rote response. For example, as he is naming different holidays, you could throw a holiday in there to throw him off, this would allow him to think about all the other different holidays that were taught to him. One participant stated that the disadvantaged they experienced were there are a lot of materials to get ready before you can start a trial. I agree there are a lot of materials that are used while implementing ABA but there are also a lot of materials that are used while teaching in a classroom. Part of being an educator is making sure that you are prepared for any lesson that you may teach whether you are teaching in a classroom that does not use ABA or if you are using ABA, you are always going to need to prepare materials. The next participant stated that they did not think it was a natural way of teaching, and that to an observer it may seem very robotic. I agree that it can appear to be very robotic but you need to explain to your observer why it is that way. There are reasons why many people believe that ABA is an effective tool for teaching and if you explain that to your observer they should understand. It is not a natural way of teaching but teaching students that have special ways is not always going to be in a natural setting. You need to make adaptions to every child who has a special need whether it be as simple as moving them closer to the teacher so they pay attention or as complex as implementing ABA because that is what works for that child. Not every child is going to be able to fit into that natural way of teaching. The next participant stated that the repetition of the program could become frustrating to the child that is on the Autism Spectrum. Even though it is recommended to do ten trials when implementing ABA you do not have to. Therefore, the repetition would not be as frustrating to the student. I worked with a student who would get frustrated after 5 trials and we would stop there because after ten trials he would get agitated and start lashing out on the professional working with him. It is okay to not implement ten trials each time you begin a program. Your job is to be there for the child and if you have to make adaptations to a child's program to make their educational progress better then that's what you need to do. Just like in any other classroom setting where you would make changes to help that student, you can do the same for that child who is receiving ABA services. The last participant stated that other professionals in the education field do not support or properly implement ABA. There has been a big debate for many years whether or not ABA is a good teaching tool. There is a lot of data out there that supports that ABA is an effective teaching tool for children on the Autism Spectrum. Out of all of the disadvantages that I have received in my study none of them show significant data that ABA cannot work as an educational tool to teach children with Autism. A lot of the disadvantages that were listed were little things that can be changed or that can be worked through for the sake of the child at need. The next question that was asked during my survey was if these educators thought ABA was effective. All eight of the participants answered the question and all eight of the participants agreed that it was a very effective teaching tool. I received a variety of different answers as to why they thought it was effective. One participant stated that they saw 95% effectiveness in at least prompting some type of behavioral change or learning some type of new skill. I agree with this statement. When I was working with students and had the opportunity to implement ABA I had to first give the child a prompt to let them know the correct answer. By giving that student a prompt to show them the answer you are allowing that student to gain confidence in their ability to respond to the answer. For example, if I was teaching a student the letters of the alphabet I might say, " Touch B." and as I am saying that I am pointing to the letter B. This allows the student to know what I am looking for and where to find it. Once that student has had the chance to get the answer correct I would fade my prompt away and ask the same question again without pointing to the letter. Another participant stated that they have seen great success with children on the spectrum using ABA, especially when it is started early. I totally agree with that statement. I think it is very important to start your child in ABA treatment right when they get diagnosed. It allows them to get into the routine of ABA and once they have started early it shows more independence in their skills, which is on of the main goals of working with children who have special needs. Three out of the eight participants stated that they think ABA is effective because of the repetition that is used. If you are taught something over and over again you are more likely to learn that skill faster than if you are taught it one time and then never go back to it. When implementing ABA you always are asking the same skill more than once and review it once a week to make sure they have maintained that skill. Two out of the eight participants stated that is very structured and it helps with their, academic, behavior, language, and self help skills. While implementing ABA you can also teach them a variety of skills to help them become independent. For example, I used ABA to help a child learn how to tie their shoes. You just need to break down the task into smaller pieces. The last participant stated that they thought it was very effective but said it requires a lot of training, which most teachers are not use to. I agree with that but it requires a lot of training to make sure that you are doing it correctly. If you are not implementing ABA correctly then the outcome will not be the same. The next question that was asked was seeing if any of the participants have seen progress in their student's academic and social behaviors. All eight of the participants answered the question but only seven answered the question with what I was looking for. All seven of the participants who answered said they have seen progress in their students work. One participant stated that before starting ABA she had a child that would not sit down and complete their work, now this child is able to sit down and complete work for more than an hour at a time. Another participant gave the example that their child is now able to interact with the instructor after using ABA. Another example was this individual has worked with children who have had violent and no in seat behavior to now using relaxation techniques to control their outburst. This participant also stated that she had a child who was unable to sit down for one second and is now integrated into an inclusive classroom. Three participants gave the example that now the child is able to communicate their wants and needs and no longer uses behaviors to get what they want. Lastly, a participant stated that their student wanted to be left alone anytime this participant tried to work with them but now is willing and wanting to work for a reinforcer. I have had some of the same experiences that these participants have had as well. While working at the Autism Agency I was assigned a very aggressive student. When I first started out with him he would not sit for more than one second and when he did sit he was trying every possible way to get out of doing work. I was able to come up with techniques and strategies to allow him to sit down for more than one second. He also was very attached to his iPad and would not allow anyone else to touch it. About after a month of working with this individual he was able to sit for thirty minutes without wanting or asking for a break. He was also able to do a whole hour and a half session without having access to the iPad. I believe that ABA is very successful and also very effective. You really just have to be determined and want to work hard to show progress in your student. The next question that was asked to the participants was seeing where they thought the best environment was to implement ABA. ABA is usually done in a home environment working one on one with a professional who is trained in ABA, but it can also be done in a school setting. One out of the eight participants stated that they think the best environment for a child to do ABA is one on one in a home setting. Seven out of the eight participants stated that they think it can be done in either setting as long as it is implemented in a quiet and structured environment. I agree that as long as it is done in a quiet environment and the child is focused it does not matter where you can implement it. I then next asked the participants if they thought it would be effective in a classroom. All of the reports that I have read about ABA stated that is most effective when done in a home environment. Since I knew that all of the participants have worked in a classroom where they have implemented ABA I wanted to see if they thought it was effective in a classroom. They all stated that they think it would be extremely successful in a classroom setting as long as everyone in the room is implementing ABA at the same time. They also said that it would very effective if all of the staff in classroom was trained in ABA so they are implementing it correctly. Three out of the eight also stated that it would only be effective if it was done in a self-contained classroom, they did not think that it would be as effective if done in a general education classroom. I agree with that statement. I think that if you are going to use ABA in you classroom it needs to be done with a population that would benefit from it. I would not use it in a general education classroom where none of the children are on the spectrum. I also think that it is important for you to implement ABA at the same time as everyone else in the room, or you need to take that individual out of the classroom to a quiet area. If ABA is implemented while other students in the classroom are doing something else than that he could become very distracted and not be able to complete the task that was given to him. The next question that was asked in the survey was asking the participants if they thought ABA was a tool that could be used for every child on the Autism Spectrum. This was a way for me to see if ABA could be effective on every child with Autism. All eight participants answered the question. Some answered it with more details than others but everyone gave an answer to the question. Two out of the eight participants stated that they did not think it would work on every child that is on the Autism Spectrum. One of them stated that they think the reinforcer at the end of every trial works for every student but the method of ABA may not work on every child. The other one stated that they think that a child can also learn with the naturalistic approach and that if that is the case then they should be taught that way. They also said that it could be boring to students that are higher up on the spectrum and need more of a challenge. I agree with that but there are ways that you can change ABA to meet every child's needs. It is recommended that you follow the ten trial rule when you first start ABA with a child but once you get to know that child and are able to know his academic and behavior goals you can change it so it is adapted for his learning style. Another one of the participants stated that they were not sure if it would work for everything because they have only been working with ABA for about a year. Five out of the eight participants stated that they do think ABA is a useful teaching tool for children on the Autism Spectrum. One of them stated that during their time working with ABA they have not seen a child not make any type of progress. That shows me that ABA is effective and it can be done with everyone that is on the Autism Spectrum. Another participant stated that they think it can be used on everyone and that when we are teaching infant's different colors or letters that we are implementing ABA without even realizing it. I agree with that statement. It is also like when you train a dog to do a trick. The dog does the trick and then you give them a treat. When implementing ABA you are doing the exact same thing, every time a child does or says a correct answer they receive some sort of positive reinforcement whether it be a verbal reinforcement or allowing them to play with a toy. Two of the participants stated that if ABA were implemented correctly then every child on the Autism Spectrum would benefit from ABA. The last participant stated that they have seen progress with every student that they have worked with unless they had a severe medical condition where it caused them to struggle. These statements have shown to be correct in all my experience with ABA. I agree that every child can benefit from ABA. I think that ABA should be started out early right after the child has been diagnosed. Data has shown that the earlier you start ABA the more progress you will be able to see. I have had a child that has had a medical condition dealing with his brain, and the parents still wanted to try ABA to deal with behaviors. This child has shown a tremendous amount of progress and the mom wants to pull him out of school and just do ABA services. Even though that child does have a serious medical condition he was still able to show progress. The next question asked in the survey was asking if there was any flexibility in ABA since it is very structured. I know that in any teaching style in order for something to be effective you need to be able to be creative and that is what I was looking for while asking this question. All eight of the participants responded to the question, some went into more detail than the others did but still answered the question. All eight of the participants stated that there is flexibility in ABA just like in any other teaching style. The answers varied in why they thought it was flexible. Two out of the eight participants stated that ABA is flexible by being able to manipulate the stimuli, and the presentation of the task, as well as the responses. Another participant stated that once the child is ready the instructor could add more steps to the program. Two out of the eight participants stated that there is a ton of flexibility in ABA once you can start generalizing it into everyday skills. Three out of the eight participants stated that there is flexibility when it comes to the needs of your student and how you want to implement it. In my experience with ABA I have had the chance to be very flexible with students. Especially when it comes to materials and stimuli, you are able to use as many materials as you would like or as little as you would like depending on your child. I have also had the experience of flexibility when generalizing a task into every day life. For example, teaching a child to ask for a break was easily generalized into every day life. When this child's mom asked him to do something and he was very agitated he was able to tell her he needed a break and this was his way of telling his mom he did not want to do what she was asking. I had a child that was learning their colors and when we were out in the community there was a picture of a yellow sign and I asked him to touch yellow and he was able to. Once a skill is known there is a lot of ways that you can be flexible to make sure that child has maintained that skill. The next question asked was asking the participants to talk about one of their biggest obstacles while implementing ABA. I wanted to see if there was any big obstacle that would make ABA not an effective teaching tool. All eight of the participants answered the question but not all of them answered in great detail about why it was such an obstacle. Individuals gave me a different answer as to what their obstacle was. One participant stated that their biggest obstacle was getting the parents to support the instruction. While another participant stated that when first starting out she struggled with how to implement ABA. One participant stated that the biggest obstacle was working with younger children and having them be able to sit down for a period of time was very difficult. Two participants stated that getting all the materials and their ABA binder ready was their biggest struggle. Another participant stated that the biggest struggle was keeping up a rhythm and learning the child's routine, while another participant stated hers was trying to implement new behaviors. Lastly, the last participant stated that the biggest struggle was making sure the child new the expectations. All of these are struggles that we would be able to see in any teaching style, especially when working with kids at such a young age. Having a three year old sit during morning meeting time is hard in the beginning but once they learn routine they are able to do so. Just like when implementing ABA. It is going to be a struggle at first to make sure you are building a relationship with that student but also implementing instruction at the same time. My biggest struggle was making sure that the child knew my expectations. Once they knew what to expect from me all behaviors and trying to get out of work came to an end. I have had the experience of being able to sub in different classrooms and just like when implementing ABA I had the struggle of making sure the students knew my expectations. Just like in any learning style there are going to obstacles but all of these obstacles that these individuals faced were obstacles that they were able to work through for the outcome of the child. The last question that was asked in the survey was asking the participants if they had any other comments they wanted to share about ABA. Out of the eight participants only five of them answered. They were all positive responses explaining how ABA was effective. One participant stated that they have been doing ABA for over 23 years and have found it to be very effective. Two participants stated that they liked how it taught students in repetition and made it easier for them to learn. The last two participants said they have really enjoyed ABA and have had nothing but positive experiences with it. They also said that they think it is a great way to teach children on the Autism Spectrum. I agree with all of these comments. I myself have had many positive experiences with ABA and think the repetition of teaching is a very effective way of teaching children on the Autism Spectrum. Since these children like the structure and like to know what comes next the repetition of skills allows them to have that sense of routine and know what to expect next. Conclusion: This research project was completed to see if ABA is an effective teaching tool for children on the Autism Spectrum. After analyzing my data I have found many reasons as to why it is effective. It allows you to see progression and regression easily, it is geared towards the child's needs, and almost every child that has done ABA has shown some amount of progression in their abilities. Since I did complete this research project using surveys I might go on next and do a case study. I would really want to observe a child that is getting ABA implemented with them on a daily basis. I would observe the child and the instructor for about three to four weeks and write down all the progress and regression that I have seen in the child. The surveys just allowed me to get an interpretation of what ABA is all about and why it works. Being able to sit down and actually observe and do a case study focusing on one child would give me more data to work with. Even though I have worked with children on the Autism Spectrum and have had the chance to implement ABA, there is still a lot that you can learn from doing a study on it. I was able to see what worked for other educators who have worked with ABA before. I was also able to see what was frustrating them and understanding that I had some of the same frustrations when I first started implementing ABA. I was never able to get a chance to really analyze ABA when I was implementing it at the Autism Agency that I worked at. Now that I have had the opportunity to study it I can see why educators use it as a tool to teach children on the Autism Spectrum. It shows a lot of promise that it works and that there is data that shows that mostly every child will show progress. ABA is a teaching tool that can be used in the classroom or outside of the classroom to help educate children on the Autism Spectrum. It is used as a tool to help minimize negative behaviors and help reinforce the positive behaviors. ABA is effective because it allows a child to learn based on their needs in a repetitive manner. References Borden, C. (2011). Treating individuals who have autism: DSM-V, ABA, and beyond. Dillenburger, K., & Keenan, M. (2009). None Of The As In ABA Stand For Autism: Dispelling The Myths*. Journal of Intellectual and Developmental Disability, 34(2), 193-195. Donaldson, A., & Stahmer, A. (2014). Tam Collaboration: The use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261-276. Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (n.d.). Outcome For Children With Autism Who Began Intensive Behavioral Treatment Between Ages 4 And 7: A Comparison Controlled Study. Behavior Modification, 264278. Gulec-Aslan, Y. (2011). The Case Report: ABA-Based Education for a Toddler at High Risk for Autism. International Journal of Early Childhood Special Education, 3(2), 129-147. Hayward, D., Eikeseth, S., Gale, C., & Morgan, S. (2009). Assessing progress during treatment for young children with autism receiving intensive behavioral interventions. Autism, 13(613). Hilton, J., & Seal, B. (2006). Brief Report: Comparative ABA And DIR Trials In Twin Brothers With Autism. Journal of Autism and Developmental Disorders, 1197-1201. McPhilemy, C., & Dillenburger, K. (2013). Parents' expierences of applied behaviour analysis (ABA)- based interventions for children diagnosed with autistic spectrum disorder. British Journal of Special Education, 40(4). Rosenwasser, B., & Axelrod, S. (2002). More Contributions of Applied Behavior Analysis to the Education of People with Autism. Behavior Modification, 3-8. Ryan, J., Hughes, E., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2011). Research- Based Educational Practices or Students with Autism Spectrum Disorder. Council For Exceptional Children. Smith, D. (2010). From the Classroom to the Family Room: Using ABA for the Best Behaviors. Smith, T. (2001). Discrete Trial Training In The Treatment Of Autism. Focus on Autism and Other Developmental Disabilities, 86-92. Steege, M., Mace, F., Perry, L., & Longenecker, H. (2007). Applied Behavior Analysis: Beyond Discrete Trial Teaching. Psychology in the Schools, 91-99. Zaman, M. (2011). Treatment of Autism Spectrum Disorder of Children. Financial Express. 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Lab Answer Guide Geologic Time Lab: Making a Geologic Time Scale Background: How old is the Earth? Well, if the Earth celebrated its birthday every million years, there would be 4,600 candles on its birthday cake! Humans have been around only long enough to light the last candle on the cake. Because the Earth is 4.6 billion years old, Download File PDF Lab Answer Guide Geologic Time Event Lab: Making a Geologic Time Scale - Henry County School ... Geology 101 Lab: Geologic Time (Using Excel) Answer sheet (click here). What you'll learn: What parent isotopes and daughter products are, and their relationship. How to caclulate, graph and use a radioactive isotope decay curve (exponential decay curve). Geology 101 Lab: Geologic Time (Using Excel) Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein Geologic Time Study Guide (ANSWERS) After completing this Lab, students should be able to answer the following questions: What major events in Earth's geologic history shaped our planet and enabled life to evolve? What were the major climate events during the past 23 million years? How does the scope of human civilization compare to the entirely of geologic time? Lab 5: (Geologic) Timing Is Everything! - SERC Read this page completely. It is specifically designed to prepare you for completing the lab worksheet. The worksheet, which is separate, contains a different set of detailed questions that you will answer and turn in. Read the following Basics Download File PDF Lab Answer Guide Geologic Time Event page: Geologic Time. It will help you become familiar with the role of stratigraphy in understanding ... Lab--Geologic Time Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9.12? Module 6: Geologic Time Lab Flashcards \| Quizlet 10 Labs in Earth History and Geologic Time. ... Paper lab on sequencing of events in a bedrock outcrop. Relative dating laws, unconformities, folds, and faults will be addressed. If you need an answer key, please e-mail me: [email protected] Thank you to the four contributors to this lab. 10 Lab's in Earth History and Geologic Time Fossils and Geologic Time In this unit, we will learn about how fossil evidence show that Earth's surface, environment and climate have changed over time. Students will also measure the relative ages of rock layers and identify gaps in the rock record. Fossils and Geologic Time - 8th Grade Earth Science Welcome to Understanding Geologic Time Welcome to Understanding Geologic Time Learn geologic time with free interactive flashcards. Choose from 500 different sets of geologic time flashcards on Quizlet. Log in Sign up. 5 Terms. Wendy_Tate3. geologic time. Weathering. Erosion. Deposition. Compaction. ... Geologic Time Study Guide. geologic time Flashcards and Study Sets \| Quizlet The Geologic Time Scale is a record of what? Preview this quiz on Quizizz. How old do Paleontologists believe the Earth is? Geologic Time Scale DRAFT. K - University grade. ... answer choices . old geologists. sweet geology music. the known history of rocks and fossils. a list of every living thing ever. Tags: Question 2 . SURVEY . Geologic Time Scale \| Earth Sciences Quiz - Quizizz Lab # 5—Earth Science Geological Time, Fossils, and Dating 2-22-15 Carrie Roff Purpose: For the students to get a general study of the geological time scale, dating techniques, and interpretation of fossil records. Introduction: This lab relates to the currently accepted geological time scale and to fossil and other evidence that relates to that scale. Lab 5 - Lab 5Earth Science Geological Time Fossils and ... Earth Science Laboratory Exercise 9: Geologic Time Answer Sheet Your name: Page 4/7 Download File PDF Lab Answer Guide Geologic Time Event Learning Objectives After you have completed this exercise you should be able to: List and explain the principles used to determine the relative ages of geologic events. Determine the sequence of geologic events that have occurred in an area by applying the techniques and procedures for relative dating. Exercise 9 Geologic Time - Earth Science Laboratory ... Geologic Time Radioactive Dating of Rocks Guide for Reading What happens during radioactive decay? What can be learned from radioactive dating? Rocks are a form of matter. All the matter you see, including rocks, is made of tiny particles called atoms. When all the atoms of a particular type of matter are the same, the matter is an element. A Trip Through Geologic Time Fossils After completing this Lab, you should be able to answer the following questions: What were the major climate events during the past 23 million years? How does the scope of human civilization compare to the entirely of geologic time? Keeping Track of What You Learn. In these pages, you'll find two kinds of questions. Lab 5: (Geologic) Timing Is Everything! of geologic time. • List and explain the rules that geologists apply to determine the relative age of geologic events. • Explain how correlation allows individual rock layers to be traced from one place to another. • Describe how relative dating Download File PDF Lab Answer Guide Geologic Time Event methods allowed the geologic time scale to be established. Chapter 8: Geologic Time UCMP geologic timeline - includes links to find out more about the eras, periods, and epochs; Geologic time modeled as an hour on a clock and as a football field. NOVA online geologic timeline - includes pictures for the periods and links to information about different life forms. Geologic Time - Ms. Ash's Science Website PLEASE ANSWER ALL QUESTIONS IN COMPLETE SENTENCES! 1. Write three sentences about what you learned when we made the class geologic time scale. 2. Write two questions you have about the geologic time scale and what it is used for. 3. Why do you think the geologic time scale is important? Week 6: Geological Timeline Our planet is a dynamic place. Geologic Disasters Laboratory provides hands-on learning experiences for students to better understand the geologic concepts behind the disasters they are studying. The individual laboratories featured in this book are created to fit with courses using Earth's Natural Hazards: Understanding Natural Disasters and Catastrophes; however they can be Copyright : schools.rgj.com Download File PDF Lab Answer Guide Geologic Time Event Copyright code : 2187441fe742af69106dbef1770070f3	<urn:uuid:25d4ea64-b17d-42fa-86c4-ebd8a2f48a12>	CC-MAIN-2021-17	http://schools.rgj.com/cgi-bin/open/file.php?title=lab+answer+guide+geologic+time+event+pdf&id=2187441fe742af69106dbef1770070f3	2021-04-16T12:23:33+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00475.warc.gz	86,492,391	1,609	eng_Latn	eng_Latn	0.908804	eng_Latn	0.99631	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1293, 2497, 3603, 4838, 6246, 7411, 7547 ]	[ 2.265625 ]	1	0
Lab 26 Bags Of Reactions Answers Eventually, you will unconditionally discover a new experience and endowment by spending more cash. yet when? Acces PDF Lab 26 Bags Of Reactions Answers attain you take on that you require to acquire those every needs similar to having significantly cash? Why don't you attempt to acquire something basic in the beginning? That's something that will guide you to understand even more re the globe, experience, some places, in imitation of history, amusement, and a lot more? It is your totally own grow old to function reviewing habit. accompanied by guides you could enjoy now is lab 26 bags of Page 3/35 reactions answers below. Most free books on Google Play self-published via the platform, and some classics are conspicuous by their absence; are new titles that the author has Page 4/35 there's no free edition of Shakespeare's complete works, for example. Bags of reactions - Mr. Niemann's Website Measure 25mL of water and put Page 5/35 into a resealable bag. Flatten air out of the bag and seal it. Record the mass in Table 1. 2. Record the mass of the antacid tablet in Table 1 3. Tip the bag sideways, and while holding the bag this way, add the tablet and water so not mix. Do not trap any extra air in the bag. Baggie Reactions activity guide 01 11 AS (1) The N 2 generated in this second reaction also fills the airbag, and the metal oxides react with silicon dioxide (SiO 2) in a final reaction Page 7/35 to produce silicate glass, which is harmless and stable. (First-period metal oxides, such as Na 2 O and K 2 O, are highly reactive, so it would be unsafe to allow them to be the end product of the airbag ... DOES A GAS HAVE MASS? Or The BAG OF REACTIONS LAB Observe the reaction until it comes to a complete stop. Record your observations. 5. When the reaction is complete, record the mass of the bag and its contents in Data Table 1. Part B. 6. Add 2 Acces PDF Lab 26 Bags Of Reactions Answers scoops of calcium chloride, CaCl2, to the second plastic bag. 7. Add 1 scoop of sodium hydrogen carbonate, NaHCO3, to the bag and shake gently to mix. 8. Lab 26 Bags Of Reactions Page 10/35 lab 26 application bags of reactions answers Lab 26 Application Bags Of Reactions Answers Lab 26 Application Bags Of Reactions Answers FREE lab 26 application bags of reactions answers Put on your goggles. Measure 25 mL of tap water into Page 11/35 a resealable plastic bag. Flatten the air out of the bag and seal it. Record its mass in data table 1. 2. Lab -- Reaction in a bag • The products of the reaction include sodium chloride (NaCl), table salt; calcium carbonate Page 12/35 (CaCO 3), the main component of chalk; and carbon dioxide (CO 2), the metabolic "waste" gas exhaled during respiration. • The events that take place in the zipper-lock bag are part of a dynamic and complex reaction. Intermediate products may Page 13/35 Acces PDF Lab 26 Bags Of Reactions Answers Lab 26 Application Bags Of Reactions Answers Observe the reaction until it comes to a complete stop. Record your observation. 5. When the reaction is complete, record the mass of the bag and its contents Page 14/35 in data table 1. Part B 6. Add 2 scoops of calcium chloride, CaCl 2, to the second plastic bag. 7. Add 1 scoop of sodium hydrogen carbonate, NaHCO 3, to the bag, and shake gently to mix. 8. Report for Experiment 24 - Henry Page 15/35 County School District As the reaction proceeds, the bicarbonate breaks down first to make hydrogen ions, an acid. This acid then converts some of the bicarbonate to carbon dioxide gas which begins to blow up the plastic bag. This lab is an exciting Page 16/35 Acces PDF Lab 26 Bags Of Reactions Answers beginning to the course for students and an simple preparation for the teacher. Baggie Chemistry Experiments Teachers.Net Lesson Plans #108. Chemical Reaction in a Bag Science, level: Middle Posted by Page 17/35 Michael H. Edmondson (medmond @hotmail.com).Hardaway High School, USA Materials Required: Zip loc bag, baking soda, phenol red, vinegar, calcium chloride Reaction in a Bag Page 18/35 Bags of Reactions Name - _____ Acces PDF Lab 26 Bags Of Reactions Answers Introduction – Antoine Lavoisier formulated the Law of Conservation of Mass, which states that matter can be neither be created nor destroyed, only changed. During a chemical reaction, the bonds of the reactants are broken and Page 19/35 rearranged with other atoms to form new substances. Because matter must Bags of Reactions Lab Essay Example - StudyMoose 3. Tip the bag sideways, and while holding the bag this way, Page 20/35 Acces PDF Lab 26 Bags Of Reactions Answers add the tablet so that the tablet and water do not mix. Do not trap any extra air in the bag. Reseal the bag. See adjacent figure. tablet inside bag water 4. Let the tablet drop into the water. Observe the reaction until it comes to a complete stop. Record Page 21/35 Acces PDF Lab 26 Bags Of Reactions Answers your observations. 5. Chemistry Behind Airbags An ordinary ziplock bag can unlock a world of interest in chemistry and in the reactions within and around us. In this project, safe materials are mixed Page 22/35 Acces PDF Lab 26 Bags Of Reactions Answers to change colors and produce bubbles, heat, gas, and odor. Explore endothermic and exothermic chemical reactions and help students develop skills in observation, experimentation, and inference ... Bags of Reactions - Mr. Wilkison's Science Website Chem lab #15. Terms in this set (14) reactants. substances that go into chemical reactions. products. substances that come out of a chemical equation. coefficients. small whole numbers Page 24/35 that appear as a factor in front of a formula in a chemical equation. sdshs.net This feature is not available right now. Please try again later. TYPES OF CHEMICAL REACTIONS Page 25/35 Acces PDF Lab 26 Bags Of Reactions Answers LAB - Omaha) Once bags get tightly filled with gas, release the CO2. If the bag does explode, all the products are non-toxic and can be washed off. The bags can be disposed of in the trash because all products are non-toxic. Vocabulary: chemical Page 26/35 reaction, reactants, products, exothermic, endothermic. Materials (individual or per group): Safety goggles & Lab ... Stoichiometry: Baking Soda and Vinegar Reactions TYPES OF CHEMICAL REACTIONS Page 27/35 LAB PART #2. I. Purpose: To view the actual chemical reactions, write the correct balanced chemical equation, and type of chemical reaction. Connection to Business: Businesses utilize many types of chemical reactions to produce, maintain, and sterilize Page 28/35 their product or to prevent pollution. II. Chem lab #15 Flashcards \| Quizlet Baggie Reactions Puff up sandwich baggies using simple chemical reactions! Activity Guide Page 29/35 Try This! Carbon dioxide 1. Put 1 teaspoon of baking soda into a baggie. 2. Shake the baggie so the baking soda settles into one corner. 3. Fill a pipette with vinegar. Don't squeeze it out! 4. Chemistry in a Ziploc Bag ( th Page 30/35 Grade) - Vanderbilt University Hold a reaction in your hand, literally, as students observe and ask questions. This video is part of the Flinn Scientific Best Practices for Teaching Chemistry Video Series, a collection of over ... Acces PDF Lab 26 Bags Of Reactions Answers Teachers.Net Lesson Plans: Chemical Reaction in a Bag ... Stoichiometry: Baking Soda and Vinegar Reactions Teacher Version In this lab, students will examine the chemical reaction between baking soda and Page 32/35 vinegar, and mix different amounts of these household chemicals to learn about the concept of stoichiometry. ... • Small plastic sandwich bag Reaction in a Bag 1. Hold the bag upright over the Page 33/35 plate. 2. Open the bag while a VSVS member goes around and adds a teaspoon of calcium chloride. 3. Add the phenol red solution (including water) to the bag and seal the bag. 4. Gently shake the contents of the bag while holding the bag over the Page 34/35 Copyright : www.visualnews.com Acces PDF Lab 26 Bags Of Reactions Answers plate. 5. 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BORINGDON PRIMARY SCHOOL COURTLAND CRESCENT, PLYMPTON, PLYMOUTH PL7 4HJ Tel: 01752 330424 Email: firstname.lastname@example.org Headteacher: Mr J C SCALES BEd (Hons) NPQH Dear Parents and Carers, Wellbeing & Managing Home Schooling Now it is time that I talk directly to you. You unintentionally have become a member of my teaching team; helping me and supporting teachers deliver education to your children by supporting us, so, to you all - How are you? Is home-schooling causing some additional stress in your household? These are very challenging times. We are here to help and can signpost to you to support if it is needed. Home schooling can be a challenge, for parents as well as children. It's OK to take it slowly and be flexible. Happiness and wellbeing come first, and if that means changing the tasks we have set, or choosing not to do them at all some days, then that is okay with us – you know what you and your family can cope with. What helps me is the phrase "run your own race". Don't compare yourself to other families or other schools. It's not good for your mental health and only causes undue stress and anxiety and unrealistic expectations that you can't manage and the school certainly can't. So BE KIND to yourself. Home-Schooling Tips - It's OK to stop for a while if your child is getting bored or feels upset and frustrated. Take a short break until they're in a better frame of mind. - Look for triggers: do certain subjects upset them? Do they feel fed up at certain times of day? Spotting these issues can help you cope with them. - Get creative: if there are other more interesting ways to answer the questions – quiz time, mind maps, art or drama, then do it! - Set a timer so they can see an end to the task, or challenge them to get as much as they can done against the clock. When they're finished, let them have a break and do something fun. - Consider getting schoolwork done early in the day. Once it's done, you can all relax about it. - Identify a set time of day when you will help children with lessons, and other times when they will have a good go at doing things by themselves. - Introduce reward charts. Give incentives like extra screen time, choosing a game or doing something they love. - Give plenty of praise and tell them how well they have done after every piece of work. - Try and find a quiet place for them to work with as few distractions as possible. - Be firm when you need to, but make it your choice – don't feel pressured by perceived school expectations. - Help them with tricky tasks or subjects if you can. Listen to them and help them to find a solution, or phone a friend for help. You can make the decision on if a piece of set work is not right for your child (to take away the stress) just email to let your child's teacher know. Even with lesson plans and a great routine, doing school work at home can still be a challenge. If your child is finding things difficult, talk to them about what the problem might be. They may also be struggling with their new routine and having to do school work at home. It can help to change the routine around. Remember: You don't have to be perfect. Your child doesn't have to be perfect. Other families are not perfect. Teachers are not perfect. We will be ready to pick up and support your child's education on return. BORINGDON PRIMARY SCHOOL COURTLAND CRESCENT, PLYMPTON, PLYMOUTH PL7 4HJ Tel: 01752 330424 Email: email@example.com Headteacher: Mr J C SCALES BEd (Hons) NPQH Please remember that you are doing your best and that is good enough; you know what works best for you and your family. Take care of yourselves and remember even on the tough days you are still doing an incredible job. Looking back at this time, children won't remember finishing that piece of Maths work, but they will remember how it made them feel and what the vibe in the house was like. And remember the advice for when things get tricky on a flight – put your own oxygen mask on first! Yours sincerely, Mr J Scales Headteacher	<urn:uuid:7078ea9b-b05f-438b-80c9-39f747f8fb4c>	CC-MAIN-2021-17	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1630518/user/rkq6qmzBIm?response-content-disposition=attachment%3Bfilename=Headteacher%2527s__letter_to_Parents_19.01.2021.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1618616208&Signature=GDHlLUQ6cunh%2B0jlu4jZ34uVvaU%3D	2021-04-16T11:36:49+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00478.warc.gz	602,114,708	945	eng_Latn	eng_Latn	0.997451	eng_Latn	0.998446	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3343, 4057 ]	[ 2.5625 ]	1	0
Science Content: Life Science Target Concepts/Skills: Living Organisms, Ants Target Age group: 6 - 8 years Duration of activity: 3 hours Summary: Students express what they know about ants, as a type of living organism. They ask questions about what they would like to find out about ants. Then they observe real ants in the school yard and check which of their questions were answered. The children then create a class post er about ants and their characteristics or make individual drawings. For questions that have not been answered by observation, students are giv en the opportunity discuss how to answer them and to conduct experiments regarding for exam ple what ants eat. Finally the children compare their predictions with their actual observations. Objective: to: By the end of the activity children should be able * Gather information about ants by observ ing them in their natural habitat; * Execute an investigation by recording data, reach a conclusion and share it with others; * Set questions which can be answered through an investigation; Resources: * Student sheet 1 * Aesop's Fable 'The ant and the Grasshop per' * Photo of an ant magnified; * Kitchen tissue or piece of paper, or other type of material to place food samples on for ants. * Five of six different foods and drink that students will suggest e.g. orange juice, milk, cookie, cake, marmalade, etc. * Student sheet 2 Ants Authors: Marianna Kalaitsidaki & Valia Mazonaki, University of Crete, Greece The content of the present document only reflects the author's views and the European Union is not liable for any use that may be made of the information therein. Lesson plan (with inclusion of teacher notes) - Description of activity (describe underneath what children have to do and how the teacher guides the activity) Activity 1 (10 minutes) DRAW AN ANT. Teacher reads the Aesop's fable "The ant and the grasshopper". Alternatively s/ he can ask students what they know about ants. Have children express what they know about ants by drawing a picture of an ant. Then ask students how we can tell if the drawing is correct. Students give various answers like look in a book, search the internet, even to observe one ant. Activity 2 (20 minutes) COMPARE WITH REAL ANT or MAGNIFIED PHOTO OF AN ANT. Tell students the rules of how we handle living organisms. (never harm them, never step on them, never touch them, simply observe from a distance) Take students into the schoolyard. Have them look around and locate ants. Have them observe ants in groups and discuss how ants look like. Then go back into the classroom and have them in pairs discuss each other's drawings. Alternatively students can compare in pairs their drawings with a photo of an ant, printed from a freely available source on the Internet. 1. Engage (Forming hypotheses) Decide which question to investigate (= the challenge) What do children already know? What are their ideas? (make the question to investigate meaningful for the children) 2. Inquiry Have students observe ants in real life (in the school yard) and compare what their drawings show compared to real ants or a photograph of an ant in magnification from the internet. Tell them that one way of getting information about living organisms is by observing them in their natural habitat. Then ask students to think of what they would like to know about ants or ask students, for example what ants eat and have them think how they are going to answer this question. Activity 3 (50 minutes) PLAN AN EXPERIMENT. Ask a question about the ants and plan an experiment to answer it. For example what do ants eat? Do ants like sweet or savoury foods? Some students say what they have seen ants eating, or what they think ants eat. Make a list of 5 different foods. Divide students in teams of 4-5. Place small quantities of each type of food on a piece of paper. Ask each team to place food samples around in the schoolyard. Leave for 15 minutes. Students can have a break and play or rest. Later the students note how many ants were attracted to the different food types. Activity 4. (30 minutes) RECORD DATA. PRESENT TO THE CLASS. Which samples were popular with the ants? Record data on Student sheet 2. Take students inside the classroom. Have each team discuss their findings and tell the rest of the class. Activity 5 (10 minutes) asking students to reflect of what they did today and what they learned. By telling students that this is one way of how scientists work in real life. They gather information about living organisms that we later read in books or the internet. Teacher reads Aesop's fable the ant and the cicada. The story serves to focus the children's attention to ants. Then asks the students what they know about ants, and draw one ant as accurately as you can. Have them choose different types of food or drink, place food samples on separate pieces of paper , divide students in teams of 4-5, have them distribute food around the schoolyard, leave it for 15 minutes. Students then go back to their samples and record which foods were eaten by ants and which not. Have them complete Sheet No2. Inside the classroom, each team tells the rest of the class their findings. 3. Evaluation (Evaluating evidence) Conclusion: use data collected by the children to construct knowledge and generate evidence. Demonstrate understanding of concepts and/or ability to use inquiry skills Teacher Notes Insects are the largest group not only of animals but also of all categories of living organisms known to date including at least 750,000 species. (for comparison, all known mammals are 4000 species)They have complicated life cycles that cannot be appreciated by non-biologists. The representation of animals in School textbooks is usually biased towards 4-legged land mammals, and leaves little space for students to study other types of living organisms. Moreover, popular culture (kids' literature, Hollywood films, animations) even religion, attribute and/or perpetuate anthropomorphic even horrific characteristics to insects. Although some insects can cause damage to man (agriculture, allergic reaction, poisonous bite etc.), they play very significant roles in the earth's ecosystems. Point out that in many cases the outcome us never absolute but Have students reflect on what they did today and what they learned. that at most, preferences are provided. It is of paramount importance to allow students of young ages to explore the living organisms of their nearest environment, like for example the schoolyard, not only to acquire basic biological knowledge but also to allow them to appreciate the diversity and unity of life. Ants are social insects with at least 22,000 known species. They live everywhere except in Antarctica. Information about ants can be found on several websites on the internet, for example en.wikipedia.org/wiki/Ant. The internet supports educational purposes through providing access to photographs of ants which can be used to compare with students' drawings. Please find below one such photo and print as many you need for the students. Resources: The Ant and the Grasshopper story: In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" "Why bother about winter?" said the Grasshopper; "We have got plenty of food at present." But the When the winter came the Grasshopper had no food and found itself dying of hunger - while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for days of need. Ant went on its way and continued its toil. Special considerations Before conducting the activity the teacher should look around the schoolyard and locate ants to direct students to find them. The best way to observe a living ant without harming it would be to place it in a small plastic petri-dish or similar types of container, one that biology labs usually use for tissue culture. Please take the opportunity and tell students rules of how to handle living organisms (do not touch, do not harm, observe from a distance) Check from the internet that ant species found in your country are harmless in case a student touches them by accident. Some students have negative feelings about certain types of living organisms. Help these students overcome their fears or anxieties regarding ants, make them feel safe and comfortable with the experiment. This activity about ant does not require one to touch the ants. Be prepared to answer students about why their mothers exterminate ants in their homes. Photograph of food samples on pieces of paper, liquids in paper cups, in the schoolyard: (If it is a windy day, the food samples will be blown away and the students will not be able to record any data and complete the activity.) (If its a windy day, the food samples will be blown away and the students will not be able to record any data and complete the activity.) Student sheet 1 Activity : Ants Student name: Class: Please draw an ant in the space below Student sheet 1 Activity : Ants Student name: Class: Leave the food samples in a certain place in the schoolyard. Leave for 15 minutes. Go back to the food samples. Observe Which foods do the ants eat? Which foods they like? Put an X in the appropriate box of the table: Type of Food Do ants like it? 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Project Title: INFRASTRUCTURE AND INTEGRATED TOOLS FOR PERSONALIZED LEARNING OF READING SKILL Project Acronym: Grant Agreement number: 731724 — iRead H2020-ICT-2016-2017/H2020-ICT-2016-1 Subject: D3.1 User Requirements Analysis and Pilot Specification Dissemination Level: INTERNAL Lead Beneficiary: UGOT Project Coordinator: UCL Contributors: All Partners This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Grant Agreement No 731724 Table of content Table of figures 1 EXECUTIVE SUMMARY The aim of the iRead Project is to enhance the technology previously developed during another EU FP7 Project, iLearnRW, elevating it to a flexible, scalable and cost-effective cloudbased infrastructure offering personalised learning services. The iLearnRW Project (Integrated Intelligent Learning Environment for Reading and Writing) aimed to facilitate the learning process for children with dyslexia and/or dysorthographia. The iLearnRW project developed two integrated tablet apps, Words Matter Game and Words Matter Reader. Words Matter Game introduces key phonics skills through nine different multisensory activities. The Words Matter Reader uses knowledge about dyslexia-friendly reading and makes it possible to highlight different phonics features in any text. This feature is made possible by the phonics engine which also powers the Words Matter Game. While iLearnRW focused on dyslexia for Greek and English readers, iRead broadens the scope to include also beginning readers in Germany, Greece, the UK and Spain, as well as EFL readers in Greece, Spain, Sweden and Romania. As a result, the user requirements gathered in the iLearnRW Project need to be extended with requirements for all the other target groups. This deliverable describes the results of an analysis of the curricula of the countries involved in the project, as well as user stories based on the interviews performed in all countries. These user stories describe the teachers' requirements for the iRead system on a high level will form the basis for further investigation of the details for the different components of the iRead system. 2 User Requirements - Data Gathering The iLearnRW project gathered requirements for dyslexic readers through interviews in the UK in its first year. These requirements were checked for the Greek context through the pilot evaluations in the final year of the project. Unlike iLearnRW which focused on children in the UK and Greece with dyslexia, iRead additionally considers reading skills in first and second language learning by primary school children across Europe. Specifically, iRead targets students who: - make typical progress in learning to read; - struggle with reading due to dyslexia; - learn English as a foreign language. The choice of English as a foreign language (EFL) is motivated by its prevalence across Europe, with 95% of students of upper secondary school studying English [5]. Thus, in iRead we gathered additional user requirements for beginning readers and EFL readers through curriculum analyses and interviews with teachers in all countries involved in the pilots. In order to determine the relevant curricula and recruit teachers having experience with the relevant student groups in each of the countries, we needed to define the relevant age groups or grades for the iRead system. In the countries involved in the project, the reading process takes place over a period of 3-4 years. However, the first year is devoted to developing children's phonological awareness and initial letter knowledge. For this reason, and given children's general maturation, we focused on children's grades 2-4 for beginning readers and ages 9-12 for dyslexic readers. For EFL, we focused on the ages or grades that most clearly match the A2/B1 level of the Common European Framework of Reference for Languages [4], which was grade 5 or around 11 years of age. Reader groups Curricula and Teachers from groups/ages Table 1 Reader groups targeted in iRead with specification of curricula and teachers 2.1 Curriculum Analysis As Dillenbourg [3] points out, one of the constraints for teachers to use any educational technology in the classroom is that they have to follow the curriculum. Without adhering to the curricula in the different participating countries we are unlikely to be able to successfully exploit the iRead system. A curriculum analysis was thus performed in order to define similarities and differences between the countries in the official documents that schools need to apply for literacy and language learning. Since the iRead system will not be able to accommodate all learning goals defined in the curricula for all countries, as these will be bounded by the language areas defined within the project, a selection needs to be made. Language areas are thus selected based on two criteria: (a) those that are most relevant to reading in general as a language skill and linguistic process, and (b) those that are found to be more difficult to develop and are, therefore, often emphasized in teaching. The analysis of the curricula will mainly provide input for the first selection criterion, while input for the second criterion will be given through the teacher interviews. Each of the partners involved in the pilot studies gathered the relevant curricula for this analysis and summarized the parts related to reading. They used the definitions of the different readers groups as given above to determine which curricula were relevant. 2.2 Interviews Since not all countries had the same opportunities to recruit teachers for the interviews, no fixed number of interviewees for each country was set. Instead, we defined several axes to help make a selection of interviewees, meaning that it would be preferable if the interviewees represented different places on those axes in each country. Thus the research took a critical sampling approach that sought to maximize differences in order to address the possible divergent requirements that yet apply to different technology adopters [8]. - Technological advancement - Pedagogical models - Socio-economic background The final set of interviews is presented in Table 2. In some cases, group interviews rather than individual interviews were performed. We therefore indicate both the number of interviews and the number of teachers. We note that in the case of dyslexia, given the user requirements carried out in iLearnRW, we did not proceed with additional interviews. Table 2 Interviews performed in all countries In total we thus performed 50 interviews involving 58 teachers in the six participating countries. Each interview lasted around one hour. Interviews were semi-structured, meaning that there was an interview guide for interviewers to keep in mind (see Appendix), but the interviewees were engaged in a natural conversation where unexpected lines of thought could be followed up as well [10]. In order to make the iRead scenario more concrete to the teachers during the interviews, we used two scenarios, one for beginning and dyslexic readers and one for EFL readers (see Appendix). Interviews were performed face-to-face or through telephone and were recorded after the teachers giving their informed consent. All informed consent forms have been kept for our records. All interviews were then listened to and extensively summarized (and in several cases transcribed) by each partner, after which an overarching analysis was performed by the lead of this task, UGOT, based on the summaries. 3 Curriculum Analyses Based on the curricula gathered from the different countries, we determined several areas that were quite similar. However, in some countries, particular parts of the curriculum received special attention. In such cases we have added those particular parts with reference to which country has specified them in the curriculum. 3.1 Beginning and Dyslexic readers As there is no separate curriculum for dyslexic readers, and this learner group is taught material found in early years' curriculum, we have combined the learning goals from the curricula for beginning readers in their mother tongue with the curriculum for slightly older readers with dyslexia in their mother tongue. 3.1.1 Meta level goals 3.1.2 Reading Aloud 1. Students should be able to read aloud with reasonable fluency 3.1.3 Phonology 3.1.4 Morphology and morphosyntax 3.1.5 Vocabulary 3.1.6 Text comprehension and syntax CONFIDENTIAL 3.1.7 Text types 3.2 EFL readers 3.2.1 Phonology 3.2.2 Morphology and morphosyntax 3.2.3 Vocabulary 3.2.4 Text comprehension and syntax 7. Students should be able to transfer strategies learnt from first language reading to EFL texts. 3.2.5 Text types 7. Students should be able to read texts they may need in daily situations, e.g. timetables, basic instructions. 8. Students should be able to read dialogues, songs, poems, game rules. 9. Students should be able to read texts pertaining to their own lives and on familiar topics, e.g. personal experiences. 3.3 Implications The curricula for L1 do not mention orthography (correctly recognizing letters), as this skill is a prerequisite for all other learning goals and should preferably be addressed during the first year of formal schooling. However, for dyslexic children, this is an additional learning goal that the iRead system should support. Furthermore, as Snowling and Hulme [11] point out "It is not necessary to wait until a child has a reading problem or a 'diagnosis'; early intervention to promote the foundations of reading (via explicit training in phoneme awareness and letter knowledge) is beneficial". Therefore, the iRead system for beginning and dyslexic readers should pay particular attention to phoneme awareness. While the Beginning readers curricula in all countries tend to have and approach that goes from segments to whole (focusing on phonology and morphology), the EFL curricula tend to focus more on whole-language learning, e.g. working with text comprehension using dictionaries and L1 reading strategies, and the use of standard words and expressions in certain situations. While text types are often similar for beginning readers and EFL readers, there are some differences to take into consideration. Beginning readers in their native language have a much larger vocabulary than EFL readers. On the other hand, EFL readers are more practiced in reading. The EFL readers should also engage in reading texts about things they may need in daily situations (like menus, time tables etc). Considering this, the texts can be similar, but not necessarily the same. An implication for iRead is that while the games can provide support for the approach of segment to whole learning of reading skills, the reader must specifically be usable for the EFL context, providing ways for students to work with text comprehension by using reading strategies and vocabulary lists. 4 Technical considerations 4.1 Tablet Technology In order for the iRead system to function some hardware is necessary. While in some countries iPads have generally been adopted in schools, other countries have adopted Android technology, or do not have any technology that can be used for iRead. An overview of the technological situation in the schools that were interviewed is given in Table 3 . Table 3 Type and use of tablets in all countries The issue of which tablet technology should be targeted with the iRead system is thus difficult. Many schools in Sweden and the UK already own iPads, which would require the system to be compatible with iPad in order to allow for successful exploitation. Schools in Spain usually have Android tablets, while schools in Greece, Romania and Germany often do not have any tablets yet. Furthermore, while some schools may have iPads or other tablets, they may be of older generations. The project does not have the resources to develop for both platforms and all generations. Furthermore, iPads are generally more expensive than Android tablets, as well as development for iPads. Android tablets and even mobile phones also play an important role in the home market. In light of these considerations the project will focus on developing the complete system for Android to be used during the evaluations. However, further specification of how exploitation will be possible on iPads needs to be performed. 4.2 Access to Network Although the intention of iRead is to offer cloud-based technology, the reality is that not all schools in Europe have reliable wifi connections. Many schools in Sweden, Germany and the UK have a rather reliable wifi connection, but there are also schools, especially in Romania and Greece that do not have a stable network connection. Furthermore, the networks may become unstable if many children at the same time are using them. Therefore, the iRead system needs to be able to handle short wifi drop outs, and should preferably even have some parts that are usable when offline, and that only will be updated with learner information and new content when there is a wifi connection. 1 One of the schools has access to iPads but they are from the first generation. 2 The interviews were all held at the same private school that uses iPads. However, the situation for most public schools is that there are no tablets available. 5 Constraints and User Stories The iRead system should be useful and usable for both teachers and students in the school context, which is rather complex. Full, detailed requirements for such a system cannot be developed easily as these requirements will inevitably change over time, for example because of e.g. other software and technologies the system should interact with and changing user populations. We therefore start with simple, knowable approximations to the final requirements, and then continue to increment the detail of these requirements throughout the life of the development. This incremental requirements refinement is thus intertwined with design, coding and testing at virtually all stages of production activity. In this way, the requirements work product is as accurate and useful as the final software itself" [9]. Here we will describe user stories [1] that capture how teachers envision to use the iRead system in their classroom. These user stories are revealed through the interviews with teachers (both during iRead and the iLearnRW project for dyslexic readers). Note that these user stories are written from the perspective of the teachers. In a way they serve as proxies for the students, who are also important users of the iRead system. However, given the fact that teachers act as gatekeepers, we will here treat them as the main users. During the design of the games and the reader we will gather additional user stories from the children and refine the user stories for the teachers. The user stories presented here focus primarily on how the iRead system can support teachers' responsibility to provide student learning related to reading. However, according to Dillenbourg [3] "[…] classroom life is populated by activities or events that are not part of the scenario […]. There is indeed a continuum of activities from those intrinsic to the scenario to activities extrinsic to learning". The range of activities that teachers are responsible for can be summarized according to Danielson's framework for teaching [2]. This model has four domains of teaching responsibility, and each of these domains has several components (see Table 4). Table 4 Domains and components of Danielson's framework for teaching According to Dillenbourg [3] the inclusion of extrinsic activities that teachers have to perform, comes with several extrinsic constraints that need to be dealt with as well. Below, we will give each of those constraints and consider what overarching consequences they may have for the design of the iRead system: 1. Time constraints: Time is a scarce resource in teaching. For instance, teachers often blame constructivist methods for being too time-consuming. In addition, a class is often segmented into slices of 50 min: time management is a permanent concern of teachers. We thus have to consider how the activities in iRead can fit the tight schedule in the classroom, allowing for shorter activities. 2. Curriculum relevance: Teachers are not free to teach whatever they like. In order to address this constraint, we have looked at the commonalities in the curricula in the different countries as described in Chapter 3. Furthermore, we are aware that some countries work with reading schemes for the first classes of elementary school (usually until the end of year 2). These reading schemes offer colour coded bands and children are assessed to determine from which scheme they should read books. We need to determine how the iRead system can incorporate or accommodate for such reading schemes. 3. Discipline constraints: School directors and parents expect the teachers to be in control of their students and have a reasonable level of discipline: some animation is expected in classrooms, but no chaos or violence. While most teachers are happy to use games in the classroom, some teachers who are less used to games are concerned that they will cause children to become unfocused. This concern needs to be addressed during the Continuous Professional Development for iRead. 4. Assessment constraints: Beyond the usefulness of assessment, schools are driven by the need to provide grades. A good pedagogical scenario may be abandoned if this is not the case. For instance, teachers often criticize collaborative projects because it is difficult to give individual grades. For iRead we thus have to make sure that information about the individual children's progress is available to the teachers. 5. Energy constraints: The total effort a teacher may invest (preparation work, time to provide feedback, etc.) is limited. To start using the iRead system each child needs to have an individual profile. Teachers have said to be willing to create individualized learner profiles but this should be quick and easy. If possible, teachers would like to involve the children themselves in the creation of the profiles. 6. Space constraints: Is there enough space in the classroom to set up activities and is the layout compatible with expected social interactions or to the work format (e.g. teams)? We do not foresee that the iRead system will require any changes in the allocation of space in the classroom. However, we need to be aware of the necessity to provide ways for children not to disturb each other when working with audio in the system. Below we will present the user stories for teachers which were identified through the interviews with the teachers. These user stories are an alternative way of presenting the requirements. To structure the presentation of the user stories we use Danielson's framework on the top-level. For each of the lower-level constraints we indicate whether it has a high (HP) or a low priority (LP) based on our assessment of how each user story may impact on teacher's ability and willingness to use the iRead system. - As a teacher, I want the iRead system to help me plan and prepare my classes to fulfil my duties as a teacher. As a teacher, I want functionality to easily get an overview of children's activities and progress. (HP) As a teacher, I want functionality that helps me to plan other off-line activities outside the iRead system based on what the children have done. (LP) As a teacher, I want easy logging in to the system taking into account that children are likely to forget their passwords. (HP) As a teacher, I do not want to lose time because children don't know what to do in the games. I therefore want functionality to show the games to the students before they start working with them on their own in order to model the task. (HP) As a teacher, I want to be able to influence what vocabulary the children are working with. (LP) - As a teacher, I want the iRead system to help me manage the classroom environment to fulfil my duties as a teacher. - As a teacher, I want the iRead system to help me provide effective instruction to fulfil my duties as a teacher. As a teacher, I want the iRead system to show me how the activities performed by the children relate to assessment. (HP) As a teacher, I want the iRead system to provide individual children with appropriate tasks so they become more motivated to read. (HP) As a teacher, I want the activities in the iRead system to be designed so that the students intuitively understand how to engage in them. (HP) As a teacher, I want the iRead system to provide children with appropriate rewards to they become more motivated to read. (HP) As a teacher, I want the iRead system to provide children with appropriate information about their progress so that they can manage their own learning and train meta-cognitive skills. (HP) As a teacher, I want the iRead system to help my students to expand their vocabulary so that they get better at text comprehension. (HP) As a teacher, I want the iRead system to provide functionality for children to practice text comprehension. (HP) As a teacher, I want the iRead system to train children in decoding and pronunciation of words so that they struggle less with that when reading. (HP) As a teacher working with dyslectic children, I want the iRead system to be responsive to difficulties that are typical of dyslexia. (HP) As an EFL teacher, I want the iRead system to provide examples of correct intonation so that the children become familiar with English prosody. (HP) - As a teacher, I want the iRead system to enable me to perform my professional responsibilities to fulfil my duties as a teacher (Professional responsibilities are: Reflecting on Teaching, Maintaining Accurate Records, Communicating with Families, Participating in a Professional Community, Growing and Developing Professionally, Showing Professionalism). As a teacher, I want functionality to show children's results to the parents, but under my control. (LP) As a teacher, I would like the system to advise parents on the kinds of texts to read with their children, or games to play at home. (HP) 6 Professional Development and Pilot Specifications In this chapter, we will first describe what we have learned from the interviews about how to provide professional development to the teachers who will be involved in the pilot studies. Thereafter, we will provide information about the specific context and setting for the pilot studies that will be performed in a classroom context. These descriptions are on a high level, providing an overview of the current status of the plans for the pilot. More detailed descriptions will be given during a later phase of the project once concrete plans have been made with all of the schools. 6.1 Professional Development and Support In order for teachers to apply the iRead system to its full potential they have to integrate their Pedagogical Content Knowledge (PCK), which is a deep knowledge of subject matter with profound understanding of what is good for learning, with a good understanding of how ICT provides us with new ways to access and process knowledge. This combination is described as Technological Pedagogical Content Knowledge (TPACK)[7]. Teachers thus need to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology). Since we assume that the participating teachers have enough pedagogical and content knowledge, our professional development will focus mainly on Technological Pedagogical Content Knowledge, but with aspects of Technological Knowledge Technological Content Knowledge, and Technological Pedagogical Knowledge. Technological Knowledge (TK) means that the teachers understand information technology broadly enough to apply it productively at work and in everyday life. Technological Content Knowledge (TCK) means that teachers need to understand how the iRead system can be used to teach reading to beginning readers, dyslexic readers, and EFL readers. Technological Pedagogical Knowledge (TPK) means that the teachers need to understand how using the iRead system may change their teaching. Technological Pedagogical Content Knowledge (TPACK) means that teachers need to know how to use iRead in their classes in an effective way. Not all of this knowledge can be conveyed through direct professional development by the iRead team members, because the specific contexts of the individual teachers play an important role. Continuous Professional Development and Support The interviews indicate that the teachers who will participate in the pilot wish to have CPD in order to start implementing the iRead system in their teaching. They wish to have detailed instructions for how to use the system (both with respect to technology and pedagogical approach), how to set up individual profiles. Continuous technical and pedagogical support is also requested. The interviews with the teachers have indicated that the preferred modes for CPD are face-toface, online instruction or a combination of both. We do plan to provide face-to-face training, but the possibilities to provide online training as well as a discussion forum may be limited due to budget restrictions. However, we discuss both modes below in order to document our thoughts around them. Face-to-face training Face-to-face training during the pilot will include workshops to train teachers in the use of technology as well as the pedagogical approach, with follow-up in class modelling and support by the researcher to help them with implementation. Especially for the schools in those countries that currently do not have a technological density, there will be a need to focus not only on the pedagogical use of iRead, but also on the use of technology in itself. In some countries, especially Greece, there is a need to focus on the pedagogical use of games, which can be seen as a possible disturbance. Online training and discussion forum Online training may include video recorded instructional seminars, instructional videos, walkthroughs and tutorials about how to use the system during the classes. We also anticipate that in implementing the iRead system in classes, the teachers will benefit from having an online forum in which they can continuously exchange their user experience and support one another. The online forum also needs to have a tutor or researcher participating, in order to answer questions or solve problems that the users experience. For such a forum to be useful, it will have to be easily accessible to the users and preferably already part of their communication behaviour, in order not to require too much of their time and effort. A Facebook group would meet the case, as it is a social media platform which most users are familiar with. However, the choice of platform for an online discussion and support forum will have to be considered carefully, both when it comes to functionality and ownership of content. Local Help-desk In addition to the initial CPD (and possibly continuous exchange in an online forum), a local help-desk, which the users may contact for support and feedback in their own language, would be useful. As a suggestion, one of the responsible researchers in each pilot country could be assigned as a contact. The task for this local contact would be to solve problems as far as s/he can, and to mediate contact with the developers for specific technical support. 6.2 Pilot-1: Dyslexia-English Partners involved: (UOI, UCL) In the UK there are two levels of intervention for dyslexia, wave 2 and wave 3. Wave 2 are usually designed for a set amount of time and are delivered either in a group, or one-to-one. Wave 3 are for children with the most severe dyslexia, are much personalised and delivered one-to-one. The current evidence does not suggest higher gains resulting from one-to-one sessions, suggesting that group intervention is a more financially viable approach [6]. It is thus likely that iRead will be focusing on both Wave 2 and 3 interventions in a small group setting (between 4-5 children). During an intervention session, highly structured activities are given to children working on phonics and transference of phonics skills to whole book reading/practice. These practices closely align with early reading instruction although they are at a higher intensity, are more structured and with more teacher scaffolds. Within the pilot we will include children with dyslexia statement, or suspected to have dyslexia. This is because in the UK children are not required to have a statement and the process of getting one is often up to the parents. 6.3 Pilot-2: Dyslexia-Greek Partners involved: (OUI) The situation in Greece is very similar to that of the UK with the exception that the school system requires formal diagnosis for receiving special support at schools. Participating children will be formally diagnosed with specific learning difficulties (mainly dyslexia) who attend special education classes (parallel immersion classes) in state primary schools. Similar to the UK, despite the prevalence of ethnic minorities in Greece, participants included in the analysis will be monolingual students. Immersion classes are delivered 3 days per week and their duration ranges between half an hour and 45 minutes. Learning activities are normally done as group work. Individual work is also common in these classes for specialized learning activities. Literacy activities in immersion classes target areas included in iRead such as vocabulary, phonics, grammar, and thus the iRead apps will supplement these learning activities. 6.4 Pilot-3: Novice Readers-English Lead Partner: (UCL) Context: Rural and urban schools Contact time with children: Within literacy, reading typically takes place for 50 minutes each day. There is a phonics practice activity for 20 minutes usually done as a whole class. There is a 'guided reading' activity for 30 minutes, which is the primary activity supporting children's whole book reading in the UK. Mode: Depending on whether the school is rural or urban, class sizes can vary from 20 to 30 students. Typically, each year group has 1 teacher and 1 teaching assistant. Current practice that aligns with the iRead apps: In guided reading, children are grouped by ability and each group is given one book to read. The teacher and the teaching assistant will facilitate the reading of two groups with the rest working independently. Reading can also be part of 'carousel' activities that are designed to engage children's literacy e.g. book reading, writing, games etc. 6.5 Pilot-4: Novice Readers-Greek Lead partner: (DOUK) Context: the pilot is connected to the part of the curriculum concerning the Greek Language. Furthermore, the pilot could take place during the two hours per week that are called "Evelikti Zoni" (Flexible Zone). Contact time with children: 2 hours per day, focusing on grammar, syntax, vocabulary as well as reading comprehension. Mode: Usually the learning activities are done as a class or in groups. However, for iRead we would like to also use individual activities. 6.6 Pilot-5: English as a Foreign Language Partners involved: (BC, UGOT, ULBS, UB) This pilot evaluation will take private tuition schools and mainstream schools in four European countries (Greece, Sweden, Romania, and Spain). Mid-way BC will also conduct knowledge transfer activities in its school network to ensure the adoption of the iRead technology in additional schools. 6.6.1 Greece Context: EFL classes Contact time with children: 3 hours/once per week. Estimated literacy-based time 1 hour/week. Mode: Class of 14 children usually with a variety of interaction patterns ranging from individual, groups of 3 or 4, to whole class. Current practice that aligns with the use of the iRead apps: - Prediction from title/topic sentence/accompanying picture(s) - Mind-mapping expected content/text development - Comprehension tasks (varied – lexical, sentence-based, paragraph-based) - Post-reading exploitation – word-building, writing, schema development 6.6.2Sweden Context: EFL, 4 th -5 th grade in both urban and rural schools around Gothenburg Contact time with children: Around 2 hours per week. Mode: Class of 25-30 children usually with a variety of interaction patterns ranging from individual, pairs, small groups of 3 or 4, to whole class. Current practice that aligns with the use of the iRead apps: - Vocabulary and pronunciation of words in text - Individual reading e.g. News in Levels - Listening to recording of a text - Comprehension tasks 6.6.3Romania Context: EFL classes in 5 th to 6 th grade Contact time with children: 2-3 hours/week (2 are mandatory, 1 is optional). Mode: Learning activities are usually done with the whole class (20-28 children), but with adaptation for individual differences. Pair and group activities are also possible. Current classroom practice that aligns with the apps: - Listening to recording of a text - Pronunciation of words in text - Comprehension tasks 6.6.4 Spain Context: Extra reading or technology classes in 5 th to 6 th grade Contact time with children: 1 hour/week Mode: Individual, small group and class reading activities Current classroom practice that aligns with the apps: - Silent individual reading - Small group reading - Group reading 6.7 Pilot-6: Novice Readers-German Partners involved: (DHBW) Context: Rural and urban schools, of varying size. Varied collection of kids in classrooms from small classroom of German native speakers to large classrooms of mostly kids with migration background. One school is in a poor area, another can be in an affluent area. The first pilot will most likely take place in a school that is located in a poorer area with mostly native German speaking children. This school has shown the most enthusiasm for testing the new technology. The director of the school has worked in another school that has used technology and has the vision to make this happen. Contact time: Most likely, the iRead system will be used in dedicated sessions once a week. Since the technology is new, it is not likely that it will be a natural part of the daily routine or available for kids who want to do extra work. We assume the time spent per week will be between 45-90 minutes. Mode: Individual, small group within class reading activity. Text will probably not be read at home due to the setting in less affluent homes. Teachers are hoping for current classroom activities to align with the iRead content for easier integration. 6.8 Pilot-7: Novice Readers-Spanish Partners involved: (UB) Context: General language learning classes as well as dedicated reading classes. However, schools deal with reading in slightly different ways. All of them include different reading activities in their language lessons, but some schools have a separate and focused reading workshop, and others have informal reading throughout the day (e.g. one school reported that their learners read three times a day in 10-minut periods after coming from the playground just for pleasure). We believe piloting can take place both when the focus in regular classes is on reading (e.g. reading aloud activities, reading in small groups when working towards a task or project goal, among others). A decision will have to be made on a one-to-one basis. Contact time with children: 0.75-2.0 hour/week Mode: Individual, small group and class reading activities. Texts also read at home Current classroom practice that aligns with the apps: - Silent individual reading - Small group reading - Group reading 7 Conclusions This deliverable describes the user stories identified through 50 interviews with 57 teachers in all countries involved in iRead. The user stories are a high-level description of the teachers' needs regarding the iRead system, and should be regarded as the user requirements. The user stories provided in the document lead to further design work to determine the specifics for each of the applications within the iRead system. The deliverable also includes an analysis of the curricula in those countries for the different reader groups in order to make sure that the iRead system aligns with the curricula. Finally, this deliverable provides a first overview of the pilot studies, including the contexts, modes of teaching, and time spent on reading and literacy activities. Based on the information provided in the interviews, in some countries iPads (iOS) are the standard instead of Android tablets (18 of the 40 schools interviewed here). However, iPads are generally more expensive than Android tablets, as well as development for iPads. Android tablets are also more likely to be available in the home environment. Given the resources for the project, we will focus on developing the complete system for Android to be used during the evaluations. However, the adoption trends will inform future exploitation of the project which may be expanded to include iOS depending on the market targeted. 8 References 1. Mike Cohn. 2004 User Stories Applied: For Agile Software Development Addison-Wesley. . 2. Charlotte Danielson. 2007. Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development; 2nd edition. 3. Pierre Dillenbourg. 2013. Design for classroom orchestration. Computers & Education, 69. 485-492. 4. Council of Europe. 2011. Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Council of Europe. 5. Eurostat. 2011. Europe in figures - Eurostat yearbook 2011. 6. Yvonne Griffiths and Morag Stuart. 2013. Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading, 36 (1). 96-116. 10.1111/j.1467-9817.2011.01495.x 7. P. Mishra and M. J. Koehler. 2006. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6). 1017-1054. 8. Michael Quinn Patton. 2002. Qualitative Research and Evaluation Methods Sage Publications, Thousand Oaks. . 9. M. J. Rees. 2002. A feasible user story tool for agile software development? in Ninth Asia-Pacific Software Engineering Conference. 10. Yvonne Rogers, Helen Sharp and Jenny Preece. 2011. Interaction Design: Beyond Human - Computer Interaction, 3rd Edition. Wiley. 11. Margaret J. Snowling and Charles Hulme. 2011. Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81. 1-23. Appendix Interview Guide Although all questions can be asked for all contexts you need to focus on the types of readers relevant for your country. So, if iRead in your context focuses on dyslexia and beginning readers you will ask the questions only in relation to those reader groups. You don't have to consider the other reader groups although you are allowed to talk about them as well. A test interview has shown that teachers may find it hard to focus on reading skills only. Make sure to remind your respondent of this focus of iRead when necessary. When you make an arrangement with the school to come for the interview, ask the teacher(s) to prepare for the interview by preparing three things (if possible): 1. Assessment example based on different areas of curriculum 2. Lesson plan involving use of technology (if available) 3. Think about specific difficulties your students have with the target language that could be practiced through reading As an interviewer you should bring with you the scenario from the iRead proposal for the correct user group(s). In the questions below, we want you to replace X with the reader group(s) relevant to your context. So, if the focus in your country is on beginning readers and dyslexic readers, you ask the questions specifically for those groups. The questions should not be asked sequentially, just try to have a real conversation with the respondent. General questions What is your age? How long have you been teaching? How large is your class? Pedagogical Challenges for teaching reading or EFL (make sure this is not just about technology) What common issues/difficulties related to reading do beginning readers/dyslexic/EFL students experience for the age group you are teaching? How do you support these issues?[prompts for iRead areas: reading, decoding, syntax, comprehension] Which mother tongues are represented in your classroom? Which kinds of particular difficulties to children with another mother tongue face? What types of texts do the students like to read? Which kinds of texts do they not like to read? If possible, what are specific examples, can you show them? What is your current routine on teaching reading in X in particular? Learn about practices, challenges and opportunities of existing use of digital technology in schools Can you describe your use of digital technology (e.g. websites) within your teaching practice? Are other teachers using any technologies in the classroom? What is your attitude towards using technologies in the classroom? What do you want to see in the technology? Did your teacher training include the use of media in the classroom? Do you have any technologies that communicate with each other? (e.g. into a learning management system) How does technology help you with teaching x? How does it help the students? How does technology hinder you in teaching x? How does it hinder the students? Does technology benefit any particular groups of students in the grades you are teaching? What technology is available within your school, and within your class? [prompt for subjects] How and how often do pupils access it? Any problems with logging in? [prompts for pupil configuration of tech use: computer ratio, class vs small groups, types of class activities] Does your school have a stable internet connection? Getting attitudes about iRead concept Show the potential scenario for iRead (separate document). What are your first reactions? How do you think you could incorporate the specific example given in the scenario into your routine? Do you have any experience with games for x? What are your experiences? [prompt for concerns or benefits with specific examples] Do you have any experiences with e-readers or e-books for supporting x? What are your experiences? [prompt for concerns or benefits with specific examples, and ask what criteria they use when selecting e-books and how they decide whether an e-book is too complex, too easy or appropriate] How do you expect the children to respond to this technology? How do you expect the parents to respond to this technology? Do you feel that you might be able to have more differentiated teaching with this technology? Is your classroom open for independent work? Adaptivity and learninganalytics How comfortable do you feel with the technology making pedagogical decisions (prompt/link scenario: content/activity, learning stategies, feedback)? How much control would you want over this? How do you assess what knowledge a child has in order to move on? (e.g. give examples of specific linguistic skills, find out at what level they are assessing, e.g. fine-grained individual letter decoding) For personalised learning technologies to work, individual profiles of the child must be set up (one-off). Can your existing assessment data be used? How much time would you be willing to spend on this? Is there someone in your school that typically helps with this? What kind of information would you need to have in order to assess your students' learning progress/process? If you could capture students' progress with technology, would you share with others and if so with whom? How can technology reflect your assessment needs and make your reporting easier? When students are working real time (in the classroom) with the apps, what key information would you like to know and for what purpose? [Some examples: time spent on games, whether they are stuck in a game, repeated attempts, specific failures, what book they are reading and for how long, what vocabulary they are tapping on, what reading strategies they are using in the reader] Parents (only ask when this seems appropriate) What common issues/difficulties have you experienced with the parents of dyslexic/EFL pupils? If you could capture students' progress with technology, would you share it with their parents? What kind of information would you share about your students learning progress/process? And how often do you think such communication should take place? What kind of response would you expect from parents? (i.e. would you like one way communication with parents and would you expect parents to share feedback/comments e.g. on a shared space/platform?) Evaluation (questions with * only for schools involved in the actual evaluation) When a new technology is introduced to your school what are the training and support arrangements? What would be your preferred mode of Continuous Professional Development? (Online/face to face, length of time.) Who is responsible for the professional development at your school? Can you describe Continuous Professional Developmentactivities that have been most helpful/valuable for you in the past? What kind of technical support have you received in the past at your school that has helped you? Where has technical support failed you? [try to understand the exact nature of the problem] *When would participation in an evaluation be suitable? E.g. particular times of the year that are more or less suitable/groups? Arethereanyconcernsregarding planning of an evaluation? What kind of help would you need for integrating iRead into your classroom? [Distinguish between ramp-up time and support vs. regular usage integrated into classroom (they can participate for months, but would only have time to start using it in January for example.] Scenario Beginning/Dyslexic Readers Maria enters the iRead platform. She is directed to play a mini game that supports learning of reading skills (e.g. a new letter combination). Since guided training is important to acquiring accuracy and fluency in reading, Maria has practiced this skill previously in a different game. The game relies on her 'user model' which is a record of her past performance and her current skillset to decide what content to provide. Content is chosen so that it is neither too difficult, nor too easy for her. When Maria makes an error, the game provides her with suitable pedagogical feedback and an opportunity to correct her error. Once Maria has reached a higher level in the game, the iRead platform prompts her to do a different activity, such as reading an e-book or using an e-Reader app to practice whole book reading. E-books are interactive picture books, and the iRead platform can offer Maria an e-book that presents vocabulary that she encountered in the game. The e-book allows her to explore interactive images which can be tapped to pronounce the word and read its written form. The e-Reader app is focused on text. Maria can use text to speech to listen to the text. This helps her listening comprehension, exposes her to vocabulary she is not able to read yet, as well as pronunciation. The e-Reader app also offers a set of text reading strategies to support her comprehension of the text. For example, Maria is prompted to first engage with the general topic of the text by identifying the structure within it. Maria's interaction within these various apps has been orchestrated by her teacher Rita. Rita uses her teacher tools to view a recommended sequence of activities for the whole class to engage in. She also uses each student's past performance to make some personalised recommendations to the whole class materials. This means that while the whole class is engaged in a common activity, extra attention can be placed on the things a particular student is struggling with. For example, since Maria had previously found it difficult to read words with the letter combination 'ng' Rita requested that the learning programme delivered through the apps covers this. Thus, while the games present activities with relevant words (e.g. long), the e-Reader app begins with a brief learning task that asks Maria to first identify words with this letter combination in the text before proceeding with her reading. Scenario EFL Readers Maria enters the iRead platform. She is directed to play a mini game that supports learning of reading skills (e.g. a particular syntax construction). Since guided training is important to acquiring accuracy and fluency in reading, Maria has practiced this skill previously in a different game. The game relies on her 'user model' which is a record of her past performance and her current skillset to decide what content to provide. Content is chosen so that it's neither too difficult, nor too easy for her. When Maria makes an error, the game provides her with suitable pedagogical feedback and an opportunity to correct her error. Once Maria has reached a higher level in the game, the iRead platform prompts her to do a different activity, such as reading an e-book or using an e-Reader app to practice whole book reading. E-books are interactive picture books, and the iRead platform can offer Maria an e-book that presents vocabulary that she encountered in the game. The e-book allows her to explore interactive images which can be tapped to pronounce the word and read its written form. The e-Reader app is focused on text. Maria can use text to speech to listen to the text. This helps her listening comprehension, exposes her to vocabulary she is not able to read yet, as well as pronunciation. The e-Reader app also offers a set of text reading strategies to support her comprehension of the text. For example, Maria is prompted to first engage with the general topic of the text by identifying the structure within it. Maria's interaction within these various apps has been orchestrated by her teacher Rita. Rita uses her teacher tools to view a recommended sequence of activities for the whole class to engage in. She also uses each student's past performance to make some personalised recommendations to the whole class materials. This means that while the whole class is engaged in a common activity, extra attention can be placed on the things a particular student is struggling with. For example, since Maria had previously found it difficult to understand long and complex sentences with lots of embedded elements and internal references, Rita requested that the iRead platform delivered through the apps may cover the issue of sentence complexity. Thus, before going to the next reading task, a number of games help Maria break long sentences into smaller ones and to identify what certain referential elements (e.g. 'he' or 'she', 'that' or 'which') actually refer to within a text. 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The basic objective of the programme is to acquaint learners with the: 1. importance of food in ensuring healthy living for individuals, family and the community 2. The nutrients contained in different items of food 3. The need of the human body in terms of various nutrients at different stages of life 4. Consequences of taking more/wrong types of food 5. How to make the best possible choice for meeting the nutritional needs of your family 6. Schemes of quality control, consumer rights etc. CFN-2 Your Food and its Utilization CFN - 1 You and your Food CFN - 3 Economics of Food The course focuses on: • Foods and the nutrients contained in different items of foods, • Food groups, nutrient composition and functionality, • Food preparation, preservation methods for nourishing, attractive foods • Convenience foods and how they save time and energy Assessment Assignment and Term-end exam Assessment Assignment and Term- end exam Assessment Assignment and Term-end exam The course focuses on: • What happens to food in our body and its effect on health • The recommended nutrient needs of our body and how to meet these needs using the food guide • Understanding the concept of normal nutrition, undernutrition and overnutrition • Nutrient needs in different physiological states of life – pregnancy to aged • Importance of developing good food habits The course focuses on: 1. Concept of food expenditure and food budgeting, 2. Food production – Governments effort in developing the agricultural sector, poultry, pisciculture programmes and dairy enterprise, 3. Consumer protection and education with special reference to food adulteration, 4. Food laws and standards for food safety, and 5. Various supplementary feeding programmes run by the Government for the vulnerable groups, • Foods and the nutrients contained in different items of foods, • Food groups, nutrient composition and functionality, • Food preparation, preservation methods for nourishing, attractive foods • Convenience foods and how they save time and energy • What happens to food in our body and its effect on health • The recommended nutrient needs of our body and how to meet these needs using the food guide • Understanding the concept of normal nutrition, undernutrition and overnutrition • Nutrient needs in different physiological states of life – pregnancy to aged • Importance of developing good food habits 1. Concept of food expenditure and food budgeting, 2. Food production – Governments effort in developing the agricultural sector, poultry, pisciculture programmes and dairy enterprise, 3. Consumer protection and education with special reference to food adulteration, 4. Food laws and standards for food safety, and 5. Various supplementary feeding programmes run by the Government for the vulnerable groups,	<urn:uuid:fd9d2d86-2919-49fb-82f7-58028ce1ac37>	CC-MAIN-2021-17	http://ignou.ac.in/userfiles/CFN-mapping.pdf	2021-04-16T12:21:54+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00486.warc.gz	46,439,787	555	eng_Latn	eng_Latn	0.985027	eng_Latn	0.985027	[ "eng_Latn" ]	false	docling	[ 2820 ]	[ 3.0625 ]	2	0
