Split (1)

train · 101k rows

text string	id string	dump string	url string	date string	file_path string	offset int64	token_count int64	language string	page_average_lid string	page_average_lid_score float64	full_doc_lid string	full_doc_lid_score float64	per_page_languages list	is_truncated bool	extractor string	page_ends list	fw_edu_scores list	minhash_cluster_size int64	duplicate_count int64
The Cafeteria Classroom: What Custodians Can Do to Create a Positive Cafeteria Environment It's no secret that custodians play a very important role in keeping a school going. Their dedication to serving and anticipating people's needs is essential. Custodians also can contribute to students' education, helping them learn how to care for the physical environment in which they spend the majority of their day. The school cafeteria is one of the places where custodians play a key role in setting the tone, establishing expectations, building relationships, and helping students learn. Listed below are five ways custodians can have a positive effect on the cafeteria environment. 1. Be a part of the team The team of staff that are responsible for the cafeteria environment usually includes custodians, paraeducators, food service staff, and school administrators. All members of the team need clear expectations about who is responsible for what. Ask questions, help define your role, and be sure you know what is expected of you so you can maximize your impact. 2. Identify the best flow for the cafeteria How students move through the lunch line and the waste station is important to the cafeteria environment. The flow should be efficient and clear, minimizing confusion, cross-traffic, and bottlenecks. Work with the cafeteria team to look at the flow of students moving around the cafeteria. Try different table configurations to see what works best and feels right. 3. Engage students in helping to care for the cafeteria environment Keeping the cafeteria clean is important for students to feel like they matter and they can enjoy their meal. Everyone has a role to play in maintaining a clean cafeteria environment. Help set clear expectations for students about taking responsibility for cleaning up after themselves. Be sure there is adequate time in the schedule to clean between lunches. Many schools enlist the help of students in sweeping, wiping off tables, and assisting other at the waste station. 4. Teach students how to reduce and manage food waste Your role in the cafeteria is essential to help students learn about how to manage food waste responsibly. Position yourself at the waste station to help students learn how to sort their food waste properly, why it matters, and why they should care. Most students want to do the right thing and they need you to help. 5. Build relationships You might be the one person that makes a child's day. Make eye contact, smile, call students by name, have a conversation. Building relationships sets a positive tone in the cafeteria and will help in your role as an educator.	<urn:uuid:2f90f90a-4eca-40a9-8e3d-49ed8aa5c8ff>	CC-MAIN-2024-30	https://www.whatcomfarmtoschool.org/wp-content/uploads/2018/11/Custodians-in-the-Cafeteria.110718.pdf	2024-07-15T20:50:02+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00034.warc.gz	948,178,957	528	eng_Latn	eng_Latn	0.99875	eng_Latn	0.99875	[ "eng_Latn" ]	false	docling	[ 2666 ]	[ 3.15625 ]	1	0
Hamble Village Preschool Inspection report for early years provision Unique Reference Number 511086 Inspection date 24 January 2006 Inspector Lynn Reeves Setting Address The Memorial Hall, High Street, Hamble, Southampton, Hampshire, SO31 4JE Telephone number 07708 426134 E-mail Registered person Hamble Village Preschool Type of inspection Integrated Type of care Sessional care ABOUT THIS INSPECTION The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later. The key inspection judgements and what they mean Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk. THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are good. WHAT SORT OF SETTING IS IT? Hamble Village Pre-school is a committee-run pre-school which opened in 2000. There are currently 62 children from 2 years to 5 years on roll. This includes 46 funded 3 year olds and 10 funded 4 year olds. Children attend for a variety of sessions. The group supports children with special educational needs and those who speak English as an additional language. The group opens five days a week during school term times. Sessions are from 09:30 until 12:00 Monday to Friday, and 12:30 until 15:00 on Tuesday, Wednesday and Friday afternoons. There are six members of staff who work directly with the children, three of whom hold early years qualifications. The group also employs an administrator. The setting receives support from a teacher/mentor from the Early Years Development and Childcare Partnership and is a member of the Pre School Learning Alliance. THE EFFECTIVENESS OF THE PROVISION Helping children to be healthy The provision is good. Children learn about good hygiene practices and follow personal routines such as washing their hands after playing with the paints and sand, after toileting and before eating. Children help themselves to drinking water and recognise when they are hot; they learn how to look after their bodies when the weather is colder as they wrap up in coats, scarves and hats when playing outside. Children's risk of infection is minimised because staff implement effective health and hygiene policies and procedures, for example, they wear disposable gloves when changing nappies and use anti-bacterial spray to disinfect tables before snack time. The children are well protected as staff attend a rolling programme to update their first aid training and food handling and respond to accidents and the administration of medication effectively, recording all relevant information and sharing this with parents. Children enjoy daily opportunities to participate in activities developing their co-ordination and skills, for example, riding the sit-on-toys, kicking footballs and playing on the climbing frame. They are beginning to learn about their bodies and find different ways to use their muscles when throwing and catching bean bags, crouching down and stretching up high as they dance to music and when playing various ball games. Children develop good self-care skills as they attempt to do up their buttons on their coats, help to tidy things away, pour their own drinks and visit the toilets independently. Children benefit from a healthy diet, they confidently choose what they would like to eat from a range of fresh fruit and healthy options and discuss what is good for them. Children are given opportunities to try new things, for example, this week they are trying Barm Brack bread as they learn about Ireland, and children's dietary needs are recorded and catered for. Protecting children from harm or neglect and helping them stay safe The provision is satisfactory. The premises are bright and welcoming, and children's work is displayed on the walls, making them feel valued. Children access a very good range of play equipment and resources, which are stored at low level and rotated, increasing opportunities for them to be independent and enabling them to make their own choices. Children are safeguarded because staff pay high attention to ensuring risks and hazards are minimised, for example, ensuring the premises are secure, using passwords for the collection of children, cleaning up spillages immediately and removing hazards from the floor. Staff ensure all resources are checked before the children arrive and complete written risk assessments which are evaluated. However, visitors do not record contact details, which impacts on children's safety. Children move freely and safely between the inside and outside learning environment and develop a good awareness of safety through participating in road safety activities and practising emergency evacuations. Children are given sensitive reminders about keeping safe, for example, not to run around the hall, to handle scissors correctly and to pick things up from the floor so others do not fall over things. Staff's good knowledge and understanding of child protection issues helps to ensure children are protected from harm and neglect, although the recording of existing injuries has details missing, which impacts on children's safety. Helping children achieve well and enjoy what they do The provision is good. Children develop very good independence as they confidently run into pre-school, hang up their coats and find their peers. Children remain interested and involved in their learning and they are provided with a good range of stimulating activities and learning opportunities. Children are made to feel welcomed as the practitioners are getting to know the children well and the key worker system helps to secure relationships between the children and staff, developing a strong sense of trust and belonging. Children enjoy a vast range of opportunities to express their imagination, especially in role-play where they act out roles in the restaurant. Children make good progress because staff are knowledgeable and support them. Younger children are developing good communication skills as they contribute to group discussions and are becoming competent learners as they are integrated into older groups. Practitioners interact well with the children, they make themselves available to offer help and assistance, knowing when to stand back to let play develop. Children are provided with a range of experiences to keep them stimulated and interested. Staff recognise the value of play, enabling children to play and work together in large and small groups as well as independently. Nursery Education The quality of teaching and learning is good. Children are progressing well because practitioners have a secure understanding of how children learn and knowledge of the Foundation Stage. They use open-ended questions to make children think and adapt techniques according to the age and ability of the child. Practitioners implement a varied range of teaching methods to introduce an exciting range of activities and experiences to all children, including those with special educational needs and those who have English as an additional language. Staff work well together as a team, monitoring children's progress and gathering information to plan for the children's next steps of development. Staff are keen and enthusiastic and are good role models for children, encouraging them to use their manners and saying "Please" and "Thank you". Children show a sense of belonging and have a high level of independence, freely selecting equipment for themselves. They are eager to learn and concentrate well, showing good perseverance with activities, for example, children using scissors to cut up the tissue paper and card to make their flags. They select books independently and begin to develop their understanding of sounds and letters as they find their name cards for snacks. However, labelling of resources is limited, which prevents children consolidating their learning of familiar words. Children attempt to make marks to paper on the writing table whilst colouring with crayons and use chalks on the board. However, there are limited opportunities for them to practice emergent writing, for example, in role-play or to attempt to label their own work. Children's vocabulary is developing well as they discuss the weather at registration time and discuss things about Ireland. Children independently use a range of tools, for example, rolling pins, cutters, scissors and glue sticks, to build and join things together. Children gain confidence in using numbers as they head count during registration, count how many children are around the snack table and compare numbers using simple board games, compare bears and counting bricks. They manage to solve simple mathematical problems by working out how many Popoids they will need to build a rocket and how many pieces make up the jigsaw puzzle. They develop their understanding of weight and measure as they use objects in the sand tray, funnels and bottles in the water tray and scales to measure cooking ingredients. Children recognise and make simple patterns as they use cut up vegetables in paint and make handprints, which they then count. Children learn about themselves and their families through discussion and topic work and acquire knowledge of their environment through outings and visitors to the group. They use everyday technology, for example, magnifying glasses, scales, telephones and tills, and demonstrate good mouse control as they access the computer, all of which supports their learning. Children demonstrate good spatial awareness as they push prams around the room, taking care not to bump into others, and negotiate obstacles in the playground as they ride their bikes and scooters. They use their imagination well in the role-play area where they decide what characters they want to be and find the relevant resources. They express themselves and communicate their ideas during structured activities and free-play, for example, talking about what colours their flags are going to be, sharing photographs of their visits to Ireland and what the bread tastes like. Children experiment with a range of media, for example, sand, water, play-dough, rice, pasta and paints, and use their senses to touch, feel and smell the differences. Staff work very well as a team suggesting new ideas and methods, setting the planning and monitoring the children in a variety of ways to identify individual targets for children to work towards. Staff organise play resources well to ensure children can make choices. They recognise the group's own strengths and weaknesses and provide a curriculum which meets the needs and abilities of the children; this ensures children are able to achieve their full potential. Helping children make a positive contribution The provision is good. Children are highly valued as individuals and receive lots of praise and encouragement from staff, which help them to settle. They have a very positive attitude towards themselves and one another and recognise the need to share and take turns when involving themselves in each other's play. Children show concern for one another and responded sensitively when a child wanted to rest because he was feeling unwell. Children receive reward stickers throughout the day for various achievements, for example, sitting nicely at snack time, helping others, being kind and visiting the toilet independently, which supports their self esteem. Children are confident and show good levels of self-esteem, they know what is expected from them and respond well to praise and encouragement. Children are beginning to understand right from wrong through the sensitive methods used by staff, for example, gentle reminders to share, to take turns and to be kind to each other. Children benefit from the secure relationships between the staff and their parents. Flexible arrangements for the induction of new children to the group and the implementation of the effective key worker system helps to ensure staff are well informed about children's individual needs and requirements. Children gain a good understanding of the local environment and community when they visit the local fire station and when they see visitors in the group, for example, teachers, the dentist, the lollipop man and the fire brigade. Children learn about the wider world as they talk about different countries and travel. Currently children are learning about the British Isles, they draw flags, taste different foods and discuss modes of transport, such as buses, trains and the ferry. Planned activities that are linked to cultural festivals and access to resources representing a diversity of culture, ethnicity and disability promote equal opportunities. The setting has effective arrangements in place to care for children with special educational needs and those who speak English as an additional language. This positive approach fosters children's social, moral, spiritual and cultural development. The partnership with parents and carers is good. Parents receive detailed information about the group and the curriculum via the prospectus, newsletters and clearly displayed notice boards. Children benefit from good relationships between the practitioners and parents, as they are encouraged to share what they know about their child when they join the group. Parents fill in a child profile before the child starts and are encouraged to get involved in home learning, for example, sending things in for the interest table relating to the themes, letter and colour of the week, becoming parents helpers on the rota system and supplying resources such as collage materials for specific projects. Children's individual progress and achievements are discussed during handover time and through verbal and written reports, which keep parents up to date on their child's progress and next steps for learning. Children's learning is significantly enhanced by the contributions parents make and the secure links in place between home and pre-school. Organisation The organisation is good. Children's care and learning is enhanced by the effective deployment of staff and their clear roles and responsibilities. Staff are knowledgeable about the Foundation Stage curriculum and are experienced in working with pre-school aged children, which support children's care and learning. High ratios maintained ensure children receive lots of care and attention. Most documentation is in place, although the procedure to ensure staff sign the daily register needs addressing. Detailed policies and procedures are implemented effectively and available for inspection. As a result, the setting meets the needs of the range of children for whom it provides. Leadership and management are good. Management influence practice on a daily basis and support the staff with additional training and annual appraisals. Staff organise play and learning opportunities to ensure children receive appropriate challenges. All staff contribute towards the planning and make good use of regular meetings to monitor the curriculum and the impact on children's individual progress. Each activity is evaluated, taking account of the resources, numbers of children, level of differentiation and how the aims and objectives are or are not met. Staff observe children and takes notes on their key worker children to ensure individual needs are covered in the short term planning, helping children to reach their full potential. Staff recognise the strengths of the group and identify areas for improvement via the evaluation forms and are committed to ensuring that the quality of care and education is continually improved for all children. As a result, children are happy, motivated learners and are able to achieve their individual potential during their time at the pre-school. Improvements since the last inspection At the last care inspection, the provider was asked to consider providing further opportunities to discuss children's progress with parents. The provider has implemented systems to ensure parents receive information on a formal and informal basis through verbal and written reports. They were asked to develop staff's knowledge and understanding of child protection issues, with particular regard to supervisory staff. All supervisory staff have now attended a child protection course to update their knowledge. In addition they were asked to ensure children are offered a healthy option at snack time. The group now promote healthy eating and provide children with fresh fruit on a daily basis. The provider was asked to ensure that a range of activities are available to children throughout each session, which cover all areas of learning and enable children to make choices, also to ensure that expectations of children are age appropriate and realistic. The group has re-organised the session, by changing the snack time routine, which ensures children have access to resources throughout the session, which cover all areas of learning. They have also adapted the activities and planning to demonstrate how activities are differentiated to ensure that expectations of children are age appropriate and realistic. Complaints since the last inspection There have been no complaints made to Ofsted since the last inspection. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted. THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are good. WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT? The quality and standards of the care To improve the quality and standards of care further the registered person should take account of the following recommendation(s): * ensure contact details are obtained in the visitors book * ensure the procedures for recording existing injuries are maintained with appropriate information * implement a procedure to ensure that the arrival and departure time of staff is recorded. The quality and standards of the nursery education To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): * provide more opportunities for children to recognise familiar words by using labels in the environment * provide more opportunities for children to practice emergent writing and form recognisable letters Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk	<urn:uuid:61ed7829-06d0-445c-b197-c80233f0566e>	CC-MAIN-2024-30	https://files.ofsted.gov.uk/v1/file/1422683	2024-07-15T21:44:49+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514713.74/warc/CC-MAIN-20240715194155-20240715224155-00034.warc.gz	227,644,873	3,701	eng_Latn	eng_Latn	0.963968	eng_Latn	0.997387	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 397, 2614, 5675, 8921, 12325, 15756, 18840, 20294 ]	[ 1.5078125, 2.84375 ]	1	0
Standing Requirements Outcomes Library BS in Computer Engineering Technlgy Outcome Set OBJ 1: Problem solving skills Students will learn problems solving skills. OBJ 2: Commanding contemporary tools Students will learn how to command contemporary tools. Outcome Outcome 2.1: Apply stimulation tools Students will apply simulation tools to verify theoretical design or troubleshoot potential system problems. Outcome 2.2: Analze lab data Students will analyze lab data using statistical tools. OBJ 3: Design skills Student will learn design skills. OBJ 4: Lab skills Students will learn lab skills. Outcome Outcome 4.1: Plan experiments Students will plan experiments to collect desired data or Printed on: 09/16/2014 12:10:31 PM (EST) Mapping No Mapping No Mapping Mapping No Mapping observations. Outcome 4.2: Conduct experiments No Mapping Students will conduct experiments to truthfully record results following manual or proposed steps. Outcome 4.3: Follow saftety procedures Students will follow safety procedure and lab protocols, handle equipments with care. No Mapping Outcome 4.4: Examine lab results Students will examine and interpret lab results to draw conclusions. Foundational Studies: IIIa. Quantitative Literacy OBJ 5: Managerial skills Students will learn managerial skills. Outcome Mapping Outcome 5.1: Develop work plans Students will develop work plans with clearly defined phased goals and timeline. No Mapping Outcome 5.2: Follow work plan Students will follow work plan by observing time line and reporting progress. No Mapping Outcome 5.3: Modify schedule Students will modify schedules based on progress. No Mapping OBJ 6: Ethics awareness Students will learn ethics awareness. Outcome Mapping Outcome 6.1: Analyze ethics Students will analyze ethics issues based on professional ethics codes. No Mapping Outcome 6.2: Technology impact on society Students will understand technology impact on society. No Mapping OBJ 7: Lifelong learning Students will learn lifelong learning. Outcome Mapping Outcome 7.1: Professional societies Students will get involved with professional societies. No Mapping Outcome 7.2: Technological trends Students will research the latest technological trends in a specific area. No Mapping OBJ 8: Teamwork skills Students will learn teamwork skills. Outcome Mapping Outcome 8.1: Individual role and shared duties Students will understand individual role and shared duties. No Mapping Outcome 8.2: Respect different opinions Students will listen to others; cooperate with teammates; respect different opinions. No Mapping OBJ 9: Communication skills Students will learn communication skills. Last Modified: 06/05/2014 09:08:40 AM CDT	<urn:uuid:2e8f9cb7-2129-450c-81f5-241d5d3130ec>	CC-MAIN-2018-26	http://www2.indstate.edu/assessment/docs/TS-Outcomes-Libraries/COT/BS_in_Computer_Engineering_Technology.pdf	2018-06-23T17:37:45Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00447.warc.gz	543,168,727	900	eng_Latn	eng_Latn	0.98648	eng_Latn	0.98861	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 808, 2657, 2772 ]	[ 2.453125 ]	2	0
Assignment: Step 1: Obtain a copy of The Alchemist by Paulo Coelho. Step 2: Complete the accompanying assignments for each part of the novel. After reading Part 1, complete the following: - Mandala: Based on what is learned about Santiago in the opening of the novel, you will be creating a mandala (attached sheets) for his character. The mandala expresses symbols that would be of importance to his character. The center of the mandala should contain a symbol that represents a value, ideal, etc. that is most important or central to his character. You will then provide an explanation for your choices. - Philosophical Thoughts: In these sections you will be focusing on quotes that seem to have greater wisdom or meaning beyond the characters and novel itself. For example in part one, the narrator states "Everyone seems to have a clear idea of how other people should lead their lives, but none about his or her own." You will record (attached sheets) these philosophical thoughts in the form of direct quotes and explain their meaning and relationship to Santiago. After reading Part 2, complete the following: - Important Encounters: On his journey, Santiago encounters several individuals who provide insight and guidance to him along the way. You will indicate (attached sheets) what lessons Santiago learned from each of these characters and how each of them influenced his decisions. You must provide direct quotes in support of answers. - Interview Questions: After reading the novel, answer the final questions that relate to an interview conducted with the author, Paulo Coelho. Be sure to include direct textual evidence in the form of quotes in your response. ***Sophomore Honors: Please note the additional assignment that you are required to complete. Explanation: (6-8 sentences) ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ In an interview Paulo Coelho discussed the "Four Pillars of Alchemy"; four important guideposts for finding one's Personal Legend, which he defines as "your blessing, the path God has chosen for you here on Earth." As you answer each question, consider how each pillar is reflected in Santiago's story. Each response should include direct textual evidence from the text, namely evidence that you have not used on previous parts of the summer assignment. 1. One must believe in "The Soul of the World." The ancient Latin term for this concept is "anima mundi." This idea suggests that everything in the world in interconnected; that is, what one does affects everything else, from the smallest grain of sand to the largest whale. 2. One must listen to the voice of the heart. Coelho suggests that sometimes we must follow our feelings and intuitions, even if we do not fully understand them. Through feelings one gains wisdom. 3. One must be faithful to one's dreams, for they both test and reward us. In other words, the path to achieving one's personal legend may not be an easy one, but we must endure the tests in order to gain the rewards. 4. One must "surrender oneself to the universe." Coelho suggests that we must allow ourselves to be open to recognizing and learning from opportunities and signs which come our way. In addition to reading the novel, you will be required to explore the website/blog 52 peaks (http://52peaks.com/). The website was launched in 2016 when two women decided they would climb 52 peaks (1 per week) in a single year. Their mission crossed the globe and has since concluded. They also sponsored a book club as part of their climbs beginning with The Alchemist. In an essay, consider the following questions: - Why did these women decide to begin this journey? Who are they? What are their backgrounds? - What challenges did they face? - What insights did they gain along their individual and collective journeys? - Why did they choose The Alchemist as their first book on the trek? - What interests you about their story? Requirements: - 2 pages, typed, double spaced, MLA Heading - direct textual evidence (peak blogs & peak logs will be important reading) - address the main questions in your response - avoid first person pronouns	<urn:uuid:fbe16481-cee5-4c98-9fc0-a863f640e363>	CC-MAIN-2018-26	https://echalk-slate-prod.s3.amazonaws.com/private/groups/3286/resources/ffc38d5e-65f2-457a-a3df-582e72b1d498?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1842451215&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%22Summer%2520Reading%2520Sophomores%25202018.pdf%22&response-content-type=application%2Fpdf&Signature=9eppbrrf2U3Y8pw1ydhkAFQ%2Bc24%3D	2018-06-23T17:43:15Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00448.warc.gz	592,447,395	874	eng_Latn	eng_Latn	0.998638	eng_Latn	0.999458	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 1778, 2521, 3852, 4801 ]	[ 3.328125 ]	3	2