Cranborne Middle School Computing Acceptable Use Policies September 2021 Pupil/Parent Acceptable Use Policy The Internet will be used within school to support children's learning both formally (within taught lessons) and informally (outside taught lessons), at the discretion of a member of staff who will set guidelines and rules for its use. Pupils will be taught to be critical and discriminating in their use of Internet sites and to maintain a balance between the use of technology and other activities. Pupils may have opportunities to communicate with others through blogs and publishing work to online galleries and classrooms. This will only take place in accordance with the school's policy and procedure. Responsible and considerate language will be used at all times in communicating with others. Pupils will: - only use the school ICT systems for those activities which they have been given permission to use and under the appropriate supervision of a member of staff. - use the Internet within the school to support learning. - be made aware of what cyber-bullying is and what to do if it happens. - only use the user names and passwords they have been given. - not attempt to search for, view, upload or download any material that is likely to be unsuitable in a school or is blocked by the schools filter. - inform a member of staff if they have accidentally accessed inappropriate content. - use responsible and considerate language in communicating with others. be encouraged to maintain a balance between the use of ICT and other activities. - - be encouraged to discuss their use of the Internet and those sites that are age specific especially Social Network sites. - only use mobile phones when directed by staff. - be encouraged to talk with their parents or carers about the rules for the safe use of the Internet. - be made aware that the school may investigate incidents that happen outside of school but could have an effect on the school. Failure to comply with these rules will result in one or more of the following: - A ban, temporary or permanent, on the use of the Internet at school. - Communication with parents about the nature and breach of rules. - Appropriate sanctions and restrictions placed on future access to school facilities. Parents should: - discuss e-safety issues with their children - maintain responsible standards when using social media to discuss school issues - inform the school if they think there is an e-safety issue related to the school PTO Pupil Acceptable Computer and Internet Use Policy Technology is a great tool to find information and to communicate with others. The School encourages its appropriate, effective and safe use. All users of technology in the school must agree to certain rules and will only use the equipment and software as instructed. My Responsibilities I understand that I have rights and responsibilities in using ICT and will act responsibly when using technology, computers or the internet. I will report any suspected misuse or problems to a teacher. I will make sure there is permission to use any material that I find. I will make sure that I maintain a healthy lifestyle by not spending too much time using technology. Cyberbullying I understand that the school will not accept bullying in any form. I will be careful with all communications making sure that anything I write cannot be mistaken as bullying. I understand that I should report any incidents of bullying. Access to Internet Sites I will not try to access sites that are blocked or that are unsuitable for use in school. Communication – email, social networks, blog etc. I will be careful in my communications making sure that nothing I write is offensive. I will not write anything that could be seen as insulting to the school. I will only post positive comments when using the school's blogging tools. Mobile Phones I will not use my mobile phone during school hours unless permission is given. Sanctions I understand that the school will monitor my use of computers and other technology. I understand that the school may investigate incidents that happen outside school. I understand that there are regulations in place when pupils use ICT and that there are sanctions if I do not follow the rules. If you do not understand any part of this document, you should ask a member of staff for guidance. You should only sign the Parental Permission Form when you have read, understood and have explained the importance of these rules to your children. The attached permissions form must be completed, signed and returned to the school for our records. Use of the Internet may be withheld unless this has been done.	<urn:uuid:d69c7df1-3f76-45e3-988f-6dfe368e810b>	CC-MAIN-2021-17	https://www.cranbornemid.dorset.sch.uk/uploads/5/0/8/2/50822243/ict_acceptable_use_policy.pdf	2021-04-16T11:10:56+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00484.warc.gz	813,569,326	905	eng_Latn	eng_Latn	0.999078	eng_Latn	0.999202	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2515, 4711 ]	[ 3.125 ]	2	0
Dumping Syndrome People who have had surgery on their stomach or intestine may have some problems after eating. If you have some of the symptoms listed below, you may have dumping syndrome. Early symptoms (as early as 30 minutes after eating) happen when food and fluid pass into the small intestine too fast. The symptoms may include: * stomach pain or cramping * nausea or vomiting * diarrhea * a faster heart beat * feeling full or bloated Late symptoms (usually 1 to 3 hours after eating) happen when there are changes in the amounts of insulin and sugar in your blood. Symptoms may also include: * feeling like you have to lie down right away * flushing or sweating * feeling weak or dizzy * a drop in blood pressure * feeling nervous or shaky Ideas to improve your symptoms Eat 4 to 6 times every day * Eat smaller meals. Eating large meals may worsen your symptoms. * Spread your food evenly throughout the day. * Eat slowly, chew food well, and relax during meals. Do not drink liquids with meals or snacks * Drink all liquids at least 30 minutes before or after you eat solid foods. Drink only a small amount at a time (½ cup or 125 mL). Sip the drink slowly as tolerated. Taking large sips or gulps may make your symptoms worse. Limit foods high in sugar * Reduce or avoid foods that have a lot of sugar in them. * The back of this handout has a list of these foods under the Limit column. Choose foods with fibre Fibre can help slow the rate of food passing from your stomach to your small intestine, which may improve your symptoms. * Choose a variety of fibre sources, including fruits, vegetables, bran, oatmeal, and whole grains. * Too much fibre may cause problems for some people. Ask your dietitian for more information and if a fibre supplement is right for you. Read the label * Read the Nutrition Facts table on food labels to choose foods that are lower in sugar and higher in fibre. Look at the serving size found at the top of the table. The amount of sugar and fibre listed is for this amount of food or drink. You can also try this tip: * Lie down for 20 to 30 minutes after eating. This may help slow the movement of food through your stomach and intestine. * If you have heartburn, do not lie down—stay sitting up. Food guide to improve your symptoms Every person is different. A food that causes dumping syndrome in one person may not cause symptoms for someone else. Use the chart below to find foods that may make your symptoms worse. Write down all of the foods you eat and drink, and your symptoms. This may help you to figure out which foods cause problems for you. 1. At first, avoid all foods listed in the Limit column. 2. Over time you may be able to tolerate foods that you could not tolerate right after surgery. Slowly add foods back one at a time, as you can tolerate them. When adding a food back to your diet, try a small portion at first. 3. Some people may have symptoms even after they have changed their diet. If your symptoms do not improve see your healthcare provider.	<urn:uuid:b7d554bb-09d2-4c0e-9a28-0891f61d0039>	CC-MAIN-2021-17	https://www.albertahealthservices.ca/assets/info/nutrition/if-nfs-dumping-syndrome.pdf	2021-04-16T11:53:42+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00483.warc.gz	729,208,236	670	eng_Latn	eng_Latn	0.999097	eng_Latn	0.999057	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2264, 3045 ]	[ 2.28125 ]	1	0
Sources of drinking water: Both tap water and bottled water originate as "surface water" from rivers and lakes or as "ground water" from springs and wells. As water travels over the surface of land or through the ground, it dissolves naturallyoccurring minerals and, in some cases, radioactive material. Water picks up wastes from both human and animal activities. Surface water is usually filtered and disinfected to remove bacteria, viruses, and protozoa. Ground water is usually filtered naturally. Elements that may be present include: Microbial elements such as bacteria, viruses, and protozoa are very small living creatures that may be natural and harmless, or harmful if originating from septic systems, agricultural livestock operations or wildlife. Inorganic elements such as heavy metals can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges. Pesticides and herbicides may come from agriculture and residential uses. Radioactive elements are naturally occurring. Organic chemical elements are usually manmade (synthetic) and vaporize easily (volatile). Petroleum products and degreasers are examples of gas station and dry cleaner waste transported by storm water and sewers. Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune systems disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice from their health care providers about drinking water. Environmental Protection Agency (EPA)/Center for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Crypto sporidium and other microbial contaminants are available from the SAFE DRINKING WATER HOTLINE (1-800-426-4791) Environmental Protection Agency (EPA) ensures that tap water is safe to drink by writing regulations that limits both natural and manmade contaminants. We treat our water according to both Washington State's and U.S. EPA's regulations. Interstate bottled water is regulated by the U.S. Food and Drug Administration. Information is available on Wellhead Protection and Water Feasibility by contacting, Public Works at 360.262.9344. Water Main Repair and Replacement Program * There are currently over 2,400 lineal feet of 4-inch and smaller diameter water mains within the City's distribution system. The City will prioritize and coordinate upgrading these dead-end and small diameter water mains with the replacement of City streets. Water main replacement will also be based on fire flow needs and future system expansion. * The water department will be working on numerous jobs this year, which include but are not limited to the following. * Reservoirs were chlorinated on 4-2018, and will be done again the week of 10-6-18. * Water line upgrades are graded and prioritized using the Napavine Water System Plan project scope. Health Tips 1. Flush your faucet by running your water for about ten (10) seconds or until cold before drinking. 2. Avoid using hot water taps for cooking. * From time to time, chlorine is used to clean the water reservoir. Residue may be detected in residential water use for several days after application. This is typically done in the months of April and October each year. **************************** Our Water Board/City Council Meets: The 2 nd and 4 th Tuesday of each month, 6:00 p.m. at Napavine City Hall, 407 Birch Ave. SW ************************** If you detect problems or have water quality questions, please call us at (360) 262-9344. Napavine 2018 Drinking Water Report-2017 Sampling Results Your water is some of the best in the nation. During recent years we have sampled several different chemicals and have found very little contamination. Contamination is anything other than pure water. We sample total coliform bacteria as an indicator of microorganisms (bacteria, viruses and other small creatures) that should not be present. The table below lists all of the drinking water contaminants that we detected during the 2016 calendar year, or in our most recent test as noted. Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate a health risk. More information about contaminants and potential health effects can be obtained by calling our office at 262-9344 or the U.S. Environmental Protection Agency (EPA's) Safe Drinking Water Hotline (1-800-426-4791). * Maximum Contaminant Level (MCL): the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. * Maximum Contaminant Level Goal (MCLG): the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. * Action Level (AL): the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. * Inorganic Chemicals (IOC) * State Reporting Level (SRL): indicates the minimum reporting level required by Department of Health (DOH) * Minimum Detectable Amount (MDA): indicates the minimum detectable amount n/a: not applicable nd: not detectable at testing limit. Ppm: parts per million or milligrams per lippb: parts per billion or micrograms per liter. PCi/1: radiation.) picocuries per liter (a measure of Total Coliform: Coliform are bacteria that are naturally present in the environment and are used as an indicator that other potentially-harmful bacteria may be present. Coliform bacteria found in two or more samples are a warning of potential problems and usually triggers a precautionary notice. Making this report is a federal law for all community water systems. It is designed to keep you educated on the water you drink. Information supplied by the City of Napavine. The City of Napavine is an equal opportunity provider. Napavine Water Department Consumer Confidence Water Report This is Napavine's nineteenth Consumer Confidence Report on your drinking water system. Our most recent sampling results have been gathered to inform our customers about their tap water. With this information, we hope you will learn more about our water and, will help us protect our water for future use.	<urn:uuid:b4c347dd-59f0-445b-a4fb-6b8b4a825db0>	CC-MAIN-2018-26	http://cityofnapavine.com/images/ConsumerConfidenceReport2018_.pdf	2018-06-21T04:06:33Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00526.warc.gz	62,060,886	1,349	eng_Latn	eng_Latn	0.99493	eng_Latn	0.99583	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3750, 6562 ]	[ 3 ]	6	0
D.A.V CENTENARY PUBLIC SCHOOL PASCHIM ENCLAVE, NEW DELHI -110087 HOLIDAYS HOMEWORK CLASS: PRE PRIMARY Roll No. EVS Make mask or puppet of both National Animal and National Bird according to your Roll No. Make National Flag Size(6'4'') of the countries according to your Roll No. Kindly refer to the table given below ENGLISH : Write Aa – Zz once daily in practice notebook. Making of vocabulary word game. - Roll no. 1 to 7 : Vowel a - Roll no. 8 to 14 : Vowel e - Roll no. 15 to 21: Vowel i - Roll no. 22 to 28: Vowel o - Roll no. 29 to 36: Vowel u STEPS: - Below each flash card paste picture of related vocabulary word with its picture with the help of ribbon. - Make Flash card of various Vowel words(4-5 words each) Example: a vowel words – at, an, ap, ag, ad ( Refer My English Book) HINDI: Write k - na once daily in practice notebook. Making of vyajana rlagaaDI (Vyanjan Train) - Roll no.1-6 k - D - Roll no7-12 ca - - Roll no.19-24 t - na - Roll no.13-18 T - Na - Roll no.25-30 p - ma - Roll no.31-36 ya - h STEPS: Take A-4 size colorful pastel sheets. Make an attractive engine of the vyanjan train as depicted in the picture shown above. Write vyajana on various sheet and paste the related picture.(2-3 pictures0 Draw or paste wheels on the bottom of the bogies. MATHEMATICS:Write numerals 1 to 10 once daily in practice notebook. - Making of a number game. - Roll no. 1 to 13: What comes after? - Roll no. 27 to 36:What comes between? - Roll no. 14 to 26:What comes before? STEPS: Write different numbers on a pastel sheet. Make flash cards depicting its answer. Make pockets in front of those numbers to identify what comes after /before / between. The child will be placing ( answer ) in that pocket. A fun filled activity for building the concept.	<urn:uuid:ff2f835a-15b8-4c9b-a4c0-5a00d5efe0c5>	CC-MAIN-2018-26	http://davschoolpemn.org/File/82/SUMMERBREAK2017_CL-PRE-PRIMARY.pdf	2018-06-21T04:14:26Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00524.warc.gz	73,124,873	555	eng_Latn	eng_Latn	0.963469	eng_Latn	0.977846	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 838, 1832 ]	[ 3.6875 ]	1	0
AP Literature and Composition 12th grade Summer Reading Assignment for the 2018-2019 School Year THE PURPOSE OF ADVANCED PLACEMENT CLASSES In August 2018, you will enter Advanced Placement English IV. Not only will you engage in a year of extensive advanced studies to prepare you for the Advanced Placement English Literature and Composition Exam in Spring 2019, you will also have the privilege of experiencing and examining some of the world's great pieces of literature. To begin our studies, you must complete the following summer reading assignments. SUMMER READING DEADLINES AND EXPECTATIONS * Students will discuss and be tested over summer reading within the first week of school. * On the first day of class in August, the summer assignment is due. No late work will be accepted. * In order to complete the following assignments to the best of your ability, review/study your AP Literary Terms. SUMMER READING ASSIGNMENTS PART ONE Grendel by John Gardner: You should purchase this novel if possible so that you may write in it. You will need to read this novel keeping the tenets of existentialism in mind (read attached handout!). As you read Grendel, you should annotate consistently throughout. Highlight items that "speak" to you or are interesting or unknown. You must also keep a Dialectical Journal as you read. This journal will be turned in for a major grade. PART TWO The Importance of Being Earnest by Oscar Wilde: You may purchase this or read the text online at https://www.gutenberg.org/files/844/844-h/844-h.htm. You will need to read and annotate this play. We will have a Socratic Circle for this play. You must have the following requirements to participate: (The additional 30pts will come from participation in the circle.) The Importance of Being Earnest Socratic Circle Requirements 1. 1 paragraph - discuss/explain your opinion of the story as a whole. 5pts 2. Formulate leveled questions for discussion: 5 level 2s and 3 level 3s. (See attached handout for explanation of levels) 16pts 3. Choose 3 quotes from the play and include a discussion of why each is significant. 24pts 4. 1 paragraph each: discussion of each of the five major characters + Tone and Theme of the play. 25pts Guidelines for the Dialectical Journal Dialectic means "the art or practice of arriving at the truth by using conversation involving question and answer." The "dialectic" was the method Socrates used to teach his students how to be actively engaged in the struggle to obtain meaning from an unfamiliar and challenging work. A dialectical journal is a written conversation with yourself about a piece of literature that encourages the habit of reflective questioning. You will use a double-entry form to examine details of a passage and synthesize your understanding of the text. *Any assistance from the Internet, movies, or secondary sources such as Sparknotes or Cliff Notes will be viewed as cheating. * Instructions: (1) You may use a notebook or loose-leaf paper. (2) Fold pages in half vertically or draw a vertical line down the middle of the page. (3) Label the top of each column: left TEXT and right RESPONSE (4) In the TEXT column cite passages verbatim from the novel, including quotation marks and page numbers. You may shorten long passages, but be sure to write the beginning and end along with the page numbers. a. Choose two passages from each chapter b. When should you write passages down? i. You come across details that seem important to you. v. You agree or disagree with something a character says or does. ii. You have an epiphany. iv. You recognize a pattern (overlapping images, repetitions of idea, details etc.). iii. You learn something significant about a character. (5) In the RESPONSE column reflect upon the passages. b. Give your personal reactions to the passage, the characters, the situation. a. Raise questions about the beliefs and values implied in the text. c. Discuss the words, ideas, or actions of the author or character. d. Tell what it reminds you of from your own experiences. vi. You find an interesting or potentially significant quotation. vii. You notice something important or relevant about the writer's style. viii. You notice effective use of literary devices. novels. f. Discuss literary elements and how they are used. h. Make connections among passages or sections of the work. g. Make connections to any themes that are revealed to you. i. Make predictions about characters' futures. e. Compare the text to other characters or j. DO NOT MERELY SUMMARIZE THE PLOT! (7) You must have at least 1 entry per chapter. You may have more if you feel that you need it. (6) Each RESPONSE must be at least 80 words. Include a word count in parenthesis after your entry. (8) Write down your thoughts, questions, insights, and ideas while you read or immediately after reading a chapter so the information is fresh. (9) As you take notes, you should regularly reread the previous pages of notes and comments. Basic tenets of existentialism, according to Bigelow: The existential philosophy emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will. There are six basic tenants of that philosophy that you should keep in mind while reading Grendel: a. " Existence before Essence " Traditionally, people believed that humans were created by God (or another deity), so our "essence" – the thing that makes us human—our characteristics, forms, nature—came first, because God thought of those things before God created humans. Since most existentialists are atheists (they don't believe in God), they assume that we exist first, and then through the course of our lives, our essence is formed as we grow and develop and have experiences. b. "Reason is impotent to deal with the depths of human life" In his Myth of Phaedrus, Plato describes the human mind as a chariot, pulled by two horses: one that represents emotion, and one that represents the appetites (physical, sexual, etc). Reason, or logic, is the driver of the chariot and controls those two horses when they try take over. This is what we call the Platonian view of man—logic/reason can conquer all. From the existentialist point of view, reason (logic) is good and everything, but it's not enough. Plato thought that we, as humans, have two parts to our brains—the upper (intellect) and the lower (our more basic, primal desires—eat, sleep, procreate, emotions). Reason, traditionally, was seen to be the bridge that connects these two, so it was the best thing. But, we have to accept all the parts of ourselves. When this happens, sometimes the lower emotions take over, and no amount of thought can undo that. Sometimes we can't just think through an event or problem. c. Alienation or Estrangement The existentialists thought that we'd spent too much time separating the upper and lower parts of our brain—too much time being scientific (think about it—science is pure reason. You leave your emotions at the door), and now we're paying the price by being estranged from all the things that are supposed to connect us together. Kierkegaard (an existentialist philosopher) said that we can only make sense of our life overall when we view it in context of her personal conduct, values, and relationships with others. Obviously, if we're estranged from the people around us, nature, God, and ourselves, we won't be able to make sense of our life. * from God. * from Nature. * from Others in Society. *from Self. Because of science, we aren't as connected as we used to be. We are more distracted, and so we can't connect with people, God, ourselves, or nature any more. d. Fear, trembling. and anxiety "Our tragedy today is a general and universal physical fear so long sustained by now that we can even bear it. There are no longer problems of the spirit. There is only one question: When will I be blown up?" –William Faulkner at his Nobel Prize In the Faulkner's time, there were a whole host of external reasons to be fearful and anxious: WWI, the Great Depression, WWII, the Holocaust, nuclear threats, environmental crises, terrorism—just to name a few. Also, remember the first tenet: as I live my life, I figure out who I am. This knowledge that "I" define the "self" results in "the dizziness of freedom" and "fear and trembling." It is a great responsibility to create a person, yet that is exactly what each human does -- creates a self. This self is independent from all other knowledge and "truths" defined by other individuals. e. The Encounter with Nothingness If man is alienated from nature, God, neighbors, and self…what is left? People who seemingly have "everything" feel empty, uneasy, discontented. We get kind of freaked out when we realize there's nothing left. Realizing this nothingness makes us feel uncomfortable. However, existentialists believe we have to encounter this nothingness to be able to go beyond it and create our self. f. Freedom after Despair After the encounter with nothingness, we stop freaking out and realize the freedom that we have. Because there is no God (according to the existentialists), we are completely free to create ourselves—I can be whatever I want to be. With this freedom comes heavy responsibility—I'm responsible for the person I become, and just because I have the freedom to be great doesn't mean that I actually will be great or virtuous. So with freedom I have a commitment to make myself into a person, and I have to take responsibility for the person I become. Questioning Levels Questioning levels are based on the type of mental response necessary to provide an acceptable and accurate answer. Each level requires more complexity. 1. Factual – Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These are usually at the lowest level of cognitive (thinking) or affective (feeling) processes and answers are frequently either right or wrong. Example: Name the Shakespeare play about the Prince of Denmark? 2. Convergent – Answers to these types of questions are usually within a very finite range of acceptable accuracy. These may be at several different levels of cognition — comprehension, application, analysis, or ones where the answerer makes inferences or conjectures based on personal awareness, or on material read, presented or known. Example: On reflecting over the entirety of the play Hamlet, what were the main reasons why Ophelia went mad? (This is not specifically stated in the text of Hamlet. Here the reader must make simple inferences.) 3. Divergent – These questions allow you to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. These types of questions often require you to analyze, evaluate, or synthesize a knowledge base and then project or predict different outcomes. Often correctness is determined subjectively based on the possibility or probability of the proposed answer. Example: In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and their lives if Hamlet had not been so obsessed with the revenge of his father's death? 4. Evaluative – These types of questions usually require sophisticated levels of cognitive and/or emotional (affective) judgment. In attempting to answer these types of questions, you may be combining multiple cognitive and/or affective processes or levels, frequently in comparative frameworks. Often an answer is analyzed at multiple levels and from different perspectives before the answerer arrives at newly synthesized information or conclusions. Examples: a. How are the deaths of Ophelia and Juliet the same and yet different? (Compare and contrast.) b. What are the similarities and differences between Roman gladiatorial games and modern football? c. Why and how might the concept of Piagetian schema be related to the concepts presented in Jungian personality theory, and why might this be important to consider in teaching and learning? 5. Combinations – These are questions that blend any combination of the above.	<urn:uuid:fec0256a-bf97-4866-8509-7a68debff490>	CC-MAIN-2018-26	https://echalk-slate-prod.s3.amazonaws.com/private/schools/836/resources/46eab322-ee0f-42f7-99f3-6b64abc3a02a?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1842009166&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%22English%2520IV%2520AP%2520Literature%2520and%2520Composition%25202018%2520Summer%2520Assignment_B%2520Petit.pdf%22&response-content-type=application%2Fpdf&Signature=fL4MD3%2BUHbFN9oYB2QXH%2BUPC304%3D	2018-06-21T04:16:05Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00524.warc.gz	598,627,152	2,631	eng_Latn	eng_Latn	0.997924	eng_Latn	0.998339	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2229, 5002, 7515, 9786, 12358 ]	[ 2.59375 ]	1	1
Your 2014 Water Quality Report Since 1990, California public water utilities have been providing an annual Water Quality Report to their customers. This year's report covers calendar year 2013 drinking water quality testing and reporting. Santa Margarita Water District (SMWD) vigilantly to SMWD, tests for unregulated chemicals in our water supply. Unregulated chemical monitoring helps USEPA and CDPH determine where certain chemicals occur and whether new standards need to be established for those chemicals to protect public health. safeguards its water supply and, as in years past, the water delivered to your home meets the quality standards required by federal and state regula tory agencies. The U.S. Environmental Protection Agency (USEPA) and the California Department of Public Health (CDPH) are the agencies responsible for establishing and enforcing drinking water quality standards. In some cases, SMWD goes beyond what is required by testing for unregulated chemicals that may have known health risks but do not have drinking water standards. For example, the Metropolitan Water District of Southern California (MWDSC), which supplies treated imported surface water Through drinking water quality testing programs carried out by MWDSC for treated surface water and the SMWD for the distribution system, your drinking water is constantly monitored from source to tap for regulated and unregulated constituents. The State allows us to monitor for some contaminants less than once per year because the concentrations of these contaminants do not change frequently. Some of our data, though representative, are more than one year old. The Quality of Your Water is Our Primary Concern Sources of Supply Your drinking water is surface water imported by the MWDSC. MWDSC's imported water sources are the Colorado River and the State Water Project, which draws water from the Sacramento-San Joaquin River Delta. Basic Information About Drinking Water Contaminants The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of land or through the layers of the ground it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animal and human activity. Contaminants that may be present in source water include: * Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations and wildlife. Water imported from MWDSC contains chloramines, a combination of chlorine and ammonia, as a drinking water disinfectant. Chloramines are effective killers of bacteria and other microorganisms that may cause disease. Chlorine disinfection has almost completely eliminated from our lives the risks of microbial waterborne diseases. Chlorine is added to your drinking water at the source of supply (surface water treatment plant). Enough chlorine is added so that it does not completely dissipate through the distribution system pipes. This "residual" chlorine helps to prevent the growth of bacteria in the pipes that carry drinking water from the source into your home. However, chlorine can react with naturally-occurring materials in the water to form unintended chemical byproducts, called disinfec tion byproducts (DBPs), which may pose health risks. A major challenge is how to balance the risks from microbial pathogens and DBPs. It is important to provide protection from these microbial pathogens while simultaneously ensuring decreasing health risks from disinfection byproducts. The Safe Drinking Water Act requires the USEPA to develop rules to achieve these goals. Aqueduct State Water Project * Inorganic contaminants, such as salts and metals, which can be natur ally occurring or result from urban storm runoff, industrial or domestic wastewater discharges, oil and gas production, mining and farming. * Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production or mining activities. * Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff and residential uses. * Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gasoline stations, urban stormwater runoff, agricultural application and septic systems. In order to ensure that tap water is safe to drink, USEPA and the CDPH prescribe regulations that limit the amount of certain contami nants in water provided by public water systems. CDPH regulations also establish limits for contaminants in bottled water that must provide the same protection for public health. Drinking water, including bottled water, may reason ably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the USEPA's Safe Drinking Water Hotline at (800) 426-4791 or check their website at: www.epa.gov/safewater/. Disinfectants and Disinfection Byproducts Disinfection of drinking water was one of the major public health advances in the 20 th century. Disinfection was a major factor in reducing waterborne disease epidemics caused by pathogenic bacteria and viruses, and it remains an essential part of drinking water treatment today. Trihalomethanes (THMs) and Haloacetic Acids (HAAs) are the most common and most studied DBPs found in drinking water treated with chlorine. In 1979, the USEPA set the maximum amount of total THMs allowed in drinking water at 100 parts per billion as an annual running average. Effective in January 2002, the Stage 1 Disinfectants / Disinfection Byproducts Rule lowered the total THM maximum annual average level to 80 parts per billion and added HAAs to the list of regulated chemicals in drinking water. Your drinking water complies with the Stage 1 Disinfectants / Disinfection Byproducts Rule. Stage 2 of the regulation was finalized by USEPA in 2006, which further controls allowable levels of DBPs in drinking water without compromising disinfection itself. A required distribution system evaluation was completed in 2008 and a Stage 2 monitoring plan has been approved by CDPH. Full Stage 2 compliance began in 2012. Chloramines form less disinfectant by-products. People who use kidney dialysis machines may want to take special precautions and consult their physician for appropriate type of water treatment. Customers who maintain fish ponds, tanks or aquaria should also make necessary adjustments in water quality treatment, as these disinfectants are toxic to fish. Questions about your water? Contact us for answers. For information about this report, or your water quality in general, please contact Steve Francis, Operations Superintendent, at (949) 459-6539. The Water District Board of Directors meets the first Wednesday of each month at 7 p.m. in the Board Room at 26111 Antonio Parkway, Rancho Santa Margarita, California 92688. Please feel free to partici pate in these meetings. For more information about the health effects of the listed contaminants in the following tables, call the USEPA hotline at (800) 426-4791. The USEPA also maintains a water-related website at www.epa.gov/safewater. Important Information the EPAWould Like You to Know Issues inWater Quality that Could Affect Your Health Immuno-Compromised People Cryptosporidium Some people may be more vulnerable to contami nants in drinking water than the general population. Immuno-compromised people, such as those with cancer who are undergoing chemo therapy, persons who have had organ trans plants, people with HIV/AIDS or other immune system disorders, some elderly persons and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. About Lead in Tap Water SMWD is responsible for providing high quality drink ing water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. Cryptosporidium is a microscopic organism that, when ingested, can cause diarrhea, fever, and other gastrointestinal symptoms. The organism comes from animal and/or human wastes and may be in surface water. MWDSC tested their source water and treated surface water for Cryptosporidium in 2013 but did not detect it. If it ever is detected, Cryptosporidium is eliminated by an effective treatment combination including sedimentation, filtration and disinfection. concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline, (800) 426-4791, or at: www.epa.gov/safewater/lead. The USEPA and the federal Centers for Disease Control guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from USEPA's Safe Drinking Water hotline at (800) 426-4791 between 10 a.m. and 4 p.m. Eastern Time (7 a.m. to 1 p.m. in California). What are Water Quality Standards? Drinking water standards established by USEPA and CDPH set limits for substances that may affect consumer health or aesthetic qualities of drinking water. The chart in this report shows the following types of water quality standards: * Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. Primary MCLs are set as close to the PHGs (or MCLGs) as is economically and technologically feasible. * Maximum Residual Disinfectant Level (MRDL): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. * Secondary MCLs: Set to protect the odor, taste, and appearance of drinking water. * Primary Drinking Water Standard: MCLs for conta mi nants that affect health along with their monitoring and reporting requirements and water treatment requirements. * Regulatory Action Level (AL): The concentration of a contaminant, which, if exceeded, triggers treatment or other requirements that a water system must follow. How are Contaminants Measured? Water is sampled and tested throughout the year. Contaminants are measured in: * parts per million (ppm) or milligrams per liter (mg/L) * parts per billion (ppb) or micrograms per liter (µg/L) * parts per trillion (ppt) or nanograms per liter (ng/L) What is a Water Quality Goal? In addition to mandatory water quality standards, USEPA and CDPH have set voluntary water quality goals for some con tami nants. Water quality goals are often set at such low levels that they are not achievable in practice and are not directly measurable. Nevertheless, these goals provide useful guide posts and direction for water management practices. The chart in this report includes three types of water quality goals: * Maximum Contaminant Level Goal (MCLG): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs are set by USEPA. * Maximum Residual Disinfectant Level Goal (MRDLG): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants. * Public Health Goal (PHG): The level of a contaminant in drinking water below which there is no known or expected risk to health. PHGs are set by the California Environ mental Protection Agency. ppb = parts-per-billion; ppm = parts-per-million; pCi/L = picoCuries per liter; µmho/cm = micromhos per centimeter; ND = not detected; MCL = Maximum Contaminant Level; (MCLG) = federal MCL Goal; PHG = California Public Health Goal; NL = Notification Level; n/a = not applicable; TT = treatment technique * Contaminant is regulated by a secondary standard. Turbidity is a measure of the cloudiness of the water, an indication of particulate matter, some of which might include harmful microorganisms. NTU = nephelometric turbidity units Low turbidity in Metropolitan's treated water is a good indicator of effective filtration. Filtration is called a "treatment technique" (TT). A treatment technique is a required process intended to reduce the level of contaminants in drinking water that are difficult and sometimes impossible to measure directly. Drinking Water Fluoridation Fluoride has been added to U.S. drinking water supplies since 1945. Of the 50 largest cities in the U.S., 43 fluoridate their drinking water. In December 2007, MWDSC joined a majority of the nation's public water suppliers in adding fluoride to drinking water in order to prevent tooth decay. In line with recom menda tions from the CDPH, as well as the U.S. Centers for Disease Control and Prevention, MWDSC adjusted the natural fluoride level in imported treated water from the Colorado River and State Project water to the optimal range for dental health of 0.7 to 1.3 parts per million. Fluoride levels in drinking water are limited under California state regulations at a maximum dosage of 2 parts per million. There are many places to go for additional infor ma tion about the fluoridation of drinking water: U.S. Centers for Disease Control and Prevention 1 (800) 232-4636 www.cdc.gov/fluoridation/ California Department of Public Health www.cdph.ca.gov/certlic/ drinkingwater/Pages/Fluoridation.aspx American Water Works Association www.awwa.org For more information about MWDSC's fluori dation program, please contact Edgar G. Dymally at (213) 217-5709 or at firstname.lastname@example.org. Conservation Tips for Inside Your Home . . . . . . and for Outside Your Home Wash only full loads of laundry and dishes: Saves up to 50 gallons per week Fix household leaks promptly: Saves up to 20 gallons per day Spend only 5 minutes in the shower: Saves up to 8 gallons each time Turn off the water while you brush your teeth: Saves up to 2.5 gallons per minute Buy water-saving devices like high-efficiency toilets and clothes washers. Many of them are eligible for rebates and you'll save many gallons of water per day. Further conservation ideas, and complete rebate informa tion, are available on the web at www.bewaterwise.com. Want Additional Information? There's a wealth of information on the internet about Drinking Water Quality and water issues in general, especially the drought and conservation. Some good sites — both local and national — to begin your own research are: Santa Margarita Water District: www.smwd.com Metropolitan Water District of Southern California: www.mwdh2o.com U.S. Environmental Protection Agency: www.epa.gov/safewater California Department of Water Resources: www.water.ca.gov Water Conservation Tips & Rebate Information: www.bewaterwise.com SMWD is on Facebook.com: Follow SMWD on Twitter: Join Our Fan Page: https://twitter.com/SMWDwater Santa Margarita Water District 2013 Santa Margarita Water District Distribution System Water Quality Eight locations in the distribution system are tested quarterly for total trihalomethanes and haloacetic acids; thirty-six locations are tested monthly for color, odor, and turbidity. Odor was not detected in 2013. MRDL = Maximum Residual Disinfectant Level; MRDLG = Maximum Residual Disinfectant Level Goal; NTU = nephelometric turbidity units; ND = not detected *Contaminant is regulated by a secondary standard to maintain aesthetic qualities (taste, odor, color). No more than 5% of the monthly samples may be positive for total coliform bacteria. E. coli The occurrence of 2 consecutive total coliform positive samples, one of which contains fecal coliform/ , constitutes an acute MCL violation. Every three years, 52 residences are tested for lead and copper at-the-tap. The most recent set of samples was collected in September 2012. Lead was not detected in any sample. Copper was detected in 21 samples; none exceeded the action level. A regulatory action level is the concentration of a contaminant which, if exceeded, triggers treatment or other requirements that a water system must follow. Water your lawn 1 to 2 days a week instead of 5 days a week: Saves up to 840 gallons per week Check your sprinkler system for leaks, overspray and broken sprinkler heads and repair promptly: Saves up to 500 gallons per month Use a broom instead of a hose to clean driveways and sidewalks: Saves up to 150 gallons each time Water your plants in the early morning or evening to reduce evaporation and ineffective watering due to wind: Saves up to 25 gallons each time Additional water saving steps and devices are also available, and some of these are eligible for substantial rebates. Consider replacing your lawn with drought tolerant plants, synthetic turf, or permeable hardscape. Or add rotating sprinkler nozzles, a weather-based controller, or a drip line to enhance your automated irrigation system. And mulch. Hundreds of gallons a year can be saved by simply using organic mulch around plants to reduce evaporation. Further conservation ideas, and complete rebate informa tion, are available on the web at www.bewaterwise.com. Talk to your family and friends about saving water. If everyone does a little, we all benefit a lot. Source Water Assessments Imported (MWDSC) Water Assessment Every five years, MWDSC is required by CDPH to examine possible sources of drinking water contamination in its State Water Project and Colorado River source waters. In 2012, MWDSC submitted to CDPH its updated Watershed Sanitary Surveys for the Colo rado River and State Water Project, which include suggestions for how to better protect these source waters. Both source waters are exposed to stormwater runoff, recreational activities, wastewater discharges, wildlife, fires, and other watershed-related factors that could affect water quality. Water from the Colorado River is consider ed to be most vulnerable to contamination from recreation, urban/stormwater runoff, increasing urbanization in the watershed, and wastewater. Water supplies from Northern California's State Water Project are most vulnerable to contamination from urban/storm water runoff, wildlife, agri culture, recreation, and wastewater. USEPA also requires MWDSC to complete one Source Water Assessment (SWA) that utilizes information collected in the water shed sanitary surveys. MWDSC completed its SWA in December 2002. The SWA is used to evalu ate the vulnerability of water sources to con tamination and helps deter mine whether more protective measures are needed. A copy of the most recent summary of either Watershed Sanitary Survey or the SWA can be obtained by calling MWDSC at (213) 217-6850. It's official: California is in a drought. 2013 was the driest year on record, and as dry conditions continue, some regions through out the state are being severely impacted. On January 17, 2014, Governor Brown declared a drought emergency and asked that all Californians voluntarily reduce their water use by 20%. While there is no immediate danger of water supply interruptions here in Orange County, we must use our water supplies as efficiently as possible because we don't know how long the drought will last. Southern California is well-prepared and in better shape than many of those in other parts of the state because we made investments for dry periods like this. Over the past 20 years, we have invested more than $15 billion in water storage and infrastructure improve ments that will help sustain us now, and will help ensure reliability in the future. The drought is a serious reminder that we must continue to invest in water infrastructure and reliability projects. This report contains important information about your drinking water. Translate it, or speak with someone who understands it. Este informe contiene información muy importante sobre su agua potable. Tradúzcalo o hable con alguien que lo entienda bien. Santa Margarita Water District P.O. Box 7005 Mission Viejo, California 92690-7005 PRESORTED STD U.S. Postage P A I D Santa Ana, CA Permit No. 92	<urn:uuid:e1d378d3-0807-4ef0-99fc-d88d0b5cce09>	CC-MAIN-2018-26	http://smwd.com/assets/downloads/reports/2014-water-quality-report.pdf	2018-06-21T04:16:31Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00524.warc.gz	300,043,937	4,375	eng_Latn	eng_Latn	0.992648	eng_Latn	0.992877	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1654, 7530, 13144, 19481, 20870 ]	[ 2.703125, 2.640625 ]	22	0
Find A First 5. John Neeley is the new assistant manager of the Phone Shop in Northland Mall. He receives a base yearly salary of $24,000 plus sales bonuses. Compute his biweekly net pay using the following directions. Round all answers to the nearest cent. Find B (two amounts): 1. Biweekly Gross Pay: ...... (A) Divide his salary by the number of biweekly pay periods in a 52 week year. (B) Sales for the previous month were $53,432.96. He earns a 5% bonus on monthly sales above $40,000 and a 10% bonus on monthly sales above $50,000. His bonus for the previous month is divided equally between his two paychecks in the current month. (C) Add A and B. 2. Withholding Taxes: ..... Multiply his biweekly gross pay by each of the withholding percentages. Biweekly Gross Pay $____________ Withholding: Fed Income Tax (10.3%) $____________ State Income Tax (7.00%) $____________ Social Security (6.20%) $____________ Medicare (1.45%) $____________ Health Insurance Premium $ 147.45 Payroll Savings $ 50.00 Total $____________ Biweekly Gross Pay $____________ Minus Total Withholding - $____________ Biweekly Net Pay $____________ 3. Total Withholding: ........ Add the total of the withholding amounts. 4. Biweekly Net Pay: .......... Subtract his total withholding from his biweekly gross pay. Monthly Gross Income $____________ Withholding: Fed Income Tax (13.7%) $____________ State Income Tax (5.25%) $____________ Social Security (12.40%) $____________ Medicare (2.90%) $____________ Total $____________ Monthly Gross Income $____________ Minus Total Withholding - $____________ Monthly Net Income $____________ 6. Tyler Clark owns a small printing and copy shop. His income each month is the difference between his total revenue and his total expenses. Compute his monthly net income using the following directions. Round all answers to the nearest cent. 1.Monthly Gross Pay: Subtract his total expenses from his total revenue. Total Revenue ................................... $15,578.22 Expenses: .................. $ 850.00 2,458.69 5,756.48 634.82 126.34 1,562.89 Total Expenses .................................. $______________ Gross Income: .................................... $______________ 2. Withholding Taxes: ...... Multiply his gross pay by each of the withholding percentages. 3. Total Withholding: ........ Add the total of the withholding amounts. 4. Monthly Net Income: .... Subtract his total withholding from his monthly gross Income. Name: Period: Name: Period: Name: Period: Name: Period: Date	<urn:uuid:b98654a8-0a73-44e9-b56f-aff8b535d05b>	CC-MAIN-2018-26	http://technologylearner.com/Finance/Assignments/Paycheck%20John%20and%20Tyler.pdf	2018-06-21T04:35:25Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00529.warc.gz	316,400,685	609	eng_Latn	eng_Latn	0.993379	eng_Latn	0.993379	[ "eng_Latn" ]	false	docling	[ 2887 ]	[ 2.46875 ]	2	0
Hillside Primary Calculation Policy: ADDITION SHOULD How many small toys in the bag now? Written Methods I add four more toys to the box. How many toys are there in the box now? Vocabulary Using visual representations and practical equipment such as number tracks and counters / cubes to solve simple calculations in addition. Record using own pictorial representations and simple number sentences. Understand and use the signs add, and equals. +, add, more, plus make, sum, total, altogether , score, double, near double, one more, two more... ten more, how many more to make...? how many more is... than...? how much more is...?=, equals, sign, is the same as Use the hundred square to support mental calculations and a range of number lines to support recording of written calculations one digit number + one digit number 4 + 5 = 9 one digit number + two digit number or two-digit number + one-digit number 15 + 4 = 19 multiple of 10 + one digit number 20 + 5 = 25 multiple of 10 + two-digit number 20 + 15 = 35 Fully marked and fully numbered number line – counting on in ones (4 + 5 = 9) Fully marked and fully numbered number line – counting on in steps of more than one (15 + 4 = 19) problem, solution, calculate, calculation, number sentence, answer, method, explain, money, coin, pence, penny, pound, pay, change, buy, sell, price, spend Test Questions Kay has these coins. How much money has she altogether? KS1 1996 level 2c --------------------------------- ----------------- There are three people on the bus. One more gets on. How many people are on the bus now? Use these cubes. [oral question] Show me how to work out the answer. --------------------------------- ---------------- Write the total. 7 + 3 + 8 + 2 = KS1 2004 level 2c Write numbers in the shapes to add to 12. Add these numbers: 5 and 6 and 2. KS1 2001 level 2c [oral] ------------------------------------------ What is fifty-three add ten? [oral question] ----------------------------- ------------- What is thirty-seven add five?(oral) ------------------------------------ Write a number in the box to make this correct. 2 + 8 = 6 + KS1 1999 level 2b ---------------------------------------- Buy 2 different comics and spend 16p. Tick the 2 comics. Vocabulary Written Methods +10 +10 +4 calculate, calculation, inverse, answer, explain, method, sign, operation, symbol, number sentence, number line, mental calculation, written calculation, informal method, jottings, diagrams, pictures, images +, add, addition, more, plus, make, sum, total altogether, score, double, near double, one more, two more... ten more... one hundred more, how many more to make...?, how many more is... than...?, how much more is...? =, equals, sign is the same as, tens boundary, inverse 67 77 87 91 67 + 24 = 91 Using empty number line to record calculation strategies in addition and begin to record mental calculations using partitioning and recombining skills working with 2-digit numbers and extend to crossing the tens barrier. ? + 43 = 87 Calculate the value of the unknown using a 100 square. Count on in tens from 43 to 83 then count on in ones from 83 to 87. Knowing and Using Number Facts Strand Derive and recall all addition and subtraction facts for … each number to at ``` least 10 1 (0+1, 1+0, 10-9, 9-8, 8-7, 6-5, 5-4, 4-3,3-2, 2-1, 1-0) 2 (0+2, 1+1, 2+0, 10-8, 9-7, 8-6, 7-5, 6-4, 5-3, 4-2, 3-1, 2-0) 3 (0+3, 1+2, 2+1, 3+0, 10-7, 9-6, 8-5, 7-4, 6-3, 5-2, 4-1, 3-0) and all numbers to at least 10 … all pairs with totals to 20 0+20, 1+19, 2+18, 3+17, 4+16, 5+15, 6+14, 7+13, 8+12, 9+11, 10+10, 11+9, 12+8 … 20+0 … all pairs of multiples of 10 with totals up to 100 0+100, 10+90, 20+80, 30+70, 40+60, 50+50, 60+40, 70+30, 80+20, 90+10, 100+0 ``` She used 3 coins to pay the 23p. Put a circle around each coin she used. KS1 1997 level 2b --------------------------------------------- -------------Write four different numbers to make these correct. + = 17 + = 17 KS1 2003 level 2c Year 3 KS1 1999 level 2b --------------------------------------------------------- - Tick () the two numbers which total 50. --------------------------------------------------------- KS1 2002 level 2a - Write the answer. 150 + 56 = KS1 2005 level 3 number: ADDITION SHOULD Y2 COULD / Y4 MUST Add mentally a three-digit number and ones, a three digit number and tens, a three digit numbers and 100s Add up to three digits, using formal methods of columnar addition Estimate the answer, use the inverse to check Solve problems, including missing number problems, using number facts, place value and more complex addition Written Methods Vocabulary For all methods, start with two digit numbers, extend to three digit numbers and continue to calculations with missing digits. Using the empty number line to count on in multiples of 100, 10 and 1 +50 +4 +3 As soon as children are ready progress to the vertical expanded column method Partitioning adding the least significant digits first, in preparation for the compact standard method, then recombining - in vertical format 86 3 6 7 Knowing and Using Number Facts Strand Derive and recall all addition facts for each number to 20… problem, solution, calculate, calculation, inverse, answer, method, explain, predict, estimate, reason, operation, symbol, number sentence, equation, mental calculation, written calculation, informal method, jottings, number line, pound ( ), penny/pence (p), note, coin, units of measurement and their abbreviations 1 (0+1, 1+0, 20-19, 19-18, 18-17, 17-16, 16-15, 15-14, 14-13, 13-12, 12-11, 11-10, 10-9, 9-8, 8-7, 6-5, 5-4, 4-3, 3-2, 2-1, 1-0) 2 (0+2, 1+1, 2+0, 20-18, 19-17, 18-16, 17-15, 16-14, 15-13, 1412, 13-11, 12-10, 11-9, 10-8, 9-7, 8-6, 7-5, 6-4, 5-3, 4-2, 3-1, 2-0) and all numbers to 20 … sums of multiples of 10 0+100, 10+90, 20+80, 30+70, 40+60, 50+50, 60+40, 70+30, +, add, addition, more, plus, make, sum, total, altogether, score, double, near double, one more, two more... ten more... one hundred more, how many more to make ...?, how many more is... than ...?, how much more is...?=, equals, sign, is the same as ten boundary, hundreds boundary, inverse Test Questions Here is a set of stamps. What number must I add to thirty-six to make one hundred? Y4 optional test 2003 Mental test level 3 + 57 + 4 9 7 13 1 4 ------- 130 1 5 0 --------------------------------- 80+20, 90+10, 100+0 …and number pairs that total 100 143 7 0 0 8 6 4 The NUMBER LINE method may continue to be used, only in a very few cases where it is appropriate for individual children. e.g. 51+49, 25+75, 83+17 ---------------------------------------------- ---------- What is the sum of six, eight and nine? Y3 optional test 2003 Mental test level 3 --------------------------------------------- ---------- What must be added to eighty-three to make one hundred? Y3 optional test 2003 Mental test level 3 --------------------------------------------- --------- In a large fish tank there are twentyone red fish and nine blue fish. How many fish are there altogether? Y3 optional test 1998 Mental test level 3 --------------------------------------------- --------- Write the missing number in the box 456 + = 710 KS1 2003 level 3 Y4 optional test 2003 Mental test level 3 --------------------------------- ------- 30 20 40 40 50 20 KS2 1998 Paper A level 3 Year 4 SHOULD number: ADDITION Y3 COULD / Y5 MUST Add 4 digits using the formal method of addition where appropriate Estimate and use inverse operations to check answers to a calculation Solve addition two step problems in contexts, deciding which operation to use and why Written Methods Vocabulary calculate, calculation, equation, operation, symbol, inverse, answer, method, explain, predict, reason, reasoning, pattern, relationship, decimal, decimal point, decimal place, pound ( ), penny/pence (p), units of measurement and abbreviations, degrees Celsius add, addition, more, plus, increase, sum, total, altogether, score, double, near double, how many more to make...? is the same as, equals, sign tens boundary, hundreds boundary, inverse Knowing and Using Number Facts Strand Use knowledge of addition facts and use place value to derive sums and differences of pairs of multiples of 10 ThHTU + ThHTU adding least significant digits first. Where calculations are set out in columns use place value correctly (units under units, tens under tens…) DECIMALS: Add two or more three-digit sums of money adjusting the pence / pounds. £ 4 . 2 1 + £ 3 . 8 7 £ 8 . 0 8 1 What is the total of one hundred and twenty and seventy? Each side of this square must add up to 80. Write in the missing numbers. David posts a parcel. It costs £1.90. He uses two of these stamps. Which two stamps does he use? KS2 1997 Paper B level 3 (add numbers less than 1000 which are multiples of 10 e.g. 110 + 120, 240 + 370 … ) Use knowledge of addition facts and use place value to derive sums and differences of pairs of multiples of 100 (add numbers less than 1000 which are multiples of 10 or 100 e.g. 100 + 300, 230 + 500, 680 + 170) Use knowledge of addition facts and use place value to derive sums and differences of pairs of multiples of 1000 (add numbers less than 1000 which are multiples of 10 or 100 or 1000 e.g 2000 + 5000, 3000 + 260, 4000 + 30) Year 5 SHOULD Test Questions How much must I add to four pounds ninety to make six pounds? KS2 2003 Mental test level 3 ----------------------------------------------- Emma is 21 years old today. Her father is 24 years older. How old is Emma's father? KS1 2005 level 3 [oral] ------------ Y5 optional test 1998 Mental test level 3 In a bag there are eighty-one red counters and thirty-seven yellow counters. How many counters are there altogether? ----------------------------------------------- ------------ These are the prices of sandwiches, drinks and fruit. By year 4 the majority of children must be using the compact formal column method 3 5 8 + 7 3 4 3 1 1 1 Carried digits to placed under answer box Add several whole numbers with different numbers of digits. 8 3 2 5 6 4 + 5 7 4 0 0 2 2 Shereen buys a tuna sandwich, milk and a pear. How much does she pay? Mike has 80p to spend on a fruit and a drink. What two things can he buy for exactly 80p? KS2 2004 Paper A level 3 Calculating strand: ADDITION - Add whole numbers with more than four digits, including using formal methods - Use rounding to check answers to calculations and determine levels of accuracy - Add increasingly large numbers mentally - Solve addition multistep problems Written Methods Vocabulary Knowing and Using Number ThHTU + ThHTU and more than 4 digits and decimals DECIMALS: Add two or more decimal fractions calculate, calculation, equation, operation, symbol, inverse, answer, method, strategy, explain, predict, reason, reasoning, pattern, relationship, decimal, decimal point, decimal place, estimate, approximate, pound ( ), penny/pence (p), ---------------------------------------- ---------- Add together thirty-eight, twentythree and forty-four. KS2 1999 Mental test level 3 ---------------------------------------- ---------- Write what the two missing digits could be 62 + 95 = 757 KS2 1997 Paper A level 4 ---------------------------------------- ---------- Add together fifty-three, fiftyfive and fifty-seven. KS2 2002 Mental test level 3 ---------------------------------------- ---------- Calculate 584 + 79. Y5 optional test 2003 Paper A level 3 ---------------------------------------- ---------- 10 30 50 70 90 Circle three numbers which add to make 190. KS2 2001 Paper B level 3 Y4 COULD / Y6 MUST Facts Strand units of measurement and abbreviations, degrees Celsius Use knowledge of place value and addition of twodigit numbers to derive sums of decimals… e.g. 6.5 ± 2.7 add, addition, more, plus, increase, sum, total, altogether score, double, near double, how many more to make...? equals, sign, is the same as, tens boundary, hundreds boundary , units boundary, tenths boundary , inverse using a standard written method exchanging units, and tens, and hundreds with up to 3 digits and the same number of decimal places. Hel p the £9.38 Year 6 SHOULD number: ADDITION Y5 COULD Perform mental calculations , including with mixed operations and large numbers Use knowledge of the order of operations to carry out calculations involving the four operations Solve addition multi-step problems in contexts, deciding which operations and methods to use and why. doubles of decimals… e.g. double 0.34 Add several numbers with different numbers of digits. 2 1 8 7 6 7 1 4 6 8 5 8 + 9 3 3 9 3 1 2 3 7 2. 5 Km + 5 4. 6 Km 1 2 7. 1 Km 1 2 . 3 5 Sec + 9 . 6 1 Sec 1 1 . 9 6 Sec Test Questions What number is one hundred and ninetynine more than four hundred and twentyeight. Y5 optional test 2003 Mental test level 4 ------------------------------------------ ----------- The table shows the cost of coach tickets to different cities. Hull £12.50 £23.75 £8.50 £14.90 York £15.60 £28.50 £10.80 £17.90 Leeds £10.25 £19.30 £8.25 £14.75 Adult Child single return single return What is the total cost for a return journey to York for one adult and two children? How much more does it cost for two adults to make a single journey to Hull than to Leeds? KS2 2002 Paper B level 4 ----------------------------------------------- ------------ Write a number in the box to make this correct. 6.45 = 6 + 0.4 + These tins show the amounts collected for a charity. Hel p the Hel p the Hel p the Hel p the £3.45 £8.74 £7.96 £10.05 What was the total amount collected? Y5 optional test 1998 Paper B level 3 ------------------------------------------ ----------- Add three point five to four point eight. KS2 2000 Mental test level 4 -------------------------------------- ---------Write in the missing digits. 2 8 + 2 9 5 5 5 KS2 1995 Paper B level 4 ------------------------------------------ ----------- Write the same number in each box to make this correct. + + = 10.5 Y5 optional test 2003 Paper A level 4 Written Methods ThHTU + ThHTU using standard written method with exchanging. 7 6 4 8 9 1 3 4 1 1 1 include ( Vocabulary calculate, calculation, equation, operation, symbol, inverse, answer, method, strategy, explain, predict, reason, reasoning, pattern, relationship, decimal, decimal point, decimal place, estimate, approximate, pound ( ), penny/pence (p), units of measurement and abbreviations, degrees Celsius add, addition, more, plus, increase , sum, total, altogether , score , double, near double, how many more to make...?, is the same as, equals, sign tens boundary, hundreds boundary units boundary, tenths boundary, inverse + 1 4 8 6 Also extend to 5 digit numbers Add several numbers with different numbers of digits. $$6 4 3 2 4 6 8 1 7 8 6 4 2 + 3 1 1 9 4 4 1 2 1$$ DECIMALS: Add two decimal fractions with up to 4 digits and one or two decimal places. $$1 2 4 . 9 Km + 7 . 2 5 Km 1 3 2 .1 5 Km 1 1$$ include … Test Questions Use refined efficient methods for column addition to add and subtract integers and decimals of any size including a mixture of large and small numbers with differing numbers of decimal places. DECIMALS: Add more than two decimal fractions with up to 4 digits and one or two decimal places. $$4 0 1 . 2 2 6 . 8 5 + 0 . 7 1 4 2 8 . 7 6 1$$ Write a number in the box to make this correct. 0.627 = 0.6 + 0.02 + ------------------------------------------------- What is the sum of eight point five and eight point six? KS2 2002 Mental test level 4 ------------------------------------------------------ Circle two numbers which add to make 0.12. 0.1 0.5 0.05 0.7 0.07 0.2 ------------------------------------------------- In the chart any three numbers in a line, across or down, have a total of 18.45. Write the missing number. 2.46 8.61 7.38 1.23 4.92 3.69 9.84 11.07 KS2 1997 Paper A level 4 ------------------------------------------------------ Write in the missing digits 4 4 + 38 = 851 KS2 2004 Paper A level 4 ------------------------------------------------------ ----- Add three point five to four point eight. KS2 1999 Mental test level 4 Tick () the two numbers which have a total of 10. KS2 2005 Paper A level 4 ------------------------------------- --- Circle the two numbers which add up to 1. 0.1 0.65 0.99 0.45 0.35 KS2 1999 Paper A level 5 ------------------------------------- --- Each shape stands for a number. The numbers shown are the totals of the line of four numbers in the row or column. Find the remaining totals. Analysis of the grading of the difficulty of the calculation, independent of method used. Simpler calculations should be done mentally. No exchanging 23 +42 Brackets division Distributive laws for multiplication and division over addition and subtraction When a sum or difference is being multiplied by a number, each number in the sum or difference can be multiplied first and the products are then used to find the sum or difference. When a sum or difference is being divided by a number, each number in the sum or difference can be divided first and the dividends are then used to find the sum or difference. (30 + 8) x 7 = (30 x 7) + (8 x 7) (30 – 3) x 9 = (30 x 9) – (3 x 9) (20 + 8) ÷ 4 = (20 ÷ 4) + (8 ÷ 4) (60 – 12) ÷ 3 = (60 ÷ 3) – (12 ÷ 3) be. 170 + = 220 – KS2 2002 Paper B level 5 ----------------------------------------------- --- Write three decimals, each greater than zero, which add together to make a total of 0.01 + + = 0.01 KS2 1999 Paper C level 6 ----------------------------------------------- ----- A yoghurt costs forty-five pence. 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Virginia Department of Social Services BEST PRACTICE RECOMMENDATIONS FOR THE PREVENTION OF SUSPENSION AND EXPULSION OF YOUNG CHILDREN SUPPORTING CHILDREN WITH CHALLENGING BEHAVIORS IN EARLY CHILDHOOD SETTINGS March 26, 2018 These recommendations have been developed to assist program leaders, educators, and families in supporting the healthy development of young children in early care and education programs, and child care programs that serve children ages birth through age 12. The suggestions and resources are based on the best available research and best practice to ensure that young children are safe, healthy, and learning in child care programs. The resources are intended to help families and educators gain the knowledge and skills needed to address the unique needs of each child. VIRGINIA'S BEST PRACTICE RECOMMENDATIONS FOR THE PREVENTION OF SUSPENSION AND EXPULSION OF YOUNG CHILDREN: SUPPORTING CHILDREN WITH CHALLENGING BEHAVIORS IN EARLY CHILDHOOD SETTINGS Overview Research indicates that high-quality early learning is a critical first step to creating equity in access to early education and ensuring that all children begin kindergarten with an equal opportunity to learn. 1 Suspensions and expulsions of young children deprive them of enriching learning experiences and have a negative impact that extends into grade school and beyond. Yet, recent data indicate that suspension and expulsion occurs regularly in early childhood settings serving children birth to age five. 2 The purpose of this document is to provide recommendations regarding best practice in implementing developmentally appropriate experiences for children in child care programs (0-12 years) that can prevent suspension and expulsion. Recommended practices promote collaboration between family and professionals and focus on effective classroom management and social-emotional skill development to support young children's healthy development. These practices are based on the most significant research for eliminating suspensions and expulsions in child care settings and are for practitioners, teachers, and administrators supporting children in child care programs. This document was developed under the direction of a steering committee led by the Virginia Department of Education (VDOE) and the Virginia Department of Social Services (VDSS). A workgroup of key stakeholders from across the state, representing parents, teachers, principals, school division administrators, early childhood special educators, private child care providers, Head Start personnel, higher education professionals, and health professionals provided input on the document. (See Appendix A for a list of Workgroup members.) This document includes the following sections: I. Rationale and Guiding Principles II. Definitions of Suspension and Expulsion III. Best Practices in Promoting Positive Behavior IV. Suggested Steps to Prevent Suspensions and Severely Limit Expulsions V. Resources for Promoting Children's Social-Emotional Development SECTION I: RATIONALE AND GUIDING PRINCIPLES High-quality early care and education programs lay the foundation for a child's healthy development. In the first five years of life, young children are learning how to manage their emotions, make friends, communicate, and express their wants and needs, while learning to read, write, compute, and understand other cognitive/academic concepts. Additionally, children come to school with varying backgrounds, cultures, and experiences. However, the pace of learning and the achievement of specific developmental milestones vary significantly for each child. 3 For some children, learning to manage their behavior and develop healthy social-emotional skills is more difficult or delayed, and they may act out or exhibit aggressive or non-compliant behavior. The environment—where children learn—at home, school, and child care—also has a significant impact on children's pace and nature of development and learning. Educators and parents are often the first to respond to challenging behaviors and need both knowledge and resources to support positive social-emotional development, as well as prevent negative consequences for the child and the family. For some young children exposed to traumatic events (such as abuse and neglect, witnessing violence, or death of a loved one), trauma-informed care and education help to mitigate the impact of these negative events by offering specialized support and opportunities to learn coping skills. 4 The U.S. Department of Health and Human Services and the U.S. Department of Education Policy Statement on Expulsion and Suspension in Early Childhood Settings states: A child's early years set the trajectory for the relationships and successes they will experience for the rest of their lives, making it crucial that children's earliest experiences truly foster—and never harm—their development. As such, expulsion and suspension practices in early childhood settings, two stressful and negative experiences young children and their families may encounter in early childhood programs, should be prevented, severely limited, and eventually eliminated. 5 All settings where children learn should establish policies that adhere to three guiding principles: * Communicate clearly the expectations for children and adult behavior in child care and education settings, * Provide support and training for the early care and education workforce on the positive strategies to manage children's behavior and the prevention of inappropriate or challenging behavior, and * Ensure the fair and equitable application of positive behavior management and discipline practices in early care and education settings. 6 Young children who are suspended or expelled experience greater academic failure and grade retention, hold more negative attitudes about school, and have higher rates of dropout than those who are not. 7 Addressing suspension and expulsion practices in child care settings requires that all program personnel share responsibility for and commit to taking action to prevent suspension and expulsion. Based on research and best practice, adults—teachers, families, and administrators—can all support young children's healthy development. * Educators implement developmentally appropriate, research-informed curricula aligned with early learning standards, and use culturally and linguistically responsive practices that promote social-emotional learning and supportive teacher-child relationships; * Families are acknowledged as their child's first teacher and engage in two-way communication with program administrators and teachers to support children's learning and access comprehensive services, as needed, to meet their children's needs; * Administrators provide their staff with ongoing support and professional development on teaching practices that promote children's social-emotional development; and * Educators, Families, and Administrators implement strategies to address the individual needs of all children, and, as applicable, the challenging behaviors of some children. SECTION II: DEFINITIONS OF SUSPENSION AND EXPULSION Definitions of suspension and expulsion can vary and are determined in some cases by program or state policy and regulation. Virginia state policy and regulation may also apply to specific children (e.g., children with disabilities) or auspices, such as Virginia school divisions. Table 1: National and State Definitions of Suspension and Expulsion identifies the national standards related to suspension and expulsion for programs serving young children as context for the available Virginia regulations. These definitions should be included in program guidance, as applicable, and should be shared with families. TABLE 1: NATIONAL AND STATE DEFINITIONS OF SUSPENSION AND EXPULSION SECTION III: BEST PRACTICES IN PROMOTING POSITIVE BEHAVIORS To support positive social-emotional development, it is best to prevent challenging behaviors from occurring in the first place, when possible. Educators, administrators, and parents need sufficient knowledge, skills, and support to ensure children are experiencing a high-quality child care program that utilizes developmentally appropriate practice to help each child grow and develop. This section summarizes four strategies to prevent suspension and expulsion in early care and education programs and ensure children's healthy development. The four strategies are: effective classroom management, promotion of social and emotional development of children, family engagement, and professional development and training resources. Implemented effectively and consistently, together these strategies provide the foundation for the prevention of suspension and expulsion in child care settings. (Section V of this document includes many resources offering more information, including professional development modules, videos, and other resources, available for free both in Virginia and nationally.) Effective Classroom Management The best remedy for reducing suspension and expulsion is structuring the environment of the child care setting to ensure that all children are engaged in learning that is safe, nurturing, and responsive to the needs of each child. 11 Effective classroom management includes positive behavior management practices, attention to a stimulating and developmentally appropriate classroom environment, and daily schedules and routines that provide consistency and security to young children. 12 Specifically, child care educators can: * Set up the classroom to support young children's development; * Provide a nurturing environment and develop a relationship with every child; * Develop routines for classroom transitions; * Ensure materials and educational supplies are designed to support learning and are tailored to student ages; * Be visible in the classroom and provide clear expectations; * Reinforce positive behaviors at a high rate and quickly redirect inappropriate behaviors; * Develop individualized behavior plans to address children's behavior challenges when they occur (discussed in more detail in the next section); * Engage the family in supporting and reinforcing similar behaviors and consequences in the child's home setting, and refer families to relevant resources; and * Seek help from mental health professionals when needed, for consultation, as well as for self-care. Administrators also have a role in supporting teachers to implement effective classroom management by: * Developing and implementing the program's positive behavior management policies; * Providing resources and professional development to practitioners and families on positive behavior management; and * Encouraging and supporting child care educators as they work to build positive relationships with families to foster open and ongoing communication. Promote Social and Emotional Development of Children During the years from birth to age 12, children are learning a tremendous amount about how to manage their emotions, how to interact with peers and adults, and how to communicate to get their needs met. These social-emotional development skills require time and support by caring adults to develop and may be especially difficult for children learning English, children with disabilities, and children from under-resourced families. Research on high-quality programs finds that children benefit most when their educators engage them in stimulating and emotionally supportive interactions and implement curricula that integrate multiple domains of development. 13 Individualized instruction helps children gain the social skills that support the development of self-control and self-regulation, and these skills contribute to the success and well-being of children. Children may "act out" or engage in other challenging behavior when they are anxious or frightened, do not have the language to communicate their needs, have been repeatedly frustrated in getting their needs met, and/or are experiencing unusual stress or trauma. Often, when a child exhibits challenging behavior, it is not necessarily a willful or "mean" act but instead a way for the child to communicate a message when he or she does not have the language to verbalize a need, albeit inappropriately. The challenging behavior is used instead of appropriate language by a child who has limited social skills or has learned that the behavior will result in meeting his or her needs. 14 Intensive individualized interventions can be used with children who have very persistent and severe challenging behavior and do not respond to the typical preventive practices, child guidance procedures, or social-emotional teaching strategies. 15 Early childhood mental health consultation (ECMHC) has been found to be effective in reducing challenging behaviors and increasing positive social skills. Just as importantly, ECMHC has resulted in reductions in educator stress and burnout. 16 According to the Georgetown University Center for Child and Human Development, "Early childhood mental health consultation involves a professional consultant with mental health expertise working collaboratively with early care and education staff, programs and families to improve their ability to prevent, identify, and respond to mental health issues among children in their care." For further information and resources on ECMHC see Section V, Resources. To promote positive social-emotional development, educators and administrators can: * Use curriculum that is evidence-based, developmentally appropriate, culturally responsive and supports children's positive development 17 ; * Use valid assessments of children's social-emotional development to determine a child's areas of need and consider using a curriculum that targets social-emotional development to address these needs; * Integrate social-emotional learning throughout the entire day, through planned activities in small and large group formats, so that academic and social-emotional development content is addressed; * Implement effective strategies to redirect a child when exhibiting challenging behaviors and tell the child what to do instead of the challenging behavior, provide support to do it and opportunities to practice it; * Access resources and coaching to help stay on track with consistent implementation and self-regulation; * Ensure that staff and administrators have a solid understanding of trauma-informed care; * Provide some children more intensive social-emotional support through individualized activities and support, as needed; and * Provide access to universal screening and early childhood mental health consultation. Family Engagement Research demonstrates that engaging families in the learning process nurtures positive outcomes for both young children and their families. 18 Benefits for the child appear across multiple domains in early childhood development, including literacy and language, social and emotional development, and cognition. Families also benefit from increased knowledge about evidence-based parenting skills and gaining access to activities and supports that build family resiliency and well-being, such as health and mental health care, social services, and educational and workforce opportunities. 19 Effective family engagement practices encourage families to support their children's learning and development in various ways, including respecting the preferences, cultures, and values of individual families. The Office of Head Start's Parent, Family and Community Engagement (OHS PFCE) Framework is a research-based approach for Head Start programs serving preschool children. The Framework (see Appendix C) describes program components that can lead to child and family outcomes and includes resources on each of the elements of the framework that can be accessed to support effective family engagement practices. Another research-based framework developed by Dr. Joyce Epstein identifies six types of involvement that form a comprehensive family engagement approach. Within these six types, programs choose practices that fit the needs of their families and children. a Building on Epstein's framework, the Virginia Department of Education (VDOE) has a dedicated webpage of a For more information, see Section V, The National Network of Partnership Schools for many resources. resources for families, students, and schools on family engagement. b For example, the VDOE and the Center for Family Involvement at the Partnership for People with Disabilities at Virginia Commonwealth University developed a guide, "Tips and Strategies for Increasing Family Involvement in Virginia Schools," and while those strategies are not focused on families of young children specifically, they are very applicable. This document identifies the following actions that child care practitioners, teachers and administrators can take to promote strong family engagement: * Host events and activities that bring parents and families into the school; * Communicate with parents frequently, using a variety of methods; * Create a warm, respectful, and welcoming school environment; * Be flexible in accommodating parents and families; * Provide a variety of resources for parents; and * Support parents in helping their children at home. 20 To the extent possible, early childhood staff should work to establish relationships with families within their community settings by conducting home visits and hosting meetings in a safe location that is mutually agreed-upon by both parties. Professional Development and Training Resources Research indicates that educators of young children are more effective in supporting children's healthy development when they implement a comprehensive curriculum and engage in responsive, reciprocal interactions with children. 21 Creating a system to support child care practitioners and teachers through professional development and training that is focused on developmentally appropriate expectations for children's social-emotional development, and strategies to promote positive behavior management and mental health will give practitioners the tools they need to prevent challenging behaviors. It is important for child care practitioners and teachers to understand typical child development, as developmental shifts may create periods of challenging behaviors. A knowledgeable early childhood educator will be able to recognize behavior indicative of typical development and distinguish those that are more serious. In order to provide the best support for some children, educators need specialized knowledge in "trauma-informed" education or care, to gain a greater understanding of how chronic stress, family or community trauma and violence, and substance b For more information, see Section V, Virginia Resources. abuse may impact children's behavior in the early care and education setting. 22 Children who experience trauma early in their lives often exhibit developmental delays, withdrawal, and/or aggressive or uncontrollable behavior. 23 Child care practitioners, teachers and families need support in addressing the needs of these children and implementing helping and healing strategies to support children and families in crisis. Recent research points to the role of implicit bias which may impact how practitioners interpret the behaviors of children of different genders, race, or other factors. Implicit bias refers to "the automatic and unconscious stereotypes" that cause people to react or make decisions in certain ways. 24 Attention to how race, gender, and other factors may inadvertently influence the reporting and incidence of challenging behaviors and use of suspension or expulsion should be considered in professional development. 25 Although the behaviors of children may impact adult decision-making processes, implicit biases about gender, race, and other factors may influence how those behaviors are perceived and how they are addressed, creating a vicious cycle over time that exacerbates inequalities. Although limited research is available on effective strategies to reduce implicit bias in early childhood education, an inclusive organizational culture of the setting and individual values and practices of adults can reduce its impact. 26 To provide child care educators with the skills and knowledge to support all children, administrators can: * Use data to identify priorities and plan professional learning communities to provide teachers and administrators with targeted professional development and training; * Align training with Virginia's Milestones of Child Development, particularly the socialemotional development indicators and strategies for adults, Virginia's Standards for Licensed Child Day Centers, Virginia's Standards for Licensed Family Day Homes, Competencies for Early Childhood Professionals and the standards of the Virginia Quality Rating and Improvement System; * Coach and support practitioners on implementing effective strategies to manage challenging behavior; * Provide training on trauma-informed care and implications for teaching practices; * Engage families in promoting positive social-emotional development and effective strategies to reduce challenging behavior (see resources in Section V on Family Engagement); and * Provide comprehensive supports to families of vulnerable children, recognizing that a child's home environment heavily influences a child's behavior, and the child's parents/guardians may need mental health services themselves. SECTION IV: SUGGESTED STEPS TO PREVENT AND SEVERELY LIMIT SUSPENSIONS AND EXPULSIONS The Virginia Department of Social Services, the Virginia Department of Education, and the Virginia Early Childhood Foundation are working together to provide early childhood educators, administrators, and families with the knowledge, skills, and resources to support children's healthy social-emotional development. With prevention as the primary goal, suspension in early childhood programs should be severely limited. In most cases, removing a child from the early childhood setting should involve transition to a more appropriate setting. Expulsion from a publicly-funded early childhood program is not appropriate and should not be warranted. Program administrators need to ensure the prevention practices noted in Section III are implemented effectively and that family members have been fully engaged in the ongoing communication and monitoring of the child's behavior while in the early care and education setting. Program administrators should ensure the family has access to professional services, such as referrals to a community mental health center, to provide support in addressing the child's challenging behavior, or a health care professional if there is an underlying health concern. If a child in question has a disability and is in the process of being identified, or has been identified under the Individuals with Disabilities Education Act (IDEA), state and federal special education rules and regulations governing suspension/expulsion must be followed. The following steps to addressing suspension and expulsion are drawn from national performance standards identified in Caring for Our Children, Preventing Expulsions, Suspensions, and Other Limits in Services, Standard 126.96.36.199 27 and the Virginia Department of Education, Division of Special Education and Student Service's Guidelines for Conducting Functional Behavioral Assessment and Developing Positive Behavioral Support and Interventions. 