Name: ___________________________________________ Number: _______ Date: ______________ Objectives: - I can determine the main idea of a nonfiction passage - I can identify cause and effect relationships in a nonfiction passage 1. What is the main idea of this passage? - What is the title? - What is each paragraph about? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ - I can identify cause and effect relationships in a nonfiction passage 1. What is the main idea of this passage? - What is the title? - What is each paragraph about? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How did Chicago CHANGE over time? What CAUSED those changes? CAUSE (problem/situation) EFFECT (change) Copyright © 2018 Ashley McCall. All Rights Reserved. Objectives: - I can determine central idea of subsections of nonfiction text - I can determine central idea of an entire nonfiction text Directions: Read the article "Early Native Americans". As you read, answer questions about each subsection. Early Native Americans Subsection #1: Introduction What are TWO KEY FACTS you learned about Chicago? FACT #1: ________________________________________________________________________________ __________________________________________________________________________________________ FACT #2: ________________________________________________________________________________ __________________________________________________________________________________________ Subsection #2: Living with the Environment Draw two pictures to show how Native Americans survived during summer and winter. Add a caption to describe each picture. SUMMER WINTER Caption: Caption: Subsection #3: Changing with the Seasons How was living and hunting different in summer and winter? _______________________________ __________________________________________________________________________________________ Subsection #4: Many Changes What is the main idea of this paragraph? _________________________________________________ __________________________________________________________________________________________ AFTER READING: What is the main idea of the article "Early Native Americans"? __________________________________________________________________________________________ __________________________________________________________________________________________ Copyright © 2018 Ashley McCall. All Rights Reserved. Objectives: - I can analyze the history of Native American people in Chicago - Environment What have you learned about the experience of Native Americans in Chicago? ___________ __________________________________________________________________________________________ __________________________________________________________________________________________ Copyright © 2018 Ashley McCall. All Rights Reserved. Objectives: - I can analyze the history of Native American people in Chicago - Settlement BEFORE READING: Read the heading and FOUR subheadings of today's text. Based on these headings, what do you infer today's reading will be about? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ As you read, pay close attention to people's motivations, challenges, choices, and effects. Native Americans and Chicago 1. Who were the first people of Chicago? _________________________________________________ 2. How did Native Americans respond when they first met explorers? _______________________ Exploring Chicago 3. What was the motivation of English and French explorers? _______________________________ __________________________________________________________________________________________ Fort Dearborn A peace treaty is an agreement between two or more groups (usually countries or governments) which ends a state of war between the parties. 4. Why do you think the government and Native American tribes signed a peace treaty? __________________________________________________________________________________________ Why did Native Americans leave Chicago? 5. What are some reasons the Native Americans and settlers did not get along? __________________________________________________________________________________________ __________________________________________________________________________________________ The last sentence says, "The Native American tribes who first lived in this area would not be welcomed in the new city named Chicago." Do you think this was fair? Why or why not? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ FACT: In August of 1812, Potawatomi Native Americans attacked people evacuating (leaving) Fort Dearborn. The Potawatomi burned the fort to the ground the next day. Copyright © 2018 Ashley McCall. All Rights Reserved.	<urn:uuid:470ecba7-1aaa-46bc-844a-425f7b36db82>	CC-MAIN-2018-26	http://teacher.depaul.edu/Documents/ChicagoHistoryWeek2NativeAmericanChicagohistory.pdf	2018-06-23T17:24:17Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00449.warc.gz	309,792,274	793	eng_Latn	eng_Latn	0.908802	eng_Latn	0.939845	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1210, 2883, 3303, 5561 ]	[ 4.15625 ]	2	0
JUNIOR HIGH HANDBOOK SUGGESTIONS FOR STUDY Hallway You are now embarking on the early stages of a junior high school program at Kittatinny. Patterns and habits that you establish in these two years are very important ones that can influence what you do in your four years of high school. Good habits are easier to maintain than poor habits are to change. To assist you in starting on the right note, you should make this list of suggestions as part of your study routine. Review it frequently. A. Set aside a regular time for homework. B. Start each work session with a positive attitude. C. Have tools and materials at hand in the classroom & at home. D. Give your full attention to the work at hand. E. Take notes. F. Organize facts, ideas, and materials so they make sense to you. G. Review your notes often. H. Keep a checklist; write down assignments in a special notebook. I. Proofread. J. Evaluate your own work continuously. K. Take rest breaks as planned. L. Over-learn (study more than you need to) M. Give yourself rewards for achieving your classroom and homework targets. N. Submit neat and attractive work. O. Meet deadlines. EXPECTATIONS FOR STUDENT BEHAVIOR GRADE 7 & 8 Before Homeroom A. Locker Time - Place coat and books in locker. B. Appropriate school dress is important. Remember, no hats, sunglasses, or clothing that would be deemed inappropriate such as T-shirts with profanity or inappropriate comments on it or advertising or advocating the use of alcohol or tobacco. Jackets are NOT to be worn during the day. Do not bring a walkman, electronic games, or trading cards to school. Shorts are permitted after May 1 and until the last day in September. C. Classrooms will be open by 7:30 a.m. Students are not to enter classrooms without teacher supervision. D. Hallway safety is important. Running, pushing, and rough play can cause injury. E. Speak appropriately. Foul, abusive or derogatory language is prohibited. Classrooms A. Report directly to class. Four minutes passing time is allotted between periods. BE ON TIME AND IN YOUR SEAT WHEN THE BELL RINGS! B. Come to class prepared to begin work, e.g., pen, pencil, and notebook, etc. C. Follow rules as outlined by your classroom teacher. D. Respect the rights of your classmates to learn and your teacher to teach. Cooperation, respect and courtesy are the keys to success. E. Be attentive at all times. F. Being in class for the entire period is important. Limit your request for the hall pass. G. Never bring soda or food to class. H. By completing your homework, you can guarantee success. I. Ask questions. That is how learning takes place. J. Class time ends when the bell rings. Do not congregate at the classroom door. A. Upon dismissal from class, go directly to your next period class. B. Running, pushing, or other unnecessary roughness could lead to an injury; walk responsibly. Safety is our goal. C. Enter the classroom before the bell. Use this time to prepare yourself for class. D. Do not go to the library, nurse, or guidance office between classes. You must have a pass from your teacher. E. Anytime you are in the hallway while classes are in session, you must have a pass. F. Public displays of affection are not permitted. G. Permission is needed for elevator use. Cafeteria A. Prior to your lunch period, stop at your locker, if necessary, and then proceed directly to the cafeteria. BE ON TIME. B. Students requesting to use the lavatory must obtain permission from your cafeteria supervisors. C. Follow all rules as outlined by your cafeteria supervisor. D. Students are to remain at their assigned tables. Table assignments will be changed periodically. E. Lunch lines are single file. F. Throwing food or leaving food on cafeteria table is prohibited. All students, at each table, are responsible for its cleanliness. G. Food is not permitted out of the cafeteria. H. Do not bring trading cards and/or games to the cafeteria. I. Students cannot be in the hallways or at their lockers during lunch period. After School A. Students are not to remain after school unless supervised by a teacher. B. Students wishing to use the library must have a pass from their subject area teacher. C. Students remaining for extra help must be supervised by a teacher until 3:25 p.m. or secure a pass to the library. D. Students assigned to administrative detention are to report directly to the administrative detention room and remain until 3:25 p.m. They will be dismissed directly to 3:30 p.m. late bus. E. Students participating in a sport or activity should report to their assigned location. Spectators may congregate in the D-Wing area or at the appropriate field location. F. Students are not permitted to walk to the Hampton Recreation area or McKeown School. Not only is the attitude that you develop toward your classwork and homework an important one, but so is the attitude that you develop about yourself, your home, and your school. A good motto to follow is one that was written many years ago, "We are respected in proportion as we respect ourselves." The respect that you give yourself will show in the respect that you give in your home and in your school. ACADEMIC PROGRESS Strong emphasis is placed upon academic progress of each student. Recognition for such progress can be awarded in several ways: Area Achievement Awards At the end of the year, each department sends awards to the students who excel in a particular subject. Criteria for receiving an award may vary with each department, so be sure to check with your teachers to learn how you can strive for this award. JUNIOR HIGH HANDBOOK Page 28 Commendations Individual teachers may elect to send one of these reports to a student who has made a good turnabout to performance in a particular subject. Honor Roll To be eligible for High Honor Roll, a student must achieve a 4.0 (A) average. To be eligible for the regular Honor Roll, a student must achieve a 3.5 to 3.9 average (for example, three B's and three A's). Eighth Grade Awards At the dinner/dance in June, special awards are given to top students in major subject areas, for perfect attendance, for maintaining honor roll status, and for athletics. Summer School A Summer School program has been initiated for those seventh and eighth grade students who have not successfully completed their academic requirements during the regular school year. Classes meet for six weeks in the summer from 8:00 a.m. until 12:25p.m. Students/ Parents will be responsible for the cost of each course as per Board approved tuition rates. In the event of insufficient enrollment, students desiring to make up failed courses may attend any County-sponsored summer school program deemed acceptable by the administration. SEVENTH AND EIGHTH GRADE STUDENTS MUST PASS ALL GRADED SUBJECTS IN ORDER TO BE PROMOTED INTO THE NEXT GRADE. Guidance A Guidance Counselor is available to handle the needs of junior high students. A Counselor provides help for both 7 th and 8 th graders in such areas as academic, social, vocational, and personal counseling. Parent conferences can be arranged if necessary. A Counselor is responsible for testing, class placement, and all schedule changes. Seventh grade students are scheduled to meet with their Counselor during the first weeks of the school year for orientation. Eighth grade students are assisted with high school course selections in the spring. Appointments should be made to see Counselors. Occasionally the Counselor will call students in for a conference to discuss classes, grades, or other concerns. Individual classroom teachers may excuse students at their discretion during their class time to see Counselors. Personal appointments can be made with the Counselor before the Homeroom in the morning. Clubs & Special Activity Groups Seventh and eighth graders are encouraged to participate in activities. Information about meeting time and place for each club will be listed on the daily announcements. Also, a special assembly will be held early in the school year to explain more about these programs. If a student remains after school for one of these activities he may take a 3:30 p.m. late bus home. Eligibility to Participate In certain programs that require considerable time for practice after school, coaches and advisors may establish specific academic rules concerning a student's eligibility to participate. Failure in a course could mean removal from an activity. Serious infractions of school rules could bar a student from participating in any extracurricular activities. RULES Although most of the following items are referred to in the rest of the handbook, there are areas that need to be of particular concern to seventh and eighth graders. Lavatory Use Students may use the lavatories by using their KRHS pass. Lavatories may be used in between periods provided the student is not late to class. Students should not loiter in the lavatories. Hall pass Privileges Students who chronically abuse the use of hall passes can have their pass privileges restricted for a certain period of time determined by the Assistant Principal. Hallways Running in the hallways is not permitted. For those students who are new to the school, it may seem difficult at first to get to classes in the allotted time, but you will soon learn that there is sufficient time. A student should not go to his locker in between each period. After School Students are not allowed to remain after school unless they participate in a supervised activity. Those students who plan to use the library from 2:15 p.m. to 3:25 p.m. must sign in, have a pass from a subject area teacher, state the work that they are doing, and remain in the library until the late bus arrives. Lockers Do not share your combination, at any time, with anybody - not even your best friend. Be sure that you cover the lock with one hand while you are opening the locker to avoid anybody else learning your combination. This can prevent many problems later on in the year. Dances Only 7 th /8 th graders are permitted to attend dances sponsored by their classes. Guests must also be on the 7 th or 8 th grade level and they must be signed up in the office at least three days prior to dance. The time for all dances will be from 7:00 p.m. to 9:00 p.m. Students must be picked up no later than 9:15 p.m. or they will be barred from future dances. Students must remain in building during dance. Any serious infraction of school rules can result in a student losing the privilege to attend any social functions during the year, i.e., after a fourth tardy, activity night/dance privileges are revoked for a marking period. NOTE: Any ineligible student who attends a schoolsponsored event will forfeit participation in subsequent activities and is subject to further disciplinary action. Attendance All students must be in school on the day of a proposed field trip, dance, etc. A Junior High School student who exceeds 15 unexcused absences will not be permitted to participate in class trips, field trip activities, and any other extracurricular activity designated by Administration. If the number of unexcused absences reaches 16, a letter will be sent home and the matter will be referred to municipal court. (Also, see the Truancy section of the Uniform Discipline Code). This is by no means the end of the information for 7 th and 8 th graders. (The Uniform Discipline Code, for example, applies to grades 7-12). Read through the rest of this handbook to find items that still pertain to you and become aware of what is expected of you in high school. The Administration reserves the right to deny participation in extracurricular activities such as dances, activity nights, athletic events, and class trips, etc., to students who have been repeatedly disruptive.	<urn:uuid:fbaafb97-accb-492e-b3d2-30d43861a157>	CC-MAIN-2018-26	http://www.krhs.net/userfiles/-4/my%20files/seventhandeighthgrade.pdf?id=78	2018-06-23T17:55:25Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00448.warc.gz	446,110,341	2,569	eng_Latn	eng_Latn	0.998786	eng_Latn	0.998817	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5632, 11895 ]	[ 2.53125 ]	5	0
LABETTE COMMUNITY COLLEGE BRIEF SYLLABUS SPECIAL NOTE: This brief syllabus is not intended to be a legal contract. A full syllabus will be distributed to students at the first class session. TEXT AND SUPPLEMENTARY MATERIALS USED IN THE COURSE (if any): Please check with the LCC bookstore, http://www.labette.edu/bookstore, for the required texts for this class. COURSE NUMBER: OTEC 155 COURSE TITLE: WORD PROCESSING (MICROSOFT WORD) SEMESTER CREDIT HOUR: 3 DEPARTMENT: Business Administrative Technology DIVISION: Career Technical Education PREREQUISITE: OTEC 102 College Keyboarding REVISION DATE: 10/2016 TEXT AND SUPPLEMENTARY MATERIALS USED IN THE COURSE (if any): ISBN 9781305507852 Edition 2014 Book Title Microsoft Office Word 2013 Comprehensive Author Zimmerman Zimmerman Shaffer Publisher Course Technology COURSE DESCRIPTION: Word Processing Concepts & Applications is a comprehensive hands-on course that provides users with the fundamentals (both conceptual and applied) they need to use word processing software. Students learn basic, intermediate, and advanced features of Microsoft Word. They will use and develop the tools needed to apply this technology to business applications. COURSE OUTCOMES AND COMPETENCIES: Students who successfully complete this course will be able to: 1. Use word processing software to create professional quality documents Create documents - Identify the components of the Word window. - Create, save preview, and print a new document. - Use the Word Help system to get Help. - Locate and open an existing document. - Navigate through a document. Edit documents: - Select text. - Undo and redo recent actions. - Delete and type over text. - Cut, copy and paste text. - Use drag and drop to move or copy text. Format documents and text: - Adjust indents and line spacing. - Sort text. - Set margins and tabs. - Create bulleted, numbered, and outline numbered lists. - Change and customize lists. - Insert page breaks. - Switch, copy, and paste between documents. - Work with multipage documents. - Create footnotes and endnotes. - Insert headers and footers. - Create sections with formatting that differs from other sections. - Create and modify an outline. - Apply styles. - Create and use templates and wizards. - Insert, format, and revise tables. - Create and print envelopes and labels. - Use mail merge. - Understand integration basics. - Save a document as a Web page and apply a theme. - Insert a hyperlink in a document. Use proofing tools: - Use Auto format, AutoComplete and AutoText. - Use spell checking and automatic grammar checking and Thesaurus. - Insert the date and time and hyphens. - Find specific text and replace it with other text. 2. Use desktop publishing features: - Format text into columns. - Draw, select, resize, cut, copy, paste, layer, group flip and rotate objects. - Wrap text around graphics. - Use 3-D effects. - Insert and scale WordArt and clip art. - Insert text boxes. - Add borders and shading. 3. Use advanced word processing features to create and edit documents. Create Styles and Outlines - Create and modify styles - Use sorting and calculating tools: - Create and modify an outline - Sort both one and two column list. - Sort paragraphs. - Create and update calculations in tables. - Sort a table. Customize tables and charts: - Center and AutoFit a table. - Convert text to a table. - Adjust, insert, delete, and move rows and columns. - Add custom table borders and shading. - Import Excel worksheet data into a chart. - Link and embed an Excel worksheet in a Word document. Use mail merge, envelopes, labels, and related skills: - Create, edit and format a mail merge main document. - Sort records in a data source. - Create, edit and format a mail merge data source. - Merge files to create personalized form letters. - Create, format and print mailing labels. - Create a catalogs and lists from a data source. Format columns and section breaks: - Create a banner. - Balance column length. - Create a combination of multicolumn formats. - Change and copy section formats. - Format nonbreaking spaces and nonbreaking hyphens. - Keep text in columns together. - Find and replace special characters, formats and nonprinting characters. Format graphics: - Add, size, delete, and position a graphic. - Wrap text around a graphic. - Create a watermark. - Repeat text box contents on multiple pages. - Create a pull quote. - Create drop caps. - Use AutoShapes to create objects. - Format paragraph and section shading. - Round trip documents from Word to HYML format. Create, edit, and manage long documents: - Move or copy text between documents. - Format text flow options. - Use the Document Map. - Create and edit styles and use the document Organizer. - Create a hyperlink. - Create and revise footnotes and endnotes. Edit in workgroups: - Set file location for workgroup templates. - Add comments to the file properties of a document. - Create multiple versions of a document. - Route documents. - Track changes in a document. - Protect a document. - Combine revisions. Create forms: - Create and format and fill in a printed form document. - Create and modify an online form template using form controls. - Insert symbols. - Insert online form fields for text boxes, check boxes, and drop-down list. - Add help text for an online form. - Format responses in text forms fields. - Protect an online form. Create and use Macros: - Create and attach a personal template to a document. - Create, run and edit a macro. - Customize toolbars. - Copy, rename, and delete a macro. - Use a macro to create a template. Create indexes and tables of contents: - Identify index entries. - Create an index entry for a cross-reference. - Indicate a rage of pages for an index entry. - Compile and update an index. - Format a first page differently from subsequent pages. - Create and compile a table of contents using both heading styles and fields. - Update a table of contents.	<urn:uuid:a9840d67-79ab-4168-a63a-f61bdd2fd6d0>	CC-MAIN-2018-26	http://labette.edu/syllabi/syllabi/OTEC_155_Word_Processing_(Microsoft%20Word).pdf	2018-06-23T17:31:08Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00450.warc.gz	190,973,407	1,313	eng_Latn	eng_Latn	0.968414	eng_Latn	0.972508	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1597, 3027, 4614, 6026 ]	[ 2.453125 ]	2	0
Standard Grade Physics Name: Thurso High School Physics Department UNIT 1 TELECOMMUNICATIONS PUPIL PACK Study Guides Summary Notes Homework Sheets Working at Home TO THE PUPIL Each day you have physics at school, you should set aside time for work at home. By this stage you should be accepting more responsibility for your own learning and should undertake the following tasks on a regular basis: * Tackle the supplied homework sheets as each section of work is completed in class. * Check your own progress in the homework sheets by referring to the homework answer files available in class. Discuss any difficulties that arise with your class teacher. * Complete any formal homework tasks that your teacher may issue from time to time and hand them in on the due date for marking. * Revise the work you have covered in class activities by referring to your classwork jotters. * Complete the supplied summary notes as the coursework allows you to, then use the summary notes to help you in your revision of the course content. * Make your own short notes to cover each learning outcome in the supplied study guides. TO THE PARENT Your co-operation would be appreciated in ensuring that pupils are encouraged to complete homework. It would be helpful if you could talk over the work given for homework and sign the homework record sheet on this page after they have completed each exercise. The physics department hopes that this record of your child's achievement will be of interest to you, and we would welcome any comments on this or other areas related to the work of the department. Please sign here to confirm that you have seen the homework record sheet: HOMEWORK RECORD SHEET Some questions in the pack are marked with symbols to give you specific information. Here is the key: Credit Level question. This relates directly to the Credit Level learning outcomes. Problem Solving question. This puts the knowledge you have gained into new contexts. Study Guide Section 1 – Communication Using Waves Since the earliest times, humans have tried to communicate with each other. The ability to communicate effectively is at the heart of civilisation. All of the early attempts at telecommunications relied on two types of waves: light and sound. In this section, you will find out about communicating using sound and other waves, and you will also find out more about waves themselves. At General level, by the end of this section you should be able to: 1. Give an example that shows the speed of sound in air is very much less than the speed of light in air. 2. Describe an experimental method for measuring the speed of sound in air. 3. Carry out calculations involving time distance speed = in problems on sound. 4. State that waves are one way of carrying signals. 5. Use each of these terms correctly with respect to sound: wave; frequency; wavelength; speed; energy, energy transfer; amplitude. 6. Carry out calculations involving time distance speed = in problems on water waves. 7. Carry out calculations involving wavespeed = frequency x wavelength in problems on both water and sound waves. Additionally, at Credit level you should also be able to: 8. Explain why wavespeed can be calculated using either frequency x wavelength or time distance . Study Guide Section 2 – Communication Using Cables In some modern telecommunications systems, the messages are carried along cables. This could be electrical cables, such as in telegraph and telephone systems, or optical fibres. Optical fibres are lighter, cheaper and less prone to tapping or crossed lines, and so most telecommunications companies are adopting them nowadays. As the information age takes off, we are going to rely heavily on optical fibres to bring the TV channels, phone messages, closed video captioning and Internet services that we will come to expect from our communications services. At General level, by the end of this section you should be able to: 1. Describe how a message can be sent using a code – for example, Morse Code. 2. State the function of: (a) a transmitter; and (b) a receiver. 3. State that the telephone is an example of long range communication between a transmitter and receiver. 4. State the energy changes in: (a) a microphone; and (b) a loudspeaker. 5. State which device can be found in a telephone's: (a) earpiece; and (b) mouthpiece. 6. State that electrical signals can be transmitted along wires during a telephone call. 7. State that the speed of a telephone signal is very much greater than the speed of sound. 8. Describe the effect on a C.R.O. signal pattern due to a change in a sound's: (a) loudness; and (b) frequency. 9. Describe how these terms relate to sound signals: frequency; amplitude. 10. State what is meant by the term 'optical fibre'. 11. Describe one practical use of optical fibres in telecommunications. 12. State that both electrical cable and optical fibres can be used in telecommunication systems. 13. State that light can be reflected. 14. Describe how a ray of light is reflected from a flat mirror with the help of the Law of Reflection. 15. State that light signals pass along an optical fibre at very high speeds. Additionally, at Credit level you should also be able to: 16. Explain how changes in the loudness and frequency of a sound signal affect the corresponding electrical signal pattern. 17. Compare the properties of electrical cables and optical fibres. 18. Explain what is meant by reversibility of light. 19. Describe how an optical fibre transmission system works. 20. Carry out calculations using time distance speed = in problems on light travelling through optical fibres. TELECOMMUNICATIONS Study Guide Section 3 – Radio and Television Radio communication is used by millions of people for entertainment and for information. Radio is very important to the emergency services, and to the military. Most people use the television a lot, usually for entertainment, and often for news and other information. Television has become such an important part of society that it is often a person's main window on the world. In this section, you will discover how a radio and a television work. At General level, by the end of this section you should be able to: 1. Name the main parts of a radio receiver. 2. Identify these parts on a block diagram of a radio receiver. 3. Describe the function of each of these parts of a radio receiver. 4. Name the main parts of a television receiver. 5. Identify these parts on a block diagram of a television receiver. 6. Describe the function of each of these parts of a television receiver. 7. Describe how a picture is produced on a television screen in terms of line build-up. 8. Explain how colour pictures can be produced on a television screen using red, green and blue light. Additionally, at Credit level you should also be able to: 9. Explain how radio transmission works using these terms: transmitter; carrier wave; amplitude modulation; receiver. 10. Explain how television transmission works using these terms: transmitter; carrier wave; amplitude modulation; video and audio receivers. 11. Describe how a moving picture is seen on a television screen using these terms: line build-up; image retention; brightness variation. 12. Describe the effects of mixing red, green and/or blue light. Study Guide Section 4 – Transmission of Radio Waves A lot of the modern telecommunications systems use radio waves or microwaves to carry the information between the transmitter and receiver. To understand how these systems work, we have to first understand how the waves that carry the information behave. You will find out about the behaviour of waves in this section. The first man-made satellite, "Sputnik I", was launched in 1957. Nowadays, several satellites are used to transmit thousands of phone calls and many television channels around the world (and all at the same time!) In this section you will find out about the use of satellites to enable communication with all parts of the world, and about the aerials used to send and receive signals over long distances. At General level, by the end of this section you should be able to: 1. State that mobile telephones, radio and television are examples of long range communication which do not need cables between the transmitter and receiver. 2. State that microwaves, radio and television signals are waves that carry energy. 3. State that microwaves, television and radio signals travel at very high speeds. 4. State the speed of microwaves, television and radio signals through air. 5. State that a radio transmitter can be identified by wavelength or frequency values. 6. State the purpose of the curved reflector on certain aerials. 7. Explain the effect the curved reflector has on the received signal. 8. Describe one use of curved reflectors in telecommunications. 9. Say how a satellite's height affects the time it takes to complete an orbit around the earth. 10. Explain the meaning of the word period. 11. State the meaning of a geostationary satellite. 12. Describe how geostationary satellites and dish aerials can be used to allow satellite television broadcasting. 13. Describe how geostationary satellites and ground stations make intercontinental communications possible. Additionally, at Credit level you should also be able to: 14. Carry out calculations involving the relationship between speed (v), distance (d) and time (t) in problems on microwaves, television and radio waves. 15. Carry out calculations involving the relationship between speed (v), wavelength (λ ) and frequency (f) for microwaves, television and radio waves. 16. Explain some of the differences between radio bands in terms of source strength, ability to diffract, reflection, etc. 17. Explain how wavelength affects radio reception in terms of diffraction. 18. In addition to 6 above, explain the action of curved reflectors on certain transmitters. PS PS TELECOMMUNICATIONS Homework Exercises Homework 1.1 - Communication Using Waves I 1. A pupil reads about an experiment that can be carried out to measure the speed of sound in air. When the hammer hits the metal block a sound wave is produced. The computer is used to measure the time it takes for the sound wave to travel from one microphone to the other. The computer will display the time taken for the sound to travel this distance or it can be used to calculate the speed of sound directly. The pupil carried out the experiment, and the time measured was 0.006 s. (a) What other information does the computer need to calculate the speed of sound for her? (b) Find the speed of sound using the pupil's results. (c) The pupil found that the speed was not calculated properly when the experiment was done close to a wall. Suggest a reason for this. 2. You see a flash of lightning, and then hear the thunder 6 seconds later. How far away (roughly!) is the thunderstorm? Take the speed of sound to be 340 m/s. 3. A person at the mouth of a cave shouts, and hears an echo from the back wall of the cave. Using a stopwatch, she times 1 second between shouting and hearing the echo. Calculate how far away the back wall of the cave is. Take the speed of sound to be 340 m/s. 4. Copy and complete the following table. You must show all your working for each answer. (1) (1) (1) (1) (3) (3) Total 10 marks Homework Exercises Homework 1.2 - Communication Using Waves II 1. Copy the table below and fill in the symbol, unit and definition for each term. 2. The questions below refer to this diagram. (a) Calculate the wavelength of the waves shown. (b) If the waves took 6 seconds to travel this distance, what is their frequency? (c) What is the amplitude of these waves? (d) Use the wave equation to calculate the speed of the waves. 3. A wave of frequency 8 Hz has a wavespeed of 16 m/s. What is its wavelength? (3) (1) (1) (1) (2) (2) Total 10 marks Homework Exercises Homework 1.3 - Communication Using Cables I (1) (2) (1) (1) (1) (1) (1) (1) 1. Messages can be sent down copper cables by code. Name one code that has been used for this. 2. Copy the diagram of a telephone handset, and label these parts: transmitter; receiver; loudspeaker; microphone. 3. Write the main energy changes in: $$(a) a loudspeaker. (½) (b) a microphone. (½)$$ 4. (a) What is the approximate speed of a telephone signal in a copper cable? (b) What is the speed of the light signal in an optical fibre? 5. Look at this diagram of a sound signal pattern displayed on an oscilloscope. Describe what would happen to its frequency and amplitude in each of the following situations: (a) The volume of the sound is increased. (b) The pitch is increased, but the volume isn't changed. (c) The pitch is decreased and the volume is decreased. 6. What type of signal is used to carry telephone messages along a copper cable? Total 10 marks Homework Exercises Homework 1.4 - Communication Using Cables II (1) (2) (1) (1) (1) (2) 1. (a) What is the law of reflection? (b) Illustrate your answer to part (a) with a neat, labelled diagram. 2. (a) What is an optical fibre? (b) Give one example of a use for optical fibres in a telecommunications system. 3. Give two advantages of optical fibres over electrical cable. CR 4. Copy the diagram, and complete it to show the path taken by the ray of light. Include normals and mark all angles. 5. An optical fibre is used to carry a telephone message to the USA from Scotland. It travels 5000 km. The light signals travel at a speed of 2 x 10 8 m/s. How long will this take? (2) CR Total 10 marks Homework Exercises Homework 1.5 - Radio and Television I 1. (a) Copy the table below, and fill in the correct definition for each term: (b) Draw a block diagram to show how these parts of a radio receiver are connected together. 2. (a) Explain what is meant by amplitude modulation of a wave. (b) Draw a diagram to show an amplitude-modulated wave. (3) (3) (2) (1) (c) The radio frequency of the modulated wave is called the carrier wave. Why do you think it gets this name? (1) Total 10 marks Homework Exercises Homework 1.6 - Radio and Television II 1. Describe how the electron gun in a cathode ray tube can produce a complete picture on a television screen. (2) 2. A colour television can produce millions of different colours on screen. (a) How many colours of paint are on a colour television's screen? (1) (b) Name these colours. (1) (c) How are these colours used to produce the millions of colours seen on screen? (1) 3. How does a television show moving pictures? CR (2) 4. (a) Copy and complete this diagram to show how red, green and blue light mix. You don't need to use coloured pencils – labels will do! CR green (b) How is a black area produced on a television screen? PS (1) Total 10 marks (2) Homework Exercises Homework 1.7 - Transmission of Radio Waves I 1. (a) Name three forms of long range communication that don't use cables to carry the signals. (b) How are signals transferred from transmitter to receiver for these systems? 2. (a) Virgin Radio broadcasts on a frequency of 1215 kHz. What is the wavelength of these radio waves? (b) Name two quantities that can be different for different radio signals. (1) (1) (2) (1) 3. The table below gives information about the main radio and television waves: PS (a) What are ELF radio waves used for? (½) (b) Northsound Radio uses a frequency of 96.9 MHz. Which waveband does Northsound use? (c) Calculate the wavelength of Northsound Radio waves. (½) (2) 4. A house in a hilly region can't get a good reception on the television, but radio reception is perfect. Explain why this is. CR (2) Total 10 marks Homework Exercises Homework 1.8 - Transmission of Radio Waves II 1. Aerials picking up signals from a long distance away often have a curved reflector attached to them. (a) What is the purpose of the curved reflector? (b) How does it do this? Include a diagram with your answer. 2. The period of a geostationary satellite is 24 hours. (1) 3. Draw a diagram to show how a telephone signal could be sent to America from Britain without the use of undersea cables. (2) 4. Copy this diagram and complete it to show how the curved reflector helps produce a parallel beam of microwaves: (2) Total 10 marks	<urn:uuid:309fdbb1-f89e-4124-9d5e-9b638d67db7a>	CC-MAIN-2018-26	http://mrmackenzie.co.uk/wp-content/uploads/2007/01/telecommunications-pupil-pack.pdf	2018-06-23T17:23:42Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00449.warc.gz	206,654,346	3,850	eng_Latn	eng_Latn	0.953296	eng_Latn	0.997552	[ "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	[ 151, 1973, 3299, 5719, 7409, 10055, 11477, 12033, 13015, 13729, 14233, 14964, 15841, 16450 ]	[ 3.9375 ]	3	1
RAMSAR WETLANDS INFORMATION SHEET 1. Country: New Zealand 2. Date: October 1992 3. Ref: 5NZ002 4. Name and address of compiler: Neil Deans, Department of Conservation, Nelson/Marlborough Conservancy, Private Bag 5, Nelson, NEW ZEALAND. 5. Name of wetland: FAREWELL SPIT 6. Date of Ramsar designation: 13 August 1976 7. Geographical co-ordinates: 172°50'E 40°32'S 8. General location: (e.g. administrative region glen and nearest large town) Located 38 km from the town of Taka in the Tasman District at the northern extremity of Golden Bay, and the north-west extremity of the South Island of New Zealand. Nearest city Nelson. 9. Area; (in hectares) included in listed site Landmass approximately 1961 hectares, intertidal zone approximately 9427 hectares 10. Wetland type: (see attached classification, also approved by Montreux Rec. C.4.7) AEFGHJKQRT 11. Altitude: (average and/or maximum & minimum) Sea level to 3 metres 12. Overview: (general summary, in two or three sentences, of the wetland's principle characteristics) Farewell Spit is a classic recurved spit, approximately 30km long, composed predominately of uniform quartz sand derived from rivers draining westwards and transported northward by the westland current. The north is exposed to the Tasman sea but south has extensive tidal mudflats. These provide feeding areas for large numbers of wetland birds. 95 species were recorded on the spit in March 1974, and more than 83 wetland birds are regularly recorded at the spit. The sand dunes provide habitat for a diverse and unusual plant community. Farewell Spit is listed as a wetland of international importance under the Ramsar Convention. 13. Physical features: (e.g. geology; geomorphology; origins - natural or artificial; hydrology; soil type; water quality; water depth; water permanence; fluctuations in water level; tidal variations; catchment area; downstream area; climate) The spit is a classic recurved spit. The material forming the spit is derived from erosion of the Southern Alps and West Coast sea cliffs, transported northwards by a longshore current. Since the estimated origin of the spit 6,500 years ago an estimated 2.2m 3 of sand has been deposited per annum. Wind transports more surface sand towards Golden Bay, although the majority of sand lies below ML water mark. The subaerial part of the spit averages about 1km in width, and extends for about 22km eastwards into Golden Bay. It is reported to be extending by 15m annually. At low tide, the sandflats and salt marsh extend for about 6km to the south of the spit. Along the northern coast there is a succession of fairly stable barchans up to 27m height (a dune formation rare in New Zealand). The interdune areas contain a series of damp hollows and small lakes, some of which have fresh water and may be semi-permanent. 14. Ecological features: (main habitats and vegetation types) The vast expanse of intertidal sand and mudflats provides habitat for large numbers of wetland birds. 95 species were recorded on the spit in March 1974, and more than 83 wetland birds are regularly recorded at the spit, notably international and internal migratory wading birds. The variety of dunes and their lack of disturbance from human activity provide habitat for colonies of Caspian and White-fronted terns, gannets and roosts for large flocks of waders (e.g. 27,000 lesser knots, 19,000 eastern bar-tailed godwits, 1,700 turnstones, 8,600 South Island Pied Oystercatchers, 1,300 banded dotterels) and for approximately 14,000 black swans (1992). Southern fur seals occasionally haul-out and Golden Bay is well known for its not infrequent mass whale strandings, which sometimes occur on the inner Spit. The dryland areas are almost totally transformed from original light coastal bush, scrub and native grasses, to a predominantly exotic cover dominated by marram grass (Ammophila arenaria) and lupin (Lupinus arboreus), but with some native manuka (Leptospermum scoparium), kanuka (Kunzea ericoides), flax (Phormium tenax), bracken (Pteridium aquilinum var esculentum), sedges (Carex spp.) and herbs. Regenerating native forest species include kaitomako (Pennantia corynbosa), rimu (Dacrydium cupressinum) and some akeake (Dodonaea viscosa). The dune hollows and small lakes contain milfoil (Myriophyllum spp.), Glossostigma elatinoides, Limosolla tenuifolia Lilaeopsis orbiculatus, sand gunnera (Gunnera arenaria), sedges (Carex spp.), and rushes (Juncus spp.). Three threatened, endemic plant species are found in the sand dune communities Euphorbia galuca, sand daphne (Pimelea arenaria), pingao (Desmoschoenus spiralis). The saltmarsh follows a classical development, with eelgrass (Zostera spp.) at the lower limit, then distinct zones of glasswort (Salicornia spp.), sea rush (Juncus maritimus var australiensis) and jointed rush (Leptocarpus simplex) and finally a zone of flax near the dunes. In 1975 all cattle and sheep were removed from the spit, and since then, despite the presence of some deer, the natural vegetation has begun to regenerate. With the character of the vegetated inter-dune areas changing as native hardwood scrub species are colonising the mixed exotic/indigenous grass/herb swards. The emergence of this vegetation is a significant ecological development, as early explorers noted that the spit had 'woody vegetation'. Pingao is also showing signs of regeneration since the removal of cattle and sheep. There is evidence to suggest that this species is now competing successfully with introduced marram grass. 15. Land tenure/ownership of: (a) site: Crown land. (b) surrounding areas: Crown land. The surrounding seas have no specially protected status. 16. Conservation measures taken: (national category and legal status of protected areas including any boundary changes which have been made; management practices; whether an officially approved management plan exists and whether it has been implemented) (a) protected areas: Farewell Spit (i.e. the entire sandspit) is Crown land, status Nature Reserve, with public entry by permit only. Tourist traffic to the lighthouse is tightly controlled. The Nature Reserve status recognised Farewell Spit's outstanding values. It has been a protected area since 1938 when almost all the land (1,961ha) above high-tide level was set apart as a Flora and Fauna Reserve, and the area uncovered at low tide (then 9,360ha) was set aside as a Sanctuary for the Preservation of Wildlife. Adjoining land is Crown land - Puponga Farm Park which is a gazetted Recreation Reserve, and is the only adjacent land area. (b) other measures: It is also listed under the Ramsar Convention (a convention of wetlands of international importance especially as waterfowl habitat) on 13 August 1976. The management plan for the nature reserve was revised in 1990, this plan covers both the nature reserve and the adjoining farm park (Farewell Spit Nature Reserve and Puponga Farm Park Management Plan January 1990). 17. Conservation measures proposed but not yet implemented: (e.g. management plan in preparation officially proposed as a protected area etc.) (a) existing proposals: A National Park investigation for the entire North West South Island area including the spit and the farm park is presently receiving submissions from interested parties in response to a discussion document put out by the Department of Conservation. (b) new proposals: Will only occur in the event of changes to protected area legislation or in shown to be necessary to the surrounding seas. 18. Current land use: principal human activities in: (a) site: Conservation of flora and fauna, and protection of wildlife are the main land uses at the spit. The area continues to be given a high level of protection against human interference. Some tourism occurs, there is currently one tour operator conducting daily tours to visit the lighthouse during the summer months and less frequently for the rest of the year. The lighthouse is unstaffed now, it lies about 20km west of Puponga, with a house and trees adjacent. (b) surrounding/catchments: Puponga is run as a farm park with access to the public. The primary objective of farm park management is to protect the Spit. 19. Disturbances/threats, including changes in land use and major development projects: (factors which may have a negative impact on the ecological character of the wetland) (a) at the site: There are no major developments proposed for the area. Introduced Red deer and hares present a threat to the plant communities and especially the threatened plant species. There are still some problems with invasion of other introduced species such as gorse (Ulex europeus), blackberry (Rubus fructicosus), climbing dock (trials were carried out to find an effective herbicide, these were successful. Although ongoing monitoring is being carried out to ensure this is so. (b) in the surroundings/catchment: A control programme is underway). A major potential threat would be from an oil spill and plastics dumping from the considerable amount of shipping in the area. Fire is also a major potential threat, especially with the strong winds known from the area in summer. Cockle harvesting nearby in Golden Bay, may have some effect on marine food chains of the area if harvesting exceeds sustainable levels. 20. Hydrological and physical values: (groundwater recharge, flood control, sediment trapping, shoreline stabilisation etc.) The wetland plays a major role in food chains, particularly those ending in wading birds. The sandspit is unique in New Zealand due to its extent and the biota it supports. The processes forming the sandspit have not and probably could not be altered by the hand of man. 21. Social and cultural values: (e.g. fisheries production, forestry, religious importance, archaeological site etc.) (a) social values: Nothing significant. (b) cultural values: The sandspit has high aesthetic value. Maori cultural value is not known. Pingao is highly valued for weaving by Maori. (c) historic value: The nearby Puponga area had a number of village, midden and pa sites, notably Abel Head and middens on Triangle Flat. Prehistoric Maori use of the Spit is unknown. The coasts were subject to sealing and whaling. Since 1840 there have been 11 shipwrecks on or near the spit. The Spit was leased for grazing from 1874 until 1976. 22. Noteworthy fauna: (e.g. unique, rare endangered, abundant or biogeographically important species; include count dats etc.) 95 species were recorded on the spit in March 1974, and more than 83 wetland birds are regularly recorded at the spit, notably international and internal migratory wading birds. The spit provides habitat for colonies of Caspian and White- fronted terns, gannets (the gannet colony at the end of the spit continues to grow, with over 2,000 adult birds). It also provides roosts for large flocks of migratory waders, including 27,000 lesser knots (Calidris canutus canutus), 19,000 eastern bar-tailed godwits (Limosa lapponica baueri), 1,700 turnstones (Arenaria interpres), 8,600 South Island pied oystercatchers (Haematopus ostralegus finschi), 1,300 banded dotterels (Charadrius bicinctus bicinctus), black billed gulls (Larus bulleri). The spit is a moulting and recovery area for an estimated 14,000 black swans (Cygnus atratus), this is approximately 20% of the New Zealand population. Rare international migratory waders reported include: ``` grey plover (Pluvialis squatarola) lesser yellowlegs (Tringa flavipes) wandering tattler (Tringa incana) American whimbrel (Numenius phaeopus hudsonicus) terek sandpiper (Tringa terek) western sandpiper (Calidris mauri) ``` Other threatened/unusual species include: ``` crested tern (Sterna bergii) white-capped noddy (Anous tenuirostris minutus) marsh crake (Porzana pusilla; endemic subspecies) New Zealand dotterel (Charadrius obscurus; endemic, status: vulnerable; possibly breeding) banded dotterel (C. bicinctus bicinctus; endemic, status: vulnerable) ``` 23. Noteworthy flora: (e.g. unique, rare, endangered, or biogeographically important species/communities etc.) ``` Threatened plants include: Euphorbia galuca (endemic) sand daphne (Pimelea arenaria; endemic) pingao (Desmoschoenus spiralis; endemic) ``` Unusual plants include: ``` Spinifex hirsutus - southern most record for the species sand spike rush (Eleocharis neozelandcia) - recently rediscovered here (in its type locality), the species had not been collected in the South Island for many years. ``` 24. Current scientific research and facilities: (e.g. details of current projects; existence of field station etc.) The Ornithological Society of New Zealand (OSNZ) and the former Wildlife Service have undertaken bird surveys. OSNZ continue to regularly monitor wader flocks with logistical assistance from the Department of Conservation. The Nelson/Marlborough Fish and Game Council monitor game bird numbers by aerial counts. Various studies have been undertaken to determine the origin and formation of the sandspit. Accommodation is available to scientists through the Department at Puponga and the Lighthouse residence. 