28 This information can serve as best practice for programs developing policy to address issues when prevention procedures have failed to resolve the challenging or disruptive behavior of a child. Step 1: Analyze and Understand the Source of the Behavior. Many behavior problems in early childhood can be eliminated by consistently applying strategies of proven effectiveness, including clear rules and expectations, positive feedback, and selfmanagement, as discussed previously. When a child exhibits or engages in challenging behaviors that are not easily resolved through evidence-based practices or seem to be escalating, further attention is warranted to ensure the safety of the child and other children and adults in the class. Child care practitioners, teachers, and administrators should do the following: * Engage the family in a spirit of collaboration regarding how the child's behaviors may be best handled, including discussing appropriate solutions that have worked at home or in other settings. * Work with the family and the child's primary health provider to assess the health of the child for vision, hearing, and other chronic or underlying illnesses, including socialemotional issues that may impact behavior. * Together with the family, consider if the child may have a delay or disability and require an evaluation for supports and services through either early intervention (IDEA Part C) or early childhood special education, as well as any other appropriate community-based services (e.g., child mental health clinic) is warranted. * If abuse or neglect is suspected, then appropriate child protection services must be informed. * Review the adequacy of the classroom environment, curriculum, and instruction in meeting the developmental and educational needs of the child. * Gather information about the behavior. Collect information on the events or conditions that typically occur before and after the behavior and on the times, conditions, and individuals present when problem behavior is most versus least likely to occur. * Precisely define the problem behavior in measurable, observable, and objective terms (e.g., when asked to join the teacher at the center, student throws objects at other students and the teacher and knocks over computer monitors on the counter). * Review data and information to identify the pattern of events that predicts when and under what circumstances the behavior is most versus least-likely to occur, what is maintaining the behavior, and what the underlying cause of the child's behavior. * Formulate a statement regarding the likely cause of the problem behavior. The statement relates to what the data suggest the student may be communicating by engaging in a particular behavior. Step 2: Focus on Intervention to Meet the Needs of the Child. Using the data gathered in step 1, develop a customized plan for the child. The plan should address the roles of supportive adults (e.g., child care practitioners, teachers, family members, mental health professionals) in ensuring the child is supported at home, in child care, and in school to develop positive behaviors. Child care practitioners, teachers and administrators should do the following: * Develop a plan of intervention with the family for reducing and eliminating the behavior, in settings where it occurs, that includes one or more strategies to eliminate the problem behavior, one or more strategies to promote a replacement behavior, and any supplementary aids or supports required to address the behavior. Include a timeline and a process for monitoring progress. * Implement a professional development plan for all educators, paraprofessionals, and service providers who support the child. Provide information and support to families as well. * Evaluate the plan and determine if the challenging behavior has been addressed. If so, continue to implement the plan, communicate with the family, and provide strategies for the family to implement at home to support the child's behavior. If the child's behavior continues to be of concern, consider revising the plan and/or refer to the next steps. In very few cases, if any, after all other measures have been taken to prevent and address challenging behaviors, limiting early care and education services, suspending an individual child may be deemed necessary to ensure the safety of other children and adults. Expulsion of a child from a publicly-funded early childhood program is not appropriate and should not be warranted. However, whether a program allows a child to be suspended or expelled is determined by the policy or guidance of a specific program. Step 3: Plan for Options and Transitions. If the problem behavior cannot be resolved through use of evidence-based practices, and due to the seriousness of the problem, an alternate setting may be deemed necessary by program administrators and/or the family. The following behaviors and actions listed in A-C below indicate that alternative program options may better meet the needs of the child and ensure the safety of other children and adults in the early care and education settings. A. The repeated behavior of the child clearly jeopardizes the physical safety of the child, his/her classmates, or the adults in the classroom. B. Possible interventions and supports aimed at providing a physically safe environment for the child, his/her classmates, or the adults in the classroom have been exhausted. C. Continued placement in this class and/or program clearly fails to meet the mental health and/or social-emotional needs of the child. The program administrators should develop a transition plan with the family, in consultation with a qualified early childhood mental health consultant, qualified special education staff, or qualified community-based mental health specialist. The transition plan should address the following: * If applicable, collaboratively identify a different private or publicly-funded early care and education program in the community that is better equipped to address the behavioral concerns (e.g., therapeutic preschool programs, Head Start or Early Head Start, prekindergarten programs in the public schools that have access to additional support staff, etc.), or publicly-funded supports and services for children with delays, disabilities, or social-emotional challenges: infants and toddlers (i.e., early intervention), preschoolers (i.e., early childhood special education), school-ager (i.e., mental health consultant or pediatric therapist). * With written parent/guardian permission, the child's primary care provider should be consulted and a referral for a comprehensive assessment by a qualified mental health provider, if available, and the appropriate special education system should be initiated. Step 4: Monitor and Evaluate the Transition Plan. Administrators should develop processes to monitor the implementation of the proposed plan for the child, including consulting with the new setting or placement, checking in with families to assess the new placement, and collecting data to determine if the placement is continuing to meet the child's needs. The specific steps to address the ongoing best interests of the child will be determined based on the individual plan or circumstances. Conclusion These recommendations have been developed to assist program leaders, educators, and families in supporting the healthy development of young children in early care and education programs. The suggestions and resources are based on the best available research and best practice to ensure that young children are safe, healthy, and learning in early care and education programs. The resources that follow are intended to help families and educators gain the knowledge and skills needed to address the unique needs of each child. SECTION V: RESOURCES FOR PROMOTING CHILDREN'S SOCIAL-EMOTIONAL DEVELOPMENT PART A: Virginia Based Resources and Services to Support SocialEmotional Development for Children and Families Virginia Department of Social Services' websites and resources: * Child Care Assistance. This website includes information on the Child Care Subsidy Program which provides financial assistance to eligible families to help pay for the cost of child care so they can work or attend education or training programs. * Child Care Provider Resources. This website provides guidance documents, professional development opportunities, and information for child care providers. * Child Day Care. This website includes information on licensed and unlicensed child care regulations in Virginia. * ChildCareVA.com. This website provides user-friendly resources for child care providers, parents, and the community. * Virginia Infant and Toddler Specialist Network. This Network is funded through the Virginia Department of Social Services and strives to help caregivers of infants and toddlers find community resources, and provides professional development, coaching, and other assistance to home-based and center-based child care providers. * Virginia Milestones of Child Development: A Guide to Young Children's Learning and Development Birth to Kindergarten. This document is a comprehensive resource for those who work with and care about young children. The Milestones are a set of child development indicators and strategies for adults designed to support the growth and development of young children from birth to kindergarten entry. * Virginia's Quality Rating and Improvement System. Virginia Quality is a public-private partnership and is funded through the Virginia Department of Social Services' federal portion of the Child Care and Development Fund, and by private resources facilitated by the Virginia Early Childhood Foundation. Virginia Quality focuses on continuous quality improvement, recognizes early learning programs' commitment to excellence, and supports programs with tools and services to achieve top quality. Virginia Department of Education's Websites and Resources: * For Families and Students. This website has three dedicated pages with resources: (1) For families—getting involved, (2) For students—supporting student success, and (3) For schools—partnering with families. * Professional Development Options for Early Learning Providers. VDOE solicited proposals for professional development options for early learning providers through a Request for Proposal (RFP). The resulting contract awards provide school divisions the option to purchase professional development options directly; however, school divisions may choose other solutions not on this list through locally-initiated procurements. All of the awarded vendors met the minimal requirements of the RFP; however, school divisions are encouraged to consider a number of factors (e.g., needs of teachers, time available for professional development, expertise of presenters) before entering into discussions with any vendor. * Tiered Systems of Support. This website provides information and resources for school administrators, teachers, and school personnel to support social and emotional, behavioral and academic needs of the student in a system that is data-driven and support is leveled by need. * Classrooms not Courtrooms. The Virginia Department of Education presented the second annual Classrooms Not Courtrooms: School Discipline and the Achievement Gap Institute on July 24-25, 2017. The Institute focused on aligning policy and evidencebased practices to decrease suspensions and racial and ethnic disproportionality in school discipline. * Virginia's Foundation Blocks for Early Learning Standards: Comprehensive Standards for Four Year Olds. These standards, developed in 2013, by the Virginia Department of Education, provide teachers of four-year-olds with a comprehensive understanding of the skills children need to learn in the developmental domains of literacy, math, science, history and social science, health and physical development, personal and social development, music, and the visual arts, with indicators of success for entering kindergarten that are derived from scientific research. * VPI+ Website. This website, supported through Virginia's federal Preschool Development Grant, provides many resources including a professional development library of resources that have been carefully vetted and selected by staff from the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia. Virginia Department of Behavioral Health and Developmental Services' Resources: * Infant and Toddler Connection of Virginia. This website provides early intervention supports and services for children up to age two, their families, and providers. Virginia Commonwealth University's Resources: * Early Childhood Mental Health-Virginia. This resource is provided by Virginia Commonwealth University's Partnership for People with Disabilities and provides resources to help parents and caregivers support their children, ages birth through eight, with mental health supports. * The Virginia Association for Infant Mental Health (VAIMH) is an interdisciplinary, professional organization established to nurture and promote the optimal development of infants, toddlers, and families through relationship-based training and advocacy efforts. * Virginia Project SEED. This resource originates from the Virginia Commonwealth University with a mission to support the social emotional growth and development of children ages birth to three. Other Virginia Resources: * Community College Workforce Alliance hosts online courses for early care and education practitioners that are provided by the Virginia Department of Social Services. Low-cost courses are offered in positive behavior management and social-emotional development, among other topics. * Cross-Sector Professional Development Team. This website provides professional development information for practitioners working in any early care and education sector (e.g., child care, education, health, home visiting, etc.). Virginia Cross-Sector Professional Development aims to build a unified system to support families and their children from birth through age five. * Early Impact Virginia, an Alliance for Family Education and Support in the Home, partners with home visiting programs across Virginia to achieve the greatest reach and efficiency of services. They also provide a centralized path for home visitors to pursue professional development, advancing the quality of services. PART B: Free, online national resources that can inform policy and practice, and professional development for program administrators, educators, and families. * Birth to Five, Watch Me Thrive. This federal effort through the Office of the Administration for Children and Families was created to help families and providers learn more about child development and developmental and behavioral screenings for children. * Center on the Developing Child. This page from Harvard University focuses on the science of early childhood. Resources provided include the key concepts of brain architecture, serve and return, toxic stress, executive function/self-regulation, and resilience. * Center on the Social and Emotional Foundations for Early Learning. The focus of this national resource center, funded by the Office of Head Start and Child Care Bureau, is to promote social-emotional development and school readiness for young children within Head Start and Child Care programs. This Center provides Parent Training Modules which consist of evidence-based practices and resources that are useful in addressing the social-emotional needs of young children. * Collaborative for Academic, Social, and Emotional Learning (CASEL). The mission of this Collaborative is to advance the practice of promoting academic, social, and emotional learning for preschool to high school kids. The website has many resources for educators and families at the state and local levels. See the resources, notably the Guide to Effective Social-Emotional Learning Programs. * Early Childhood Mental Health Consultation. This page from Georgetown University's Center for Child and Human Development provides activities within the Center as well as resources around the topic of early childhood mental health consultation. This strategy supports social-emotional development and addresses challenging behaviors. One activity within the Center, the Center for Early Childhood Mental Health Consultation, provides several modules to learn how to help children who have undergone trauma. For more information on how to deal with trauma, see Tutorial 7: Recognizing and Addressing Trauma in Infants, Young Children, and their Families. * Early Childhood Technical Assistance Center (ECTA): Reducing Early Childhood Expulsion and Suspension. This page collects resources that pertain to suspension and expulsion in early childhood settings. This includes items posted in the ECTA eNotes, federal guidance and resources, and resources from national centers and associations. o The guide is a research-based tool aimed at helping eliminate suspensions and expulsions in early childhood programs by addressing the underlying root causes. The guide provides information, recommended policies and practices, resources, and tools targeted at three levels or tiers of support to help program leaders. * National Association for the Education of Young Children, Engaging Diverse Families. These resources from NAEYC offer examples of successful family engagement practices for all families. * National Council for Behavioral Health, Trauma Informed Care provides resources and videos on trauma-informed care. * National Network of Partnership Schools: Six Types of Models of Parent Involvement. Established at Johns Hopkins University in 1996, NNPS provides schools, divisions, states, and organizations with research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. The website includes many resources for parents, families, school divisions, and facilitators. * Positive Behavioral Intervention & Supports. The goal of this technical assistance center, established by the U.S. Department of Education, is to develop, design, and evaluate positive behavioral interventions and supports. The Pyramid Equity Project, operated by the center, helps to change adult responses to challenging behaviors to reduce the risk of preschool suspensions and expulsions. See also the e-book, Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports: Concepts and Strategies for Families and Schools in Key Contexts (2017), which provides guidance for enhancing family engagement in schools from prekindergarten through high school. The book includes information on the foundations of family engagement (FE), a review of FE in the context of Positive Behavioral Interventions and Supports (PBIS) and Multi-tiered Systems of Support (MTSS), and strategies for applying ideas in local sites and across systems. * Preventing Expulsion from Preschool and Childcare. This website provides numerous resources on suspension and expulsion in early childhood education, including videos, reports, journals, and tools to prevent suspension and expulsion in preschool. * Promoting Policies that Support Young Children's Mental Health. This project from the National Center for Children in Poverty describes strategies for creating a system of supports for young children's mental health and includes tools state planners can use to assess progress. * Preventing Challenging Behavior in Young Children: Effective Practices. This resource offers information on creating effective classroom environments, scheduling, rules, rituals, and routines that support the prevention of challenging behaviors in young children. * Technical Assistance Center on Social Emotional Intervention for Young Children. This program funded by the Department of Education provides resources to help both families and educators with effective practices to improve social-emotional outcomes for children who have disabilities or are at risk of developing a disability. * The IRIS Center at Vanderbilt University. The goal of the IRIS Center is to improve educational outcomes for all children, especially those with disabilities. Resource topics include Early Intervention/Early Childhood, and are organized by modules, case studies, video vignettes, etc. * The Center of Excellence for Infant and Early Childhood Mental Health Consultation. The Center of Excellence helps states, tribes, and communities use IECMHC as a tool to promote mental health and school readiness. The Infant and Early Childhood Mental Health Consultation (IECMHC) Toolbox offers free interactive planning tools, guides, videos, and other resources to support IECMHC efforts in your state, tribe, or community. * U.S. Department of Health and Human Services, Administration for Children and Families, Early Childhood Development, Reducing Suspension and Expulsion Practices in Early Childhood Settings. This website provides resources on suspension and expulsion, including the U.S. Departments of Health and Human Services and Education policy statements and recommendations to assist states and public and private early childhood programs in partnering to prevent and severely limit expulsions and suspensions in early learning settings and other best practice documents. APPENDIX A: Virginia's Best Practice Recommendations for the Prevention of Suspension and Expulsion of Young Children Workgroup Members Steering Committee Member Workgroup facilitation, publication development, and editorial services provided by Lori Connors-Tadros, Project Director, Center on Enhancing Early Learning Outcomes, National Institute for Early Education Research Appendix B: Definitions of Key Terms Used in this Document Social-Emotional Development: Social-emotional development includes the child's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others. * Challenging Behaviors: Challenging behavior is defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults. * Developmentally Appropriate Practice (DAP): Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children's optimal learning and development. DAP involves educators meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals. * Implicit Bias: Implicit bias refers to the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. These biases, which encompass both favorable and unfavorable assessments, are activated involuntarily and without an individual's awareness or intentional control. Appendix C: Office of Head Start's Parent, Family and Community Engagement (OHS PFCE) Framework 29 REFERENCES 1 Minervino, J. & Pianta, R. (2013) Early Learning: The New Fact Base and Cost Sustainability. Seattle, WA: Bill and Melinda Gates Foundation. Allison Friedman-Krauss, W. Steven Barnett, and Milagros Nores (April 2016) How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps? Retrieved from 3 National Research Council (2001). Early Childhood Development and Learning: New Knowledge for Policy, Executive Summary. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK223298/ https://cdn.americanprogress.org/wp-content/uploads/2016/04/01115656/NIEER-AchievementGaps-report.pdf 2 Gilliam, W. (2016). Early Childhood Expulsions and Suspensions Undermine Our Nation's Most Promising Agent of Opportunity and Social Justice. New Jersey: Robert Wood Johnson Foundation. 4 https://www.childtrends.org/child-trends-5/5-ways-trauma-informed-care-supports-childrens-development/ Child Trends (April 2016). Five Ways Trauma Informed Care Supports Children's Development. Retrieved from 5 U.S. Department of Health and Human Services and the U.S. Department of Education (November 2016). Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings. Retrieved from 6 U.S. Department of Education (January 2014). Guiding Principles: A Resource Guide for Improving School Climate and Discipline. Retrieved from https://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf 7 Meek, S. & Gilliam, W. (2016). Expulsion and Suspension in Early Education as Matters of Social Justice and Health Equity. Retrieved from https://nam.edu/wp-content/uploads/2016/10/Expulsion-and-Suspension-in-EarlyEducation-as-Matters-of-Social-Justice-and-Health-Equity.pdf https://www.acf.hhs.gov/sites/default/files/ecd/expulsion_ps_numbered.pdf 8 American Academy of Pediatrics (2011) Caring for Our Children: National Health and Safety Performance Standards, Guidelines for Early Care and Education Programs, Third Edition. Retrieved from http://cfoc.nrckids.org/WebFiles/CFOC3_updated_final.pdf http://www.doe.virginia.gov/support/student_conduct/discipline_children_disabilities.pdf 9 Virginia Department of Education, Division of Special Education and Student Services (2010) Discipline of Children with Disabilities: Technical Assistance Resources. Retrieved from 10 http://www.pen.k12.va.us/support/student_conduct/index.shtml Virginia Board of Education (2015) Student Code of Conduct Policy Guidelines. and 11 Vanderbilt University and Claremont University, IRIS Center (2016) Early Childhood Environments. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p01/ http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf 12 Center for Evidence-Based Practice: Young Children with Challenging Behavior (nd). Recommended Practices: Preventing Challenging Behaviors in Young Children. Retrieved from: 13 https://www.fcd-us.org/assets/2016/04/Executive-Summary-Evidence-Base-on-Preschool.pdf Yoshikawa, H. et al (2013). Investing in Our Future: The Evidence Base on Preschool Education. Retrieved from 14 Fox, L, Lentini, R., & Dunlap, G (2010). Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior. Retrieved from http://csefel.vanderbilt.edu/modules/module3a/script.pdf http://challengingbehavior.fmhi.usf.edu/do/pyramid_model.htm 15 See for example, the Pyramid Model, which identifies a conceptual framework of support for developing children's social emotional competence. Retrieved from 16 Gilliam, W.S. (2016) Early Childhood Suspensions and Expulsions Undermine Our Nations Most Promising Agent of Opportunity and Social Justice. Retrieved from 17 http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2016/rwjf431300/subassets/rwjf431300_2 Specialists in State Departments of Education (2003). Early Childhood Curriculum, Assessment, National Association for the Education of Young Children and the National Association of Early Childhood and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. 18 Voorhis, F., Maier, M, Epstein, J., and Loyd, C. (2013). The Impact of Family Involvement on the Education of Children 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. Retrieved from http://www.mdrc.org/sites/default/files/The_Impact_of_Family_Involvement_FR.pdf Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf 19 Education; Board on Children, Youth, and Families; Committee on Supporting the Parents of Young Children; Vivian National Academies of Sciences, Engineering, and Medicine; Division of Behavioral and Social Sciences and L. Gadsden, Morgan Ford, and Heather Breiner, Editors (2016). Parenting Matters: Supporting Parents of Children 0 20 Virginia Department of Education and the Center on Family Involvement, Virginia Commonwealth University. (2009) Tips and Strategies for Increasing Parent and Family Involvement in Virginia Schools. Retrieved from http://www.doe.virginia.gov/support/virginia_tiered_system_supports/training/cohort/2012/apr/tips_and_strate gies.pdf 21 -8. Retrieved from https://www.nap.edu/catalog/21868/parenting-matters-supporting-parents-of-children-ages-08 Hirokazu Yoshikawa, Christina Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda M. Espinosa, William Future: The Evidence Base on Preschool Education. Washington, DC: Society for Research in Child Development. T. Gormley, Jens Ludwig, Katherine A. Magnuson, Deborah Phillips, Martha J. Zaslow (2013). Investing in Our 22 Policies and Strategies for Early Care and Education. Retrieved from https://childtrends- Bartlett, J., Smith, S. and Bringewatt, E. (May 2017). Helping Young Children Who Have Experienced Trauma: ciw49tixgw5lbab.stackpathdns.com/wp-content/uploads/2017/04/2017-19ECETrauma.pdf http://justice.aksummit.com/PDF/081712_childhood_trauma.pdf 23 National Center for Mental Health Promotion and Youth Violence Prevention. (July 2012) Childhood Trauma and its Effect on Healthy Development. Retrieved from 24 Staats, C., Capatosto, K., Wright, R.A., & Contractor, D. (2015). State of the science: Implicit bias review 2015? Retrieved from http://kirwaninstitute.osu.edu/wp-content/uploads/2015/05/2015-kirwan-implicitbias.pdf 25 Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?. Retrieved from Gilliam, W.S. et al. (2016) Do Early Educators' Implicit Biases Regarding Sex and Race http://ziglercenter.yale.edu/publications/Preschool%20Implicit%20Bias%20Policy%20Brief_final_9_26_276766_53 26 Capotasto, J. (2015) Implicit Bias Strategies: Addressing Implicit Bias in Early Childhood Education. Retrieved from http://kirwaninstitute.osu.edu/wp-content/uploads/2016/04/Implicit-Bias-Strategies-Early-Childhood.pdf 27 Caring for Our Children, National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs, Third Edition. Retrieved from http://cfoc.nrckids.org/WebFiles/CFOC3_updated_final.pdf 28 Virginia Department of Education, Division of Special Education and Student Services (March 2015). Guidelines for Conducting Functional Behavioral Assessment and Developing Positive Behavioral Support and Interventions. Retrieved fromhttp://www.doe.virginia.gov/support/student_conduct/fba_guidelines.pdf 79.pdf 29 U.S. Department of Health and Human Services. 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AP Biology - Summer Study Unit Students entering AP Biology in the fall are expected to have a strong background in biology and chemistry. It is fundamental to success in AP Biology that students review materials prior to the beginning of school. The AP Biology course is framed around 4 Big Ideas, and we will be covering them in great detail over the course of this class. * Big Idea 1 – The process of evolution drives the diversity and unity of life. * Big Idea 2 – Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. * Big Idea 3 – Living systems retrieve, transmit, and respond to information essential to life processes. * Big Idea 4 - Biological systems interact, and these interactions possess complex properties. All students will be given a test covering the content of this Summer Study Unit within the first three or four classes of school in September. This will be "Test 1." We are providing these materials in advance so that students may use them over the summer to prepare. Performance on Test 1 often predicts success in AP Biology. This study packet includes a pdf version of a portion of the first edition of the Principles of Life . Chapters 1-3 are provided and review concepts from both Chemistry and Biology courses. Students should carefully read these chapters, and for Chapters 2 and 3, answer the questions in the side boxes labelled "Do You Understand Concept." Students should check their answers to these questions, a key is included in the study packet. Students will need to complete the attached Graphing and Data Skills packet and bring this to class on Friday of the first week of school (9/7). It will be graded. Students should choose one of the two primary articles that are included in the summer assignment (by Cuthill and Robinson or by Lutz et al.). Each article reports on a study that has more than one sub-experiment. After reading, students should write an experimental design paragraph (EDP) for one of the sub -experiments from their chosen article. The EDP should include, if applicable, the following items: null and experimental hypotheses, independent variable(s), levels/controls with units, number of trials, dependent variable(s) with units, constants with units/specs, and a statement of statistics used to analyze the data. Also include the relevant results and conclusions in the EDP. Bring this work to class on your first day of AP Biology. It will be graded. Students should also watch the seven Bozeman videos that explain the "AP Biology Practices" (see the link below). These videos briefly cover each of the seven Science Practices included as part of the AP Biology curriculum. Questions on this content will be included on the first test. Bozeman videos link: (http://www.bozemanscience.com/ap-biology) Students should also read the "Survival Skills" document. It describes skills, practices and perspectives that will help students to succeed in the AP Biology course. NOTE: While not required or essential, students may want to purchase an inexpensive used book to further explore content. The Campbell Biology book is very good. Summer Checklist: Read: ❏ Articles (2) - read both and choose 1 for EDP ❏ Survival skills ❏ Chapters 1-3 in POL Watch: ❏ Seven Bozeman videos on AP Biology Practices ❏ May watch additional videos relating to chps. 1-3 content: http://www.bozemanscience.com/042-biologoical-molecules http://www.bozemanscience.com/048-enyzmes Bring to class first day: ❏ EDP including statement of statistics used, results and conclusion ❏ Completed Graphing and Data Skills Packet	<urn:uuid:3b732984-9381-49aa-85c2-61acad2e1422>	CC-MAIN-2018-26	https://echalk-slate-prod.s3.amazonaws.com/private/schools/2996/resources/044f3609-1bbf-4722-8e46-9d4c84f383c0?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1844259469&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%221%2520Summer%2520Assignment%2520Letter%25202018%2520AP%2520Bio.pdf%22&response-content-type=application%2Fpdf&Signature=6OzITdeq0uS2F0VLNDhj8NuVKLs%3D	2018-06-21T04:28:08Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00528.warc.gz	592,130,255	791	eng_Latn	eng_Latn	0.970709	eng_Latn	0.997426	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3204, 3680 ]	[ 2.6875 ]	1	0
HATSHEPSUT: ONE OF THE FIRST GREAT WOMAN LEADERS IN HISTORY Hatshepsut was the second female pharaoh of Egypt and the fifth pharaoh of the 18th dynasty during the New Kingdom era (1570-1069 BC). She came to the throne of Egypt in 1478 BC and governed for more than 20 years, delivering a period of relative peace and prosperity. During her reign she led a number of ambitious building projects, the greatest of which was her mortuary temple at Deir el-Bahari. Hatshepsut is regarded as one of the most successful pharaohs, reigning longer than any other woman of an Egyptian dynasty. Background Hatshepsut was the daughter and only child of Thutmose I and his wife, Ahmose. At the age of 12, her father decided she would marry her half-brother, Thutmose II to fortify the royal lineage. Hatshepsut was elevated to the position of God's wife of Amun, the highest honor a woman could attain in Egypt after the position of queen. Hatshepsut and Thutmose II had a daughter named Neferure. After having their daughter, Hatshepsut could not birth any more children. Unable to have a son, Thutmose II then fathered Thutmose III with Isis, a secondary wife. Soon after Thutmose II coronation he fell ill and died. Hatshepsut,15-20 years old at the time became a widow with a stepson, Thutmose III, who became pharaoh by default. However, her stepson was too young to be pharaoh, and Hatshepsut became Queen regent, handling the affairs of the state until the young pharaoh came of age. During her husband's reign, Hatshepsut had been a model consort. Images of her at the time show her in her rightful place behind her husband. She was given the title of 'Great Royal Wife'. Hatshepsut then slowly took on the regalia (ornaments) and symbols of the pharaoh. She underwent a radical image change, where she began to be depicted in male form, wearing a traditional kilt, head cloth, and even a false beard. Being a woman, only a handful had attained the status of pharaoh. After seven years, Queen Hatshepsut proclaimed herself as King of Egypt. Thutmose III was named her co-regent, but effectively she was the chief ruler in Egypt. Her daughter Neferure took on the role of consort, performing the same duties that her mother had done during her husband's reign. Hatshepsut then took control of the government and army. She surrounded herself with a group of loyal officials who held key positions in her government. Hatshepsut also established the trade networks that had been disrupted during the Hyksos occupation and initiated a lucrative trade deal in Punt (modern day Somalia). She emphasised commercial expansion and traded Egyptian merchandise for gold, spices, tusks and ebony. As trade increased, wealth increased, and Hatshepsut began building projects throughout Egypt which were of significant scale and creativity in comparison to her predecessors. She also rebuilt what had been destroyed in the past and expanded her father's building work and initiated her own. Instead of employing traditional architectural styles, she created new styles of building. Although principally a peaceful leader, she led military campaigns into countries that bordered the vast Egyptian empire. She ruled for almost 22 years changing the mental and physical landscape of Egypt and phenomenally increased the wealth of the country. She died around 1458 BC of an infection from an abscess in the tooth. What can we learn from Hatshepsut's life and achievements? 1. Ambition During her husband's reign, Hatshepsut had been a model spouse. However after his death, Hatshepsut most likely felt she had as much right to rule Egypt as any man, and her depiction in statues stressed this. Her statues showed her in all her royal grandeur in the forefront, with Thutmose III rendered on a smaller scale behind or below her to indicate his lower status. 2. Controversial In the seventh year of Hatshepsut's regency, she changed the rules and had herself crowned pharaoh of Egypt. She took on all the royal titles and names which she had inscribed using the feminine grammatical form but had herself depicted as a male pharaoh. This contrasted to earlier statues and relief sculptures where she had been represented as a woman. Her breasts did not show, and she stood in a traditional man's posture, rather than a woman's. Some reliefs were even re-carved to adjust her representation to appear more like a man. In addition to this, there have been many theories over the years as to why Thutmose III tried to blot Hatshepsut's name from history; the most likely reason was that Hatshepsut's reign had been unconventional. He may have feared that other woman might look to Hatshepsut for inspiration and try to follow her example, thereby departing from a tradition which maintained that men should rule Egypt and women should be only consorts. 3. She established her legacy Hatshepsut commissioned hundreds of statues of herself and left accounts in stone of her reign, including her thoughts and hopes. She wrote "those who shall see my monuments in future years and shall speak of what I have done beware of saying it did not happen nor say it was a boast but rather how like her this is and how worthy of her father". 4. Visionary Hatshepsut was one of the most prolific builders in ancient Egypt, commissioning hundreds of construction projects throughout both Upper Egypt and Lower Egypt. Her buildings were grander and more abundant than those of any of her Middle Kingdom predecessors (20501710 BC). It is said that later pharaohs attempted to claim some of her projects as theirs. Hatshepsut's greatest efforts went into these building projects, which not only elevated her name and honoured the Gods, but employed the people. The scope and size of Hatshepsut's constructions, as well as their elegant beauty, attest to a very prosperous period for Egypt. 5. Commercially savvy Hatshepsut established trading relationships that had been lost during the occupation by the Hyksos that brought great wealth to Egypt. She oversaw the preparations and funding for a mission to the land of Punt. It set out in her name, with five ships, accommodating 210 men that included sailors and rowers. Many trade goods were bought in Punt, notably frankincense and myrrh. The delegation returned from Punt bearing 31 live myrrh trees. This was the first known successful transplant of trees from one nation to another in history. As well, Hatshepsut would grind the charred frankincense into kohl eyeliner. This is the first recorded use of the resin. 6. Strategic mindset Hatshepsut began her reign by marrying her daughter to Thutmose III and bestowing on Neferura the position of God's Wife of Amun in order to secure her position. Even if Hatshepsut was forced to relinquish power to Thutmose III, she would still be in a strong position as his step-mother and mother-in-law and, further, she had her daughter in one of the most prestigious and highest ranking priestess in the land of Egypt. To further strengthen her position and defend against detractors who would claim a woman was unfit to rule, she legitimised her reign by presenting herself not merely as Amun's wife in ritual, but as his daughter. She claimed that Amun had appeared to her mother in the form of Thutmose I and conceived her, thus making her a demi-goddess. Summary In comparison with other female pharaohs, Hatshepsut's reign was much longer and more prosperous. She was successful in warfare early in her reign but generally is considered to be a pharaoh who inaugurated a long peaceful era. She re-established international trading relationships lost during a foreign occupation and brought great wealth to Egypt. Such wealth enabled Hatshepsut to initiate building projects that raised the calibre of Ancient Egyptian architecture to a standard comparable to classical architecture that would not be rivalled by any other culture for a thousand years. BACKGROUND Blenheim Partners specialise in: - Executive Search; - Non-Executive Director Search; - Board Strategy and Structure Consulting; - External Succession Planning; and - Executive Re-Engagement / Transition. Founded in 2012, our team have acted as specialist adviser to many of the world's leading corporations on Board and Executive performance, capability and succession planning. Psychologists, Coaches and exceptionally experienced Researchers. Our consultants have worked with clients from all sectors and a broad range of geographies. They include over 80 of the ASX 100, 10% of the FTSE 100, Private Equity, Multinational, Private Family and Mutually Owned Companies. Our work includes assignments that are both local and international in scope. Our team consists of senior Search Consultants, Human Resource Directors, Blenheim Partners is continually investing in knowledge and understanding as exemplified by our Thought Leadership "The Challenges of Attaining Growth", Industry Papers and monthly Market Intelligence reports. Our philosophy is to develop deep and committed relationships with a select number of clients and help them deliver a superior performance by optimising the composition of their Board and Executive team. Our culture is built on pride, professionalism, esprit de corps and client service. Confidentiality This report and the information contained in it are confidential and proprietary information belonging to Blenheim Partners. The report contains confidential and proprietary information based on data from public and private sources, including Blenheim Partners' proprietary database of information. The recipient will not use or disclose, or permit the use or disclosure of, this Report by any other person or for any other purpose. The information contained in this report is preliminary in nature and subject to verification by Blenheim Partners. Blenheim Partners does not guarantee its accuracy or completeness.	<urn:uuid:c5132ad7-f418-4477-a551-ee786516946b>	CC-MAIN-2018-26	http://blenheimpartners.com/wp-content/uploads/2013/10/Hatshepsut.pdf	2018-06-21T04:10:43Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00535.warc.gz	37,564,636	2,087	eng_Latn	eng_Latn	0.996784	eng_Latn	0.998291	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1481, 3845, 6546, 7933, 9911 ]	[ 2.109375 ]	1	2
Middle School Descriptions 2018-19 Art/Art History (MS/HS) Art/Art History class is designed to provide students with a knowledge base of famous artists, their preferred medium, historical timeframe and short biography. Using Short Lessons in Art History by Phyllis Barker as a reference point the teacher will engage students in a discussion highlighting the chosen artist of the week. Short Lessons in Art History is a fantastic introduction to the artists who have shaped the artistic world from Giotto in 1266 to Alexander Calder in 1976. Each artist's life is explored, along with their major works, public reaction, and impact upon the world and art after their deaths. Once the artist has been discussed, students will begin their individual art projects during class. Students will need to purchase a sketchbook size 8.5 x 11, small pack of Charcoal sticks, small pack of oil pastels, small pack of chalk pastels, basic watercolor paint pallet, drawing pencils, and a small paint brush set. All of these items need not be very high quality or expensive, Walmart brand is just fine for class purposes. Students may also share supplies if they are in the same family with the exception of the sketchbook. Additionally, the teacher will charge a $10 copy fee per student, no book is required. General Science ($45/Lab fee) Text book: Exploring Creation with General Science, 2 nd Edition By Dr. Jay L. Wile Published by Apologia Educational Ministries, Inc Students will also need the related Student Notebook Fee: A $45.00 fee will be required to cover costs associated with the lab experiments Class Content: This class will emphasize the lab procedures and review of each chapter's key concepts. A syllabus will be provided to guide the students through the chapters at home and will include reading, "On Your Own" questions, and Study Guide questions. The class time will include a short overview of the reading assignments, conducting the experiments, and, if time permits, reviewing the "On Your Own" and study guide questions assigned. Tests will not be given in class. Grading for this class: No grades will be given for this class. Parents will be responsible for all tests, homework grades and the final grade. Parents can coordinate the test schedule to the syllabus given for class. Tests and the solution booklet are available from http://www.apologia.com . IEW B Writing ($90/year) Textbook: No textbook required but Student Writing Intensive Level B [Notebook & Packet] is recommended. Fee: $90 Fee required for this course. Course description: This writing course for middle school students lays a solid foundation for writing skills. Over the course, students will learn how to effectively use a wide range of structural models and stylistic techniques in their compositions, as they write on a variety of enjoyable fiction and non-fiction topics. This course helps take the "overwhelming" feeling away as they learn techniques to create a more enjoyable finished composition. NO previous IEW experience required for this class Physical Science (8th grade and HS $45/Lab fee) Text book: Exploring Creation with Physical Science, 2nd Edition by Dr. Jay L. Wile / Published by Apologia Educational Ministries, Inc Exploring Creation with Physical Science Student Notebook is required. (2 nd Edition) Fee: A $45 fee will be required to cover costs associated with the lab experiments Physical Science Course Covers: - Measurement and Units so that students can convert between units in scientific study - The Earth, Atmosphere, Hydrosphere, and Lithosphere so that students can appreciate the wonder of our blue planet - Weather so that students can understand the factors that affect the Earth's weather and how weather is predicted - Introduction to Physics to understand the mechanics of motion, forces, and energy - Our Newton's Laws and the Forces in Creation to understand friction, static and kinetic energy, gravity, electromagnetic forces, and electrical circuits - Our Solar System, Stars, and Galaxies to introduce the wonders of our universe - An Introduction to Chemistry for a basic introduction to atoms and molecules Class Content: This class will emphasize the lab procedures and review of each chapter's key concepts. A syllabus will be provided to guide the students through the chapters at home and will include reading, "On Your Own" questions, and Study Guide questions. The class time will include a short overview of the reading assignments, conducting the experiments, and, if time permits, reviewing the "On Your Own" and study guide questions assigned. Tests will be provided to be taken/graded at home. Grading for this class: No grades will be given for this class. Parents will be responsible for all tests, homework grades and the final grade. World Geography Explore the world. Discover what is unique about each continent. Learn countries and capitals around the world. Find out key land features. Students will participate in large and small group discussions. Students will also write papers and conduct presentations on assigned topics throughout the year. Students will have homework and will be expected to be prepared and participate each and every week. Students will be using a textbook (TBA). The students will need to get the Rand McNally Atlas of World Geography (ISBN: 0-528-00482-4), a 2-inch 3-ring binder with notebook paper, colored pencils, a pencil sharpener for colored pencils and pencils. The class fee will be $30 per student for additional supplies/copies.	<urn:uuid:5b9e0994-6de8-469f-9c95-edb977cc0053>	CC-MAIN-2018-26	https://hhhomeschoolcoop.weebly.com/uploads/1/1/9/2/119244208/middle_descriptions_2018-19.pdf	2018-06-21T04:33:28Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00534.warc.gz	601,131,562	1,144	eng_Latn	eng_Latn	0.997865	eng_Latn	0.99791	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3079, 5579 ]	[ 2.796875 ]	1	0
Bernalillo County Extension Master Composter Program is based in Albuquerque, New Mexico Composting in the Desert What Makes Composting in the Desert Unique and Challenging? Abundant sunshine, intense ultra-violet radiation levels, low humidity, frequent winds, and limited precipitation are defining characteristics of a desert climate, but they contribute to rapid evaporation of any moisture in or on the ground. Drought conditions increase the problem. Moisture is required for the decomposition of organic material. Controlling evaporation in order to keep composting material damp is the biggest challenge in the desert and requires a unique approach. Why Compost? Soil amendment improves water absorption, fertility and resilience. Conserve resources by converting organic waste to compost. Reduce landfill volume when organic waste is used for compost. Protect the environment by reducing the amount of methane gas produced when food waste is sent to a landfill. Recycling by home composting yields a useful product overview The formula for successful compost production is Water + Air + Nitrogen +Carbon + time = humus Moisture: The pile should be maintained at a 50% moisture level, similar to the moisture in a wrung-out sponge, throughout the decomposition process. Leaves should glisten with a film of water, but not drip. A bin with a limited number of air holes, placed in the shade and covered, will reduce evaporation. The contents may be watered as necessary to maintain moisture level. Aeration: In desert composting it is necessary to modify the pile's exposure to air to prevent rapid evaporation. A dry pile ends the microbial activity that is at the source of decomposition. Regulate air flow by reducing the number of air holes in plastic bins, or by lining wire or wooden bins with plastic, and covering them. Bulking material should be added as the pile is built. Bulking moderates compaction of wet materials and provides spaces for air flow, compensating for the reduction in air holes. Air moves from the base of the pile, flowing upward through the layers. (see figure, page 6) Examples of bulking materials: corn cobs and stalks, sticks, pine cones, twigs Carbon and Nitrogen Ingredients: In the context of home composting, organic material refers to plant and animal products that were once alive. Most organic materials contain the elements carbon and nitrogen in differing ratios. The term "browns" is used to refer to materials with a high carbon content because they tend to be brown in color. Likewise the term "greens" is used for high nitrogen content materials. Carbon combined with nitrogen supports proliferation of micro-organisms which break down organic matter. Nitrogen (greens) is necessary for microbial reproduction and carbon (browns) is a food (energy) source. Variables: Size: the smaller the pieces of material, the more rapidly they will decompose. Carbon-to-nitrogen mix varies by the composting method used. An approximate mix guide is to add 2 parts carbon material to 1 part nitrogen material by weight. Temperature within the composting setup influences microbrial action. "Cold" or static piles with produce humus more slowly than "hot" or thermophyllic piles. , Carbon Materials (brown) dried leaves, plants & grass straw nut shells shredded paper corn cobs dryer lint used paper towels, napkins, tissues pine cones & needles vacuum contents untreated wood, bark, chips,sawdust natural fiber materials: felt, cotton, burlap, wool, rope & string Nitrogen Materials (green) green leaves, grass, & trimmings alfalfa pellets coffee grounds fruit & vegetable scraps leftover food tea & tea bags hair, fur, feathers vegetarian animal manures leather crushed egg shells blood or bone meal leftover dry pet food Avoid: dairy products, meat/fish, fats & oils, pet manures, glossy paper, ash, pig manure, pesticides, herbicides, vermicides, fungicides, glass, plastic, styrofoam, glossy or waxed paper. Location: The pile or bin should be: [x] conveniently located [x] on the ground, [x] near a water source [x] in an area shaded from summer sun Composting Methods Hot/Intensive Composting It may also be referred to as: dynamic, managed, fast, batch, or thermophilic composting. This is a batch method -- all materials are assembled and combined at once rather than adding materials over time. Microbes consuming and breaking down carbohydrates release energy in the form of heat. This heat is appreciable and sustained. The heat is intrinsic to the pile, not generated from external sources. Carbon-to-Nitrogen Mix: A workable mixture is 2 parts carbon material to 1 part nitrogen material. Size & Containment: From 3'x3'x3' - 5'x5'x5' bin with a limited number of air holes. Smaller bins do not sustain the temperature well. Larger piles can result in compaction of materials, leading to anaerobic conditions. Bins can be made of wood, straw bales, concrete blocks, lined plastic or wire mesh. 3 Hot Pile Construction: * Place 6-12" of bulking material at the bottom of the bin. * Chop/shred materials before using. * Soak the browns in a wheelbarrow, then mix in the greens. (50% moisture level) * Use about 6" of the mixture, then add 4" of bulking. Continue the layers until the bin is full. * To limit evaporation, lightly cover the top of the pile with plastic or other non-porous material, cardboard, or old rugs. * In 24 to 72 hours the pile will heat up as a result of microbial enzymatic activity. A temperature of 150° F is adequate and should be sustained for several days. If a pile fails to heat sufficiently, it may be turned and more nitrogenous material added. Overheating may be controlled by turning and watering the pile. * When the pile starts to cool down (about 7-14 days) then it should be turned, churned and watered to maintain 50% moisture. Ideally the top becomes the bottom (turning) and the sides become the insides (churning) so that all the material eventually becomes exposed to the high core temperature. * The turned pile will heat up again. This turning process continues until everything except the bulking material has turned to humus-the end product of microbial decomposition. The rate of decomposition is variable; humus amounting to 1/2 to 1/3 of original pile size will form in 3 - 6 months. * Screen the humus to remove bulking material. Then allow it to cure for 2-4 weeks. Do not allow the humus to dry out completely. Cold/Easy Composting This method uses a process of continuous addition of organic materials over time. It may also be referred to as: dump-and-run, or slow, or static composting. The pile can be mangaged actively or remain static. Carbon to Nitrogen Mix: An ideal carbon-to-nitrogen ratio is not important. Any organic material on hand may be moisturized and added. It is the choice of, and at the convenience of, the individual composter. Size & Containment: sizes vary from small up to 5'x5'x5'. Larger piles can become compacted, leading to anaerobic conditions. Containment can be: pit, trench, layered sheet, open pile (covered), container/bin. Cold Pile Construction: * Begin the pile with an 6"-12" layer of bulking material. * Chop/shred materials * Soak any dry organic material in water to approximate 50% moisture. Mix in any nitrogenous materials, and begin a 6" layer of this organic fill. * Cover the pile with plastic or other non-porous material, cardboard, or old rugs to limit evaporation. * Add moisturized organic material as it becomes available. * Add another layer of bulking material after every 6" of fill. * Sprinkle with water to maintain moisture level as needed. * When humus has been created at the bottom of the pile, it should be harvested, then screened to remove bulking and pieces that have not decomposed. * A cold pile may remain undisturbed as long as it is bulked and moisture is maintained at 50%. Turning and churning is the choice of the individual composter. Temperature: Cold piles equilibrate with the ambient air temperature. If the pile temperature goes below 55 ℉ microbial action will slow, but attempts to increase or preserve heat are not necessary. Microbial Action: The environment of a cold pile often favors decomposers like fungi, molds, actinomycetes and those bacteria that appreciate cooler temperatures. Insects also eat the organic materials. Composting red worms may be added to the pile. End Product: Humus amounting to 1/2 - 1/3 of original pile size will form in 8 - 12 months. Hot or Cold Compost Pile Cross-section 6 summary The hot, dry, desert climate contributes to rapid evaporation. Decomposition of organic material to form humus requires moisture. Composting techniques for desert living are all directed at decreasing evaporation. [x] Use a containment system that reduces airﬂow to decrease evaporation. Bins made of wire or widely spaced wooden slats should be lined with plastic or cardboard. Tape over some of the air holes in commercial bins. Lightly cover the top of the pile or bin with plastic or other non-porous material, old rugs or cardboard. [x] Add layers of bulking material between layers of ﬁll material as the operation is built up. Bulking helps maintain spaces in the organic ﬁll so that air can penetrate throughout. Bulk as you build. The bottom layer should be 6 – 12 inches thick and successive layers 4 – 6 inches thick. Bulking materials decompose more slowly and resist compression. [x] Chop, shred and/or tear materials into small pieces before use. [x] Presoak any dry organic material (such as leaves or paper) before adding it to a composting operation. Shred or break up dry materials and allow them to soak in a bucket or wheelbarrow to absorb moisture. [x] Place the compost operation in the shade during hot months. [x] Composting material should be placed directly on the soil; asphalt or concrete will heat up and increase evaporation [x] Add water as necessary. [x] Hot piles need to be completely turned, mixed and watered at 7 – 14 day intervals until contents are completely decomposed. [x] Cold piles may remain static (no turning) as long as bulking material is added regularly and 50% moisture is maintained. Prepared by B C E M C nmcomposters.org revised 2018 Free public composting classes are posted at nmcomposters.org Questions or requests for additional information should be addressed to firstname.lastname@example.org Printed on recycled paper	<urn:uuid:b88646ce-2ccd-4c52-97b3-da84542ce3ef>	CC-MAIN-2018-26	http://docs.nmcomposters.org/composting-in-the-desert-2018.pdf	2018-06-21T04:05:16Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00534.warc.gz	86,012,627	2,364	eng_Latn	eng_Latn	0.99329	eng_Latn	0.996147	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 1035, 3248, 5016, 6487, 8544, 8587, 10240, 10493 ]	[ 3.265625 ]	1	3
5 th Grade Math ELG 5.OA.B Analyze patterns and relationships Vertical Progression: Students will demonstrate command of the ELG by: - Generating number patterns using a given rule. - Forming ordered pairs from number patterns. - Graphing ordered pairs on a coordinate plane. - Explaining and identifying the relationship between the numbers in a pattern. Vocabulary: - axis/axes - coordinate plane - coordinate system - coordinates - corresponding terms - first quadrant - ordered pairs Sample Instructional/Assessment Tasks: 1) Standard(s): 5.OA.B.3 Source: Illustrative Math https://www.illustrativemathematics.org/content-standards/5/OA/B/3/tasks/1895 Item Prompt: Sidewalk Patterns Cora and Cecilia each use chalk to make their own number patterns on the sidewalk. They make each of their patterns 10 boxes long and line their patterns up so they are next to each other. Cora puts 1 in her first box and decides that she will add 3 every time to get the next number. Cecilia puts 0 in her first box and decides that she will add 9 every time to get the next number. a. Complete each girl's sidewalk pattern. b. How many times greater is Cecilia's number in the 5 th box than Cora's number in the 5 th box? What about the numbers in the 8 th box? The 10 th box? c. What pattern do you notice in your answers for part b? Why do you think that pattern exists? d. If Cora and Cecilia kept their sidewalk patterns going, what number will be in Cora's box when Cecilia's corresponding box shows 153? 5 th Grade Math ELG 5.OA.B Analyze patterns and relationships - origin - vertical - x-axis - x-coordinate - y-axis - y-coordinate Correct Answer: a. b. c. We can see that at the 5th, 8th and 10th boxes, Cecilia's number is always 3 times Cora's number. Cecilia's number will always be three times Cora's number, no matter which pair of corresponding boxes the girls stand on. Cora's box shows 0 and the multiples of 3. Cecilia's box shows 0 and the multiples of 9. The image above shows us the 3 as a factor in each of Cora's terms in her path. It also shows the 9 as a factor in each of Cecilia's terms in her path, though 9 is being represented as 3 x 3. This allows us to see that Cora's factor of 3 is contained in each of Cecilia's terms, as well as one extra factor of 3. This is why Cecilia's term will always be three times Cora's corresponding term in her path. d. If Cecilia's box shows 153, then Cora's corresponding box must have 51. We know that Cecilia's box will always show three times as much as Cora's corresponding box, so Cora's box must show 51. 5 th Grade Math ELG 5.OA.B Analyze patterns and relationships 5 th Grade Math ELG 5.OA.B Analyze patterns and relationships 2) Standard(s): 5.OA.B.3 Source: http://www.insidemathematics.org/assets/common-core-math-tasks/hexagons%20in%20a%20row.pdf) Item Prompt: Hexagons in a Row (Task 1) 1. Fill in the empty spaces in Joe's table of results. 2. How many toothpicks does Joe need to make 5 hexagons? Explain how you figured it out. 3. How many toothpicks does Joe need to make 12 hexagons? Explain how you figured it out. 4. Joe has 76 toothpicks. How many hexagons in a row can he make? Explain how you figured it out. 5 th Grade Math ELG 5.OA.B Analyze patterns and relationships Correct Answer: Work Samples available in the link.	<urn:uuid:2843a39f-5a74-4b03-a5ba-f858e4c76932>	CC-MAIN-2018-26	http://dpsare.com/wp-content/uploads/2015/08/AssessDev_Maps_5.OA_.B.pdf	2018-06-21T04:13:52Z	crawl-data/CC-MAIN-2018-26/segments/1529267864022.18/warc/CC-MAIN-20180621040124-20180621060124-00533.warc.gz	91,347,814	887	eng_Latn	eng_Latn	0.985192	eng_Latn	0.997537	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 359, 1646, 2659, 3224, 3342 ]	[ 4.5 ]	1	1
Infusionomics: Year Two Financial Literacy Curriculum Overview Note to Teachers: Mandatory lessons for each grade level, in their suggested sequence, are listed first, followed by suggested optional lessons and games. GRADES K-2: MANDATORY LESSONS 1. Penny Budgeting Part 1: Students will be given pictures of items and must determine whether each item is a need or a want and place it in the appropriate column on a "Needs and Wants" chart. 2. Penny Budgeting Part II: Students will work together using pennies and a list of expenses to create a pretend budget. 3. Ed's Bank Game. (Requires computers and Internet Access). This game from practicalmoneyskills.com is great for young students (grades 1-2) as it will engage them in making decisions about spending and saving and will reinforce their recognition of coin values. OR Piggy Bank Tag Game. This is Infusionomics' non-Internet version of the Ed's Bank game. It gets kids in motion—you will need a gym or open field. The game teaches the same simple concepts as Ed's Bank, yet may be of interest to your older students (grades 3-5) simply because of the physical exercise involved in the play. 4. School Trek Trip Game. This game's object is for the player to save sufficient funds over a face decisions as to whether to spend or save, and they keep a running tab of their period of time to enable the player to go on the school trip. Throughout the game students will income/expenses in order to help them plan and budget so as to earn the school trip. Optional Lessons & Games For Grades K-2 Little Nino's Pizzeria The key concepts in this lesson are entrepreneurship and the relationship between consumers and producers. It centers on a story of a young entrepreneur and his father who make decisions about starting and developing a pizzeria restaurant. The story contains identifiable examples of consumers and producers, and the lesson includes fun activities to emphasize those concepts. This lesson does not require computers or the Internet. A Chair for My Mother This lesson is based on a story about a girl who sacrificially saves money to buy her mother a comfortable chair after their possessions are destroyed in a fire. It teaches the economic concepts of delayed gratification, income, opportunity cost, and marginal thinking, while also reinforcing the character-developing value of giving. This lesson does not require computers or Internet. GRADES 3-5: MANDATORY LESSONS 1. Penny Budgeting Part 1: Students will be given pictures of items and must determine whether each item is a need or a want and place it in the appropriate column on a "Needs and Wants" chart. 2. Penny Budgeting Part II: Students will work together using pennies and a list of expenses to create a pretend budget. 3. Savings and Interest: Students will do a worksheet that shows how quickly money can grow when you double it. Then they will have a discussion about saving. 4. Debt and Money Mindsets: The class will observe as two students go through a simulation that shows how overusing credit can lead to debt problems. 5. Learning Banking Basics: Students will perform a skit about a student who needs a safer place to store her money than a piggy bank. Optional Lessons & Games For Grades 3-5 Alexander Who Used to Be Rich This lesson is based on a story about a boy who cannot buy the walkie-talkie he wants because he fails to save and makes a lot of poor - and humorous - decisions about how to spend his money. The story sets the stage for a follow-up discussion about opportunity cost, saving, and spending. The lesson ends with some math activities based on the story. Budget Busters Game. Budget Busters! is a game about budgeting and choice-making that reinforces concepts and vocabulary. Piggy Bank Tag Game. This is Infusionomics' non-Internet version of the Ed's Bank game (see description under Grades K-2 above). It gets kids in motion—you will need a gym or open field. The game teaches the same simple concepts as Ed's Bank, yet may be of interest to your older students (grades 3-5) simply because of the physical exercise involved in the play. MIDDLE SCHOOL (Grades 7-8/9): MANDATORY LESSONS 1. Debt and Money Mindsets: Students will take an interactive quiz that will reveal their attitude towards handling money and have a discussion about personal and national debt in the United States. 2. Where to Put Your Money: Students will be split into groups to play a game that will contrast banks with check-cashing stores. 3. Savings and Interest: Students will read about an Indian beggar who saved coins for years and eventually opened up a savings account. Students will discuss the difficulties and the benefits of saving and will fill out a worksheet that makes them create a savings plan for an item they want. 4. Creating a Budget: Students will play on online budgeting game where they are given a monthly income and must decide how much money to put towards different areas. 5. Credit Cards: Fancy Ads and Fine Print: Students will use an online exercise called the Credit Card Simulator to purchase items with a virtual credit card and then pay off their credit card bill. 6. Exploring Career Options: Students will view a chart that shows examples of jobs that different educational paths lead to and spend time exploring occupations online in the Occupational Outlook Handbook. Optional Lessons & Games for Middle School Grades Consumer Spending This lesson takes the students through Marlin's trip to the State Fair. It emphasizes choicemaking and opportunity costs and could appropriately be taught after the mandatory lesson #1 as a reinforcement of the concepts therein. The Bible and Budgets This lesson reviews with students some key Biblical verses on money and stewardship. It then gets kids involved in composing a hypothetical summer budget. This lesson does not require student computers or Internet access. If you want to give the students a solid Biblical foundation on budgeting, do this lesson BEFORE the "Creating a Budget" lesson. Planning and Decision-Making, Part 1 This lesson helps students learn to make SMART decisions and plan financially for both the short-term and long-term. Planning and Decision-Making, Part 2 This lesson builds on Planning and Decision-Making, Part 1 and prepares students for the Business Decisions Game. Savings Quest Game. This game from AGedwards.com allows youth to create a virtual identity, then enter a world in which they will work, earn a salary, and budget that salary so as to provide for their needs and wants, and save toward some goal they determine. Money Traps Game - Middle School Version. This game involves kinesthetic movement to help students learn about different financial pitfalls and how to avoid getting "money-trapped." The Business Decisions Game. In this game, teams of students create and manage their own businesses, helping them learn about making wise financial decisions so that their business will survive. Budget Busters Game. Budget Busters! is a game about budgeting and choice-making that reinforces concepts and vocabulary from the grades 1-4 Economis curriculum lessons. 3 HIGH SCHOOL (Grades 9/10-12): MANDATORY LESSONS 1. The Problem of Debt: Students will learn facts about household indebtedness through a true/false quiz competition. They will brainstorm ways of avoiding personal debt. 2. Where to Put Your Money: Students will learn about fees associated with checkcashing stores and watch a video about payday loans. They will discuss the advantages and disadvantages of using these services versus using a bank. 3. Banking Tools #1: Writing Checks and Making Deposits: Students will practice writing checks and filling out deposit slips and keeping track of credits and debits on a checking register. 4. Creating a Savings Plan: Students will read about an African American laundress whose small but consistent savings efforts have allowed her to make a sizeable contribution to a local college. Students will discuss the difficulties and the benefits of saving and will fill out a worksheet that makes them create a savings plan for an item they want. 5. Creating a Budget: Students will play an online budgeting game where they are given a monthly income and must decide how much money to put toward different areas. This lesson is very similar to the budgeting lesson for middle school, but in this high school version of the lesson, students will compare playing the game with the average annual salary of someone with a high school diploma versus the average annual salary of someone with a four-year college degree. NOTE: It is best to teach this lesson after teaching the lesson on savings, "Creating a Savings Plan" because students will have to choose from a list of different savings options that are explained in the "Creating a Savings Plan" lesson. 6. Read the Fine Print (credit cards): Students will work in pairs or groups to look at and compare different credit card offers. 7. Investment Options: Making Your Money Work for You: Students will be given bags of candy to use toward investments. They must successfully complete the challenge of tossing a ball into a bucket to receive a "return" on their candy. The challenges become more difficulty and the returns become greater as students learn about riskier investment options. 8. Living On Your Own: Renting an Apartment: Students will fill out a worksheet that will take a survey about living preferences and have them look at apartment advertisements. Optional Lessons & Games for High School Grades Banking Tools #2: Reconciling Your Account: Building on the skills they learned in Banking Tools #1, students will learn how to and practice reconciling their account. Avoiding Credit Blunders This lesson teaches students about common credit card fees and offers practical tips for using credit responsibly and avoiding credit blunders. This would be good to do just after the "Read the Fine Print" lesson. Buying a Used Car Centered around a skit that a small group of teens will perform for the rest of the class, this lesson covers all the basics of car shopping, financing, and the test drive. It does not require computers/Internet, although if computers are available the students could complete the optional closing activity. College Prep Lesson In this lesson, students will learn about the benefits of higher education (in terms of earning potential) but also about the significant costs of college. They will gain understanding of different college options (e.g., private schools versus state universities) as well as of options for financial aid. This lesson requires computers/Internet. So You Want to be Your Own Boss? Students will hear the story of how one man's small self-started business grew into a successful multi-million dollar company. They will take a True or False assessment as a class then they will fill out assessment sheets to think about whether or not they're interested and equipped to be an entrepreneur. Risk and Insurance Students will play Insurance Bingo to learn about different types of insurance, answer true or false questions to begin to think about risk, and have a discussion about what risks they face in their lives and how people try to protect themselves from those risks. Money Traps Game - High School Version. This game involves kinesthetic movement to help students learn about different financial pitfalls and how to avoid getting "money-trapped." Portfolio Power Game. This game allows youth to practice principles of investing by creating an investment portfolio. While students earn (or lose) money on their investments, they are quizzed on their knowledge of investments. Credit Clue Game This game is modeled after the classic Parker Brothers "whodunnit" game, Clue. However, instead of solving a murder mystery, you must investigate financial habits and determine who made the blunder when using credit! Hand of Fate Game. This game helps youth understand the value and differences of between insurance types and investments. The Business Decisions Game. In this game, teams of students create and manage their own businesses, helping them learn about making wise financial decisions so that their business will survive. Financial Jeopardy Game. This game draws heavily from the on-line game Moneyopolis, developed by Junior Achievement. In our version, teens test their financial literacy knowledge in a format like the TV game show, Jeopardy. Can You Make Ends Meet? Game This activity simulates real-life experiences by dividing students into four "families" that have just moved to a new town, and must decide on a living situation, transportation options, and other such financial life decisions. Each family is given a profile and a set of life events they experience for four consecutive months, and the goal is that at the end of the four months they will "make ends meet!"	<urn:uuid:97c58e99-3449-4276-87ae-9d3b9cb11094>	CC-MAIN-2017-47	http://infusionomics.com/wp-content/uploads/2010/12/Year-2-Financial-Literacy-Curriculum-Overview.pdf	2017-11-21T22:49:50Z	crawl-data/CC-MAIN-2017-47/segments/1510934806438.11/warc/CC-MAIN-20171121223707-20171122003707-00636.warc.gz	151,453,992	2,596	eng_Latn	eng_Latn	0.998784	eng_Latn	0.998753	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2237, 4689, 7179, 9760, 12513, 12951 ]	[ 4.625 ]	1	2
POPULATION AS A VARIABLE OF SUSTAINABILITY The case of Karatu District in Tanzania By Lars Hagborg, Department of Cultural Anthropology and Ethnology, Uppsala University In the writing moment, the population of the world is estimated to include some 6,031,021,089 souls. And if the estimations that demographers make today are correct, we will be close to 9,300,000,000 at 2050. Already today hundreds of millions face chronic malnutrition. Thus, if the estimations come close to the real situation, then we have to ask ourselves a crucial question: will there be enough food in the future, enough water and enough energy? Is sustainability at all a possibility under these conditions? In this case study, we will review some theories concerning the causes and effects of population growth. We will also review the situation in Karatu district (Tanzania) in order to put some flesh to the theories. 1 WHY, WHERE AND 'WHAT TO DO'? ISSUES AND CONCERNS FOR A GROWTHING POPULATION These figures may seem to be telling enough. However, their true significance can only be appreciated if we (a) consider them in a historical perspective, and (b) look at the geographical distribution of the growth. HISTORICAL PERSPECTIVES ON POPULATION GROWTH The statistics in table 1 gives us an idea why the number 6,031,021,089 is not only a very big figure but also a big problem. Whereas, the population of the earth doubled during the first1650 years AD, the numbers have increased more than tenfold since then. How did this situation come about? And what does it entail for our attempts to achieve sustainable ways of life? Source: Todaro 1989 Boiled down, the general explanation goes like this: more or less all societies, who face economic and technological development, go through a similar transition in their demographic structure. Initially they experience both high rates of fertility and mortality. Developments in health care, agriculture etc. will then decrease the mortality while fertility remains high. Accordingly, growth rates will accelerate. After some time, people will adjust their reproductive behaviour, and a new balance is reached at lower levels of both mortality and fertility. Thus, increased rates of population growth are attributed to the time lag between lowered death- and birth rates. Within in this body of thought at least two reasons behind this lag can be identified: * Customs and practices change slower than the often rapid effects of the different means that are invented and introduced to improve health and reduce death rates. * Even when people begin to adjust their behaviour, the changed demographic structure will continue to generate population growth. Thus, even when people have begun to adjust to lower death rates, it will take two generations before the balance is reached. Historians have been prone to supply demographers with lots of examples that seem to complicate the relation between economic growth and decreased fertility. The over all trend is none the less clear: fertility will decrease in face of economic development. The growth itself is only one part of the problem. It is the distribution of the growth that makes 'population' a key issue today. GEOGRAPHIC DISTRIBUTION OF POPULATION GROWTH Two important things can be learned from a quick look at figure 1 (Todaro 1989190): * The dramatic increase in growth rates (and crude numbers) starts somewhere during the 1950s. * The bulk of this acceleration took (and takes) place in less developed countries. How can we account for the uneven changes in the demographic structures? It should be obvious that the theory of demographic transition is insufficient to explain the radical change. Accordingly, several reasons have been identified to explain why less developed countries have experienced such a dramatic increase in growth rates. First of all, it has been pointed out that knowledge and means to lower mortality emerged slowly in the west, thus allowing people time to adjust their behaviour step by step. When these means were rapidly introduced in less developed countries, the gap between death- and birth rates became bigger than in, for example, Europe during the 1900 th century. Table 1 A related circumstance is that initially, when new technology is introduced, even small investments have big effects. Finally, it is argued that the fertility rates are/were extraordinary high in less developed countries. This is exemplified by the fact that, during 1950s, the death rates in the less developed world more or less equalled death rates in Europe during the middle of the 1900 th century. The birth rate, however, was considerable higher (6.2 in less developed countries whereas it was less than 5 in Europe.) This is quite important. What could the reasons be for this difference? It is often suggested that western world had developed more or less conscious means to curb fertility, for example relatively high age of marriage and a fairly high rate of people that never married. Apparently, it is also assumed by many that fertility was always high in less developed countries. However, it would be a mistake to think that less developed countries 'traditionally' have favoured high fertility. In fact, there are some reasons to think that fertility increased as result colonialism and the following integration in different global systems. First of all, it is well documented that for example Christianity wiped out many local customs and beliefs that served to control fertility. It is also reasonable to assume that the high fertility rates in many parts of the less developed world in fact was a response to the drastic increase in death rates, due to new diseases etc., that was the initial mark that colonialism put on the demographic structures in the colonised territories. Another possible reason is that people in many areas were robbed of their traditional means of subsistence, for example land and livestock. In some areas, the only remaining means of survival was to sell the labour capacity of the family. Thus, more children meant more hands that could work. High fertility rates - the engine of accelerated population growth in poor countries - could thus be a result of 'modernity' rather than traditional survivals. EFFECTS OF POPULATION GROWTH As noticed above, it is possible to argue about the fundamental causes behind the rates of growth and its distribution. The fact that the bulk of the population lives in poor countries cannot be ignored however. Already today, most countries in, for example, Africa face tremendous problems in trying to provide even half of their populations with water. Malnutrition is common, and land degradation is becoming a severe problem in more and more areas. All this underpins conflicts and/or migration (which in turn all to often lead to conflicts as well). It is not surprising then the effects of population growth often (but not always) are cast in gloomy colours. Two strands of thought can be identified: * Malthusian theories that claim that population growth sooner or later will lead to environmental degradation, and eventually to increased mortality that will restore balance. * Theories in the line of Boserup that suggest that population growth spurs innovation and increased production. The problem with these competing interpretations is that it is difficult to prove them right or wrong with empirical evidence. Historical and contemporary evidence seem to support the optimistic view: the capacity to produce food has more than matched the growing number of humans. This is especially true in developed countries where the present population, who has tripled since 1870, is not only better fed than ever, but it is also fed by much smaller proportion of the population than 100 years ago. It is none the less quite possible for the Malthusian scholars to reply that the technological and scientific development has bought us some time, but sooner or later, misery will come. While we are waiting for the future to provide the evidence that will settle the dispute, we may move on to ponder possible ways to deal with the problem today. 6 WHAT TO DO In 1990 Dr King warned that birth rates in many poor countries did not decrease fast enough (if they decreased at all). In Dr. King's view a number of societies were approaching their Malthusian ceiling, the point where population growth leads to over-exploitation, mass starvation etc. Dr King made two suggestions: * Increased efforts to introduce family planning. * No new resources to public health in societies with too high growth rates. The second suggestion can crudely be translated into: It is better that some extra children die today, than to have many children facing total misery tomorrow. Understandably, the second suggestion caused a heated debate. A team of Swedish researches (Lithell et al) argued that increased child mortality (even if we did accept the moral implications of such a solution) is far from effective. Calculations on the population of Nigeria showed that if the child mortality rate was allowed to double, the result would only be that the doubling time of the population would increase from 22 to 28 years. In other words, that would not be a solution. Family planning is a means that can be shown to have a good impact on population growth. But how should family planning be disseminated to larger parts of the world's population? Education? Education is clearly one important variable, but the key question is: what is the precondition for family planning? Predictability. Families need to be able to predict the survival rates of their children, the expected quality of their own lives and -crucially important - to make predictions concerning the quality of the welfare system in their countries. If families cannot make reasonable and optimistic predictions of these things, then we are likely to continue to see reproductive behaviour that leads to 'demographic waste'. In the introduction we noted that some 15 000 babies are born every hour. The majority of these babies are born in more or less poor countries. Are their poverty a result of the rapid growth of their populations, or is the rapid growth a result of their poverty (and instability)? That is one of the more important questions of our times. Available evidence does not allow us to draw final conclusions, but we have suggested that rapid growth should be seen a function of poverty. In either case, people are not numbers in statistics but real people living real lives. In the next section we will turn to the reality in Karatu district in Tanzania LITERATURE Antonsson-Ogle, B. 1996. Nutrition, Agriculture and Health when resources are scarce. Uppsala University: Department of Nutrition. Livi-Bacci, M. 1997. A Concise History of World Population. Oxford: Blackwell. Todaro, M. 1989. Economic Development in the Third World. London: Longman. WHEAT, MACHINES AND MARKETS Social, political and economic aspects of population as a dependent variable of sustainable ways of life – the case of Karatu, Northern Tanzania Context of the study During the 1940s and 1950s a group of market oriented wheat farmers, of Iraqw origin, emerged in Karatu district. 1 These farmers employed a highly mechanised production, using tractors and harvest combines; some cultivated fields as big as 1000 acres. 2 On the other side of the social spectrum a class of dependent smallholders and land less squatters emerged. These constituted a pool of seasonal labours for the Iraqw wheat farmers and white settlers in the area. 3 Independence and the subsequent forceful implementation of the Ujamaa-policy (the "operation") changed this situation drastically. 4 All land holdings in the area, regardless of their size, were confiscated and redistributed. However, the Ujamaa-policy was implemented in great rush and, apparently, without sufficient support in the constitution. Thus, as the liberalisation began to gain momentum during the 1980s, a number of persons who had lost large land holdings during the "operation" reclaimed their land, or demanded compensation. The success of some of these court cases alarmed the political establishment. In order to avoid social upheaval and restore its creditability, the parliament passed a law (Regulation of Tenure Act, No 22 of 1992) that extinguished all claims to village land that refers to the time prior to the Ujamaa-policy. In the old days, of party-hegemony, this might have solved the problem, but the land act was challenged in the increasingly independent court system. In 1994 the land act was ruled unconstitutional and nullified by the High Court. Since then new cases have flooded primary- and district courts. The 11th of April 1996 a newspaper in Dar es Salaam boosted "Village land cases doomed". 5 After a visit in the Karatu area, the Chief Justice urged the courts not to consider more land 1 Throughout this paper "Karatu" will be used to designate Karatu district, and "Karatu town" to designate Karatu town. All other names of places and persons are fictional. 3 Raikes 1975a; Tibaijuka et. al 1993:4. 2 To be compared with the ordinary subsistence farm which cultivated1 - 2 acres, according to Raikes 1975b. 4 The forced resettlement of the rural population during the mid 1970s will hereafter be as the "operation". 5 The Guardian 1996-04-11. disputes relating to the redistribution of the "operation". 6 According to the Chief Justice the legal aspect of these conflicts was dead and the courts should not longer trouble those who had received land during the "operation" by continuing to process these cases. However, the result has been that the conflicts have been brutalised instead. 7 From Irqwar Da'aw to Karatu The people who live in Karatu migrated into the area some 70 or 80 years ago from a valley 70 kilometres south of Karatu called Irqwar Da'aw, widely acknowledged as the traditional heartland of the Iraqw people. It is unclear when then the first Iraqw settled there, but the valley seems to have been populated for at least 200 years. The high altitude and plentiful rainfall made it a favourable place for agriculture. Furthermore, the surrounding mountains and dense forests provided protection from the neighbouring nomadic peoples (the Datoga and Maasai). In conclusion, Irqwar Da'aw was safe both in terms of food security and security from military threats. Thus, the Iraqw continued to live there even when the population pressure began to be quite high. In response to the demographic pressure the Iraqw developed a very sophisticated form of intensive agriculture that has been admired by colonial and postcolonial observers for it's high level of sustainability. It is impossible to make accurate estimations of the population growth in Irqwar Da'aw during the pre-colonial and early colonial times. Winter and Molyneaux (1963) estimated that the population growth has been as high as 2.4 % for at least 100 years. This is a quite remarkable growth rate, even within the African context (remember that the growth rates for Africa as a whole did not 'take off' until the 1950s). Yet, when we want to explain local changes in agricultural practices, the growth rate in itself plays but a minor role. It is true that population pressure in Irqwar Da'aw, led to the development of a very intensified agriculture, where soil conservation played an important role. However, the decisive factor in this process was not the growth rate but the ecological and political factors that constrained their migration out of Irqwar Da'aw. It was a small pox epidemic at the end of the 19 th century, that weakened the Maasai people, and the presence of colonial law enforcement that weakened the constraints that confined the Iraqw in their valley. In the initial phase, the emigration was slow and based on the decisions 6 The Chief Justice referred to the fact that the Court of Appeal (the supreme court of Tanzania) had dismissed a case in which land, lost during the "operation", was claimed back (Civil Appeal No.19 of 1992); Ibid. of individual families. The Iraqw that settled in new areas reorganised their subsistence activities and put more emphasis on pastoral elements. This was, in turn, a function of the low population density and the low fertility of the soils in the early expansion areas. The big push out of Irqwar Da'aw was triggered by the colonial administration in a more direct way. The development program in the early 1950s more or less forced many farmers, who did not want to sell their livestock, to move to the Karatu area. When they came there, the transition to a world market oriented production of wheat was already under way. Four factors made this transition possible: * The very fertile volcanic soil in the northern part of Karatu. * The customary form of land distribution: in Iraqw society new comers in an area were granted rights to land by the first person (or his descendants) who had settled there: the kahamusmo. The plots that this person distributed could be very big, but due to the low level of technology and lack of markets it was usually impossible for a family to utilise the whole area received. They would, accordingly, in turn also give away land to other new comers until a fairly even distribution of all land in a given area was achieved. * The rules governing tenure for foreign settlers in Tanganyika. In difference to the other colonies, Tanganyika was protectorate under the United Nations, governed by United Kingdom. Tanganyika's status as a protectorate put restrictions on alienation of native land to foreign settlers, both in terms of the size of the fields and the time of the leases. On the other hand, the settlers had easy access to credit to buy tractors and other capital inputs In short, this meant that the foreign settlers close to Karatu was over-capitalised, whereas many of the Iraqw farmers had far more land than they could cultivate. This structural relation between settlers and indigenous farmers opened the way to a co-operation where the settlers used their surplus machinery to cultivate the land of the Iraqw farmers, and then they shared the profit. After some years some of the farmers had accumulated enough profit to buy their own tractors and harvest combines. * The link to the world market: even more crucial than the access to machinery was access to the world market through the colonial economy. The Second World War that led to a drastic increase in the demand of wheat fuelled the indigenous wheat production. 7 Consult URT 1994 and Tibaijuka et al 1993 for a review on the history and nature of land tenure and disputes in Tanzania When these four factors came together it provided the first comers in the area with the possibility to create the most efficient production of wheat in Tanzania. However, the mechanised cultivation had suddenly made it possible for the 'first' farmers to actually cultivate the vast areas that they had received from the kahamusmo. Accordingly there was no rationale for giving away land to those who came later. This new situation effectively denied lots of other families access to good farm land, and a class of land less labourers emerged. 8 It is true, that the high rate of population growth among the Iraqw provided the members of this class. But they did not become land less as a result of population growth itself, but because of the specific socio-economic context. This situation changed drastically during the 'operation' in the 1970s. All land was pooled together and redistributed on equal basis. Now every family, even those marginal families that would have had difficulties in any other situation, gained access to land. However, the fragmentation of land holdings wiped out the efficient mechanised wheat cultivation. The food production was once again organised on the basis of household subsistence. As noted earlier, changes in the international balance of power during the 1980s forced Tanzania to implement political and economic changes that made it possible for farmers that lost land during the operation to claim it back through the courts. Even though almost no one actually has managed to regain control over lost land, the disputes in themselves have created lots of social tension. The mistrust and resulting uncertainty provide farmer with poor incentives to invest time, money and space in actions to protect the long-term quality of their environment. A number of development projects in the area have tried to implement measures (for example tree planting) to protect the environment on the village level. In spite of 'participation', bottom up approaches and gender concerns, most - but not all - of these projects have had poor results. Why? Because villagers in conflict are not likely to sit down together under the acacia tree and reach a shared understanding on the nature of shared problems. Nor are they likely to 'pull together' in order to solve them. The problems are local, but local solutions are not possible because the problems are structured on the national and international level, that is beyond the borders of the local community. 8 Some of the land less farmers were land by choice, i.e. they preferred life at the estates over life as a farmer. The contemporary situation in Karatu is accordingly characterised by two things: i) land disputes caused by the 'operation'; and ii) environmental deterioration. Again it is possible to outline a very complex web of causes and effects. People are more prone to 'fight' over land because it has become such a scarce resource in the area. The scarcity is of course caused by the continuos increase of population in the area. This increase, in turn, is caused by at least two reasons: a) the fertile soil that makes it possible to extract enough food from rather small fields (it is quite possible for a family of six persons to subside on a field not bigger than 2 acres); and b) in order to find new land one has to move a rather long distance (some 200 km). In Tanzania that kind of distance usually means that you become disconnected from the social networks that you need to get through the ordinary difficulties of day to day life. Thus, people stay in Karatu, and this leads to environmental deterioration. More people need to find water, firewood, building material and so forth from basically the same area. This leads to social tension, which fuels the existing conflicts… and the wheel continues to roll. In conclusion, sustainability is not a matter of awareness but of social, political and economic relations. TOPICS FOR DISCUSSION Provocative introduction There can be no doubt that population, in terms, of numbers is an important variable in the Karatu equation. It is equally important to note that it is a variable that is dependent on a wide range of other variables. It is crucial to note that many of the factors that have played major roles in shaping the social and ecological landscape of Karatu, have their source far away from local scene. During the 1940s and 1950, the migration to Karatu and the emergence of the successful wheat cultivation were conditioned by the colonial context. The land less dwellers in Karatu during the 1960s were not land less because of lack of land, but because they were denied access to land. Today, the area experiences environmental deterioration because it is difficult for people to move to areas where land is available. In other words, the local actors lack the capacity to deal with some of the real problems that effects their lives. Maybe this goes for the population problem even when we move to the level of nations and continents. Less developed countries experience a myriad of problems; many of these problems are internal, but it can not be denied that the magnitude of the problems depends on the international relations in which these countries are embedded. It is true that it is a problem that 80% of the population growth takes place in less developed countries, but is it the problem? Granted that the richest quarter of the world consumes 80% of the resources, then - in terms of resource use - every new-born child in the developed world represents 16 children in the less developed parts of the world. If we then acknowledge that most demographers agree that population growth will decline, sooner or later, in the face economic development, is it then reasonable to suggest that the population problem should be solved by letting death rates increase among the poor? 9 Problems and dilemmas It is sometimes said that the difference between a problem and a dilemma is that there is a solution to a problem, but only more or less imperfect ways of dealing with a dilemma. Lots of time and effort can be lost while trying to find the solution to dilemma. It is therefore of importance to learn how to identify the problems and dilemmas. 1. One common type of dilemma is a conflict between different principles or perspectives. For example, attempts to achieve ecological sustainability may undermine economic sustainability. Draw from the case study and your own experiences to formulate different dilemmas of this kind. 2. In many cases we may find that perceived 'conflicts of perspectives' are in fact a result of our lack of understanding of the relations between the different perspectives. Review the dilemmas, identified in question 1, and discuss to what extent they are real or apparent dilemmas. 3. In some cases, however, the dilemmas are real; principles and conflicts are truly in conflict with each other. How should we, for example, deal with a situation in which the ecological and ethical perspectives are in real conflict? Can any of the perspectives be viewed as more fundamental than the others? 4. In the case study it is stated that, "sustainability is not a matter of awareness but of social, political and economic relations." A number of arguments can be put for and against this proposition. Use, for example, ethical and ecological perspectives to analyse the proposition. 5. In your mind, what is the basic problem and the basic dilemma related to 'population and sustainable development'? What would you do? i) You are the father or the mother in a household with three young children in a village close to Karatu. You have about three acres of land that is enough for the subsistence of the family, but it will not be enough for the children when they reach the age of marriage. Still even children that move away, for example to the regional capital, can provide for you when you become old. How would you organise the future of your family in order to gain maximum security (in terms of subsistence)? Given that a lower rate of population growth is something worth striving for, what would you need (in terms of information, social security etc) in order to use family planing methods to control the growth of your family? 9 Cf. The Dr. King- debate on how to deal with the population trap (introduction). ii) What kinds plans and projects would you try to implement if you were a development officer in (a) Karatu district, (b) Dar es Salaam (the capital of Tanzania, i.e. if you were a development officer on the national level, or (c) Someone formulating strategies for the World Bank? What would be the strengths and weaknesses of each position? In what position would you be able to do most ? iii) If you were exactly the one who you are? What can you do? What do you do? Is it enough? 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St. Mary, Mother of the Church Parish Fishkill, New York Religious Education Program PARENT HANDBOOK Revised – Sept, 2017 "Blessed are those who hear the Word of God and keep it!" INTRODUCTION "Let us walk in the light of the Lord!" Isaiah 2:5 Religious Education is the process of communicating the beliefs, values, and practices which make people Catholic Christians. It is the work of handing on, from one generation to the next, the faith that has come down to us from Jesus and the apostles and the way of life to which that faith calls us. The goal of Religious Education is: - To teach students what a Catholic believes and how a Catholic lives in response to that message; - To encourage continued religious development and ongoing religious education throughout one's lifetime. - To encourage involvement in the life of the parish, .e. in worship, community and service; Priest: "You have asked to have your child baptized. In doing so you are accepting the responsibility of training him/her in the practice of the faith. It will be your duty to bring him/her up to keep God's commandments as Christ taught us, by loving God and our neighbor. Do you clearly understand what you are undertaking?" Parents: "We do." Rite of Baptism Parents are the first and foremost educators of their children. They teach informally but powerfully by example and instruction. They communicate Catholic Christian values and attitudes by: - Showing love for Jesus and the Church and each other. - Fostering justice and love in all their relationships. - Reverently receiving the Eucharist and living in its spirit. - Being actively involved in their parish community. - Praying frequently and spontaneously. - Seeking opportunities to serve others. In this way parents make meaningful their professions of belief and nurture faith in their children by showing them the richness and beauty of lived faith. Excerpt from the National Catechetical Directory (N.C.D.#212) Essential to a child's growth and development in the Catholic faith is the life of faith lived at home. The Religious Education Program is designed to assist parents in their sacred responsibility to educate their children in the faith. It complements the foundational education in faith being given by the parents. It furthers the child's growth in faith by giving specific religious instruction which builds upon and reinforces the positive faith development fostered by the parents. On entering the parish religious education program, the child begins to study in a community much wider than the family. THE PRINCIPLE GOAL OF ST. MARY'S RELIGIOUS EDUCATION PROGRAM IS TO SUPPORT, ASSIST AND ENCOURAGE PARENTS IN THEIR ROLE AS THE PRIMARY CATHOLIC CHRISTIAN EDUCATORS OF THEIR CHILDREN. IT IS IN THE FAMILY, THROUGH THEIR PARENTS' WORDS AND EXAMPLES THAT CHILDREN LEARN ABOUT GOD. THUS, PARENTAL PARTICIPATION IS THE FOUNDATION ON WHICH PARISH CATECHESIS IS BUILT AND IS NECESSARY AND EXPECTED THROUGHOUT EACH CHILD'S ENROLLMENT IN THE PROGRAM. THE PARISH RELIGIOUS EDUCATION PROGRAM Since Vatican Council II, the responsibility of providing a comprehensive, integrated and total approach to Religious Education in the parish is shared by the Pastor and the parochial staff. ALL STUDENTS ARE EXPECTED TO COMPLETE GRADES K THROUGH 8. The Kindergarten through eighth grade program available at St. Mary's gives the student an opportunity for a systematic, foundational presentation of the faith and the benefit of a variety of teaching and learning styles through the different catechists and classmates they encounter. Classes meet weekly for thirty (30) weeks each year (mid-September until mid-May) and are 90 minutes in length. In addition, the Archdiocesan requirement for 5 hours of Family Catechesis is offered in a variety of formats. It is the policy of the Archdiocese of New York that the parish hires a certified Director of Religious Education, who, under the authority of the Pastor and along with the parish catechetical staff and/or the parish education committee, establish policies and make decisions concerning the administration of the Religious Education Program. Mrs. Katherine Hamilton, St. Mary's Religious Education Director, holds a Masters Degree in Religious Education and Youth Ministry and has been certified and re-certified every five years, by the Archdiocese of New York as a Director of Religious Education. Sr. Jean Tavin, the Program Coordinator, holds a Masters Degree in Elementary Education, is certified by the State of New York and has an extensive background in Catholic Education, Religious Education and Parish Ministry. Ms. Connie Puswald, the program secretary, holds a Bachelors Degree in Communication and Archdiocesan Level I & II Catechist Certification. The men and women who volunteer to teach in our parish Religious Education Program are known as catechists. Catechists are expected to participate in a variety of teaching and learning programs which are provided both by the parish and by the archdiocese. All the program catechists volunteer their time, talents and energies to this ministry. Any parish members interested in entering this catechetical ministry are invited to do so by calling the Religious Education Office or the Rectory. Catechists must agree to submit to a background check, attend a Safer Spaces seminar, provide references, and follow the topics listed in the Archdiocesan Curriculum Guidelines when presenting their classes. Catechists are encouraged and expected to attend the educational, spiritual, and methodological courses of the Catechist Formation Program which leads to certification by the Archdiocese. Resources and educational opportunities are also provided on the parish level. Attendance - Students are expected to attend all scheduled classes. - When a student is absent, the office should be contacted by the parent or legal guardian explaining the reason for the absence. - Every attempt should be made to communicate with the child's Catechist. - It is the responsibility of the student and parent(s) to make up the work missed. If a child is absent, the parent should contact the catechist so that the missed lesson can be completed at home. If a parent expects a student to miss a number of classes, the office should be contacted to make arrangements for the assignments to be completed at home. Failure to do so may result in the student receiving a failing final grade. - Missing three classes per semester is considered frequent absences. - Excessive absence will result in the repeat of the year's material or attendance in our summer remedial program to make up work. Excessive absence is attending less than 75% of scheduled classes. (For example, 6 absences of 30 scheduled classes is excessive.) Please note: Because we don't generally schedule make-up classes, the number of scheduled classes may change due to occurrences such as cancellation due to inclement weather. This may happen later in the school year. In such a case, it is possible for a student with frequent or borderline excessive absences earlier in the year to become excessively absent without missing another class. - Students are expected to be on time for class in order to attend the full class period each week. - "The Archdiocesan recommended method of dismissal is to have the parent come to the classroom where the children are waiting under the care of the catechist." Therefore, parents are asked to wait in the school lobby until the dismissal bell rings, at which time they are asked to proceed to and wait, if necessary, outside the classroom door. Transportation providers must PRINT and SIGN their name on the sign-out sheet for each student before they may be dismissed by the catechist. - Any behavior which can cause harm to self or another student such as hitting, kicking, pushing, throwing objects or possession of any items that can cause harm to self or others is strictly prohibited. Also, use of profane, intimidating, harassing, insulting or disturbing language or actions are similarly prohibited. Students must understand that engagement in any such behavior or possession of such items will result in immediate removal from class and parent notification. - St. Mary's Parish Religious Education Program reserves the right to remove a student from the group session: if it is believed that the student would benefit significantly from an individual or a smaller group situation, if the student's behavior is seriously inhibiting the learning of others in the group as a disciplinary measure for serious and persistent disruptive behavior - Mass attendance is central to our Catholic Faith. It is the Source and Summit of our faith as Catholics. Regular Mass attendance is expected of all children in our Religious Education Program. BEHAVIORAL ISSUES: We seek to have a cooperative learning environment for ALL of our children to learn and grow in their Catholic faith and religious knowledge. Disruptive behavior impacts an entire class. Our catechists are volunteers with varying levels of expertise in classroom management. - Catechists will establish classroom norms and communicate them with their students. - Behavior issues will be promptly addressed. Children who are unable to participate in a cooperative fashion will be sent by the catechist to the Director/Coordinator for assessment. - Parents will be notified when disruptive behaviors are unable to be managed in our environment. - Parent participation is welcome when children have special behavioral concerns that cannot be managed in the classroom. ELECTONICS: Electronic devices (ie phones / games etc.) represent a challenge for classroom management. - Unless phones are being used as part of a classroom activity they are to be turned off and out of sight the entire time the students are in the building. - The catechist has the right to confiscate phones / games if they are visible and being used inappropriately. - The catechist will return them at the end of the session to the parent who is signing the student out. - Electronic games have no place in the classroom and should be left at home along with any items that would be distracting in a learning environment. FAMILY CATECHESIS: In order to support parents in their role of First Teachers of the Faith the Archdiocese of NY has instituted a requirement of all Catechetical Programs to provide Family Catechesis in multiple formats. This requirement stipulates that Families participate in 5 hours of Family Catechesis in addition to the classroom experience. We offer Family Catechesis in a flexible format with multiple options to meet this requirement. - See Passport to Faith Brochure for our annual selections. - Attendance is taken at each event. - Attendance at 'Adult Only' Formation offerings will count as one credit for the entire family. - Pre-registration and small fees for certain events may be required as space is limited and specialized supplies or guest speakers are often provided. PARENTAL INVOLVEMENT IS ESSENTIAL AT ALL GRADE LEVELS. - Each week, Parents Are Expected to read and review the material covered in class and discuss it with their child prior to the next class. - Each year, there will be multiple opportunities for Adult Formation, Family Formation and Liturgical celebrations as part of our Family Passport to Faith. Participation in 5 is the minimum requirement for each child/family. (Parents who attend the Adult only sessions receive credit for all of the children in our program) - And, each year, since all teaching of the Catholic faith is meant to bear fruit in a person's Christian life, parents are encouraged to involve their child(ren) in parish activities and service. - Celebration of Sunday Liturgy (Mass) is the primary expression of this membership. Therefore, any child enrolled in the Religious Education Program is required to attend Mass regularly with their family. - One of the goals of Religious Education is to teach students to assume active membership in the Church. Children are encouraged to join the choir and serve at the altar as altar servers when they become of age. PREPAREDNESS: - All students will be given a book or a weekly reader as part of their class supplies. - The book is necessary for every class session. If the book does not come 2 weeks in a row it will be assumed that it is lost and there is a $20 replacement fee. - Pencils and other supplies are provided by the program. PROGRESS REPORTS AND TESTING: - Progress Reports will be distributed twice a year in midyear and at the conclusion of the session. - The Archdiocese of NY encourages us to give quizzes and grade level assessments regularly in the classroom to ascertain students understanding and processing of the materials. o Parents will receive copies of all tests/ quizzes given and are asked to review them with their children for reinforcement. o Parents of children with special needs that would impact assessing are asked to be in communication at all times with the catechist and offer appropriate assistance in modifying assessment tools. REGISTRATION: All parents should call the Religious Education Office at 896-6430, in early spring of the year their child enters Kindergarten or First Grade, to arrange for enrollment in the program. Thereafter, parents of students are asked to reregister their children when re-registration begins in the spring. - To register a child in the Religious Education Program, a family must be registered in St. Mary's Parish. - Each child must be registered in the program by a parent or legal guardian prior to attending classes. Legal guardians must provide proper court documentation at registration. - A Baptismal Certificate must be presented at the time of registration. - Custodial parents must supply the Director with a copy of the court decree regarding custody, including the rights of the non-custodial parent. All information will be held in the strictest confidence. - All students are expected to complete grade levels one through eight. We do offer Kindergarten on several afternoons as well. Studies show that the younger a child is when he/she enters Religious Education, the more receptive they are to the concepts as they grow. - Students who have missed any grade will be expected to attend that grade or make-up the work missed in our catch up classes. Arrangements to do so must be discussed and agreed upon with the DRE prior to implementation. - If a child has a disability or a special need, it is very important that parents notify the Director at the time of registration, so that together they can plan a program of study in which the child's needs may be adequately met. - A child who transfers from one Religious Education Program to another is required to bring a transcript from the previous parish in order to be properly placed in a grade level for which they are best suited. - Each year, students will be given an emergency contact form will need to be filled out, signed, and returned by the parent to the religious education office. Throughout the school year, parents are expected to update the religious education office immediately upon any changes to the information contained on the emergency record sheet. - In a serious emergency, attempts to contact parents will be made in the following order: home phone; parental cell phones; parental work phones; emergency contact. In most other cases, attempts to contact parents will be limited to home and cell phone numbers. - In addition, each family is requested to have a Media Release form on file so that we have permission to complete certain class and sacramental projects that require display of photographs or names. Occasionally we will publicize student work on the parish website or in the parish bulletin. - Fees: The current fee for the Religious Education Program is $165 per child / $225.00 for 2 or more children in the same family. All fees are due at the time of registration. We offer a parishioner rebate of $50 for families who have used 40 or more envelopes at weekly mass. A Parishioner Rebate form is available to apply for the rebate. (Sacramental Program Fees and special materials may be required at certain grade levels.) There is a $25.00 Late fee after July 1 st of each calendar year for the coming school year. Once registered, classes may be refunded less the $25.00 Registration fee. There are no refunds once our classes have begun in September. There may be additional fees for Sacrament Years and Resource Books in certain grades. INCLEMENT WEATHER: - St. Mary's Religious Education Program follows the Wappingers Central School District regarding inclement weather. THIS IS ONLY FOR weather related closings. If the Wappingers schools close because of poor weather conditions, then our classes for that day are cancelled even if the weather conditions improve during the day. If the Wappingers schools close early because of poor weather conditions, then our classes for that day are cancelled. If snowy or icy conditions begin in the afternoon: Cancellation of our classes will be announced via email or posted on www.cancellations.com Make-up classes - To compensate for class time missed due to inclement weather, parents will be notified by individual classroom catechists of lessons to be completed at home. These lessons will necessitate parental involvement and supervision, include assignments to be submitted or discussed in subsequent classes, and impact student's grade and/ or grade level completion. PLEASE DO NOT CALL THE RELIGIOUS EDUCATION OFFICE TO SEE IF CLASSES ARE CANCELLED. Finally, always follow your judgement concerning the conditions for driving. If classes are not cancelled but you believe the weather conditions in your area are unsafe for you to transport your child to classes, please stay at home. Call your child's catechist sometime before or after class so that you may complete that day's activities and assignments with your child at home. TRANSPORTATION: Fire code regulations forbid parking along either side of the drive toward the school, in front of the school or around the circle. Please be certain that anyone who may be responsible for transporting your child to or from class knows not to park along the drive or around the circle. The drive to the school and around the circle is one way, from the lower parking area toward the upper parking lot. In order to establish a safe environment for all students enrolled in the program, it is essential that: - No child be left more than ten minutes before or picked up ten minutes after their scheduled class time. In the event of an emergency please call 845-896-6430 to contact Religious Ed Staff on the premises. The parish cannot guarantee supervision beyond these times. - Transportation providers must park in the upper parking area, use the front lobby doors and drop students off in the gym. - At dismissal time, transportation providers must park in the upper parking area and wait in the school lobby for students to be dismissed. Parents can then sign their children out at the classroom. - No student may be brought to class or dismissed to anyone not of legal age or responsibility, unless specific arrangements have been made with the RE Office staff by the student's parent or legal guardian. - There are NO early dismissals permitted during the last 15 minutes of class time. If a child must be released from class early, parents/guardians are asked to submit a signed letter to the re office indicating the reason, the date and time their child is to be released, and the name of the person picking the child up at the beginning of the class session. Upon arrival, the designated person must notify the office staff of their arrival and the child(ren) will be brought to the school lobby by an office staff member. - Please make every effort to prevent the need for early dismissal from class. Taking your child early disrupts the student's learning process. In addition, it disrupts the flow of the class for the teacher. Multiple early dismissals will result in the need to make up classes. CURRICULUM The Archdiocese of New York has published Guidelines for Catechesis which ensures a clear and uniform presentation of the faith for each grade level (1-8). These Guidelines are implemented in all parish Religious Education Programs and parochial schools throughout the Archdiocese. Through the use of the Guidelines, all children of St. Mary's Parish and their families are invited and encouraged to grow in faith, in their ability to pray, in their appreciation for the sacraments and in their awareness of themselves as vital members of the community of faith. The following are the themes and objectives as stated in the Guidelines. Grade 1 - God is our Father who loves us. Jesus is the Son of God who tells us about our Father. The Holy Spirit helps us to be holy. Objective: To develop an awareness of God who gives life and grace to us, the wonders of creation and the promise of eternal life. Grade 2 - Jesus comes to nourish and strengthen the God-life, grace, within us. Objective: To present Jesus as the model of Christian Living. Grade 3 - Jesus continues His Life and work through His Church. Objective: To deepen the child's understanding of the Church and to help the child experience the Church as Christ Grade 4 - As God's people, we are called to live as Jesus did, choosing a life of love, characterized by obedience to God and service to others. Objective: To help the children form their consciences according to the teachings of the Catholic Church, and to learn the basis of Christian morality especially as taught in the Old and New testaments. Grade 5 - Through the Sacraments, the Church celebrates the life giving signs of Christ's saving action in our lives. Objective: To help the child become a conscious and active member of the Church through an appreciation and celebration of its sacramental life, and to experience and understand the rites of the Sacraments. Grade 6 - God's saving actions are found throughout history. The Bible, written under the inspiration of the Holy Spirit, records God's plan of salvation. Objective: To understand the Old Testament as the revelation of God in the history of a people, a revelation fulfilled in the New Testament. Grade 7 - The growth and change experienced during adolescence are the unfolding of God's plan for our development as fully Christian persons. Objective: To develop in the young adolescent a sense of self-worth and self-respect nurtured and strengthened by a knowledge of God's love. To acquaint the young adolescent with an understanding of the virtues necessary for a life of goodness and faith. The gospels reveal Jesus as the Savior and Risen Lord who calls us to advance the Kingdom of God through discipleship. Objective: To broaden the young adolescent's understanding of the Gospels through a study of their formation, themes, message, and literary aspects. To help the young adolescent grow in a personal relationship with Jesus by encountering Him in the Gospels and learning to live His message. The mystery of Christ continues in the Church through the Sacraments which are visible signs of the love and saving action of Jesus. Objective: To help the young adolescent understand, appreciate, and celebrate the continuing presence and saving action of Jesus in the Church. To lead the young adolescent to a full and active participation in the sacramental life of the Church. Sexuality is a gift from God. It embraces psychological, spiritual and physical characteristics of men and women. We human beings need to integrate our sexuality into our total personality in order to develop into the persons God has called us to be. Objective: To help the young adolescent appreciate the gift of sexuality. To assist the young adolescent in developing correct and positive attitudes concerning sexuality. To clarify for the young adolescent how the gift of sexuality can be misused. Grade 8 - Developing relationships with others and God is essential to becoming our true selves. Objective: To help the young adolescent understand the elements which are essential to developing positive relationships. To help the young adolescent understand that true community is built on honest, loving, and respectful relationships. Jesus' life and mission continue through the Church, the community of believers called by God and empowered by the Spirit to be the sign of the Kingdom of God Objective: To deepen the young adolescent's knowledge of the history of the Church. To lead the young adolescent to a fuller participation in the life and mission of the Church. Through our relationship with Jesus, we grow in an ever-deepening awareness of who God is, who we are, and particularly how God calls us to live. Catholic Christian morality gives direction to our response to God's call. Objective: To help the young adolescent grow in an understanding of the moral responsibilities arising from one's relationship with Jesus. To help the young adolescent understand what conscience is and how to form his or her conscience according to the Catholic faith. To help the young adolescent learn basic concepts of morality and develop skills for moral decision making. To enable the young adolescent to recognize the role of the Spirit and the witness and guidance of the Catholic Christian community in moral living. Prayer is an expression of our awareness of and response to God's presence, love, goodness, and saving power. Objective: To assist the young adolescent to grow in a desire for and appreciation of prayer as essential to the Christian life. To help the young adolescent, through the presentation and experience of a variety of prayer forms, to develop the ability to pray. These Guidelines are designed so that the curriculum of each grade level builds upon that of the year before. More detailed grade level curriculum can be obtained by contacting your child's catechist or the DRE. Particular requirements concerning homework and testing will be determined by individual catechists. Catechists are expected to notify parents of any such requirements. However, when picking up students at the end of class, parents should regularly check with the catechist to see how their child is progressing and if any assignments are due or outstanding. CREATING A SAFE ENVIRONMENT FOR CATECHESIS Our Catholic tradition has always affirmed the dignity of the human person as created in the image and likeness of God. Every person with whom we come in contact deserves to be seen by us with the eyes of God. We know that ministry with children and youth, in particular, is a sacred trust. St. Mary, Mother of the Church Parish is committed to preserve, at all times and in all places, this sacred trust which is rooted in our faith in Jesus Christ. In 2002, the Bishops of the United States approved The Charter for the Protection of Children and Young People, in an effort to protect children and youth from sexual abuse at all levels of church life and to restore trust in a Church scarred by the scandal of clergy sexual abuse. Article 12 of the charter directs all dioceses to create programs and processes to teach children and youth about sexual abuse and its prevention. In the Archdiocese of New York, this training will be integrated into the religious education curriculum each year in all schools and parish religious education programs. The following sexual abuse awareness elements are being integrated into the religious education program curriculum. In order to keep our children safe, we need the continued support and interest of our parents. Curriculum for Catechesis with Safe Environment Topics Pre-K; K; Grade 1 The Good Shepherd wants to keep us safe from harm. The "wolf in sheep's clothing" wants to get close to hurt us. Jesus wants us to be safe. God made us special and sacred. Part of our body is always covered because this part is special and sacred. This part is the part covered by our bathing suit. Only certain very good people should see or touch this part of our body, and then, they only see and touch us to help keep us clean and healthy. These very good people are usually our parents or caregivers, and a doctor or nurse. When these people see or touch us in the part covered by a bathing suit, they do so only when it is necessary to help us. If we do not need help, we say, "No, thank you; I don't need your help." Other people should never see or touch this part of our body because it is a special and sacred part of us. We are special and sacred. Jesus wants us to be safe and happy. If someone tries to get close to see or touch this special and sacred part of your body, you should: 1. Tell a good adult 2. Tell another good adult 3. Keep telling good adults until you get help and are safe from the "wolf in sheep's clothing". Curriculum for Catechesis with Safe Environment Topics Grades 2 through 5 The Sacrament of Reconciliation (grades 2;3;5) / Study of Morality (grade 4) God loves us and created us for happiness. God's commandments are the way to happiness. Primacy of the first commandment: The authority, wisdom, and goodness of a God of love who created us for happiness. Fourth commandment: obedience to human authority - requirement that human authority be honorable - obligation of all humans to obey God's standards - the moral obligation to disobey human authority that violates God's standards Fifth, Sixth, Ninth commandments: God made us special and sacred. Part of our body is always covered because this part is special and sacred. This part is the part covered by our bathing suit. Only certain very good people should see or touch this part of our body, and then, they only see and touch us to help keep us clean and healthy. These very good people are usually our parents or caregivers, and a doctor or nurse. When these people see or touch us in the part covered by a bathing suit, they do so only when it is necessary to help us. If we do not need help, we say, "No, thank you; I don't need your help." Other people should never see or touch this part of our body because it is a special and sacred part of us. We are special and sacred. We honor, respect, and care for ourselves and other people should honor, respect, and care for us. What to do when a person of authority/power wants you to violate standards of goodness and safety: o Tell a trustworthy adult o Tell another trustworthy adult o Keep telling trustworthy adults until you get help and are safe from harm. Curriculum for Catechesis with Safe Environment Topics Grades 6 through 8 The Study of Scripture (grade 6) Adam and Eve: Original Sin Refusal to obey the God of love who created us for happiness Trusting the stranger who pretended to be concerned, to care. Personal Growth / Sexuality / Sacrament of Reconciliation (grade 7) Relationships and Morality (grade 8) We are social beings and we have been created for relationships. Our need for relationships should never be a reason to permit our own dignity to be compromised. At the same time, we should always relate to others in a way that recognizes their human dignity. Sacrament of Reconciliation God loves us and created us for happiness. God's commandments are the way to happiness. Primacy of the first commandment: The authority, wisdom, and goodness of a God of love who created us for happiness. Fourth commandment: obedience to human authority - obligation of all humans to obey God's standards - requirement that human authority be honorable - the moral obligation to disobey human authority that violates God's standards What to do when a person of authority/power wants you to violate standards of goodness and safety: o Tell a trustworthy adult o Tell another trustworthy adult o Keep telling trustworthy adults until you get help and are safe from harm. Fifth, Sixth, Ninth commandments: God made us special and sacred. Part of our body is always covered because this part is special and sacred. This part is the part covered by our bathing suit. Only certain very good people should see or touch this part of our body, and then, they only see and touch us to help keep us clean and healthy. These very good people are usually our parents or caregivers, and a doctor or nurse. When these people see or touch us in the part covered by a bathing suit, they do so only when it is necessary to help us. If we do not need help, we say, "No, thank you; I don't need your help." Other people should never see or touch this part of our body because it is a special and sacred part of us. We are special and sacred. We honor, respect, and care for ourselves and other people should honor, respect, and care for us. How we can be deceived: 1. A person appears to be good. 2. A person who offers us something we like or want. 3. A person who plays with our feelings. 4. A person who wants to be alone with us. 5. A person who wants to see or touch the bathing suit area of our body 6. A person who wants to hide the truth. (eighth commandment - grades 4 & 5) 7. A person who forces us to make promises or threatens us. SACRAMENT PREPARATION Sacraments are celebrations of the Parish Community, thus preparation for the Sacraments occurs at the parish level and not in the classroom. The classroom is where the knowledge of our faith is imparted and reinforced. It is essential for a family faith life to be nourished in order that the Sacramental lives of children can flourish. Christian initiation is celebrated in Baptism, Confirmation and Eucharist. Through these visible actions a person is incorporated into the church and shares its mission in the world. Full initiation into the Church occurs by stages. When we have been weakened by sin, we are healed and strengthened through the Sacrament of Reconciliation. Excerpt from N.C.D. #115,123 Requirements for the reception of First Reconciliation, Eucharist and Confirmation are determined by Canon Law. 1) age of reason 2) proper knowledge of sacraments 3) emotional and spiritual preparation 4) approval by parent and Pastor. Meetings are scheduled to help parents grow in their understanding and appreciation of sacraments. These meetings are designed to assist parents in their efforts to prepare their children to receive sacraments. FIRST RECONCILIATION AND HOLY EUCHARIST In as much as the sacraments require lifelong participation and study, two consecutive years of formal religious education are essential for the reception of First Reconciliation and Holy Eucharist. Students who have attended Grades 1 and 2 in either St. Mary's School or Parish Religious Education Program are eligible to receive the Sacraments of Reconciliation and Eucharist for the first time. Preparation will include: Family Retreats, Parent Sessions, Practices and include special materials provided in the classroom. Catechesis for the Sacrament of Reconciliation is to precede First Communion and must be kept distinct by a clear and unhurried separation. The Sacrament of Reconciliation normally should be celebrated prior to the reception of First Communion. N.C.D. #126 CONFIRMATION As a Sacrament of Initiation, Confirmation is intimately related to Baptism and the Eucharist. Confirmation renews and strengthens the Christian's baptismal call to bear witness to Christ before the world and work eagerly for the building up of His body. N.C.D. #118 The formation program of catechesis for Confirmation includes but is not limited to: Regular attendance at Mass Service Experience period of instruction, Saint Report retreat experience willingness for continued growth in understanding and knowledge of their faith PARENTS SHOULD BE AWARE THAT THE RESPONSIBILITY THEY FREELY ACCEPTED AT THEIR CHILD'S BAPTISM TO TRAIN THAT CHILD IN THE FAITH DOES NOT END WITH CONFIRMATION. Students who have not attended grades 1 through 6 in St. Mary's Religious Education Program must submit transcripts from the program where they attended any or all of those classes before they can be presented as candidates for the sacraments of Confirmation. Students who transfer in to our program in 6 th grade will receive the Sacrament of Confirmation in 8 th Grade. We will not accept transfers in grade 7 unless a family has had a physical change of address during the past year. As primary educators of their children, parents along with sponsors, are to be intimately involved in the catechesis for Confirmation. It is the role of the parent, along with the Pastor, to present the child for Confirmation to the Bishop. Parents, because they already hold the primary position of responsibility for the faith development of their child, cannot be sponsors It is the role of the sponsor to represent the faith community. In keeping with the Code of Canon Law and the Archdiocese of N.Y., a sponsor must be a confirmed practicing Catholic who has completed his/her fourteenth year. It is desirable that a baptismal sponsor (godparent) be the sponsor for Confirmation since the responsibilities undertaken by the sponsor at Confirmation are a continuation and development of the sponsor's promises made at the candidate's Baptism. (Canon 893) A Confirmation sponsor need not be of the same sex as the candidate. However, if two sponsors are chosen, one must be female and the other, male. Sponsors are to be chosen by the confirmand and his or her parents/guardians. Care is to be taken that the person chosen is qualified to represent the Catholic faith community. Questions regarding the suitability of sponsors should be discussed in consultation with the pastor. TO BE A CATHOLIC PARENT MEANS TO NURTURE THE FAITH IN THE CHILD AND SHARE IT IN THE FAMILY. THROUGH THE WITNESS OF AN ACTIVE, CONSCIOUS FAITH, PARENTS RESPOND TO THE CALL OF GOD TO ENRICH THEMSELVES AND THEIR CHILDREN. THEY WALK WITH THEIR CHILDREN UNDER THE GUIDANCE OF THE HOLY SPIRIT, WHO DIRECTS THE GROWTH OF EACH "IN WISDOM, AGE, AND GRACE". We particularly wish to thank the parents who, week after week, month after month, in good weather and in bad, cooperate with us by parking in designated parking spaces and walking their children to and from class, cheerfully reinforce the classroom curriculum with their children and participate with their children in Family Faith Formation and the liturgical life of the parish. Together, we partner to give the children of St. Mary's Parish the safest possible environment to grow in faith. _____________________________________ Katherine Hamilton, DRE ____________________________________ Sr. Jean Tavin, CRE _____________________________________ Rev. 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Computer Science 210 Data Structures Siena College Fall 2016 Topic Notes: Trees We've spent a lot of time looking at a variety of linear structures. There was a natural linear ordering of the elements in arrays, vectors, linked lists. We then put some restrictions on those structures, looking at stacks and queues and ordered linear structures. Just like we can write programs that can branch into a number of directions, we can design structures that have branches. Today, we'll start looking at our ﬁrst more complicated structure: trees. In a linear structure, every element has unique successor. In a trees, an element may have many successors. We usually draw trees upside-down in computer science. You won't see trees in nature that grow with their roots at the top (but you can see some at Mass MoCA over in North Adams). Examples of Trees Expression trees One example of a tree is an expression tree: The expression can be represented as Once we have an expression tree, how can we evaluate it? We evaluate left subtree, then evaluate right subtree, then perform the operation at root. The evaluation of subtrees is recursive. Tournament Brackets Another example is a tree representing a tournament bracket: (a complete and full tree) or (neither complete nor full) Tree of Descendants One popular use of a tree is a pedigree chart – looking at a person's ancestors. Instead, let's look at a person's descendants. (Example drawn in class). Tree Deﬁnitions and Terminology There are a lot of terms we will likely encounter when dealing with tree structures: A tree is either empty or consists of a node, called the root node, together with a collection of (disjoint) trees, called its subtrees. * An edge connects a node to its subtrees * The roots of the subtrees of a node are said to be the children of the node. * There may be many nodes without any successors: These are called leaves or leaf nodes The others are called interior nodes. * All nodes except root have unique predecessor, or parent. * A collection of trees is called a forest. Other terms are borrowed from the family tree analogy: * sibling – nodes sharing the same parent * ancestor – a node's parent, parent's parent, etc. * descendant – a node's child, child's child, etc. Some other terms we'll use: * A simple path is series of distinct nodes such that there is an edge between each pair of successive nodes. * The path length is the number of edges traversed in a path (equal to the number of nodes on the path - 1) * The height of a node is length of the longest path from that node to a leaf. * The height of the tree is the height of its root node. * The depth of a node is the length of the path from the root to that node. * The degree of a node is number of its direct descendents. * The idea of the level of a node is deﬁned recursively: – The root is at level 0. – The level of any other node is one greater than the level of its parent. Equivalently, the level of a node is the length of a path from the root to that node. We often encounter binary trees – trees whose nodes are all have degree ≤ 2. We will also orient the trees: each subtree of a node is deﬁned as being either the left or right Binary Tree Interface. . There are many possible speciﬁcations and implementations of binary trees that allow reasonable insertion and deletion of elements. We will consider the one provided in the structure package ﬁrst, and think about other possibilities later. Unlike what we have seen for most of the structures to this point, the structure package does not deﬁne an interface for binary trees and then use implement that in one or more concrete classes. Structure simply implements the concrete class BinaryTree. Unlike the linked list implementations, where we do not give the users of the structures access to the actual list nodes, the binary tree exposes more of its structure to users. The actual recursive data structure is given directly to users. Given this design decision, the implementation needs to ensure that changes that might be made by users cannot render a tree invalid. For example, if node A has a child reference to a node B, then it must always be the case the node B's parent reference is to A. The tree is constructed of instances of class BinaryTree. Each BinaryTree object has the ﬁelds it needs to store its value and the parent and child references. See Structure Source: structure5/BinaryTree.java A node has 4 ﬁelds, which we might draw as follows: There are plenty of things to notice and think about here: * We have three constructors. 1. The ﬁrst is used to create an "empty" BinaryTree. We will see this constructor used by the other constructors to create these empty trees in place of having null references to represent empty subtrees. This allows most methods to be called on these, eliminating lots of special cases. We could also use null to represent empty trees, but this would mean some extra code in several methods. Note that only empty tree nodes may contain a null value. Regular tree nodes must contain non-null values. 2. The second constructor creates a tree node with no children (a leaf node) containing a particular value. 3. The third constructor creates a tree node that may have children. Note that if a user of this constructor speciﬁes a null child, it is replaces with an empty tree instance. * We have accessors to retrieve the children or parent of a node. * Note that the value and subtree links can be set by the user, but the parent reference is set only in a protected method. This is done to make sure we don't put the tree into a (bad) state mentioned above where a parent points to a child but the child doesn't point back to the parent. * We have a variety of other (self-explanatory) methods to retrieve information about a tree: size, root, height, depth, isFull, isEmpty, isComplete. Note the recursive nature of many of these methods. Binary Tree Example We can construct a simple binary tree to represent and evaluate an arithmetic expression using the BinaryTree implementation: ``` ((4+3)(10-5))/2 ``` See Example: BinaryExpressionTree There are two versions of this program: 1. BinaryExpressionTree.java stores the operators and values to be used as Strings. . This lets us use a BinaryTree<String> * Since some are operators and some are numbers, we need to check and treat as appropriate, based on the contents of the String. 2. BinaryExpressionTreeObject.java stores the operators as Characters and the numbers as Integers. * Here we instead use a BinaryTree<Object>, since that's the type that can represent both a Character and an Integer. * We check the actual type of the value retrieved with the instanceof operator and use the value as appropriate Another option would be to deﬁne a common type along the lines of the Tokens from the postscript lab. In both cases, note the treeString method that prints our binary tree in a nice format. Tree Traversals Iterating over all values in our linear structures is usually fairly easy. Moreover, one or two orderings of the elements are the obvious choices for our iterations. Some structures, like an array or a Vector, allow us to traverse from the start to the end or from the end back to the start very easily. A SinglyLinkedList, however, is most efﬁciently traversed only from the start to the end. For trees, there is no single obvious ordering. Do we visit the root ﬁrst, then go down through the subtrees to the leaves? Do we visit one or both subtrees before visiting the root? We will consider 4 standard tree traversals for our binary trees: 1. preorder: visit the root, then visit the left subtree, then visit the right subtree. 2. in-order visit the left subtree, then visit the root, then visit the right subtree. 3. postorder: visit the left subtree, then visit the right subtree, then visit the root. 4. level-order: visit the node at level 0 (the root), then visit all nodes at level 1, then all nodes at level 2, etc. For example, consider the preorder, in-order, and postorder traversals of the expression tree we looked at in the example code: * preorder leads to preﬁx notation: * in-order leads to inﬁx notation: * postorder leads to postﬁx notation: The iterator concept ﬁts nicely with tree traversals, but since the code for the iterators in the text is somewhat complex, so we will ﬁrst consider traversals without iterators. In our ﬁrst traversal examples, we will build a small binary tree of Integer values and call methods that perform the traversal. Here, "visiting" a tree node involves passing its value to the method process. See Example: BTTraversals First, note the construction of the tree. We build the tree from bottom up, but do not store the subtrees in local variables during construction – we simply construct them in the parameters of the constructor for the next level up. Now, consider each of the traversal implementations. The in-order, preorder, and postorder traversls work exactly as we would expect. Each is recursive, and we visit the subtrees and the root node as deﬁned for each ordering. The level-order traversal is a bit trickier. We need to visit the root of each subtree before doing anything in the next level. This calls for a queue! 6 For all of the others, we used a stack, just without thinking about it. We took advantage of the call stack to support the recursion! Tree Iterators The structure package has implementations of iterators for each of these four traversals. Whereas in the do{pre,post,in}order methods above, we were able to take advantage of the computer's run-time stack, we need to have a stack explicitly declared and used in the iterator implementations. The complexity of the iterators varies with the type of traversal. We need to make sure we get things onto the stack (or queue, in the case of the level order) in the right order. At any time, we want the stack/queue to contain the tree nodes that still need to be visited. Visiting a non-leaf node will result in additional nodes being added to the stack/queue. In all cases, iteration can continue as long as something remains on the stack/queue. We will consider this example tree: In each case, recall that we need to satisfy the iterator interface (actually, the AbstractIterator in structure) by providing: 1. a constructor 2. a reset method 3. a hasNext method 4. a next method 5. a get method We look at each in turn. See Structure Source: structure5/BTPreorderIterator.java Our preorder traversal visits the root ﬁrst, followed by the left subtree, then the right subtree. Recall that we implicitly used the run-time stack for the non-iterator traversal code. Here, we manage the stack. At any point, we want the tree node on the top of the stack to be the next tree node that needs to be visited. We want to visit the root, then the left subtree, then the right subtree. So to start or reset our iteration, we initialize the stack with the root node. A next operation just involves popping, then processing the node on top of the stack, then pushing its right and left subtrees (in that order, since we want to process the left ﬁrst). Finally, we can implement hasNext by just checking if the stack is empty, which will tell is that the traversal has been completed. See Structure Source: structure5/BTInorderIterator.java For this traversal, we need to visit the left subtree, then the root, then the right subtree. Here, the ﬁrst thing we want to visit is the deepest, leftmost child. So we need to initialize the state of our iterator so that that node (the deepest, leftmost child) is on top of the stack. To do this, we push the root, and all of the left subtrees until we come to a node which doesn't have a left subtree. A next operation here involves popping the top value off the stack to be returned, then dealing with its right subtree. The ﬁrst thing there that needs to happen is again its leftmost branch, so we need to push the right subtree then all of its left children. See Structure Source: ``` structure5/BTPostorderIterator.java ``` Here, we visit the left subtree, then the right subtree, and ﬁnally the root. This is the tricky one. First, if there is a left subtree, we need to push down through those left subtrees as far as we can. If any node has no left subtree but has a right subtree, push that instead. Continue to a leaf. A next operation involves popping the top value to be returned. If the thing we just popped is a left child, push the sibling and its left children (or right when there is no left) until we get to a leaf again. See Structure Source: structure5/BTLevelorderIterator.java Here, we visit the tree level by level. This one is actually quite easy. We have a queue instead of a stack. We start by enqueueing the root, as this is the ﬁrst thing we want to visit. When we visit a node, we enqueue its children. 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Digital Multi-Day Max/ Min/Current Air and Soil Temperatures Protocol Purpose Scientific Inquiry Abilities To record daily measurements of maximum, minimum, and current air and soil temperatures at a common site Overview One temperature probe is placed inside the instrument shelter while another is installed at a 10 cm depth in the soil. A digital thermometer is used to measure current temperatures as well as daily minimum and maximum temperatures. The daily minimum and maximum temperatures are stored by the instrument for a period of six days and need to be read and recorded within this span of time. Student Outcomes Students gain insight into the relationships between air and soil temperatures over time and learn to use a digital thermometer. Science Concepts Earth and Space Science Weather changes from day to day and season to season. Weather can be described by quantitative measurements. Weather varies on local, regional, and global spatial scales. Geography The variability of temperature of a location affects the characterization of Earth's physical geographic system. Enrichment Soil temperature varies less than air temperature. Soil temperature varies with air temperature. Use a digital max/min thermometer. Design and conduct scientific investigations. Identify answerable questions. Use appropriate mathematics to analyze data. Recognize and analyze alternative explanations. Develop descriptions and explanations using evidence. Communicate procedures and explanations. Time 10 minutes per measurement set Level All levels Frequency At least once every six days Materials and Tools Instrument Shelter installed on a post Digital multi-day max/min thermometer Digging tools (site setup only) Soil probe thermometer Calibration thermometer Preparation Set up the instrument shelter. Calibrate and install the digital max/min thermometer. Reset the digital max/min thermometer. Review the Soil Temperature Protocol. Prerequisites None Digital Multi-Day Max/Min Thermometer Introduction The digital multi-day max/min thermometer is an electronic instrument used to measure the current temperature and record the maximum and minimum temperatures reached during multiple 24- hour periods. It has two identical temperature probes. One probe is used to measure air temperature and the other to measure soil temperature. The instrument records and stores the highest and lowest temperatures reached over six successive 24-hour periods. The start and end times for these periods correspond to the time of day at which the instrument was initially reset by the user (the time of reset). The instrument is reset once when it is first setup and again whenever the battery is changed. For use in GLOBE, the time of reset should be as close as possible to local solar noon, thereby causing each 24-hour period to span from approximately local solar noon to local solar noon of consecutive days. The thermometer displays the maximum and minimum temperatures for the current day as well as for the previous five days as long as it is read at a time which is later than the time that the thermometer was initially reset (time of reset). If the thermometer is read after the time of reset, it will display the maximum and minimum temperatures for the previous six days. The digital multi-day max/min thermometer is capable of measuring temperatures down to -20˚ C when run on a standard alkaline AAsize battery. Substitution of a lithium AA-size battery will allow the instrument to handle lower temperatures. Also, at low temperatures the digital display screen may become too dim to read, while the instrument is still recording temperatures. Temperature Probes The multi-day digital max/min thermometer has two sensor probes. Normally one probe will be used to measure air temperature while the other will be used to measure soil temperature. For the sake of consistency the probes should be placed as follows: Left Sensor – air temperature, Right Sensor – 10 cm depth in soil. The display areas for the two sensors are labeled on the right side of the digital display screen for the instrument. The upper display area (which is for the left sensor) is labeled 'LF', while the lower display area (which is for the right sensor) is labeled 'RT'. Hint: To help prevent confusion, label these display areas as 'air' and 'soil' respectively. This can be done by writing on a piece of tape attached to the left of the display screen. Instrument Maintenance The instrument shelter should be kept clean both inside and outside. Dust, debris, and spider webs should be removed from the inside of the shelter with a clean, dry cloth. The outside of the shelter may be lightly washed with water to remove debris, but try to avoid getting water inside the shelter. If the outside of the shelter becomes very dirty, it should be repainted white. When the battery in the thermometer becomes low on power a low battery symbol will light. This symbol is located along the left side of the display screen and is shaped like a AA-size battery. Once this symbol becomes visible it is time to replace the battery. Follow the Changing the Battery in the Digital Multi-Day Max/Min Thermometer Field Guide. Teacher Support The instructions given in this protocol are specific to one brand of digital thermometer. They may be adapted to other equipment that meets the same specifications. If you have questions or require assistance with adapting these instructions to other instruments, contact the GLOBE Help Desk. The essential elements of this protocol, which must remain the same regardless of the equipment model, are the placement of the temperature probes and the +/- 0.5˚ C precision and accuracy of the temperature sensors. Instructions for using alternative types of max/min thermometers are given in the Single-Day Maximum, Minimum, and Current temperature Protocol. The thermometers used in that protocol do not log data, so they need to be read and reset every day. If your instrument shelter is in a location that makes it difficult to measure soil temperatures, or if you are only interested in taking air temperature measurements, it is acceptable to only take air measurements. To do so simply skip the portions of each field guide that pertain to the soil sensor. Measurement Logistics 2. Check a calibration thermometer following the Thermometer Calibration Lab Guide. 1. Review background in Atmosphere and Soil chapters. 3. Calculate sensor correction offsets following the Digital Multi-Day Max/Min Thermometer Sensor Calibration Field Guide. 5. Establish your time of reset by resetting the thermometer within one hour of local solar noon following the Digital Multi-Day Max/Min Thermometer Reset Field Guide. 4. Install your digital multi-day max/min thermometer following the Digital MultiDay Max/Min Thermometer Installation Field Guide. 6. Record current maximum and minimum temperatures following the Digital Multi-Day Max/Min Temperature Protocol Field Guide at least once every six days. 8. Report your data to GLOBE. 7. Record current temperatures following the Digital Multi-Day Thermometer Current Temperature Protocol Field Guide as desired. 9. Every six months, or whenever the battery is changed, check the accuracy of the soil probe following the Digital Multi-Day Max/Min Thermometer Soil Sensor Error Check Field Guide. If the magnitude of the soil sensor error that you calculate is two degrees Celsius or more, dig out the soil sensor and recalibrate both the soil and air sensors following the Digital Multi-Day Max/Min Thermometer Sensor Calibration Field Guide. If the magnitude of the soil sensor error that you calculate is less than two degrees Celsius, leave the soil sensor buried and recalibrate just the air sensor. 10. Engage students in looking at their data. Calibration Your digital thermometer must be calibrated before initial use. Every six months after installation and whenever the battery is changed the air sensor will need to be recalibrated and the soil sensor readings will need to be checked to see if the soil sensor needs to be dug out and recalibrated. These calibrations and checks are performed by comparing temperatures read by the two probes with readings from a calibration thermometer and the soil probe thermometer. See the Soil Temperature Protocol. Helpful Hints The goal of the calibrations is to obtain air and soil sensor correction offsets that account for differences between measured and actual temperatures. When you report your calibration data to the GLOBE database, the database automatically calculates these values and reports them to you. After you have completed your calibration and start entering temperature data to GLOBE, the database will automatically account for your correction offsets as your measurements are entered into the database. So, all the data in the GLOBE database have effectively been calibrated. However, take caution in accounting for the correction offsets when analyzing data not obtained from the GLOBE database (including data you have collected). DO NOT APPLY THE OFFSETS TO DATA REPORTED TO GLOBE. Questions for Further Investigation Which season has the greatest range of temperatures? Why? How does the soil temperature range compare with the air temperature range? What are the latitudes and elevations of other GLOBE schools with atmosphere and soil temperatures similar to yours? What soil temperatures signal a new growing season in your area, as evidenced by new grass, weed growth and germination, or budburst? Is your local environment affected more by average temperature or temperature extremes? How does soil character affect soil temperature? Thermometer Calibration Lab Guide Task Check the calibration of the calibration thermometer. What You Need q Calibration thermometer q Crushed ice q Clean container at least 250 mL in size q Water (distilled is ideal, but the key is that the water is not salty) In the Lab 1. Prepare a mixture of fresh water and crushed ice with more ice than water in your container. 2. Put the calibration thermometer into the ice-water bath. The bulb of the thermometer must be in the water. 3. Allow the ice-water bath and thermometer to sit for 10 to 15 minutes. 4. Gently move the thermometer around in the ice-water bath so that it will be thoroughly cooled. 5. Read the thermometer. If it reads between -0.5˚ C and +0.5˚ C, the thermometer is fine. 6. If the thermometer reads greater than +0.5˚ C, check to make sure that there is more ice than water in your ice-water bath. 7. If the thermometer reads less than -0.5˚ C, check to make sure that there is no salt in your ice-water bath. 8. If the thermometer still does not read between -0.5˚ C and +0.5˚ C, replace the thermometer. If you have used this thermometer for measurements report this to GLOBE. Digital Multi-Day Max/Min Thermometer Sensor Calibration Field Guide Task Calculate the air and soil sensor correction offsets used to adjust for instrument accuracy errors. What You Need q Calibration thermometer that has been checked following the instructions in the Thermometer Calibration Lab Guide q Digital Max/Min Thermometer Calibration and Reset Data Sheet Note: If you are only recalibrating the air sensor, skip the portions of this field guide that pertain to the soil sensor. In the Field 1. Open the door to the instrument shelter and hang the calibration thermometer and the two probes, both air and soil, in the instrument shelter so that they have air flow all around them and do not contact the sides of the shelter. Close the door to the instrument shelter. 2. Wait at least an hour and then open the door to the instrument shelter. Read the temperature from the calibration thermometer and record it to the nearest 0.5˚ C on your Digital Max/Min Thermometer Calibration and Reset Data Sheet. 3. Turn on the air temperature display of the digital multi-day max/min thermometer by pressing the air sensor ON button (upper left in button cluster). Read and record the current air temperature. 4. Turn on the soil temperature display of the digital multi-day max/min thermometer by pressing the soil sensor ON button (upper right in button cluster). Read and record the current soil temperature. 5. Close the cover flap of the digital thermometer and the door of the instrument shelter. 6. Repeat steps 2 to 5 four more times, waiting at least one hour between each set of readings. Try to space out the five sets of readings over as much of a day as possible. 7. Report your calibration data to GLOBE. Digital Multi-Day Max/Min Thermometer Installation Field Guide Task Install the digital thermometer at your Atmosphere Study Site. What You Need q Drill with 12 mm spade bit (if doing soil measurements) q Digging tools (if doing soil measurements) q String or wire ties q GLOBE instrument shelter (specifications are given in the GLOBE Instrument List in the Toolkit section) q 120 cm x 2.5 cm PVC pipe (optional) In the Field 1. Mount the digital thermometer housing to the rear wall of your instrument shelter. The housing should be placed so that the digital display may be read easily. 2. Hang the probe labeled Left Sensor so that no part of it contacts the walls and there is airflow all around it. This can be done simply by hanging the rolled-up cable for this sensor from the top of the shelter, with the probe itself hanging below. 3. If you will not be taking soil measurements, store the right sensor and it's cable neatly in a corner of the shelter where it will be out of the way and skip the following steps. 4. If necessary drill a 12 mm hole, using a drill with a spade bit, in the bottom of the instrument shelter, near the back. Feed the right sensor probe through the hole, leaving as much cable as possible inside the shelter. You may wish to feed the sensor and wire through a thin PVC pipe that will then serve to protect the wire. 5. Choose a site to place the soil temperature probe nearby on the equatorward side (sunny-side) of the instrument shelter mounting post. Data collected from soil in unshaded locations are preferred. Comments in your site definition should include the amount of shade that the soil surface above the probe will experience during a year. 6. Dig a hole to a depth of a little over 10 cm at the chosen location. 7. Push the probe horizontally into the side of the hole at a depth of 10 cm. Use a nail or steel pin, with a slightly smaller diameter than the probe, to pilot an opening for the probe if needed. 8. Refill the hole with the soil that you removed. 9. Neatly secure all extra cable for the soil sensor using string or wire ties. Keep as much of the excess cable as possible within the shelter. Digital Multi-Day Max/Min Thermometer Reset Field Guide Task Reset the digital multi-day thermometer to establish the time of reset, which serves as the starting and ending time for the 24-hour intervals over which the instrument records maximum and minimum temperatures. Note: The thermometer should only be reset when it is setup, when the battery is changed, or if your time of reset becomes more than one hour from local solar noon. What You Need q Pen or nail q Digital Max/Min Thermometer Calibration and Reset Data Sheet q An accurate watch or other device that tells time In the Field 1. Determine an appropriate time of reset that corresponds to the average time of local solar noon for your area. It is important that the time of reset is within one hour of local solar noon for every day that you will be taking measurements. If you find that this is not the case, then a new time of reset will need to be chosen and the instrument reset. 2. Go to the instrument shelter a little before your desired time of reset and open up the instrument shelter and the cover flap of the digital max/min thermometer. 3. At your desired time of reset, use a nail or the tip of a pen to press in and release the reset button, located as shown above. 4. The digital display screen will briefly flash and then begin reading the current temperature. The instrument has now been reset. Record the exact time of day, in the Time of Reset section of the Digital Max/Min Thermometer Calibration and Reset Data Sheet. This is your time of reset. 5. Report your time of reset and the date to GLOBE in both local and UT time. Digital Multi-Day Current Temperature Protocol Field Guide Task Measure the current air temperature. Measure the current soil temperature. What You Need q A properly sited instrument shelter q Pen or pencil q A properly calibrated and installed digital multi-day max/min thermometer q An accurate watch or other device that tells time q Digital Multi-Day Max/Min Thermometer Data Sheet, Integrated 1-Day Data Sheet, Integrated 7-Day Data Sheet, Aerosols Data Sheet, Ozone Data Sheet, or Water Vapor Data Sheet In the Field 1. Open the instrument shelter and the cover flap of the digital max/min thermometer being careful not to breathe on or touch the air temperature sensor. 2. Record the time and date on your Data Sheet. 3. Turn the air temperature display on by pressing the air sensor ON button (upper left button labeled ON on the front of the instrument casing). 4. Read the current air temperature shown in the upper section of the digital display. Record this temperature on your Data Sheet. 5. If soil measurements are being taken, turn the soil temperature display on by pressing the soil sensor ON button (upper right button labeled ON). 6. Read the current soil temperature from the lower section of the digital display. Record this temperature on your Data Sheet. 7. After all measurements have been taken close the cover flap of the instrument. It will shut off automatically after a short time. Digital Multi-Day Maximum and Minimum Temperature Protocol Field Guide Task Measure the daily maximum and minimum air temperatures for the past six days. Measure the daily maximum and minimum soil temperatures for the past six days. What You Need q A properly sited instrument shelter q Pen or pencil q A properly calibrated and installed digital multi-day max/min thermometer q An accurate watch or other device that tells time q Digital Multi-day Max/Min Thermometer Data Sheet In the Field 1. Maximum and minimum readings should be taken at least five minutes after your time of reset. 2. Open the instrument shelter and the cover flap of the digital max/min thermometer being careful not to breathe on or touch the air temperature sensor. 3. Record the time and date on your Data Sheet in both local and UT time. Note: GLOBE data entry should be UT time. 4. Turn the air temperature display of the thermometer on by pressing the air display ON button (upper left button labeled ON). Note: The temperature displayed will be the current air temperature. 5. Press the air sensor MAX button (middle left button labeled MAX) twice. Note: The reading that appears after you press the MAX button once is the highest temperature that has occurred since the last time of reset, and is not for a full 24-hour period. It should not be recorded. 6. You should see the MAX symbol displayed on the digital display screen to the left of the temperature reading with the symbol D.1 displayed above. Record this temperature on your Data Sheet. 7. Press the air sensor MAX button again. The symbol D.2 should now be displayed in place of D.1. Record the accompanying temperature on your Data Sheet. Repeat this procedure to record data for as many of the past six days (D.1 – D.6) as needed. 8. To record minimum air temperatures repeat steps 5-7 pressing the air sensor MIN button (bottom left button labeled MIN) instead of the MAX button. 9. For the soil temperatures, repeat the above steps using the soil buttons on the right side and reading from the lower section of the display screen. 10. After all measurements have been taken close the cover flap of the instrument. It will shut off automatically after a short time. Digital Multi-Day Max/Min Current Soil Sensor Error Check Lab and Field Guide Task Check the accuracy of the soil sensor to see if it needs to be dug out and recalibrated. What You Need q Soil probe thermometer from Soil Temperature Protocol q Digital Max/Min Thermometer Calibration and Reset Data Sheet In the Lab and Field 1. Calibrate a soil probe thermometer following the Calibrating the Soil Thermometer Lab Guide of the Soil Temperature Protocol. 2. Open the door to the instrument shelter. 3. Select an undisturbed place about 15 cm from the location of the soil temperature probe. 4. Measure the soil temperature at a depth of 10 cm at this spot following the Soil Temperature Protocol Field Guide. 5. Record this temperature in the Soil Sensor Error Check section of your Digital Max/ Min Thermometer Calibration and Reset Data Sheet. 6. Turn on the soil temperature display of the digital multi-day max/min thermometer by pressing the soil sensor ON button (upper right button). 7. Read the temperature reported by the soil sensor of the digital thermometer and record it on your Digital Max/Min Thermometer Calibration and Reset Data Sheet. 8. Close the cover flap of the digital thermometer and the door of the instrument shelter. 9. Repeat steps 2 to 8 four more times, waiting at least one hour between measurements. 10. Calculate the average of the soil thermometer readings. 11. Calculate the average of the digital soil sensor readings. 12. Calculate the soil sensor error by subtracting the average of the five digital soil sensor readings (from step 10) from the average of the five soil sensor readings (from step 11) 13. If the absolute value of the soil sensor error is greater than or equal to 2˚ C, dig-out this sensor and recalibrate both the air and soil sensors following the Digital Multi-Day Max/Min Thermometer Sensor Calibration Field Guide. Otherwise, leave the digital soil sensor in the ground and recalibrate only the air sensor. Changing the Battery in the Digital Multi-Day Max/Min Thermometer Field Guide Task Change the battery in the digital multi-day max/min thermometer. What You Need q A new AA-size battery q A small Phillips head screwdriver In the Field 1. The battery is in the battery compartment in the lower section of the instrument casing. 2. Remove the two little screws located at the upper corners of the compartment cover and lift off the cover. 3. Change the battery, taking care to ensure correct polarity (negative end of battery contacting the spring). 4. Replace the compartment cover and secure with the two screws. After the battery has been changed be sure to recalibrate the instrument. 5. Recalibrate the air and soil sensors following the Digital Multi-Day Max/Min Thermometer Sensor Calibration Field Guide. 6. Reset the instrument using the Resetting the Digital Multi-Day Max/Min Thermometer Field Guide. Frequently Asked Questions You can change the units by pressing a small button located in the battery compartment. Open the battery compartment following the instructions given in the Changing the Battery in the Digital Multi-Day Max/Min Thermometer Field Guide. You should see a small round button, marked ˚F/˚C (see figure below). Turn on at least one of the sensors and press this button. You will see the measurement units change from Fahrenheit to Celsius. Close the battery compartment. Be sure always to have your instrument in Celsius mode when taking GLOBE measurements! 1. What should I do if my digital max/min thermometer is reading temperatures in degrees Fahrenheit instead of Celsius? 2. What if I find that as the time of local solar noon varies over the year it no longer is within an hour of my time of reset? For your maximum and minimum temperature readings to be valid it is necessary for the time of reset to be within one hour of local solar noon. Reset your instrument using the Digital Multi-Day Max/Min Thermometer Reset Field Guide as close as possible to the time of local solar noon (within 15 minutes). 3. If I miss reading my maximum and minimum temperatures, can I still get the readings the next day? The max/min temperatures stored in the instrument are updated every 24 hours at the time of reset. Therefore, these temperature values can be collected anytime from about 5 minutes after the time of reset on the desired day until 5 minutes before the time of reset on the next day. If you wait until after the time of reset on the 7 th day, one day's data will be lost. However, if they are read on the next day, care must be taken to match temperatures read from the instrument to the days to which they correspond. Maximum and minimum temperatures displayed along with the D.1 symbol on the instrument display screen correspond to the current day when readings are being taken after time of reset (as recommended) and to the previous day when readings are being taken before the time of reset. See the following tables for clarification: Readings taken AFTER time of reset (as recommended). Readings taken BEFORE time of reset 4. Can I read the thermometer in the morning before the time of reset? If the thermometer is read in the morning, at least 5 minutes before the time of reset, it is possible to read the max/min temperatures for the past six days. However, the max/min temperatures for the current day cannot be read. 5. When I first press a MAX or MIN button, the instrument displays a reading which I am not supposed to record; what is this reading? The reading displayed when you press a MIN or MAX button for the fist time is the minimum or maximum temperature for the on-going 24hour period. Since this period is not finished, the reading may not be the final maximum or minimum temperature for the 24-hours. While it is not a valid data measurement that you report to GLOBE, it can be used for your own inquiry purposes. 6. How does the digital thermometer work? The thermometer works by measuring the change in current running through a constantvoltage circuit in which the sensor probe serves as a resistor. As the temperature of the sensor changes, it's resistance changes. The change in current in the circuit is inversely proportional to the change in the sensor's resistance as described by Ohm's Law which explains that current is equal to voltage divided by resistance. So by measuring the current going through the circuit, and knowing the voltage, it is possible to calculate the resistance of the sensor. This is done by the instrument, which then reports the probe temperature corresponding to that level of resistance.	<urn:uuid:5c9054da-8d89-4242-a7fa-c760a3ad57f1>	CC-MAIN-2024-26	https://www.globe.gov/documents/352961/dbd276ae-2256-4c8c-bab9-a5669fd89384	2024-06-22T06:44:34+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00272.warc.gz	691,993,438	5,377	eng_Latn	eng_Latn	0.992875	eng_Latn	0.996072	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2002, 5042, 7020, 9743, 10903, 12633, 14798, 16419, 17844, 20070, 22046, 22964, 25438, 26662 ]	[ 4.25, 1.71875 ]	3	0
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for geography within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for geography. The most relevant statements for geography are taken from the following areas of learning: Mathematics & Understanding the World LONG TERM FORECAST Key Stage 1 Geography Autumn Spring Summer Pupils should be taught about: Location knowledge A. name and locate the world's seven continents and five oceans B. name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge C. understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country Human and physical geography D. identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to: E. key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather F. key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork G. use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage H. use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map I. use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key J. use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. LONG TERM FORECAST Key Stage 2 Geography Autumn Spring Summer Pupils should be taught: Location knowledge K. locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities L. name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time M. identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge N. understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography describe and understand key aspects of: O. physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle P. human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Q. use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied R. use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.	<urn:uuid:a068160a-bb50-45f7-8317-cdf31dc7338e>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/24851072	2024-06-22T07:20:12+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00272.warc.gz	818,298,142	895	eng_Latn	eng_Latn	0.990264	eng_Latn	0.990254	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 683, 2488, 4592 ]	[ 4.21875 ]	1	0
Common Ground Women's Access to Natural Resources and the United Nations Millennium Development Goals Contents Rebecca Pearl AUTHOR Melissa ThornhillCONTRIBUTOR Sara Schivazappa RESEARCH Anna Grossman EDITOR Joan Ross Frankson MANAGING EDITOR Shannon Hayes EDITORIAL ASSISTANT Leslie Shaffer COPY EDITOR The Handy Design Company DESIGN Photo Credits Top right: Cara Pattison; all others: Peter Williams/WCC WOMEN'S ENVIRONMENT & DEVELOPMENT ORGANIZATION (WEDO) Women's Environment and Development Organization (WEDO) is an international advocacy organization that seeks to increase the power of women worldwide as policymakers at all levels in governments, institutions and forums to achieve economic and social justice, a healthy and peaceful planet, and human rights for all. WEDO acknowledges the generous funding from UNFPA that made this report possible. The views and opinions expressed in this report do not necessarily reflect those of UNFPA. Printed on recycled, chlorine-free paper by Astoria Graphics, Inc. Copyright © December 2003 ISBN: 0-9746651-1-8 A Driving Force for Change Women's survival, and that of their households and communities, depends on access to and control of natural resources—land, water, forests and plants. Every day women and girls walk long distances to bring water and fuel to their families. Women perform the majority of the world's agricultural work, producing food for their families, as well as other goods that are sold in national and international markets. Over generations, women have developed in-depth knowledge of the uses and care of medicinal plants. Women have learned to manage these resources in order to preserve them for future generations. Yet, women's access to and control of these resources is far from guaranteed. Traditional gender roles assigning different responsibilities to women and men have resulted in political, cultural and economic barriers that restrict women's access to natural resources. For example, women are frequently excluded from decision-making. Community leaders may not invite women to meetings on resource use, or expect only the men present to voice their concerns. Lower levels of literacy and education among women may further restrict their participation. Government and institutional policies often fail to recognize the importance of women's access to natural resources.While research has shown that agricultural productivity increases significantly when women farmers have access to land and technology, women own less than two percent of all land.Without secure land tenure, women are further excluded from community decision-making and are unable to secure credit. Women's actions from the local village to the global policy-making arenas are a driving force for change. From the 1975 UN international Year on Women, through the Decade on Women (1976–1985) and the global conferences and summits of the 1990s, women participated actively to shape economic, social, political, and sustainable development. Throughout the 1990s,WEDO and other women's organizations struggled to put gender on the global policy agenda at key United Nations international conferences, including the UN Conference on Environment and Development (Rio, 1992), the International Conference on Human Rights (Vienna, Austria, 1993), the International Conference on Population and Development (Cairo, Egypt, 1994), and the Fourth World Conference on Women (Beijing, China, 1995). The result has been a far-reaching global policy agenda that promotes women's equal rights and empowerment. Despite these gains, implementation of these global commitments has lagged in many areas, including women's access to natural resources. At the 2000 United Nations Millennium Summit, 191 governments reaffirmed their commitment to women's empowerment and adopted the Millennium Declaration, agreeing to "promote gender equality and the empowerment of women as effective ways to combat poverty, hunger and disease and to stimulate development that is truly sustainable."The Declaration also addresses "the equal rights and opportunities of women and men" and pledges to "combat all forms of violence against women and to implement the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)." 3 Millennium Development Goals 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and women's empowerment 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development The following year, the Secretary General put forward eight Millennium Development Goals (MDGs) that contain 18 numerical and time-bound targets and 48 indicators intended to improve living conditions and remedy major global imbalances by 2015. Included are some of the 12 Critical Areas of Concern in the Platform for Action adopted at the 1995 Fourth World Conference on Women in Beijing—namely poverty, education, health and environmental sustainability. For women advocates, the MDGs are a set of minimal goals that are necessary, but not sufficient, for human development. They do not represent the full vision of gender equity, equality and women's empowerment or poverty eradication and structural transformation envisaged in UN conferences and human rights instruments. Nor do they reflect the broad, universal reach of these commitments but only the most basic requirements of the Least Developed Countries. Nonetheless, the time-bound targets offer an avenue of engagement to women advocates monitoring the implementation of the Beijing Platform for Action and other key international policy agreements of the 1990s. The MDGs, with their high level of international consensus, also offer the possibility of tackling multiple issues at once, and in an integrated manner. For example, reducing poverty by half (goal 1) or improving access to water and sanitation (goal 7) cannot be achieved without an understanding of women's distinct roles and needs (goal 3). Mobilization around the globally set benchmarks in the MDGs offers an opportunity for women's groups, gender advocates, NGOs, UN agencies, government and other institutions to advance gender equality as a key strategy for achieving these goals. This booklet demonstrates how linking MDGs 1, 3, and 7 that focus on poverty eradication, gender equality and environmental sustainability can expand women's access to natural resources. It illustrates, through grassroots initiatives and real life examples, the linkages between poverty eradication, women's empowerment and natural resources and provides strategies, tools and actions for women's groups, NGOs, UN agencies, governments and other institutions to integrate gender issues and women's participation in the MDG process. Finally, this booklet contains resources for finding out more about the MDG process and women's access to natural resources. Breaking Down Barriers The following section provides an overview of women's relationship to natural resources. It highlights initiatives undertaken and others that are necessary to break down barriers to women's access and control over natural resources. Each of these examples on water, energy, land and biodiversity demonstrates the interconnectedness of the Millennium Development Goals (MDGs), particularly 1, 3, and 7, and illustrates how progress on one goal is linked to the advancement of all other goals. Key government commitments on the issues are presented. Water In most parts of the world, women and girls are responsible for collecting water for cooking, cleaning, health and hygiene, and if they have access to land, growing food. Increasingly limited water supplies, poor service delivery, pollution,growing population pressure and privatization are jeopardizing women's survival and that of their families. Under MDG 7, governments agreed to halve the proportion of people without sustainable access to safe drinking water by 2015. If women are to be targeted effectively, governments must link their efforts to MDG 3 on gender equality and women's empowerment. Improvement of water services can only come about when women have a stake in decision-making so that their needs are met. Linking these goals will also further efforts toward poverty eradication, MDG 1. Kenya Eight years ago, most women living in the Kirinyaga district in Kenya collected water three or four kilometers away from their homes or purchased it expensively from water sellers. Water scarcity made reliable agriculture impossible, while waterborne diseases were rampant.Women also faced other problems such as a lack of access to education and decision-making in community affairs. An earlier self-help water project in the area, which had excluded women, failed to deliver water due to mismanagement. In response, the local women came together and formed the Kugeria Women's Group to International Commitments on Water International Conference on Freshwater, Bonn, December 2001. >> www.water-2001.de. Para: 3. World Summit on Sustainable Development, Rio+10, Johannesburg, 2002. >>www.johannesburgsummit.org. Paras: 6(d); 10(a); 16; 18; 20; 24(b); 30; 47(1); 61(b) Committee on Economic, Social and Cultural Rights, Geneva, November 2000. >>www.unhchr.ch/html/menu2/6/gc15.doc. General Comment 15. 3rd World Water Forum, Kyoto, March 2003. >> www.world.water-forum-3.com. Paras: 1; 3; 14; 23; 25; 26. improve their living standards by securing access to safe, affordable and reliable water. Determined to get water into their homes, the women's group requested support from the Ministry of Water Development to conduct a survey to establish what would be required to deliver water from the River Kiye, 11 kilometers away. The group then requested fund- ing and technical assistance from Africa 2000 Network, an initiative set up by the United Nations Development Programme to foster environmentally sensitive poverty reduction policies. They also went on exchange visits to other water projects run by women in the country, to share experiences and seek solutions to their specific problems. 5 Today, Kugeria Women's Group members have succeeded in bringing a water supply to 300 families, by learning the skills necessary to build and maintain a water system. Sanitation has improved, leading to a drastic reduction in waterborne diseases and the time spent looking for water is now used for agricultural production. The community also uses the new water supply for irrigation and people no longer have to depend on food handouts during drought. There have been other gains for the Kugeria women and their community. Women have become leaders, moving from bare survival to contribution. Project management training for women's groups has helped to ensure the sustainability of this venture and it has resulted in further community development initiatives, including the building of a clinic and the provision of family planning services to their community. Adapted from "Success Stories: Gender and the Environment."The Kugeria Women Water Project Case Study. UNEP, 2000, Page 30-35. Access to energy sources—whether for lighting, cooking, food processing, or other life-sustaining uses—is critical to poverty eradication. Women in developing countries are often the primary collectors of household fuel, spending long hours in the search. They are forced to travel farther and work harder when fuel wood or charcoal becomes scarce.The availability of energy for lighting in the home also affects female education and literacy, and offers extended working hours for income generation. These interrelated issues show the importance of creating national policies that improve women's access to energy, developing gender-sensitive technologies, protecting the environment and ensuring women's participation in decision-making. This approach will help to meet MDG 3 on promoting gender equality as well as MDG 2 on universal primary education and MDG 7 on ensuring sustainability. Malawi In Malawi, household use of wood and charcoal for fuel, as well as land clearing for agricultural expansion, has resulted in serious deforestation. About 90 percent of the country's energy demand is met using wood fuels gathered from natural woodlands and forest plantations, many of which are state owned. To provide alternative sources of energy, and reduce people's dependence on charcoal for fuel while allowing the Ndirande mountain reserve to regenerate, a project was initiated in 1998 by the Nkhomano Development Centre, a non-governmental organization, with support from the Canadian Government.The aim was to produce briquettes from wood and paper wastes, agricultural residues and other biomass materials enabling women to earn incomes while simultaneously promoting waste management. Since Malawi's multi-party general elections in 1994, political commitment and support for women's rights and participatory democracy had increased,creating an environment conducive to the project's goals. In addition, a gender policy was adopted in 1999 as a means of ensuring that grassroots women and men benefit equally from development activities. Under the briquette project,women were active in choosing the type and design of technology.The result was wooden briquette-making machines designed especially for women producers.The machines require only a small capital investment, minimum physical effort, and can be locally maintained. The strategic location of the project in a city suburb meant that there was a readily available market for the briquettes beyond household use, for needs such as food vending and small-scale businesses that depend on portable energy sources. Women have benefited from access to a source of energy,income generation,and reduced time and distances traveled to obtain fuel. Women also reported that they have benefited socially because they have more time for their families and domestic work. Other benefits included slowed deforestation, some regeneration of the Ndirande forest reserve, a high level of awareness of the impacts of deforestation and the reduction of the city's costs for waste collection and disposal.. International Commitments on Energy United Nations Convention to Combat Desertification Adapted from "Generating Opportunities:Case Studies on Energy and Women."Edited by Gail V. Karlsson and Salome Misana, UNDP, 2001. >>www.undp.org/seed/eap/html/ publications/2001/2001a.htm. >> www.unccd.int/main.php. (d); Article 10; Article 19. Fourth World Conference on Women, Beijing, 1995. www.un.org/womenwatch/daw/beijing/platform/index.html. >> Chapter: K. World Summit on Sustainable Development, Rio+10, Johannesburg, 2002. >>www.johannesburgsummit.org. Paras: 16; 18; 9; 20(m) , 1994. Land & Food Security In developing countries, access to land can determine a family's food security, income, social status, and political power. However, while women perform the majority of the world's agricultural work, they often do not have secure land tenure and rarely reach financial independence. When a male family member dies or divorces his wife, women often lose their ability to use the land, and land plots that are allocated to women are often too small or of too poor quality to be productive. Because land is used as collateral to obtain credit, many women are barred from starting a business. Women's access to land is not identified as a specific target in the MDGs, but at the 2002 World Summit on Sustainable Development, governments upheld the right of women to inherit land. Reform of land tenure systems based on gender equality and human rights will improve the overall achievement of the MDGs and some governments are drawing from international human rights treaties to give women equal access to land rights. CEDAW In some countries where it is illegal for women to own land, activists are taking legal action to change national law and remove discrimination by invoking the United Nations Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Judges have the authority to base their decisions on international treaties such as the Convention, if their country has ratified them. Some of the most significant legal decisions have been produced when a court decided to combine a vague or inadequate constitutional guarantee of women's equality with the principles of gender equality articulated in CEDAW, reinterpreting constitutional guarantees of equality to include access to land and inheritance rights. To advance a case before a domestic court is a complex undertaking. Success depends on popular support, the approach adopted by the judiciary, as well as their knowledge of and intention to draw on international law. International Commitments on Land United Nations International Conference on Population & Development, Cairo, 1994. >> www.iisd.ca/linkages/Cairo/ program/p00000.html. Preamble; Principle 4 Fourth World Conference on Women, Beijing, 1995. >>www.un.org/womenwatch/daw/beijing/platform/ index.html. Para: 35 World Summit on Sustainable Development, Rio+10, Johannesburg, 2002. >>www.johannesburgsummit.org. Paras: 16; 18; II(d), (h); 40(f); VIII(b). If not enough work has been done to inform and educate the government and the general public, a court's decision might not be enforced or could be overturned by new legislation. Tanzania In Ephrohim v. Pastory, a woman brought a court challenge to the Haya customary law that prevented her from selling clan land. Holaria Pastory had inherited land from her father, through his will. But when she tried to sell it, her nephew applied to have the sale voided. Tanzania's Declaration of Customary Law prohibited her sale of the land in its rules of inheritance, which states that "women can inherit, except for clan land, which they may receive in usufruct but may not sell." Pastory argued that this violated the constitution's Bill of Rights. The court relied on the Government's ratification of CEDAW, the International Covenant on Civil and Political Rights and the African Charter on Human and Peoples' Rights, to find that women were constitutionally protected from discrimination, overruling customary law. The court stated that "the principles enunciated in the above named documents are a standard below which any civilized nation will be ashamed to fall." Nepal In Dhungana v. Nepal, the Forum for Women, Law and Development asked the Supreme Court to overturn a law that gave sons a share of ancestral property at birth but denied daughters a share until they reached the age of 35 without having married, and even then required that the land be returned to the family if a daughter subsequently married. Because the Convention has the status of national law in Nepal, the case was argued both as a violation of the Convention and as a violation of the constitution's equality guarantee. The Supreme Court found that the law discriminated against women and directed the Nepalese Government to "introduce an appropriate Bill to parliament within one year." Adapted from "Bringing Equality Home: Implementing CEDAW." UNIFEM. 1998. >>www.unifem.org/resources/cedaw/index.html. 7 Biodiversity is the total number of species in a region,forming an intricate web that makes life itself possible.Not only do a variety of plants and animals provide immediate sources for human medicines and food, biodiversity also improves water quality, reduces flooding,and absorbs and cleans wastes.But increasing pressures on the environment, such as higher demands on resources due to population growth, threaten biodiversity. Under MDG 7,which seeks to sustain the environment,biodiversity is a priority, but successfully managing the natural resource base will also require examining gender inequities, human needs, population growth, and economic pressures and opportunities. Governments seeking to meet the challenges of MDG 7 will have to tackle multiple issues at once. Kenya On Lamu, an island city on Kenya's coast near the Kiunga National Marine Reserve with about 75,000 inhabitants, the population is growing by some 2.2 percent per year. Along the East African coast, the population continues to grow 5 to 6 percent per year, a result of large family size and migration to coastal cities where job opportunities are abundant. On Lamu, however, salaried jobs for men are few, and for women, they are practically non-existent. Poverty is deepening and the lack of electricity and running water remains unaddressed. Access to health services or education beyond primary school is limited, especially for women and girls. Nearly all of the 14,000 people living within the boundaries of the Kiunga Reserve or just outside them rely heavily on its natural resources. Local residents and migrants are intensifying the pressure as they struggle to meet their needs. In Kiunga's waters, the supplies of fish, crustaceans, ocean-dwelling coral, and turtles are showing signs of depletion as people pushed by poverty apply new fishing methods to increase their catch. Much of Kenya's coast south of Kiunga has been "fished out."Just beyond the coastal mangroves,large numbers of trees have been reduced to stumps to make way for agriculture.Their loss contributes to soil erosion and to silt being deposited in the ocean waters, and will make it hard in future years for women to find wood for cooking and heating. Efforts to integrate issues of population, gender, and sustainability must target areas of high biodiversity, like Lamu, for improvements in reproductive health, education, and women's rights to participate in natural resource management. Laos In Laos, changing legislation related to conservation of forested areas has restricted women's access to timber and non-timber forest products that are vital for their subsistence and cash income, throwing up roadblocks to access to forest products like cardamom, benzoin, eaglewood, rattan, tree bark and medicinal plants. The new land use and forest zoning policies have turned large parts of what used to be village territory into state territory. The unexpected effect is that outsiders are allowed to remove plants from those reserved zones without the villagers' knowledge or ability to stop them. Without alternatives for income and domestic use, women have to go even deeper into the forest to collect the same quantity of forest products, while running the risk of receiving fines. The result is that even if prices and domestic needs remain stable, a woman earns or obtains less per hour of work.The legislation,as it is understood and implemented at the local level,impoverishes the women and their families, increases their workload and does not protect natural resources. Ethnic minority women are hardest hit, International Commitments on Biodiversity Convention on Biological Diversity, UNEP, 1992. >> www.biodiv.org. Preamble. Beijing+5, General Assembly 2000. >>www.un.org/ womenwatch/daw/followup/ress233e.pdf. Para: 71(a). facing increased poverty and hardship and losing their central role in sustaining forest biodiversity. National legislation should be changed to make sure the local villages and, in particular, the women have biodiversity rights on village territory. World Summit on Sustainable Development, Rio+10, Johannesburg, 2002. >>www.johannesburgsummit.org. Paras: 13; 16; 17 (k); 18. Adapted from "State of the World 2003." Linking Population, Women, and Biodiversity. Mia Mac-Donald and Danielle Nierenberg.World Watch Institute. 2003. Page 38-39 and "Worsening Access to Non-Timber Forest Products for Lao Women." Laetitia van Haren. 2003. >>www.wedo.org. Mobilizing Involvement Advocates for gender equality and women's empowerment can play an important role in holding their governments accountable for reaching the Millennium Development Goals. This section provides strategies, tools and actions for making gender equality central, not only to goals 1, 3, and 7 on poverty eradication, gender equality, and environmental sustainability, but to all eight goals. Areas of Engagement All governments are required to report on national progress toward the MDGs. However, in many country reports thus far, gender has been marginalized and restricted to the goals related to gender equality and health. All country reports submitted in 2003 failed to mention gender in relation to goal 7 on environmental sustainability. Few governments set actions for target 9 on integrating the principles of sustainable development and reversing the loss of environmental resources. Advocates should collaborate with states on their national MDG implementation plans to incorporate gender and women's access to natural resources. National reporting can also include progress on targets set in other international agreements and conventions such as the 1995 Beijing Platform for Action and the 2002 Johannesburg Programme of Implementation, and build on legally binding human rights mechanisms such as the Convention on the Elimination of Discrimination against Women (CEDAW). To further implementation of the MDGs, the United Nations has created task forces that provide expertise and background papers for each of the goals. Advocates have been urging the task forces to include analysis of how women's empowerment and gender equality is central to poverty eradication and environmental sustainability. Most critically, the indicators for measuring the progress toward the MDGs must be expanded at all levels. In contrast to broad targets, indicators provide a specific numerical measure for achieving development goals, for example the number of women who gained access to water or land in a specific geographic area. While the UN has identified global targets and indicators for each of the MDGs, these are limited. Governments, in consultation with women's organizations, should develop gender-focused targets and indicators that are tailored to the national context. Achieving the MDGs will require substantial investment of resources by donor countries and a facilitating macroeconomic framework, acknowledged in goal 8 which seeks to develop a global partnership for development. The MDGs are intended to be closely linked to poverty reduction strategies, which the World Bank and the International Monetary Fund directed 70 of the poorest countries to develop. Many of these national strategies lack a gender approach, however. Activists should monitor progress by industrialized countries and financial institutions in meeting these goals, and whether gender and women's access to resources is being incorporated. 9 Making Gender Central The following are strategies that women's groups and others can use to ensure that governments and institutions make the connection between gender and natural resources in the MDG process at both the national and global levels. Sex–Disaggregated Data An important gauge of gender equality, sex-disaggregated data makes it possible to measure and monitor the different impact of economic, social and environmental policies on women and men. For example, sex–disaggregated numbers can help governments understand how women and men are excluded from the use of certain resources, and better target strategies for improving women's access to drinking water or fuel wood. Gender Analysis Understanding the different needs and roles of women and men is necessary for effective policy-making and service delivery. Gender analysis exposes the disparities that lead to social, political, and economic inequality for women and can reveal key connections, such as the importance of women's participation in decision-making to poverty eradication. Gender Mainstreaming Recognizing that inequality exists at all levels and in all sectors of society, gender mainstreaming seeks to integrate the different needs of women and men in policymaking. This approach challenges governments to acknowledge women's roles and contributions to development and ensures that women are equally empowered to affect governance and decision-making. Gender Balance Equal representation of women and men in all spheres of decision–making is essential for good governance including that of natural resources. Gender balance seeks to include women's concerns and perspectives in the formulation, implementation, and evaluation of policy decisions and outcomes. Many governments have adopted special measures, such as quotas requiring a minimal percentage of women on local and national election ballots. Taking Initiative Governments, UN agencies, international bodies, and civil society must work together to ensure gender and womens' access to natural resources is incorporated in the implementation and monitoring of the MDGs. The following are some initiatives for moving this forward. Gender Review Process Country reports should go through a gender review process before they are finalized.This would enable women's organizations and others to actively engage in the monitoring process and to advocate for indicators that recognize the needs of women and poor communities. Independent shadow reports can also be created to monitor what governments say they are doing and what is actually being done. National Toolkits on Gender Indicators Countries and UN agencies, in consultation with women's organizations, should compile a list of national indicators related to gender equality and women's empowerment, as well as specific indicators to measure women's access to and control of natural resources. This would enable women's organizations to identify the factors most critical to achieving the MDGs in each country. Gender Budget Initiatives Gender-responsive budget initiatives, which are currently underway in over 50 countries, analyze the differential impact of specific policies and budget allocations on women and men.This tool has been used by women's organizations and governments to improve accountability and targeting of public services. Gender budget initiatives are especially useful in incorporating gender into sectors not always associated with women—including transportation, industry and natural resources. Actions that Count Whether your government has already submitted its first Country Report or has not yet elaborated its national plan for MDG implementation, you can help ensure that gender equality and women's empowerment are on the agenda. 1 Get the Facts Contact your ministry of foreign affairs or national United Nations Development Programme (UNDP) office to find out who is preparing your country's MDG implementation plan and country report. 2 Strategize Use the tools in this publication to mainstream gender into national MDG implementation plans and to challenge country reports. 3 Demand Accountability Is women's empowerment being left behind? Publicize it, criticize it, work with other relevant national and regional groups to put political pressure on your government. 4 Lobby Target elected officials and community leaders—ask questions, demand answers, insist on action. 5 Network and Build Coalitions Bring together women and feminist activists in your region. Seek support from individuals and groups. 11 Resources Millennium Development Goals N "Achieving the Millennium Development Goals by Enabling the Rural Poor to Overcome Poverty," International Fund for Agricultural Development (IFAD), 2003. >>www.ifad.org/gbdocs/gc/26/e/panel.pdf. N "Achieving the Millennium Development Goals: Population and Reproductive Health as Critical Determinants," UNFPA, 2003. >>ww.unfpa.org/publications/index.cfm. N Development Gateway: Capacity Development for MDGs. >>www.developmentgateway.org//mdg. N Millennium Development Goals Country Reports. >>www.undp.org/mdg/countryreports.html. N Millennium Development Goals National Reports: A Look Through a Gender Lens. >>www.undp.org/gender/docs/mdgs-genderlens.pdf. N Millennium Indicators Database. >>millenniumindicators.un.org/unsd/mi/mi_goals.asp. N Millennium Project (Task Forces). >>www.millenniumproject.org. N "Transforming Rural Institutions in order to Reach the Millennium Development Goals,"International Fund for Agricultural Development (IFAD). 2003. >>www.ifad.org. N United Nations. >>www.un.org/millenniumgoals. N United Nations Development Program. >>www.undp.org/mdg. N World Bank. >>www.developmentgoals.org. Water N "Global Population and Water: Access and Sustainabil-ity," UNFPA, 2003. >>www.unfpa.org/publications/index.cfm. www.genderandwateralliance.org. N Gender and Water Alliance. >> N Institute for Agriculture and Trade Policy (IATP) Water Observatory. >>www.waterobservatory.org. N International Water Management Institute. >>www.cgiar.org/iwmi/index.htm. N Public Citizen's Water For All Campaign. >>www.publiccitizen.org/cmep/Water. N Public Services International Research Unit. >>www.psiru.org. N "Success Stories: Gender and the Environment,"The Kugeria Women Water Project Case Study, UNEP, 2000. N United Nations Environment Programme Freshwater Portal. >>freshwater.unep.net. N "Untapped Connections: Gender,Water, and Poverty," WEDO, 2003. >>www.wedo.org/publicat/publicat.htm. Energy N Energia—International Network on Gender and Sustainable Energy. >>www.energia.org. N "Generating Opportunities: Case Studies on Gender and Energy," Edited by Gail V. Karlsson and Salome Misana, UNDP, 2001. >>www.undp.org/seed/eap/html/ publications/2001/2001a.htm. Land N "Bringing Equality Home: Implementing the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)," UNIFEM, 1998. >>www.unifem.undp.org/resources/cedaw. N International Land Coalition's Women's Resource Access Programme. >>www.landcoalition.org/main_wrap.htm. N Rural Women's Access to Land and Property in Selected Countries: Based on Reports to CEDAW. >>www.landcoalition.org/pdf/rehartlI.pdf. N United Nations Food and Agriculture Organization (FAO) Sustainable Development Division. >>www.fao.org/sd/PE1_en.htm. Biodiversity N Diverse Women for Diversity. >>www.diversewomen.org. N "State of the World 2003," Linking Population,Women, and Biodiveristy. Mia Mac Donald and Danielle Nierenberg,Worldwatch Institute, 2003. >>www.worldwatch.org/pubs/sow/2003. N "Women and Plants: Gender Relations in Biodiversity Management and Conservation," Edited by Patricia Howard, Zed Books, London, 2003. N "Worsening Access to Non-Timber Forest Products for Lao Women,"Laetitia van Haren, 2003. >>www.wedo.org. Other N "Gender, Environment and Sustainable Development: Theoretical Trends, Emerging Issues and Challenges," Irene Dankelman, UN INSTRAW, 2003. N "Natural Resources Management and Gender: A Global Source Book," KIT (Royal Tropical Institute),The Netherlands, Oxfam GB, 2002. N The World Conservation Union (IUCN) Gender and Environment. >>www.genderandenvironment.org. N "Women and Sustainable Development: A Local Agenda,"WEDO, 2001. ww.wedo.org/publicat/publicat.htm. >> N "Women's Action Agenda for a Healthy and Peaceful Planet 2015,"WEDO, 2002. >>www.wedo.org/publicat/publicat.htm. N "World Summit on Sustainable Development Sustainable Development Survival Kit,"WEDO, 2002. >>www.wedo.org/wssd/survival-kit.htm.	<urn:uuid:c7117fb8-6574-453e-bebd-1f3f63b31469>	CC-MAIN-2024-26	https://wedo.org/wp-content/uploads/common_ground.pdf	2024-06-22T05:25:50+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00268.warc.gz	550,633,974	7,100	eng_Latn	eng_Latn	0.915487	eng_Latn	0.99307	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 113, 1089, 4310, 7035, 11242, 14904, 19337, 23808, 26770, 30300, 31329, 35333 ]	[ 2.25, 1.3515625 ]	1	1