25. Current conservation education: (e.g. visitor centres, hides, information booklet, facilities for school visits etc.) None undertaken on site as it is remote, vulnerable and access is prevented to most of it, although educational materials have been produced which refer to the Reserve. 26. Recreation and tourism: (state if wetland used for recreation/tourism; indicate type & frequency/intensity) A safari tour operates daily to visit the lighthouse from Collingwood during the summer months and less frequently for the rest of the year. An application has been received for a second tour operator. 27. Management authority: (name and address of body responsible for managing the wetland) Management of flora and fauna. and the nature reserve: Department of Conservation, Nelson/Marlborough Conservancy Office (Private Bag 5, Nelson, NEW ZEALAND); with Takka Field Centre of Department of Conservation (PO Box 53, Takaka, NEW ZEALAND) responsible for day to day management. Resource Consents: The Tasman District Council (Private Bag, Richmond, NEW ZEALAND) has statutory responsibilities under the Resource Management Act 1991 for water resources and the preparation of coastal plans. Management of sports fish (trout/salmon) and game bird hunting season and licences: The Nelson/Marlborough Fish and Game Council, 66-74 Champion Road, Richmond, NEW ZEALAND. The Fish and Game Council sets quota (bag limits/catch limits) for the game/fishing season; sets the time of the game/fishing season; sets the methods of hunting/fishing; issues game hunting/fishing licences; and carries out enforcement in relation to these functions. 28. Jurisdiction: (territorial e.g. state/region and functional e.g. Dspt of Agriculture/Dept of Environment etc.) Territorial: Tasman District Council Functional: Department of Conservation, Nelson/Marlborough Conservancy Nelson/Marlborough Fish and Game Council 29. Bibliographical references: (scientific/technical only) Davidson, R J et al (1990). Coastal Resource Inventory, First Order, Nelson/Marlborough, Department of Conservation, Nelson. Jane, G 1991. Farewell Spit Nature Reserve and Puponga Farm Park: A Resource Summary. Department of Conservation, Nelson. Jane, G 1991. Farewell Spit Nature Reserve and Puponga Farm Park: Management Plan. Walker, K 1987. Wildlife in the Nelson Region. 30. Reasons for inclusion: (state which Ramsar criteria - as adopted by Rec.C.4.15 of the Montreux Conference -are applicable) 1(a) Farewell Spit is an example of a classic recurved spit and contains barchans -a dune formation rare in New Zealand. 2(a) Farewell Spit supports an appreciable assemblage of rare, vulnerable or endangered species or subspecies of plants or animals, including: * New Zealand dotterel (endemic, status: vulnerable) * banded dotterel (endemic, status: vulnerable) threatened, endemic plants: * Euphorbia galuca * sand daphne (Pimelea arenaria) * pingao (Desmoschoenus spiralis) 2(b) Farewell Spit is of special value for maintaining the genetic and ecological diversity of the region because of the quality and peculiarities of its flora and fauna, including: * supporting a large number of bird species - 95 were recorded in 1974, and 83 species are regularly recorded at the spit * presence of regenerating sand dune communities, containing threatened, endemic plant species (Euphorbia galuca, sand daphne (Pimelea arenaria), pingao (Desmoschoenus spiralis). 2(c) Farewell Spit is of value as the habitat of plants or animals at a critical stage of their biological cycles, including: * over wintering area for internal and international migratory waders * habitat for threatened, endemic plant species (Euphorbia galuca, sand daphne (Pimelea arenaria) pingao (Desmoschoenus spiralis). 2(d) Farewell Spit is of special value for its endemic plant or animal species or communities, including: * New Zealand dotterel * banded dotterel * Euphorbia galuca * sand daphne (Pimelea arenaria) * pingao (Desmoschoenus spiralis) 3(a) Farewell Spit regularly supports 20,000 waterfowl: * November/December counts have recorded in the order of 33,000 waders (OSNZ Wader Counts) * June/July counts have recorded in the order of 12,000 waders (OSNZ Wader Counts) 3(b) Farewell Spit regularly supports substantial numbers of individuals from particular groups of waterfowl, including: * 27,000 lesser knots * 19,000 bar-tailed godwits * 1,700 turnstones * 8,600 South Island pied oystercatchers * 1,300 banded dotterels * 14,000 black swans 3(c) Farewell Spit regularly supports 1% of the individuals in a population of one species or subspecies of waterfowl, including: * c. 30% of the New Zealand population of lesser knot * c. 21% of the New Zealand population of bar-tailed godwit * c. 35% of the New Zealand population of turnstone * 14% of New Zealand population of South Island pied oystercatcher * c. 13% of New Zealand population of banded dotterel * c. 20% of New Zealand population of black swan 31. Map of site: (please enclose the most detailed and up-to-date map available - preferably at least 1:25,000 or 1:50,000)	<urn:uuid:f3b2969f-ab44-41e1-b57c-f23591ce0226>	CC-MAIN-2018-26	https://rsis.ramsar.org/RISapp/files/RISrep/NZ103RIS.pdf	2018-06-23T18:09:05Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00452.warc.gz	697,187,671	4,311	eng_Latn	eng_Latn	0.958292	eng_Latn	0.985238	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1923, 5561, 8231, 10979, 13376, 15607, 17546, 18271 ]	[ 2.140625 ]	1	0
Q: MSU What is a glacier? Glaciers aren't just big pieces of ice that froze overnight. They are far more complex than that. They are actually slow moving rivers of ice. It takes a long time to make a glacier. You need layers of snow to pile up in a place where the snow won't all melt in the summer. That snow then gets pushed down as more snow falls on top of it each year. Eventually the snow turns into ice from all the pressure of the snow on top of it. The pressure, weight, and repeated melting and freezing all impact the movement of the glacier. There are glaciers on mountains and in valleys but the largest are ice sheets or continental glaciers. They are huge and so deep (they can be more than a mile deep) that they can hide the features of the land below them. The only two continental glaciers that exist today are on Greenland and Antarctica. If the entire Greenland Ice Sheet melted, the world's oceans would rise more than 23 feet! Glaciers can be tens of thousands of years old and have shaped much of the land around us. Glaciers of the past carved out mountains, valleys, and lakes and often left behind clues that they were there, such as large boulders and scratch marks in rocks. Glaciers can also impact weather patterns, climate, and sea levels. One third of the people on Earth get their water from rivers that come from glaciers. Many glaciers around the world are disappearing due to climate change including the ones in Montana's Glacier National Park. Check out the photo on this page. For more photos like this one visit http://nrmsc.usgs.gov/repeatphoto. Montana Institute on Ecosystems Learn about opportunities to participate in upcoming science activities and events at MSU by visiting Montana.edu/outreach Try this! Make your own glacier Supplies needed: play dough, ice cube tray, ice cubes with dirt and rocks frozen in them, and a pan. Take a mixture of dirt and rocks of different sizes. Add approximately one tablespoon of the mixture per ice cube that you want to make. Fill the ice cube tray with water and then freeze it. Take your model glacier ice cube and leave it out at room temperature until it begins to melt a bit and the rocks at the bottom become exposed and loose. Take a handful of play dough and smooth it out like a pancake. 1. Grab your ice cube and drag it (rough end down) slowly, one way across the play dough while pushing down with medium pressure. What kind of marks does it make in the play dough? Does it leave anything behind (dirt, rocks)? Look closely at your model glacier. Are there interesting features on the surface like crevasses? How is the dirt and gravel distributed throughout (randomly)? How was the play dough "landscape" affected by the sediment in the "glacier" (scratches, grooves, large boulders picked up and then deposited by glaciers)? Glaciers form on top of rocks and dirt but also pick up more as they move; these can be rock fragments from valley walls or new rocks from the ground that freeze into the ice. These rocks produce glacial grooves and scratches in bedrock that show patterns of glacial movement. 2. Now, put your model glacier into a pan and observe it melting. This is more similar to a continental glacier, while the scraping activity represented a valley glacier. What do you notice about how the rocks and dirt are distributed by the melting ice (sediment is unsorted, piles are of mixed sizes)? 3. Can you think of areas you have visited that show evidence of glaciers? Describe the areas and the clues the glaciers left behind. (lesson modified from pbs.org) N 2 o. 8	<urn:uuid:b30e2e7b-43da-4ccf-9d5f-b7d470cf0e4b>	CC-MAIN-2018-26	http://eu.montana.edu/pdf/outreach/msuscizone28.pdf	2018-06-23T17:36:04Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00453.warc.gz	98,585,421	775	eng_Latn	eng_Latn	0.999443	eng_Latn	0.999443	[ "eng_Latn" ]	false	docling	[ 3597 ]	[ 3.75 ]	2	2
Food & Water Disaster Supplies Kit: Keep at least one gallon of water per person per day for a minimum of 5-7 days and store in a cool place. At a minimum, store at least a three-day supply of non-perishable food. Select foods that do not require refrigeration or preparation, and that need little or no water. If you must heat food, pack a can of sterno. Select food items that are compact and lightweight. Include a selection of the following foods in your Ready-to-eat canned meats, fruits, and vegetables • Canned juices * Special food for infants and elderly • Staples (salt, sugar, pepper, spices, etc.) High energy foods; comfort foods * Vitamins • Tools and Miscellaneous Supplies • Mess kits, or paper cups, plates, and plastic utensils Non-electric can opener, utility knife • Emergency preparedness manual • Cash or traveler's checks, change • Easy to assemble tent • Pliers • Fire extinguisher: small canister, ABC type • Tape • Plastic storage containers • Signal flare and whistle • Compass • Matches in a waterproof container Aluminum foil • * Paper, pencil Shut-off wrench, to turn off household gas and water Needles, thread Plastic sheeting • Medicine dropper • Know What to do After a Hurricane is Over Map of the local area Continue listening to local radio stations for • weather advisories and instructions. Inspect your home for damage, and document with • photographs before and after the storm. If you evacuated during the storm, return home • only when local officials tell you it is safe to do so. Until electricity is restored, use flashlights in the • dark; do not use candles. Emergency Phone Numbers Town of Islip Public Safety . . . . . . (631) 224-5306 (accepts calls 24 hours a day) Town of Islip 655 Main Street Islip, NY 11751 (631) 224-5500 Town of Islip Office of Emergency Management (631) 224-5730 To print additional copies of this guide, please visit us at www.islipny.gov Sign up for eAlerts Stay informed during an emergency, sign up on our website to receive important news and information sent directly to your phone or email. Resident Guide to Hurricane & Emergency Preparedness Angie M. Carpenter, Supervisor John J. Carney, Commissioner Public Safety Enforcement TOWN BOARD Steven J. Flotteron Trish Bergin Weichbrodt John C. Cochrane, Jr. Mary Kate Mullen Olga H. Murray, Town Clerk Alexis Weik, Receiver of Taxes Being prepared for an emergency is crucial at home, school, work and in your community. Disaster can strike quickly and with little warning. It can force you to evacuate your neighborhood, workplace or school, or can confine you to your home. What would you do if basic services – water, gas, electricity or telephones – were interrupted? Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone right away. Therefore, the best way to ensure the safety of you and your family is to be prepared BEFORE disaster strikes. Know What the Terms Hurricane WATCH and WARNING Mean WARNING: Hurricane conditions are expected in the specified area of the WARNING, usually within 24 hours. WATCH: Hurricane conditions are possible in the specified area of the WATCH, usually within 36 hours. Know What to Do When a Hurricane WATCH is Issued Prepare to bring the following items inside: • hanging and potted plants, lawn furniture, garden ornaments, trash cans, and anything else that can be picked up by the wind. Listen for up-to-date weather advisories on local • radio stations, including WALK (97.5 FM), WBAB (102.3 FM), or WBLI (106.1 FM). Prepare to cover all windows in your home. If • shutters have not been installed, use precut plywood. Note: tape does not prevent windows from breaking, so taping windows is not recommended. Check batteries and stock up on canned food, • first aid supplies, bottled drinking water, and medications. Secure outdoor gates / reinforce garage doors • Fill your car's gas tank, and check the oil and tires. • Know What to do When a Hurricane WARNING is Issued If you are not advised to evacuate, stay inside, • away from windows. Listen to the advice of local officials, and • evacuate if they tell you to do so. Be aware that the calm "eye of the storm" is • deceptive; the storm is not over. The worst part of the storm will happen once the eye passes over and the winds blow from the opposite direction. Trees, shrubs, buildings, and other objects damaged by the first winds can be broken or destroyed by the second winds. Prepare first aid supplies, drinking water, and • medications; complete preparation activities. Be alert for tornadoes. Tornadoes can happen • during a hurricane and after it passes over. In the event of a tornado, remain indoors, in the center of your home, in a closet or bathroom without windows. Prepare a Personal Evacuation Plan Keep handy the telephone numbers of these • places, as well as a road map of your locality. You may need to take alternative or unfamiliar routes if major roads are closed or clogged. Identify ahead of time where you will go if you are • told to evacuate. Choose several places—a friend's home in another town, a motel, or a shelter. Continue to monitor weather advisories via local • radio stations. If advised to evacuate, do so immediately. Prescription medications and medical supplies. • Take these items with you when evacuating: Car keys and maps. • Documents, including driver's license, Social • Security card, proof of residence, insurance policies, wills, deeds, birth and marriage certificates, tax records, etc. Extra cash; ATMs may not be operational and • banks could be closed. First aid kit, battery-operated radio and flashlight, • and extra batteries. Bedding and clothing, including sleeping bags • and pillows. Assemble a Disaster Supplies Kit, Including the Following Items: Canned food and manual can opener. • First aid kit (see list below) and essential • medications. One gallon of water per person per day, for a • minimum of three days. Battery-powered radio and flashlight with extra • batteries. Protective clothing, rainwear, bedding or sleeping • bags. Special items for infants, elderly, or disabled • family members. First Aid Supplies Plastic sheeting and duct tape. If needed, these • items can be used to create a temporary shelter. Have the following essentials: Adhesive bandages (assorted sizes) • Absorbent compress, 5" x 9" dressing • Adhesive cloth tape, 5 yards/1 inch wide • Antiseptic wipe packets • Antibiotic ointment packets (approximately 1g) • Packets of aspirin (162mg) • Roller bandage, 3 inches wide • Pair of non-latex gloves (large) • Scissors • Sterile gauze pads, 3" x 3" • First aid instruction information • Medications: Don't get caught without them! If you use prescription medications, keep at least a three-day supply of these medications at your workplace and in your first aid kit. Consult with your physician or pharmacist about how these medications should be stored, and your employer about storage concerns. Also include usual nonprescription medications used by your family in your first aid kit, including pain relievers, stomach remedies, etc.	<urn:uuid:6fd27005-1449-4724-a02a-0b88250d5880>	CC-MAIN-2018-26	http://islipny.gov/component/docman/doc_download/174-hurricane-and-natural-disaster-resident-brochure?Itemid=231	2018-06-23T17:48:33Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00453.warc.gz	157,924,594	1,624	eng_Latn	eng_Latn	0.991271	eng_Latn	0.996449	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2383, 7159 ]	[ 3.375 ]	2	0
Supporting Learning at Home: Learning to Read and Spell At Eastington we use an augmented version of Letters and Sounds (which is inline with the expected standard set out in the new curriculum) to structure the teaching of early reading and spelling for children in Reception to Y2. Reception Year Speaking and listening Phase 1 - Speaking and listening are the foundations for reading and writing. - Even everyday activities such as preparing meals, tidying up, putting shopping away and getting ready to go out offer you the chance to talk to your child, explaining what you are doing. Through these activities, children hear the way language is put together into sentences for a purpose. - Books are a rich source of new words for your child; words you would not use in everyday conversations appear in books. Children need to have a wide vocabulary to understand the meaning of books, so read aloud and share books as often as you can. They will enjoy it and it will be useful when they come across these words in their own reading later on. Ways you can support your children at home: talking and listening - Make time to listen to your child talking – as you meet them from their setting or school, as you walk, or travel home by car, in the supermarket as you shop, at meal times, bath times, and bedtimes – any time! - Switch off the TV, radio and mobile phones – and really listen! - Show that you are interested in what they are talking about – look at your child, smile, nod your head, ask a question or make a response to show that you really have been listening. - Make a collection of different toy creatures – for example, a duck, a snake, an alien, say the sound it might make as you play together, for example, 'quack-quack', 'ssssssss', 'yuk-yuk', and encourage your child to copy you. - Listen at home – switch off the TV and listen to the sounds, both inside and outside the home. Can your child tell you what sounds they heard, in the order in which they heard them? - Play-a-tune – and follow me! Make or buy some simple shakers, drums and beaters, then play a simple tune and ask your child to copy. Have fun! Use puppets and toys to make up stories or retell known ones. Record your child telling the story and play it back to them. Reading and Spelling Readiness Phase 1 As we begin to teach the children the skills that they will need in order to be successful readers and writers, we focus on different listening activities. We explore body sounds, sounds in the environment, the difference in the sounds of percussion instruments, rhythm and rhyme, voice sounds and alliteration - words that all begin with the same initial sound – 'sad, Sammy snake', 'big, bad bug'. All the way through we also teach the skills of 'blending' and segmenting'. - Blending We teach the children how to blend or merge sounds together to read each word, in the right order, to read a word. E.g. c-a-t = cat. The aim is for the children to say the whole word automatically. - Segmenting We teach the children how to segment each word to spell. E.g. cat = c-a-t These activities are all done orally. The emphasis is on helping children to hear the separate sounds in words and to create spoken sounds. Ways you can support your children at home: reading and spelling readiness Sound-talking or Robot-talking Find real objects around your home that have three phonemes (sounds) and practice 'sound talk'. First, just let them listen, then see if they will join in, for example, saying: ``` 'I spy a p-e-g – peg.' 'I spy a c-u-p – cup.' 'Where's your other s-o-ck – sock?' 'Simon says – put your hands on your h-ea-d.' ``` 'Simon says – touch your ch-i-n.' Reading and Spelling Phase 2 We teach the children the smallest unit of sound – called a 'phoneme'. Correct pronunciation is vital! c not cuh or cee b not buh or bee a not ay A very useful website to support correct pronunciation - http://mrthorne.com/ Pronouncing the single phonemes correctly enables the children to hear just that sound, supporting their blending, fluency and eventually their writing. This is the order in which the 'phonemes' are taught and practiced: Set 7 letters = y, z,zz, qu A phoneme can be represented by more than one letter. E.g. ll as in bell ss as in hiss ck as in sock Tricky words Children will be taught to read and spell 'tricky' words – those that cannot be read or spelt using the sounds of the letters. This will be achieved through the use of flash cards and games. Phase 2 tricky words – I, the, no, go, to Ways you can support your children at home: reading and spelling Magnetic letters Buy magnetic letters for your fridge, or for use with a tin tray. Find out which letters have been taught – have fun finding these with your child and place them on the magnetic surface. Making little words together Make little words together, for example, it, up, am, and, top, dig, run, met, pick. As you select the letters, say them aloud: 'a-m – am', 'm-e-t – met'. Breaking words up Now practice it the other way around: read the word, break the word up and move the letters away, saying: 'met – m-e-t'. Both these activities help children to see that reading and spelling are reversible processes. Spelling is harder than reading words – little whiteboards and pens, and magic boards, are a good way for children to try out spellings and practice their handwriting. Your child might be trying to use letters from their name to write; this shows that they know that writing needs real alphabet letters. Getting ready for handwriting We will model how to form letters (graphemes) correctly, so that children can eventually acquire a fluent and legible handwriting style. These skills develop over a long period of time. A child's ability to form a letter correctly is a separate skill from phonics. Holding a pen or pencil needs considerable coordination and practice in making small movements with hands and fingers. (In the early stages of phonics children can use letter cards or magnetic letters to demonstrate their knowledge of phonics.) Writing in lower-case letters We teach lower-case letters, as well as capital letters. As most writing will be in lower-case letters it is useful if you can use these at home. A good start is for your child to write their name correctly, starting with a capital letter followed by lower-case letters. Ways you can support your children at home Using their whole body For handwriting children need to be well co-ordinated through their whole body, not just their hands and fingers. Games that help co-ordination include throwing balls at a target, under-arm and over-arm, and bouncing balls – also skipping on the spot, throwing a Frisbee, picking up pebbles from the beach and throwing them into the sea. Have fun! Hand and finger play Action rhymes such as 'Incy Wincy spider', 'One potato, two potato' and 'Tommy Thumb' are great fun and get their hands and fingers moving. Playing with salt dough or clay really helps strengthen little fingers, as does cookery and using simple toolkits. Hand–eye co-ordination Pouring water into jugs and cups of different sizes, sweeping up with a dustpan and brush, cutting, sticking, tracing, threading beads, completing puzzles, peeling off stickers and sticking them in the right place – these all help hand–eye co-ordination. Pencil hold The 'pincer' movement needs to be practiced. This is important as it enables children to hold a pencil properly as they write. Provide them with kitchen tongs and see if they can pick up small objects. Move on to challenging them to pick up smaller things, for example, little cubes, sugar lumps, dried peas, lentils, first with chopsticks, then with tweezers. Ask children to peg objects to a washing line. Provide plenty or different types of pen and pencil; hold their hand to practice the correct grip. Phase 3 As the children progress they will be introduced to other phonemes. They will be taught another 25 graphemes, most of them comprising two letters eg 'oa'. Some phonemes have more than one letter. - Digraphs have two letters (sh, ch, ck, th, ng, ll) - A vowel digraph contains at least one vowel - ai, ee, oa, oo, ar, or, ur, ow, oi, er - Trigraphs have three letters making one sound - igh, ear, air, ure - A split digraph has two letters making the sound, but they are not adjacent, eg cake, (a- e), Pete, (ee), mine (i-e), pole (o-e), tune, (u- e). New tricky words Ways you can support your child at home - Set a timer. Call out one word at a time and get your child to spell it on a magic board or a small whiteboard, against the timer – remember, they can use magnetic letters. - Play a game – hunt the word - hide words in sand or flour, set a timer, hold up the word that you want them to hunt for, and 'go'! Repeat the word and encourage them to say –'I am looking for the word 'the'. - Play 'Pairs', turning over two words at a time trying to find a matching pair. This is especially helpful with the tricky words: the, to, no, go, I - Don't worry if they get some wrong! These are hard to remember – they need plenty of practice. As the children make even more progress, they will be introduced to the remaining phonemes, and given time to practice and consolidate their new learning. Obviously, the more children are exposed to activities involving letters and sounds, the quicker they will consolidate their newly acquired skills. Your involvement in this new learning is vital, and we ask that whenever possible you take time to encourage them to use their new knowledge through the activities outlined above. Phase 4 By Phase 4 children will be able to represent each of 42 phonemes with a grapheme. They will blend phonemes to read CVC words and segment CVC words for spelling. They will also be able to read two syllable words that are simple such as laptop or boatman. They will be able to read all the tricky words learnt so far and will be able to spell most of them. In Phase 4 children are taught to read and spell words with two letters at the start/end of the word which need to be blended together. EG: flap, star, fist, crisp. It is important that children are taught that blending is only used when a word is unfamiliar. New tricky words: Supporting Learning at Home: Learning to Read and