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for DT within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for DT. The most relevant statements for DT are taken from the following areas of learning: Physical Development & Expressive Arts and Design When designing and making, pupils should be taught to: Design A. design purposeful, functional, appealing products for themselves and other users based on design criteria B. generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology C. select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing D. select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate E. explore and evaluate a range of existing products F. evaluate their ideas and products against design criteria Technical knowledge G. build structures, exploring how they can be made stronger, stiffer and more stable H. explore and use mechanisms, such as levers, sliders, wheels and axles, in their products. Make When designing and making, pupils should be taught to: Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups I. generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately J. select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products K. evaluate their ideas and products against their own design criteria and consider the views of others to improve their work L. understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures M. understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages N. understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors apply their understanding of computing to programme, monitor and control their products.	<urn:uuid:57967518-aace-4ddc-ab9f-83aedf5c5785>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/24851070	2024-06-22T07:04:02+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00270.warc.gz	834,313,772	577	eng_Latn	eng_Latn	0.989113	eng_Latn	0.990454	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 675, 1637, 3147 ]	[ 3.8125 ]	1	0
Highlighted Standards were updated in 2018 3 rd – 5 th Grade Social Studies Content Standard 1 - Citizenship, Government, and Democracy Students analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of governments and to demonstrate civic responsibility. Rationale The vitality and continuation of a democratic republic depends upon the education and participation of informed citizens. All students should have opportunities to apply their knowledge and skills and participate in the workings of the various levels of power, authority, and governance, which should be applied to the rights and responsibilities of good citizenship. W.S.21-9-102 requires all publicly funded schools in Wyoming to "give instruction in the essentials of the United States constitution and the constitution of the state of Wyoming, including the study of and devotion to American institution and ideals..." In order to receive a high school diploma, instruction must be given for at least three (3) years in kindergarten through grade eight (8) and one (1) year in the secondary grades. SS5.1.1 Describe the basic rights and responsibilities of citizenship. SS5.1.2 Understand the basic local, tribal, state, and national political processes (e.g., campaigning and voting). SS5.1.3 Understand the basic origins of the United States Constitution (e.g., Declaration of Independence) SS5.1.4 Understand the purpose of the U.S. legal system and that tribal governments have separate legal systems. SS5.1.5 Understand the purposes of the three branches of government (executive, legislative, and judicial). SS5.1.5.a. Understand how the Northern Arapaho and Eastern Shoshone are sovereign nations with their own systems of governance (i.e., each has a General Council and a resolution form of government). Social Studies Content Standard 2 - Culture and Cultural Diversity Students demonstrate an understanding of the contributions and impacts of human interaction and cultural diversity on societies. Rationale Culture helps us to understand ourselves as both individuals and members of various groups. In a multicultural society, students need to understand multiple perspectives that derive from different cultural vantage points. As citizens, students need to know how institutions are maintained or changed and how they influence individuals, cultures, and societies. This understanding allows students to relate to peoples of local, tribal, state, national, and global communities. SS.5.2.1 Identify and describe the ways groups, including Indigenous Tribes of Wyoming (e.g., families, communities, schools, and social organizations), meet human needs and concerns (e.g., belonging, self-worth, and personal safety) and contribute to identity (e.g., personal, tribal, ethnic) and daily life (e.g., traditions, beliefs, language, customs). P a g e 2 / 9 / 2 0 1 3 Wyoming State Social Studies Standards (2018) – 3-5 th grade SS5.2.2 Describe, compare and contrast ways in which unique expressions of culture (e.g., tribal affiliation, language, spirituality, stories, folktales, music, art, and dance) influence people. SS5.2.3 Identify and describe characteristics and contributions of local and state cultural groups, including Indigenous Tribes of Wyoming, in Wyoming and the region. SS5.2.4 Identify and describe positive and negative interactions (e.g., withholding of Native American U.S. citizenship until 1924), the tensions among cultural groups, social classes and/or significant individuals in Wyoming and the United States (e.g., Martin Luther King Jr., Helen Keller, Sacagawea, Chief Washakie, Chief Black Coal, Chief Pocatello, Chief Sharp Nose, and Chief Friday). Social Studies Content Standard 3 - Production, Distribution, and Consumption Students describe the influence of economic factors on societies and make decisions based on economic principles. Rationale In a global economy marked by rapid technological, political, and economic change, students will examine how people organize for the production, distribution, and consumption of goods and services. SS5.3.1 Give examples of needs, wants, goods, services, scarcity, and choice. SS5.3.2 Identify basic economic concepts (e.g., supply, demand, price, and trade). SS5.3.3 Identify and describe how science and technology have affected production and distribution locally, nationally, and globally (e.g., trains and natural resources). SS5.3.4 Explain the roles and effect of money, banking, savings, and budgeting in personal life and society. Social Studies Content Standard 4 - Time, Continuity, and Change Students analyze events, people, problems, and ideas within their historical contexts. Rationale Students need to understand their historical roots and how past events shape the past, present, and may shape the future. Students must know what life was like in the past to comprehend how things change and develop over time. Students gain historical understanding through inquiry, of history by and through researching and interpreting events affecting individual, local, tribal, state, national, and global histories. P a g e 2 / 9 / 2 0 1 3 Wyoming State Social Studies Standards (2018) – 3-5 th grade SS5.4.1 Describe how small changes can lead to big changes (cause and effect) (e.g., introduction of horses to the Plains tribes, discovery of gold and minerals in the region, discovery of electricity, impact of the Homestead Act and Dawes Act, establishment of water rights and resource management). SS5.4.2 Describe how tools and technology make life easier; describe how one tool or technology evolves into another (e.g., telegraph to telephone to cell phone or travois to horse- drawn wagon to railroad to car); identify a tool or technology that impacted history (e.g., ships allowed for discovery of new lands, boiling water prevented spread of disease, railroads and the industrial revolution led to devastation of bison population, and impact of mineral and oil development in the region). SS5.4.3 Module 1 – Lesson Plan 3 Select current events for relevance and apply understanding of cause and effect to determine how current events impact people or groups, including Indigenous Tribes of Wyoming (e.g., energy development, water rights, new technology, and social issues). SS5.4.4 Discuss different groups that a person may belong to, including Indigenous Tribes of Wyoming, (e.g., family, neighborhood, cultural/ethnic, and workplace) and how those roles and/or groups have changed over time. SS5.4.5 Arapaho Drum – Lesson Plan 2 Identify differences between primary (e.g., historical photographs, artifacts, and documents, including treaties) and secondary sources. Find primary and secondary sources about an historical event (e.g., creation of reservations, Sand Creek Massacre, and creation of national parks). Summarize central ideas in primary and secondary resources. Social Studies Content Standard 5 - People, Places, and Environments Students apply their knowledge of the geographic themes (location, place, movement, region, and human/environment interactions) and skills to demonstrate an understanding of interrelationships among people, places, and environment. Rationale Students gain geographical perspectives of the community, state, nation, and world by studying the Earth and how humans interact with people, places, and environments. Their knowledge of geography allows students to make local and global connections. Students develop increasingly abstract thought as they use data and apply skills to analyze human behavior in relation to its physical and cultural environment. SS5.5.1 Apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts. SS5.5.1.a Identify boundaries of the Wind River Indian Reservation. Path of Honor – Lesson Plan 1 SS5.5.2 Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. P a g e 2 / 9 / 2 0 1 3 Wyoming State Social Studies Standards (2018) – 3-5 th grade SS5.5.3 Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., Indigenous Tribes of Wyoming and the Oregon Trail), and how ideas, goods, and/or people move from one area to another. SS5.5.3.a.i Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower/Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, and Wind River Mountains). SS5.5.3.a.ii Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming. SS5.5.4 Describe how the environment influences people in Wyoming and how we adjust to and/or change our environment in order to survive (e.g., natural resources, housing, and food). SS5.5.4.a Discuss the ways in which the environment, including climate and seasons, influenced how the Indigenous Tribes of Wyoming adapted to their natural environment (e.g., how they obtained food, clothing, tools, and migration). Social Studies Content Standard 6 - Technology, Literacy, and Global Connections Students use technology and literacy skills to access, synthesize, and evaluate information to communicate and apply social studies knowledge to global situations. Rationale Using a variety of resources, students will apply the inquiry process to locate, interpret, and evaluate multiple primary and secondary sources. Students will use this information to become critical thinkers and decision makers in a global community. Social Studies Content Standard 6 was written around the Framework for 21st Century Skills and the Common Core Literacy Standards for History and Social Studies.* SS5.6.1 Use various media resources in order to address a question or solve a problem. SS5.6.2 Identify validity of information (e.g., accuracy, relevancy, fact, or fiction). SS5.6.3 Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media). SS5.6.4 Identify the difference between primary and secondary sources. 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EARLY LITERACY GUIDING PRINCIPLES Literacy begins at birth. Families and communities strengthen school-based learning. Every child is full of literary promise. Foundational skills matter. Every child must be taught to read and write. Multilingualism benefits everyone. Educator knowledge and classroom practices are essential. The Oregon Early Literacy Framework provides a research-based vision to guide teaching of reading and writing and is designed to build statewide coherence, clarity, and common ground about literacy instruction. OREGON'S EARLY LITERACY FRAMEWORK Writing Writing is an essential component of children's learning, not only for the value it has for literacy development, but for the value it has as a medium for expression, discovery, and creativity. Writing nourishes the human spirit." 1 — Oregon Department of Education Why is writing important? Writing is a powerful way for students to communicate their perspectives, ideas and experiences. Writing moves a student's words and ideas onto a page. It provides a creative outlet for self-expression and a way to share opinions, lived experiences, and home languages and dialects. When students write it expands their learning. Through writing, students accelerate their language development and solidify reading and writing skills like phonics, comprehension, mechanics, and word choice. Writing helps students understand what they are reading, just as reading different types of texts helps students understand how to write. A collaborative writing community encourages engaged learners. Students grow as writers through purposeful sharing and writing together. Learning to give and receive feedback, collaborate, and share work cultivates a community of readers and writers. 1 Oregon Department of Education. (2023). Oregon's early literacy framework: A strong foundation for readers and writers (K-5). https://www.oregon.gov/ode/educator-resources/standards/ELA/Documents/ Literacy%20Framework_2023.pdf Writing 1 What does this look like in practice? Practices Examples Educators feature and celebrate student writing inside and outside the classroom. Educators guide students through the writing process and teach them to use specific strategies for different parts of the process. Educators provide time for students to write throughout the school day and across content areas. After reading and discussion of the picture book "We Are Water Protectors," students have time to write down their response to a reading prompt. Students' reflections are then posted to a feature board in the classroom, where the teacher and students offer feedback and praise. A third grade teacher introduces a strategy for organizing ideas before students write a short biography and provides an outline to help them to sequence their writing. As part of a unit on animals and their environments, a kindergarten teacher sets up one table where students practice writing letters or words in sand and another table where students write labels for different photos of environments. Discussion Starters How can educators create classroom environments that showcase and celebrate student writing? How can leaders plan schoolwide activities that reinforce the connection between reading and writing? Learn More How can parents and caregivers use everyday household tasks (e.g. menus, to-do lists, instructions) to help their child practice writing and spelling? Oregon Early Literacy Framework	<urn:uuid:4b40554d-8c73-40f1-98c4-afbb873e233b>	CC-MAIN-2024-26	https://oregoninstructionalframeworks.org/wp-content/uploads/2024/05/OELF_Spotlight_Writing_FINAL-ADA.pdf	2024-06-22T05:01:31+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00277.warc.gz	381,497,255	643	eng_Latn	eng_Latn	0.997621	eng_Latn	0.99784	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2012, 3485 ]	[ 4.5625 ]	1	0
The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for RE within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for RE. The most relevant statements for RE are taken from the following areas of learning: Personal, Social and Emotional Development & Understanding the World Pupils should be taught to: A. Know about and understand a range of religions and worldviews. B. Express ideas and insights about the nature, significance and impact of religions and worldviews. C. Gain and deploy the skills needed to engage seriously with religions and worldviews. D. Recall and name different beliefs and practices, including festivals, worship, rituals and ways of life, in order to find out about the meanings behind them. E. Recognise some different symbols and actions which express a community's way of life, appreciating some similarities between communities. F. Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. G. Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. H. Observe and recount different ways of expressing identity and belonging, responding sensitively for themselves. I. Notice and respond sensitively to some similarities between different religions and worldviews. J. Explore questions about belonging, meaning and truth so that they can express their own ideas and opinions in response using words, music, art or poetry. K. Find out about and respond with ideas to examples of co-operation between people who are different. L. Find out about questions of right and wrong and begin to express their ideas and opinions in response. A, B, C – All Year groups Pupils should be taught to: M. Know about and understand a range of religions and worldviews. N. Express ideas and insights about the nature, significance and impact of religions and worldviews. O. Gain and deploy the skills needed to engage seriously with religions and worldviews. P. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. Q. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. R. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. S. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. T. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives. U. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews. V. Discuss and present thoughtfully their own and others' views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry. W. Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect. X. Discuss and apply their own and others' ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. Year 3 Year 4 M, N, O – All Year groups Pupils should be taught to: M. Know about and understand a range of religions and worldviews. N. Express ideas and insights about the nature, significance and impact of religions and worldviews. O. Gain and deploy the skills needed to engage seriously with religions and worldviews. P. Describe and make connections between different features of the religions and worldviews they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life, in order to reflect on their significance. Q. Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities. R. Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. S. Observe and understand varied examples of religions and worldviews so that they can explain, with reasons, their meanings and significance to individuals and communities. T. Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives. U. Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences within and between different religions and worldviews. V. Discuss and present thoughtfully their own and others' views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own in different forms including (e.g.) reasoning, music, art and poetry. W. Consider and apply ideas about ways in which diverse communities can live together for the wellbeing of all, responding thoughtfully to ideas about community, values and respect. X. Discuss and apply their own and others' ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response. Year 5 Year 6 *M, N, O – All Year groups	<urn:uuid:33fee94f-0b6d-47e8-b56d-0708e4e05ea2>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/24851076	2024-06-22T05:15:47+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00276.warc.gz	826,187,109	1,240	eng_Latn	eng_Latn	0.994696	eng_Latn	0.995388	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 693, 2237, 4402, 6569 ]	[ 4.4375 ]	1	0
NPFH / WALK AGAINST HATE SCHOOL TOOLKIT Join us to fight hate across the country! ADL's Walk Against Hate is not just a walk — it's an opportunity to move as an individual, family, school or community toward a future without antisemitism, racism and all forms of bigotry. Make your voice heard and join us for ADL's Walk Against Hate! #WalkAgainstHate Checklist [x] Register your school [x] Assign Team Captain(s) and select Team Name(s) [x] Design a NPFH approved activity [x] Submit all materials [x] Get moving! Share your commitment and progress on social media with #WalkAgainstHate Bring the Walk Against Hate into Your School Community! Suggestion 1: Hold a school-wide or district-wide competition Which school/class can be the most active? * Step 1: Assign a team captain and register your school. You can register as a single team or as multiple teams. * Step 2: Create teams within your school with creative names. Those teams will compete together. For example: All 1 st period classes are competing against each other. * Step 3: Ask students to track the number of steps or alternative physical activity they complete every day and populate a shared spreadsheet (see example). * Step 4: Compare totals amongst classes or across the district! Suggestion 2: Host a Walk as a replacement for physical education class/period In lieu of a traditional gym class, ask your students to get moving to fight hate for good! * Step 1: Assign a team captain and register your school. You can register as a single team or as multiple teams. * Step 2: Coordinate with your Physical Education/Health/Gym teachers to track steps or join in an alternative physical activity for the class period. Suggestion 3: Start every class with some MOVES Get the blood pumping before each class and ask your school community to do a form of physical activity! * Step 1: Assign a team captain and register your school. You can register as a single team or as multiple teams. * Step 2: Coordinate with your teachers to begin each class with 5 minutes of movement the week of the Walk Against Hate. Tips and Tools to #WalkAgainstHate * Connect with other NPFH schools in your area! * Find an outside walking space near your school (a track, a park) where teams can participate together in an appropriately socially distanced way. * Create a playlist with songs you just can't help but move to! Even better, have students contribute suggestions to the playlist. * Possible ways to track your movement: o Health Apps on phones & watches o Fitbit o Pedometer o Time – if you can't track steps, you can track minutes! Tracking Your Activity * Create a shared spreadsheet on your platform of choice * Name the tab(s) with class team name(s) * Write dates across the top row * Write student names down the left-side column * Share the sheet with your students or ask a student to collect entries and enter them each day. * Remind everyone to update the sheet with their activity every day! NPFH Approved Lesson For this activity to count as a NPFH activity you must incorporate the guidelines of a NPFH activity with your participation. We encourage you to choose your adventure in fighting hate, but below are some suggestions. As a reminder, ADL encourages participants to get active, not necessarily only through walking! There are many fun ways this activity can be completed safely following your schools social distancing guidelines. Suggestion #1: Create A Theme Create a theme about combatting a type of hate. This can play into your school team name as well as your individual class names. * Using a theme can help you: Identify lessons, books or discussion questions that the school can incorporate into its curriculum. Design posters, signs, and other fun add-ons to use while participating in the Walk. * Some example team/class names: Fighting Cyberbullying at XXXXX School Stepping Away Against Sexism at XXXX School Getting Active to End Racism with Ms. Holland Suggestion #2: One Book, One School Select a book for everyone to read that follows your theme. o ADL recommended resource: o Books Matter Suggestion #3: Build Out Class/School Rules In addition to the NPFH pledge, ask your students to come up with ground rules that promote a brave space versus a safe space, establishes respect and combats hate. o ADL recommended resources: o Safe and Inclusive Schools for All o What Do Safe, Respectful and Inclusive Virtual Classrooms Look Like? Suggestion #4: Podcast & Activity Encourage your students to get active while listening to a podcast that ties into your curriculum. When they are back in class, use the podcast as a foundation for your classroom discussion. Please be mindful of grade level for podcast selection. * Sample resource for podcasts: Common Sense Education: 19 Great Learning Podcasts for the Classroom Suggestion #5: Calendar of "Do Now's" To take pressure off teachers and limit the amount of teaching time needed, consider using an opening prompt ("Do Now") per day that centers around hate. Give students some time (10-15 minutes) to discuss amongst themselves what the prompt means and how it relates to the NPFH mission in their school. Sample Calendar of prompts: * Days 1 - 6: ADL Pyramid of Hate (Middle & High School) Each day you can focus on one part of the pyramid. Draw the pyramid on the board/ display the pyramid but cover the levels you have not discussed yet. * Day 1 – Biased Attitudes: What do you think this means? What are some terms you think would fall into this category? * Day 2 – Acts of Bias: What do you think this means? What are some terms you think would fall into this category? * Day 3 – Systemic Discrimination: What do you think this means? What are some systems you think can fall into this category? * Day 4 – Bias-Motivated Violence: What do you think this means? What are some actions you think would fall into this category? * Day 5 – Genocide: What is genocide? What are some examples that have happened in history or are actively happening today? * Day 6 – Recap/ Feedback: Now knowing the entire Pyramid of Hate, what is one thing you learned from it or wish it covered? o ADL recommended resources: o Middle/ High School Mini Lesson: Students can complete themselves through an online platform o Pyramid of Hate in Spanish: Translated pyramid * Days 1 –6: What is Bullying? (Elementary School) October is Bullying Prevention Month. Each day, you and your students can analyze the roles of bullying. * Day 1: Define bullying and the 4 roles of bullying – What do you think bullying and cyberbullying mean? * Day 2: What is a Target? * Day 3: What is an Aggressor? * Day 4: What is a Bystander? * Day 5: What is an Ally? * Day 6: As a classroom, what rules do we want to set when it comes to name-calling and bullying? o ADL recommended resources: o Definitions Related to Name-Calling, Bullying, and Bias o Identity-Based Bullying * Day 7: Ableism (All Grades) This lesson mentions "ableism". What is ableism? What kinds of barriers do people with disabilities still face? What is a better name to call this event and avoid ableist language? o ADL recommended resources: o Equal Treatment, Equal Access: Raising Awareness about People with Disabilities and Their Struggle for Equal Rights o Disability Glossary o Middle/ High School Lesson o Elementary School Lesson * Days 8- 11: The "-Isms" (Middle/High School) Spend each day diving into a specific "-ism": Racism, Sexism, Classism, Colorism, Weightism, etc. The definitions of all the –isms can be found in ADL's Education Glossary. * Example: Heterosexism - October is LGBTQ+ History month and October 11 is National Coming Out Day * Day 8: What does LGBTQ+ stand for? Define each letter. Do you know any additional letters? What do they mean? * Day 9: What does Coming Out Day mean to the LGBTQ+ community? Why is important to have this day? * Day 10: How do you define heterosexism? Where do you see it in your school? * Day 11: Where do you see heterosexism and the ways it has been challenged in the media? o ADL recommended resources: o ADL Definition of Heterosexism: The marginalization and/or oppression of people who are lesbian, gay, bisexual, queer and/or asexual, based on the belief that heterosexuality is the norm. o Representing Me: Diversity, Visibility and the Media o LGBTQ+ Pride Month and Education Resources Pride Month is June o Non-ADL Resource: GLAAD: Celebrate LGBTQ+ History Month o Non-ADL Resource: New York Times: The ABCs of L.G.B.T.Q.I.A + o Non-ADL Resource: GLSEN: Educator Resources * Days 8- 11: Calendar of Observances (Elementary) Use ADL's Calendar of Observances to recognize holidays and cultural observances that may be new or different for your students. * Day 8: What events do you expect to see on this calendar? When do they happen? * Day 9: What is one holiday that you do not recognize on the calendar? * Day 10: What does tradition mean? Pick one holiday in the month of October and tell us what your family does to celebrate. * Day 11: Why do you think we use this calendar versus other ones? o ADL recommended resources: o Calendar of Observances * Day 12 – Define Hate (All grade Levels) o How would you define hate and what does it look like to you? How can you be an ally? o ADL Definition of Hate: An extreme dislike for something, someone, or a group. Hate that is based on an aspect of someone's identity (e.g., race, religion, sex, gender expression or identity, ability, sexual orientation, etc.) can result in interpersonal bias, discrimination, hate incidents, hate crimes and/or involvement in an organized hate group. o ADL Definition of Ally: Someone who speaks out on behalf of or takes actions that are supportive of someone who is targeted by bias or bullying, either themselves or someone else. Elementary school version: Someone who helps or stands up for someone who is being bullied or the target of bias. What is Ableism? Ableism is the marginalization and/or oppression of people who have disabilities, including temporary, developmental, physical, psychiatric and/or intellectual disabilities. The ADL Walk Against Hate is a movement and invites all participates to engage in the Walk in the way that is most comfortable and accessible to them. As alternatives to walking we invite you to: * Bike/Cycle * Meditate * Dance * Do yoga * Draw/Color/Chalk * Form a book club * Play hide and seek * Report online hate * Skateboard/roller skate * Give a musical performance * Call out misinformation when and where you see it. * Stretch * All of the above For more resources on ableism: Disability Glossary Middle/High Schools (Lesson Plan) I FIGHT HATE FOR GOOD I'M WALKING AGAINST HATE FOR I'M SPEAKING UP AGAINST HATE Questions? 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Sleep Tips: Food and Drink Food and drink that your child consumes throughout the day, and especially in the evening, can have an impact on how well they settle to sleep. Caffeine and sugar both impact sleep quality and can cause more frequent night wakings. Caffeine blocks a chemical in the brain called Adenosine. This is a neurotransmitter that makes us feel tired. Too much sugar, especially close to bedtime, will give your child a rush of energy that will make them more alert. Caffeine is in more things than you would think! It can be found in drinks such as hot chocolate, energy drinks, canned fizzy drinks (including diet drinks), tea and coffee. Caffeine is also in chocolate, protein bars, frozen yoghurt, ice cream and medicines, amongst other things. Check for caffeine and sugar content on food packaging. You can also download caffeine and sugar tracker apps for your phone or your child's phone, depending on their age. The recommended cut-off time for caffeine use is a minimum of six hours before bedtime. For example, if your child typically goes to bed at 9.00pm, avoiding caffeine after 3.00pm can help minimise sleep difficulties. Some children may wake during the night or wake early in the morning because they are hungry. A small snack at supper time, around an hour before bed, can help with this. It can also mark the beginning of the bedtime routine. Certain foods contain an essential amino acid called tryptophan which helps the body produce melatonin. Melatonin is a natural hormone that promotes sleep. Tryptophan-rich foods: Bananas, nuts and seeds, oats, honey, some dairy food, rice, bread, turkey, wholegrain cereals (not sugary ones), cheese Include some carbohydrates and protein to sustain your child through the night. Supper should be eaten downstairs, away from your child's bedroom. Use it as a time to talk and keep things calm. Supper suggestions: Bananas, porridge, wholewheat cereals, oat-based biscuits, peanut butter on toast, turkey sandwich, bagel, crumpet, small warm milk, cheese on toast, cheese and crackers Whilst there are common strategies that may support the sleep of babies and children, there are also different parenting and professional styles that may favour one approach over another. There is no single solution that will suit everyone. The advice contained in these downloads is for general information purposes only and is intended to give you some basic tips and strategies. Our advice is NOT intended to be a substitute for medical advice or treatment.	<urn:uuid:91500eeb-7088-4a87-8c78-1c63396b1c0e>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/16327521	2024-06-22T06:44:10+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00276.warc.gz	826,120,395	536	eng_Latn	eng_Latn	0.999241	eng_Latn	0.999241	[ "eng_Latn" ]	false	docling	[ 2539 ]	[ 2.75 ]	2	1
English Children will learn : * To write detailed setting descriptions incorporating interesting vocabulary. * To improve our sentence structures to include subordinating and main clauses. * To write a newspaper report, including features such as direct and indirect speech, titles, bylines and captions. Art Children will learn: * To understand and identify primary and secondary colours and their purpose. * To explore lighter and darker tones. * To explore shading and mixing colours. Year 3 Summer 1 - Flow This term learning focuses on Rivers, how the develop and flow and the impact they have on the people and the land. Maths Science Geography Children will learn how to: * Tell time to the minute, using a.m. and p.m. * Measure and compare time in seconds, minutes and hours. * Consolidate their knowledge of different notes and coins. * Apply their knowledge of money to further addition and subtraction. Computing Children will learn: * Select, use and combine a variety of software on a range of digital devices * Design and create a range of programs, systems and content that accomplish collecting, analysing, evaluating and presenting data and information. Children will learn to be able to: * Identify the factors that can affect plant growth such as light, space and nutrients for growth. * Describe the structure of a flowering plant and its roots. * Explain why seeds need to be dispersed. Children will learn about: * The different parts of a river and how they flow into each other. * The positive and negative impact rivers can have on those who live nearby. * Order the steps in the life cycle of a flowering plant. PE * How to use an ordnance survey map, while investigating life in England and the rivers that flow through the country. Religion & World Views (RAW) Children will improve their fundamental movement and game skills by: French (MFL) Children will learn to: * Describe the concept of wisdom. * Developing a range of techniques to play basketball, hockey, rugby, netball, football and handball. * Apply the concept of wisdom to Sikhism. * Apply the concept of wisdom to their lives. * Develop an understanding about Guru Nanak. Children will learn how to: * Sit and listen to a familiar fairy tale in French. * Use picture and word cards to recognise and retain key vocabulary * Name and spell at least three parts of the body in French as seen in the story. PSHE Children will learn about: * Different family members and different responsibilities with a family. * The skills of friendships. * The rights of all children. * How actions of people around the world can influence lives. * How the lives of children around the world can be different from their own. Music Children will learn how to: * Sing in tune and in harmony with others, developing breath control. * Explain how a piece of music makes them feel with some use of musical terminology. * Create and perform a vocal piece with a variety of ostinatos. Suggested Reads Year 3 Summer 1 - Flow This term learning focuses on Rivers, how the develop and flow and they have on the people and the land. Suggested Experiences The River Singers By Tom Moorhouse Song of the River By Gill Lewis & Zanna Goldhawk Once Upon a Raindrop: The Story of Water By James Carter & Nomoco The Secret of Black Rock By Joe Todd-Stanton Song of the River By Joy Cowley & Kimberly Andrews Optional Home learning project Useful Websites School website-phonics https://www.cambridgeschool.h ants.sch.uk/page/?title=Phonics &pid=1052 Phonics play https://www.phonicsplay.co.uk/ Top marks https://www.topmarks.co.uk/m aths-games/5-7-years/counting Times table Rock stars https://play.ttrockstars.com/aut Visit the Blackwater Valley River at Rowhills; the starting point of the river to see the beginnings of a river. Go for a walk along the Basingstoke canal and explore the wildlife around it. How is the canal used today? Visit the River Thames to view the world around such an important and well known river. h Create a model that follows the journey a river can take. You could choose to model it on a river that you may be familiar with or just the different cycles river can go through.	<urn:uuid:61517dd9-a3a6-4b17-bc80-9a3e876bae39>	CC-MAIN-2024-26	https://www.cambridgeschool.hants.sch.uk/attachments/download.asp?file=2530&type=pdf	2024-06-22T05:57:21+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00276.warc.gz	615,466,763	910	eng_Latn	eng_Latn	0.995231	eng_Latn	0.996842	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2986, 4220 ]	[ 4.40625 ]	1	0
* The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The aim of this document is to help subject leaders to understand how the skills taught across EYFS feed into national curriculum subjects. * This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for computing within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for computing. * The most relevant statements for computing are taken from the following areas of learning: Personal, Social and Emotional Development, Physical Development, Understanding the World & Expressive Arts and Design LONG TERM FORECAST Key Stage 1 Computing Autumn Spring Summer Pupils should be taught to: A- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions B- create and debug simple programs C- use logical reasoning to predict the behaviour of simple programs D- use technology purposefully to create, organise, store, manipulate and retrieve digital content E- use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet F- recognise common uses of information technology beyond school. LONG TERM FORECAST Key Stage 2 Computing Autumn Spring Summer Pupils should be taught to: G. design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts H. use sequence, selection, and repetition in programs; work with variables and various forms of input and output I. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs J. understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration K. use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content L. use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour M. select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information Year 4	<urn:uuid:73b91e07-7aae-42e8-a8ce-4942369d0c94>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/24851073	2024-06-22T05:57:58+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00273.warc.gz	818,227,687	521	eng_Latn	eng_Latn	0.991719	eng_Latn	0.992698	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 908, 1628, 2843 ]	[ 3.8125 ]	1	0
Year 3/4 Half Term Curriculum Overview Autumn 2 We would like to say a huge thank you for your continued support. If you have any questions, please do not hesitate to ask a member of the Year 3/ 4 team. English Mathematics Children will read a text and watch a short film called The Dream Giver. You can access the short film here: https://www.literacyshed.com/dreamgiver.html Children will focus on sentence structures and have the opportunity to write their own story, inspired by the Dream Giver. Later in the term, children will read The Grinch Who Stole Christmas and write a letter to Mr Grinch to persuade him not to steal their presents! In guided reading, children are reading The Boy Who Grew Dragons by Andy Shepherd. Physical Education Children should come to school in their P.E. kit on the following days: Verde and Amarillo Class- every Monday. Rosa Class -every Tuesday. They should wear black bottoms, a red top and a black jacket. Geography Children will continue to learn about natural disasters. They will also create a fact file about Iceland, with a key focus on physical geography. Science, music, religious education and Spanish During our science lessons, we will be exploring the water cycle and understanding the four main stages- evaporation, condensation, precipitation and collection. In our music lessons, children will perform, listen to, review and evaluate music. They will use and understand musical notation. Children will continue to learn greetings and numbers in their Spanish lessons. We will be learning about the following objectives in our maths lessons: - Subtract numbers mentally, including: a three-digit number and 1s, a three-digit number and 10s and a three-digit number and 100s. - Subtract numbers with up to 3 digits, using formal written methods. - Solve problems, including missing number problems - Multiply two-digit and three-digit numbers by a onedigit number using formal written layout - Recognise and use factor pairs and commutativity in mental calculations. In our religious education lessons, we will be exploring why people celebrate and do not celebrate Christmas. We will identify the main events of the nativity story and they will have the chance to make their own Christingle. Computing Children will use Scratch to learn about coding. They can create their own interactive stories and animations. They can access a free version: https://scratch.mit.edu/projects/ed itor/?tutorial=getStarted In our PSHE lessons, our topic is Celebrating Differences. Children will respect and accept that everyone is different, ways to include others, try to solve problems and promote the importance of using kind words. Weekly Homework (due every Friday) Homework will be assigned on every Friday - Maths Shed: Every week, children will complete a times table test in the classroom. On Maths Shed, they will be assigned the times table they are focusing on for their weekly test. They should complete 5 games. https://www.mathshed.com/en-gb/ - Spellings: Children will complete a weekly spelling test. The spellings will be assigned every Friday and they should complete 5 games. https://www.spellingshed.com/en-gb/ - Reading: Every child has a reading diary. Please can these be signed and returned to class teacher. Each child should aim to read at least 4 times a week. PSHE (RSE)	<urn:uuid:fcd233f0-3197-4450-9d71-a0ea819903df>	CC-MAIN-2024-26	http://www.edgewoodprimaryschool.co.uk/sites/default/files/Year%203%204%20Autumn%202.pdf	2024-06-22T06:41:38+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00280.warc.gz	39,313,363	707	eng_Latn	eng_Latn	0.998072	eng_Latn	0.998072	[ "eng_Latn" ]	false	docling	[ 3368 ]	[ 3.890625 ]	1	0
Year 3/4 Half Term Curriculum Overview Spring 2 Please look on the second page for important dates. English Science and Religious Education The children will read Marcy and the Riddle of the Sphinx. They will write a character description, create an instructional text on how to escape the sphinx and a playscript. During our weekly guided reading lessons, the children will read a short passage taken from various non-fiction and fiction texts and focus on improving their comprehension skills. As a class, we will be reading Tutankhamun's Tomb by Sue Reid. Physical Education Children should come to school in their P.E. kit on the following days: Verde and Amarillo Class- every Monday Rosa Class -every Tuesday. . They should wear black bottoms, a red top and a black jacket. Please can children avoid wearing football tops. History Computing (programming) This term we will be looking at Ancient Egypt in History. We will look at the role of Pharaohs in Ancient Egypt, the lives of rich and poor people and the way they learned in school. The children will use the programming language, Scratch to create an animation about how a plant grows. They will also use our new Micro:bit computers to study sound. During our science lessons, we will be learning about sound. The children will identify how sounds are made, to recognise that vibrations from sounds travel through a medium to the ear and find patterns between the pitch of a sound and features of the object that produced it. They will use data loggers to create a line graph and analyse their results. Then, children will learn about plants. In our religious education lessons, the children will be looking at rituals and beliefs around births, marriages and deaths, including beliefs of the afterlife and humanist celebrations. Mathematics We will cover the following objectives in our maths lessons: * Learn about unit and non-unit fractions. * Compare equivalent fractions and use this knowledge to write fractions in their simplest form. * Learn to represent improper fractions as mixed numbers. * Compare numbers with the same number of decimal places. * Add and subtract amounts of money to give change. PSHE (RSE) and D&T In our PSHE lessons, our topic is Be Safe. The children will explore how to stay safe in their local environment, whether that's near roads, rail or water. They will learn about keeping safe around medicines and illegal substances and what to do in an emergency. In our D & T lessons, the children will be sewing a simple purse or pencil case using Binka. Weekly Homework (due every Thursday) Homework will be assigned every Friday. * Maths Shed: Every week, children will complete a times table test in the classroom. On Maths Shed, they will be assigned the times table they are focusing on for their weekly test. They should complete 5 games. https://www.mathshed.com/en-gb/ * Spellings: Children will complete a weekly spelling test. The spellings will be assigned every Friday and they should complete 5 games. https://www.spellingshed.com/en-gb/ * Reading: Every child has a reading diary. Please can these be signed and returned to the class teacher. Each child should aim to read at least 4 times a week. Important dates Every child in Year 4, will be assigned the Multiplication Tables Check simulator on Maths Shed. Swimming Lessons at Hucknall Leisure Centre * Verde will swim every Thursday from 29/02/2024- 18/04/2024 * Rosa will swim every Thursday from 25/04/2024 – 6/06/2024 * Amarillo will swim every Thursday from 13/06/2024-18/07/2024 Any support is greatly appreciated. Year 3/4 performance The morning performance will take place at 09:45 on Tuesday 26 th March. The afternoon performance will take place at 14:00 on Tuesday 26 th March. The evening performance will take place at 17:3018:30 on Wednesday 27 th March. h i f i b i k ill b h d	<urn:uuid:ad6d5e75-2a1c-4a2a-8cfc-d1dbf6e973c0>	CC-MAIN-2024-26	http://www.edgewoodprimaryschool.co.uk/sites/default/files/Y3%20and%204%20Curriculum.pdf	2024-06-22T07:28:04+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00281.warc.gz	35,432,243	855	eng_Latn	eng_Latn	0.997994	eng_Latn	0.998197	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3229, 3895 ]	[ 3.578125 ]	1	0
Skills Babies Should Develop During Their First Year Birth to 3 Months: - Startles to loud sounds - Recognizes your voice and quits crying - Quiets or smiles when spoken to - Increases or decreases sucking behavior in response to sound - Coos and makes pleasure sounds - Cries differently for different needs - Smiles when see you 4 to 6 Months: - Moves eyes in direction of sounds - Notices toys that make sounds - Babbles in a speech-like way and uses many different sounds including "p", "b", and "m" - Vocalizes excitement and displeasure - Makes gurgling sounds when alone or playing with you 7 Months to 1 Year: - Enjoys playing peek-a-boo and pat-acake - Turns head and looks in the direction of sounds - Pays attention when spoken to - Understands words for common items such as "cup", "shoe", "book", "juice" - Responds to requests such as "Come to Mommy" or "Want more?" - Babbles to get and keep your attention - Babbles using long and short groups of sounds such as "baba", "mamama" - Imitates different speech sounds - Communicates using gestures such as waiving "bye-bye" or holding up arms to be picked up - Says one or two words such as "Hi", "dog", "Dada", "Mama" around first birthday Where else can I get information about newborn hearing screening or about things a baby with normal hearing should be able to do? - Visit the website www.babyhearing.org Children's Medical Services Newborn Hearing Screening Program Toll free at 1-877-890-4692 or 1-505-476-8862 Your Baby's Hearing Screen Why should my baby's hearing be screened? - Hearing loss is the most common condition present at birth. - As many as 3-4 babies in 1,000 have a significant hearing loss that will not improve with age. - Hearing screening is safe and painless. What if my baby does not pass the hearing screen? Some babies do not pass because of: - Fluid in the ear - Baby was moving a lot - Noise in testing room - Baby has a hearing loss. If my baby does not pass the hospital hearing screening, why is it important for my baby to have another hearing screen or an audiological evaluation as soon as possible? - Testing is the only way to know if your baby has a hearing loss. - The earlier a hearing loss is found, the better it is for a baby. How can I set up an appointment for my baby? - Talk with your baby's doctor at the 2-4 day old well baby check and ask the doctor to schedule an outpatient hearing screen at the hospital (if available) or with an audiologist experienced in testing babies (pediatric audiologist). - Your baby should have the outpatient hearing screen completed by the well baby check at 1 month of age. What if my baby does not pass the outpatient hearing screen? - Ask your baby's doctor to schedule an appointment for an audiological evaluation with a pediatric audiologist. - The audiological evaluation should be completed by the well baby check at 3 months of age. Could my baby pass the hearing screen and still have a hearing loss? - Yes, some babies hear well enough to pass the hearing screen, but lose their hearing later because of: some illnesses, some medicines, some injuries, a family history of hearing loss. - Watch for any signs of hearing loss as your baby grows. - Any time you have questions or concerns about your child's hearing, talk with your baby's doctor and ask for a referral to a pediatric audiologist. What should I do if my baby has a hearing loss ? - Contact the State Newborn Hearing Screening Program at 1-877-890-4692 for information - Enroll in NMSD's Early Intervention Program. Contact Joanne Corwin, Coordinator, at 505-275-5433 - Contact NM Hands and Voices at www.hvnm.org - Learn about communication programs such as the PEI Oral School. Call 505-224-7020 - Discuss use of Hearing Aids and availability of loaner hearing aids with your child's audiologist - Learn about FM systems, Cochlear Implants, etc.	<urn:uuid:fff807f4-e5e6-4be2-8e85-c9b45b374b1f>	CC-MAIN-2024-26	https://prod.nmhealth.org/publication/view/marketing/1040/	2024-06-22T06:05:31+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00279.warc.gz	409,061,029	921	eng_Latn	eng_Latn	0.996602	eng_Latn	0.99747	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1519, 3899 ]	[ 4.3125 ]	1	2
ANATOMY & PHYSIOLOGY ABCDEFGHIJKLMNOPQRSTUVWXYZ Cor.At Cardiomyocytes HOME 100% Pure ready-to-use heart cells for drug discovery and toxicology www.axiogenesis.com Micro-Stick® Vein Access Small vein vascular access has never been easier. See why now: medcompnet.com/micro-stick blood pressure Info for physicians & pharmacists to provide better healthcare. HCPlive.com circulatory system Also known as the cardiovascular system, the system that, in humans and other higher animals, delivers oxygen and nutrients throughout the body by way of a complex network of vessels, including arteries, arterioles, capillaries, veins, and venules. Arteries, arterioles, and the microscopic capillaries carry blood away from the heart to all parts of the body and allow exchange of nutrients and wastes through capillary walls from blood to the tissues and organs. Veins carry deoxygenated blood back to the lungs for reoxygenation. If all the vessels of this network in an adult human body were laid out end-to-end, they would extend for about 60,000 miles (more than 96,500 kilometers) – far enough to circle the Earth more than twice. As in the adult, survival of the developing embryo depends on the circulation of blood to maintain homeostasis and a favorable cellular environment. In response to this need, the circulatory system makes its appearance early in development and reaches a functional state long before any other major organ system. Incredible as it seems, the primitive heart begins to beat regularly http://www.daviddarling.info/encyclopedia/C/circulatory_system.html ABOUT CATEGORIES SITE MAP COPYRIGHT ADVERTISE CONTACT Ads by Google Circulatory System Body Circulation Body Combat Body System Search early in the fourth week following fertilization. The vital role of the circulatory system in maintaining homeostasis depends on the continuous and controlled movement of blood through the thousands of miles of capillaries that permeate every tissue and reach every cell in the body. It is in the microscopic capillaries that blood performs its ultimate transport function. Nutrients and other essential materials pass from capillary blood into fluids surrounding the cells as waste products are removed. Numerous control mechanisms help to regulate and integrate the diverse functions and component parts of the cardiovascular system in order to supply blood to specific body areas according to need. These mechanisms ensure a constant internal environment surrounding each body cell regardless of differing demands for nutrients or production of waste products. Circulatory pathways The blood vessels of the body are functionally divided into two distinctive circuits: the pulmonary circuit and systemic circuit. The pump for the pulmonary circuit, which circulates blood through the lungs, is the right ventricle. The left ventricle is the pump for the systemic circuit, which provides the blood supply for the tissue cells of the body. Pulmonary circuit Pulmonary circulation transports oxygen-poor blood from the right ventricle to the lungs where blood picks up a new blood supply. Then it returns the oxygen-rich blood to the left atrium. Systemic circuit The systemic circulation provides the functional blood supply to all body tissues. It carries oxygen and nutrients to the cells and picks up carbon dioxide and waste products. Systemic circulation carries oxygenated blood from the left ventricle, through the arteries, to the capillaries in the tissues of the body. From the tissue http://www.daviddarling.info/encyclopedia/C/circulatory_system.html capillaries, the deoxygenated blood returns through a system of veins to the right atrium of the heart. The coronary arteries are the only vessels that branch from the ascending aorta. The brachiocephalic, left common carotid, and left subclavian arteries branch from the aortic arch. Blood supply for the brain is provided by the internal carotid and vertebral arteries. The subclavian arteries provide the blood supply for the upper extremity. The celiac, superior mesenteric, suprarenal, renal, gonadal, and inferior mesenteric arteries branch from the abdominal aorta to supply the abdominal viscera. Lumbar arteries provide blood for the muscles and spinal cord. Branches of the external iliac artery provide the blood supply for the lower extremity. The internal iliac artery supplies the pelvic viscera. Major systemic arteries All systemic arteries are branches, either directly or indirectly, from the aorta. The aorta ascends from the left ventricle, curves posteriorly and to the left, then descends through the thorax and abdomen. This geography divides the aorta into three portions: ascending aorta, arotic arch, and descending aorta. The descending aorta is further subdivided into the thoracic arota and abdominal aorta. Major systemic veins After blood delivers oxygen to the tissues and picks up carbon dioxide, it returns to the heart through a system of veins. The capillaries, where the gaseous exchange occurs, merge into venules and these converge to form larger and larger veins until the blood reaches either the superior vena cava or inferior vena cava, which drain into the right atrium. Fetal circulation Most circulatory pathways in a fetus are like those in the adult but there are some notable differences because the lungs, the gastrointestinal tract, and the kidneys are not functioning before birth. The fetus obtains its oxygen and nutrients from the mother and also depends on maternal circulation to carry away the carbon dioxide and waste products. The umbilical cord contains two umbilical arteries to carry fetal blood to the placenta and one umbilical vein to carry oxygen-and-nutrient-rich blood from the placenta to the fetus. The ductus venosus allows blood to bypass the immature liver in fetal circulation. The foramen ovale and ductus arteriosus are modifications that permit blood to bypass the lungs in fetal circulation. http://www.daviddarling.info/encyclopedia/C/circulatory_system.html Heart Disease www.Thrombosisadviser.com Learn more about Heart Disease and thrombosis! Visit ThrombosisAdviser IATA Infectious Substance www.eduwhere.com Online IATA and DOT certification for shipping infectious substances Atrial Fibrillation www.atrialfibrillation-info.com Treatment Options, Latest Advances. Trustworthy, Current Report. Heart Valve Surgery Book www.Heart-Valve-Surgery.com For Patients And Caregivers. Avoid Stress. Know What To Expect. Physiology of circulation Role of the capillaries In addition to forming the connection between the arteries and veins, capillaries have a vital role in the exchange of gases, nutrients, and metabolic waste products between the blood and the tissue cells. Substances pass through the capillary walls by diffusion, filtration, and osmosis. Oxygen and carbon dioxide move across the capillary walls by diffusion. Fluid movement across a capillary wall is determined by a combination of hydrostatic and osmotic pressure. The net result of the capillary microcirculation created by hydrostatic and osmotic pressure is that substances leave the blood at one end of the capillary and return at the other end. Blood flow Blood flow refers to the movement of blood through the vessels from arteries to the capillaries and then into the veins. Pressure is a measure of the force that the blood exerts against the vessel walls as it moves the blood through the vessels. Like all fluids, blood flows from a high pressure area to a region with lower pressure. Blood flows in the same direction as the decreasing pressure gradient: arteries to capillaries to veins. The rate, or velocity, of blood flow varies inversely with the total cross-sectional area of the blood vessels. As the total cross-sectional area of the vessels increases, the velocity of flow decreases. Blood flow is slowest in the capillaries, which allows time for exchange of gases and nutrients. Resistance is a force that opposes the flow of a fluid. In blood vessels, most of the resistance is due to vessel diameter. As vessel diameter decreases, the resistance increases and blood flow decreases. Very little pressure remains by the time blood leaves the capillaries and enters the venules. Blood flow through the veins is not the direct result of ventricular contraction. Instead, venous return depends on skeletal muscle action, respiratory movements, and constriction of smooth muscle in venous walls. Pulse and blood pressure http://www.daviddarling.info/encyclopedia/C/circulatory_system.html Pulse refers to the rhythmic expansion of an artery that is caused by ejection of blood from the ventricle. It can be felt where an artery is close to the surface and rests on something firm. In common usage, the term blood pressure refers to arterial blood pressure, the pressure in the aorta and its branches. Systolic pressure is due to ventricular contraction. Diastolic pressure occurs during cardiac relaxation. Pulse pressure is the difference between systolic pressure and diastolic pressure. Blood pressure is measured with a sphygmomanometer and is recorded as the systolic pressure over the diastolic pressure. Four major factors interact to affect blood pressure: cardiac output, blood volume, peripheral resistance, and viscosity. When these factors increase, blood pressure also increases. Arterial blood pressure is maintained within normal ranges by changes in cardiac output and peripheral resistance. Pressure receptors (baroreceptor), located in the walls of the large arteries in the thorax and neck, are important for short-term blood pressure regulation. Types of circulatory system Humans and other vertebrates have a closed circulatory system in which the blood stays in the circulatory system as it circulates, and chemicals are exchanged by diffusion. By contrast, arthropods, such as insects and spiders, have an open circulatory system, in which the blood is pumped forward by the heart, but then flows through the body cavity, directly bathing the internal organs. Related category * ANATOMY AND PHYSIOLOGY Ads by Google Alkalizing Body Body Products Human 3D Body Body Organs http://www.daviddarling.info/encyclopedia/C/circulatory_system.html Primary source: National Cancer Institute Also on this site: Encyclopedia of Alternative Energy & Sustainable Living Encyclopedia of History Do you have a AAA? Download a patient guide on abdominal aortic aneurysm repair. www.goremedical.com Heart Failure News Key info on treating heart failure with implantable devices www.hf-contact.org Rat Mouse Blood Pressure Blood Pressure data accurate as Telemetry, one to 24 animal systems iitcinc.com BACK TO TOP http://www.daviddarling.info/encyclopedia/C/circulatory_system.html	<urn:uuid:5b5f5613-63ae-405c-8cc6-73c764797335>	CC-MAIN-2024-26	https://fazaia.edu.pk/uploads/download/circulatory_system._1583470316.pdf	2024-06-22T05:51:54+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00282.warc.gz	228,745,697	2,286	eng_Latn	eng_Latn	0.981286	eng_Latn	0.99533	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1733, 3606, 6055, 8593, 10277, 10808 ]	[ 2.78125 ]	1	0
Health EXTENDED SIDE ANGLE Boosts energy Stand with feet together. Step left foot back several feet and turn it out 45 degrees. Bend right knee into a deep lunge, reach right hand toward the floor (or rest forearm on thigh) and extend left arm upward. Hold for five to eight breaths, then repeat on the opposite side. Opens up inner thighs, outer hips, waist and shoulders. PIGEON Relieves tension Start on all fours. Bring right leg forward and place knee on the floor between hands, then sit down and extend your left leg straight back behind you. Try to keep right shin on the floor as you lengthen left thigh. Level hips so they're even and walk hands forward. Hold for five to eight breaths, then repeat on the opposite side. Opens up hips and lower back. 102 \| M a r 2 0 1 8 \| FA M I LYC I R C L E .C O M Stretching: The Rules Kristin McGee shares her secrets to making the most of any flexibility move. DON'T PUSH IT A stretch might be uncomfortable but it shouldn't be painful. If it is, you're either going too far or not doing it properly. HOLD IT Your muscle needs to hold a static stretch to reap the benefits, so aim for 30 to 50 seconds. DON'T BOUNCE It's not very effective and could lead to overstretching. You're better off settling into position and going a little deeper each time you exhale. MAKE IT A HABIT A big lapse in practice can bring you back to square one. Aim for at least 10 minutes (say, first thing in the morning or during your lunch break) three to four times a week. STRAIGHTEN UP Instead of rounding your back when you bend forward, lift up out of your sit bone or you'll miss out on the perks for your lower back and hamstrings. Continued on page 107. Photos: Courtesy of Kristen McGee For a longer stretching routine from Kristin McGee with four extra poses, visit familycircle.com/ yoga-poses. LOW LUNGE Improves balance Kneel down, then step right foot forward so knee forms a 90-degree angle. Lift hands up to the sky, and bend upper back slightly backward. Hold for five to eight breaths, then repeat on the opposite side. Opens up hip flexors, chest, back and front. UPWARDFACING DOG Stretching: The Truth Don't believe these myths about flexibility. MYTH It's not important unless you're a gymnast. FACT Without flexibility, your risk of getting hurt skyrockets. "When joints are stiff, you lack the range of motion to move freely with ease, and any stress on those joints and ligaments can lead to injury," says McGee. "Simple movements like opening a door can cause strains or tears." Even athletes are susceptible—runners and skiers tend to blow out their knees when they don't stretch enough. MYTH Start in plank position. Press the top of each foot into the floor as you lower hips and arch upper back, hovering just above the ground. Engage your core and press firmly into hands and feet. Opens up chest, arms, back and hip flexors. It's something you have to be born with. FACT Enhances posture stretching," says McGee. She likens stretching to adding grease to a squeaky door hinge. "With a little WD-40, the door opens a lot easier and more fluidly. But if you try to pull it open without greasing the hinges, you risk breaking it." Stretching allows your muscles and joints to work more efficiently. MYTH It's just a matter of touching your toes. FACT There's a lot more to stretching than forward bends. Make the most of your flexibility by engaging in two types of stretching: static (like the aforementioned toe-touching) and dynamic (like sun salutations done at the beginning of yoga class). Dynamic stretches are a great way to start your workout because they involve movement— and then you can engage in traditional poses later in your routine. "You want to open up your body and get blood flowing first," says McGee. "Someone who isn't warmed up or aware of their body could tear a ligament or damage muscles in a static stretch." "That's like saying someone is born strong. But in reality, people lift weights to build muscles," says McGee. Although we do have an innate amount of flexibility, research shows it's malleable and we can improve it. "Every person can find their range of motion and gain flexibility through Kristin McGee is a celebrity yoga and Pilates instructor and the author of Chair Yoga. FA M I LYC I R C L E .C O M \| M a r 2 0 1 8 \| 107	<urn:uuid:e9787dbe-6feb-4ec0-8675-5e96afd094fe>	CC-MAIN-2024-26	https://kristinmcgee.com/wp-content/uploads/2018/03/102-107-CIR0318-FLEXI.pdf	2024-06-22T06:07:00+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00280.warc.gz	303,759,657	1,028	eng_Latn	eng_Latn	0.99849	eng_Latn	0.998998	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1749, 4376 ]	[ 2.203125 ]	2	0
This is an electronic version of an article published in: Literacy 42 (2), 92-100 (2008) The journal is available online at: http://www3.interscience.wiley.com/journal/120750017/abstract Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning Charmian Kenner, Salman Al-Azami, Eve Gregory and Mahera Ruby Goldsmiths, University of London firstname.lastname@example.org Department of Educational Studies Goldsmiths, University of London New Cross, London SE14 6NW Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning Abstract Stories and poetry have long been considered a resource for the language and literacy development of bilingual children, particularly if they can work with texts in both mother tongue and English. This paper demonstrates that bilingual learning is also beneficial for second and third generation children whose English is often stronger than their mother tongue. Presenting data from an action research project in East London primary schools, we show how children investigated metaphor and cultural content in a Bengali lullaby, clarifying concepts through dialogue with their parents. Comparison with a lullaby in English from North America generated additional ideas concerning different cultural values. The learning process enabled children to use their bilingual skills and draw on different aspects of their bicultural identities. Finally, we explain how bilingual poetry can be used to stimulate learning in a multilingual classroom context, through the example of a whole-class lesson based around Bengali and English lullabies. Keywords: bilingualism, biculturalism, poetry, metaphor, Bengali, learner identities Introduction We introduce this paper by considering key ideas emerging from research on bilingual approaches to stories and poetry in primary school. This discussion highlights the contribution that bilingual work can make to cognitive development and cultural understanding, and we focus on the potential (often unrealised) for enhancing the learning of second and third generation children in particular. We then describe how a group of ten- and eleven-year-old British Bangladeshi children in a London primary school, studying a Bengali lullaby in transliteration and translation alongside the original version, were able to explore the content with additional support from their parents. This process deepened their understanding of metaphor and consolidated their knowledge of Bangladeshi culture – a cultural background to which they were strongly attached but which was partly unfamiliar to them due to growing up in the UK. Comparing the poem with a lullaby in English from North America, known to them through school and through popular culture, sharpened their understanding of different cultural values. To fully investigate the meanings in the Bengali poem, children used both languages in their discussion, making use of bilingual skills that are at risk of being lost unless they are valued in mainstream education. By operating bilingually and drawing on their complete range of linguistic and cultural knowledge, children also broadened their learner identities. We conclude by examining how the children's classmates, including those who did not speak Bengali, benefited from a whole-class lesson developed around the Bengali and English lullabies. Bilingual literature as a resource for learning Drawing on concepts and linguistic knowledge from mother tongue has been shown to be an important basis for developing skills and understanding in a new language (Cummins, 1984, 1996). For bilingual children, the opportunity to tell stories or create poetry in their mother tongue therefore generates ideas that can transfer to writing in English. Blackledge (1993) documents the frustration expressed by Sylheti-speaking children in a classroom in Birmingham, England, when they were not allowed to use mother tongue for a storytelling activity and pointed out to him that 'We can't tell our stories in English'. As well as referring to their greater facility in Sylheti, they were also highlighting the significance of cultural content that originates in mother tongue. Once given the chance to explore stories in both languages, children can build on the greater freedom of expression and wider vocabulary they possess in their stronger language, as shown by Parke et al (2002) in research with Pahari- and Urdu-speaking children in Watford, southern England, re-telling the same story in English and in Pahari or Urdu. Imagery evoked by exploring mother tongue culture adds to creativity in a new language; Datta (2000) gives examples from London classroom work of a Bangladeshi five-year-old writing a story based on the ghost world of his home culture, and young poetry writers inspired by Hindu mythology and Bollywood films. A bilingual or multilingual background in literature can therefore enhance educational achievement, as Sneddon (2000) found in her study of eleven-year-olds learning Gujarati, Urdu and English in north-east London. There was a strong relationship between children's oral narrative skills in Gujarati and in English, and they performed above the norms for monolingual children on a test of English reading comprehension. Schools can facilitate the development of bilingual skills by using dual-language storybooks, in ways described by Edwards (1998). By seeing texts in mother tongue and English alongside each other, children can work out correspondences and differences between the languages, adding to their knowledge of both. Writing stories in mother tongue, together with translations, can also be used for whole-class work in which bilingual children's understanding acts as a resource for discussion on linguistic structure and cultural meanings (Gravelle, 2000). Community and family support has a strong role to play in children's knowledge of stories in first language. Sneddon (2000) documents this with respect to the highachieving children mentioned above, who were attending community language classes in both Gujarati and Urdu. Volk and de Acosta (2004) found that parents and siblings were helping young Puerto Rican children to read in Spanish at home, and Rashid and Gregory (1997) analyse how Bangladeshi-origin children in East London combined strategies from literacy lessons at Bengali class and mainstream school to help younger siblings read in English. Parental assistance also enables children to understand dual-language storybooks, as demonstrated by Ma (2004) in a study with Chinese families and by Sneddon (2007) in research with Albanian families in London. The important role of grandparents is highlighted by research undertaken in several different language communities. For example, in an East London Bangladeshi community, grandparents supported children's maintenance of Bengali through storyreading and poetry recitation (Gregory et al, 2007). Similar findings are reported concerning the contribution to children's learning by Maori elders in New Zealand (Glynn and Berryman, 2003) and Latino elders in the US (Olmedo, 2004). How can bilingual learning help second and third generation children? It is now more widely accepted that the first generation of children growing up in a new country are aided in their learning by drawing on skills in first language. For example, in the UK the DfES (Department for Education and Skills) recently stated that 'continuing development in one's first language can support the learning of English and wider cognitive development' (DfES, 2003: 31). However, teachers are often less clear about whether second and third generation pupils can benefit from using mother tongue in the mainstream classroom. This was the context in which our study was carried out. The project was situated in Tower Hamlets, an area of East London with a substantial British Bangladeshi community, settled since the 1950s and 1960s. For children born into this community, English is usually their stronger language. However, most families also speak Sylheti, a variety of Bengali that no longer has a written form, and children encounter Standard Bengali through books, newspapers and TV. Some families speak varieties other than Sylheti, and the term 'Bangla' is used in the Tower Hamlets community to cover all varieties including Standard Bengali. We shall use the term 'Bangla' here for the same purpose. When the research began, primary school teachers explained to us that they knew bilingualism was an asset, but they were not sure what role it played in the lives of second and third generation children. They wondered whether Bangla was still necessary in the classroom or whether children were learning sufficiently through English only. They also wondered how bilingual strategies could be used in the mainstream classroom, particularly when some children spoke only English or languages other than Bangla. Our study set out to explore these issues through collaborative action research with mainstream and community teachers. The aim of the project was to provide a detailed understanding of the strategies used by children when learning bilingually, so that both monolingual and bilingual teachers could develop the knowledge and confidence to promote such activities in mainstream as well as community contexts. Working with small groups of children from Years 2, 4 and 6 (ages seven, nine and eleven) in two Tower Hamlets primary schools, we first investigated how they were learning in their community language classes. As in the research of Martin et al (2006), we found that bilingual strategies, rather than Bengali alone, were often being used to help second and third generation pupils transfer understandings between languages. We then worked with the children's primary school teachers, bilingual assistants and the community teachers to devise tasks that children could do bilingually in mainstream school, drawing on children's knowledge from community class as well as linking with the mainstream literacy and numeracy curriculum. Our research questions were: - In what ways do children draw on linguistic and conceptual knowledge from each of their languages to accomplish bilingual learning? - How are children's identities as learners affected by using their home language as well as English in the classroom? - How can bilingual and monolingual educators help children to develop bilingual learning strategies? The Bengali 'chora' We discovered that a source of literature familiar to children from community class and home was primary school readers from Bangladesh, containing a wealth of stories and poems in Bengali. Bangladesh has a strong literary tradition and has produced a Nobel Laureate, Rabindranath Tagore, as well as other key poets such as Kobi Nazrul. Their writings for children are included in the primary readers, together with traditional stories and poetry. One particular chora (Bengali poem) was a lullaby called ai ai chad mama (come, come uncle moon) shown in Figure 1. Known to most of our participant children, who had heard it sung at home, it contains complex metaphorical meanings that provide an excellent resource for a classroom poetry lesson. The Year 6 teacher reported that her class loved poetry, and she was keen to explore this poem and contrast it with a lullaby in English, 'Hush Little Baby'. We quickly discovered that of our group of four Year 6 children (Suraiya, Nazrin, Iqbal and Ziaul), only Suraiya could read the poem in Bengali script. Very few hours a week are devoted to community language class in comparison to the many spent at English school, and children are therefore often at a beginner level in reading and writing in their mother tongue. Our strategy was to transliterate the poem (that is, write out the Bengali words using English script) and translate it, to maximise the children's understanding. As well as the Bengali script version, they were therefore also provided with the following: Aai aai chad mama Come come uncle moon aai aai chad mama tip die ja Come come uncle moon and touch the forehead chader kopale chad tip die ja Moon come and touch the forehead of the moon dhan banle kuro debo When the rice is made will give you the husk mach katle muro debo When the fish is cut will give you the head kalo gaer dudh debo Will give you the milk of the black cow dudh khabar bati debo Will give you the bowl for the milk chader kopale chad tip die ja Moon come and touch the forehead of the moon The Year 6 teacher asked the children to talk about the content of the chora together, and write questions to take home to their parents to gain further information about the poem. The questions could be written in transliterated Bangla if children so wished. A discussion ensued between the children, working unsupervised as a group, as they composed around a dozen questions each in transliterated Bangla, written in their exercise books. The children returned to a subsequent session with their parents' answers and used the method of 'Reciprocal Reading' (in which each person takes a role such as asking questions, clarifying or summarising) to delve further into the meanings of the poem. Examples of children's questions and parents' answers, together with issues arising during the Reciprocal Reading activity, are discussed below. Understanding metaphor Children who have English as an additional language are often found to have difficulties understanding metaphor when studying literature through the medium of English (Datta, 2000). The Bengali lullaby offers the possibility of dealing with complex metaphorical content bilingually. The mother, holding the baby in her arms, appeals to the moon to come and touch the baby's forehead, which is being likened to the moon in terms of beauty and luminance. 'As beautiful as the moon' is a common saying in Bengali. The phrase tip die ja refers to placing a black dot on a child's forehead, a cultural practice in Bangladesh (particularly in the rural areas) designed to protect the child from the 'evil eye'. The further implication, left unstated, is that by touching the baby's forehead the moon will help send her to sleep. In return for the moon granting this favour, the mother offers gifts. The 'husk' of the rice is a popular treat in Bangladeshi villages, a fried snack made with leftovers from the process of turning paddy into rice. The fish head and cow's milk are also considered delicacies. The Year 6 children's first engagement with the poem showed literal understanding of the wording, but difficulty in comprehending the metaphors involved: 'it's about the moon….I would give you this if you do this for me'; 'give things back to you'. They told their teacher 'it's a bit tricky'. When she asked if their parents could explain, they chorused 'definitely, yeah', recognising their need for additional information from people who had fuller knowledge of the poem's linguistic and cultural content. One of their first comments was 'we could ask what some of the words mean', indicating that although they had the English translation in front of them, they were aware of underlying meanings in the Bengali text that they had not yet accessed. As the children composed questions for their parents, they grappled with a deeper level of comprehension through collaborative discussion. For example, one child asked 'why do they give it when the moon does something – why is the moon going to do the jobs?' Another was concerned about the bowl for the milk being given away to the moon: 'how will they get the bowl back?' The idea of 'moon come and touch the forehead of the moon' was baffling; one child stated 'that don't make sense…she [the translator] done it wrong', whilst another pointed out the need for further investigation - 'we've got to think of questions not say what's wrong'. Surmising that the baby must be somehow involved, they composed a question in Bangla. Translated into English, it read: 'How's the moon going to touch the baby on the forehead?' Other questions included: 'How is the moon going to do all the jobs it's asking?' 'How will you give food to the moon?' 'How will the moon eat food?' The questions also revealed children's inventive exploration of the moon's role: 'Why the moon and not the sun?' 'Why can't the sun do it?' The children returned to their discussion of the chora at a later session, having interacted with their parents in a variety of ways. Suraiya had a full set of answers written in transliterated Bangla. She explained that she had conducted the inquiry with her parents in Bangla, noted the answers in English and then translated them back into Bangla. This indicates that she had thought about the meanings twice over, mediated through both languages. Suraiya was a high achiever in mainstream class and her teacher had previously commented 'She's so fluent in English, she's like a native speaker or better - I wonder what her Bengali is like?' The teacher was therefore fascinated to discover Suraiya's bilingual proficiency, revealed as making an important contribution to her learning. Suraiya had ensured that both her parents signed the page of questions and answers, thus putting the task on the same footing with homework usually sent in English for parental supervision, and emphasising the potential for bilingual learning to become part of the curriculum. Nazrin had asked her mother the questions in Bangla and written her answers in English. Again, this involved thinking about the meaning in both languages. Like Suraiya, Nazrin had full answers showing discussion about the poem on a deep level. Iqbal had also written some answers in English, whereas Ziaul had not written any answers at home. However, as we shall now see, both Iqbal and Ziaul benefited from the group discussion in which children shared the ideas gleaned from their parents. A question posed by Nazrin, 'why does it say moon come and touch the forehead of the moon?' was echoed by Ziaul in Bangla 'oi khene?' [yeh how?] and expanded by Iqbal in Bangla with 'chad kimla kham khorbo?' [how will the moon work?] With the group trying to comprehend how the moon could literally touch the baby, Suraiya replied in Bangla 'tara hasakhori khono kham khorto nai' [they won't do any work really], signalling that a metaphor was involved. Nazrin picked up this possibility by saying 'is this story – is this story – is the moon really gonna come?', to which Suraiya answered 'no, cos the moon can't walk with feet'. Nazrin seemed to be working towards an understanding of the metaphor, with this understanding having begun through her discussion with her mother. The answers Nazrin had written in her exercise book at home included 'the lady is using her imagination to calm her baby'. The discussion continued with Iqbal asking 'chad kimla tip debo?' [how will the moon give the spot?] Suraiya replied 'he's not gonna really give it'. Starting to grasp the metaphor, Iqbal stated 'faking it' and Suraiya underlined the idea with 'it's not the truth'. Ziaul was still unsure at first, using both languages to ask the question 'how does chad [moon] give a tip [spot] on its forehead?' Iqbal demonstrated his new understanding by answering 'it's not really gonna give it…just joking!' He consolidated his thinking by writing several statements in his exercise book, such as 'ain't really going to do the job', 'they joking', and 'she's using her imagination'. Ziaul also wrote down 'she using her imagination'. Both Nazrin and Suraiya had talked with their parents about the role of the poem as a lullaby. Nazrin's written answers included several references to stopping the baby crying. Concerning how the moon could give the spot, her mother had replied 'he isn't really, it's just play one – for the baby'. In the children's group discussion, Nazrin stated 'the mum is just trying to make the baby go to sleep, she's gonna hush him down', and Suraiya made a similar point, explaining the intended effect on the baby as: 'they're just joking around, they want the baby to think, if I go to sleep, then the moon is going to come and eat the food, and then I can wake up and see the moon eating it, then the baby's gonna go to sleep and he'll wake up and see nothing there' Nazrin's talk with her mother led her to write what she called an 'all in all statement' at the end of the answers, which combined the practical and poetic effects of the lullaby: 'this story is just trying to get the baby to khantona (stop crying) and to make the reader think about the moon'. By providing both the Bengali word khantona and the English translation in brackets, Nazrin showed how she was using both languages to fully explore the concepts involved in the chora. At the end of the Reciprocal Reading activity, the children demonstrated their advances in conceptual understanding when their teacher asked them about the meaning of the lullaby. Ziaul was now able to confidently summarise the poem's content, and Iqbal chose particular questions from his exercise book – firstly delivered in Bangla and then smoothly translated into English for the teacher's benefit – which he used as cues for Suraiya to explain that the mother was 'not really gonna give the food' to the moon, but was using the lullaby to trick the baby into going to sleep. By working bilingually to negotiate meaning, the group had reached collective agreement about the use of metaphor in the poem. For each child, this represented a step forward in cognitive development and enhanced their comprehension as readers. Cultural understanding Working with mother tongue texts gives the opportunity to draw on cultural knowledge from home, but in the case of second and third generation children this knowledge may be partial. Our participant Year 6 group felt a strong connection with the chora and expressed a desire to investigate the meanings within it. However, they were unfamiliar with some of the cultural references, although they described their experiences when visiting the villages from which their families originated in Bangladesh with interest and a sense of attachment. Studying the poem in school, mediated through discussions with parents at home, enabled them to more fully engage with their Bangladeshi cultural heritage. The following analysis shows how the children reached the point where they could confidently explain these cultural references to their teacher. When they first discussed the lullaby, children showed uncertainty about aspects of the cultural content. They wondered why the moon was referred to as mama (maternal uncle). They were perplexed as to why a fish head was being offered as a gift to the moon. One of the questions they composed for their parents was 'why don't they give the whole fish instead of just the head?' They were also fascinated by the idea of the tip. By pooling their existing knowledge, they worked out that it was a 'black spot' placed on the forehead, but they had many other questions about it: 'Why does the baby need the spot?' 'Why give the tip on the head instead of the hand or somewhere else?' 'Why is it going to give one black spot instead of lots?' Discussion with their parents, followed by collaborative sharing of their answers, clarified these issues. With regard to the use of mama [maternal uncle] to describe the moon in the poem, this is done to express endearment and establish a close relationship between the mother and the baby as the lullaby is being sung. Relatives on the maternal side are regarded with particular affection in Bangladesh because they are seen less often, as most families live with the paternal relations. The complex kinship network is expressed through specific terms for maternal and paternal relatives, and the children knew these terms and would switch from English to Bangla when talking about family members in order to retain this specificity. After talking with his mother about the poem, Iqbal wrote in his exercise book 'uncles are more closer'. Ziaul expanded this point in the group discussion, stating mama shob amrar thake amrar [maternal uncle, we all have maternal uncle]. Iqbal responded with 'close' and Ziaul emphasised the special feeling within a Bangladeshi family by using the Bangla word daro. Suraiya realised that their teacher would not know about kinship terms, and therefore clarified for her at the end of the session that 'the moon is called uncle moon, because in English uncles are any kind of uncle and in Bengali…mama is the mum's brother, and they're more closer'. The use of the fish head as a gift was explained to the other children by Suraiya: 'you know Bengali people, they like more of the head of the fish than the whole fish'. Suraiya's use of 'they' suggests that, in this case, she is looking at Bangladeshi culture from the outside, compared to her 'insider' explanation of the familiar term mama described above. When Iqbal looked puzzled, Suraiya expanded: 'the best part of the fish is the head, but the body part isn't cos it's just the normal fish, but the head is like crunchy and everything and it's got brain in it'. Iqbal's 'oh' showed his understanding, and he and Ziaul wrote in their exercise books 'head is the tasty bit in the body'. Later Ziaul confirmed his new understanding by explaining to his teacher that the mother in the poem 'offers the moon some gifts so she can thank him for what he did – the head of the fish, some rice, a bowl for the milk'. The questions about the tip (black spot) generated a number of responses from parents and some discussion amongst the children. Iqbal had initially written 'spot makes you more brainy', but Suraiya contested this: 'no, because…it looks more like a beauty spot'. This was one of the answers her parents had given: 'the tip is for beauty'. With regard to the number of spots, Suraiya explained that 'normally you're supposed to give only one tip and if you give so many, it'll look like spots on the baby'. She also understood from translating and writing her parents' other answer ('You need 'tip' so that people can't cast the evil eye') that the black spot was given to protect the baby, and gave an example to her teacher 'it's so that when somebody says something bad, it doesn't go to the opposite, so that you look ugly or anything'. The children's ideas on cultural aspects of the chora were thrown into relief by comparison with another lullaby offered by their teacher for parallel study. This was the North American lullaby 'Hush Little Baby', which begins: Hush, little baby, don't say a word, Papa's gonna buy you a mockingbird. And if that mockingbird don't sing, Papa's gonna buy you a diamond ring. The children recognised this text for two reasons: firstly they had encountered it in school at the age of five, and secondly a new version had recently been recorded by the popular rap singer Eminem. They quickly began to find similarities with the chora, noting that 'it's about babies' and involved some form of persuasion because 'if you don't do something – don't cry – then you're gonna give something'. When asked for differences, they pointed out 'it's not talking about the moon' and 'it's gonna be the baby that gets them [ie the presents]'. The teacher asked the group to use a Venn diagram, consisting of two overlapping circles, to compare the lullabies. They were to write similarities between the poems in the central overlapping part and differences on either side, with points only arising in Ai ai chad mama on one side and 'Hush Little Baby' on the other. Left to work unsupervised, the group came up with a plethora of interesting differences and similarities. A number of these are demonstrated in Figure 2. One of the points that particularly generated discussion was the nature of the gifts being offered. At first, when asked by their teacher whether the gifts being offered in the chora were good ones, the children thought 'not really'. Suraiya commented 'they're gonna waste out'. But when comparing the presents of food in the chora with the diamond ring and the looking glass offered in 'Hush Little Baby', they began to see the advantages of the Bangladeshi gifts: 'this is useful, this one it can break and stuff, it's breakable'. However, they noted that the material gifts could also be seen as more permanent in comparison with the perishability of food: 'the gifts are longlasting' or 'the gifts are food which will waste down'. The cost was also mentioned: 'this [the food] is more cheap to buy'. The concept of what is valued in different cultures thus came to the fore. Nazrin wrote on the chora side of her Venn diagram 'these gifts are important, because they're food' whereas 'Hush little baby's gifts are not for useful reasons'. When their teacher returned at the end of their group discussion, and asked again whether the Bangladeshi gifts were good, some children said 'no' (perhaps responding to the idea of 'good' as equated with 'expensive' in UK culture), but Iqbal pointed out that 'if you were poor, you'd much rather have this stuff'. The children also began to evaluate the different arguments used by the singer of each lullaby to persuade the baby to go to sleep. They entered into animated discussion about whether the mother in the chora was 'blackmailing' the moon because the gifts would only be given when her wishes had been granted, and whether the 'Hush Little Baby' singer was making 'excuses' for the anticipated failure of each gift. The children were enthusiastic about the task of comparing the lullabies, 'cos one's Bengali and one's English and that makes it different. Sometimes if it's Hush Little Baby and another English poem then you can't make the difference'. Their teacher also commented that the cultural variety of the content had stimulated their learning, generating animated discussions that would not have arisen from studying poetry in English only. As well as raising important questions such as the relative value of basic foodstuffs compared to consumer goods, the children had thought deeply about strategies for persuasion, and she was impressed with their idea that 'excuses' were being used in 'Hush Little Baby', which had not occurred to her when preparing the activity. Creating the Venn diagrams had thus contributed to both cultural and cognitive aspects of their learning. The activity finished with the children writing their own poems in transliterated Bangla, with the help of a bilingual teaching assistant. They decided to write one poem about fruit in Bangladesh and another about seasons. One of the poems appears below: Fruits grisho milee kaatol aam we get mangoes and jackfruits in summer shada jam, kalo jam white berries, black berries kalo angoor, shobuj angoor black grapes, green grapes holood ronger pakna kola yellow-coloured ripe bananas shobuj ronger kasa kola green-coloured tender bananas tenga boroy, mita boroy sour berries, sweet berries kaite lage bala taste very sweet This was the first time the children had ever written a poem in Bangla and it shows balance, rhythm and rhyme. When presenting the poems to their teacher, they stated that they had enjoyed the opportunity to write Bangla poetry and that the bilingual assistant had helped them in a number of ways. 'We don't know that much about how the seasons are in Bangla' and they had now discovered there are six seasons in Bangladesh compared to four in the UK. They had also needed to check the Bengali words for various fruits, flowers and colours. By this point, they were able to translate the poems for their teacher, showing greater knowledge of Bengali vocabulary. Through writing the poem above, for example, they could now talk more confidently about fruits they had encountered through family life in England or in Bangladesh. As with the work on the chora, poetry writing supported by a bilingual adult helped them feel greater ownership of cultural knowledge that was partly familiar and yet partly unknown. Bilingual learner identities When asked about bilingual learning prior to the chora activity, the children were keen to try, because it will be 'different from our normal literacy' and 'we're gonna be expressing our culture'. They felt there were aspects of their cultural life that their teacher did not know about, such as 'food, clothes, how our bari [home] looks like, words like dala [bamboo tray used to sift grains from the husk] and she'll get to know what it means'. They were living important parts of their lives in more than one language, and these areas were being excluded from the classroom. The children become more confident in their bilingual learner identities as the work progressed. To counteract the otherwise monolingual framing of the classroom, their teacher encouraged them to use Bangla when first giving out the chora, saying 'you can speak Bangla and you should be speaking Bangla – you can also write in Bangla or if you want to use a mix of both, it's up to you'. Partway through the session, when left alone to work on the Venn diagram, children began to relax and speak Bangla into the microphone of the minidisk audiorecorder. One said 'I feel very very Bangla today', showing a connection with that part of their identity rather than only the English-speaking side they could normally manifest. In the session where children shared their parents' answers, the teacher encouraged them to use Bangla once more, but it again took some time before they felt comfortable doing so. Iqbal was the most determined at the start, insisting that everyone used the word chora instead of 'poem'. The group then began playing with language, speaking Bangla with an English accent and vice versa. Gradually they switched languages more freely and used Bangla as well as English both for informal talk and for academic discussion. Finally Iqbal spoke Bangla when the teacher returned and translated for her when they were reporting their findings. Commenting after the activity, children said 'we were using both languages – mixed' and that they would like to use both in their school learning, because 'if you can't like – do it in English – then we can just do it in Bengali' and 'it helps us'. Although they were fluent in English, they recognised the advantages of being able to draw on their bilingual skills, as they did outside school, to maximise access to learning. Bilingual poetry as a whole-class lesson The teacher and bilingual teaching assistant who had been working on the chora activity then jointly planned and delivered a whole-class lesson exploring the similarities and differences between the Bengali and English lullabies. This was wellreceived by monolingual English-speaking children and children with other languages such as Somali, as well as by the British Bangladeshi children who formed the majority of the class. The non-Bangla speakers could read out and talk about the language used in the chora through the transliterated and translated version, and took an active role in questioning and discussion, fascinated by ideas such as protecting the baby from the evil eye (which they compared to similar practices in other cultures) and the concept of calling the moon 'uncle'. Through the Venn diagram activity children noticed an equivalent range of connections and distinctions between the two poems as had been identified by the original Year 6 group. They also discussed whether the two lullabies both had rhyme and rhythm (the former being initially more difficult to identify in the Bengali poem). To encourage the Bengali-speaking children to use both languages in the classroom, structures such as 'Why does the poet use the word…?' and 'What does…..mean?' were modelled in Bengali as well as English before the discussion began. Children showed sensitivity to their non-Bangla speaking peers, who were interested to know more about the language itself. A Somali-speaking child encouraged his classmates to write in Bangla and said 'let me write it in Somali'. He enjoyed the opportunity to learn some Bengali, commenting 'When I spoke a little bit of it from that Bengali writing...I felt that I need to learn more of it'. A monolingual child gave her response to the bilingual learning experience: 'When I used Bengali it made me feel different because it was other people's language - I didn't know it at first - when I started to try it, it made me feel a bit different'. She confirmed this was a positive feeling. Thus, rather than excluding non-Bangla speakers, the bilingual session promoted inclusion by enabling children to engage with Bengali, a language they heard spoken in the playground but had little chance to learn. Bilingual work can therefore promote conceptual and cultural aspects of learning in a whole class setting. Conclusion For first generation children, being able to build on cultural understandings from home is an important aid to building knowledge in a new language and culture. For example, Martin-Jones and Saxena (2003) discuss how a bilingual assistant in a Northwest England primary school used Panjabi when storyreading, to 'anchor the world of the storybook' to children's home experiences. This link with home language and culture remains significant for second and third generation children, together with the bilingual and bicultural experience of 'living in simultaneous worlds' (Kenner, 2004). However, they are even more likely than first generation children to feel a strong connection to school culture and popular culture through English. In the case of the children participating in the bilingual poetry activity in our study, these multiple aspects of their identities were shown as they switched from singing the rap version of 'Hush Little Baby' to the version they had learned in primary school and then to the Bengali lullaby ai ai chad mama, all whilst they sat drawing the outline of the Venn diagrams they would use to compare the poems. The bilingual poetry project demonstrated that the study of literature in school will particularly prosper if all these aspects of children's lives are taken into account. Although second and third generation children may have English as their stronger language, exploration of stories and poetry through mother tongue as well as English enriches conceptual understanding such as that of metaphor, thus expanding the cognitive dimensions of children's learning. At the same time, whilst children may no longer be 'experts' on their families' heritage, they can increase their knowledge base by actively seeking the help of bilingual adults, including school staff and family members, to clarify cultural meanings. Linguistic and cultural input from parents and grandparents becomes especially vital to support bilingual learning for second and third generation children (Jessel et al, 2004). Finally, Gregory's statement (1996: 117) that stories 'introduce children to different ways of life, to new experiences and cultural practices' has particular resonance for a multilingual classroom; for some children, a story or poem will be completely new, for others very familiar, and for still others, semi-familiar – yet all can benefit from studying literature bilingually and widening their cognitive and cultural understanding. Acknowledgments This research was funded by the ESRC (R000221528). Our thanks go to all the children, families, community language teachers, mainstream teachers and bilingual assistants involved in the study, the participating primary schools, and Tower Hamlets Community Languages Service and EAL consultants. References Blackledge, A. (1993) 'We can't tell our stories in English': Language, story and culture in the primary school. Language, Culture and Curriculum 6.2, pp.129-139. Cummins, J. (1984) 'Language proficiency, bilingualism and academic achievement', Chapter 6 in Bilingualism and Special Education. Clevedon, Avon: Multilingual Matters, pp.130-151. Cummins, J. (1996) Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education. Datta, M. (2000) Bilinguality and Literacy: Principles and Practice. London: Continuum. DfES (2003) Aiming High: Raising the Achievement of Minority Ethnic Pupils. Annesley, Notts: DfES. Edwards, V. (1998) The Power of Babel: Teaching and Learning in Multilingual Classrooms. Stoke-on-Trent: Trentham Books. Glynn, T. and Berryman, M. (2003) 'A community elder's role in improving reading and writing for Maori students', in R.Barnard and T.Glynn (Eds) Bilingual Children's Language and Literacy Development. Clevedon: Multilingual Matters, pp.36-58. Gravelle, M. (ed) (2000) Planning for Bilingual Learners: An Inclusive Curriculum. Stoke-on-Trent: Trentham Books. Gregory, E. (1996) Making Sense of a New World: Learning to Read in a Second Language. London: Paul Chapman. Gregory, E., Arju, T., Jessel, J., Kenner, C. and Ruby, M. (2007) Snow White in different guises: interlingual and intercultural exchanges between grandparents and young children at home in East London. Journal of Early Childhood Literacy 7.1, pp.5-25. Jessel, J., Gregory, E., Arju, T., Kenner, C. and Ruby, M. (2004) Children and their grandparents at home: a mutually supportive context for learning and linguistic development. English Quarterly 36.4, pp.16-23. Kenner, C. (2004) Living in simultaneous worlds: difference and integration in bilingual script-learning. International Journal of Bilingual Education and Bilingualism 7.1, pp.43-61. Ma. J. (2004) Reading the Word and the World: A Child in the Interplay of Her Contexts. Unpublished PhD thesis, University of Bristol. Martin, P., Bhatt, A., Bhojani, N. and Creese, A. (2006) Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education 20.1, pp.5-22. Martin-Jones, M. and Saxena, M. (2003) Bilingual resources and 'funds of knowledge' for teaching and learning in multi-ethnic classrooms in Britain. International Journal of Bilingual Education and Bilingualism 6.3, pp.267-282. Olmedo, I. (2004) Storytelling and Latino elders: what can children learn? In E.Gregory, S.Long and D.Volk (Eds) Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers and Communities. London: RoutledgeFalmer, pp.77-88. Parke, T., Drury, R., Kenner, C. and Robertson, L. H. (2002) Revealing invisible worlds: connecting the mainstream with bilingual children's home and community experiences. Journal of Early Childhood Literacy 2.2, pp.195-220. Rashid, N. and Gregory, E. (1997) Learning to read, reading to learn: the importance of siblings in the language development of young bilingual children. In E.Gregory (Ed) One Child, Many Worlds: Early Learning in Multicultural Communities. London: David Fulton, pp.107-121. Sneddon, R. (2000) Language and literacy: children's experiences in multilingual environments. International Journal of Bilingual Education and Bilingualism 3.4, pp.265-282. Sneddon, R. (2007) Magda and Albana: learning to read with dual language books. London Digest 1, Summer 2007, London Education Research Unit, p.5. Volk, D. with de Acosta, M. (2004) Mediating networks for literacy learning: the role of Puerto Rican siblings. In E.Gregory, S.Long and D.Volk (Eds) Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers and Communities. 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Sleep Tips: Light How much light your child is exposed to before bedtime and in their bedroom itself can have a significant impact on how well they sleep as light disrupts their circadian rhythm and tells their body it is time to stay awake and alert. However, your child's sleep isn't just affected by light levels in their bedroom, but also by light levels during the day. Night time tips: * Use blackout blinds and blackout curtains in your child's bedroom and close them before going to bed. Remember to close curtains or blinds on landings and stairs as bedtime gets closer. * Keep bedroom doors closed to block out any light from outside the bedroom, and make sure your child's room is as dark as possible. * Use lower wattage bulbs in your child's room and choose red bulbs as these do not affect melatonin secretion. If your child needs a little light to settle, opt for a lamp and try not to use overhead lights. * Be aware of any devices or clocks in the room that emit light at night and either turn them off, put them on standby, remove them or cover the light panel. * If your child needs a small amount of light to use the toilet, plug-in nightlights on the landing can help. * Aim for a minimum break of 30 minutes between screen use and going to bed. Screens emit blue light, which inhibits the release of melatonin at bedtime and increases cortisol, which is alerting. * If your child likes to wear one, eye masks can help with sleep. Daytime tips: * To feel alert in the morning, your child needs to be exposed to natural light, so open their blinds and curtain soon after they wake. * Natural light resets our body clock, so it is crucial to expose your child to as much natural light as possible during the daytime. * If your child struggles to wake up in the morning, particularly in winter when it is dark, you can purchase alarm clocks which dim the light as they fall asleep, then gradually brighten as it nears the time for them to wake up. * You can also buy alarm clocks that mimic sunset to help your child drift off to sleep and mimic sunrise to help them gradually wake in the morning. Whilst there are common strategies that may support the sleep of babies and children, there are also different parenting and professional styles that may favour one approach over another. There is no single solution that will suit everyone. The advice contained in these downloads is for general information purposes only and is intended to give you some basic tips and strategies. Our advice is NOT intended to be a substitute for medical advice or treatment.	<urn:uuid:696c373d-7581-41ac-9b84-099e06573c9d>	CC-MAIN-2024-26	https://www.pikefold.manchester.sch.uk/serve_file/16327527	2024-06-22T07:25:00+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00282.warc.gz	823,249,059	531	eng_Latn	eng_Latn	0.999284	eng_Latn	0.999284	[ "eng_Latn" ]	false	docling	[ 2584 ]	[ 3.28125 ]	2	0
Date : 18-06-2019 RAMAKRISHNA MISSION VIDYAMANDIRA Belur Math, Howrah – 711 202 ADMISSION TEST – 2019 ENGLISH (Honours) Full Marks : 10 Time: 12·30 p.m. – 2·00 p.m. Instructions for the candidate The question paper has two parts — Part – I (10 marks) and Part – II (30 marks). Part - I questions must be answered in the space provided in the Question Paper. There will be no negative marking in Part – I. Separate script will be provided for Part – II. PART – I (10 Marks) Name of the student : _____________________________________________________________________ Application No. : ______________________________________ Signature of the student : ___________________________ Signature of the Invigilator : _____________ 1. Rewrite the following sentences as directed without changing the meaning: a) He kicked the ball hard. (Use the noun form of 'kick') Ans. :_______________________________________________________________________ b) The pilot did not know that his plane had been hijacked. (Begin with 'Little did') Ans. : _______________________________________________________________________ 2. Change the following sentences into affirmative sentences: a) None but Rizwan could do this sum. Ans. : _______________________________________________________________________ b) There is no man who has not made at least one mistake. Ans. :_______________________________________________________________________ (1) 3. Complete the sentences with the appropriate filler: a) Whichever way you approach the problem, _______________________________________ i) no one will not solve it; ii) it will not be solve; iii) it will not solve; iv) it will not be solved b) With great difficulty, _________________________________________________________ i) he could get annoyed; ii) he could lose his temper; iii) he could not tolerate his nonsense; iv) he could keep his cool 4. Fill in the blank spaces with the appropriate word: a) Ambition is one of those _____________________ which are never satisfied. (needs; passions; ideas; fancies) b) He is in the habit of ___________________ his head whenever anything goes wrong. (nodding; loosing; protecting; losing) 5. Fill in the blank spaces with the right word: a) Man cannot live __________________ bread alone. (except; without; by; with) b) It is better to send ________________ the doctor. (upon; in; for; to) ———— × ———— (2)	<urn:uuid:c3a85068-1faf-4fd8-bad1-1744a9d4fd9f>	CC-MAIN-2024-26	https://vidyamandira.ac.in/pdfs/adm_prev_qstn/2019/ENGLISH%20%5BPART%20-%20I%5D.pdf	2024-06-22T06:18:49+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00280.warc.gz	529,448,624	526	eng_Latn	eng_Latn	0.98873	eng_Latn	0.993259	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1446, 2415 ]	[ 2.484375 ]	1	1
HOLIDAY HOMEWORK PRACTICAL QUESTIONS 1. Write a program to accept radius of circle and display it's area and circumference. 2. Write a program to find the average marks of five subjects. (Accept marks from user) 3. Write a program to find the area of right angle triangle. (Accept base and height from user) 4. Write a program to print the following pattern without loop. * * * * * * * * * * 5. Write a program to find the volume of sphere. (Accept radius from the user) 6. Write a code to convert the string "Practice" into list. 7. Write a code to make copy of following list using copy function. a = [1,2,3,4] 8. Write a program to create list of the following (take input from the user) a. Any five students name b. Any five numbers c. Any five alphabets d. Any five name of colors. 9. Write a program to accept 10 numbers from the user, if the number is odd, and then add that number to the list. (input numbers are : 1,2,3,4,5,6,7,8,9,10 L = [1, 3, 5, 7, 9]) 10. Write a program to find the largest number from the following list.(without using inbuilt function) A = [23, 12, 45, 67, 55] 11. Write a program to find the second largest number from the following list. A = [23, 12, 45, 67, 55] 12. Write code to arrange elements of following list in increasing order. A = [23,12,45,32,67,33] 13. Write a program to delete/remove all the negative elements from the list. 14. Write a program to delete/remove all the odd numbers from the list. 15. Write a program to delete/remove all the numbers less than 10 from the list. 16. Write a program to check whether a number (accepted from user) is present in a list. 17. Write a program to input a number and count the occurrence of that number in the given list. B = [34,21,3,12,34,56,76,5,4,21,12,34] 18. Write a program to separate the character and numeric value from a given list and store them in a separate list. A = [1,'f',2,'b',3,4,'h',j',6,9,0,'k'] 19. Write a code to store following String in a variable named 'str'. This is Amit's Blog 20. Write a code to create empty string 'str1' 21. Write a code to assign a string "Hello World"' to a string variable named "str1". 22. Write a program to display each character of the following string in separate line using 'for' loop. str1 = Welcome to My Blog 23. Write a program to display each character of the following string in separate line using 'while' loop. str1 = Welcome to My Blog 24. Write the positive and negative index value of 'B' in the following string. "Welcome to my Blog" 25. Write a program to count the length of string without using inbuilt function. 26. Write the code to join string 'str1' and 'str2' and store the result in variable 'str3' 27. Write a program to accept string and display total number of alphabets. 28. Write a program to accept a string and display the sum of the digits, if any present in string. For example: Input string : My position is 1st and my friend come on 4th Output : 5 29. Write a program to accept a string and convert it into lowercase. 30. Write a program to count the number of lowercase and uppercase character in a string accepted from the user. 31. Write a program to accept a string and display each word and it's length. 32. Write a program to accept a string and display string with capital letter of each word. For example, if input string is : welcome to my blog Output string : Welcome To My Blog 33. Write a program to replace all the word 'do' with 'done' in the following string. str1 = "I do you do and we all will do" 34. Write a program to accept a string and display in reverse order. 35. Write a program to accept a string and display 20 times. 36. Write a program to accept a string in python and display the entire string in upper case. 37. Write a program to accept a string and display last three characters of the string. 38. Write a program to accept a string in python and display the entire string in lower case. 39. Write a program to accept a string and display the entire string with first and last character in upper case. 40. Write a program to accept a string and display first three characters of the string. Write a function in python which accept a string as argument and display total 41. number of vowels. 42. Write a function in python which accept a string as argument and display total number of lower case characters. 43. Write a function in python which accept a string as argument and display total number of digits. 44. Write a program to print first 10 natural number. 45. Write a program to print first 10 even numbers. 46. Write a program to print first 10 odd numbers. 47. Write a program to print first 10 even numbers in reverse order. 48. Write a program to print table of a number accepted from user. 49. Write a program to display product of the digits of a number accepted from the user. 50. Write a program to find the factorial of a number. 51. Write a program to find the sum of the digits of a number accepted from user 52. Write a program to check whether a number is prime or not. 53. Write program to print the following pattern. a) 1 5 * * 54. Accept 10 numbers from the user and display their average. 55. Write a program to print all prime numbers that fall between two numbers including both(accept two numbers from the user) 56. Write a program to display sum of odd numbers and even numbers that fall between 12 and 37(including both numbers) 57. Write a program to display all the numbers which are divisible by 11 but not by 2 between 100 and 500. 58. Write a program to print numbers from 1 to 20 except multiple of 2 & 3. 59. Write a program that keep on accepting number from the user until user enters Zero. Display the sum and average of all the numbers. 60. Write a program to print the following pattern 55555 4444 333 22 1 61. Accept a number and check whether it is palindrome or not. 62. Write a program to accept a number and check whether it is a perfect number or not. (Perfect number is a positive integer which is equal to the sum of its divisors like divisors of 6 are 1,2,3, and sum of divisors is also 6, so 6 is the perfect number) 63. Write a program to find the sum of the following series(accept values of x and n from user) 64. Write a program to find the sum of following (Accept values of a, r, n from user) a + ar + ar 2 + ar 3 + ………..ar n 65. Write a function to display prime numbers below any number accepted from the user. 66. Write a program to convert temperature in Fahrenheit to Celsius. 67. Write a program to accept two numbers from the user and display sum of even numbers between them(including both) 68. Write a program to reverse a number. 69. Write a program to print the following pattern. A B C D E F G H I J 70. Write a program to print the following pattern. 1 2 3 4 1 2 3 1 2 1	<urn:uuid:1450984b-b25f-4080-a7a8-5118ffe7df9e>	CC-MAIN-2024-30	http://monnetdavpsraipur.com/File/3531/VPP_Class%2012%20CS.pdf	2024-07-15T19:50:32+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00023.warc.gz	23,269,376	1,725	eng_Latn	eng_Latn	0.994729	eng_Latn	0.996607	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2417, 5596, 6861 ]	[ 3.59375 ]	1	0
WHY CAR TINTED SO IMPORTANT IN MALAYSIA? Installing a car tinted is very common in Malaysia, almost 90% car users in Malaysia will installed it. During the hot weather, window film tinted can help to reduce and reflect infra red , ultra violet and glare from the sun that get into our car from the windscreens. At the meanwhile it won't blocking your vision by looking outside. It is very significant that a car with tinted will be more comfortable and cooler while driving than a car without any tinted. HOW TO CHOOSE A TINTED? We can find variety of window film brands in Malaysia, those international brands like V-Kool, 3M, LUMAR etc and local house brands as NS COOL, SUNRAYS, 3S COOL etc are offering different range quality of window film. Normally window film tinted can be classified by price and the quality. Those international brands are selling more higher price compare to local house brands. This is because international brands only selling very high aim and quality window film, but local house brand they have more products variety from low to high aim quality enable fulfill the market needs. Hence, is very important to compare the product with the product and not brand with the brand. Sunlight us a portion of the electromagnetic radiation given off by the sun, in particular infrared(IR), visible(VL) and ultraviolet (UV) light . IR has longer wavelengths of 780nm to 2500nm than those visible light ,IR invisible to human eye, it can only sense by heat. UV has300nm-380nm which shorter wavelengths than IR, it also invisible by human eyes, it harmful to human skin. VL is day light that entering into your car and room, it has 380nm780nm wavelength. As you can see 53% of the sun's energy comes to us un the infrared spectrum. 44% from the visible light spectrum, and 3% from the Ultra Violet spectrum. All of these three areas make up what is known as the Solar Spectrum and they combined energy is what we referring ' TOTAL SOLAR ENERGY'. Window films are designed to filter 3 part of the solar spectrum at once. By looking at the window filmUV , IR and VL we can calculate the Total solar energy rejection TSER. eg. Solar Green : IR :95%, UV:99%, VLT : 70% = TSER : 66.52% The TSER of the window does not mean it can lower the temperature in the car or room, but they can reduce the rate that energy enter which helps reduce the load placed air conditioning systems. The greater the glass area , the greater the impact window film can have on gear transfer into or out of a room. Hence, it is very important to choose a higher TSER film and not the brand of the film.	<urn:uuid:fdde5341-db32-49d0-a853-a0cdb293ce0c>	CC-MAIN-2024-30	http://staging.tintedmurah.com/wp-content/uploads/2018/07/tinted-murah-blog-2.pdf	2024-07-15T20:50:11+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00022.warc.gz	35,024,706	589	eng_Latn	eng_Latn	0.997773	eng_Latn	0.998444	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 505, 1680, 2606 ]	[ 2.28125 ]	1	0
Sleeping Baby Trapped in a Hot Car Would You Come to the Rescue or Keep on Walking? Imagine walking down a busy street and suddenly hearing a cry coming from a parked car. When you look closer, you spot a baby in the backseat and notice that all the windows are closed. It's a hot summer day and the parents are nowhere to be found. Passersby must decide what to do after seeing a baby trapped in a hot car. What do you do? By NELLI BLACK Feb. 2, 2009 Tragically, every year almost 40 children die from hyperthermia after being left alone in a hot car. But many more kids are saved when strangers come to their rescue. ABC's "What Would You Do?" wanted to see what ordinary people would do if they came upon a baby left alone in the backseat on a hot summer day. For our ABC News experiment we parked a car on a busy suburban street for two days. Inside, we left a lifelike doll called a "reborn," made to look like a newborn infant. The doll's battery-operated breathing mechanism made it all the more convincing. We hired an actress to play the baby's mother and, with the help of a dozen surveillance cameras, watched the action from a nearby building. Janette Fennell, president of Kids and Cars, a group that promotes car safety for children, watched as the footage unfolded. What we learned both surprised and alarmed us. 10 Minutes Is All It Takes Initially we left the baby in the car with the windows rolled up. To someone passing by, it looked as if the child were sleeping. We sat and waited for more than half an hour, but nobody seemed to notice the baby in the backseat. According to Fennell, almost 50 percent of kids who are left in cars by accident are usually forgotten by their caretakers while asleep. The only hope for these kids is if a stranger notices them inside. But during the first part of our experiment, nobody seemed to look inside our car, and the baby went unnoticed. We decided it was time for our baby to attract some attention. We placed a small speaker in the front seat of the car, propped open the sunroof and played the sound of a newborn wailing as people passed by. We were surprised to see that many were still oblivious. People seemed too busy to notice, many listening to their iPods or using their cell phones. Meanwhile, our car was getting hotter and hotter. Before the experiment, we installed a thermometer to measure the temperature inside our vehicle. Although the temperature outside didn't rise much above 80 degrees, our car heated up to almost 120 degrees. "It doesn't have to be hot outside for a child to die in a car," said Jan Null, professor of Meteorology at San Francisco State University. "Last year a child died in a car when it was 66 degrees outside." Sleeping Baby Trapped in a Hot Car A bystander finds what appears to be a sleeping baby inside a hot car, not knowing that she is part of a "What Would You Do?" social experiment. The baby inside the car is actually a life-like doll. (ABC News) Would You Come to the Rescue or Keep on Walking? Heat in a Car "An infant can die in a car in as little as 10 minutes," he said. "Their bodies heat up three times as fast as an adult's body temperature. So in a situation where an adult would be fine, but uncomfortable, a baby would not." According to Null, who has studied the impact of car temperatures on children, a car acts like a greenhouse, trapping the heat inside very quickly. He is concerned that many people believe cracking a window makes a difference. In reality, he said, it will only cool a car by a few degrees. Assumptions and Hesitation As we kept watching, we noticed that many people heard the sound of our baby crying and still kept walking. We asked Joanne Bowman, a mother herself, why she didn't stop. You just assume that someone is in the car with the child," she told us. "It is really something you would imagine not happening. You don't imagine that there's a child left by itself." When teenager Mandy Strenz walked passed the baby, she was clearly disturbed. But she walked on. She told us that she didn't want to touch somebody else's car, and that she wasn't quite sure what to do. She said she was planning to call her mother for advice. Fennell said people are afraid to break the car window because they may be liable, but if they see that a baby is in trouble, they may need to do just that. "The first thing I would do is look around and see if there's any parents, and then I would call 911," she told us. "But if you are looking and the child looks like they are in imminent danger, I would break the window that's farthest away from the baby. It's a piece of metal versus a baby's life." Skepticism and Anger Over Baby Left Behind As our experiment continued, we came across one man who seemed to know exactly what to do. As soon as Joe Alferi noticed the crying baby, he tried to open the car's doors. When that didn't work he called 911, without hesitation. But the police were not coming because they were in on our experiment. When we told Joe what we were up to, we were surprised to find out that he was a police officer, well aware of the dangers of leaving a child alone in a hot car. But you don't have to be a police officer to do the right thing. Vicky Lefkowitz did a doubletake when she saw the baby and she called 911 right away. We wanted to see what Lefkowitz would do when the mother returned, and so we sent our actress to get something out of the car. "Do you always leave your baby sleeping in the car?" Lefkowitz asked politely. "I'm a mother, and I would never do that in a million years." As she walked away she was clearly shaken and in tears. "I have a baby and I would never do that," Lefkowitz told ABC News correspondent John Quinones. "How could I not get involved?" As the day went on, more and more people came to the baby's rescue. Similar to Lefkowitz, most were polite to the baby's "mother." But Vinnie Torres handled the situation differently. "You should be shot," he yelled at the mother when she returned to the car. Torres later told us that he works with young children and he was outraged by the mother's actions. Throughout our experiment, most people left the scene when the mother returned to her car. But when Amy Edelman got involved, she made sure the mother knew how she felt. "That's totally irresponsible," she told the mother. "You shouldn't have that baby." She and another passerby called the police, and were surprised when ABC's cameras arrived instead. Edelman told ABC News that it's just not part of her makeup to walk away, and that she was about to "take the baby home with her." After two days of filming we learned that while many people were simply too busy or distracted to notice a sleeping baby, many others simply didn't know what to do once they spotted our child. Many of those who did act said that they had seen news reports and knew about the dangers of leaving children in locked cars. Those who came to the rescue and called the police did what one should do in the situation, said Fennell. She hopes that our experiment will "empower people to understand, that when you see a child in distress you don't walk the other way. You get involved and you do whatever it takes to make sure that the child is safe." http://abcnews.go.com/WhatWouldYouDo/Story?id=6772999&page=3	<urn:uuid:b6572984-051b-413a-9f50-b15a3f4cf1d8>	CC-MAIN-2024-30	https://www.kidsandcars.org/document_center/download/education-public-awareness/1999-02-02-ABC-PRIMETIME-Sleeping-Baby-Trapped-In-A-Hot-Car.pdf	2024-07-15T21:09:39+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00022.warc.gz	721,403,415	1,660	eng_Latn	eng_Latn	0.99969	eng_Latn	0.999737	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3771, 7353 ]	[ 2.65625 ]	1	1
NEWS ROUNDUP 02 APRIL 2024 [08:00 am] * Get to know Celine Murillo, the 'green-fluencer' championing love for nature with online videos * Climate Change Could Cause Clocks To Lose A Second * [Opinion] PH urges World Court to take action on climate change * Climate change is slowing heat waves, prolonging misery * Advancing sustainable energy for PH * Stable power supply seen for summer as renewable energy plants go online * 'Tax incentives for e-motorcycles to boost shift to EVs - expert' CCC IN THE NEWS: * Future-proofing children against climate change needed * Scholarship to beef up ranks of women environmental stewards * More than wastelands: Recognizing the hidden powers of wetlands * CCC, Legarda, AIM Partner To Bolster Women's Role In Climate Action * Nat'l Adaptation Plans 'Critical Baselines' To Enhance Climate Adaptation, Support: Borje * CCC, Legarda, AIM partner to bolster women's role in climate action ABS CBN Get to know Celine Murillo, the 'green-fluencer' championing love for nature with online videos By: Juliet Seva The world celebrates Earth Month every April. Leaders and organizations use this time to raise awareness on matters concerning the planet—a task that influencer and environmentalist Celine Murillo does even on regular days. MANILA BULLETIN [Opinion] PH urges World Court to take action on climate change The Philippines has joined the call of members of the United Nations for the International Court of Justice (ICJ), also known as the World Court, to render an Advisory Opinion on the Obligation of States in respect to Climate Change. PAGEONE Climate Change Could Cause Clocks To Lose A Second A recent study suggests that clocks may skip a second in the near future because the Earth is undergoing changes in its rotation due to factors such as climate change and geological shifts. PHILIPPINE DAILY INQUIRER Climate change is slowing heat waves, prolonging misery Climate change is causing heat waves to slow to a crawl, exposing humans to extreme temperatures for longer than ever before, a study published in Science Advances said Friday. Stable power supply seen for summer as renewable energy plants go online By: Jordeene B. Lagare Some power plants with a combined capacity of 300 megawatts (MW), mostly renewable energy projects, will serve as additional power supply sources to the country amid the dry spell caused by the El Niño phenomenon, the Department of Energy (DOE) said on Monday. PHILIPPINE NEWS AGENCY Advancing sustainable energy for PH By: Brian James Lu Last year, during his visit to Washington in the United States, President Ferdinand R. Marcos Jr. stated that his administration is looking into the possibility of tapping nuclear power to address the energy needs of the Philippines. PBBM is not eyeing the likes of the Bataan Nuclear Power Plant (BNPP), but a "cutting-edge" micro-nuclear fuel technology that promotes the use of microreactors. According to the Department of Energy (DOE), microreactors are compact reactors that will be small enough to transport by truck. THE MANILA TIMES 'Tax incentives for e-motorcycles to boost shift to EVs - expert' By: Kristina Maralit Granting tax incentives to e-motorcycles would result in the reduction of carbon emissions, the Department of Energy (DoE) said on Monday. CCC IN THE NEWS: DAILY TRIBUNE Future-proofing children against climate change needed The Climate Change Commission emphasized the need to "future-proof our children in the midst of climate change" during the conference on "Children Displaced in a Changing Climate: Preparing for a Future Already Underway." More than wastelands: Recognizing the hidden powers of wetlands By: Secretary Robert Borje Wetlands are among the most intriguing yet underrated ecological systems on our planet. While conversations about conservation often revolve around mountains, forests, and oceans, wetlands are frequently overlooked. Scholarship to beef up ranks of women environmental stewards Women leaders in climate action are being offered scholarships on climate change and disaster risk management course under a program of the Climate Change Commission (CCC), Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM). PAGEONE CCC, Legarda, AIM Partner To Bolster Women's Role In Climate Action The Climate Change Commission (CCC) has partnered with the Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM) to bolster women's leadership in climate change and disaster resilience through Sustainable Leadership Learning for Climate and Disaster Risk Reduction (SLL-CDRR). PHILIPPINE NEWS AGENCY CCC, Legarda, AIM partner to bolster women's role in climate action The Climate Change Commission (CCC) has partnered with the Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM) to bolster women's leadership in climate change and disaster resilience through Sustainable Leadership Learning for Climate and Disaster Risk Reduction (SLL-CDRR). POLITIKO Nat'l Adaptation Plans 'Critical Baselines' To Enhance Climate Adaptation, Support: Borje By: Prince Golez National Adaptation Plans (NAPs) are critical enablers to enhance adaptation and foster climate resilience, Climate Change Commission (CCC) Secretary Robert Borje said. Information and Knowledge Management Division ABS CBN Get to know Celine Murillo, the 'green-fluencer' championing love for nature with online videos By: Juliet Seva The world celebrates Earth Month every April. Leaders and organizations use this time to raise awareness on matters concerning the planet—a task that influencer and environmentalist Celine Murillo does even on regular days. With her husband Dennis Murillo and their campervan named Eli, Celine tours the Philippines on a mission to explore the country and share interesting lessons about the environment. The environmentalist couple's YouTube channel, which has over 15,000 subscribers, feature mini documentaries about wildlife, educational videos on biodiversity, a series about various waterfalls in the country, their road trip stories, and favorite nature photos. Celine, who also has nearly 700,000 Tiktok and Facebook followers, hopes that her work could help viewers reconnect with nature and live in harmony with it – which she said is the "first big step" in preventing ecological crises from getting worse. "We humans are part of the natural world. I think we have forgotten this simple fact. Whatever we do to the environment and other creatures will eventually come back to us, as evident in the triple ecological crises of climate change, biodiversity loss, and pollution. All are human-induced, essentially karma," she said. Celine also banks on her videos to shed light on various environmental issues. In her "Overnight in Masungi Georeserve" vlog with her husband, Celine shared their encounters with Masungi microsnail, Kalinga narrowmouth toad, and Botel Gecko in the park. She also called for the protection of the conservation area following reports that some groups were claiming it. Other videos by the couple explain the differences between endemic and exotic species, the characteristics of country's largest flower, and the wildlife and plants on peso bills. A WORK OF LOVE When asked about her personal favorite among their videos, Celine said it's hard to pick just one. "Every single one is a love offering. There are some more memorable ones because of what happened during the encounter or in the course of filming. Like with the second episode of the #SaribuhaySaSalapi series featuring Kapa-kapa or Medinilla magnifica and with my most favorite flowering tree, Malabulak or Bombax ceiba," she said. She shared how seeing kapa-kapa, a rare flower, during her visit to the Makiling Botanic Gardens surprised her and made her run and cheer "like a fan seeing their idol." She also described how she cried after seeing the vibrant red Malabulak tree stand out against the green foliage and blue sky. Even after Earth month, the Murillo couple will brave high mountains, cold waters, and long hours of adventure to produce entertaining and educational videos that they hope could inspire others to protect the only planet we call home. Just as Celine likes to put it, "When we love something, we do everything in service of its welfare." MANILA BULLETIN [Opinion] PH urges World Court to take action on climate change The Philippines has joined the call of members of the United Nations for the International Court of Justice (ICJ), also known as the World Court, to render an Advisory Opinion on the Obligation of States in respect to Climate Change. Recall that the Paris Agreement, a legally binding international treaty on climate change, entered into force on Nov. 4, 2016. The Philippines was among the 196 Parties that adopted the Agreement. The parties committed to prevent the escalation of global warming that triggers strong typhoons and massive flooding — a perennial scourge experienced by the Philippines and other climate-vulnerable countries. According to a 2023 report of Statista, a Germany-based, online global data and business intelligence platform: "(T)he Philippines was the country with the highest natural disaster risk in the world. The Pacific archipelago was given a disaster risk index (WRI) of 46.86, followed by Indonesia, with a disaster risk index of 43.5." The WRI index is calculated by considering how exposed countries are to natural disasters together with how vulnerable they are to them." Various working groups composed of scientists and multi-disciplinary experts have expressed the view that "it is only possible to avoid warming of 1.5 °C (2.7 °F) or 2.0 °C (3.6 °F) if massive and immediate cuts in greenhouse gas emissions are made." Despite dire warnings from leading newspapers of record and reputable scientific journals, there is scant indication that these are being heeded. The United Nations' Sustainable Development Goal 13 on Climate Action declares unequivocally: "Take urgent action to combat climate change and its impacts by regulating emissions and promoting developments in renewable energy." The Philippines' submission, signed by Solicitor General Menardo Guevarra and other solicitors and counsels, urged the ICJ to exercise its jurisdiction, arguing that "… the enormity of the effects of climate change and its calamitous impact on all States and peoples are doubtless confirmed by scientific consensus… This paramount concern, therefore, impels and warrants the exercise of this Court's advisory jurisdiction…" Furthermore, it urged the Court to "view (the issue) within the context of all people's fundamental Right to Life from whence the Right to a Clean, Healthy and Sustainable Environment flows from… Any act or omission that harms or tends to harm the environment … that may be attributable to a State which results in anthropogenic GHG emissions over time causing climate change is a breach of a State obligation under international law." The submission was a joint initiative of the Office of the Solicitor General and the Department of Foreign Affairs, in consultation with the Department of Justice, the Department of Environment and Natural Resources, the Climate Change Commission, the National Economic and Development Authority, and the University of the Philippines Law Center, among others. The recent involvement of Pope Francis and other influential leaders in spurring concrete action to reverse the ill effects of global warming provides an auspicious backdrop to the World Court's looming deliberations on issuing an advisory opinion. Seasoned observers believe that although such an opinion may not be legally binding, "any climate obligations it identifies would be." The Philippines joins other climate vulnerable countries in aspiring to attain climate justice. PAGEONE Climate Change Could Cause Clocks To Lose A Second A recent study suggests that clocks may skip a second in the near future because the Earth is undergoing changes in its rotation due to factors such as climate change and geological shifts. According to the study published in the Nature journal, there might be a necessity for clocks to skip a second, referred to as a "negative leap second," around the year 2029. The study warns that such changes in Earth's rotation may necessitate adjustments in Coordinated Universal Time (UTC), a standard used to set all time zones around the world, earlier than originally planned. The implications of this adjustment extend beyond timekeeping, as it could pose an "unprecedented problem for computer network timing." The Earth's rotation, typically 24 hours, is now fluctuating, prompting adjustments in leap seconds to align atomic and astronomical time. Between 1972 and 2016, 27 leap seconds were added to compensate for the Earth's slowing rotation. But the rate of slowing was tapering off to the point that the Earth's rotation was actually speeding up. However, recent observations suggest that this is being offset due to the rapid melting of ice at the poles since 1990. Melting ice shifts Earth's mass from the poles to the bulging center, which slows the rotation. In response, timekeepers are planning revisions to leap second standards in the 2030s to minimize frequent adjustments and maintain synchronization across various timekeeping systems. Geological and climatic factors including oceanic tides and melting polar ice affect Earth's rotation, delaying the need for leap second adjustments. The accelerated melting of polar ice, a consequence of human-induced climate change, is redistributing Earth's mass and slowing its rotation. "If polar ice melting had not recently accelerated, this problem would occur 3 years earlier," the study noted. This phenomenon is "already affecting global timekeeping," indicating the tangible impact of climate change on Earth's rotational dynamics. Despite a natural rotation increase, melting ice has delayed the need for a leap-second adjustment from 2026 to around 2029. This delay in the need for leap second adjustments underscores the complex relationship between environmental changes and Earth's timekeeping systems. Timekeepers aim to phase out leap second adjustments by 2035 to adapt to Earth's changing dynamics and maintain precision in timekeeping amid natural and humaninduced changes. PHILIPPINE DAILY INQUIRER Climate change is slowing heat waves, prolonging misery Climate change is causing heat waves to slow to a crawl, exposing humans to extreme temperatures for longer than ever before, a study published in Science Advances said Friday. While previous research has found climate change is causing heat waves to become longer, more frequent and more intense, the new paper differed by treating heat waves as distinct weather patterns that move along air currents, just as storms do. For every decade between 1979 to 2020, researchers found heat waves slowed down by an average of five miles (eight kilometers) an hour per day. "If a heatwave is moving slower, that means heat can stay in a region longer, so that has effects on communities," senior author Wei Zhang of Utah State University told AFP. The researchers divided the world into three dimensional-grid cells and defined heat waves as a million square kilometer zones where temperatures reached at least the 95th percentile of the local historical maximum temperature. They then measured their movement over time in order to determine how fast the hot air was moving. They also used climate models to determine what the results would have looked like absent human-caused climate change, and found manmade factors loomed large. "It's pretty clear to us that a dominant factor here to explain this trend is anthropogenic forcing, the greenhouse gas," said Zhang. The changes have accelerated in particular since 1997 and in addition to human causes, weakening upper atmospheric air circulation may play a part, the paper said. The duration of heat waves also increased, from an average of eight days at the start, to 12 days during the last five years of the study period. "The results suggest that longer-traveling and slower-moving large contiguous heat waves will cause more devastating impacts on natural and societal systems in the future if GHG keep rising, and no effective mitigation measures are taken," the authors wrote. Zhang said he was worried by the disproportionate impacts on less-developed regions. "In particular, cities that don't have enough green infrastructure or not many cooling centers for some folks, in particular for the disadvantaged population, will be very dangerous," he warned. Stable power supply seen for summer as renewable energy plants go online By: Jordeene B. Lagare Some power plants with a combined capacity of 300 megawatts (MW), mostly renewable energy projects, will serve as additional power supply sources to the country amid the dry spell caused by the El Niño phenomenon, the Department of Energy (DOE) said on Monday. During the government's televised "Bagong Pilipinas Ngayon" program, Energy Assistant Secretary Mario Marasigan said some coal, solar, biomass and hydropower plants, the majority of which were located in Luzon, would go online this summer. In a separate message, Marasigan said Unit 1 of the Mariveles coal-fired power plant in Bataan province, which could generate 150 MW, would be commissioned during the period. According to him, several hydropower projects with aggregate capacities of around 20 MW, a geothermal (binary) project of 29 MW and solar power projects with total capacities of around 104 MW, will also be switched on. "Based on our monitoring and assessments, we do not expect any shortage in electricity supply and the current demand has not yet reached our projected peak demand this year," Marasigan said. Estimated peak demand The DOE, he added, estimated that electricity demand in the Luzon grid this year may reach a peak of 13,917 MW, an increment of 10 percent from last year's peak demand of 12,550 MW. Peak demand in the Visayas is pegged at 2,891 MW, up by 17.6 percent from last year's 2,458 MW while in Mindanao, peak demand is anticipated to rise by 11.6 percent from 2,315 MW. "We still have a gap of about 2,000 MW in Luzon, while in [the Visayas and Mindanao], there is still around 200 to 500 MW shortfall in the estimated peak demands this year," he added. Furthermore, the 230-kilovolt Cebu-Negros-Panay Stage 3 interconnection project of the National Grid Corp. of the Philippines (NGCP), designed to ensure the reliability and security of supply in Negros and Panay, was completed last week. Marasigan said that with the energization of the project, the capacity to transfer power supply to and from these areas has increased to 400 MW from the previous 180 MW. "[In the] past week, the system operator assured us the transfer capacity from Cebu to Negros is available," he said. On the other hand, the Mindanao-Visayas Interconnection Project which started commercial operations this year will assure enough power supply in the Visayas. The NGCP project unified three major power grids in the country, allowing energy resource sharing as any excess power from one grid may be transmitted to another. "We foresee a lack of electricity in the Visayas if power generation only comes from the [area]," Marasigan said. PHILIPPINE NEWS AGENCY Advancing sustainable energy for PH By: Brian James Lu Last year, during his visit to Washington in the United States, President Ferdinand R. Marcos Jr. stated that his administration is looking into the possibility of tapping nuclear power to address the energy needs of the Philippines. PBBM is not eyeing the likes of the Bataan Nuclear Power Plant (BNPP), but a "cutting-edge" micro-nuclear fuel technology that promotes the use of microreactors. According to the Department of Energy (DOE), microreactors are compact reactors that will be small enough to transport by truck. Given that the Philippines is an archipelagic nation with more than 7,000 small and large islands, I believe this is both feasible and practical. Of course, the question here is the management of nuclear waste since nuclear reactors produce waste that is radioactive and lasts thousands of years. Therefore, nuclear waste disposal is a primary concern, which is a problem among nations utilizing nuclear energy. But why is the President so keen to promote nuclear energy in addition to the various fuels the nation already uses? The answer lies in our country's inability to solve its power crisis. According to the Asia Development Bank (ADB), the Philippines faces three energy insecurity problems: 1) electricity demand is growing fast; 2) the supply of electricity is often short of demand; 3) there is a discrepancy in the electrification rate between cities and rural areas. The enactment of the EPIRA law, or the Electric Power Industry Reform Act, seems to have failed to avert a power crisis. The much-vaunted reduction in power rates did not also materialize, as electricity rates in the country are still among the highest in Southeast Asia. Remember that right after New Year 2024, Iloilo province was put into "crisis mode" as a power outage was experienced in Panay, Guimaras, and parts of Negros Occidental for more than 20 hours. The local government unit suspended classes, affecting work in various sectors. The restoration of electricity in all parts of the province took a week. The Iloilo City mayor was so infuriated that he called on both houses of Congress to conduct an investigation. How about the power crisis in Occidental Mindoro? Since 2023, the province has been experiencing power crisis every day lasting for as long as 20 hours. This prompted the Sangguniang Panlalawigan (Provincial Board) to put the province under a state of calamity. The lone power supplier was only providing 12 megawatts (MW) to meet the power needs of the province, far from the demand of 30 MW. At its worst, the power supplier was operating at only 7.5 MW. The power supplier accused the National Power Corporation of not paying the fuel subsidy required for its other power plants. In the case of Iloilo province, the power supplier and the National Grid Corporation of the Philippines (NGCP) were blaming each other for the massive power outages. The economic effects of power outages are undeniable. According to the Philippine Independent Power Producers Association (PIPPA), for every five hours of no electricity, the country loses about 500 MW, which is equivalent to PHP556 million in economic losses. Combine this with that of traffic in Metro Manila and elsewhere, and you have a hefty amount of losses that are untenable for a developing country like the Philippines. The Philippines is a net energy importer, although we produce oil, natural gas, and coal. Geothermal, hydropower, and other renewable sources account for a significant share of electricity generation. According to the United States' Energy Information Administration (EIA), in 2019, the Philippines used the following in its energy consumption: petroleum and other liquids (45 percent), coal (36 percent), natural gas (7 percent), non-hydropower renewables (7 percent), and hydroelectricity (4 percent). The Malampaya gas field is coming to an end with its expected depletion this year. It is thus expected that, with its depletion, the Philippines will rely exclusively on imported liquefied natural gas in the following years. The depletion of the Malampaya gas facility is quite unfortunate since it has been the Philippines' only source of gas since its operations started in the early 2000s. The Philippines is far from utilizing renewable energy. According to recent data, renewable energy contributes approximately 26 percent of the country's total energy consumption. This includes various sources such as hydropower, geothermal, wind, solar, and biomass. The world is pushing towards renewable energy adoption. The Paris Climate Agreement marks a shift towards renewable energy use with the aim of limiting the rise of global average temperatures below 2 degrees Celsius. The agreement binds nations to reduce their reliance on fossil fuels to mitigate climate change. The Philippines is a signatory, together with 174 other countries, to the Paris Climate Agreement. As such, our country must conform to the agreement. Keep in mind that the Philippines lies within the Pacific typhoon belt, enduring an average of 20 typhoons annually. In today's quest for a sustainable source of energy, can we count on the current administration's approach to tapping nuclear energy? Perhaps the answer lies in our desire for more alternative energy to power the growing economy. Nuclear energy may well be the key to our sustainable future. It will take a lot of political will for the current administration to bring the country to nuclear energy levels. But in the interim, there is a need to develop renewable energy to conform with international agreements. For one, there is a need to prioritize investments in renewable energy infrastructure, including grid improvements and energy storage solutions. An official from the Department of Science and Technology (DOST) once stated that the main electricity highways from Luzon to Visayas are completely congested. I think that perhaps if these lines are not congested, just like the EDSA traffic, then we can see an improvement in the delivery of energy in every home and industry. THE MANILA TIMES 'Tax incentives for e-motorcycles to boost shift to EVs - expert' By: Kristina Maralit Granting tax incentives to e-motorcycles would result in the reduction of carbon emissions, the Department of Energy (DoE) said on Monday. DoE science research specialist Andre Reyes said that e-motorcycles are crucial in assisting the country's shift to electric vehicles, since transportation continues to be a major source of carbon emissions. Reyes was referring to the need to expand Executive Order No. 12 series of 2023, which grants tax breaks to several types of EVs. Under EO 12, different types of EVs have received tax breaks. However, e-motorcycles are still subject to a 30 percent tariff rate. "This proposed coverage expansion will send a clear price signal for consumers to switch to EVs, which are more efficient and cheaper to run per kilometer, and assist in energy self-sufficiency," Reyes said in a public hearing on EO 12 revision. Data from the DoE showed that using e-motorcycles helps avoid around 8.5 kilograms of carbon dioxide compared to internal combustion engine (ICE) motorcycles. Using e-motorcycles is also more efficient, as they only cost P0.34 and save 1.72 liters of fuel per kilometer compared to their ICE counterpart, which burns P1.20 per kilometer. The energy department wants to increase the country's EV fleet by 50%, or an additional 2.4 million units. The Statista Research Department said that motorcycles accounted for 7.81 million registered vehicles in the country in 2022, making them the most popular vehicles. The transportation sector alone was responsible for emitting 35.42 million tons of carbon dioxide in 2022, which contributed to climate change, data from Statista showed. Stakeholders have been advocating for tax cuts to facilitate the mainstreaming of emotorcycles, noting their significant contribution to the environment once riders shift to EVs. The compulsory review of EO No. 12 rolled out on March 13, a little over a year since the circular was issued. The Tariff Commission and the National Economic Development Agency are the lead agencies in the review. Recommendations gathered from the public hearings will be submitted to the Office of the President. EO No. 12 was enacted to complement the Electric Vehicle Industry Development Act to create an industry for EVs in the country and help reduce carbon emissions, in compliance with the Philippines' commitment to the Paris Agreement. It modifies the tariff rates for EVs to help mainstream their use among Filipinos. CCC IN THE NEWS: DAILY TRIBUNE Future-proofing children against climate change needed The Climate Change Commission emphasized the need to "future-proof our children in the midst of climate change" during the conference on "Children Displaced in a Changing Climate: Preparing for a Future Already Underway." Participating in discussions aimed at establishing a common vision to prevent and prepare for the increasing displacement of children in the context of climate change, CCC vice chairperson and executive director Robert E.A. Borje shared the Philippines' experience as the "country adopts a whole-of-country and whole-of-society approach in developing policies geared towards low-carbon, climate-resilient, and sustainable development." A joint report of the United Nations International Children's Emergency Fund and the Internal Displacement Monitoring Centre, supported by the Patrick J. McGovern Foundation, identified floods, storms, droughts, and wildfires as the most common weather-related hazards leading to the largest number of displacements. The report also stated children's heightened vulnerability to climate and environmental shocks compared to adults. "The Philippines acknowledges the urgency of taking more concrete actions and optimizing opportunities to transition to a more climate-smart and climate-resilient pathway," Borje said. He outlined the following concrete actions: catalyzing data to determine necessary support of displaced individuals especially children; ramping up efforts in championing the welfare of children amid threats of displacement due to climate crisis; and championing human-centered interventions to address the social impacts of climate change. As we transform our children from victims to victors, Borje encouraged the delegates to not just provide mere answers but concrete solutions. "It is our responsibility to provide concrete and evidence-based actions to ensure a sustainable world for our future generations. Our actions and initiatives count as means to save lives, protect our livelihoods and secure our future," he said. More than wastelands: Recognizing the hidden powers of wetlands By: Secretary Robert Borje Wetlands are among the most intriguing yet underrated ecological systems on our planet. While conversations about conservation often revolve around mountains, forests, and oceans, wetlands are frequently overlooked. This raises the question: What exactly are wetlands, and why are they important? Broadly speaking, wetlands are ecosystems centered around bodies of water, which may occur naturally or be human made. According to the Department of Environment and Natural Resources, wetlands encompass a variety of ecosystems with varying water dynamics, from static to flowing bodies of water. Some wetlands have water yearround, while others receive water seasonally. In a nutshell, wetlands refer to any piece of land with waterlogged soil. There are three categories of wetlands in the Philippines: inland, coastal and marine areas, and human-made. Inland wetlands include marshes, peatlands, floodplains, rivers and lakes, while coastal and marine wetlands comprise saltmarshes, mangroves, and intertidal mudflats. Human-made wetlands include dams, reservoirs, rice paddies, ponds, lagoons, and wastewater treatment systems. Despite their often-overlooked status, wetlands provide numerous benefits for ecosystems and humanity. They support various socio-economic activities such as agriculture, aquaculture, tourism and recreation. More importantly, wetlands act as natural carbon sinks, absorbing land-based carbon and helping regulate greenhouse gas emissions and temperature in surrounding areas while at the same time producing oxygen. Moreover, wetlands offer other ecosystem services such as flood control, groundwater replenishment, water purification, and sediment and nutrient retention. They are vital biodiversity hubs, hosting 40 percent of all animal and plant species. Wetlands, however, are frequently viewed as wastelands and are subject to destruction for land-use conversion or dumping. Alarmingly, wetlands are disappearing at a rate three times faster than that of our forests. According to the United Nations, over 35 percent of the world's wetlands have disappeared since 1970. If we don't do something and this trend continues, the majority of all wetlands will be lost, along with the lives that thrived within them. In the Philippines, there are roughly 314 wetlands distributed around the country. Many of these wetlands are found in Luzon and Mindanao, with fewer in Visayas. Wetlands in the country include lagoons, seagrass beds, mangroves, rivers, estuaries, mudflats, lakes, swamps, and cave hydrological systems. Like most wetlands, however, they are at risk of disappearing forever due to several factors, including climate change and human activities. Under the worst-case scenario, there would be a 51 percent reduction in the Philippines' coastal wetlands by 2100. The world, including the Philippines, cannot afford to lose wetlands because they have the capacity to act as carbon sinks and flood regulators. This is especially true for the Philippines, which experiences the harshest effects of climate change, including storms and droughts. In the face of intensifying climate change impacts, wetlands play a crucial role in both mitigating climate change by sequestering carbon in their soils and adapting to changing conditions by regulating flow. Wetlands act as natural carbon sinks, absorbing land-based carbon and helping regulate greenhouse gas emissions and temperature. Given the vital roles wetlands play in carbon storage and food regulation, it is surprising that people don't discuss protecting them more. Recognizing the importance of wetlands in mitigating climate change impacts, efforts are being made to conserve and protect them. Particularly, Sustainable Development Goal 15 aims to protect, restore, and promote the sustainable use of terrestrial ecosystems, including wetlands. The Climate Change Commission is committed to preserving Philippine wetlands through policymaking and implementation. Identified in the Philippine National Adaptation Plan are the strategies aimed at safeguarding, nurturing, restoring, financing, and sustaining natural assets like our wetlands. Rehabilitation of degraded ecosystems, as outlined in the Philippine Development Plan 2023-2028, is another step towards protecting wetlands and enhancing their ecosystem services. Currently, the Philippines has over eight wetlands that are under the protection of Ramsar Convention, which provides the framework for effective conservation and sustainable use of wetlands. These include the Olango Island Wildlife Sanctuary; Naujan Lake National Park; Puerto Princesa Subterranean River National Park; Las Piñas-Parañaque Critical Habitat and Ecotourism Area; Negros Occidental Coastal Wetlands Conservation Area; Sasmoan Pampanga Coastal Wetlands; Agusan Marsh Wildlife Sanctuary; and Tubbataha Reefs Natural Park. These sites showcase the Philippine government's sustainable conservation efforts. However, more research, planning, and policies are needed to ensure the long-term preservation of wetlands. Wetlands are not wastelands but vital reservoirs crucial to our planet's well-being. Beyond their ability to host diverse wildlife, wetlands serve as guardians of biodiversity, natural water purifiers, and potent carbon sinks. By recognizing and protecting their hidden powers, we pave the way for a harmonious coexistence with nature and ensure a legacy of ecological richness for future generations. Scholarship to beef up ranks of women environmental stewards Women leaders in climate action are being offered scholarships on climate change and disaster risk management course under a program of the Climate Change Commission (CCC), Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM). Nine of 18 scholarship grants for Sustainable Leadership Learning for Climate and Disaster Risk Reduction (SLL-CDRR), to be provided through the Executive Masters in Disaster Risk and Crisis Management program (EMDRCM), would be reserved for women, according to the Philippine News Agency. The CCC, Legarda and AIM recognize the indispensable role of women in environmental stewardship and community resilience. Also, the impact of disasters is felt disproportionately, with women bearing most of the brunt. In 2021, Typhoon Odette affected approximately four million women and girls of reproductive age in 13 provinces, prompting the United Nations Population Fund Philippines to call for urgent donations for the affected women and young girls. "Women in fragile areas often bear the brunt of climate change impacts. Their unique perspectives and experiences are indispensable in addressing these dimensions and ensuring equitable solutions," Senate President Pro Tempore Loren Legarda said. CCC, Senator Loren Legarda and AIM partner to bolster women leaders in climate action. "The SLL-CDRR program is a strategic investment in human capital, enabling the shift from fragility to agility and changing the climate change narrative from victim to victor. Through this, women, in particular, will no longer be seen as vulnerable; instead, they will be part of the story, actively contributing to the solutions to climate change," CCC Vice Chairperson and Executive Director Robert E.A. Borje said. The SLL-CDRR program will enable recipients to pursue specialization in Climate Change Adaptation and Mitigation (CCAM) and Disaster Risk Reduction and Management (DRRM), aligning their scholastic outputs with the policy priorities of the CCC, including the National Climate Change Action Plan and the draft National Adaptation Plan. scholarship program will provide full financial support to outstanding students enrolled in the EMDRCM program starting 29 June. Eligible for the scholarship are national government personnel focused on CCAM and DRRM, DRRM officers in local government units, leaders from indigenous groups and sustainability and inclusivity champions. Successful candidates selected by the CCC will be awarded a full scholarship covering program and tuition fees, with additional support for participation in required in-person campus activities. "With each scholar receiving this scholarship, we believe very firmly, we're taking one step closer to the solution we're seeking in terms of a future defined by resilience, sustainability, and resolve," Professor Jikyeong Kang, AIM president said. PAGEONE CCC, Legarda, AIM Partner To Bolster Women's Role In Climate Action The Climate Change Commission (CCC) has partnered with the Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM) to bolster women's leadership in climate change and disaster resilience through Sustainable Leadership Learning for Climate and Disaster Risk Reduction (SLL-CDRR). Through the collaboration of CCC, Office of Senator Legarda and AIM, scholarships will be provided through the Executive Masters in Disaster Risk and Crisis Management (EMDRCM) program to 18 individuals, with at least half of the slots allotted for women. Recognizing the indispensable role of women in environmental stewardship and community resilience, the SLL-CDRR program promotes an inclusive approach to addressing climate challenges. The impact of disasters is felt disproportionately, with women bearing most of the brunt. In 2021, Typhoon Odette affected approximately four million women and girls of reproductive age in 13 provinces, prompting the United Nations Population Fund Philippines to call for urgent donations for the affected women and young girls. Among them, an estimated 162,000 are pregnant, with 24,000 likely to experience complications. Furthermore, an estimated 470,000 women in affected areas lacked access to family planning information and services, exacerbating existing challenges such as gender-based violence. "Women in fragile areas often bear the brunt of climate change impacts. Their unique perspectives and experiences are indispensable in addressing these dimensions and ensuring equitable solutions," Senate President Pro Tempore Loren Legarda said in a news release on Wednesday. While prioritizing women, the program welcomes a diverse range of qualified individuals, including: National government personnel focused on Climate Change Adaptation and Mitigation (CCAM) and Disaster Risk Reduction and Management (DRRM) Leaders from indigenous groups DRRM officers in local government units Sustainability and inclusivity champions "The SLL-CDRR program is a strategic investment in human capital, enabling the shift from fragility to agility and changing the climate change narrative from victim to victor. Through this, women, in particular, will no longer be seen as vulnerable; instead, they will be part of the story, actively contributing to the solutions to climate change," CCC Vice Chairperson and Executive Director Robert E.A. Borje said. The SLL-CDRR Program will enable recipients to pursue specialization in CCAM and DRRM, aligning their scholastic outputs with the policy priorities of the CCC, including the National Climate Change Action Plan (NCCAP) and the draft National Adaptation Plan (NAP). Successful candidates will be awarded a full scholarship covering program and tuition fees, with additional support for participation in required in-person campus activities. "With each scholar receiving this scholarship, we believe very firmly, we're taking one step closer to the solution we're seeking in terms of a future defined by resilience, sustainability, and resolve," Professor Jikyeong Kang, AIM President said. PHILIPPINE NEWS AGENCY CCC, Legarda, AIM partner to bolster women's role in climate action The Climate Change Commission (CCC) has partnered with the Office of Senate President Pro Tempore Loren Legarda and the Asian Institute of Management (AIM) to bolster women's leadership in climate change and disaster resilience through Sustainable Leadership Learning for Climate and Disaster Risk Reduction (SLL-CDRR). Through the collaboration of CCC, Office of Senator Legarda and AIM, scholarships will be provided through the Executive Masters in Disaster Risk and Crisis Management (EMDRCM) program to 18 individuals, with at least half of the slots allotted for women. Recognizing the indispensable role of women in environmental stewardship and community resilience, the SLL-CDRR program promotes an inclusive approach to addressing climate challenges. The impact of disasters is felt disproportionately, with women bearing most of the brunt. In 2021, Typhoon Odette affected approximately four million women and girls of reproductive age in 13 provinces, prompting the United Nations Population Fund Philippines to call for urgent donations for the affected women and young girls. Among them, an estimated 162,000 are pregnant, with 24,000 likely to experience complications. Furthermore, an estimated 470,000 women in affected areas lacked access to family planning information and services, exacerbating existing challenges such as gender-based violence. "Women in fragile areas often bear the brunt of climate change impacts. Their unique perspectives and experiences are indispensable in addressing these dimensions and ensuring equitable solutions," Senate President Pro Tempore Loren Legarda said in a news release on Wednesday. While prioritizing women, the program welcomes a diverse range of qualified individuals, including: --DRRM officers in local government units --National government personnel focused on Climate Change Adaptation and Mitigation (CCAM) and Disaster Risk Reduction and Management (DRRM) --Leaders from indigenous groups --Sustainability and inclusivity champions "The SLL-CDRR program is a strategic investment in human capital, enabling the shift from fragility to agility and changing the climate change narrative from victim to victor. Through this, women, in particular, will no longer be seen as vulnerable; instead, they will be part of the story, actively contributing to the solutions to climate change," CCC Vice Chairperson and Executive Director Robert E.A. Borje said. The SLL-CDRR Program will enable recipients to pursue specialization in CCAM and DRRM, aligning their scholastic outputs with the policy priorities of the CCC, including the National Climate Change Action Plan (NCCAP) and the draft National Adaptation Plan (NAP). Successful candidates will be awarded a full scholarship covering program and tuition fees, with additional support for participation in required in-person campus activities. "With each scholar receiving this scholarship, we believe very firmly, we're taking one step closer to the solution we're seeking in terms of a future defined by resilience, sustainability, and resolve," Professor Jikyeong Kang, AIM President said. POLITIKO Nat'l Adaptation Plans 'Critical Baselines' To Enhance Climate Adaptation, Support: Borje By: Prince Golez National Adaptation Plans (NAPs) are critical enablers to enhance adaptation and foster climate resilience, Climate Change Commission (CCC) Secretary Robert Borje said. During the recent Adaptation Forum 2024 held in Germany, Borje emphasized the need to strengthen collaboration and accelerate delivery of support for the adaptation interventions of developing countries. He also highlighted the urgent need for immediate financial, capacity, and technological assistance. "National Adaptation Plans are critical baselines for individual and collective efforts of Parties," the CCC official said. "Towards the achievement of the global goal on adaptation and the new global climate resilience objectives, we must drive developing nations towards NAP formulation and implementation," he added. Borje reiterated that support for the whole NAP process must be provided, with least to no conditionalities, and in the most urgent manner. "We must make data and information more available and accessible, and ensure that developing nations are provided with the capacity to analyze data to determine fit-forpurpose adaptation measures. Support must be provided to enable developing nations to formulate NAPs with least domestic budget and resource implication as possible," he furthered. The NAP process includes risk assessment, planning and development, implementation, and monitoring, evaluation, accountability and learning. According to the NAP Central, 53 developing countries have submitted their NAPs, which accounts for only 25 percent of all developing country Parties under the UNFCCC and the Paris Agreement. 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Draft for consultation – February 2024 Proposed: Home to School Travel Policy - for children from Reception to Year 11 Background North Yorkshire Council About the policy Section A -Eligibility 1. Eligible Children 3. Statutory Walking Distance 2. Suitable School 4. Special Educational Needs and/or Disability 6. Extended Rights 5. Unsafe Routes 7. Further Information on Eligibility 8. Accompaniment Section B – How transport will be provided 9. Facilitating Attendance 11. Transport Provisions 10. Residential Children 12. Parental Mileage Allowances Section C – Suitability and conditions of travel arrangements 13. Considering Children Needs 15. Journey Times 14. Children with Medical Needs 16. Safeguarding 18. Behaviour on School Transport 17. Training 19. Additional Information about Travel Arrangements Section D - Local School Travel Polices 20. Home to School Travel Policy for children from Reception to year 11 21. Transport beyond Compulsory School Age Section E – Appeals 22. Appeals Procedure 23. Complaints Procedure Section F – Sustainable Travel 24. Sustainable Travel Strategies 25. Sustainable Travel Programmes Section G – Useful information 26. Contact details of School Transport Teams Appendix OFFICIAL Glossary of Terms Index Background North Yorkshire Council is responsible for setting a Home to School Travel Policy which ensures the equitable provision of transport to those who qualify under the Council's statutory duties and to explain when discretionary transport provision might be available. North Yorkshire is England's largest county, stretching from the North Sea coast to within 12 miles of Morecambe Bay and from the South of the M62 to the edge of Teesside. It is sparsely populated with some 600,000 people across 3,300 square miles; with 40% of the area being within either the North Yorkshire Moors or the Yorkshire Dales National Parks and over half the population living in areas classed as "sparse" or "super sparse". Around 20% of the population live in the two major urban centres – Harrogate and Scarborough. There are approximately 125,000 children and young people aged 0-19 in the county, of those 79,000 are of school age, including 4,800 in post-16 education. There are 43 secondary schools (including a University Technical College), 297 primary schools and 10 special schools. North Yorkshire Council transports approximately 14,000 pupils per day to school or college. About this Policy North Yorkshire Home to School travel policy is based on the statutory guidance from the Department for Education, published in June 2023 (revised January 2024). The policy is for children and young people, parents, schools, and other professionals to inform them how North Yorkshire Council (the Council) has implemented the statutory guidance, when carrying out its duties in relation to: * arrangements for travel to school for children of compulsory school age; * the promotion of sustainable travel to school There is separate guidance on travel to post-16 education and training. This is published on the North Yorkshire Council website on or before 31 st May each year. This policy applies to residents of North Yorkshire only. Review date: This guidance will be kept under review and updated when necessary. Minor changes will be published alongside the guidance as an amendment to policy. Major changes will be consulted upon, and the policy amended to reflect this. What legislation does this policy adhere to? This policy has regard to the duties placed on Local Authorities in relation to the following legislation governing travel to school for children of compulsory school age, in particular: * section 508A of the Education Act 1996: sustainable travel to school; * section 508B of and Schedule 35B to the Education Act 1996: travel arrangements for eligible children; * section 508C of the Education Act 1996: travel arrangements for other children; * the School Information (England) Regulations 2008: publication of informal arrangements. Section A: Eligibility 1. Eligible Children The Council must make free-of-charge travel arrangements to facilitate the attendance at school of eligible children resident in North Yorkshire. A child is eligible if they are of A: compulsory school age (term after the 5 th birthday to 30 th June in year 11) and: B: attend their nearest suitable school to their home address and: * could not reasonably be expected to walk to that school because of their special educational needs, disability, or mobility problem, even if they were accompanied by an appropriate adult (section 4), or * live more than the statutory walking distance from that school (section 3), or * would not be able to walk to that school in reasonable safety, even if they were accompanied by an appropriate adult (section 5). There are 'extended rights' to free travel to school for children from low-income households (section 6) As a discretionary element the Council will extend the eligibility age from the start of Reception year instead of the term after the child's 5 th Birthday. In most cases, a child's eligibility for free school travel will be assessed following the normal school admissions round once parents have been offered a place for their child to begin primary school, or transfer to secondary school. In some cases, eligibility will need to be assessed at other times of the school year, for example due to a family moving house. It is parents' responsibility to inform the Council of any changes in their circumstances which may affect their eligibility for travel assistance. Eligibility will normally be calculated using the home address provided at the time of application for a school place or following a change of circumstances. In line with DfE (Department for Education) guidance, transport will only be assessed and, if eligible, provided from one home address. 2. Suitable School A suitable school for the purpose of applying this policy is a 'qualifying school' that is suitable for the child's age, ability, aptitude, and any special educational needs they may have. It should also be suitable for the child's sex, for example a girls' school could not be considered the nearest suitable school for a boy. 'Suitable school' does not mean the most suitable school for a child, or one that the parent considers suitable. The nearest secondary school to the home of a child of secondary school age, for example, will almost always be their nearest suitable school (provided it would be able to admit them). A nearest suitable school may also be in a neighbouring Local Authority. Qualifying schools are: * community schools, foundation schools, voluntary aided and voluntary controlled schools; * alternative provision academies; * academies (including those which are free schools, university technical colleges, studio schools and special schools); * community or foundation special schools; * pupil referral units; * non-maintained special schools; * maintained nursery schools (where attended by a child of compulsory school age); and * city technology colleges and city colleges for the technology of the arts. For children with special educational needs, an independent school is also a qualifying school if it is the only school named in their Education, Health, and Care plan (EHCP), or where more than one school is named in the EHCP, the school nearest to the home address named in the EHCP will be the qualifying school. Where a child's nearest school is oversubscribed and an application has been made for the school during the normal admissions round, and the admission authority is unable to offer them a place, then the next nearest school with places available is their nearest suitable school for school travel purposes. When a child moves into the area, outside the normal admissions round, the suitable school for transport purposes is the nearest provision which can offer a school place. The eligibility criteria will then be applied. Where a child changes preference of school during the school year, eligibility will be assessed based on the ability to secure a place at their nearest qualifying school. The nearest qualifying school for school travel purposes may not be the catchment school used for admissions purposes. 3. Statutory Walking Distances Statutory walking distances are used to determine whether a child is eligible for free travel to school. Where a child lives within the statutory walking distance (and is not eligible for free travel on any of the other grounds set out in this guidance) the parent is responsible for arranging their child's travel to and from school. There is no expectation that the child will walk, it is for the parent to determine what arrangements would be suitable for their child. A child under the age of 8 is eligible for free travel to their nearest suitable school * if it is more than 2 miles from their home. A child aged 8 years or over is eligible for free travel to their nearest suitable school * if it is more than 3 miles from their home. As a discretionary element the Council will extend the 2 miles statutory walking distance to the end of the academic year (year 3) instead of the child's 8 th birthday. The Council assesses whether the distance between a child's home and their nearest suitable school is further than the statutory walking distance. The assessed route will be the shortest route along which a child, accompanied as necessary, may walk in reasonable safety. When deciding on eligibility for assistance with transport, the measurement from home to school will be taken from the fixed point within the property to the nearest entrance point (not always the main entrance) to the school following the nearest available walked route, as defined by the Council's Geographical Information System (GIS). The distance is not the shortest distance by road and the route may include footpaths, public rights of way, bridleways, and other pathways as identified on the GIS. This means that in some cases all pupils living in the same street or even in adjoining properties may not be eligible for free home to school transport. Eligibility on the grounds of statutory walking distance will be calculated on the home address provided at the time of application for a school place or following a change of circumstances. 4. Special Educational Needs, and/or Disability A child is eligible for free travel to school if: * they attend their nearest suitable school, and * they could not reasonably be expected to walk there because of their special educational needs, disability, or mobility problem, even if they were accompanied by an appropriate adult * it is within the statutory walking distance of their home, and To be eligible on these grounds, a child does not need to: * have an Education Health and Care plan (EHC plan); or * attend a special school; or * have travel to school specified in their EHC plan if they have one; or * live beyond the statutory walking distance. Not every child with an EHC plan or who attends a special school will be eligible for free travel to school. To qualify for eligibility on the grounds of special educational needs, disability or mobility problems, the Council is required to complete an individual assessment of the child, and this will take into account the child's physical ability to walk to school, and any health and safety issues related to their special educational needs, disability, or mobility problems. The Council may take into account whether the child would be able to walk to school if they were accompanied by an appropriate adult. Information the Council may consider when assessing a child's eligibility may include (but is not restricted to) the following; * information provided by the parent; * information provided by the child's school; * information provided by any professionals involved in the child's care; * any relevant information in the child's EHC plan if they have one; * any relevant information in their individual healthcare plan if they have one. Parents that wish to request an application to be considered on the ground of Special Education Needs/Disability will need to apply online (a link will be inserted when the policy is published). Paper copies will be available on request 5. Unsafe Walking Route A child is eligible for free travel to school if they attend their nearest suitable school, it is within the statutory walking distance of their home, and * the nature of the route means they could not be expected to walk there in reasonable safety even if accompanied by an appropriate adult, and * there is no alternative route within the statutory walking distance that they would be able to walk in reasonable safety, even if accompanied by an appropriate adult. When assessing whether a route can be walked in reasonable safety, the Council will consider the whole of the route. This will include, for example, any sections that use footpaths or bridleways, as well as sections that use roads. The Council uses the 'Assessment of Walked Routes to Schools Guidelines,' published by Road Safety GB, which provides advice to local authorities on assessing the risk posed to pedestrians by traffic. These guidelines can form the basis of the assessment and are used in conjunction with local context and knowledge. Where a child is assessed as not eligible to transport and the parent/carer believes the route to the nearest school is unsafe they can request for the route to be assessed, by making a request online (a link will be inserted when the policy is published) 6. Extended Rights (Low Income) Extended rights are designed to support low-income families to exercise school choice. A child is eligible for free travel to school if they are eligible for free school meals or a parent with whom they live receives the maximum Working Tax Credit or Universal Credit equivalent and they are: * aged 8 or over but under 11, attend their nearest suitable school and it is more than 2 miles from their home; or * aged 11 to 16 years, and attend one of their three nearest suitable schools provided it is more than 2 miles but not more than 6 miles from their home; or * aged 11 to 16 years, attend a school that is more than 2 but not more than 15 miles from their home that their parents have chosen on the grounds of their religion or belief if, having regard to that religion or belief, there is no suitable school nearer to their home. When the Council assesses transport, for the purposes of extended rights, the first 2 miles will be the walking route. When assessing whether a child lives within the 6 or 15-mile upper limits, the Council will measure road routes only. Where, during the course of an academic year, a child ceases to be eligible for free school meals, or their parent ceases to receive maximum Working Tax Credit, the Council will continue to provide free travel to school for the remainder of that academic year. Working Tax Credit is being phased out as claimants are transferred onto Universal Credit. This does not change the way eligibility for extended rights to free travel to school is determined. It remains the case that children will be eligible for free home to school travel if they are eligible for free school meals or live with a parent who receives maximum Working Tax Credit. Once the roll out is complete, no further children will come forward who are eligible because their parents claim maximum Working Tax Credit. Universal Credit: No child will cease to be eligible for extended rights because of the roll out of Universal Credit. Parents who claim maximum Working Tax Credit will have an earned income of no more than £7,400. This means their children will become eligible for free school meals (if they are not already) when they (the parent) are transferred to Universal Credit. Where a child attends a North Yorkshire school and is in receipt of free school meals, the travel eligibility will, wherever possible, automatically be assessed under the criteria of extended rights. There are some limited circumstances where the parent may need to notify the Council of their free school meals status to enable that assessment to take place. Where a child does not claim free school meals or is attending a school outside of North Yorkshire, please apply using the online form (a link will be inserted when the policy is published). 7. Further Information on Eligibility Parental Preference Parents have the right to preference any school of their choice when applying for a school place, they do not however have a right to free-of-charge travel arrangements to that school. Travel eligibility will be assessed in line with the eligibility criteria in this policy. If the nearest school is undersubscribed with places available, then it will be the nearest suitable school for travel purposes, and free travel would not be provided to an alternative school that is further away. If the nearest school is fully subscribed without places available, then the Council will need to assess if the child could have secured a place had one been applied for. This will be done by comparing the child with the last child to be offered a place at the school and determining which of them would have higher priority. This will often be a straightforward matter of determining which child lives closest to the school. Transport to other education settings A child may be eligible for free travel to a place that is not a qualifying school: * where they receive education at a place other than a school by virtue of arrangements made by the Council under section 19 (1) of the Education Act 1996. * where they are suspended (temporarily excluded) from a school (but remain a registered pupil of that school) and attend an educational establishment that is not a qualifying school and is not within the statutory walking distance of their home, then that educational establishment will be treated as if it were a qualifying school for the purposes of eligibility for free travel Schools should collaborate with the Council when arranging educational provision for a child during a suspension where the pupil might be eligible for free travel to the place where they will be receiving education. Travel assistance will not be provided to alternative provision and work experience, where the provision has been arranged by the school. Discretionary Arrangements. Discretionary transport is a Council decision to provide travel arrangements beyond the statutory requirements. The Council provides discretionary travel arrangements in four areas * Eligibility extended to cover children eligible for travel assistance who are starting in reception in September but are under statutory school age. * Extend the 2 mile statutory walking distance to the end of year 3 instead of a child's 8 th birthday. * Post 16 provision – please refer to the post 16 policy statement for details. * Paid travel permits – where there is capacity in existing dedicated transport services provided for eligible children, spare seats may be purchased by parents/carers- applications are made through the Council website. Exceptional Circumstances The eligibility criteria as outlined in this policy will apply to most situations; however, the Council also recognises that at times assistance may be required in exceptional circumstances. This will be considered at the Council's discretion on a case-by-case basis. Any travel assistance awarded will normally be expected to be short-term. Where a child is not eligible for travel assistance under the policy and requires consideration of travel assistance under exceptional circumstances parents will need to apply online (a link will be inserted when the policy is published). The Council does not usually consider matters such as parent's working patterns, the cost to the parent of transport, or where parents have children attending more than one school, to be exceptional circumstances. Removal of Travel Assistance Where a child has been awarded transport in error – the Council will provide 6 weeks' notice to the parent and transport will be removed Where a child's eligibility changes on the child's 8 th Birthday, travel arrangements will be removed at the end of that academic year, under the Council's discretionary arrangements. 8. Accompaniment A child will not normally be eligible for free travel to school on the grounds of their special educational needs, disability, or mobility problem, or on the grounds that the route is unsafe if they would be able to walk to school if they were accompanied. Where the Council determines, following an individual assessment, that a child would be able to walk if they were accompanied, the general expectation is that the parent will accompany them or make other suitable arrangements for their journey to and from school. A child will not normally be eligible solely because their parent's work commitments or caring responsibilities mean they are unable to accompany their child themselves. Consideration will be given where parents have a disability or mobility problem that would make it difficult for them to accompany their child. The Council will consider the parents' reasons for not being able to accompany their child or make other suitable arrangements and would require evidence of the parental disability as part of the application. Reasons such as the parent's working pattern or the fact they have children attending more than one school, on their own, will not normally be considered good reasons for a parent being unable to accompany their child. These apply to many parents, and, in most circumstances, it is reasonable to expect the parent to make suitable arrangements to fulfil their various responsibilities (for example, their responsibilities as an employee and as a parent). Where the Council have determined, following an assessment, that a child could not reasonably be expected to walk even if they were accompanied, they will be eligible for free home to school travel regardless of whether their parent would be able to accompany them or make other arrangements for their journey. Section B: How travel assistance will be provided 9. Facilitating Attendance The Council will make travel arrangements to enable a child to travel to school for the beginning of the school day, and to return home at the end of the school day. There are no requirements to make arrangements: * for children to travel between institutions during the school day; or * to enable children to get to and from before and after school childcare, whether formal (for example, a childminder) or informal (for example, a grandparent) * to enable children to attend extra-curricular activities and other commitments outside school hours; or Where particular classes, year groups or pupils have a start or finish time that is different from most pupils at the school, it will not normally be possible for the Council to make separate travel arrangements. Schools may need to make alternative arrangements to accommodate these pupils. There may be a small number of circumstances in which the Council considers it appropriate to arrange transport at an alternative time of day, for example if a child has a medical condition which means they are not well enough to attend school for the whole day – this will be through an application, supported with evidence to request transport through exceptional circumstances. The Council is not required to arrange travel for an eligible child where: * suitable free travel is provided by someone else, for example, their school or Local Transport Authority * a parent chooses to make their own arrangements for the child's travel to and from school (this does not prevent the parent from later requesting free travel to school, consideration will need to be given for the period involved in arranging alternative travel provision) Transport for social care purposes such as respite and after school activities are not covered by this policy. When a child is unwell and needs collecting from school, it will be a parent's responsibility to collect them and to determine what action needs to be taken with regards to the child's illness. Transport will not be provided to facilitate work experience/placements. 10. Residential Children Where the Council names a residential school in the EHC plan of an eligible child, the Council will provide reasonable free travel to enable the child to attend that school, for example, on a Monday and Friday for children who are weekly boarders, or before and after school holidays for children who board on a termly basis. Where the Council has named a residential school on a 52-week basis, transport will only be provided in exceptional circumstances via the social worker assigned to the family. 