Spell At Eastington we use an augmented version of Letters and Sounds (which is inline with the expected standard set out in the new curriculum) to structure the teaching of early reading and spelling for children in Reception to Y2. Year 1 Phase 5 The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words. Alternative pronunciations for graphemes when reading: Children will be taught alternative pronunciations for some graphemes. For example, ow makes a different sound in these two words: blow, cow. New graphemes for reading and spelling: Children are taught new graphemes for phonemes they already know. The skill of selecting the correct grapheme when spelling takes time and lots of practice. For example children will be able to segment the word chain but will learn to select the correct way of spelling the middle sound. It could be: ai, ay, eigh, a_e, ey or ei! Sometimes the placement of the phoneme in the words helps in selecting the correct grapheme. For example the spelling ay is usually used at the end of root words: day, play, stay etc. We teach children to find placement patterns, use visual skills and rime (if I can spell all, I can spell ball, fall, tall etc) to help. They practice by sorting words and playing games and applying their skills in sentence writing. Spelling rules and patterns These are the spelling rules that are taught within Phase 5: Spell words with the prefix un. Spell words with the suffixes ing/ed/er. Spell plural nouns s/es. Spell words ending in the suffix y [crispy] Spell words ending in er/est. Spell compound words. Know k is used [not c] before e/i/y (EG: Kent, skin). Know the ending v sound is usually followed by e (EG: give, live, have). New high frequency words for reading and spelling: High frequency words are words that are used most often when reading and writing. When children can read and spell these words automatically it supports fluency and pace. The words in bold are tricky words. Supporting Learning at Home: Learning to Read and Spell At Eastington we use an augmented version of Letters and Sounds (which is inline with the expected standard set out in the new curriculum) to structure the teaching of early reading and spelling for children in Reception to Y2. Phase 6 In phase 6 children will be reading longer and less familiar texts independently and fluently. It is crucial that at this point children are now reading to learn and reading for pleasure. Children will be learning to read the high frequency words with ease. At this point it is important that comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read. In spelling, children are introduced to more spelling rules, the adding of suffixes/prefixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings. Spelling common graphemes for any phonemes Spelling rules and patterns Spell plural nouns with rules [s/es/ies] Spell words with suffix ing / ed with rules Spell words with suffix y with rules Spell words ending in er /est with rules Spell words with suffix ful / less Spell words with suffix ment Spell words with suffix ness Spell words with suffix ly with rules Spell homophones and near homophones [quiet / quite] New high frequency words for reading and spelling: High frequency words are words that are used most often when reading and writing. When children can read and spell these words automatically it supports fluency and pace. The words in bold are tricky words. Appendix 1: Phonics Glossary blend — to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap. consonant cluster — two (or three) letters making two (or three) sounds/phoneme. EG: the first three letters of 'straight' are a consonant cluster. The s-t-r each have their own sound. (This is different from a digraph/trigraph where 2 or 3 letters work together to make one sound/phoneme.) digraph — two letters making one sound, e.g. sh, ch, th, ph. vowel digraphs - comprise of two vowels which, together, make one sound, e.g. ai, oo, ee. split digraph — two letters, split, making one sound, e.g. a-e as in make or i-e in site. grapheme — a letter or a group of letters representing one sound, e.g. a, p, sh, ch, igh, ough (as in 'though'). grapheme-phoneme correspondence (GPC) — the relationship between sounds and the letters which represent those sounds; also known as 'letter-sound correspondence'. mnemonic — a device for memorising and recalling something. EG: a snake shaped like the letter 'S' or the phrase "sally ann is dancing" to help spell the tricky word said. phoneme — the smallest single identifiable sound. EG: the letters 'sh' represent just one sound, but 'sp' represents two (s and p). segment — to split up a word into its individual phonemes in order to spell it, e.g. the word 'cat' has three phonemes: c- a- t. prefix - is a group of letters added before a word or base to alter its meaning and form a new word (EG: pre - prehistoric). suffix - is a group of letters added after a word or base (EG: er - farmer). trigraph — three letters making one sound (EG: air, igh). Appendix 2: Useful websites/apps (For Phase 2 onwards) http://www.letters-and-sounds.com http://www.bbc.co.uk/schools/wordsandpictures/ http://www.ictgames/literacy www.familylearning.org.uk/phonics_games http://mrthorne.com/ http://www.coxhoe.durham.sch.uk/curriculum-links/literacy/word-work There are some free games on the website of: Phonics Play Useful app http://www.nessy.com/hairyletters/	<urn:uuid:f2f5bca1-38a9-4928-b40d-3fff469b79ca>	CC-MAIN-2018-26	http://www.eastingtonprimary.co.uk/download/How_we_learn_to_Read_and_Write.pdf	2018-06-23T17:39:13Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00455.warc.gz	397,974,282	3,749	eng_Latn	eng_Latn	0.996652	eng_Latn	0.998261	[ "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	[ 1994, 3649, 5148, 7371, 9154, 10581, 12118, 12798, 13084, 14011, 14502, 14995, 16375, 16551 ]	[ 4.6875 ]	4	2
Open a wide door … make a smooth way Historic National Road An All American Road Document and Presentation by Lorna Hainesworth © December 2011 All Rights Reserved Table of Contents 2 Open a wide door … make a smooth way Historic National Road An All American Road by Lorna Hainesworth Introduction The United States was poised on the brink of splitting right down the center of the Appalachian Mountains. This riff was not being caused by any shift in tectonic plates, but rather by a shift in politics and economics. Via the Treaty of Paris in 1783, our country had achieved its independence, but difficulties were still very much in evidence. The newly acquired Northwest Territory was likely to be torn away from the original states. In 1784 George Washington said the "western settlers stand…upon a pivot; the touch of a feather, would turn them any way." Transportation, communication and trade between Americans living east of the mountains and those living west of the mountains were virtually non-existent. What could be done to mend this tear? How could the country be tied together? The answer came in the form of a road that would bridge the Allegheny Mountains, thus tying the eastern and western portions of the country together. That road was built in the early 19 th Century and was called the National Road. It is a road of such significance that in 2002, the entire Historic National Road—through Maryland, Pennsylvania, West Virginia, Ohio, Indiana and Illinois—was named an All American Road for its historical and cultural significance. It became the longest byway traversing the greatest number of states to receive this designation. This is the highest honor the Federal Highway Administration (FHWA) can bestow on a road. Such designation means the road is one of the most scenic in the country, the road's features do not exist elsewhere and the road is a destination unto itself. All American Roads are part of the National Scenic Byways Program under the auspices of the FHWA, which is part of the United States Department of Transportation. Within the program are one hundred and fifty roads (150) that have been designated as National Scenic Byways. Of that number, thirty-one (31) have been given the honor of being called an "All American Road." The All American Road status of the Historic National Road determined that the road begins at the Inner Harbor in Baltimore, Maryland and ends at the Eads Bridge crossing the Mississippi River from East St. Louis, Illinois to St. Louis, Missouri. The Inner Harbor, an historic seaport, tourist attraction and landmark of the City of Baltimore, has been described as "the model for post-industrial waterfront redevelopment around the World." The Eads Bridge was built in 1874 and at the time of its construction was the longest arch bridge in the world, with an overall length of 6442 feet. The Eads Bridge pneumatic caissons, still among the deepest ever sunk, were responsible for one of the first major outbreaks of "caisson disease." This is also known as the "bends" or decompression sickness. Fifteen workers died, two were permanently disabled and 77 were severely afflicted. The bridge ends near the Gateway Arch in St Louis. During the Lewis and Clark Bicentennial, at the last signature event in September 2006, a statue of Lewis, Clark and Seaman was installed and dedicated at the base of the bridge. Since that time, the statue has several times been only partially visible due to the flooding of the Mississippi River. The Historic National Road is famous for a number of reasons, not the least of which is that it was the first Federally funded road and is America's first interstate highway. The Historic National Road gained the reputation of being the "Road that Built the Nation." Each of the six states through which the road traverses have adopted a version of a shield sign to represent their state. Maryland's sign shows a shield with a watermark of the state's shape, Pennsylvania's is a plain red, white and blue shield, West Virginia shows a silhouette of the suspension bridge on the shield, Ohio's shield shows a silhouette of the state with a white line representing the road drawn across, Indiana also has a plain shield similar to Pennsylvania's except the shield is outlined, and finally, Illinois shows a silhouette of a Conestoga wagon on its shield. The total length of the Historic National Road is 824 miles. Of these, 170 are in Maryland, 90 are in Pennsylvania and 16 are in West Virginia. The balance is distributed between Ohio, Indiana and Illinois with each having 228, 156 and 165 miles respectively. To truly understand the history of the Historic National Road, one must go back to a time of pre-history, in fact of pre-human. This takes us to a time when only animals lived where the Historic National Road is now located. Bison, incorrectly called buffalo and so frequently only associated with the plains states west of the Mississippi, occupied vast areas east of the Mississippi prior to the coming of man. Initially, bison could be found at the forest edge on the Atlantic Coast and all the way west from there. Bison have an innate, uncanny ability to locate passageways and portages as they migrate from one grazing area to another. Indians living in the same areas as the bison took advantage of bison traces and other game animal trails to travel from one hunting area to another. In our discussion of the history of the Historic National Road, we will look at a number of persons who had a hand in the creation and construction of the Historic National Road. The following individuals are players in the drama of the origins of the road: Edward Braddock Nemacolin Thomas Cresap Christopher Gist Tanaghrisson or Half King George Washington James Burd The construction of the road was dependent upon the involvement of the following individuals: George Washington Ebenezer Zane Albert Gallatin Thomas Jefferson Commissioners & Contractors Henry Clay We will look at each of these people to see how he contributed to making the Historic National Road a reality. First let us consider… Nemacolin Nemacolin was a member of the tribe referred to by Anglo-Europeans as Delaware. He evidently lived in the area of what is today southwestern Pennsylvania. He used a trace originally created by bison to travel across the Allegheny Mountains. This allowed him to portage from the Potomac River to the Monongahela River and from the Monongahela River to the Ohio River. Nemacolin's Path was critical to the explorers, land speculators and settlers who arrived during the 1700s. Following his route, they were able to find their way over the mountains. Eventually, Nemacolin's Path was used to link the western portion of what became the United States to the eastern portion. Thomas Cresap Thomas Cresap was born around 1694 at Yorkshire in England and came to America around 1720. He was an early explorer of western Maryland and a frontier trader. In the early 1740s, Cresap established a stockade fortification on the former site of a Shawnee Indian village previously called King Opessa's town. At this site, a branch of the Great Warrior's Path forded the Potomac River and in 1711 an Indian village of some size existed here. The Shawnee had abandoned their village prior to Cresap's arrival. He established what is called Oldtown, MD located some ten to fifteen miles southeast of Cumberland, MD then known as Wills Creek where the Ohio Company of Virginia had built a storehouse in 1749-1750. In 1748 a group of land speculators formed the Ohio Company of Virginia (not to be confused with the Ohio Company of Associates discussed later in this paper) having been granted two hundred thousand acres by the English crown. The land grant was located in today's western Pennsylvania, Ohio, West Virginia and eastern Indiana. Cresap was to be given a large land grant by the Ohio Company in exchange for widening Nemacolin's Path into a road that would allow for the passage of freight wagons. Cresap's expedition took place during the period 1748-1750. Nemacolin accompanied him and together they traveled over the pass of the Allegheny Mountains, across the eastern continental divide and down the bluffs to a location on the Monongahela where pre-Columbian mounds are located at a place known as Redstone Old Fort. Europeans often thought these ancient Indian mounds were fortifications and frequently gave them the name of fort, such as Fort Ancient in southwestern Ohio. The road developed by Cresap and Nemacolin was later the Historic National Road: An All American Road basis for a road developed by George Washington and General Edward Braddock and even later, the basis for the Historic National Road. At the same time Cresap was on his expedition, two other significant events were taking place. First of all, as members of the Loyal Company of Virginia, which was a rival land speculation group to the Ohio Company of Virginia, Peter Jefferson and Joshua Fry were extending the 1728 survey line of William Byrd between Virginia and North Carolina. In 1749, they extended the line another 88 miles from Peters Creek to Steep Rock Creek along the 36-30 parallel. In 1751, using their knowledge of surveying, Fry and Jefferson collaborated to create a "Map of the most Inhabited part of Virginia." Their map, published in 1755, shows "Col Cresaps" at the location of current day Oldtown, Maryland. Cresap's place is also shown on the 1747 Fairfax map where a drawing of a house appears along with the word, "Cresaps." Second, another member of the Loyal Company, Dr. Thomas Walker, was leading an expedition during 1749-1750 into what is today east Kentucky. He is credited with discovering the Cumberland Gap on this trip and in establishing the first nonIndian residence west of the Appalachian Mountains. Christopher Gist Christopher Gist, born in Baltimore in 1706, was an explorer and surveyor for the Ohio Company of Virginia. By all reports he was intelligent and, as evidenced by his plats, journals and maps, well educated by his father although he had little formal education. During the period 1750 to 1752, Gist made two expeditions into the Ohio Country. In 1750 and 1751 he traveled into the Ohio Country as far as the Falls of the Ohio to the location of present day Louisville, Kentucky. He set out from Cresap's place on Wednesday (no day) October 1750. In 1751 and 1752 he traveled across the Monongahela River and along the east side of the Ohio River. During all of his travels, Gist kept a journal with meticulous entries regarding the events of each day plus courses and distances. His job, as given to him by Governor Dinwiddie of Virginia, was to travel "Westward of the Great Mountains," i.e. the Allegheny and Appalachian, to find "a large quantity of good, level Land" and survey these. He was to set "Beginning & Bounds" that could be easily found again by others. In 1753, at the conclusion of his two journeys, Gist was living near Wills Creek. George Washington traveled past Gist's place in November 1753 on a diplomatic mission for Governor Dinwiddie. He was able to engage the veteran woodsman to accompany him and together they traveled to Fort Venango and then on to Fort Le Boeuf. On the return trip, Washington and Gist encountered the Allegheny River. They had expected to find the river frozen solid, but only about 50 feet from shore was frozen. The center of the river was a wild, churning mass of freezing water. After fashioning a raft from logs, Gist and Washington attempted to cross, but capsized instead. Gist had to rescue Washington. As a matter of fact, Gist is credited with saving Washington's life on another occasion as well. But for him, George Washington would not have been the "Father of Our Country." Washington returned to southwestern Pennsylvania in the spring of 1754. He was again on a mission, this time to build a fort on the Monongahela River. Washington got as far as Great Meadows when on May 27, 1754 he was informed by Gist, who had taken up residence in southwestern Pennsylvania, that the French had made threats against Gist's cow and household items. Gist owned property near present day Uniontown, Pennsylvania that he called Gist's Plantation. Gist was present at the Battle of Fort Necessity on July 3, 1754 and again served as a member of the Braddock expedition in 1755. Tanaghrisson Tanaghrisson was given the name of Half King by the English. They believed he spoke for the entire Iroquois Confederation when in reality he was probably no more than a Mingo village leader. He had been born into the Catawba tribe around 1700, but was adopted into the Seneca tribe, which was part of the Iroquois Confederation. Iroquois who moved into the Ohio Country were known as Mingos. Tanaghrisson was with George Washington and Christopher Gist in 1753 when they traveled to Fort Le Boeuf. As the time came to depart, the French would not allow him to leave, but attempted to win him over with promises of liquor and guns. Tanaghrisson proved his loyalty to the English by turning down the French offers. The next year when Washington was on his way to build the fort on the Monongahela River, Tanaghrisson was again present. He sent a message to Washington saying he had found the French camp. Believing they were spies, Washington and Tanaghrisson decided to attack the French encampment. They killed ten, wounded one and captured 21 soldiers. During this event, Tanaghrisson allegedly wielded a hatchet that killed the French commander Joseph Coulon de Villiers, Sieur de Jumonville, who might otherwise have been taken prisoner. George Washington George Washington first saw the Ohio Country in 1748 when he was sixteen years old. Lord Thomas Fairfax was the possessor, some say, of over five million acres that he wanted to have surveyed and to determine whether settlers were squatting on his land. Washington, who was distantly related to Lord Fairfax, had impressed his lordship with his intelligence and surveying skills. This was the first of many trips Washington would make up from the Piedmont to the western lands beyond the Blue Ridge Mountains. Scarcely five years later, at age twenty-one, George Washington was selected by Governor Dinwiddie to go on a diplomatic mission in the direction of Lake Erie along the Allegheny River to meet with the French at Fort Venango. The British were becoming fairly alarmed about the presence of the French in this area, which they believed belong to them. Initially the British thought the French were there merely to trade with the Indians and to secure pelts, however, since the French were establishing forts here and along the Mississippi River, the belief that French settlements would soon follow became apparent to the English. The English were especially concerned that the French would try establishing settlements in the Ohio Country that they were convinced belonged to them and that they knew was rich in natural resources. French occupation and their efforts to attach the Indians to them against the English meant the French had to go. Washington left the Virginia capital of Williamsburg on October 3, 1753. By November 14 he was at Wills Creek (Cumberland) where he met up with Christopher Gist. He, Gist and Tanaghrisson traveled to Fort Venango where Washington tried to deliver his message. The commandant, Lieutenant Francis Gordon, stated he could not receive the message; that it would have to go to his superior at Fort Le Boeuf. Washington and his party traveled an additional one hundred miles north where they met with the commander of the fort, Jacques Legardeur de Saint-Pierre. The commandant politely listened to what Washington had to say about the French vacating the area and then just a politely refused to accept the ultimatum. Although the diplomatic mission was a failure, Washington was treated with respect and courtesy. He returned to Williamsburg on January 16, 1754 making a report to Governor Dinwiddie that was very soon published so everyone knew what position the French had taken. In the spring of 1754, George Washington was sent by Governor Dinwiddie to build a fort on the Monongahela River. In the course of doing so, he was to widen Nemacolin's Path into an actual road. Washington was under the command of Joshua Fry who stayed at Fort Cumberland while Washington traveled on toward southwest Pennsylvania. He got no farther than Great Meadows, which is about ten miles southeast of today's Uniontown, PA, when on May 27 he was informed about the French by Christopher Gist. Washington wrote to Governor Dinwiddie that he believed the French had been sent as spies. Following the incident on May 28 during which Jumonville was killed; Washington retreated to Great Meadows and threw up a fortification that became known as Fort Necessity. On May 29 Washington wrote about the Jumonville affair to his commander Joshua Fry only to subsequently learn of Fry's death as a result of a fall from his horse on May 31. While anticipating a retaliatory attack from the French, Washington continued to work on the road-widening project from Great Meadows to the Monongahela River. Many years later, this road would serve as the basis for part of the Historic National Road in Pennsylvania. The French attack finally came on July 3, 1754 during which the Virginians were soundly defeated in the Battle of Fort Necessity. Edward Braddock Edward Braddock was appointed to command against the French in America. He landed in Virginia from England on February 20, 1755 with two regiments of British regulars. By various accounts, Braddock was most disrespectful of his host, British merchant John Carlyle, allowing his men to put their feet on the furniture at the Carlyle house. Additionally, he was very contemptuous of the American militia. He believed American soldiers were afraid of the Indians, whom he believed were nothing to fear. Braddock was a strict subscriber to the regimented European style of conducting battles where soldiers form up into lines and stand their ground. After meeting with several colonial governors in Alexandria, VA, Braddock began his campaign to remove the French from British claimed territory. On April 21 he headed for Frederick, MD and then made his way to Fort Cumberland. His equipment included the following: 300 wagons each weighing 1400 pounds 2100 carpenters, sawyers, sailors & soldiers 3000 horses 200,000 pounds of flour 2000 head of cattle 10,000 sand bags 4 eight-inch Howitzers each behind a nine-horse team 400 spades Attempting to move all this equipment along a road that had been widened somewhat by Nemacolin, Thomas Cresap, Christopher Gist and George Washington proved to be arduous and extremely difficult. Braddock insisted the road be twelve feet wide to accommodate wagons. Progress was slow and at the maximum rate of about three miles per day. The road that Braddock built, parts of which still bear his name, starts in Alexandria and goes to Pittsburgh, PA. The part that became the National Road is the section from Cumberland, MD on the Potomac River to Brownsville, PA on the Monongahela River. Shortly after crossing the Monongahela River, on July 9, 1755 Braddock encountered the French who had rushed south toward him from Fort Duquesne. Braddock's enemy did not fight in the traditional European style, but shot at a specific target using trees and ravines for protection. Dressed in brightly colored uniforms, wearing gleaming gorgets while riding on horseback, Braddock's officers were the perfect targets for the French soldiers and Indian warriors. Out of 82 officers, 63 were killed or wounded. Braddock had five horses shot from under him before he was mortally wounded. After a chaotic battle in which the British soldiers indiscriminately shot in every direction, orders were given to retreat. As the army prepared to leave for Fort Cumberland, on July 13 Braddock died and was buried in the middle of the road he had constructed and had passed over not ten day before. Allegedly, Braddock's last words were, "Who would have thought?" After internment, the army rode over the grave, obliterating all trace, to protect the site from discovery and possible desecration. James Burd James Burd was responsible for building a road from Shippensburg to Raystown, which is today's Bedford, PA. The construction of this road was in aid of General Braddock; however, the road was not completed in time to help with that campaign. Later, in 1758 Burd served with General John Forbes. Forbes had constructed a road from Carlisle, PA to Fort Duquesne where he was successful in defeating the French. Following the defeat of the French, Fort Duquesne became an English fort called Fort Pitt. On his way to encounter the French, Forbes had built a series of forts along his road. Burd contributed to the construction of Fort Ligonier. In 1759 Burd was sent to build a fort at Redstone Old Fort on the site of an earthwork left behind by prehistoric, indigenous people known to Anglos as "Mound Builders." The site was where Nemacolin's Path forded the Monongahela River at a mound overlooking the river's eastern shore. Today the city of Brownsville, PA is located here along the Historic National Road. Burd developed a road northward along the Monongahela River toward Fort Pitt known as the James Burd extension and also the road westward along Nemacolin's Path toward Wheeling. The names and events described above were players in the creation of the National Road, however inadvertently. We will now look at several individuals who were directly involved with the construction of the National Road. The first of these is… George Washington George Washington was a successful plantation owner as well as a successful soldier. When the French and Indian War was well into his past and the Revolutionary War was behind him, Washington had planned on retiring to Mount Vernon. By this time he owned a considerable amount of land in the Ohio Country. Communication by road or canal to that area from the eastern seaboard was virtually non-existent; a great concern to Washington. That concern prompted him to write to the Governor of Virginia, Benjamin Harrison, in the fall of 1784. As well as being Governor of Virginia from 1781-1784, Harrison had been one of the signers of the Declaration of Independence. Washington had just returned from a five week, 680-mile trip into the Ohio Country during the period September 1 to October 4, 1784. While there he had met with several of the residents in the area, particularly those in southwest Pennsylvania. Among these were Albert Gallatin who assured him that a road could be built across the Allegheny Mountains, which would link the eastern and western sections of the United States. In his 15-page letter to Harrison dated October 20, 1784 (although the Library of Congress lists the letter as October 10, 1784) Washington stated, "The Western settlers, (I speak from my own observation) stand as it were upon a pivot; the touch of a feather, would turn them any way." Clearly what Washington saw on his trip to the Ohio Country were settlers who found shipping products such as grain, liquor, wood, pelts and livestock down the Ohio River and then down the Mississippi River to the port of New Orleans and out through the Gulf of Mexico preferable to shipping products over the mountains to the eastern cities of New York, Philadelphia, Baltimore, Washington and Richmond. The Ohio Country products might eventually come to these eastern cities, but only after a long sea voyage around Spanish Florida and up the Atlantic Coast. Everything along the western bank of the Mississippi and the port of New Orleans belonged to Spain. Washington feared the western settlers might feel more allied with the Spanish than with their fellow Americans. Washington told Harrison that "because they could glide gently down the stream," they may not consider "the fatigues of the voyage back again," and the time necessary to do that. He said the Western settlers do this because they have no way of going east except by "a long Land transportation and unimproved roads." Washington was convinced that if the road was smoothed and the way made easy for them, the products from the area west of the Allegheny Mountains would yield "an influx of articles…poured upon us." Washington also used considerable ink in this letter to describe the canal system he advocated, not the least of which was one along the Potomac that when built during the first few decades of the 19 th Century became known as the Chesapeake and Ohio Canal. Washington is also quoted as having said, "Open a wide door and make a smooth way for the produce of that Country (Ohio) to pass to our Markets (East Coast) before the trade may get into another channel (Spanish)." He said that, "A people…who are possessed of a spirit of commerce…may achieve almost anything." However altruistic Washington's motives may have been, he also had a personal need to have easier access to his western land holdings. Since, until recently, Washington had been occupied with winning a war, he had not been able to directly oversee his property. In the 1784 trip to the Ohio Country, Washington learned that squatters were sitting some of his richest land and that unscrupulous land speculators were selling off some of his lands in places like New York. He needed both a canal and a road to get him from Mount Vernon up the Potomac, across to the Monongahela and over to the Ohio. Washington's letter to Harrison may be viewed as the basis for constructing the National Road. Northwest Territory and the Ohio Company of Associates From a catalytic point of view, acquisition of the Northwest Territory and its related Ohio Company of Associates influenced the creation of the National Road. In 1784 Thomas Jefferson proposed surveying the public lands of the west in geographic units called "hundreds." These are areas of ten miles square based on the decimal system, later replaced by townships of six miles square. In 1785 the Land Ordinance regarding the Northwest Territory was passed. Primarily this legislation established the rectangular system of surveying officially known as the Public Land Survey System (PLSS) and prepared the western lands for sale. In 1786, Rufus Putnam and his colleague Benjamin Tupper advertised for prospective investors to establish the Ohio Company of Associates. They then applied to the Congress of the Confederation of the United States for a private land purchase in the Ohio Country. Putnam and Company requested 1.5 million acres, which would be surveyed and sold to settlers. The Ohio Company of Associates signed its first contract on October 27, 1787 and set up a land office in an area on the Ohio River they called Campus Matrius, known today as Marietta, OH. Another important piece of legislation was the Northwest Ordinance of 1787, which among its several attributes provided for statehood of the western lands as well as prohibiting slavery in that area. Through the activities of the Ohio Company of Associates, more and more settlers were being attracted to the Ohio Country making the need for a viable means of transportation from the eastern cities to the lands beyond the Allegheny Mountains just that much more important. Not only was there a desire to transport products from the Ohio Country to the east, but also manufactured goods needed to be transported to the settlers in the west. Ebenezer Zane Ebenezer Zane was an American pioneer, road builder and land speculator. In 1769 he established rights to an area called "wih link" (place of the head) by the Indians for a scalped and decapitated white man. At Wheeling he erected Fort Henry, named in honor of Virginia's Governor Patrick Henry. In 1796, Zane petitioned the Congress of the United States for permission to build a trail across part of the Northwest Territory from Wheeling to Maysville (formerly Limestone), KY. Congress granted Zane tracts of land in the areas where the road intersected with the Muskingum, Hocking and Scioto Rivers. Zane was granted the right to sell land at the river crossings. Later the cities of Zanesville, Lancaster and Chillicothe, OH would develop to occupy these intersections. Zane's Trace, as the road was known, would accommodate foot or horseback traffic, but no wagons. The road was not surveyed, but followed Indian paths or trails used by former military expeditions. Congress agreed to Zane's petition because of the belief that the trace would encourage trade and settlement in Ohio Country thereby further strengthening the federal government's influence on the territory. That portion of the Trace, which began in Wheeling and went to Zanesville, would eventually be incorporated into the National Road. Albert Gallatin Albert Gallatin was a Swiss-born American who served as the Secretary of the Treasury longer than any other Secretary of the Treasury has done. From 1801 to 1814, he served for thirteen years during the administrations of presidents Thomas Jefferson and James Madison. In a land speculation plan designed to create a new community based on American freedoms and Republican principles, Gallatin worked from 1783 to 1789 as an agent and interpreter in the frontiers of Virginia and Pennsylvania. It is during this time, in 1784, that he met George Washington while Washington was inspecting western lands near present day Morgantown, WV. As stated earlier, Gallatin assured Washington that a road could be built across the Allegheny Mountains. In 1785, Gallatin purchased a 370 acre tract he called Friendship Hill, which is today a National Historic Site on Pennsylvania's Route 166 about 3.5 miles northwest of Point Marion, PA. Living where he did, albeit for limited periods of time, Gallatin was abundantly aware of the need to have a means of getting across the Allegheny Mountains. He is quoted as having said, "Good roads and canals will shorten the distances, facilitate commercial and personal intercourse, and unite, by a still more intimate community of interests, the most remote quarters of the United States. No other single operation within the power of the Government can more effectually tend to strengthen and perpetuate the Union." In 1802, he penned a most important letter that served as the financial basis for the National Road. Representative William B. Giles of Virginia was head of the House committee for statehood legislation dealing with the admission of new states into the Union. On February 13, 1802 Gallatin wrote to Giles suggesting ten percent of the proceeds from land sale in Ohio be used to fund road building to Ohio and through the state. At that time, the Enabling Act of 1802 for Ohio statehood was being considered. This act passed on April 30, 1802 guaranteeing the new state would be equal in status to the existing states and provided that proceeds from the sale of Federal lands would fund the creation of roads to and through Ohio. Gallatin's suggested 10% was reduced to 5% with 3% funding for roads wholly within the state and 2% funding for roads to and through the state. At some later point, across his copy of the letter to Giles, Gallatin wrote, "Origin of the National Road." Gallatin's support for the creation of a national road earned him the title of "Father of the National Road." Thomas Jefferson Thomas Jefferson was deeply concerned about the possible east-west riff that was building in the not so "united" United States. As stated earlier, settlers in the Ohio Country did not feel much kinship toward the folks living east of the mountains. Many of them had come west because they couldn't make a decent living in the east. Frontier culture and life styles were very different from the way people lived in the east. Because of the ease of travel on the downstream of the Ohio and Mississippi Rivers, many felt closer to Spanish countrymen than they did to their own. Jefferson was well aware of Washington's desire to have roads and canals that would transport people and goods back and forth across the country. His Secretary of the Treasury, Albert Gallatin, urged him to encourage legislation that would allow for the creation of a national road. The Constitution of the United State was still a relatively new document and would be tested in many ways not the least of which was whether Congress had the authority to take on the responsibility for building roads. The constitutionality of road building and road maintenance will be dealt with a bit later in this paper. In the meantime, suffice it to say that, Jefferson agreed to sign into law legislation that was an "Act to regulate the laying out and making a road from Cumberland, in the state of Maryland, to the state of Ohio." The Act was signed on March 29, 1806 and contained seven sections. 1. The president was authorized to appoint three commissioners who were discreet and disinterested citizens of the United States. This section also contains a description of where the road was to be located. 3. The commissioners were to write reports and estimate costs. They were charged with laying out the best possible route that would be the shortest and straightest. 2. The road was to be four rods (sixty-six feet) wide and be marked at each quarter mile and at every angle. 4. Stumps were to be cleared from the entire roadway. The middle was to be raised using stone, earth, or gravel and sand…leaving a ditch…on either side. The elevation was not to be greater than five degrees or grades of 8.75% in today's language. 6. Thirty thousand dollars was appropriated, but this was to come from the 2% described in section seven of the Enabling Act that had been signed on April 30, 1802. 5. Each commissioner would receive four dollars per day and they were to employ one surveyor at three dollars per day, plus two chainmen and one marker each at one dollar per day. 7. The President was to give a report to Congress at the start of each session regarding the proceedings under the Act. Commissioners & Contractors As per the legislation, three commissioners were appointed in the summer of 1806. They were Elie Williams of Maryland who was the president of the commissioners, Thomas Moore also of Maryland and Joseph Kerr from Ohio. The actual survey work began on September 3 and by September 22 they had reached the Youghiogheny River. As required by the legislation, the commissioners gave their first report in December 1806. Their comments indicated that the surveying work was much more difficult than they had anticipated. Although required to locate the road along the shortest, straightest route, persons who wanted the road to go past their property frequently approached the commissioners. The commercial potential was tremendous and the residents along the road knew this. The villages of Uniontown and Washington, PA made a particularly strong appeal to have the National Road go through their towns. Wagon/harness makers, inn/tavern keepers, framers, trappers/traders would all benefit from having the National Road go through their area. Had the road gone straight, both of these towns would have been bypassed. Going through Uniontown and Washington added only a couple of miles to the overall distance and besides, as Gallatin pointed out to Jefferson, lots of political support could be lost if these towns were not included. In April 1807, Pennsylvania agreed to approve the road with the proviso that Uniontown and Washington were on the route. In February 1808 the route was changed to include Uniontown and likewise in July 1808 to include Washington, PA. By the end of 1808, the surveying was complete to Wheeling and contracts were let for the clearing of the right-of-way. Contracts for constructing the first ten miles were let in the spring of 1811. The initial contractors were Henry McKinley, Randle (nfn) and James Cochran. Twenty feet of the road's surface was covered with stones ranging from twelve inches in depth to eighteen inches. A superintendent of construction, David Shriver, was appointed in April 1811 to oversee the building of the road including posting advertisements to attract construction crewmembers. By September 1811, the first ten miles had been completed and by the end of 1813, the next eleven miles were complete along with the Casselman Bridge. The completed road reached Wheeling in 1818 a full twelve years after the authorizing legislation had been signed. National Road Construction The National Road's construction started in Cumberland, MD no only because this is what the legislation called for, but also because it was the logical starting point. It was from here that Nemacolin, Cresap, Gist, Washington and Braddock had started. Also, plans were being made to construct a canal along the Potomac River that could connect Washington D. C. to Cumberland. Southern legislators were upset that the new road would not connect to Richmond, VA and Pennsylvanians were equally disturbed that the new road would not connect to Philadelphia. They thought the starting point should be Pittsburgh using Forbes Road to connect with the "City of Brotherly Love," but this was not to be. Quite frankly, both Forbes's Road and Braddock's Road had seen only limited use since the French and Indian War. In some areas, Mother Nature was rapidly reclaiming these roads. During the construction of the Cumberland Road, as the National Road was sometimes called, another road connecting Baltimore to Cumberland was in various stages of completion. Known by a variety of names such as the Baltimore Pike, the National Pike and the Frederick to Baltimore Turnpike, this road was being privately funded through the use of turnpike companies and through a consortium of banks that were funding the road as a means of having their charters renewed by the Maryland State Assembly. For this reason, it was sometimes called "Bank Road." The most difficult stretch of the road to be completed from Baltimore to Cumberland was the section from Boonsboro to Hagerstown. Plagued by ruts, mud and dust, a separate turnpike company, the Boonsboro to Hagerstown Turnpike Company, was chartered on January 30, 1822. This ten-mile section became the first use of the Macadam method of road building in the United States and was completed in 1823. John Loudon McAdam was a Scottish engineer who invented a road construction process called macadamisation or simply macadam around 1820. According to his method, roads were made of crushed stone bound with gravel on a firm base of larger stones. A camber, making the road slightly convex, ensured that rainwater rapidly drained off the road rather than penetrate and damage the road's foundations. Pounding stones with a hammer broke them up so they would pass through a small ring. The stones were layered onto the road, larger stones covered by crushed smaller stones and then a layer of fine gravel stones to a depth of fifteen inches in the middle and tapering off to twelve inches on the edge. A cast-iron roller packed down each stratum and ditches ran along the sides of the roadway. The Macadam method of road building was the greatest advance in road construction since Roman times, but it was not used on the road from Cumberland to Wheeling, as it had not yet been invented. As the National Road progressed west beyond Wheeling, the Macadam method was used to a large extent particularly in urban areas. Since the stones on the original road were not layered, they tended to spin off to the side when heavy wagons and coaches traveled along the road. By the time the road had been completed to Wheeling, the road leaving Cumberland was already in serious need of repair. Henry Clay Henry Clay never became president as he most sincerely wanted to do, but in 1957, a Senate committee named him the greatest Senator in this country's history. As a Senator from Kentucky, Clay was a staunch supporter of internal improvements, which meant building roads, constructing canals, dredging harbors and things of that nature or what we might think of as Public Works Projects. This ran him afoul of Andrew Jackson who, like some of his predecessors, questioned the constitutionality of the Federal government funding internal improvements. For a host of reasons, Henry Clay and Andrew Jackson did not get along, but when Jackson vetoed the bill for the Maysville Road, rumor had it that he did so to thwart Henry Clay. Henry Clay was a good friend of Moses Shepherd who built Shepherd Hall in 1798 on the grounds of his plantation near Wheeling Creek. Shepherd lived there with his wife Lydia in what is today known as Monument Place in Wheeling, WV. In 1817, Moses Shepherd constructed a stone, three-arch bridge over Wheeling Creek. Because his friend Henry Clay was instrumental in getting the National Road to go through Wheeling rather than some other place along the Ohio River such as Steubenville or Wellsburg, Shepherd erected a monument to Clay on his plantation from which the name Monument Place stems. The monument no longer exists, but the bridge and the Shepherd's mansion do. Rumor mongers say that Henry Clay got the National Road to go past the Shepherd's home because Lydia batted her eyes at him, but however it happened, Clay gained the title of "Father of the National Pike." He was a strong advocate for extending the National Road through Ohio and beyond to the Mississippi River. National Road and the Constitution The controversy between the National Road and the Constitution of the United State is extremely interesting. Article 1, Section 8 of the United States Constitution grants specific powers to the United States Congress. Among these are to "provide for the…general welfare; to regulate Commerce …among the…States, and to establish Post…Roads." Nowhere is the issue of internal improvements directly addressed in the Constitution. General welfare has been interpreted as meaning for the good of all Americans, not just those living in a specific geographic area. Questions arose such as, "Since the Federal government is authorized to establish post roads, can this give license to building roads that will not only be used for the post, but also for other purposes as well?" "Can the Federal government fund roads that are wholly within one state? Or only those roads that are interstate?" "Should the Federal government fund roads that allow for the improved regulation of commerce?" "Is road building a means for Congress to fulfill its obligation to provide for the common defense?" Regarding the Constitution, Jefferson was known as a strict constructionist. He believed actions must be authorized by the Constitution before such could be taken. This is in contrast to his arch nemesis, Alexander Hamilton, who believed if an action was not prohibited by the Constitution, it could be taken. Since the Constitution did not specifically authorize the president to acquire territory and Congress had not appropriated money for the purchase, Jefferson was probably in violation of the Constitution when he authorized the purchase of Louisiana. This was rationalized as a great real estate bargain since our country really needed the port of New Orleans for commerce. Additionally, it provided a buffer zone between the United States and Spain that could come under the clause "provide for the common Defense." Likewise with the National Road legislation, Jefferson was again probably in violation of the Constitution. However, with Gallatin having come up with a way to pay for the road, Jefferson signed off on the legislation as a means of binding the nation together and rationalized that it was intended to "provide for the common Defense and regulate commerce." James Madison, known as the "Father of the Constitution" since he was the primary author of this document, vetoed a federal public works bill on March 3, 1817. The bill would have provided for the construction of roads and canals. Madison stated that he was aware of the importance these constructions had in improving transportation; but he did not believe the general welfare clause gave congress the power to do so. Alternatively, state or private entities could take on the responsibility of building roads and canals. Presidents James Monroe and Andrew Jackson tended to think along the same lines. They all appreciated the importance of internal improvements, but did not believe the Constitution allowed for the Federal government to fund such projects. On May 4, 1822, Monroe vetoed the Cumberland Road Bill, which was an act for the preservation and repair of the Cumberland Road (aka the National Road). Monroe wrote in his veto message that " A power to establish turnpikes with gates and tolls, and to enforce the collection of tolls by penalties, implies a power to adopt and execute a complete system of internal improvement," which he believed was unconstitutional. John Quincy Adams believed the Federal government could engineer and be responsible for internal improvements. Under his administration the Army Corps of Engineers was authorized to get involved with Federal internal improvement projects. Also authorization to extend the National Road across the Mississippi River on to Jefferson City, MO occurred under Adam's administration. The original funding for the National Road was sort of retroactively rationalized because the money came from the sale of land in Ohio, not directly out of the Federal treasury. Additionally the National Road was an interstate highway that benefited a multitude of states and Americans. This was not the case with the Maysville Road. This road was proposed to go from Maysville to Lexington, KY. Advocates maintained that the Maysville Road was an extension of the Cumberland Road project as it was intended to eventually go from Zanesville, OH to Florence, AL. Jackson vetoed this bill because the road was wholly within one state, Kentucky. He was not swayed by arguments that illustrated canal projects, wholly within one state, that had been authorized by Congress. National Road Chronology The National Road reached Wheeling in 1818 at a cost of $13,000 per mile for an estimated 112 miles. Travel was now possible from Baltimore all the way to the Ohio River. In May 1820, Congress appropriated funds to continue the National Road through the states of Ohio, Indiana and Illinois. The Enabling Act for Ohio of 1802 provided for roads to and through Ohio. The original authorizing legislation for National Road in 1806 caused it to go through three states, Maryland, Pennsylvania and Virginia, which could be defined as "for the…general Welfare." With those precedents, the 1820 legislation was considered as an extension of previous bills, not wholly new legislation for wholly new projects. On July 4, 1825 ground was broken with much fanfare and celebration for the National Road in St. Clairsville, OH. In 1827, Jonathan Knight surveyed east and west from Indianapolis in an absolutely straight line. In 1828 Joseph Shriver began surveying in Illinois from the Indiana state line to the Mississippi River. The National Road got to Zanesville in 1830 having been build over Zane's Trace from Wheeling; by 1833 it had reached Columbus and finally got to Springfield, OH in 1838. In Indiana, the National Road extended across the state by 1834 albeit in various stages of completion. Indiana's section was finally completed in 1850 with the last federal expenditure having been in 1841. In November of 1834, the traffic in Cumberland was redirected through The Narrows between Wills and Haystack Mountains rather than over Haystack Mountain as originally constructed. By 1839 a right-of-way had been opened to Vandalia, IL. With the exception of the occasional crushed rock or timber-laden "corduroy" sections, the Illinois National Road was a dirt path dotted with tree stumps cut low enough that a wagon could easily navigate over them. Around 1842, Federal involvement in the road ended after an expenditure of more than $6.8 million dollars. 