11.Travel Arrangements It is for the Council to decide how to arrange free travel for an eligible child. The transport will be the most efficient, environmental, and economical method and route suitable for the child's needs. This could be, * A pass on a public service (bus or train), or * A seat on a school bus service, or * A direct commissioned service – taxis or coaches 12. Parental Travel Allowances The Council may also provide a parental mileage allowance in some circumstances and with the agreement of the parent. For example, in the event that no existing service is available to accommodate an eligible child. Allowances are paid in arrears at 45p per mile for four journeys a day for daily students, and two journeys for residential days travelled. In some circumstances the Council will also pay an enhanced allowance where the child requires additional support with transport to meet a medical, mobility or special educational need. These are calculated on individual circumstances based on distance and travel time. Regular payments including mileage allowance made by the Council to reimburse the cost incurred by a parent in providing a child's travel to school: * will not be taken into account in a Universal Credit assessment. (Should the Council need to pay a parent any additional amounts, for example to cover unexpected expenses relating to a child's travel to school, these would be treated as capital in the Universal Credit assessment and the parent would need to declare them) * should not give rise to income tax liability, but individuals should continue to satisfy themselves that they meet HMRC's requirements Where a parent has agreed to receive a travel allowance, it will be based on attendance at school, the school will need to sign and confirm attendance. The Council has the right to revoke an allowance if a child's attendance is deemed unsatisfactory and to provide assistance through an alternative travel arrangement. A parent can surrender the allowance at any time; however, consideration will need to be given for the period involved in arranging alternative travel provision. Section C- Suitability of Travel arrangements 13. Considering the Child's Needs The Council will ensure that any travel arrangements they make will take account of the needs of the child concerned. For example, it would not be appropriate to provide a pass for free travel on a service bus to a child whose special educational needs meant they would be unable to travel on a service bus. Any travel arrangements should enable the child to travel in reasonable safety and comfort, and without undue stress, strain, or difficulty, so that wherever possible they arrive at school ready to learn. It is not a requirement to provide all children with 'door to door' transport. Many will be able to walk to a suitable pick-up point from the home or school address, provided they would be able to do so in reasonable safety, accompanied by an appropriate adult if necessary. If, following an assessment of needs, a child is not able to walk to a pickup point accompanied as necessary, the Council will provide an alternative which can meet their need. The waiting point for transport to school or college will be a public stop or station or, in the case of commissioned transport, a named point which is suitably safe, both for children to wait and vehicles to stop. The Council will carry out risk assessments on pick up and drop off points. If the transport provided needs to meet a connecting service, the driver of the first vehicle will wait with children until the connecting vehicle arrives. The waiting time between connections will normally be no longer than 10 minutes. The meeting point will be suitable for the safe transfer of children. When children are transported using a taxi or private-hire vehicle, that is not a public service vehicle, it must have one seat belt, and where appropriate child car seat or booster seat, for each person carried. Some children may need additional arrangements to be made to meet their needs. In these cases, the Council would request that parents complete a travel assessment, so the Council can review and make suitable arrangements if required. If children travel in a wheelchair this must be to ISO 7176-19;2022 standards and properly fixed in the vehicle in accordance with current Department for Transport guidelines. The Council will carry out a risk assessment to ensure that children are transported safely in these circumstances. 14. Children with Medical Needs When the Council makes travel arrangements for a child with medical needs, the Council will consider if and how those needs might affect the child during their journey to and from school and, where necessary, put in place proportionate arrangements to manage those needs. Not every child with the same condition will need the same arrangements, assessments will be undertaken on a case-by-case basis. The assessment will consider * the medical condition, its triggers, and symptoms; and * the action that may need to be taken to manage the condition, for example whether the child may require medication and, if so, what dosage is required, how it should be administered, and by whom. * the likelihood and consequences of the condition affecting the child on the journey to and from school; and If a child has a medical need, parents must alert the Council to discuss their child's conditions, this may result in a risk assessment requirement before any transport can be arranged. This request should be made via the online form (a link will be inserted when the policy is published). If a child has an EHC plan or individual healthcare plan, these may contain information that is relevant to the Council's assessment of medical need. There is a requirement for the school to share information from the individual healthcare plan with the Council, where it is relevant to the journey to and from school. The Council may sometimes need to seek specialist advice about a child and their condition. A range of different health professionals may be involved in a child's care, for example a community nurse, specialist nurse or doctor. A parent should be able to help the Council identify the appropriate health professional in relation to their child. The Council will ensure the driver of a vehicle providing dedicated school transport, and any passenger assistant involved in providing the child's travel, are aware of the child's needs and how to respond to them and have received any necessary training. There is no expectation that a child's routine/daily medication will be administered on the journey to and from school, or that routine medical procedures will be carried out. Where a risk assessment recognises that it may sometimes be necessary to administer a child's emergency medication, the Council would deploy a passenger assistant who would be responsible for administering the medication. The passenger assistant will receive all relevant training and the medication would be administered in accordance with instructions from a health care professional in the Health Care Plan. 15. Journey Times The statutory guidance states that as a general guide, the maximum journey time for a child of primary school age should be 45 minutes each way, and 75 minutes each way for a child of secondary school age, including any time taken to walk to a pick-up point. However, there may be circumstances in which this is not possible, for example in rural areas where children live in remote locations, where a child needs to travel a long way to the school named in their EHC plan, or when journey times are extended by traffic delays. Wherever possible, a child should not be expected to make several changes on public transport. North Yorkshire by the nature of its geography, makes transporting within the general guidelines difficult to achieve. Whilst the Council would expect any direct journeys not to exceed the guidance, to ensure transport is provided as efficiently and environmentally as possible, and to reduce the number of vehicles required in order to meet its sustainability duty, the Council anticipate some journeys may exceed this recommendation. Where this is the case, the Council will not expect the child to make several changes on public transport. Travel arrangements for children with special educational needs, disability or mobility problems can be particularly complex to make. Shorter journeys may be particularly desirable, perhaps because a child's special educational needs or disability mean they become distressed while travelling, but a child may need to travel a long way to the school that is able to meet their needs and one vehicle may need to collect several children. Travel arrangements should be considered when deciding which is the school that should be named in the EHCP. Where long journeys are unavoidable, the Council will consider whether there are measures that can be taken to minimise the negative impacts for the child, working with parents and schools to develop a plan or risk assessment. 16. Safeguarding The safeguarding of children is of paramount importance. The Council will ensure that: * an enhanced Disclosure and Barring Service (DBS) check, with a check of the children's barred list, has been carried out for drivers and passenger assistants involved in providing dedicated school transport; * drivers and passenger assistants know how to report any concerns they have about the children in their care; * drivers and passenger assistants have received any training they need to perform their role in relation to safeguarding; * they share any concerns they have about the driver of a taxi or private hire vehicle with the authority that licenses it; * they consider whether concerns they have about a driver should be referred to the DBS. Where concerns are present regarding the safeguarding of a child a referral must be made via the North Yorkshire Safeguarding Partnership as soon as possible. https://www.safeguardingchildren.co.uk/ Where there are concerns around safety, but they do not relate to an individual child, these can be raised via email to: firstname.lastname@example.org 17. Training The Council are currently developing a training package which will be mandatory for all drivers and passenger assistants to undertake. The training package will include the following as a minimum standard * Handling of emergency situations * Safeguarding * Equality, diversity and inclusion * Any specific training to meet the needs of the children in their care. Passenger Assistants employed to administer medication will receive relevant training to ensure they are competent to fulfil that responsibility. 18. Behaviour on School Transport The Council will collaborate with schools to promote good behaviour on school transport. Schools have the power to sanction pupils for misbehaviour outside the school premises to such an extent as is reasonable, including for misbehaviour which takes place on school transport. Unacceptable behaviour may include, but is not limited to, being rude, pushing and kicking, bullying, verbal abuse, distracting the driver, refusing to wear a seatbelt, or refusing to remain seated. It may endanger the safety and wellbeing of other people. The Council and schools will work together to: * set high expectations for children's behaviour on school transport and ensure they are communicated clearly to parents and children; * ensure arrangements are in place to report and manage incidents of unacceptable behaviour; * work with operators to put in place measures to manage unacceptable behaviour where it occurs. The Council will ensure drivers and passenger assistants have received any training they need to manage children's behaviour while travelling. Where a child's behaviour is indicative of their special educational needs or disability, for example a way of communicating they are in distress, personalised guidance or risk assessments will be provided to the transport provider, following information gathered by school and parents, on how to best manage these situations. An eligible child's travel arrangements may be withdrawn as a last resort and, in these circumstances, the Council will meet their duty in respect of the eligible child in an alternative way. 19. Additional Information about Travel Arrangements Severe weather In circumstance where severe and adverse weather conditions are forecast, which may result in a school closure, schools will follow their emergency procedures and; * inform home to school transport contractors. * inform parents and staff. * inform the Council. The Council will make suitable arrangements to provide transport to enable eligible children to return home. The arrangements may be different to the normal commissioned provision in the event of an emergency. School closures are published on the Council website and through local radio stations. School closures \| North Yorkshire Council Change of school hours If a school or academy wants to change its start and finish times it should follow best practice and, before carrying out a consultation with affected parties, advise the Council of their proposed changes so that the Council can review and advise of the implications for school transport. Any consultation should be at least three months before the planned change, and the school must include the Council in their consultation. Good practice suggests that schools can only change the times of the school day at the start of the academic year, i.e. in September. Where a school or academy, following the consultation alters it hours, without agreement of the Council, the school will be expected to meet any additional transport costs for the remainder of the council's contract for applicable services. Early finishes – end of term Where schools finish earlier in the school day than normal, for example the last day of term, it will be the school's responsibility to make such arrangements with the transport provider, including reimbursement of any additional cost, and ensure parents are notified of the early finish. If a transport provider is unable to accommodate the early finish, it is the school's responsibility to make alternative arrangements. Co-ordination of training days There are three common training days agreed across North Yorkshire. The agreed school term dates and training days for each academic year can be found on the North Yorkshire Council website. Schools with shared transport arrangements are encouraged to co-ordinate their remaining two training days to ensure the most efficient use of the transport network and reduce additional carbon emissions, in line with the Council's sustainability duty. Federations of schools Where a group of schools agree to a federation in which pupils may be temporarily taught on different sites, travel arrangements will only be provided in line with the eligibility criteria. Any transport between school sites is the responsibility of the school/federation. Transition days The Council is unable to provide additional resources to cover transition days. It is the responsibility of the school and parents to enable children to participate in these activities. Transport assistance following a school closure or reorganisation The Council's normal home to school transport policy will be followed. However, depending upon circumstances, the Council would, following a school closure consultation, have discretion to determine that alternative arrangements should apply. Section D: Local school travel polices 20. Home to School Travel Policy for children from reception to year 11 The Council will; * publish the policy on the Council's website; * include information about the school travel policy in the Council's composite prospectus for school admissions (which must be published by 12 th September each year); * make available on request a paper format of the policy; * include information about travel to school for children with special educational needs and disabilities in their SEND Local Offer. The Council will keep the home to school travel policy under regular review to ensure it continues to meet local needs and comply with statutory requirements. Any reviews will be completed, and the published policy will be available by 12 th September each year, so that parents may take it into account when deciding which schools to apply for during the normal admissions round. Parents should consider how their children will get to school at the time they are choosing which schools to apply for. For some, the availability of free travel to school may be a key factor in their decision making. Information about travel to school and checking which is your nearest school can be found on the Council's website at; https://www.northyorks.gov.uk/education-and-learning When reviewing and proposing changes to the Council's home to school travel policy which may affect children's eligibility for transport, the Council will consult locally. As a minimum: * schools whose pupils will be affected by the proposed changes, including those located in other local authority areas; * the local Parent Carer Forum. * parents whose children will (or may) be affected by the proposed changes, including those whose children attend a school in a neighbouring authority, and those whose children may be affected in the future, for example, because they live in the catchment area of, or attend the feeder school of, a school affected by the proposed changes; Consultation will last for at least 28 working days during term time. The Council will have consideration for; * the impact proposed changes to the policy will have on parents' choice of school, particularly where travel arrangements have been made to support parents' preference for their children to attend a school with a designated religious character (some such arrangements are associated with long-standing local agreements about the siting of schools); * the impact the changes will have on people with protected characteristics. * the financial impact the changes will have on affected families, paying particular attention to the potential impact of any changes on children from low-income families; Wherever possible, any changes made to the home to school travel policy will be phased in to allow children who begin attending a school under one set of travel arrangements continue to benefit from those arrangements until they leave that school or have a change in circumstances. 21. Transport Beyond Compulsory School Age A separate policy statement will be published on or before 31 st May each year outlining the Council's position and travel offer for Post 16 and Post 19 with an EHC plan. The Post 16 Policy statement including any discretionary offer is reviewed and published on a yearly basis and is valid for the forthcoming academic year only. Section E – Transport Appeals A transport appeal can only be made on the following grounds; * Eligibility; * Safety of the walked route; * Distance measurement of the walked route; * Transport arrangements that have been made for an eligible child. 22: Appeals Procedures Where a parent wishes to challenge the initial decision in relation to statutory transport there is a two-stage appeal process. Stage 1: A request for a stage 1 review must be made in writing within 20 working days of the initial decision letter. The request: * Should clearly state the reasons for the challenge and include any new documentary evidence. * Where travel assistance is agreed the Council will make the necessary transport arrangements. * Will be reviewed by senior officers, the original decision may be upheld, overturned or alternative solutions suggested. * Where transport is not agreed, parent/carer will be told in writing and parents who are not satisfied with that decision will be informed of the next and final stage of the appeal process. Stage 2: A stage 2 appeal must be made in writing by completion of an appeal from within 20 working days of receipt of the stage 1 response: * The appeal form must clearly state the reasons why parent/carers challenge the stage 1 response and provide any new documentary evidence. * Parent/carers can attend the appeal hearing * Stage 2 appeals are heard within 40 days of receipt of the appeal form by the Appeals Committee which consists of a small group of elected members of the Council. * Each case is considered on its merits * When a decision is made, this will be communicated in writing within five working days, including the reasons for the decision. This decision is final. * The Committee considers the policy guidelines but may recommend departure from those guidelines in exceptional cases Where the person is unhappy with the outcome, they will be advised how to escalate it to the Local Government & Social Care Ombudsman at, https://www.lgo.org.uk, who may investigate to decide whether there has been any maladministration. 23. Complaints Procedure The Council wants to maintain high standards of reliability of the transport it provides for pupils. The Council makes sure that complaints by parents and schools are investigated and satisfactorily resolved. Account will be taken of any previous unsatisfactory operation in awarding contracts. Complaints, comments or compliments \| North Yorkshire Council Section F: Sustainable Travel Changes to legislation brought about by the introduction of the Education and Inspection Act 2006 added to the Education Act 1996 a general duty on the Council to promote the use of sustainable travel and transport. Under the School Information (England) Regulations 2008 the Council is required to publish the general arrangements and policies in respect of transport for pupils of compulsory school age to and from school, sixth form centres and further education colleges. There are four main elements to the duty: * An assessment of the travel and transport needs of children and young people within the Council's area; * An audit of the sustainable travel and transport infrastructure within the Council that may be used when travelling to and from or between schools/institutions; * A strategy to develop the sustainable travel and transport infrastructure within the Council, so that the travel and transport needs of children and young people are better catered for; * The promotion of sustainable travel and transport modes on the journey to, from and between schools and other institutions. 24. Sustainable Travel Strategies The Council is developing a Sustainable Modes of Travel Strategy which will combine information from existing policies and aspirations. The Council is committed to reducing climate change and promoting sustainable travel as set out in its priorities in the following. * North Yorkshire Council Climate Change Strategy 2023-2030 * Yorkshire and Humber Climate Commission's Climate Action Pledge * Safer roads, healthier places, the road safety strategy of the York and North Yorkshire Road Safety Partnership * Local Transport Plan 4 – 2016 (2025 in draft) 25. Sustainable Travel Programmes Modeshift Modeshift STARS is the national school's awards scheme that has been established to recognise schools that have demonstrated excellence in supporting cycling, walking and other forms of sustainable travel. The scheme encourages schools across the country to join in a major effort to increase levels of sustainable and active travel to improve the health and well-being of children and young people. Modeshift STARS has a 3-stage approach to achieve accreditation. * Create a travel plan * Monitor and evaluate travel plans * Recognising and rewarding best practise. Currently in North Yorkshire there are 82 schools registered with Modeshift. Open North Yorkshire Open North Yorkshire is a North Yorkshire Council programme encouraging active travel to create cleaner, safer communities and encourage active travel and the benefits it can bring, to help you save time, save money, and get fitter. https://www.opennorthyorkshire.co.uk Independent Travel Training -ITT Travel Training is a step-by-step process by which a person learns to travel a specific route, between two given places, on their own and in a safe and responsible way. The Council currently does not have a travel training programme; however, resources are available for parents, schools and professionals to utilise on the website. Some schools may offer travel training within their curriculum – please speak to your school if this is something they offer. Bikeability The Council offers level 1 and 2 Bikeability courses to year 5 and 6 pupils via primary schools. For adults and older children, Bikeability level 3 is also available – please contact your school directly. Section G – Useful Information 26. Contact details of School Transport Teams https://www.northyorks.gov.uk/education-and-learning/school-and-college-transport Useful Webpages * School transport for reception to year 11 * Paid bus passes * Transport to sixth form or college * Bus timetables * Replace a school bus pass Department for Education statutory guidance https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance Glossary of terms * Working Tax Credit run-on – paid for four weeks after you stop qualifying for Working Tax Credit. Appendix 1 – Examples provided by the Department for Education Eligibility examples Child A is thirteen years old. Their nearest school is a co-educational secondary school that is 3.4 miles from their home. Their parents choose to send them to a single sex secondary school that is 5.3 miles from their home. Child A is not eligible for free travel to the single sex school because the co-educational secondary school is their nearest suitable school. Child B is twelve years old. They attend School 1, a secondary school 3 miles from their home. Their parents chose this school because it offers a choice of several modern foreign languages at GSCE. School 2 is 1 mile from Child B's home and would have been able to admit them, but it only offers one modern foreign language. Child B is not attending their nearest suitable school because School 2 would have been able to provide them with an education that was suitable for their age, ability, and aptitude. Statutory Walking Distances examples Child C is six years old and attends their nearest suitable school. It is 2.3 miles from their home. Child C is eligible for free travel to school. Child D is seven years old and attends a primary school that is 2.6 miles from their home. There is another suitable primary school 1.2 miles from their home which has places available. Child D is not eligible for free travel to school, as they are not attending their nearest suitable school. Child E is eleven years old and attends their nearest suitable school. It is 2.6 miles from their home. Child E is not eligible for free travel to school. Special education needs and or disability examples Child F is fourteen years old and has a disability that requires them to use crutches to walk. They need to take their time to ensure they are balanced. They attend their nearest suitable school. It is 1 mile from their home. The local authority decides that they could not reasonably be expected to walk to school. Child F is eligible for free travel to school. Child G is eleven years old and has been diagnosed with a long-term medical condition which causes them to take a long time to recover after strenuous physical activity. They attend their nearest suitable school which is a short walk from their home. The parent applies for free travel to school on the basis that the child needs to recover for a long time after any strenuous activity. Based on the information available to them, the local authority decides that Child G would not need to recover for a long time after the short walk to their school. Child G is not eligible for free travel to school. Unsafe routes example Child H is twelve years old. They attend their nearest suitable school. It is 2 miles from their home. The only walking route to this school is along a busy road with no footpaths or stepping off points. The local authority carries out an assessment of the route and decides it would not be possible for a child to walk it in reasonable safety, even if they were accompanied by their parent. Child H is eligible for free travel to school. Extended Rights examples Child I is eleven years old and eligible for free school meals. Their nearest suitable school is 2.5 miles from their home. Their second nearest suitable school is 3 miles away. Their third nearest is 5 miles away. Child I would be eligible for free travel to any of these schools. Child J is eleven years old and eligible for free school meals. Their three nearest schools are School X, School Y and School Z. School X is 1.5 miles from their home, School Y is 2.2 miles from their home, and School Z is 5.5 miles from their home. Child J would be eligible for free travel to School Y or School Z, but not to School X. Child K is thirteen years old and is eligible for free school meals. Their parents are Sikh and wish them to be educated in a school with a religious character. They attend a designated Sikh school that is 8 miles from their home. There are other schools which are nearer to their home, but none of these is a Sikh school. Child K is eligible for free travel to the Sikh school. Parental Preference examples Child L is eleven years old and attends School 1 which is 4.2 miles away from their home. Their parents applied for this school as their first preference. The nearest secondary school is School 2 which is 3.7 miles from their home. They chose not to apply for this school, despite information on the eligibility for free travel to school being readily available at the time they submitted their preferences. School 2 is undersubscribed, and Child L would have been offered a place there had their parents applied. Child L is not eligible for free travel to School 1 because School 2 is their nearest suitable school and has available places. Child M is eleven years old and attends the second nearest secondary school to their home. It is 4.2 miles away. Their nearest secondary school is 3.7 miles from their home. Their parents applied for this school, but it was oversubscribed, and they were not offered a place. Child M is eligible for free travel to school as they are attending their nearest suitable school with available places. Accompaniment examples Child N is nine years old and has autism. They attend their nearest suitable school which is 2.5 miles from their home. They are unaware of danger and need to be accompanied even on very short journeys. They also become distressed and can act unpredictably in noisy environments. Their walk to school would be along busy roads. The local authority determines that the parent would not be able to keep them safe on this journey. Child N is eligible for free travel to school. Child O is seven years old and attends their nearest suitable school which is 1.5 miles from their home. They do not have special educational needs, a disability or mobility problem. The local authority determines that they would be able to walk to school in reasonable safety if they were accompanied. There is no good reason why the parent could not reasonably be expected to accompany them or make other arrangements for their journey to and from school. Child O is not eligible for free travel to school. Child P is fifteen years old and is blind. They attend their nearest suitable school which is a short walk from their home. The local authority determines that they could reasonably be expected to walk to school if accompanied. Child P's parent is a single parent with a disability which means they would not be able to accompany Child P to school. The local authority considers the individual circumstances of Child P and decides it would not be reasonable to expect their parent to make arrangements for their journey to and from school. It decides to arrange free travel to school for Child P. Child Q is fourteen years old and is also blind. They attend their nearest suitable school which is a short walk from their home. The local authority determines that they could reasonably be expected to walk to school if accompanied. There is no good reason why Child Q's parent could not reasonably be expected to accompany them or make other arrangements for their journey to and from school. Child Q is not eligible for free travel to school Travel training example Child R has special educational needs. They live in a village 4 miles from their nearest suitable secondary school and are eligible for free travel to school. Other children living in the village attend the school. The local authority meets its school travel duty in respect of these children by providing them with a pass for free travel on the public service bus. When Child R joined the school in Year 7, the local authority determined their special educational needs meant they would not be able to travel on the bus with their peers. The local authority arranged a taxi to take Child R to school. When Child R moved to Year 9, the local authority reassessed their needs. They determined Child R was ready for independent travel training. Child R's parent was hesitant at first, but the local authority explained the benefits and the parent agreed, knowing Child R would need the skill in adulthood. The travel trainer helps Child R with understanding things such as where to wait for the bus, which bus to get on and what to do if they miss the bus or it is late. Once Child R has completed the travel training programme, the local authority reassesses their needs and determines they are now able to travel independently on the bus. They withdraw the taxi and provide Child R with a bus pass Journey times examples Child S is seven years old and has an EHC plan which names their nearest suitable school. This school is 20 miles from their home. The route is often very busy meaning the journey from Child S's home typically takes 45 minutes. The taxi collects one other child on the way, which adds 10 minutes to Child S's journey, meaning a total journey time of 55 minutes. Given the additional expense that would be involved in providing Child S and the other child with separate vehicles, the local authority decides it is reasonable to exceed the recommended journey time in Child S's case. Child T is fourteen years old and has an EHC plan which names a school that is 10 miles from their home. Previously they travelled in a taxi with one other child and the journey took 30 minutes. The local authority then combined several routes into one. Child T now travels in a minibus with 11 other children. Due to the extra stops, the journey time is now 90 minutes. Child's T's school makes the local authority aware that, due to their special educational needs, they often become very distressed at being in the minibus for that length of time. On arrival at school, it takes them a long time to calm down. As a result, they miss some of the activities other children participate in. The local authority decides it is not reasonable to exceed the recommended journey time in Child T's case and reinstates their original travel arrangements. Managing behavioural needs examples Child U is twelve years old, has special educational needs and is eligible for free travel. They have recently moved to a new school. Having travelled quite happily in a taxi to their original school, they become distressed when travelling in a minibus to their new school. Their special educational needs mean they are unable to explain why they are distressed. The driver works with Child U's parent to resolve the issue. They identify that Child U's distress is caused by having the radio on during journeys. The driver agrees to keep the radio switched off whilst Child U is travelling. Child V is 4 years old and has special educational needs. They are about to begin school for the first time and will be eligible for free travel. They can become very distressed in unfamiliar situations. The local authority arranges for their driver and passenger assistant to visit Child V's home to meet them before the start of term. This gives Child V the opportunity to familiarise themselves with the vehicle and sit in the seat they will use on the journey to school. It also gives the driver the opportunity to let the parent know that two children will already be on the vehicle when it comes to collect Child V and that it will collect one further child after Child V. This enables the parent to talk to Child V to prepare them for what will happen on the journey to school. The parent is also able to let the passenger assistant know about some strategies they have found useful when Child V has become distressed when travelling.	<urn:uuid:c53ce592-6dba-4317-af9f-bea9dc8c6e79>	CC-MAIN-2024-30	https://www.northyorks.gov.uk/sites/default/files/2024-02/240219-Consultation-stage-draft-2024-Home-to-School-Travel-Policy-accessible.pdf	2024-07-15T20:14:51+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00026.warc.gz	792,779,584	11,879	eng_Latn	eng_Latn	0.990978	eng_Latn	0.998644	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 120, 1278, 2458, 4047, 6277, 9056, 11811, 14771, 18007, 20698, 22256, 24934, 27465, 30590, 34065, 36470, 38861, 40578, 43287, 43947, 46065, 46424, 48870, 49857, 50314, 50333, 50434, 52037, 53829, 56118, 58998, 62026 ]	[ 1.640625, 2.75 ]	2	1
MONONA COUNTY 2024 SEWING CHALLENGE: WALKER BAG Are you ready for a challenge? Do you like to sew or want to learn how to sew? Do you want to make something to give to others? The Monona County Sewing Challenge combines the Sewing and Needle Arts and Citizenship Projects into one fun challenging event. Your task in 2024 is to create a Walker Bag that will be given to a worthy organization. Use the rules below and be creative. Contest Objectives 1. Acquaint 4-H'ers with the Sewing and Needle Arts 4-H Project. 3. Offer 4-H'ers an opportunity to use their sewing skills in a community service project. 2. Improve 4-H'ers sewing skills. 4. Encourage fair participation. Contest Rules 2. The 2024 Sewing Challenge Theme is: Walker Bag. 1. All 4-H'ers in 4 th – 12 th grade are eligible to enter the Sewing Challenge. 3. 4-H'ers may ask for the help of adults in design and construction, but a majority of the planning and construction needs to be completed by the youth. 5. The Walker Bag must be usable and durable. Walker Bags must be between 16-17" wide and 13" tall with 11" ties on top of the bag. 4. The Walker Bag may use any design for men or women, it should be made of strong fabric with an opening on the top, so it can be tied to a walker or wheelchair. 6. 4-H'ers may use any pattern as long as it meets the criteria listed in the rules. Sample patterns are available at the Monona County Extension and Outreach Office. 8. Walker Bags entered in the Sewing Challenge are not eligible for the State Fair. 7. Walker Bags may have embellishments or other decorations on them. Precaution's must be taken to ensure that the embellishments are safe for small children and cannot be removed easily. 9. After display at the fair, Walker Bags will be donated to a worthy organization. 10. Walker Bags will be pre-entered in Fair Entry by July 5, 2024 and judged on July 9, 2024 What's the judge looking for? These are examples of good characteristics of a constructed item (sewn, knitted, crocheted, woven, etc.) 2. Used appropriate methods to plan or design and construct the item. 1. Shows use of design elements and art principles (line, shape, color, space, texture, rhythm, proportion, emphasis, unity and balance). See Exploring the Elements and Principles for more information. 3. Appropriate fabrics or materials were chosen for the intended use of the item. 5. Good construction techniques give the item a well-made appearance 4. Materials chosen (fabric, yarn, other fibers) have appropriate care requirements for the intended use of the item. a. Fabric is cut on grain, plaids/stripes match if appropriate c. Even seams and/or joining techniques b. Appropriate and consistent stitch length (or stitch size/gauge) used d. Darts, facings, hems, sleeves, closures, zippers, buttons, buttonholes, linings (if used) are neat and wellconstructed f. Casting on/binding off neat and consistent, even increases/decreases, no broken yarn e. Seam and hem finishes are appropriate for level of experience and use of item g. Hand stitches are secure, even, neat, and not noticeable from the outside i. Pressed (or blocked) neatly h. Batting or fill is even and goes to edge of item Resources 4-H Resources * Iowa 4-H Clothing http://www.extension.iastate.edu/4h/pr ojects/clothing * Unraveling the Mystery of Elements & Principles of Design in Clothing (4H 313) * Adventures in Clothing Level 1 (4H 315A) * Challenges in Clothing Level 2 (4H 315B) * Strategies for Clothing Level 3 (4H 315C) * Clothing Decisions: Discovering Choice (4H 317A) * Clothing Decisions: Managing Choice (4H 317B) Other State's 4-H Resources * Nebraska 4-H Clothing and Textiles http://4h.unl.edu/web/4hcurriculum/clo thingandtextiles * Mississippi 4-H Clothing Project http://mdg.ext.msstate.edu/sewing/ * Washington State 4-H Clothing Project http://4h.wsu.edu/projects/clothing.ht m * Pennsylvania 4-H Textile Science http://extension.psu.edu/4h/members/projectsresources/consumerscience/textilescience * Wisconsin 4-H Clothing Project http://www.uwex.edu/ces/4h/onlinpro/ clothing.cfm Other Resources * Nebraska 4-H Clothing and Textiles http://4h.unl.edu/web/4hcurriculum/ clothingandtextiles * Mississippi 4-H Clothing Project http://mdg.ext.msstate.edu/sewing/ * Home Sewing Association www.sewing.org/ * Butterick-McCall's-Vogue www.mccall.com * Sew-What's-New http://sew-whatsnew.com/ * Fabric Link http://www.fabriclink.com/index.cfm * Simplicity http://www.simplicity.com/	<urn:uuid:4c57a0fe-13ff-458a-8977-dbd61ff13a9e>	CC-MAIN-2024-30	https://www.extension.iastate.edu/monona/files/documents/2024%20Sewing%20Challenge%20Exhibit%20Tip%20Sheet_0.pdf	2024-07-15T22:01:04+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00027.warc.gz	710,248,357	1,144	eng_Latn	eng_Latn	0.96371	eng_Latn	0.987596	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1892, 4483 ]	[ 3.078125 ]	1	0
INSPECTION REPORT NINFIELD CE PRIMARY SCHOOL Ninfield, Battle LEA area: East Sussex Unique reference number: 114515 Headteacher: Mr P Bulmer Reporting inspector: Paul Missin 19227 Dates of inspection: 7th – 10 th May 2002 Inspection number: 194781 Full inspection carried out under section 10 of the School Inspections Act 1996 INFORMATION ABOUT THE SCHOOL Type of school: Infant and junior School category: Voluntary controlled Age range of pupils: 4 to 11 years Gender of pupils: Mixed School address: Church Lane Ninfield Battle Postcode: TN33 9JW Telephone number: 01424 892486 Fax number: 01424 893223 Appropriate authority: The governing body, Ninfield CEP School Name of chair of governors: Mr G Stolton Date of previous inspection: June 1997 © Crown copyright 2002 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE INSPECTION TEAM The inspection contractor was: Phoenix Educational Consultants "Thule" 60 Joy Lane Whitstable Kent CT5 4LT 01227 273449 Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London, WC2B 6SE REPORT CONTENTS AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27 PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL Ninfield CE Primary School educates boys and girls aged from four to 11 years. There are 156 pupils on roll, 76 boys and 80 girls. The school is smaller than most other schools of the same type. There are no pupils who for whom English is an additional language. This is low. Thirty-nine pupils are on the special educational needs register (25.3 per cent). This is above average. Four pupils have statements of special educational need, (2.5 per cent). This is above average. In the last school year, 24 pupils joined the school other than at the usual time of admission and nine left other than at the usual time of transfer. This is high. Six pupils are known to be eligible for free school meals (3.9 per cent). This is below average. At the time of the inspection, 11 boys and 11 girls were in the Foundation Stage and were taught in the single Reception class. When they enter the school, most children are achieving standards that are average for their age. However, analysis of attainment on entry data shows a wide spread of ability in each group and wide variations between different years. Since the last inspection, improvements to the accommodation have included an extension to the hall and a separate outside play and activity area for children in the Foundation Stage. HOW GOOD THE SCHOOL IS The school provides a satisfactory standard of education and gives sound value for money. Most pupils make satisfactory progress as they move through the school, but this has not been consistently achieved in the reading and writing elements of English. By the time they leave the school, most pupils reach average standards in mathematics and science but below average standards in English. However, standards in these subjects have improved significantly since 2001. The leadership of the headteacher is satisfactory. He is well supported by key staff and soundly by the governing body. The overall quality of teaching across the school is satisfactory, but several good and some very good features were evident during the inspection. Ninfield Primary School is a caring school where the well being of pupils is a high priority. What the school does well * The enthusiasm and interest shown by pupils, their good behaviour in lessons and the good opportunities provided for their social and moral development, promote the strong sense of community in the school. * The good teaching and curricular provision for children in the Reception year enable them to make a good start to their time at school. * The effective monitoring, evaluation and development of teaching have led to a significant improvement in the quality of teaching since the last inspection. * The well-organised and carefully targeted support provided for pupils with special educational needs enables them to make good progress towards their individual learning targets. * The good provision for extracurricular activities and the very good enhancements to the curriculum extend opportunities available to pupils very well. What could be improved * The standards achieved in writing across the school, in reading and in science, especially in Years 1 and 2, are too low. * Pupils are not given enough opportunity for swimming in Years 3 to 6 and do not meet the expected standards. * In monitoring its performance, the school does not give sufficient emphasis to raising pupils' standards of work. * The current process of setting pupils' attainment targets lacks detail and sharpness and does not show sufficiently clearly how the standards pupils achieve can be raised. The areas for improvement will form the basis of the governors' action plan. HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION Since it was last inspected in June 1997, the school has made satisfactory improvement. Progress in addressing several elements of the key issues identified has been good. For example, good progress has made been made in securing important building improvements. Teachers are now clearer about what constitutes effective practice; assessment procedures are now much more focused and the roles of the deputy headteacher and subject co-ordinators are now well defined and provide good support for the management of the school. Child protection procedures are now secure. The main weakness in the school's response to the key issues of the last inspection is that most were concerned with the impact of the improvements in raising the standards pupils that achieve. In this crucial area, the school is not yet fully successful. Since the last inspection, although the overall teaching profile is similar, good progress has been made in reducing the proportion of unsatisfactory teaching and increasing the proportion of very good teaching. Standards in English and information and communication technology across the school, and in science in Years 1 and 2, have fallen since the last inspection, but in music in Years 1 and 2, and in history in Years 3 to 6, they have improved. Considering the quality of teaching evident during the inspection, the sound leadership and the enthusiasm of the key staff in the school, the school has a good capacity for these improvements to be continued. STANDARDS The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests. The table shows that the results of this school in the national tests vary significantly. This is the statistical effect of small year groups and a reflection of the differing levels of attainment in each year group as they enter and pass through the school. High all round achievement was recorded in 2000, but in 2001, standards in English, mathematics and science were well below average compared with all schools and in mathematics and science, they were within the lowest five per cent nationally as compared with similar schools. The school did not meet its targets for attainment in the English and mathematics tests in 2001 but is on course to meet them in 2002 in mathematics but not in English. Standards in these subjects have improved into 2002, mainly because of more effective monitoring and tracking procedures. The findings of this inspection are that standards in English, including literacy, are below average. This is because of a lack of focus on the progressive development of writing skills, opportunities for extended writing across the curriculum and a lack of challenge provided in some of the reading books. Standards are average in mathematics, including numeracy, and in all other subjects except history where they are above average. Here pupils are taught well the importance of primary evidence sources. There was insufficient evidence for an overall judgement to be made about standards in physical education, but pupils do not reach average standards in the swimming element of this subject. In Years 1 and 2, the inspection's findings are that pupils achieve standards in English and science that are below average, and average standards in mathematics. These judgements are similar to the school's own assessments. Standards are average in all other subjects except in music where they are above average. Here, the specialist teaching has a positive impact on standards achieved. Children in the Reception year make good progress and, by the end of the year, they attain standards that are above average in all areas of learning, except in their physical development, where standards are average. Insufficient outdoor play and activity resources limit better standards. Pupils with special educational needs make good progress and reach good standards relative to their previous levels of attainment. Across the school, pupils make satisfactory progress. Most enter the school achieving average standards and make good progress in the Reception year. Progress made in Years 1 and 2 is satisfactory. However, the improved progress observed during the inspection has not been sufficient to redress the previous lack of progress caused by changes of staff, the composition of classes and the lack of sharpness in the target setting process. Pupils make satisfactory overall progress in Years 3 to 6. PUPILS' ATTITUDES AND VALUES TEACHING AND LEARNING Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses. During the inspection, in over six out of ten lessons observed, the quality of teaching and learning was good or better and in nearly a fifth, it was very good. No unsatisfactory teaching was observed. Examples of good and very good teaching were seen across the school, but were highest in the Reception year. Strengths in teaching across the school, which influence pupils' learning positively, are the successfully way in which pupils are managed and the good levels of support provided by teachers and their assistants. Teachers ensure that pupils are involved well in their own learning through clearly focused learning objectives and clear explanations. Pupils' written and oral contributions to classwork are valued. These strengths enhance pupils' learning and encourage their commitment, concentration and motivation. Shortcomings, which limit the effectiveness of teaching, are a lack of sharpness in pupils' attainment targets, and some lack of awareness of the concepts and skills required by pupils to achieve higher levels. The effectiveness of teaching in science in Years 1 and 2 is limited by the lack of application of a sufficiently detailed and progressive curriculum. The quality of teaching of English, including literacy is satisfactory, and of mathematics, including numeracy, is good. Across the school, the quality of teaching and learning is good in mathematics, history and music and satisfactory in all other subjects except in science in Years 1 and 2 where it is unsatisfactory. There was insufficient evidence during the inspection for a judgement to be made on the quality of teaching in physical education in Years 3 to 6. Teaching and learning in the Reception year are good. The curriculum is well planned and relevant to the needs of the children. The teacher, who is well supported by her assistant, is knowledgeable, enthusiastic and well organised. As a result children feel safe and secure; they are well challenged and learn effectively. The good teaching to pupils with special educational needs enables them to make good progress towards their own learning targets. OTHER ASPECTS OF THE SCHOOL The school maintains good links with its parents. Information about the curriculum and school events is regular and clear. A minority of parents are unsure about the school's successes. HOW WELL THE SCHOOL IS LED AND MANAGED The school has a good number of teachers and support assistants. All staff work well together and provide a cohesive staff team. Recent imaginative building alterations have improved the indoor accommodation. Overall, resources are satisfactory, except those for outside play activities in the Reception class. These factors support the sound progress that pupils make. PARENTS' AND CARERS' VIEWS OF THE SCHOOL The findings of the inspection support the positive views of the parents. Work done at home supports the provision of the Foundation Stage well and satisfactorily across the school. The school provides good and regular information to parents about school activities and their children's progress. The leadership and management of the school are sound, but are not sufficiently focused on raising standards. The school provides a very good range of curricular enhancements and a good range of extracurricular activities, which are predominantly provided for pupils in Years 3 to 6. PART B: COMMENTARY HOW HIGH ARE STANDARDS? The school's results and pupils' achievements 1. There are several important factors which significantly influence the analysis of this school's test results and affect the judgements about standards being achieved. The size of each year group, ranging from 28 in Year 2 to 15 in Year 1, makes the analysis of trends in the statistical data unreliable. This unreliability is further affected by a very wide variation in the ability range of year groups in the school. Data from the Local Education Authority's assessment on entry to the school show that, in the last four years, in relation to county averages, year groups have ranged from well above average to below average. These factors make it harder to make meaningful overall judgements about progress achieved over time. There were also separate factors which affected the results of national testing and explain the dip in standards in 2001 at both key stages. Mobility in the school is high. This had particularly affected pupils in Year 6 in 2001. In that year, only 19 of the 25 pupils in the year group were in the school at the age of seven. Of these six pupils who joined, four were on the school's special educational needs register and one was admitted on the day of the national tests. The factors which have especially affected pupils in Year 2 have been the uncertainties surrounding the consistent application of the authority's assessment on entry to the school programme, the change of staff in the Reception class which affected the continuity of teaching during that year, and splitting the group over the year as a new class had been formed. Also there was a higher than usual proportion of pupils with special educational needs (41.6 per cent) in that group. All these factors limited pupils' capacity to reach higher standards in the national tests. 2. In the Reception year, most children achieve standards that are above those expected for their age in all areas of learning, except in their physical development where attainment is average. No comparisons can be made with the previous inspection because no judgements on the attainment of these children were made. Most children in the Reception class have successfully met most of the Early Learning Goals and are beginning work within the National Curriculum. Children achieve well and make good progress in most areas of learning. Progress in their physical development is limited by the lack of regular access to appropriate outdoor play and activity equipment. Strengths in children's achievement are in their development of early reading and writing skills. These are planned, taught and assessed very well by the teacher and her assistant. Inventive use of the local environment and the careful teaching of skills in art promote children's knowledge and understanding of the world and their creative development. 3. In the national tests for seven-year-olds in 2001, compared with all schools, standards in reading, writing and mathematics were well below average. When compared with similar schools, standards were well below average in writing and among the lowest five per cent of schools nationally in reading and mathematics. The assessments made by teachers in science were average at the expected level, but well below average at the higher level. The trend in attainment since 1997 shows some variation between the years but indicates general above average attainment between 1997 and 2000 with a significant drop in all round standards in 2001. There were no significant differences between the attainment of boys and girls. 4. The findings of this inspection are that, in Year 2, pupils achieve standards in reading, writing and science that are below average and average standards in mathematics. This represents an improvement on the results of the 2001 tests where standards were well below average. The current Year 2 has significantly fewer pupils with special educational needs than the previous group. Currently, standards in all other subjects are average except in music where they are above average. Compared with the findings of the previous inspection, standards have dropped in English, science and information and communication technology and improved in music. Standards in English are lower as a result of previous staffing changes and a lack of clear attainment targets for pupils. Standards in science have dropped because the subject is not taught to a sufficient depth for pupils to achieve average or higher standards. The school has not been able to keep up with the increasing demands for newer and more sophisticated information and communication technology equipment since the last inspection. Standards in music have improved as a result of the effect of the specialist subject teaching carried out in Years 1 and 2. 5. In the national tests for 11-year-olds in 2001, compared with all schools, standards in English, mathematics and science were well below average. When compared with similar schools, standards in English were well below average and in mathematics and science they were among the lowest five per cent nationally. The trend in attainment since 1997 shows significant fluctuations. Standards have been just below average from 1997 to 1999, with a significant rise in 2000 and an equally significant fall in 2001. The school did not meet its targets for the percentage of pupils achieving Level 4 and above in English and mathematics in the 2001 tests. It is on course to achieve those set for 2002 in mathematics but not in English. There were no significant differences between the attainment of boys and girls. 6. The findings of this inspection are that in Year 6, pupils achieve standards that are average in mathematics and science but overall below average in English. In this subject, standards are average in reading but well below average in writing. Standards are average in all other subjects except history where they are above average. There was insufficient evidence for an overall judgement to be made about attainment in physical education. However, the school's own assessment data indicate that pupils who swim only in Year 3 are unlikely to meet the required standard in swimming by the time they leave the school. Standards have improved since 2001 because of the carefully targeted work provided for pupils with special educational needs as the proportion of these pupils in the current Year 6 group remains well above average. Compared with the findings of the last inspection, standards have fallen in English because teachers have been insufficiently aware of the required progression in pupils' writing and of how to challenge more able pupils. Standards have also fallen in information and communication technology. Standards are higher in history because the quality of teaching has improved. 7. Pupils with special educational needs make good progress and reach appropriate standards for their previous attainment. The good knowledge which teachers and learning support assistants have of their pupils helps pupils to feel confident and secure. Parents are generally pleased with their children's rate of progress and the caring ethos of the classes. Pupils' progress is more marked in literacy and numeracy, because they receive support that is well matched to their needs. 8. Most pupils make satisfactory progress as they move through the school. Most children are achieving average standards when they enter the school. They make sound progress to reach satisfactory standards by the time they leave. However, this overall picture of achievement over time is complicated by the variations in the range of ability in each year group. Most of the children entering the Foundation Stage are achieving average standards and they make good progress to achieve above average standards by the end of the Reception year. The progress of pupils in the current Year 2 was slow while they were in the Reception class and Year 1 but the current inspection's findings indicate that most are now making satisfactory progress. However, the progress, particularly in English and science is not sufficiently rapid for pupils to reach average standards. Pupils in Years 3 to 6 also make satisfactory progress. The needs of pupils with special educational needs are met well. The needs of other pupils are met satisfactorily, except that insufficient attention is given in teachers' planning, especially in English and science, to extending the attainment of more able pupils to higher levels. Pupils' attitudes, values and personal development 9. Pupils' attitudes to learning and behaviour are good throughout the school. Personal development and relationships are very good and attendance is very high. This finding is similar to that of the last inspection. Most of the parents who attended the meeting or responded to the questionnaire felt that behaviour in the school was good and that their children were encouraged to become mature and responsible. 10. Pupils' attitudes to learning are good overall. Pupils are keen to come to school and punctuality is very good. Most pupils concentrate well and are well motivated, although occasionally some pupils chatter unnecessarily. They respond well to challenge and follow instructions well. They are enthusiastic when teachers pass on their own enthusiasm. They are keen to put forward their own ideas. For example, in a Reception Year personal, social and health education lesson, children listened attentively and respectfully to others' opinions and were eager to answer the teacher's questions. In a Year 3 design and technology lesson on axles, pupils chose their equipment independently and focused well on their activities. Participation in activities is very good. 11. Behaviour is good overall. It is very good in assemblies and when pupils are moving around the school. On a walk around the village in a history lesson, Year 5/6 pupils behaved very responsibly. Behaviour is good in most lessons, although some pupils occasionally find concentration difficult. On the playground, some older boys are not always considerate towards younger ones: this mainly occurs before the beginning of school sessions, when they are left to play by their parents before the school's supervision starts. Generally, however, boys and girls work and play well together. They know the rules well and appreciate the rewards system. They are open, friendly and polite to visitors. There is no evidence of bullying, but pupils are confident that it will be dealt with fairly. Relationships within the school are good. Pupils are sensitive to others' feelings in lessons and assemblies. For example, in a showing assembly, Year 4/5 pupils sang their own versions of hymns to other pupils, who listened attentively and applauded well. Older pupils look after younger ones well and the new playground monitor system is very effective. All pupils enjoy taking responsibility and are keen to show initiative. 12. Children in the Reception year show good attitudes to their work, and the teacher and her assistant work hard to encourage children's personal development. The children enjoy coming to school and settle quickly to their activities in class. They demonstrate good levels of concentration and commitment to their learning and the setting and explaining of clear group targets ensure that children understand what they are expected to learn. The choices they make in their afternoon activities help them to make decisions about their own learning. Children all share in several class responsibilities as they give out equipment and willingly help to clear away resources at the end of a lesson. 13. Attendance is very good and unauthorised absence is below national figures. There has been one fixed-period exclusion this year. HOW WELL ARE PUPILS OR STUDENTS TAUGHT? 14. Across the school, the quality of teaching is satisfactory with several good features. This overall judgement is very similar to that of the last inspection when teaching was 'generally balanced between sound and good with the majority being sound'. However, since the last inspection, several important improvements have been made to the quality of teaching and these represent a good response to the key issue which identified the need to raise teachers' expectations and to be more aware of what constitutes effective teaching. At the last inspection, one per cent of the teaching was very good or better and nine per cent was unsatisfactory. Currently, no unsatisfactory teaching was observed and 17 per cent was very good. This good improvement has been achieved through the work that the school has done in devising and implementing its effective teaching policy. 15. Across the school, the most important strengths are in the quality of teachers' management of pupils and the effective support provided by teaching assistants. Teachers maintain good, and often very good, relationships with pupils in their class. They explain clearly the purpose of the lesson and identify, and share with the pupils, what they will be required to learn and to do in each lesson. Pupils are managed well, through a combination of firmness and good humour, and they are all involved well in whole class discussion and group activities. Teaching assistants are well prepared. They also establish good relationships with teachers and the pupils and support and encourage groups and individuals well. These strengths influence positively the quality of pupils' learning. Pupils feel valued, fairly treated and are keen to do their best. They listen attentively, apply themselves conscientiously and are involved well in their own learning. Shortcomings, which limit the effectiveness of teaching across the school are that activities for more able pupils are not consistently identified in teachers' planning. Also the targets which pupils are set do not always show them how they can improve their work and they are not sufficiently closely related to National Curriculum criteria. 16. Since the last inspection, the process of setting attainment targets has been introduced satisfactorily. Relevant group targets are clearly displayed in each classroom. However, because individual targets lack a specific focus, they are not fully successful in raising standards. Teachers' knowledge of effective teaching and their understanding and use of assessment data have improved. However, teachers' expectations of what more able pupils can achieve and the use of marking to help pupils improve their work, are only partially successful. Other general shortcomings in teaching across the school are in teachers' understanding of the concepts and skills required for pupils to achieve the highest level possible in each activity. 17. The quality of teaching in the Foundation Stage is good. Of the lessons observed in the Reception class during the inspection, one was very good, three were good and two were satisfactory. No judgement was made about the quality of teaching to this group at the last OFSTED inspection. The teacher's use of praise and encouragement, and her warm and welcoming attitude when children come into the class, help to create an environment where children feel safe and secure and are ready to learn. Teachers' planning is detailed and thorough. Group learning targets are set in literacy and mathematics and these are shared with the children and clearly displayed on their whiteboard. This ensures that expectations are made clear and involves children well in their own learning. A further strength is the way in which the positive contribution of the teaching assistant and the effective cooperation between all adults in the classroom improve the quality of children's learning. 18. In Years 1 and 2, the quality of teaching and learning is satisfactory. During the inspection, 14 lessons were observed at this key stage. Three were very good, five were good and six were satisfactory. Teaching and learning are good in mathematics, including numeracy, history and music and satisfactory in all other subjects except science where it is unsatisfactory. Here, the subject has not been taught consistently to a sufficient depth for average standards to be achieved. Teachers are applying the National Numeracy Strategy confidently. In history, teachers use primary evidence sources well, and the use of specialist teachers improves the quality of teaching in music. Where clear comparisons can be made with judgements made at the last inspection, the quality of teaching has been broadly maintained in all subjects except in history where it has improved from satisfactory to good, and in science where it has fallen from satisfactory to unsatisfactory. 19. A science lesson to Year 2 illustrated several further features of good and very good teaching in Years 1 and 2. The activity was centred on the investigation of changing materials and pupils were observing and measuring changes to ice-balloons as they melted. This was an interesting and challenging activity that pupils were engrossed in. The teacher explained clearly what pupils had to do and good links were established with previous work. The careful observation and recording, the use of a range of different scales of measurement and equipment and the effective use of the school's digital camera ensured that several important aspects of pupils' learning were brought together successfully. The lesson resulted in enjoyment and effective learning. 20. In Years 3 to 6, the quality of teaching and learning is also satisfactory. During the inspection, 15 lessons were observed. Two were very good, eight were good and five were satisfactory. The quality of teaching and learning is good in mathematics, music and history and satisfactory in other subjects. There was insufficient evidence for a judgement to be made in physical education. Where clear comparisons can be made with judgements made at the last inspection, the quality of teaching has been broadly maintained in all subjects except in mathematics and history where it has improved. 21. A history lesson to Year 5/6 illustrated several further features of good and very good teaching in Years 3 to 6. This lesson involved a walk around the local village to identify characteristics of Victorian buildings and to assess how the village might have changed since those times. Pupils had been very well prepared and during the walk they 'found' several pieces of first-hand evidence themselves from the churchyard and from inscriptions on local buildings. The activity was very well managed and pupils were very well behaved and thoroughly enjoyed the opportunity to find out for themselves. Their knowledge of the history of their local area and their appreciation of the importance of primary evidence sources were developed very well. 22. The teaching of literacy across the school is satisfactory. Teachers plan and evaluate their lessons carefully and the organisation of lessons follows the nationally recommended format. In the best teaching, there is a well organised range of activities which provides challenge for all levels of ability. The teaching of numeracy skills is good. Teachers plan the topics of the National Numeracy Strategy well and lessons are well structured. They use the mental starter session at the beginning of lessons effectively and plan appropriate activities for the interest and abilities of pupils in their classes. 23. The quality of teaching for pupils with special educational needs is good. Teachers and learning support assistants plan very effectively together to ensure that lesson activities match the targets on pupils' individual education plans. Targets are clearly expressed and provide realistic stages of development. As a result, pupils make good progress, both in their grasp of basic skills, and in their confidence and positive attitudes to work. In most numeracy and literacy lessons, learning support assistants provide good support in whole class sessions, as well as in small group work and often work with individual pupils. This is a productive use of their time and makes a good contribution to individual pupils' progress. 24. The school meets the needs of its pupils satisfactorily. The quality of the curriculum, the good teaching and the effective support by adults mean that the needs of children in the Foundation Stage are met well. The needs of pupils in Years 1 to 6 are met satisfactorily. The quality of teaching is at least satisfactory with several good and very good features. Overall, pupils have made progress since the 2001 tests, and higher levels of attainment are being achieved although progress being made in most elements of English is slower. The needs of some pupils are not fully met as a result of the uncoordinated withdrawal of individuals and groups from some lessons. HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS? 25. Overall, the school provides a satisfactory range of relevant and worthwhile learning opportunities that promote its aims effectively. It includes all subjects of the National Curriculum, and religious education is taught according to the locally Agreed Syllabus. All statutory requirements are fully met. The same judgement was made in the school's previous inspection. Total weekly time is adequate to meet the needs of the curriculum and time allocations for different subjects are generally appropriate. However, the organisation of time across the curriculum for subjects such as geography and art does not always allow the consistent development of pupils' skills from year to year. This applies particularly to the older pupils in Years 5 and 6. The current curriculum for the swimming element of physical education does not allow a sufficient progression of skills for pupils to reach average standards by the time they leave the school. There are weaknesses in the provision of science in Years 1 and 2 where topics are not taught to a sufficient depth and pupils are not given appropriate opportunity to experiment or investigate. 26. Policies and schemes of work are in place for all subjects. The school has almost completed a trial of the Qualifications and Curriculum Authority subject guidance for subjects other than Literacy and Numeracy. It recognises the need to review the units of work in subjects such as religious education and geography, to ensure that they meet the needs of pupils in the school and that the organisation of units across the year enables pupils to develop their skills progressively. The effectiveness of aspects of curriculum provision is limited by the uncoordinated withdrawal of pupils from some lessons. Opportunities to use information and communication technology across the curriculum are not fully developed. 27. The National Literacy Strategy has been fully implemented and is having a satisfactory impact on the development of pupils' literacy skills. As a result of close analysis of the results of national tests, the school has identified the need to focus more closely on the development of pupils' spelling and handwriting. This focus has resulted in an observable and good improvement in handwriting across the school but has not had time to influence the standards reached in spelling. Literacy skills are developed appropriately across the curriculum. Pupils write prayers and poems in religious education and explore lyrics in music to identify how words can enhance atmosphere. In their individual projects in science pupils develop their information retrieval skills and, in history, they consider the role of women in Ancient Greek society from their own perspective. Provision in literacy is enhanced by supportive programmes such as the Additional and Early Literacy Programmes. 28. The National Numeracy Strategy is well established and is having a good effect on the standards achieved by pupils in mathematics. Standards have been improved by the introduction of the support programme 'Springboard Mathematics'. Good opportunities are provided for mathematics skills to be used across the curriculum. For example, pupils in Years 1 and 2 collect data as they observe and record the number of cars parked in the road adjacent to the school for one day. They then record their findings on large block graphs. Other pupils use a wide range of measures of length and volume as they measure the changing size of their ice-balloons as they melt and the volume of water produced. Time lines are used in history and pupils use appropriate measuring skills as they make artefacts in design and technology. 29. Curricular provision for children in the Reception year is good. The teacher plans a good range of interesting and challenging activities which fully meet children's needs. Previous planning indicates that teaching had been planned according to the Early Learning Goals, although at this stage in the school year, the emphasis was more towards progression to the National Curriculum. This is appropriate for the current class and ensures that the progress that children make is maximised. Aspects of the provision for the development of children's communication, language and literacy are addressed very well. The effectiveness of the curriculum for children's physical development is limited by the lack of appropriate resources for outdoor play activities. 30. Curricular provision for pupils with special educational needs is good. There are good arrangements to support pupils' learning in literacy and numeracy in classes, where teaching assistants work with individual pupils or with small groups. Individual education plans are well organised and targets are clear and achievable. These targets focus on both literacy and numeracy, and many education plans also include targets for personal and social development. The needs of the pupils with statements of special educational needs are met well, and annual reviews provide a good focus for further improvement. 31. The school provides a very good range of opportunities for pupils to enhance their learning and interests. Events such as the Arts, Science, Caribbean and Book Weeks have introduced the pupils to a wide range of new experiences. Visiting artists, such as Carol Havard, helped pupils to explore techniques of mask making and screen printing; visiting authors Ronda and David Armitage worked with pupils to explore the impact of illustrations in their books and to enthuse them with enjoyment in reading; visiting musicians, such as Mike Fenton helped pupils to enhance their knowledge of music by learning to play the autoharp and to perform for the rest of the school. Visiting theatre groups and story tellers, links with the BBC in pupils' study of the weather and the visit of 'Skylab' to the school have enriched pupils' experiences. The school has a good range of after school clubs and activities mainly, but not exclusively, offered to older pupils in the school. These include netball and football clubs, choir and recorder clubs which are attended by a good number of pupils each week. Sports teams participate in local tournaments with a good degree of success and music clubs take part in area festivals and events. Most clubs are organised and run by teachers in the school but Friday Club, which is offered to all pupils in the school, is organised by church volunteers. Smaller, but nonetheless enthusiastic, groups take part, for example, in gym, computer, textiles and art clubs. 32. The aims of the school and its supportive ethos ensure that all pupils are well included in activities and the opportunities offered by the school. Teachers and teaching assistants have a good knowledge of their pupils' needs and work effectively together to ensure that the pupils are able to participate and contribute well to lessons. 33. There are good links with the local community that make a positive contribution to pupils' learning. Pupils participate in church services, which celebrate the most important festivals in the Christian calendar and school events such as the Leavers' Service are held in the church annually. Local clergy are regular visitors to the school and take sessions of collective worship on a regular basis. Older pupils visit a local residential centre for older members of the community to play card games and to sing carols at Christmas. In turn, senior members of the community are invited to concerts and events in the school. The school makes good use of the local area to enhance pupils' learning in geography and science, religious education and history in walks around the village and in visits to the church. A good number of parents and members of the community support school visits and trips and help pupils with their reading on a regular basis. Pupils participate in local events such as a local Fun Run and the Hooe Michaelmas Fair painting competition with a good degree of success. 34. The school has useful and productive links with institutions which pupils attend both before and after they join the school. The local playgroup visits the school and spends some time in the Reception class to familiarise themselves with their new school. Older pupils have opportunities to visit the secondary school which most pupils attend. Staff have reciprocal visits to share important information to help pupils make a smooth and effective transition to the next stages of their learning. Pupils have good opportunities to attend area events and to participate in activities in their new schools before they make the transfer. 35. The school effectively promotes pupils' personal, social and health education. The well-structured programme emphasises a healthy lifestyle and incorporates drugs and sex education for older pupils. It is covered in timetabled weekly lessons. Good use is made of 'circle time' and assemblies. During the inspection, a very good workshop was given by a visiting theatre group on effective communication, which promoted aspects of pupils' personal development very well. In lessons, younger pupils discuss respecting differences, bullying and listening to others. The programme makes a good contribution to pupils' personal development. 36. Provision for pupils' spiritual, moral, social and cultural development is good overall. This is similar to the finding of the last inspection. The school aims to help its pupils to realise their full potential within a caring Christian community. Some good opportunities for pupils' spiritual development are provided through assemblies, religious education lessons and special services in church. The Rector visits the school regularly. In a showing assembly, older pupils expressed delight at the foil pictures made by Year 2 pupils. Prayers composed by pupils are read at the end of morning sessions. However, opportunities are missed in assemblies for moments of reflection and there are insufficient planned opportunities across the curriculum to develop pupils' spiritual awareness. 37. Provision for pupils' moral and social development is good, through the everyday teaching and through the ethos that pervades the school. Pupils clearly understand the difference between right and wrong. Moral issues such as selfishness are covered well in assemblies. Social development is promoted well and there are good opportunities for pupils to take responsibility. Older pupils take part in an adventure activity week every other year and there is a good range of visits. Pupils are encouraged to think of others less fortunate than themselves and raise good sums for charity. 38. Pupils' cultural development is promoted satisfactorily. Good use is made of music at assemblies. Pupils can take instrumental lessons and there are good displays of art around the school. They participate in local music festivals. A Caribbean week was held last year. Some pupils are in correspondence through e-mail with children in The United States, Malaysia and New Zealand. However, there is little opportunity for pupils to learn about the richness and diversity of other cultures within the United Kingdom. HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 39. The school is a caring community, which has effective procedures to ensure the health, safety and welfare of its pupils. It has a warm and friendly atmosphere, so that pupils are happy to come to school. This is similar to the findings of the last report. 40. Child protection procedures, which were criticised in the last report, are now good. The subsequent key issue from the last inspection has been addressed very well and the school has made very good improvement in this area. The deputy headteacher, who is the designated person, has been recently trained and procedures are effectively shared with all staff. Relationships with social services are good. The local education authority framework has been adopted. 41. There are clear policies to ensure health and safety within the school. However, the equipment stored in the hall poses a risk for pupils undertaking physical education lessons. Staff have received first aid training and there are two members of staff who are fully trained. Arrangements for dealing with pupils' medical conditions are effective. Accidents are carefully recorded and risk assessments are undertaken regularly. There is good health and safety practice in design and technology, science and physical education. Supervision at play times is effective. A security concern has been notified to the governors. 42. Pupils understand that good behaviour is expected of them. They know the school rules well. There is a clear and comprehensive behaviour policy and procedures for promoting good behaviour and eliminating bullying are effective. Class teachers praise pupils for hard work and good behaviour and reward them with class points. Good Neighbour award certificates, given for hard work and kindness, are presented in assemblies, as well as certificates for full attendance. Teachers offer their pupils good examples of courtesy and fairness. A racial incident log is kept. 43. Procedures for monitoring pupils' personal development are satisfactory, through teachers' personal knowledge, some classroom records and reports. There are many good ways in which the school promotes responsibility, but these are not recorded and monitored on a systematic basis. Although there is no school council, pupils are encouraged to put forward their ideas. As a result, older pupils have published school magazines and suggested the playground monitor scheme. All had to apply for their posts. Last year, pupils were asked their views on various aspects of the school through a questionnaire. There are many very good opportunities for pupils to take responsibility. All pupils, from the Reception year onwards, have tasks to do such as taking registers to the office and older pupils from Year 3 can be playground monitors. Year 6 pupils help in the school office and with assemblies. 44. Procedures for promoting good attendance and punctuality are very good. Registers are properly kept and monitored very regularly by the administrative staff and the headteacher for patterns of lateness and absence. There are good links with the educational welfare officer. Registration takes place very promptly and ensures an efficient start to sessions. Procedures for exclusion are correctly followed. 45. Since the last inspection, there has been good improvement in the key issue which identified shortcomings in the school's assessment procedures. Teachers' knowledge and understanding of assessment and its use are now much sharper. Available data in English and mathematics are analysed much more thoroughly. However, some of these procedures have been introduced relatively recently, and they do not apply consistently to all subjects of the curriculum. However, teachers make useful evaluative comments on pupils' work in their termly planning, and write annual reports for parents. 46. Soon after children enter the school in the Reception class, they are assessed using procedures designed for this age range of children. Insufficient analysis and use of this data are made to predict the levels likely to be achieved by the end of the pupils' next phase of education. In Years 3, 4, and 5, optional tests are administered which are similar in contents to the national tests in Year 6. Reading tests are given regularly across the school. The school uses data provided in order to set targets for groups and individuals. However, the practice of centring on the expectation that pupils will make an average three points progress each year on the National Curriculum scale is insufficiently detailed. It limits expectations to only average levels, and is not sufficiently closely matched with the knowledge, concepts and skills required for the different National Curriculum levels of achievement. Group targets are often very broad and may include targets such as ' make sure to read the question' and 'improve your handwriting'. Targets are, therefore, not always sufficiently focused on the next stage of development and do not clearly show pupils and their parents how they might achieve higher levels of attainment. Results of the National Curriculum tests in Years 2 and 6 are analysed for overall trends, and specific areas that need more attention. However, these data are not used sufficiently to drive whole school planning. Individual questions from the past test papers are selected if they have caused problems for pupils, so that extra work can be done on them. 47. The co-ordinator for assessment monitors teachers' procedures for assessment well. For example, spelling was identified as an area for improvement in assessment, and this is being addressed. Pupils' progress is tracked carefully, and staff test each other's pupils, sample their work and collaborate well through discussion and evaluation together. They keep examples of pupils' work to demonstrate the levels reached, and teachers meet to examine examples of English and mathematics work, in order to agree on the standards attained. In the short time that the co-ordinator has been in post, she has achieved much and has brought more rigour and focus to assessment procedures. For example, she has ensured that teachers' planning includes assessment and that the use of assessment helps to inform planning and the setting of targets. However, these good initiatives, seen in English and mathematics, have not been applied to all subjects of the curriculum. Overall, the targets set for pupils do not show sufficiently how they can improve the quality of their work and are not closely related to national Curriculum criteria. 48. The care and welfare provision for the children in the Reception year are effective. The warm way in which children are greeted when they arrive at school, and the respectful way in which they are treated by the teacher and her assistant, are evidence of the good levels of care and concern shown. During the inspection, children's early morning tears were treated with sensitivity. Procedures for assessing and monitoring children's attainment and progress are good. Careful records are maintained of the progress that children make through the recommended areas of learning, and of movement into the National Curriculum. The assessments made in literacy, which include records of children's knowledge of letter sounds and blends, their ability to read key words, and progress made in writing skills are particularly good. Assessment records in numeracy and science are also thorough. These records are now helping to ensure that the progress made by each child is carefully monitored as they move through the school. However, insufficient attention is given to the results of the data shown in the local authority's assessment on entry to the school programme. 49. The care and support of pupils with special educational needs are good. Teachers and learning support assistants know the pupils they work with well. There are good procedures for the early identification of pupils with special educational needs and the school ensures that these pupils good opportunities to take part in all school activities. Their contributions are recognised and fully appreciated. Through the school's good procedures for tracking pupils' progress and well organised individual education plans, effective arrangements are made for the regular review of their progress. Pupils' records are well maintained and organised and provide a clear picture of their progress. The school has productive and regular liaison with outside agencies, which are involved, as appropriate, in pupils' termly and annual reviews. HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 50. The majority of parents who responded to the questionnaire or attended the meeting were supportive of the school and all that it does for their children. Nearly all felt that their children liked school, that the teaching was good and that their children were well behaved and taught to become mature and responsible. However, a significant proportion were dissatisfied with the amount and consistency of homework, with the leadership and management, with the way the school worked closely with parents and with the range of activities outside lessons. A similar survey issued by the school last year found much smaller proportions of parents dissatisfied in these areas. The findings of the inspection are that the range of extracurricular activities for older pupils is very good, although opportunities for younger pupils are limited. Regular homework is given to support pupils' learning, although there have been some inconsistencies when supply staff have been uncertain about timings. The leadership and management of the school are satisfactory and the way in which the school works with parents is good. 51. The school has good links with parents. The information it provides for them is up to date and clear. The prospectus and governors' Annual Report to parents are easy to use and attractively presented, although the prospectus does not contain statutory information about the school's religious affiliation. The governors' Annual Report does not include information on the progress of the action plan or on the election of parent governors. Advance information on the curriculum is given to parents each term. Newsletters are frequent and friendly in tone. Reports are good in their coverage of subjects and of pupils' personal development. They contain targets, but do not offer parents or pupils opportunities to comment. All parents have signed the home/school agreement. The home/school diaries and reading logs are used well as a means of dialogue between school and home. Last year's questionnaire offered parents the opportunity to offer suggestions as to how the school could improve and, as a result, there are now three consultation meetings each year. 52. Good numbers of parents help in school and with after school activities on a regular basis and very many attend school performances and services. The friends' association organises frequent social and fundraising events each year. Good sums are raised to help the school to buy equipment. 53. The school involves parents of pupils who have special educational needs well. They receive copies of individual education plans and are invited to consultations about their children's progress each term. Their views are sought and recorded for annual reviews of statements, and there are opportunities to become involved with pupils' education at home. This may include hearing reading, or help with giving change when shopping. There are good home-school links through the pupils' 'diary' and parents and teachers communicate well in this way. HOW WELL IS THE SCHOOL LED AND MANAGED? 54. Overall, the headteacher's leadership and management of the school are sound, with some good features but with some requiring improvement. One of the strengths in the headteacher's leadership is the way in which he has built up an effective teaching and leadership team in the school. The quality of the relationship between the headteacher and the relatively newly appointed deputy headteacher is good and they provide an effective partnership. The headteacher has responded well to two key issues identified at the last inspection which referred to the quality of teaching across the school, and the use of the deputy headteacher and other key staff in the management of the school. The work which the staff have done in devising and implementing the Effective Teaching policy has been very good. Teachers now have a much clearer view of how to improve their classroom practice and these initiatives have resulted in a significant improvement in the quality of teaching since the last inspection. The headteacher has also ensured a more effective use of the deputy headteacher and subject coordinators in the school's management. The deputy headteacher has worked hard and effectively in the areas of responsibility delegated to her, and co-ordinators now have a much clearer role in supporting and monitoring teaching and learning in their subjects. This has enabled the monitoring of teaching and learning to be much better organised. These procedures are now good. Co-ordinators have regular non contact time in order to fulfil their duties and the headteacher and deputy headteacher undertake useful observation and feedback on teaching and learning across the school. 55. The headteacher's management of the school is also sound. There are appropriate procedures, through regular staff meetings, to inform and involve the staff in aspects of the school's work. Performance management procedures have been introduced enthusiastically and well. Staff and governors have devised an appropriate policy based on the nationally recommended model and the headteacher and deputy headteacher, acting as team leaders, have ensured that teachers' objectives have been set and reviewed. The way in which individual objectives have been related to whole school development priorities, to teachers' own professional development needs and their subject responsibilities, has brought a clear coherence to the whole development of the school. The headteacher's management of the building resources has been good. He has devised and overseen several imaginative building improvements recently, which has involved a major extension to the school hall and the repositioning and refurbishment of the staff room. 56. However, there are some important weaknesses which limit the effectiveness of the headteacher's leadership and management of the school. Insufficient emphasis has been placed on the importance of raising standards as part of school improvement. For example, the labelling of the school development plan as the Management Plan does not give sufficient importance to either development or improvement. A further weakness is that the plan is not sufficiently focused on raising standards, and did not clearly identify the school's response to the significant drop in standards achieved in the national tests in 2001. The plan usefully contains co-ordinators subject action plans, but these too are insufficiently focused on how to raise standards. The plan does not make sufficient reference to the assessment work and target setting which was being carried out in the school and is, therefore, not central to the school's developmental process. 57. The governing body makes a sound contribution to the school's management. Governors maintain a satisfactory view of the school's work from their full meetings and through the work of the well organised committees. Governors have a good view of the problems and possibilities related to the school premises and are active in promoting the school's profile in the local community. They are appropriately involved in the processes of devising the school development plan and the annual budget. They are beginning to get a more detailed view of the working of the school through their over-sight of particular subject areas of the curriculum and through their regular visits. Visiting governors make regular written reports of their visit to the school but the focus of their visits is often too wide. An important current weakness in governors' work is that insufficient attention is given to the routine and rigorous monitoring of the school development plan. Governors do not have a standing item on their regular agenda and the headteacher's written reports do not give sufficient prominence to school development issues, especially the drive to improve standards. As a result of these shortcomings, the governors' ability to monitor and evaluate the school's work is significantly weakened. 58. The management of the school's finances is sound. The specific grants used for teachers' professional development, for co-ordinators to undertake their responsibilities and monies for pupils with special educational needs are used well. The school secretary/bursar maintains a good overview of the school's spending patterns and supports the headteacher well. Her management of class teachers' budgets and the subject co-ordinators' budgets helps them to be more effective in their work. The work of the finance committee ensures that governors have a clear view of the spending priorities and patterns and these are appropriately monitored during the year. The budget carry forward is within recommended levels and the governors ensure that value for money is achieved when larger resources are purchased or building improvements secured. 59. The leadership and management of the work of the Foundation Stage are good. The co-ordinator, who is also the class teacher, has a clear understanding of the needs of these young children. However, the use of the term Early Years in the school does not sufficiently recognise the distinctiveness of the Foundation Stage. The co-ordination of the planning, resourcing and the use of the teaching assistant are all managed well. Overall, the level of resourcing is satisfactory except that provision for outdoor play activities is too limited. This affects the quality of children's physical development. Children have access to appropriate resources, including the small school hall, and a separate outdoor play and activity area. 60. The co-ordination of special educational needs is good. The co-ordinator gives freely of her time, and much of the administrative work is done at home because she has only two days in school each week. She uses the school's tracking system to monitor pupils' progress. The school has good arrangements for liaison with the local playgroup and secondary school, and pupils visit the secondary school before they transfer. The school meets the requirements of the new Code of Practice for special educational needs, and much work has been done to bring this up-to-date quickly. There is a designated governor, who has a good involvement in the life of the school, and visits weekly, on average. Funds allocated for pupils with special educational needs are used to good effect and the school makes a significant contribution from its own resources. 61. There is a good match of staff to the demands of the curriculum. There is a good range of interest, experience and expertise among the teaching staff, and the additions to the support staff, which the governors have recently initiated, are benefiting the school. The level of expertise and the quality of the interaction between the teaching assistants and both the teachers and pupils, increase their effectiveness and the impact which they have on pupils' learning. 62. Overall, the quality of the school's accommodation is satisfactory. The school has made good improvement towards the key issue from the last inspection which encouraged the school 'to use its best endeavours to seek for improvements to the accommodation, in particular the provision for the youngest pupils'. Since the last inspection, a useful extension to the school hall has been made and an imaginative outdoor play and activity area has been built adjacent to the Reception class. The school hall remains small, even after its significant refurbishment. It is now a satisfactory space for assemblies and physical education lessons, but its effective use was limited during the time of the inspection by the musical instruments and other equipment and resources which were stored around its perimeter. The outside facilities consist of a small hard-surfaced playground, which becomes very congested when it has to be used by the whole school, and an attractive grassed area which is part of the village recreation ground. Classrooms are of varying ages and sizes. The demountable classrooms which house Years 5 and 6 are old and shabby and are cramped for the number of older pupils in those classes. Other areas of the school, such as the library, the shared activity area between classes 2 and 3, and the special educational needs room, are used well. Overall, resources for the teaching of the National Curriculum are satisfactory in all subjects. However, there are insufficient outdoor play and activity resources for children in the Reception class and many of the reading books, including the reading scheme used, are dull, unimaginative and unattractive. WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 63. In order to continue to improve the quality of education offered to the pupils the headteacher, governors and staff should: (1) Raise the standards achieved: i) in writing across the school by; * making more effective use of opportunities for pupils to write at length and for different purposes across the curriculum; * widening the use of pupils' vocabulary and improving their use of more complex sentence structures; * introduce a progressive programme to develop pupils' punctuation skills. See paragraphs 4, 6, 27, 72 – 83 ii) in reading, especially in Years 1 and 2, by ensuring that pupils are reading a range of books that are both interesting and challenging. See paragraphs 4, 72 – 83 iii) in science in Years 1 and 2 by ensuring that; * the subject is taught to a sufficient depth; * the discrete elements of the subject are clearly identified in teachers' planning; * teachers are clearly aware of how to extend pupils to higher levels of attainment; * pupils are given more opportunity to experiment and investigate. See paragraphs 4, 25, 90 – 93 iv) in the swimming element of physical education in Years 3 to 6. See paragraphs 25, 120 - 123 (2) Introduce more rigorous procedures to monitor and evaluate the school's work by ensuring that: i) the school improvement plan is more clearly focused on raising standards; ii) school improvement priorities are regularly discussed and evaluated by the governing body; iii) co-ordinators' action plans identify how standards can be improved in their subjects. See paragraphs 56, 57 (3) Improve the use of target setting to improve standards by ensuring that; i) teachers' planning shows more clearly how the needs of pupils of all abilities are met; ii) pupils' attainment targets show clearly how they can improve the quality of their work and identify the next steps in their learning; iii) pupils' attainment targets are clearly related to National Curriculum criteria. See paragraphs 8, 15, 47, 81, 92 OTHER ISSUES WHICH SHOULD BE CONSIDERED BY THE SCHOOL * Review and revise the procedures for withdrawing pupils from lessons. See paragraphs 24, 122 * Review the curriculum time allocation for geography, design and technology and art and design. See paragraphs 25, 98, 102, 106 * Improve the outdoor play and activity resources for children in the Reception Year. See paragraphs 65, 70 * Increase the planned opportunities for the use of information and communication technology skills in mathematics, science, design and technology, history and religious education. See paragraphs 26, 89, 93, 102, 111, 129 PART C: SCHOOL DATA AND INDICATORS Summary of the sources of evidence for the inspection Number of lessons observed Number of discussions with staff, governors, other adults and pupils 35 23 Summary of teaching observed during the inspection The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than two percentage points. Information about the school's pupils FTE means full-time equivalent. Attendance Authorised absence Unauthorised absence Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Attainment at the end of Key Stage 1 (Year 2) Percentages in brackets refer to the year before the latest reporting year. Attainment at the end of Key Stage 2 (Year 6) Percentages in brackets refer to the year before the latest reporting year. Ethnic background of pupils This table refers to pupils of compulsory school age only. Teachers and classes Qualified teachers and classes: YR – Y6 Education support staff: YR – Y6 FTE means full-time equivalent. Recruitment of teachers FTE means full-time equivalent. Exclusions in the last school year This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Financial information Results of the survey of parents and carers Questionnaire return rate Percentage of responses in each category My child likes school. My child is making good progress in school. Behaviour in the school is good. My child gets the right amount of work to do at home. The teaching is good. I am kept well informed about how my child is getting on. I would feel comfortable about approaching the school with questions or a problem. The school expects my child to work hard and achieve his or her best. The school works closely with parents. The school is well led and managed. The school is helping my child become mature and responsible. The school provides an interesting range of activities outside lessons. Other issues raised by parents * Provision for pupils with special educational needs was good. * The school promoted positive attitudes. * Behaviour was good in class but sometimes boisterous in the playground. * The school was open and welcoming and provided regular and clear information about activities. PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE 64. At the time of the inspection there were 20 children in the Foundation Stage. They are taught together in a single Reception class. When they enter the school, most children are achieving average standards. The analysis of the school's assessment on entry programme shows a wide range of ability and significant variations between different year groups. 65. In the Reception year, most children make good progress in most areas of learning. At the time of the inspection, most had already achieved the Early Learning Goals in their personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world and creative development. Many children are successfully beginning work in the National Curriculum. Standards achieved in children's physical development are satisfactory. Better progress is limited by lack of access to appropriate outdoor play and activity resources. There were no separate judgements about the attainment and progress made by this group of children in the last OFSTED report. The good standards and progress being made overall are being achieved by several important strengths. The curriculum provided is well planned and organised. Previous planning shows a smooth transition between work towards the Early Learning Goals and current National Curriculum work. This ensures that the needs of all children are being met well, and that more able pupils are being well challenged. Teaching is good. The teacher has a clear understanding of the needs of these young children and supports, encourages and challenges them well. She is well supported by an effective teaching assistant. A further strength is the way in which the progress made by children, especially in their communication, language and literacy development, is carefully assessed and monitored. A shortcoming is that there is insufficient analysis and use of data gained from the assessment of children when they enter the school. Personal, social and emotional development 66. Children make good progress and achieve well in this area of learning, and the quality of teaching and the quality of their learning are also good. Children are introduced well to school routines, and the warm way in which they are greeted by the teacher and her assistant each morning, helps to make them feel valued and welcomed. All adults use praise effectively to encourage the children. As a result, children are well motivated and keen to explore and investigate their environment. The teacher has high expectations of children's achievement and personal development and, therefore, they soon become independent and take responsibility for themselves. For example, most hang up their coats, get changed for physical education lessons, and undertake some free choice activities without the need for close supervision. Children willingly help to tidy up the classroom after lessons. One boy was heard to complain, 'I wasn't given a clearing up job to do!' Others are keen to be picked to take the attendance register to the neighbouring class. The opportunity provided as children sit in a circle and talk about things that interest or concern them promotes their personal and emotional development well. The convention of speaking when they hold the class shell helps them to understand the importance of taking turns and of listening sensitively to others' opinions. The teacher constantly reminds the children about the appropriateness of their actions and the impact that it has on others. Communication, language and literacy 67. The good teaching in this area of learning enables most children to make good progress and achieve well. The teacher organises several regular opportunities for children to develop their speaking and listening skills. The importance of this area of learning is emphasised from the beginning of each morning. While answering their names in the attendance register, children are encouraged to make a short statement about something they have done. Evidence from their circle time activity observed during the inspection, where they were being encouraged to make comments about what they liked most about their school and the local area, indicated that children's ability to share their ideas and feelings and to construct logical comments was developed well. Children enjoy listening to stories and many of them were able to read together the class story of the Polar Bear. Children's understanding of the sounds of letters and the way that combinations are built up in words is very good for their age. The teaching of this element of their basic skills is very good. The result of this is that most children are beginning to read important key words, and several are confident and expressive readers. These children talk willingly about events and characters in books they have read and their reading diaries indicate that a good number of books have been read. Several children are working well within National Curriculum levels in this area of their learning. More able children write simple sentences recording their news, using some capital letters and full stops and most other children write their own names and some simple, regular words. The teacher organises a modified National Literacy Strategy approach with her class which is appropriate for the age and development of the children. Mathematical development 68. This area is also taught well, and in the Reception year, most children are on course to exceed the Early Learning Goals for mathematics. Through their practical work, children are able to identify the longest and shortest in a group, and to use a mathematical balance to show objects which are heavier and lighter than others. During a successful lesson observed during the inspection, children made good gains in their understanding and appreciation of the passing of time. During the introduction to the lesson, the children were encouraged to explore their knowledge of words, such as afternoon and evening, that were associated with time and talk about things that they did at certain times of the day. The activities which followed this introduction were carefully matched to the different levels of ability in the class. Average children were able to match activities to specific clock times whilst more able children's understanding of 'o' clock' and 'half past' times was extended well. Children have a good appreciation of numbers up to ten and find several combinations of numbers to make a total of ten. Other children count in twos to a hundred, and more able children appreciate halves and quarters and know that two is a half of four. Children are introduced well to the idea of data collection as they undertake a survey of traffic in School Lane, and display the results on a large block graph. Knowledge and understanding of the world 69. In the Reception year, children's knowledge and understanding of the world are above that expected for their age. The quality of teaching and children's learning is good. The teacher carefully plans a curriculum which enables the children to develop a good understanding and appreciation of their own environment. This work cleverly brings together aspects of several other areas of learning. For example, as children learn about their homes and other buildings around the school, they consider carefully the materials which are used to construct them. They then make similar bricks patterns using paint and paper shapes; draw their own house on the computer and print the results; undertake a survey of the roads adjacent to the school noting traffic flow and the number of parked cars and draw graphs of the results. The importance of this work is emphasised well by the teacher as the children are encouraged to talk about what they like most about the local area and consider what they might do to improve the safety of the roads around the school. Other pupils demonstrate sound computer skills as they access a spelling program and use the computer mouse to make choices about the spelling of some simple words. Children's appreciation of the characteristics of different materials and their understanding of investigative techniques were developed well during the inspection as older children undertook an experiment to determine which ball would bounce the highest when dropped. In religious education, children are introduced appropriately to the Christmas events and some of the stories of Jesus, such as the story of the loaves and the fish. Physical development 70. In the Reception year, most children's physical development is as expected for their age, and the quality of teaching and learning is satisfactory. Children have good opportunities for developing their hand co-ordination skills as they use building and construction equipment, and use rolling pins and shape moulds as they fashion modelling material. Other children use scissors confidently to cut out their clock shapes and handle paint brushes with appropriate control and dexterity. During their physical education lessons, they understand the purpose of warming up and move around the hall sensibly being aware of their own space and that of others. In a lesson where they were practising movements to illustrate their Toy Shop story, they demonstrated good ability to follow instructions, to move expressively to different rhythms and to begin to evaluate what they had done. During some afternoon activity times, children are able to use a wider variety of small and larger equipment. Children fill differently sized containers with sand, and move toy cars around a play-mat street map. Other children have the opportunity of using some outdoor equipment. However, this is largely small scale, and the opportunities for using larger climbing and clambering equipment, and larger wheeled toys and vehicles are restricted by insufficient appropriate resources. This limits children's capacity to reach higher standards. Creative development 71. The quality of teaching and learning in this area of development is good, and the standards most children achieve are above average. Children have good opportunities for experiencing a good range of materials in their work. In their free choice activity times, they copy and colour pictures of plants and vehicles using pencil crayons and felt-tip pens showing a good appreciation of scale and with accuracy. The teacher ensures that children's skills in art are developed well. This was seen in a very good lesson observed during the inspection when the class was discussing a visit they had made to a nearby building and then drawing or painting their representations of it. The teacher introduced the lesson very effectively which gained children's interest and they were encouraged very well to observe carefully and to try different techniques. The children worked confidently and skilfully as they drew accurate outlines of the building and coloured them in realistically, while others used paints to paint realistic representations of the building. As a result of the good attention to detail and the support provided by the class teacher and her assistant, children made very good progress in their creative abilities during this activity. Other pupils use dressing-up clothes and their imaginations as they use the 'Church Lane Café' in the role play area. However, this area is dull and unimaginative. All children in the Reception class join other pupils in the school for assemblies and, when they can, sing along with them. ENGLISH 72. In Years 2 and 6, most pupils achieve standards that are below average. This represents an improvement from the results of the 2001 national tests for seven and eleven years olds when pupils' achievement was well below average but represents a fall since the last inspection when standards were average at both key stages. The results of the tests for seven-year-olds in 2001 indicated that standards were well below average in reading and writing when compared with all schools and among the lowest five per cent nationally in reading when compared with similar schools. Results of the eleven-year-old tests showed that standards were well below those expected in all and similar schools. Trends since 1998 show that the proportion of pupils reaching average standards in reading and writing by the age of seven was well above average in 1998 and 1999. In 2000 standards were above average in reading and average in writing, with a significant fall in both reading and writing in 2001. The proportion of pupils reaching average standards by the age of 11, over the past four years, has also fluctuated. Standards were below average in 1998 and improved steadily over the next two years to reach well above average standards in 2000 with a significant fall in 2001. The school set challenging targets for pupils to reach by the age of 11 in 2001 and 2002 which it was not able to achieve. 73. Pupils enter the school with broadly average standards in all areas of English. The achievement of pupils across the school has been affected by several important factors. The achievement of the current group of pupils in Year 2 has been adversely affected by staffing turbulence in their early years at school and the impact of more recent splitting of year groups to create a further class. The attainment profile of the current group of pupils in Year 6 has changed significantly since their entry to the school. The number of pupils has doubled and a significant proportion of pupils who have joined the school between Years 3 to 6 are on the register of special educational needs. The school's assessment data indicate that pupils achieve satisfactorily throughout the school. A similar judgement was made in the previous inspection. Pupils with special educational needs achieve well through the school because they are well supported by their teachers and learning support assistants. They take part in lesson discussions and activities confidently because they know their opinions and ideas are respected and valued. During the time of the inspection, no significant differences were observed between the attainment of girls and boys. 74. Across the school, standards of listening are good. Pupils listen with good attention to their teacher and to each other's responses. However, standards of speaking by the age of seven are below average. Although pupils are confident in their classes and are interested in responding to their teachers' questions, many pupils, mainly girls, respond very quietly and their voices are barely audible to the rest of the class. Pupils' responses are usually relevant but they are often brief and require the teachers' supportive questioning to help them develop their ideas further. In Year 6, standards of speaking are average and pupils make relevant and often detailed answers to questions. In group discussions, they show they can contribute their own ideas and opinions thoughtfully and give clear reasons for their responses. Many pupils have a lively confidence, which enables them to share their own ideas with an appropriate regard for the contributions of others. There were no opportunities during the time of the inspection to observe pupils speaking to wider audiences but teachers' planning and pupils' own accounts indicate that more formal debates and discussions are appropriately included in pupils' experiences. Year 6 pupils recounted a good example of a structured debate when they talked clearly and enthusiastically about their discussion on the subject of the Bexhill by-pass. The range of pupils' vocabulary is generally around the everyday and familiar range and only a few pupils use a wide ranging and complex vocabulary. The school recognises the need to develop a more structured programme to improve pupils' speaking skills and the range of their vocabulary. 75. Standards of reading are below average by the age of seven and average by the age of 11. Although the proportion of pupils who reach average standards in their reading in Year 2 is similar to that found nationally, the proportion of pupils who reach higher standards is lower than the national average. In Year 2, pupils handle books confidently and most talk in simple detail about the books they are reading. Higher attaining pupils are competent readers who are developing a secure sight vocabulary but they are often reading books which do not provide them with the appropriate level of challenge or interest. Most pupils understand how to break down unfamiliar words to help them in their reading but some lack confidence in running sounds together to reconstruct words and need support in this activity. Most pupils read regularly both at home and at school. However, only a few above average pupils read a wide range of books outside those provided by the school or talk about authors whose books they have enjoyed. By the age of 11, more able and average pupils read their books fluently and confidently. A good number of these pupils are able to recall and discuss details of books they have read and to give reasons why they enjoy the work of a particular author. Most read books which are appropriate to their age and ability but few read books of any complexity or significant length. Below average pupils read generally accurately but sometimes hesitantly. These pupils depend on the school's range of reading and, whilst they are able to recall elements of the book they are currently reading, are not able to discuss their preferences in any detail. Pupils have regular opportunities to use the school library but only a few pupils in Year 6 are able to use the library systems confidently to locate non-fiction books. 76. Standards in writing are below average by the age of seven and well below average by the age of eleven. The school recognises the development of pupils' writing skills in Years 3 to 6 as a priority. In Year 2, pupils write for a generally appropriate range of purposes including items of news; retelling simple stories they have read; creating narratives around a picture story and writing instructions on how to look after a pet. They also write information on animals they have researched, simple letters, including some formal letter writing, and shape poems. Pupils of above average ability write simple sentences, which communicate meaning clearly. A few of these pupils are beginning to introduce more complex structures into their writing and to include some descriptive language into their story writing. However, this is not a secure element in their work. Most familiar words are spelt accurately but more complex vocabulary recognises phonic elements rather than accurate use of spelling patterns. They use a basic range of punctuation including question marks but full stops and capital letters are not used consistently or accurately. Average pupils are clearly aware of how sentences can be formed but they do not use a sufficiently wide range of connecting words. Sentences are usually simple statements. These pupils understand how to demarcate sentences but they do not use simple punctuation regularly and accurately. Simple words are usually spelt accurately. Lower attaining pupils sometimes convey meaning in their writing and understand that writing is organised into sentences. Some simple words are spelt correctly and sometimes sentences are completed with a full stop. Most pupils form their letters clearly and some above average and average pupils are joining their letters neatly and carefully. 77. In Year 6, pupils' writing includes all the appropriate elements such as playscripts, autobiography, report writing, retelling of well known tales, personal writing about summer holidays, writing in the adventure genre, narrative and formal letter writing. The range of writing, which includes more formal and complex styles and structures, is more limited. Above average pupils write fluently and confidently in the more informal styles with a good level of accuracy. More formal discursive writing is more limited in the development of ideas but uses some elements of formal expression correctly. These pupils are beginning to use paragraphs consistently in their writing. The range of vocabulary is appropriate to the task but does not have a wide range or create sharp interest or vitality. Average pupils generally write fluently in the more informal narrative writing but there is some variation in the correct use of tenses and punctuation. Whilst ideas are generally relevant they often have a limited development and vocabulary. Some formal letter writing includes appropriate formal phrases but these are not secure in unaided work. Lower attaining pupils often write with a lively pace but levels of accuracy are very variable, particularly in spelling. Most pupils use a neat joined fluent style of writing and take care with the presentation of their work. 78. Throughout the school, standards in literacy are below average but the development of literacy across the school is generally satisfactory. Pupils have some opportunities to develop their skills in narrative writing across the curriculum. For example, in religious education, pupils retell some of Jesus' parables and some of the stories from the Old Testament. They develop their information retrieval and research skills in individual projects in science and use notes and annotated diagrams in their work on electrical circuits. Younger pupils in Year 2 write informatively in their work in geography describing Japanese houses and older pupils develop their discursive skills in debating the benefits and drawbacks of the proposed Bexhill by-pass. In Year 1, pupils make good links with their art work in their drawings to illustrate their stories about Edward Lear's The Owl and the Pussycat'. However, there are missed opportunities for older pupils to record their responses to art and music and thereby to extend their range of descriptive and evaluative vocabulary. 79. The quality of teaching and learning is satisfactory in Years 1 to 2 and Years 3 to 6. Good teaching was seen in during the inspection. Similar standards of teaching were observed in the school's previous inspection but as there was no unsatisfactory teaching in this inspection this represents an improvement overall. In all classes, there are good harmonious relationships between teachers and teaching assistants working in the classroom and between pupils and adults in the classroom. All pupils are well included in activities. This helps pupils to contribute confidently, to be positive about their work and to be prepared to do their best. Teachers plan and evaluate their lessons carefully with an appropriate regard for the elements of the Literacy Strategy. In the best teaching, there is a well organised range of activities which provides challenge for all levels of ability. 80. A lesson in the mixed Year 2/3 class illustrated several features of good and very good teaching and its impact on pupils' learning. The teacher began the lesson with well-focused questions and answers to review the work done in the previous lesson on preparing the writing of a formal letter of complaint. This enabled her to ensure that pupils had understood the work appropriately and to reinforce effectively the main learning points of the previous lesson. The teacher had a good range of strategies to help pupils develop their ideas for the content of the letter which included working together in pairs for brief sessions to discuss one particular sentence or idea. Pupils were well accustomed to this approach and used the time well to clarify and extend their thinking. Teaching assistants worked effectively with pupils they supported ensuring that they had understood and encouraging them to make their own contributions. The teacher's explanations and guidance provided a good level of challenge for all levels of ability through her encouragement for them to use some formal expressions and organisation in their writing. These were well supported by careful modelling on the blackboard. By the time pupils came to write their own letter, a clear and well structured framework had been set in place and pupils were able to make a good start with their own work. By the end of the lesson, as a result of close support and careful guidance from teachers and teaching assistants, all pupils had developed their understanding well. The evidence was seen in an effective plenary which encouraged pupils to look at each other's work and to make simple checks for accuracy and organisation. 81. Shortcomings in teaching are mainly concerned with the level of challenge in group activities for above average pupils. In a Year 2 lesson with some otherwise very good aspects, the group work for more able pupils was comfortably within their reach and, as a result, they finished quickly and were not able to make the most productive use of their time. Group targets for literacy are not sufficiently sharply used to identify the next stages in pupils' learning. They are currently vague and as such do not provide the precise focus needed to help improve pupils' rate of progress. Although, in the best practice, teachers mark pupils' work with supportive and encouraging comments and explain how they can improve work clearly, this good practice is not consistently evident in all classes. Some pupils across the year groups do not always speak audibly and their contributions are, therefore, weakened when teachers do not actively encourage them to speak so that the whole class can hear. 82. The subject is led well by a knowledgeable co-ordinator who is an effective teacher and one who has a clear view of the further development of the subject. Through careful analysis of the results of national tests, she has established relevant priorities and programmes to develop pupils' skills in handwriting and spelling. She has very thorough monitoring procedures for supporting teachers' evaluation of their planning. She has also monitored teaching and pupils' work and is completing a portfolio of pupils' work throughout the school to help support new teachers and provide guidance for future expectations. The curriculum is enhanced through supportive programmes such as the Additional Literacy and Early Literacy Support which are effective in helping pupils develop the foundations of their literacy. The school is aware of the need to develop further guidelines for the development of pupils' speaking and listening skills. Planning follows the nationally recommended format. Assessment procedures are good. The use of assessment data to ensure that pupils achieve well is satisfactory. There is a suitable range of standardised tests which is beginning to be used to track pupils' progress. The school is developing the good practice of tracking pupils' progress in writing through regular pieces of unaided writing which are assessed according to National Curriculum criteria. This is developing into a useful record of pupils' progress through the school and a good base for teachers to establish the next stages in pupils' learning. Currently, the school makes insufficient use of the information provided by the assessment on entry to the school programme to establish challenging expectations for the rate at which pupils progress in the subject. Information and communication supports work done in the subject satisfactorily. 83. Resources are satisfactory overall. Whilst they meet the needs of the curriculum, some of the reading material for younger pupils and for lower attaining pupils throughout the school is not sufficiently attractive and interesting for pupils to read. The school's library is a pleasant area in a useful central position in the school. However, although pupils regularly change their fiction books in the library, their knowledge of how to use the library to find out their own information is too variable and many of the books in the library are old and in need of refurbishing. The curriculum is enhanced by events such as Book Week where pupils are given exciting and interesting opportunities to work with visiting authors and storytellers and a good number of visits from theatre companies. The subject makes a good contribution to pupils' social, moral and cultural development through its discussion of characters and situations in the books they are reading and a satisfactory contribution to pupils' spiritual development. MATHEMATICS 84. Pupils in Years 2 and 6 attain average standards in numeracy and all other areas of mathematics. These findings are similar to those of the last inspection but indicate a significant improvement on the test results for 2001. The current judgements are for two different groups of pupils but improvements have been secured mainly as a result of several initiatives instigated by the new co-ordinator for the subject which are improving the standards achieved across the school. These include a revision of the planning for the National Numeracy Strategy and the more rigorous monitoring of teachers' planning and its match to the Strategy. Better analysis of the results, and the tracking system have had a beneficial effect, and standards are now reaching an average level from a very low position. Across the school, all pupils achieve satisfactorily; those with special educational needs achieve well. Teachers and their assistants support pupils who have special educational needs well. Since the last set of result in 2001, the capacity to succeed is clear, and there are good indications that the subject is improving and is now well on the way to regain its former high standards. The school is on course to meet its challenging targets for 2002. 85. Across the school, pupils achieve satisfactorily in all elements of the subject. In Years 1 and 2, pupils solve problems based on shopping, successfully give change and are confident about which coins to use. They add and subtract, find missing numbers in a sequence, and work on fractions including a half and a quarter. They are learning to tell the time and recognise o'clock, half past, and both quarter to and quarter past. They measure each other, such as round the neck and along arms, using centimetres, and recognise two-dimensional shapes such as triangles and rectangles. In Years 3 to 6, teachers provide good opportunities for pupils to use and apply what they know. For example, in Year 4, pupils 'shop' and give change and pupils in Years 5 and 6 have taken a survey of nicknames and produced bar charts and graphs of their findings. These pupils also work at a good level with fractions and percentages and with two and three-dimensional shapes, such as a trapezium, a kite or a triangular prism. The co-ordinator's involvement in improving the practices in mathematics is having a positive impact on standards. However, these initiatives are still in their early stages, and in spite of the improvements, there is still an insufficiently sharp focus to extend the more able pupils across the school. Most pupils make satisfactory progress, but some are capable of achieving higher levels. 86. Across the school, teachers are confident with the National Numeracy Strategy and they apply it well. They demonstrate good management of the whole class and groups. Support assistants and teachers share the planning well and there is very good liaison between them in preparation for the lessons. Pupils who need extra help are well supported by a good team of teaching assistants. They are active with their pupils when the whole class works together, as well as helping on a more individual level in the group work. Teachers and assistants encourage pupils to show how they work their mathematical problems out, and all pupils know what is expected of them because the learning objectives are shared well at the outset. 87. The quality of teaching and learning in Years 1 and 2 is good. Teachers plan the topics of the National Numeracy Strategy well and lessons are well structured. Teachers use the mental starter session at the beginning of lessons effectively. For example, in a good Year 2 numeracy lesson the teacher led brisk work on doubles and halves, with quick fire questions that set the tone well for later work. Lessons to pupils in Years 1 and 2 illustrated several other features of effective teaching. In Year 2, after a very lively starter session, where pupils counted forwards and backwards to 'beat the clock', they were then sent to their groups to work on subtraction using number lines. Immediately, they used their counting backwards and forwards skills and found subtraction correspondingly easy. In a Year 1 lesson, pupils were using a programmable toy, concentrating on understanding forwards, backwards, left and right. Some other pupils did this part of this work by walking on numbered carpet tiles to the teacher's directions. Then they applied, on paper, what they had learned, by moving counters along numbered scales, horizontally and vertically, after throwing dice. 88. The quality of teaching and learning in Years 3 to 6 is good, with some very good features. Teachers plan well and pupils of all levels of ability are set work to extend their learning. Initial mental mathematics sessions move along briskly with pupils being asked questions by name, to involve as many as possible. In a good Year 6 lesson, the teacher was asking rapid questions about decimals and pupils had to think quickly to find the answer. For example, they knew that 0.001 is one thousandth, and could easily convert 0.005 and other examples. The teacher was skilful at involving pupils, and used some of their 'tips' for making working out easier. For example, one pupil suggested that they forgot the decimal point at first to get an overall idea about the answer. Pupils in one group know what 'ascending' and 'descending' mean and the mathematical symbols that accompany them. 89. The subject is very well led by the co-ordinator who made a positive impact on the standards achieved and the overall practice of mathematics in the school. She has asked the right questions about how to improve standards and set about implementing her findings. She provides a good example through her own class teaching. The assessment of pupils' work and the analysis of data are now used well to identify areas for development and to support teachers. Teachers meet together to agree on levels and practice, and there is good communication about mathematics which supports the improvement in standards well. Pupils use their mathematical skills well across the curriculum. For example, in science, they use a range of measurements in their investigations, there are time lines in history, and measuring and estimating skills are used effectively in design and technology. However, the use of information and communication technology is insufficient, and pupils do not have enough time working with computers in mathematics. SCIENCE 90. The findings of the inspection are that standards are below average in Year 2 and average in Year 6. This is similar to the school's own assessments for Year 2 and the most recent assessments for pupils' attainment in the forthcoming tests for eleven-year-olds. This represents significant improvement in both year groups since 2001 when standards attained were well below average. Improvement has been made, particularly in Years 3 to 6, as a result of the improved tracking and monitoring procedures which have been adopted. At the last inspection, standards were judged to have been average across the school. The drop in standards in Year 2 and the main weakness in provision is that topics there are not taught to a sufficient depth for average standards to be achieved. Pupils achieve satisfactorily in Years 3 to 6, but progress in Years 1 and 2 is unsatisfactory. No differences in the achievement of boys and girls were seen during the inspection. Pupils with special educational needs achieve similar standards to their peers. 91. In Years 1 and 2, pupils investigate how far cars travel over different surfaces and sort animals and materials into groups according to different characteristics. However, the topic approach which is followed does not ensure that all elements of the subject are satisfactorily addressed. For example, pupils' work of life processes has not made sufficient reference to aspects such as human senses, the features of green plants and the life processes of animals and plants in the local environment. Pupils undertake some investigations and are beginning to develop a procedure for undertaking and recording their experiments. However, opportunities to promote the investigative approach across the subject are not sufficiently applied and topics are not taught systematically or in sufficient depth. In Years 3 to 6, pupils achieve a satisfactory understanding of all elements of the subject. They undertake interesting investigations, for example, as they are challenged to make dirty water clean by using the processes of evaporation and filtration. Their work on the circulation of blood and the processes of pollination and photosynthesis gives them a sound understanding of life processes. Pupils' understanding of physical processes is less secure. 92. The quality of teaching and learning in Years 3 to 6 is satisfactory. However, in Years 1 and 2 it is unsatisfactory. At the last inspection, teaching was satisfactory at both key stages. Across the school, teachers' daily lesson planning is detailed and clear. It shows the learning intended in each lesson. This is an improvement since the last inspection when it was reported that learning objectives were not made sufficiently clear. However, there are weaknesses in teachers' termly planning. In Years 3 to 6, teachers manage pupils well, they introduce and reinforce specific vocabulary and, in some lessons, pupils are given shorter, timed activities to complete. These strengths motivate pupils, help them to understand what is expected of them and so improves their learning. The quality of teaching in the lessons seen in Years 1 and 2 during the inspection ranged from satisfactory to very good. In a very good lesson, where pupils were investigating changing materials as they observed ice-balloons as they melted, the teacher organised resources very well and fully involved the pupils in their work. Activities were introduced clearly and good links with mathematics were established as pupils used a variety of measuring and recording skills. However, the impact of the teaching is unsatisfactory. There are gaps in pupils' knowledge and understanding where topics have not been sufficiently developed and teachers are not sufficiently aware of how to extend the achievement of more able pupils. 93. The subject is managed satisfactorily by a co-ordinator who has revised the policy and curriculum in the light of the Curriculum 2000. Planning is based on the nationally recommended scheme of work. Appropriate attention was being given during the time of the inspection to preparing the Year 6 pupils for the forthcoming national tests. Assessments are carried out at the end of most taught units of work and teachers keep records of the progress pupils make according to National Curriculum criteria. Teachers make useful evaluations of the strengths and the weaknesses of the units of work that they teach. The co-ordinator has collected a portfolio of examples of pupils' work representing each element of the subject, but this has not been matched to National Curriculum levels. The co-ordinator has also usefully analysed the results of recent national tests for Year 6 in order to provide clearer information about relative strengths and weaknesses in pupils' understanding. Monitoring procedures are sound. However, information and communication technology skills are not used sufficiently in this subject and, sometimes, pupils' writing and recording skills are limited by the overuse of photocopiable worksheets. Interest in the subject is promoted well through the whole school Science Week, when all classes undertake particular scientific work. Recently, older pupils visited the Herstmonceaux science centre and younger pupils visited the local environmental centre. ART AND DESIGN 94. In Years 2 and 6, pupils attain average standards. This judgement is similar to the one made in the school's previous inspection. During this inspection, it was only possible to observe lessons in a Year 4/5 class and in a Year 2/3 class. Judgements are based on an analysis of pupils' work and teachers' planning throughout the school and the lessons seen. Pupils, including those with special educational needs achieve satisfactorily in this subject. 95. In Years 1 and 2, younger pupils begin to explore patterns as they make a series of rubbings from natural materials and create their own patterns using sponge printing. This is developed further in Year 2 when pupils explore a range of patterns and colours in their leaf printing and their rubbings and paintings of the patterns on bark and stone. They create observational line drawings of the shapes of trees and flowers with an appropriate awareness of form and colour. A strength in the provision is the way in which art skills are used to support work done in other areas of the curriculum. For example, pupils in Year 2 link their research about owls in literacy as they make paper sculpture models of the feathery shapes of owls and use their research to copy the patterns made by the feathers. A minor weakness is that opportunities to make choices about materials and colours are sometimes not sufficiently provided. Overall, pupils attain satisfactory standards in drawing, painting and printing but their work shows limited individual flair or imagination. 96. In Years 3 to 6, pupils experience a suitable range of materials and media. They are given some appropriate opportunities to develop their observational drawing. For example, Year 5/6 pupils make an effective use of photographs and an assortment of interesting objects to create some well observed and detailed drawing of objects such as a model steam engine, a jar of seed heads and a row of containers. In their three-dimensional work, pupils' standards are higher and, in their latest work in clay, pupils show they are able to design and create an interesting range of container shapes which involve some skilful manipulation to create handles, lids, and decorations to enhance their work. In an effective link with their work in design and technology, pupils explore through drawing and sketching different designs of hats and their purpose and effect in both fashion and everyday use. 97. Overall, the quality of teaching and learning is satisfactory. Judgements about the quality of teaching have been made largely from a scrutiny of pupils' past work. This indicates that teachers ensure that pupils have opportunities to use and develop an appropriate range of tools and techniques. Pupils explore colour and shape in their still life drawings in pastel and paint and some show an ability to consider how different shapes interact together and use an effective and interesting combination of colour. In Year 6, pupils build on previous work to experiment with still life drawings in pastel, crayon and paint and some higher attaining pupils use a range of marks and techniques to give their drawings depth and detail. A lesson to pupils in the Year 2/3 class where pupils visited the local church and recorded the shapes and patterns they had observed, illustrated several features of good teaching. Their teacher's careful guidance encouraged them to observe closely and, as a result, some higher attaining pupils produced line drawings of windows and embroidery patterns which showed a good awareness of proportion and the shapes in their drawings. 98. The deputy headteacher is managing the subject temporarily and she has a clear and secure understanding of her role. Planning follows the nationally recommended scheme of work and the school is currently completing a two-year trial of these units of work. Teachers' evaluations and the co-ordinator's monitoring have identified the need to ensure that the curriculum time allocation and subject management meet the needs of all pupils and provides a clearer and more regular development of their skills. Some classes use sketch books to support pupils' sketching and preparatory drawings but their use is not consistent in all areas of pupils' work. The school has recognised the need to develop both teachers' confidence and pupils' experiences in their use. Assessment in the subject follows the whole school policy of assessment through teachers' evaluation and provides useful guidance for the further development of the subject curriculum. Information and communication technology skills support work in the subject satisfactorily. Opportunities in the subject are enhanced through events such as the Arts and Caribbean Weeks where artists have worked with pupils on projects such as mask making, screen printing and batik. Weekly clubs in textiles and art provide good additional opportunities to develop pupils' skills and interests. The school's successful participation in Arts Projects for Schools has led to the raising of sufficient funds to organise a continuation of the successful Arts Week activities. Resources in the subject are satisfactory and the school is continuing to develop the range of resources to match the needs of the new units of work. The subject makes a good contribution to pupils' social and cultural development and a satisfactory contribution to pupils' spiritual and moral development. DESIGN AND TECHNOLOGY 99. Pupils in Years 2 and 6 attain average standards and achieve satisfactorily. This was also the judgement of the previous inspection. Pupils with special educational needs attain standards that are the same as those reached by their peers. Because it was possible to see only one lesson of design and technology during the inspection, judgements are based on the displays of pupils' work round the school, discussions, and the scrutiny of planning for the subject. 100. Across the school, pupils are introduced to an appropriate range of tools, techniques and designing opportunities. For example, Year 1 has made moving pictures, whilst Year 2 has produced some good marionettes. They used string for the limbs, and include control bars for manipulating the puppets. They are finished well, using coloured wool for the hair and wooden disks for the feet. Pupils in Year 2/3 have made a technicolour coat similar to Joseph's, whilst Year 4/5 have designed pop-up cards and later, some clay pots. In Year 5, pupils have made some good, well decorated Greek vases in papier-mâché. This linked well with work on Ancient Greece in history. The 5/6 class has some photographs of shelters they made in conjunction with the local electricity supply organisation. 101. Across the school, the quality of teaching and learning is satisfactory, with some good features. In the one lesson seen, pupils were was given good opportunities to evaluate the simple wheeled vehicles that they had made. They discussed the length of the axles, whether the axle needed lowering, and the size and type of the wheels. This good evaluation set them up well for the next part of their work, which is to design and make a winding toy. Several ideas were suggested, such as a well, with a bucket to be raised or lowered. Another suggestion was a spider, moving up and down from a web. Pupils were given the chance to exercise their own independence by selecting materials. They used a range of fixings such as tape or glue, and the teacher had prepared a standard planning sheet, so that pupils could identify the objectives, tools, materials and methods. Pupils then sketched their design ideas, and through some skilful questioning from the teacher, they were able to modify their designs well. These pupils did some good work when they were studying Ancient Egypt in history as they designed and made a 'shaduf', to lift water for irrigation. This very good work enabled a good link between history and design and technology. A similar link has been made in Class 4, in science, when they made models that light up. There is a very good model of a military tank, with a torch where the gun is usually placed. In this way, they are learning more about design and how to finish the model. 102. Planning in the subject follows the nationally recommended scheme and this allows for the development of skills, and the use of materials and evaluation of their own work. The overall time allocation for the subject is satisfactory but there are some significant periods of time when the subject is not being taught. However, teachers sometimes take a block of time to cover a particular project. The school is in the process of further refining the adopted scheme of work. Although there are good links with some other subjects, opportunities to enhance the allocation of time for design and technology are missed. For example, models of a mosque, or a Jewish mezuzah are not incorporated with work in religious education. Opportunities to use information and communication technology in this subject are not sufficiently developed. GEOGRAPHY 103. In Years 2 and 6, pupils attain average standards and achieve satisfactorily. This judgement is similar to the one made in the school's previous inspection. In this inspection, it was only possible to observe the teaching of geography in a Year 4/5 class. Judgements are, therefore, based on the lesson seen, analysis of pupils' work throughout the school, discussions with pupils and teachers and on the school's planning. Pupils with special educational needs reach good standards according to their abilities. The good support they receive from their teachers and teaching assistants enable them to do this. There are no differences between the attainment of boys and girls. 104. In Years 1 and 2, pupils plot a variety of routes around the school and make simple plans to identify key features. They have extended this work to include a route around the village identifying key features and buildings. Pupils have an appropriate awareness of different places in the world, identifying where news events have taken place on a world map. They plan their holiday routes on a map of the world and follow the well travelled progress of 'Charlie' the bear. In Years 3 to 6, pupils build well on their previous mapping skills. Older pupils use a local Ordnance Survey map to identify key features, plot a route and locate points on the map using four figure co-ordinates. Younger pupils compare features on an aerial photograph and compare them with how these features are recorded on a map before making their own plans of a village settlement. Using a range of photographic evidence and maps, they explore features of an area in the Peak district and contrast it with their own area. 105. The quality of teaching and learning across the school is satisfactory. Across the school, teachers ensure that topics are introduced that interest and challenge the pupils. For example, work on aspects of the local weather in Year 2 was developed very well. Pupils had kept regular observations of temperatures and rainfall recording their findings in a variety of charts and graphs. Their work was praised by one of the BBC weather presenters who visited the school to film their weather monitoring activities. Through their exploration of Katie Morag's island, younger pupils develop their understanding of how life on an island is different from their own. Pupils in Years 3 to 6 are introduced to more complex geographical issues and, where possible, this is linked to real life. For example, an environmental project with Year 6 concerned the impact the construction of the Bexhill by-pass might have on the locality. They considered issues such as how the new road might benefit people who have to use busy roads on a regular basis but also how people's homes and livelihoods could also be jeopardised by such developments. In their residential visit to Wales older pupils follow trails on a map and develop their use of the points of a compass in orienteering exercises. 106. The subject is managed well by a co-ordinator who has a secure understanding of her role. She has monitored teachers' planning and has identified some important priorities for the further development of the subject. Planning follows the scheme of work recommended nationally. The school is completing a two-year trial of these units. There is some imbalance between the curricular time allocated to the subject in different year groups. For example, older pupils have almost a year between their two identified periods of study. This adversely affects the rate at which they are able to consolidate their skills and understanding, particularly for the pupils in mixed age classes. A further curricular weakness is that the focus on some aspects of the curriculum, such as the study of locations outside the United Kingdom, is insufficiently evident in pupils' work. Assessment in the subject follows the whole school procedure for judgements on pupils' performance to be made through teachers' evaluation of their planning against the learning objectives. This provides useful information to help teachers plan the next stages of pupils' learning but does not always provide a clear view of individual pupils' level of attainment. Although resources are adequate for the needs of the curriculum, the coordinator has identified the need to ensure that resources for some new units of work are improved. The curriculum is appropriately enhanced by class visits, such as Year 1 and 2 pupils' visit to Bexhill Beach to study the seaside environment, and older pupils' visit to a residential centre in Wales. The interesting link that pupils in Year 2 established with the local BBC weather unit provided very good links with information and communication technology skills and an important insight into the world of telecommunications. The subject makes an appropriate contribution to pupils' spiritual, moral, social and cultural development. HISTORY 107. In Year 2, pupils achieve average standards but in Year 6 they attain above average standards. The school has maintained the standards achieved in Year 2 since the last inspection but standards in Year 6 have improved. This is a result of the improved teaching in the subject. Pupils in Year 2 make satisfactory progress, but good progress is made in Years 3 to 6. Pupils who have special educational needs make progress which is similar to their peers. 108. Pupils in Years 1 and 2, gain a sound understanding of the features of the topic they are studying. For example, they have worked on the story of Florence Nightingale, and know why she went to the Crimea and some of the conditions that she experienced. In their work on the Great Fire of London, they looked at firsthand experience through Samuel Pepys' diary. They know where the fire started, the main events, and why it spread. Year 2 pupils have produced some good work about Ancient Egypt, including maps, landmarks, temples, and buildings. They know something of Egyptian gods such as Horus and Osiris. Pupils in Year 4/5 have studied World War 2 and learnt about evacuation, the blitz, rationing, and events affecting their own area. A local visitor came to talk to them about her experiences during the war, and they went to see the old tank traps locally. Good links were made with English as they read 'Carrie's War' as a class novel. In their topic about Ancient Greece, pupils in Year 5 and 6 wrote about gods, stories, theatres and Greek words and language. They copied the alphabet in Greek and translated their names into the characters. They know that Greek provided many of our modern English vocabulary such as polygon, millimetre and photography. 109. The quality of teaching and learning is good at both stages. This represents good improvement since the last inspection when teaching was satisfactory across the school. A significant strength in teaching across the school is the way in which teachers give pupils the chance to use both primary and secondary information sources. For example, in Year 2 they are working on holidays 'then and now'. There is a good display in the classroom of old pictures from previous generations showing seaside holidays and pastimes. In the very good lesson seen, pupils were working on three columns of information. In one column, they put things that people used to do and enjoy on a trip to the beach. In the third column, they put things that they found in holiday brochures that people do now, and the middle column showed the things from the past that are common to both times. They know that swimming, sand castles and picnics are still enjoyed today. They behaved very well, and concentration was very good as they searched the holiday booklets for good pictures. Also within this project, pupils have asked their parents and grandparents about transport, travel, and holidays when they were young. 110. Pupils in Year 5/6, are currently studying the Victorian era, and in a very good lesson seen they went out round the village and found firsthand evidence of historical changes. They looked at such things as gravestones, the old yew tree in the churchyard, and the price that was given for one of the old windmills with its other properties when sold in Victorian times. The teacher had prepared very well and everyone had a clipboard with questions prepared that led them through some of the significant events, people and buildings of those days in the village. Pupils were very well behaved on the walk and showed great interest in all that they were doing. They shared information amongst themselves, and were very careful to show respect when they were moving about the graveyard. This opportunity of historical fieldwork enhanced the first hand quality of their learning. 111. The co-ordinator leads the subject well and monitors teaching and planning efficiently. Resources are good and enable good learning and attainment by the time pupils leave the school. Visits to local places of interest are made such as an open-air museum of buildings and everyday objects of former times. The co-ordinator has taken time to do further training, such as the use of inquiry skills. She collects samples of pupils' work and has time in staff meetings for history if it is needed. However, insufficient use is made of information and communication technology for history across the school. INFORMATION AND COMMUNICATION TECHNOLOGY 112. In Years 2 and 6, pupils attain average standards and achieve satisfactorily. At the last inspection, standards achieved were above average across the school. Standards have fallen since then because the school's attention has been on reinforcing literacy and numeracy skills, and the school has not been able to keep up with the increasing need for investment in hardware and software for above average standards to have been maintained. Pupils with special educational needs attain similar standards to their peers. 113. Across the school, pupils are introduced satisfactorily to all elements of the subject. Pupils in Years 1 and 2 use word processing facilities to write their news and to consolidate their use of words as they imagine what different foods in their packed lunch boxes might say if challenged and write them on the computer. Older pupils use a database to record the number of cars parked near the school at different times throughout one day, and program a robotic toy to move and turn over a predetermined course. They write and send e-mails to their e-mail pen pals in places such as United States, Malaysia and New Zealand. In Years 3 to 6, pupils use a spreadsheet to work out and record the cost of various items in a sleepover and older pupils word process work on their history topic about the Egyptians. Other pupils use literacy and numeracy programs to reinforce their basic skills. 114. Across the school, the quality of teaching and pupils' learning is satisfactory. There were no clear overall judgements about the quality of teaching at the last inspection. The current judgements have been made following an analysis of pupils' work, discussion with pupils and observation of individuals and small groups using their class computers. No whole class teaching was observed during the inspection. An example of an activity where a teacher was instructing two Year 6 pupils to introduce them to control technology illustrated both the strengths and the weaknesses of the school's approach. The teacher demonstrated very good subject knowledge as he introduced to the pupils the procedure to be adopted for lighting a sequence of lights on a large clown's face and to light a traffic lights display. Pupils were shown clearly what to do and the activities were progressively more difficult and challenging. During the activity, both pupils made very good progress in their understanding. The weakness was that it would take possibly three or four weeks for the same instruction to be given to each member of the class. This is an inefficient use of the teacher's time. Pupils' use of computer skills across the school indicated that they had been taught the necessary concepts and skills satisfactorily. During the inspection, some inventive and interesting applications of computer work were observed. For example, pupils in Year 2 were observing how ice-balloons changed as they melted, and the effective use of the digital camera enabled them to receive an immediate photographic record of their work. They were able to write some explanatory text, import the picture into their text and print an attractive completed piece of work. 115. Teachers are supported by useful subject documentation which the co-ordinator has produced. There is a clear policy statement and helpful advice for pupils' and teachers' use of the Internet. Planning follows the nationally recommended guidance. Management of the subject is satisfactory. The recently introduced assessment procedures, which record pupils' attainment and progress against National Curriculum criteria, are good. Across the school, there are examples of where information and communication technology skills are used well to support work being done in other curriculum areas. For example, regular e-mail communication with the local television weather centre resulted in a visit by the presenter and a valuable insight into the wider telecommunications world. However, the planned and systematic application of computer skills across the curriculum, for instance, in mathematics, science and religious education is not sufficiently developed. Resources are now satisfactory but the use of the small computer suite as a classroom during the current term has restricted pupils' access to computers. Staff training, which has also included teaching assistants has been effective and is due for completion at the end of the current term. MUSIC 116. Standards are above average in Year 2 and average in Year 6. This is an improvement since the last inspection when standards were average in both Year 2 and Year 6. Judgements are based on the lessons seen, observations in both assemblies and additional practices, scrutiny of teachers' planning, pupils' work and discussions with teachers and pupils. Pupils across the school, but particularly in Years 1 and 2, have benefited from the school's use of teachers who have specialist knowledge. As a result most pupils achieve well in these classes. Pupils with special educational needs are well involved in lessons and achieve at the same rate as other pupils in their classes because they receive good support and encouragement from their teachers and teaching assistants. No differences were observed between the attainment of girls and boys. 117. In Years 1 and 2, pupils have appropriate opportunities to listen and to appreciate music such as 'Dawn' by Benjamin Britten when they match pictorial images to different parts of the music. By Year 2, pupils are given a good foundation in understanding some of the special vocabulary of musical notation, using words such as 'stave' and the use of simple percussion instruments such as metallophones and claves. In Years 3 to 6, pupils write simple hymns to familiar tunes, including choruses and repeating lines to emphasise meaning. However, although all elements of music are represented appropriately in the curriculum, opportunities for pupils to collaborate with each other and explore their own sounds and compositions are more limited. 118. The quality of teaching and learning is good at both key stages. Several features of good teaching were seen in a lesson to Year 5/6 pupils taken by the music co-ordinator. The lesson began purposefully with the class clapping regular and irregular rhythms, interchanging groups so that one group played the pulse and the other an ostinato rhythm. This encouraged good concentration and good listening. The teacher's confident subject knowledge enabled her to explain and to guide pupils in their techniques for breathing and correct posture in their singing. In the 'warm up' session for singing, pupils showed they were able to follow their teacher's guidance and use the tonic sol-fa system for pitching their voices. As a result pupils sang together tunefully, maintaining their parts effectively when a small group of pupils sang the descant to an old Caribbean revivalist hymn 'We will all meet together'. The teacher managed a large group of pupils effectively and, through good organisation and a lively energy, enabled all pupils in the class to develop their performance skills well using the steel pans to play the hymn they had been singing. Pupils enjoyed their experiences and during the lesson developed their skills and confidence well. As a result of positive teaching in the subject, pupils enjoy music and appreciate the additional activities offered by the school. 119. The subject is well supported by the expertise, interest and enthusiasm of the co-ordinator. She provides good support for her colleagues. She maintains an appropriate overview of teaching, planning and pupils' attainment in the subject through both informal discussion and formal monitoring. There is a useful scheme of work for the subject which appropriately combines elements of the guidance provided by the Qualifications and Curriculum Authority and the curriculum development resources provided by the local authority. Assessment in the subject follows the whole school procedure by which teachers evaluate pupils' performance in line with the learning objectives of each lesson. This provides useful information for developing the curriculum and guidance to the teacher in planning but does not always give a clear picture of pupils' skills' development. A good number of pupils benefit from the teaching of specialist peripatetic teachers and learn to play such instruments as the keyboard, violin and the guitar. Pupils are given opportunities to take part in such events as the area Recorder Festival, the Infant Music Festival and the Area Music Workshop. Pupils attend the lunch time recorder clubs and take part in musical productions such as the production of 'The Pied Piper' which is currently being prepared. Resources in the subject are satisfactory and meet the needs of the curriculum. There is a good range of untuned percussion and an appropriate number of tuned instruments and keyboards. The subject makes a good contribution to pupils' social development and a satisfactory contribution to pupils' spiritual, moral and cultural development. Information and communication technology is used satisfactorily in this subject. PHYSICAL EDUCATION 120. In Year 2, pupils reach average standards and achieve satisfactorily. Because of the way in which the timetable was organised during the time of the inspection, it was not possible to observe a sufficient range of elements of the subject in Years 3 to 6 for an overall judgement about standards to be made. However, the school's own assessment records show that the swimming programme provided for Year 3 pupils in the summer term only, will not enable most pupils to reach average standards in this element of the subject by the time they leave school. Pupils with special educational needs attain similar standards to their peers. At the last inspection, standards were judged to have been average across the school. 121. In Years 1 and 2, pupils' main achievement is in the way that their throwing and catching skills are developed. Most demonstrated good control as they passed balls of different sizes to members of their team over increasing distances and speeds. Other pupils are beginning to evaluate the success of their own performance. There was insufficient evidence for a judgement to be made about the achievement of pupils in Years 3 to 6 except that progress in swimming is too slow. 122. The quality of teaching and learning in Years 1 and 2 is satisfactory. No clear overall judgement was made about the quality of teaching at the last inspection as the report stated that teaching was 'balanced between good and satisfactory'. An outdoor lesson to pupils in Year 2 illustrated several features of good and very good teaching and their impact on pupils' learning. The teachers' planning showed clearly the learning intended in the lesson, and the lesson began with an appropriate warm-up. The teacher explained what to do clearly and the pupils were told how to improve their catching and throwing skills. The class was stopped appropriately for reinforcement of skills, and the pupils were cleverly involved in deciding what they thought was difficult or easy about the activities and how they could be made more challenging. The result was that pupils were involved well in their own learning, they were well motivated and keen to do well, and most made good gains in their throwing and catching skills as a result of the lesson. There was insufficient evidence in Years 3 to 6 for a judgement to be made about the quality of teaching and learning. The effectiveness of some lessons was limited by the uncoordinated withdrawal of some pupils from important activities. 123. The subject is managed satisfactorily. Planning follows national guidelines which are supplemented by commercial materials. A scrutiny of planning indicated that pupils are provided with an appropriately challenging curriculum which meets National Curriculum requirements, except in the provision of swimming. Teachers make informal assessments of pupils' achievements but more formal procedures are underdeveloped. Indoor and outdoor resources are satisfactory. At the last inspection, the school hall was judged to have been poor. The building extensions and improvements since, which have enabled the hall size to be increased, have meant that the hall is now satisfactory for the teaching of the subject. However, space is still limited, especially for older pupils, and the use of the hall for storing steel-pan musical equipment and other resources further reduces the space available and poses a health and safety risk. Interest in the subject is promoted well by a good number of extracurricular clubs. Clubs are organised for stoolball, netball, rounders, football and gymnastics. Good opportunities are provided for pupils to take part in competitive matches against other schools in football and netball. Other useful and interesting enhancements are the chance provided for pupils to enter the local schools' fun run, a skipping workshop organised by the co-ordinator and the school sports day. RELIGIOUS EDUCATION 124. In Years 2 and 6, pupils' attainment meets the requirements of the locally Agreed Syllabus. These findings are broadly the same as with those of the last inspection. All pupils, including those who have special educational needs, make satisfactory progress. It was only possible to see two lessons of religious education. The findings of this inspection are drawn from those lessons, discussion with staff and pupils, planning documents and pupils' books. 125. In Years 1 and 2, older pupils talk about the call of some of the disciples, and know a good deal about the meaning and symbolism involved in the Christingle ceremony. From the Rector's visit to them, they recalled some of the things that clergy do, such as baptisms, read the Bible, and share bread and wine with the people. Some pupils remembered the stories about the birth and upbringing of Moses. Year 2 have studied a little about Hindu gods and Year 1 pupils have written Harvest prayers and have started to think about baptism, Christmas and Easter in Christianity. 126. During the discussion with Year 6 pupils, they remembered Bible stories such as Noah's ark and much of the detail such as the dove finding trees above the water. They know many of the details about the story of the rich man and Lazarus, and the meaning behind it. Likewise in the story of the Prodigal Son, they were able to give details and to demonstrate that they understood the meaning. Year 4/5 know some facts about Islam, such as the importance of Mecca, halal food, and they know that the Qur'an is the holy book. 127. The analysis of pupils' work and of teachers' planning indicate that teaching and learning are satisfactory with some good features. The quality of teaching and learning was good in both of the lessons observed during the inspection. In Year 2, pupils spent time discussing seeds, sowing and what the seeds needed in order to grow. The teacher drew them on to think about the need for warmth, rain, and nutrition from the soil. This led well into the parable of the Sower, which was the main focus of the lesson. By the time they heard the story, pupils already knew that the seeds would not grow if they were among stones, or in poor soil. This also led to a better and quicker understanding of the meaning behind the story, and pupils were quick to see the underlying points. For example, 'the seeds cannot move the stones out of the way,' said one. Another said that the 'prickles were too strong for the seeds'. They shared the new vocabulary well, and, by the end of the lesson, they knew and understood the meanings behind the story, and were beginning to think about applying them in everyday lives. 128. In the single lesson seen in Year 5/6, pupils were working on the parable of the wise and foolish maidens. They heard the story and then they acted it for the class. The teacher had deliberately chosen less well-known stories in order to broaden pupils' experience. A good part of the lesson was the application of the meaning to their everyday lives. For example, 'You must be ready for whatever life throws at you, 'said one pupil. Another commented, 'Don't let bullies know you are crying or afraid.' They moved on to positive thoughts about the good points to be found in everyone. Examples given were that one rides horses well, one draws and paints well. The discussion ended with the teacher pointing out how lucky we are to have warmth, food and education. The pupils' understanding and appreciation of some truths were developed well in this lesson. 129. Leadership in this subject are satisfactory. The schemes of work meet the broad requirements of the locally Agreed Syllabus butare not sufficiently developed. For example, Years 3, 4, and 5 all have the same plans for late in the autumn term, more especially for Christmas. This does not broaden pupils' understanding sufficiently as they move through the school. Interest in the subject is also enhanced in assemblies and through visits to the local church. The Rector makes regular visits to the school to talk to the pupils. Information and communication technology skills are not used sufficiently and monitoring and assessment procedures are insufficiently developed. The subject makes a good contribution to pupils' spiritual, moral, social and cultural development. Pupils learn about Christianity and have moments of reflection. 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The Original Folk And Fairy Tales Of The Brothers Grimm Fairy Flag - Wikipedia Grimm 021: Cinderella The Original Folk And Fairy Myths, Folktales, and Fairy Tales \| Scholastic 25 Dark and Disturbing Original Versions Of Children's ... How Each Disney Princess Is Changed From Their Original ... Folk hero - Wikipedia The Original Folk And Fairy Tales Of The Brothers Grimm Downloaded fromarchive.imba.comby guest PHOENIX MARISOL The Original Folk And FairyThe Fairy Flag (Scottish Gaelic: Am Bratach Sìth) is an heirloom of the chiefs of Clan MacLeod.It is held in Dunvegan Castle along with other notable heirlooms, such as the Dunvegan Cup and Sir Rory Mor's Horn.The Fairy Flag is known for the numerous traditions of celtic fairies, and magical properties associated with it. The ﬂag is made of silk, is yellow or brown in colour, and is a square ...Fairy Flag - WikipediaThe "Myths, Folktales, and Fairy Tales" project is designed so that you may choose any one or all of the three sections to explore depending on available class time and desired teaching focus. Since each of the sections is aimed at a diﬀerent grade level, modiﬁcations of the activities are advised.Myths, Folktales, and Fairy Tales \| ScholasticFairy tales used to be stories aimed at both adult and child alike and the grown-up themes they portray is good evidence of that. We dug deep with this list to ﬁnd where our common stories come from and what the original dark (very dark) stories really were.25 Dark and Disturbing Original Versions Of Children's ...Disney has been borrowing tales from the Brothers Grimm literally from its very beginning. Snow White and the Seven Dwarfs is based on the Grimm's 1812 fairy tale Snow White, and though it kept the most deﬁning elements of the original story, it also made some signiﬁcant changes.In the original tale, Snow White is younger and doesn't meet the prince before she's given the apple, and ...How Each Disney Princess Is Changed From Their Original ...Source: Jacob and Wilhelm Grimm, "Aschenputtel," Kinder- und Hausmärchen [Children's and Household Tales -- Grimms' Fairy Tales], 7th edition (Göttingen: Verlag der Dieterichschen Buchhandlung, 1857), no. 21, pp. 119-26. The Grimms' source: Dorothea Viehmann (1755-1815), and other sources. This tale, in a diﬀerent version, was included in the ﬁrst edition of Kinder- und Hausmärchen (1812).Grimm 021: CinderellaA folk hero or national hero is a type of hero – real, ﬁctional or mythological – with their name, personality and deeds embedded in the popular consciousness of a people, mentioned frequently in folk songs, folk tales and other folklore; and with modern trope status in literature, art and ﬁlms.. Although some folk heroes are historical public ﬁgures, many are not.Folk hero WikipediaNotes: This fairy tale collection contains 52 of the Grimm's fairy tales. This new Dover edition, ﬁrst published in 1963, is an unabridged republication of the work ﬁrst published by Macmillan and Company in 1886. The "Myths, Folktales, and Fairy Tales" project is designed so that you may choose any one or all of the three sections to explore depending on available class time and desired teaching focus. Since each of the sections is aimed at a diﬀerent grade level, modiﬁcations of the activities are advised. Fairy Flag - Wikipedia Notes: This fairy tale collection contains 52 of the Grimm's fairy tales. This new Dover edition, ﬁrst published in 1963, is an unabridged republication of the work ﬁrst published by Macmillan and Company in 1886. Grimm 021: Cinderella Fairy tales used to be stories aimed at both adult and child alike and the grown-up themes they portray is good evidence of that. We dug deep with this list to ﬁnd where our common stories come from and what the original dark (very dark) stories really were. The Original Folk And Fairy A folk hero or national hero is a type of hero – real, ﬁctional or Related with The Original Folk And Fairy Tales Of The Brothers Grimm: * Triggers And Coping Skills Worksheet : click here 1 mythological – with their name, personality and deeds embedded in the popular consciousness of a people, mentioned frequently in folk songs, folk tales and other folklore; and with modern trope status in literature, art and ﬁlms.. Although some folk heroes are historical public ﬁgures, many are not. Myths, Folktales, and Fairy Tales \| Scholastic The Original Folk And Fairy 25 Dark and Disturbing Original Versions Of Children's ... Disney has been borrowing tales from the Brothers Grimm literally from its very beginning. Snow White and the Seven Dwarfs is based on the Grimm's 1812 fairy tale Snow White, and though it kept the most deﬁning elements of the original story, it also made some signiﬁcant changes.In the original tale, Snow White is younger and doesn't meet the prince before she's given the apple, and ... How Each Disney Princess Is Changed From Their Original ... Source: Jacob and Wilhelm Grimm, "Aschenputtel," Kinder- und Hausmärchen [Children's and Household Tales -- Grimms' Fairy Tales], 7th edition (Göttingen: Verlag der Dieterichschen Buchhandlung, 1857), no. 21, pp. 119-26. The Grimms' source: Dorothea Viehmann (1755-1815), and other sources. This tale, in a diﬀerent version, was included in the ﬁrst edition of Kinder- und Hausmärchen (1812). Folk hero - Wikipedia The Fairy Flag (Scottish Gaelic: Am Bratach Sìth) is an heirloom of the chiefs of Clan MacLeod.It is held in Dunvegan Castle along with other notable heirlooms, such as the Dunvegan Cup and Sir Rory Mor's Horn.The Fairy Flag is known for the numerous traditions of celtic fairies, and magical properties associated with it. The ﬂag is made of silk, is yellow or brown in colour, and is a square ...	<urn:uuid:95b60481-5204-4111-90ae-3d34ecfe6b00>	CC-MAIN-2024-30	https://archive.imba.com/textual?docid=E90i451&ResearchGate=The+Original+Folk+And+Fairy+Tales+Of+The+Brothers+Grimm(3).pdf	2024-07-15T21:32:40+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00030.warc.gz	85,309,758	1,411	eng_Latn	eng_Latn	0.993222	eng_Latn	0.993222	[ "eng_Latn" ]	false	docling	[ 5758 ]	[ 2.59375 ]	1	0
Name_______________________________________________HWK Transformations of Basic Functions Hour______ General function transformation rules Let f(x) be some function, then determine what you think that each of the following transformations does. Sketch 𝑗(𝑥) = 𝑓(𝑥) −5 and complete the table below. Answer these questions based on your sketches and your tables. 𝑗(𝑥) = 𝑓(𝑥) −5 is a ____________________ translation (horizontal/vertical) because it moved its point of inflection and all its other points _______________________ (horizontally/vertically) 𝑘(𝑥) = 𝑓(𝑥−6) is a ____________________ translation (horizontal/vertical) because it moved its point of inflection and all its other points _______________________ (horizontally/vertically) 𝑔(𝑥) = 𝑓(𝑥) + 4 State the new point of inflection. (_____, _____) State the new y intercept. (_____, _____) 𝑗(𝑥) = 𝑓(𝑥) −5 State the new point of inflection. (_____, _____) State the new y intercept. (_____, _____) 𝑘(𝑥) = 𝑓(𝑥−6) State the new point of inflection. (_____, _____) State the new y intercept. (_____, _____) 𝑝(𝑥) = 𝑓(𝑥+ 3) State the new point of inflection. (_____, _____) State the new y intercept. (_____, _____) Let f(x) be some function, then determine what you think that each of the following transformations does. Sketch 𝑔(𝑥) = 𝑓(𝑥+ 2) + 4 and complete the table below. Sketch 𝑝(𝑥) = 𝑓(𝑥+ 3) −8 and complete the table below. x -2 -1 0 1 2 g(x) x -2 -1 0 1 2 p(x) Answer these questions based on your sketches and your tables. 𝑔(𝑥) = 𝑓(𝑥+ 2) + 4shifted its points ____________ and ____________its vertex is located at _________ 𝑗(𝑥) = 𝑓(𝑥−1) −5shifted its points ____________ and ____________ its vertex is located at _________ 𝑘(𝑥) = 𝑓(𝑥−6) + 7shifted its points ____________ and ____________ its vertex is located at _________ 𝑝(𝑥) = 𝑓(𝑥+ 3) −8shifted its points ____________ and ____________ its vertex is located at _________ Use the ZERO feature on the TI Nspire to find the x intercepts of each of the functions or state why this is impossible. Let f(x) be some function, then determine what you think that each of the following transformations does. Sketch 𝑔(𝑥) = −1𝑓(𝑥) and complete the table below. Sketch 𝑘(𝑥) = 1 2 𝑓(𝑥) and complete the table below. Answer these questions based on your sketches and your tables. Use these words: vertically stretched, vertically compressed, vertically reflected, or horizontally reflected. If we multiply a function by a number between 0 and 1, then the function is said to have been ________________ If we multiply a function by a number between -1 and 0, then the function is said to have been ________________ & ________________ If we multiply a function by a number greater than 1, then the function is said to have been ________________ If we multiply a function by a number less than -1, then the function is said to have been ________________ &______________ If we multiply a function by ANY negative number, then the function is said to have been ___________________ SPECIAL CASE If we multiply a function's input values by -1, then the function is said to have been ________________________ * Sketch each of the following transformations and label each of the following when present: (vertex, vertical asymptote, horizontal asymptote, point of inflection, local extreme, y intercept, or x intercept) * Circle the types of transformations present. 3 𝑝(𝑥) = √8𝑥 −6	<urn:uuid:d3574fd0-4d3f-4ca3-8c85-972d932ed9f9>	CC-MAIN-2024-30	https://www.shadhickmanrhs.com/uploads/3/0/7/0/30709179/8-24-23_hwk_transformation_of_functions.pdf	2024-07-15T21:35:11+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00031.warc.gz	895,988,654	993	eng_Latn	eng_Latn	0.923057	eng_Latn	0.994767	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1190, 2055, 3165, 3441 ]	[ 2.84375 ]	1	0
RECESS IN ELEMENTARY SCHOOLS A Position Paper of the Council on Physical Education for Children And The National Association for Sport and Physical Education Recess, An Essential Component Recess, while separate and distinct from physical education, is an essential component of the total educational experience for elementary aged children. Recess provides children with discretionary time and opportunities to engage in physical activity that helps to develop healthy bodies and enjoyment of movement. It also allows elementary children to practice life skills such as conflict resolution, cooperation, respect for rules, taking turns, sharing, using language to communicate, and problem solving in real situations that are real. Furthermore, it may facilitate improved attention and focus on learning in the academic program. Various organizations including the National Association of Elementary School Principals, the National Association for the Education of Young Children, and the American Association for the Child's Right to Play support recess as an important component of a child's physical and social development. Children need a variety of movement experiences to develop a healthy mind and body that is capable of learning. Inactivity is considered a major risk factor for heart disease and patterns of inactivity may begin at early ages. As a result of parents working outside the home, neighborhood safety issues, and a lack of community support, a growing number of children have limited time to participate in unstructured play in their neighborhoods. They spend more time watching TV, playing computer games or other sedentary activities. The result of this inactivity, coupled with poor nutritional habits, is more children are overweight and obese, showing early signs of heart disease, diabetes and other serious health problems. The involvement of young children in daily physical activity during school hours therefore is critical for their current and future health. Recess may also provide the opportunity for students to develop and improve social skills. During recess periods, students learn to resolve conflicts, solve problems, negotiate, and work with others without adult intervention. Cognitive abilities may also be enhanced by recess. Studies have found that students who do not participate in recess may have difficulty concentrating on specific tasks in the classroom, are restless and may be easily distracted. In addition, recess serves as a developmentally appropriate strategy for reducing stress. Contemporary society introduces significant pressure and stress for many students because of academic demands, family issues and peer pressures. Based on this information, COPEC recommends the following: ♦ Recess should not replace physical education. Recess is unstructured playtime where children have choices; develop rules for play and release energy and stress. It is an opportunity for children to practice or use skills developed in physical education. RECESS IN ELEMENTARY SCHOOLS A Position Paper of the Council on Physical Education for Children And The National Association for Sport and Physical Education ♦ Physical education provides a sequential instructional program with opportunities for children to learn about and participate in regular physical activity, develop motor skills, use skills and knowledge to improve performance. ♦ Schools should develop schedules that provide for supervised, daily recess in grades pre-kindergarten through grades five or six. The use of facilities for recess activities should not interfere with instructional classes (separate locations for each activity). If possible recess should not be schedules back to back with physical education classes. ♦ Recess should not be viewed as a reward but a necessary educational support component for all children. Students should not be denied recess as a means of punishment, or to make up work. ♦ Periods of moderate physical activity should be encouraged and facilitated while recognizing that recess should provide opportunities for children to make choices. NASPE recommends that children ages 6-11 participate in at least one hour and up to several hours of physical activity each day. This activity may occur in periods of moderate to vigorous activity lasting 10-15 minutes or more. Recess may provide some of this activity time. ♦ Schools should provide the facilities, equipment and supervision necessary to ensure the recess experience is productive, safe and enjoyable. Developmentally appropriate equipment, as outlined in the NASPE Guidelines for Facilities, Equipment and Instructional Materials, should be made available. Adults should regularly check equipment and facilities for safety. ♦ Physical education teachers and classroom teachers should teach children positive skills for self-responsibility during recess. ♦ Adults should direct or intervene when a child's physical or emotional safety is an issue. Bullying or aggressive behavior must not be allowed and all safety rules should be enforced. Quality physical education along with daily recess are necessary components of the school curriculum that enable students to develop physical competence, health-related fitness, self responsibility, and enjoyment of physical activity so that they can be physically active for a lifetime. RECESS IN ELEMENTARY SCHOOLS A Position Paper of the Council on Physical Education for Children And The National Association for Sport and Physical Education References: Council on Physical Education for Children (COPEC). (1998). Physical Activity for Children: A Statement of Guidelines. Reston, Virginia. Jarrett, O.S., "Effect of recess on classroom behavior: Group effects and individual differences," Journal of Education Research, 1998; 92(2): 121–126. National Association of State Boards of Education. (2000). Fit, Healthy and Ready to Learn. Alexandria, Virginia. Pellegrini, A.D. and Smith, P.K., "School recess: Implications for education and development," Review of Educational Research, 1993; 63(1): 51–67. Pellegrini, A.D. and Davis, P.D., "Relations between children's playground and classroom behaviour," British Journal of Educational Psychology, 1993; 63: 88–95. *Additional information on recess may be found at the International Play Association	<urn:uuid:41dfc8ef-b164-4f77-9afd-155101e9dd45>	CC-MAIN-2024-30	https://www.nh.gov/gcpah/documents/recessinelemschool.pdf	2024-07-15T19:55:46+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00030.warc.gz	795,459,624	1,171	eng_Latn	eng_Latn	0.932415	eng_Latn	0.992787	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3019, 5373, 6348 ]	[ 4.03125 ]	2	1
"Every time I prepare lessons for the Deditos series, I appreciate so much the quality of the videos. I find such wonderful and incredible theological content. This production is excellent!" (Claudia, USA) Deditos Curriculum Viña has developed lessons to accompany each video so that children will be challenged to think and behave differently—developing a strong worldview, based on core spiritual perspectives. Five lessons, designed to accompany each video Bible story, include a teacher's manual, activity sheets for children of different ages, questions, activities and games to drive home the application of the Bible story. Another series of lessons have been developed for use by parents in the home. The lessons provide practical ways for kids to grow in trusting God, showing love to their neighbors, and learning how the whole story of the Bible fits together…connecting the dots between the Bible and kids' lives. Deditos is produced by Viña, a media production ministry in Guatemala. Deditos.org All our materials are available for free! The Deditos series is crowdfunded. Thanks to the generous support of people like you, all our videos are available for free. Your donation can make an extraordinary impact by bringing the stories of Scripture alive so that children everywhere can experience the love of Jesus! https://deditos.org/en/donate What others are saying… "In my opinion…Deditos is the best and most attainable choice [of Christian media projects] for local churches as they seek to reach out to minority language people groups. Remember the typical local church in the world today is both non-western, and low-income. When I compare Deditos to other projects…it is easy to see that Deditos is the one project that is reasonably close to the capacity of non-western national churches." (Jim, Pioneers) Children fascinated and filled with hope as they come into contact with God's Word. "What you believe at age 13 is what you will believe until you die." In the overwhelming majority of children, most of the moral and spiritual foundations are in place by age nine. By the age of 13, one's spiritual identity is largely set in place. (George Barna) Start children off on the way they should go, and even when they are old they will not turn from it. Proverbs 22:6 (NIV) One of the biggest needs in the world are non-Western discipleship materials for children * Much of the material available around the world comes from the West, and is not relevant. * Many ethnic groups have no materials for children in their language. The Power of a well-told story Each culture houses its central convictions in its fundamental narrative—it's creation story. The Deditos video series uses fifteen chronological Old Testament stories, beginning with God's creation, to offer biblical answers to those fundamental worldview questions by presenting God's dealings with humanity to illuminate the human condition and the hope that is found only in Christ. Deditos.org The superhero in the Deditos Bible stories is God Children need to know that God is not just any god, but the God of the Bible; the God of Abraham, Isaac, and Jacob. He loves them so much that he gave his Son Jesus to save them from their sins. And he desires to see them flourish and grow. The Deditos series gives children a foundational understanding that God is the God of all cultures, gives them a solid connection with the themes and stories of the Old Testament, which in turn gives context and meaning to the New Testament. Deditos (little fingers) Videos Children need to know God from the time they are small, but it can be hard to share Bible stories with them in a way that is captivating AND true to Scripture. The Deditos series gives children a foundational understanding that God is the God of all cultures, gives them a solid connection with the themes and stories of the Old Testament, which in turn gives context and meaning to the New Testament.	<urn:uuid:7e4f53ad-d448-4169-b038-3d92fd60e717>	CC-MAIN-2024-30	https://www.vvmi.org/wp-content/uploads/2023/08/Deditos_trifold_2.pdf	2024-07-15T20:17:17+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00034.warc.gz	942,987,897	821	eng_Latn	eng_Latn	0.996124	eng_Latn	0.996206	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1924, 3977 ]	[ 2.25 ]	1	0

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