1847 was the last time National Road completion came up in Congress, but since the states of Illinois and Missouri could not agree on the terminus, be it Alton, IL or St. Louis, MO, the bill went no farther. Andrew Jackson's administration was interested in getting out of the road building business altogether allowing states and private enterprise to handle the job. Starting in the early 1830s, the National Road began reverting to the states. This happened with the Ohio Act of February 4, 1831 where the state was authorized to preserve and repair the road as well as erect tollgates. An act for Maryland and Pennsylvania to take over their portions of the road was passed on July 3, 1832, but these states did not actually take possession until 1835 after the Federal government had made repairs to the road east of Wheeling. Virginia (now West Virginia) assumed its portion of the road on March 2, 1833 followed by Indiana on August 11, 1848 and Illinois on May 9, 1856. When the road basically ended at Springfield, OH for a period of time, the local business people took it into their hands to create a turnpike company for the construction of a road from Springfield to Dayton. Officially, the road was supposed to go straight from Springfield to Richmond, IN, but the people of Dayton and Eaton knew what an economic boon it would be to have the road go through their towns. No amount of convincing could get the Federal government to sway from its original course even though going from Springfield through Dayton and Eaton and on to Richmond would add a mere four miles to the route. The Dayton and Springfield Turnpike Company was chartered in 1838 and later a Western Turnpike Company was created to connect Dayton and Eaton with Richmond. The Dayton Cutoff, as the faux National Road came to be known, was intended to attract traffic. The mile markers were designed in a manner similar to those used on the official National Road and of a similar material. If travelers were fooled into thinking the Dayton Cutoff was the official National Road, they were not disappointed. The road itself was of a superior construction and travelers probably wanted to go on a road that passed through a few towns rather than take the official road that passed through no towns. President Andrew Jackson gave consideration to the route through Dayton and Eaton, but on August 27, 1835 he agreed with the surveyor that the line should run directly from Springfield to Richmond. National Road Heyday Now we come to the period commonly known as the heyday of the National Road. This is a period from roughly 1818 when the road got to Wheeling to 1853 when the railroad got to Wheeling. During this period, the road carried a tremendous amount of traffic. According to Thomas B. Searight, author of a 1894 book on the history of the National Road, "For thirty-four years, the Cumberland Road was the great national highway, the principal avenue from the Atlantic slope to the Valley of the Mississippi. [It was] one great highway, over which passed the bulk of trade and travel, and mails between East and West." Traffic Descriptions of traffic on the National Road are so vivid as to be nearly breath taking what with the huge, lumbering Conestoga wagons pulled by as many a eight oxen, horses or mules; the regular freight wagons; the drovers herding hundreds of sheep, pigs, cattle or even geese along the road; the colorful, fleet and multitudinous stagecoaches; riders on horseback; travelers on foot; the fast mail service that carried only government correspondence and was the precursor to the Pony Express; the emigrants walking beside their carts and wagons loaded with all their household goods and other worldly possessions. Conestoga wagons were the forerunner to the modern semi-truck bringing valuable goods to the settlers and towns that began popping up along the road. A typical Conestoga was 26 feet long, twelve feet high, and weighed more than a ton. It could carry up to eight tons (16,000 pounds) of freight. The back wheel of a Conestoga was five feet tall. Not wanting to surrender valuable space, the Conestoga had no seat forcing the teamster driving the wagon to sit on an exterior lazy board or a member of the team. In some instances he would walk along beside the wagon. Rather than run the risk of not finding sufficient feed for the animals, fodder, especially grain, was frequently carried on board the Conestoga wagon. Travelers and freight went in both directions. Going east were the mail, tobacco, lumber, livestock, grain, whiskey, coal and pelts. Going west were the people such as travelers, emigrants, pioneers or settlers; the mail, nails, gunpowder, flour and manufactured goods such as furniture and cloth. Many stagecoaches and freight wagons ran 'round the clock as companies vied with each other to cut the time from pick up to delivery. Tolls As states took over the responsibility for the road, they were expected to keep it in good repair. To acquire revenue for road maintenance, many tollgates were set up. Toll keepers were stationed at each gate, which could be as frequent as every ten miles. A tollhouse was provided for the toll keeper to live in. Some toll house were designed so that the toll keeper could sit up in his bed on the second floor and look all around the octagon-shaped story. Most tollhouses are now gone, but certain ones of significance remain, namely the ones at LaVale and Hancock, MD and at Addison and Uniontown, PA. The amounts of the tolls were posted on the outside of the tollhouse and varied with the item of traffic wishing to pass. Should a wagon come equipped with wheel rims of eight or more inches, generally no toll was required as such wheels actually helped to groom the road. Bridges During the heyday of the National Road, some exquisite bridges were built. Certain bridges on the National Road are called S-bridges. When the road came to a river or stream it frequently arrived at an oblique angle. A stronger bridge could be built by going straight across a river at a perpendicular angle. The bridge would be built at a right angle to the waterway and the roadway would be angled to accommodate the bridge resulting in a bridge having an "S" shape. Four of these remain in Ohio and they are Blaine Hill, Salt Fork, Peters Creek and Fox Run. The Salt Fork Sbridge built in 1828 is still drivable. The country's only drivable Y-bridge is in Zanesville, OH. Moses Dillon built the first in 1814. After five years it collapsed and a second one was built. Thirteen years later, this bridge was condemned and another was built on what was by then the official National Road. This was a toll bridge until 1868 when the state purchased it and made it free. In 1902, a fourth bridge of reinforced concrete was built and it stands to this day. When giving directions to the weary traveler, locals like to say, "Go to the middle of the bridge and turn left." Could that be right?! In addition to the stone arch bridge over Wheeling Creek mentioned earlier, there are other arch bridges of particular note. One is the Casselman Bridge near Grantsville, MD built by David Shriver, who was the superintendent for National Road construction. This bridge no longer carries traffic, but it is still in great shape for having been built in 1813. Another arch bridge that is likewise in wonderful condition, but also does not carry traffic except for an annual wagon train reenactment, is the five-arch Wilson Bridge that crosses the Conococheague Creek, a tributary of the Potomac. Two incredible stone bridges are viewable in Marshall, IL. These bridges were constructed during the mid-1830s and the one at the west end of town still carries traffic. The amazing thing about these bridges is that they are made of carved stone, where each piece fits precisely and no mortar was used to hold the bridge together. The second bridge is at the east end of town and much more difficult to find, but is well worth the effort. Finally we come to the most amazing bridge of all on the National Road. It is the suspension bridge at Wheeling that spans the main channel of the Ohio River over to Wheeling Island. This was the longest suspension bridge in the world at the time of its construction in 1849. Contrary to some beliefs, it was not designed by Roebling who designed the Brooklyn Bridge, but was designed by Charles Ellet, Jr. who also worked on the Niagara Falls Suspension Bridge. Taverns and Inns During the heyday of the National Road, at fairly frequent internals along the National Road were rest areas. These came in the form of taverns or inns where travelers could eat and possibly sleep or in the form of yards where drovers and wagon drivers could feed and rest their animals. Several of the inns/taverns survive to this day doing the same kind of business they have done for decades. One example is the Century Inn at Scenery Hill, PA. This inn has been engaged in the business of feeding and caring for its guests since 1794. Elsewhere in Pennsylvania is the Mount Washington Inn that is now a museum in conjunction with the Fort Necessity National Battlefield. The Casselman Inn at Grantsville, MD still provides food and lodging as it has since 1824 and the Red Brick Tavern in Lafayette, OH has been in operation since 1837. Towns As the National Road brought more and more people west to settle in the states of Ohio, Indiana and Illinois, towns began to crop up along the road. Initially many of these towns were no more than one street with perhaps a few cross streets. Sometimes these were known as "Pike" towns and the National Road was their main street. For that reason, the National Road acquired the sobriquet of "America's Main Street." Two towns that maintain much of their original flavor are Morristown, OH and Greenup, IL. Eventually, people began to establish businesses along the National Road that were needed by the folks who had moved west such as wagon and harness makers, tanning shops and clothiers. Accidents Unfortunately, with all the traffic and congestion on the National Road, the inevitable was bound to happen. Henry Clay's stagecoach was toppled over in the vicinity of Uniontown, PA. Clay jauntily commented that this was where Pennsylvania limestone met Kentucky clay, but others said it was "where Congress fell on its arse." A more serious accident happened near Norwich, OH in 1833. A man named Christopher C. Baldwin was traveling from Cumberland to Zanesville on a mission for the American Antiquarian Society of Wooster, MA. Mr. Baldwin was intending to travel all the way to southern Ohio to view pre-historic Indian mounds, but his coach's horses got tangled up with a herd of pigs and Mr. Baldwin was thrown from the seat he had taken next to the driver. This is believed to be the first fatal traffic accident to happen in Ohio. An Ohio historical marker was dedicated to Mr. Baldwin outside the Masonic Temple in Norwich on May 6, 2007. National Road in Decline A serious decline began to plague the National Road when the Baltimore & Ohio (B&O) Railroad reached Wheeling in 1853. Railroad construction had begun with a groundbreaking ceremony in Baltimore, MD on July 4, 1828. The railroad progressed westward until it reached Cumberland in 1842. Eleven years later, the B&O had eclipsed the original National Road from Cumberland to Wheeling. Trains were faster and could carry more freight and passengers than wagons and coaches were able to do. Many believed the railroad would make regular roads obsolete and no longer of any practical use for long-distance travel. The coming of the railroad tolled the death knell for the National Road. Not only did the B&O make the National Road obsolete, it did the same thing to the Chesapeake and Ohio Canal (C&O). On the same day ground was broken for the B&O, a groundbreaking ceremony for the C&O was held in Georgetown near Washington D.C. The man turning the first spade of dirt was the President of the United States, John Quincy Adams. The C&O reached Cumberland in 1850, eight years after the arrival of the B&O. Originally intended to go all the way to the Ohio River, the C&O canal stopped in Cumberland because the railroad had rendered it unnecessary. After spending $6.8 million dollars to build the National Road, the Federal government ceased appropriating funds for the completion or maintenance of the road. Tolls were to be collected to pay for the maintenance of the road, but these were often insufficient or the money was redirected to other uses. Keeping the road in good repair had been a problem from the very beginning. Wheels, especially narrow carriage wheels, gouged ruts in the road and caused the stones comprising the surface to spin off to the side. Since the macadam method had not been used on every section of the road, parts of the road tended to be extremely dusty during dry seasons and muddy to the point of impassible during wet seasons. States were notorious for their failure to keep the roads in good repair. At no time during the heyday of the road was it in perfect condition from one end to the other. Gradually the road passed into the hands of the counties. The maintenance of the road then fell to the local governments. Sometimes as part of their tax payment, residents along the road were required to give of their time repairing and refurbishing the road. In the state of Ohio, the National Road faced additional competition from the state's canal system. The Ohio-Erie Canal was completed by the early 1830s and the Miami-Erie Canal was finished by 1845. Built in a north-south direction, these canals were used to connect the interior of the state with the Great Lakes and the Ohio River allowing for an unlimited amount of trade and travel on an international scale. National Road Resurgence The impetus for the National Road's resurgence came from bicycle riders. A bicycle called the Rover came on the market in 1885. It was categorized as a safety bicycle because it had two wheels of equal size and a chain driven rear wheel. Unlike earlier bicycles, this one was easier to mount and easier to keep balanced. Americans went crazy for the safety bicycle. Known as the Bicycle Craze during the 1890s, thousands of bicycles were sold, but owners soon discovered a major problem. Bicycles were fine in town where the streets were paved, but what about out in the country where mainly dirt roads existed? Riding a bicycle on a rutted, dusty dirt road or a road that became awash in mud was no fun for a cyclist. The Good Roads Movement was officially founded in May 1880, when bicycle enthusiasts, riding clubs and manufacturers met in Newport, Rhode Island to form the League of American Wheelmen to support the burgeoning use of bicycles and to protect cyclists interests from legislative discrimination. The league quickly went national and in 1892 began publishing Good Roads Magazine. In three years the circulation reached one million. Early good roads advocates enlisted the help of journalists, farmers, politicians and engineers in the project of improving the nation's roadways, but the movement took off when it was adopted by bicyclists. Improved roads received another big boost when Americans fell in love with the automobile. Henry Ford put his Model A automobile on the market in 1903 and the Model T was put on the market just five years later. Intended for the masses, huge numbers of Model T vehicles were sold, only to have the owners run into the same difficulties as the bicyclists—bad roads. In addition to cyclist and car drivers, farmers had a vested interest in improved roads so they could get their products to market. The introduction of Rural Free Delivery by the Postal Service also contributed to the need for better roads. Fortunately a Supreme Court case, Wilson v. Shaw, in 1907 paved the way for Congress to use the Commerce Clause in the Constitution to justify appropriating funds in aid of roads. On July 11, 1916 the Federal Aid Road Act of 1916 was signed into law. This was the first federal highway funding legislation in the United States. The legislation for the National Road was not aid to roads as it was intended to create a specific road. To obtain funds under the Federal Aid Road Act of 1916, a state had to submit project plans, surveys, specifications and estimates for the project. Subsequently, beginning with the Federal Aid Highway Act of 1921, additional highway aid acts were put into law. Certain enhancements were made to the National Road in the early 1900s. Due to the demands of World War I, parts of the National Road were paved in brick. This was done mainly as a means of transporting heavy military equipment from the point of manufacture in the mid-west to the Atlantic Coast. Between 1928 and 1929, the National Society of the Daughters of the American Revolution placed twelve monuments as a tribute to pioneer mothers who traveled west. Five of these majestic statues are on the National Road: Beallsville, PA; Wheeling, WV; Springfield, OH; Richmond, IN; and Vandalia, IL. Additionally, mile markers along the road were refurbished or replaced. Because of improved road building technology, the number of roads in the United States grew exponentially. One of the most famous of roads to evolve in the early 20 th Century was the Lincoln Highway, which has the distinction of being America's first transcontinental highway from Times Square in New York City to Lincoln Park in San Francisco. It marks its beginnings from 1913. However, a system of named roads throughout the United States was confusing to the traveler, as the name did not tell where the road went or whether it denoted a north-south road or an eastwest road. National Road 2 nd Decline A second death knell was tolled for the National Road with the approval of the United States Highway System in November 1926, which gave numbers to US Highways. The numbering system for US Highways was done on a simple grid. Highways traveling in an east-west direction were given even numbers and those going in a north-south direction were given odd numbers. Smaller numbers are in the north and east whereas larger numbers are in the south and west. Today we have US Route 1 going north and south on the east coast and US Route 101 doing likewise on the west coast. US Route 2 goes east and west along the northern continental United States and US Route 90 goes along the southern limits of the United States in the general vicinity of the Gulf of Mexico. Many named roads were incorporated into the US Highway System. Frequently, number highways were placed on top of old named roads so that the Lincoln Highway became known as US-30 and the National Road took on the new name of US-40. Improved road building technology also allowed for the straightening of old roads and for a technique called "cut and fill," whereby hills were reduced and the resulting earth was used to fill in valleys. No longer did a road give the appearance of a ribbon lying lightly on the land. Rather than going through a town, as was the case with named roads, many US Highways bypassed towns. This was both a blessing and a curse. It was a blessing as traffic increased and vehicles became larger, because small towns did not have to be altered to accommodate these. On the other hand, with traffic bypassing the town, many businesses were left with no customers, especially those that depended on the tourist trade. Sections of the road that were not incorporated into the US Highway System or used as local streets were simply abandoned, eventually becoming over grown by weeds and trees. Bridges that had been state-of-the-art at the time of construction, could no longer withstand the pressure from heavy trucks and rapid transit. Many of these were abandoned and left to crumble into rubble. National Road Today Americans are a mobile people. As part of our national character, we love to travel and we especially love to travel by automobile. Following World War II, travel increased at a great rate on American highways. Tourist accommodations such as motels, gas stations and eateries started to abound everywhere along with attractions designed specifically for the tourist. This was not, however, the reason given for the legislation to create the Interstate Highway System signed into law by President Dwight Eisenhower on June 29, 1956. The rational for this legislation is in its name, the National Interstate and Defense Highways Act of 1956. Shortly after graduating from the United States Military Academy at West Point, Eisenhower had participated in the 1919 Army convoy that traversed the United States on a mission to determine whether America's roads were sufficient to transport heavy military equipment across country. They were not. Going across country, the equipment was frequently bogged down in mud or crashed through bridges unable to sustain the weight of the trucks and tanks. From Illinois through Nevada, practically all roads were unpaved. Recommendations resulting from the convoy included "encourage construction of a through-route and transcontinental highways." Eisenhower was serving in the European theatre during World War II when he saw first the Autobahn and fell in love. After his earlier experience with Army equipment on American roads, he knew that a high speed, transcontinental highway system where roads offer limited access was the answer to transporting military equipment across the United States. Obviously other benefits have resulted from America's Interstate System. The transport of goods and services across the entire length and breadth of the country is one along with the opportunity to travel by automobile to many of the wonders our country has to offer. We are nation of travelers. Thousands of people do not live anywhere near to their places of birth, yet the Interstate System allows for friends and relatives to visit each other readily and regularly. The identification method for the Interstate Highways was very similar to the one used for the US Highways. Again odd numbers mean north-south roads and even numbers mean east-west roads. High numbers are in the east and north whereas low numbers are in the south and west. We have I-5 on the Pacific Coast and I-95 on the eastern seaboard. I-94 goes across the northern part of the country and I-10 goes across the south. For the National Road, however, there was a down side to this scheme. Now the National Road's successor, US-40, suffered the same indignity of obliteration to which the original road had been subjected. The interstate highways, in the form of I-70 and I-68, were placed on top of US-40 or entirely new highways were created leaving the National Road that much more abandoned. Still more towns were bypassed and still more people lost their livelihoods. Additionally, one can say that a certain sameness is evident on the Interstate Highways that was not prevalent on the US Highways or the named roads. One interchange looks a lot like every other interchange—same gas stations, same fast food restaurants, same motels. A favorite quote comes from author William Least Heat Moon, "Life doesn't happen on the Interstate. It's against the law." Over time, especially in the last several decades, an interest in historic preservation had taken hold in America. The National Road represents a national treasure worthy of preservation. As seen in this paper, so much of our nation's history is connected to the National Road. We have not lost all of it and organizations in all six of the National Road states are working hard to preserve and monument what is left. A quick search on the Internet will result in guides to the National Road in each state, interpretive centers that can be visited, annual wagon train re-enactments, yard sales, festivals and interpretive panels. Finding the road and its unique features is like an outdoor treasure hunt. It's a great ride. Take it and make your own history. See you on the Road that Built the Nation! Books: Bibliography Darlington, William M. Christopher Gist's Journals: Historical, Geographical and Ethnological Notes and Biographies. Pittsburgh: J. R. Weldin & Co., 1893 Hulbert, Archer Butler. The Old National Road: A Chapter of American Expansion. Columbus, Ohio: Press of F. J. Heer, 1901. Hulbert, Archer Butler. Washington's Road Nemacolin's Path): the First Chapter of the Old French War. Cleveland, Ohio: The Arthur H. Clark Company, 1903. Hulbert, Archer Butler. The Cumberland Road. Cleveland, Ohio: The Arthur H. Clark Company, 1904. Ierley, Merritt. Traveling the National Road: Across the Centuries on America's First Highway. Woodstock, New York: The Overlook Press, 1990. Jordan, Philip D. The National Road. Indianapolis & New York: The Bobbs-Merrill Company, 1948. Poole, Russell C. America's Road: The National Road. Frederick, MD: Phoenix Imagery Press, 2006. Raitz, Karl. The National Road and A Guide to the National Road. Baltimore & London: The Johns Hopkins University Press, 1996. Schneider, Norris F. The National Road: Main Street of America. Columbus, OH: The Ohio Historical Society, 1975. Searight, Thomas B. The Old Pike A History of the National Road with Incidents, Accidents and Anecdotes Thereon. Uniontown, PA: self-published, 1894. Treat, Payson Jackson, Ph.D. The National Land System 1785-1820. New York: E. B. Treat & Company, 1910. Vale, Thomas R. & Geraldine R. U. S. 40 Today: Thirty Years of Landscape Change in America. Madison, WI: The University of Wisconsin Press, 1983 Vivian, Cassandra. The National Road in Pennsylvania: Images of America. Charleston, SC: Arcadia Publishing, 2003. White, C. Albert. A History of the Rectangular Survey System. Washington D.C.: Department of the Interior, Bureau of Land Management, 1983. Young, Jeremiah Simeon. A Political and Constitutional Study of the Cumberland Road. Chicago: The University of Chicago, 1902. Magazine: Harper, Glenn. "The National Road: Helping Build America." Timeline: A Publication of the Ohio Historical Society Volume 23 Number 4 October-December 2006: 2-17. Historic National Road: An All American Road 27	<urn:uuid:4b583951-8e5f-4b80-806a-cf45a5cced12>	CC-MAIN-2018-26	http://marylandnationalroad.org/wp-content/themes/mnra/pdfs/Historic-National-Road.pdf	2018-06-23T17:57:27Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00459.warc.gz	197,036,142	15,975	eng_Latn	eng_Latn	0.978242	eng_Latn	0.99893	[ "eng_Latn", "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", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 165, 187, 2743, 5832, 8681, 11750, 14785, 17922, 20609, 23627, 26868, 29849, 33152, 35954, 39221, 42400, 45686, 48926, 52087, 55154, 58189, 61299, 64432, 67452, 70617, 72705, 74800, 74850 ]	[ 2.859375, 2.546875 ]	4	2
LINK 7: Educational priorities in Tasmania: Policy documents and policy maker interviews Bill Mulford and Bill Edmunds (University of Tasmania) 1. Introduction Given the forces impacting upon Australian schools and their implications for schools and their leaders, what are Tasmania's educational priorities? In seeking an answer to this question, this chapter examines and contrasts recent Tasmanian educational policy documents and interviews. 2. Policy Documents 2.1 Introduction Tasmania has a number of recent policy documents with implications for the public purposes of education and their enactment. These documents start at the state level with Tasmania Together and then move to the educational level with, chronologically, Learning Together and the Essential Learnings, Supportive School Communities, Essential Learnings for All, the Tasmanian Curriculum, and Reporting to Parents. In what follows, each policy document is briefly outlined. More detailed summaries can be found at the web sites provided and the next chapter in the section (4.2) on the changing context within which schools operate in Tasmania. We conclude with a summary of the implications of recent Tasmanian government or educational policy documents for the public purposes of education and their enactment. 2.2 Tasmania Together A 20 year social, environmental and economic plan for Tasmania has provided the overarching policy framework for Tasmanian education since the year 2000 (www.tasmaniatogether.tas.gov.au). The vision developed during the Tasmania Together process was: Tasmania is an island community, unique for its natural and cultural environment, where people enjoy a prosperous lifestyle based on quality, creativity and opportunity. Director of the Tasmania Together Progress Board, Phillip Hoysted, said that the Progress Board recognised the value of involving the next generation of young people in developing and working on our goals for the future. "Students are interested in the world they live in – and are concerned about issues like education standards, healthy living and the environment," "Our students are our future citizens and leaders, and it's important that they learn about their community and become involved in civic processes and citizenship activity." Public purposes of Tasmanian education as identified in Tasmania Together include providing: * High quality education and training for lifelong learning and a skilled workforce * Improved levels of community literacy * Support for preschool children to give them an early start * Recognition of, promote share and celebrate aboriginal culture and heritage * Opportunities for all Tasmanians (students) to participate in decisions that affect their lives * Opportunities for young people to participate in decision-making processes. Goal 3 Standard 2, Support improved levels of community literacy, looks at the performance of students in years three, five and seven in reading, writing and numeracy and compares student performance against national literacy and numeracy benchmarks. Tasmania Together considers literacy and numeracy to be fundamental to all areas of learning and that the capacity to learn and to continue to be involved in learning throughout life depends upon proficiency in literacy. 2.3 Learning Together and the Essential Learnings In mid 1999 a separate, but complementary process to Tasmania Together was begun by the Minister for Education following which future directions for education in Tasmania were identified and the Essential Learnings Curriculum (ELs) developed and implemented (http://www.education.tas.gov.au/school/educators/curriculum/el_standards/essential_learnin g.pdf). The Values and Purposes expressed in the ELs documentation embody many public purposes of education. Public purposes of education as identified in Learning Together include the provision of: * Services that ensure all Tasmanians develop the knowledge, skills and confidence they need * Safe and inclusive learning environments that encourage and support participation in learning through out life * Opportunities that enable people to work effectively and participate in society * Access to global and local information resources so that everyone has the opportunity to participate in, and contribute to, a healthy democracy and a prosperous society * Shared purposes of ensuring students and children are; Learning to relate, participate and care, Learning to live full and healthy lives, Learning to create purposeful futures, Learning to act ethically, Learning to learn and Learning to think, know and understand. * A guiding set of core values; connectedness, resilience, achievement, creativity, integrity, responsibility and equity * Essential Learnings that include a focus on the key elements of: o Communicating (being literate, being numerate, being information literate and being arts literate), o Thinking (inquiry and reflective thinking), o Personal futures (building and maintaining identity and relationships, maintaining wellbeing, being ethical, creating and pursuing goals) o Acting democratically, o Social responsibility (building social capital, valuing diversity, o Understanding the past and creating shared futures), and o World futures (investigating the natural and constructed world, understanding systems, designing and evaluating technological solutions and creating sustainable futures). 2.4 Supportive School Communities Framework 2003-2007 A Supportive School Communities Policy Framework 2003-2007 was developed to refocus the Supportive School Environments policy that was released in 1989. While the initial intention had been to develop a revised policy, it became clear that a framework was needed to bring together the numerous related departmental policies, statements, guidelines, programs and services which had been developed in the intervening years (www.education.tas.gov.au/school/educators/support/supportiveschoolcommunities/policiesle gislation). Specific goals to which schools needed to respond were: Tasmania Together Learning Together Goal 3.1 Ensure that all childcare services, schools and training institutions are supportive and safe places. Goal 3.2 Ensure that students who are "at risk" have the opportunity to participate. Goal 3.4 Ensure that all learning organisations successfully include all students. The Public purposes of Tasmanian education as identified in The Supportive School Communities Policy Framework 2003-2007 include being: * Responsive to the needs and aspirations of the school community * A central component in the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Supportive and inclusive of the diverse groups that comprise the community * Engaged in the quest for continual improvement of outcomes for students * Key contributors to social and community strength, through access, participation and achievement in order to maximise the learning outcomes of all students. 2.5 Essential Learnings for All A Review of Services for Students with Special and/or Additional Education Needs (Essential Learnings for All or Atelier Report; 2004 - http://www.education.tas.gov.au/school/educators/ curriculum/elscurriculum) endorses the Tasmanian Education Department's strong commitment to inclusion as a core value of public education. The report was implemented at the beginning of 2005, resulting in major changes to the way schools operated. Schools were grouped into 27 clusters with resources to support the inclusion of students, previously dispersed through the five Education District student support centres, now being allocated by principals within each cluster of schools. Public purposes of Tasmanian education as identified in Essential Learnings for All included providing: * A strong social justice and equity component as its values base * Equity of access to ensure students with special and/or additional needs have * A strong commitment to inclusion as a core value * Resources for inclusive learning approaches and programs. The Tasmanian Department of Education mandated the reporting of student progress in the ELs during 2005 despite the varying levels of teacher confidence in their understanding of and capacity to implement the ELs curriculum. When coupled with the inappropriate use of language by the Department of Education in student reports and the pressure applied by the Federal Minister for Education, through the media, on Tasmania to conform to Federal requirements, the future of ELs was placed at risk. 2.6 The Tasmanian Curriculum In fact the Tasmanian Curriculum replaced the ELs curriculum following a great deal of controversy over ELs (see the next chapter) and the appointment of a new Tasmanian Minister for Education after the 2006 State elections. The values, purposes and goals of the Tasmanian Curriculum support the vision expressed in Tasmania Together (http://www.education.tas.gov.au/school/educators/curriculum/tasmanian-curriculum). The following chart indicates how the goals and indicators of Tasmania Together can be linked to the Tasmanian Curriculum. Accompanying the change from ELs to the Tasmania Curriculum was another restructuring of the Department of Education into four Learning Communities and the abandonment of the clusters of schools. The decentralised distribution of Department of Education resources to schools would now be made by each Learning Community. 2.7 Reporting to Parents One of the factors contributing to the demise of ELs related to reporting to parents. The new Minister for Education set up a taskforce in this area. The Reporting to Parents Taskforce reported on 30 November 2006 (www.education.tas.gov.au/dept/about/visions/ Reportingtoparents). In their concluding remarks they stated that they believed that more attention to communicating with parents would bring more support from them. While recognising the demands on teachers, the Taskforce thought that the rewards for children, schools, teachers and parents are worth the investment (of time and effort spent by teachers on the reporting process). An analysis of the report prepared by the Taskforce, with particular focus on the student attributes to be reported upon, showed that the following public purposes of education were evident or implied: * Engaging in consistent and reliable assessment standards across the state system; * Developing appropriate work-habits, attitudes, effort and behaviour; * Tracking a child/student's progress from year to year and recording this in annual reports to parents; * Advising parents/guardians on how the progress of their child might be improved. 2.8 Summary and Conclusion In summary, the public purposes of Tasmanian education, as identified in recent Department of Education policy documents, includes the provision of: Essential learnings that include a focus on the key elements of: * Thinking (inquiry and reflective thinking) * Personal futures (building and maintaining identity and relationships, maintaining wellbeing, being ethical, creating and pursuing goals) * Communicating (being literate, being numerate, being information literate and being arts literate) * Social responsibility (building social capital, valuing diversity * Understanding the past and creating shared futures) * Acting democratically * World futures (investigating the natural and constructed world, understanding systems, designing and evaluating technological solutions and creating sustainable futures) that have: * A guiding set of core values: connectedness, resilience, achievement, creativity, integrity, responsibility and equity * Shared purposes to ensure students and children are learning to: relate, participate and care; live full and healthy lives; create purposeful futures; act ethically; learn and think, know and understand and are: * Responsive to the needs and aspirations of the school community * A provider of lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Supportive and inclusive of the diverse groups that comprise the community * Engaged in the quest for continual improvement of outcomes for students * A central component in the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Key contributors to social and community strength, through access, participation and achievement in order to maximise the learning outcomes of all students whilst: * Providing safe and inclusive learning environments that encourage and support participation in learning through out life * Giving access to global and local information resources so that everyone has the opportunity to participate in, and contribute to, a healthy democracy and a prosperous society * Initiating support for preschool children to give them an early start * Recognising, promoting, sharing and celebrating aboriginal culture and heritage * Providing opportunities for the participation of young people in decision-making * Developing appropriate work-habits, attitudes, effort and behaviour * Enabling people to work effectively and participate in society * Engaging in consistent and reliable assessment standards across the state system * Tracking a child/student's progress from year to year and recording this in annual reports to parents * Advising parents/guardians on how the progress of their child might be improved resulting in: * Improved levels of community literacy * High quality education and training for lifelong learning and a skilled workforce. * Services that ensure all Tasmanians develop the knowledge, skills and confidence they need Despite this long policy list, including many public purposes and the means of their enactment, when it comes to the "crunch" the public purposes do not seem to be given high priority. Three recent pieces of evidence support this assertion. The first relates to the speed with which ELs was dropped even though the media led attack on them related only to the reporting process and its use of plain English (see Chapter 4). The second relates to the emphasis in the evaluation of progress with Tasmania Together goals and standards. Report cards (http://www.tasmaniatogether.tas.gov.au – Snapshot of Progress) only report on a very narrow set of outcomes using literacy and numeracy scores. The third revolves around the recent (November, 2008) placing of data about each government school on the Tasmanian Department of Education website. This publically available information while it does expand outcome measures of school improvement to include once-a-year surveys of general staff, parent and student satisfaction and a measures of early years readiness for school and indigenous equity, still gives the dominant emphasis to what is thought to be most easily measured, such as student literacy, numeracy and student and staff attendance. 3. Policy Maker Interviews 3.1 Introduction What do the major Tasmanian educational policy makers have to say about the public purposes of education and their enactment and the factors that can act as barriers or facilitators to enactment? In what follows, the agreed transcripts of 90 minute interviews with the Tasmanian Minister for Education (and subsequently also Premier), David Bartlett, Secretary of the Department of Education, John Smyth, and President of the Tasmanian and Australian Council of State School Organisations, Jenny Branch, are summarised. The interview schedule asked what are public purposes, how are they enacted, including the areas that can best be carried out centrally by an education system, and the barriers and facilitators to successful implementation (see Appendix 2). After these summaries we highlight similarities and differences across the interviews. 3.2 Minister of Education (now subsequently also Premier) - David Bartlett What are public purposes? "I think public education has been significantly weakened in this country over the last 10 years by a parent exodus, Federal Government policy and by a media approach by particular outlets … by running shock-horror stories all the time." "Equity, prosperity and democracy." "[W]hat I'll be really interested in out of this research is [how we translate the] pretty lofty ideals of equity, prosperity and democracy [into practice]. How do you translate that into how school operate, what they do on a daily basis? … That's really hard stuff." Enactment But, for example, "just adding equitable distribution of technology doesn't actually mean that you've got equity in terms of the opportunity that comes from it in any way, shape or form. Equity – "adjust formula to fund higher need schools much better" 7 … [S]o while Rudd's is talking about … no child will live without a computer, what does a child do when they go home and … they don't have the funds to be connected?" "We have … 9,500 kids in Tasmania … 18-20 year olds … who are not participating in any form of training or education … ." [At the same time] "we've got not only a skill shortage, we've got a labour shortage as well, and we have the most significant participation problems in the labour force of any state in Australia." Prosperity – "education is obviously a fundamental of achieving and improving [state/national] prosperity, and it is liked to … inequity". Democracy – "… public education is the cornerstone of democracy." If all the community, "not just the chattering class", "come to learn that engagement with a system like a school can have positives impacts on their lives, that might result in them [becoming] … lifelong learners, being more engaged in their community and being more engaged in their democracy." "[E]ducation and getting them engaged in their schools is a great and fundamental start to that." "The less engaged the community is in their democracy the less effective it is … ." "How do you get them more engaged? You offer them … more decision making, and a more visible impact … my intention is to empower school communities to have more say over their individual school… ." "I've got a standard media release … [w]henever another politician puts out a media release that 'Bartlett should be doing this in schools' … my standard statement is 'These are decisions that individual schools and their communities' … ." "I'm not an educator, I don't have a real understanding in each individual kid's life and each classroom … ." "I'm not sure I can measure [democracy] … and it's such a long term measure … ." What areas best carried out centrally? IT – Although he believes that "it's not about the technology itself, … it's about what you do with the technology and how you engage in that technology, and whether it's going to be used for good or not … ." "There's a real separation between the department and the schools, and it's … 10 paces apart daggers drawn … ." However, there some areas best undertaken centrally such as IT, finance and HR practice. Finance – although he believes that "You can double the budget and not make any difference to attaining public … purposes." But "[t]here are things that belong in [a] next [middle] layer, the learning services layer, because they should be there to serve the schools … [and lessen] administrivia … that we don't want to burden schools with … . Schools should be places of teaching and learning … "[T]he names of departments are actually great indicators of where the strength in public policy lies and where the interest is … . We should be creating a department of education, children and their families … particularly for our high-needs communities for the interface between education, health and human services … . It's an argument that I think is worth having a community debate about." ." "[T]aking it back one level still allows principals, in a strategic sense, to control the policy, … have a say over how resources are best distributed on their behalf, but this doesn't mean that they have to do the actual distributing themselves … ." "[W]hat I genuinely want to see is the learning services serving, having a culture of service not a culture of directing. We're not here to tell schools what to do, we're here to serve schools and their needs." Barriers/Facilitators "A strong, well educated, continuously learning teaching force is fundamental to achieving public purposes … ." "[T]he Australian Education Union needs to work out whether it's about improving the profession of teaching its it's a … industrial union in the style of the BLF. … can it be both of these things? Maybe, but it doesn't do enough to increase the status of the profession of teaching and therefore attract over time … better and better people to it … ." " … I see school principals as the embodiment of a school community … . [W]e need to distribute power to them, empower them to represent their school communities' aspirations better. … You need to change the culture to be one of empowering principals genuinely to make decisions about the resources available to the system as a whole and directing that resource … strategically in the system as a whole. They are the people … who have the collective wisdom to make better decisions … rather than me and my bureaucracy making decisions for them." "[P]rincipals for ages have been saying ' You're making the wrong decisions'. Well now I want them to make those decisions. They don't like it and perhaps they never will, but it's still, I believe, a better way of making decisions." "We need to invest more in leadership skills, [especially] the large "next cohort coming through … ." However "we use the word 'autonomy' about principals [but] … I don't think autonomy exists [especially] … in any public sector organisation that I've ever worked in … . In this sense … autonomy is a rubbish word … ." Transparent evidence – "[T]he books are open … all the school improvement boards are seeing the data and the financial data, and the school-based data, for all the schools in their area, and this is pretty challenging sort of stuff because for the first time there's genuine transparency … ." 3.2 Secretary of Department of Education – John Smyth What are public purposes? BUT "I shouldn't even be the one who determines what the public purpose is. … [I]t's got to be for [Learning Services Boards of six principals and two outsiders] to work with their school communities." In order to answer this question, "I need to go for guidance to the Minister", "Tasmania Together Benchmarks", "the Federalist paper, and "the change of context". "I [then] look at the outcomes of our education system and say 'How well can Tasmanians participate in a democracy, [be] citizens, [and] how inclusive these are. … It's a fine community and I love living in it, but I'm concerned that 50% of Tasmanian adults are functionally illiterate, and I'm not sure that if you're functionally illiterate that you can totally participate in that breadth of public purpose. … [W]hen you look at the PISA results … you see just how long our tail is. … A lot of our kids aren't on the runway. .. I'm concerned that 67% of 18-29 year-olds aren't learning, either in education or training, and don't have a capacity to participate in … increasingly more technical and more demanding work. … [They're] in jobs that aren't going to lead anywhere in the next 20 years. … [H]aving employment and a disposable income at some stage in your life actually enables you to make more life choices. … [Also,] I'm not convinced that the harmony is … constructive, an active engagement … in these [public purposes] value systems. " "I can't quite see how you disconnect [public and private purposes]. … I don't believe you can have one without the other." Enactment? " [N]ot all our schools are democratic in purpose. "I've come to remember just how conservative in terms of change the education [and general] community is." * Not all our staff meetings have all the staff in them. Sometimes staff meet and it's only teachers. … We don't actually live [public purposes] in schools. … [When talking] to 16 groups of teachers randomly chosen … you came away with … how passionate they were to actually contribute more. … "It's just very dark between where our good schools are and where our less good schools are." More broadly "[It's] barely rated a mention in the media … and … putting it in front of the … general community hasn't stirred up a real issue." * "… the education community doesn't think strongly about [the 67% of young people]. "A great demonstration of [public purposes] not being enacted [is] … why it has evolved .. that 60% of young people do not continue [in education] when everything in our society says they need to?" "Our challenge as a system is how to support … the work that principals do. … [I]f you actually trust people, give them the resources and capacity, they do things that far exceed anything you could 'manage' them to do. How do you add value to what the very best principals in the very best schools and the very best school communities are trying to do? That presupposes that you've got the leadership that's right, that it's not chieftains, that it is in fact embedding much of the public purpose in the way school runs and the way the school functions, and the way the school works, and the way the school is or the being of the school – we're a fair way from this in all of our schools." "Now is the time to be focussing on [leadership] because a lot of that conservatism is an opportunity with the retirement rates to do something about it. If we wait too long then the kind of people who are going to end up in the position are going to be in the same mould." What are best areas carried out centrally? "The best and most successful relationship is a relationship between teachers and the kids. It's the teachers who will make the biggest difference in what kids achieve in public purposes … and my job is to get out of the way of that, but to add value in whatever way I can to make that possible, but to give signals to school communities about what they can do and how they can build." "There's … a very significant resource in four learning services accountable to a Board of six principals and two outside people. I don't control that money. They haven't worked out they do actually control it, … or, if they've worked it out I'm not sure they want … the responsibility. … I guess what I lead is some process that says 'I'm prepared to trust six principals with a quarter of the Department's resource. … But the don't believe it. … [I]n three years if the still don't believe it, I'll be … bitterly disappointed. But the opportunity is there for them… ." "[W]hat are the accountabilties? … [C]learly you're going to jump to the literacy and numeracy national benchmarks. …[B]ut if you don't have a portfolio of stories, if you don't have a narrative about … your public purposes and your public purpose achievements, … you're not telling the whole story about your school. … [I]t's a dammed sight more than a set of numbers. … [Y]ou say to the kids and parents 'We are really pleased that 80% of our kids got the literacy benchmark … [and] we're pleased that this and/or that student … gave something back to this community'. " Barriers/Facilitators? "Equity is a huge challenge." Barriers: "[E]ducation is isolated from the rest of he community. We tend to engage well with parents. I think we need a stronger engagement with the university, with business, with groups in the community." "If the general community doesn't have the capacity to act with public purpose, Tasmania Together isn't as effective in what it does, and the place that comes from is the education system … building up from the bottom, through real democracy, through real citizenship, through real engagement, consultation, collaboration, participation. I suppose that to me would be the richest sort of education system that could be." "Shockingly competitive principals … [We need principals with] less cynicism, … able to manage with teams of people, … [and] truly able to network. … [E]verything that you see in good communities today … is about networking and partnership and partnerships, and about moving forward in a way that really builds value between relationships." Facilitators: "Select the very best teachers … develop them very, very well in their schools and … focus on the kids who are not achieving. … But we're not as strongly focused on these as we should." "I wouldn't put the Mercury [newspaper] in the classroom." 3.3 President of the Australia Council of State School Organisations (ACSSOS) – Jenny Branch What are public purposes? "I don't think we've managed to [put into practice] all the lessons we've learnt … about the need to balance … literacy, numeracy, social skills, … and thinking and being. … [For example,] one of the things we've really been struggling with at the moment at a national level is languages. … I don't think we can narrow the curriculum down without doing some damage to our children, because this is a fast-moving world. In the area of technology [this change] can be overnight." "Public education … [is] under threat of being diminished down to a sub-standard education system that would be of little use for any Australian child. We have been in a time where we've been given this word 'choice' … but unfortunately in the real world we don't all have choice. Some of us only have one avenue that we can pursue to educate our child, and that is the public education system. So, it's my organisation's job and my personal passion to ensure we have the best public education system in this country, for all children." Enactment? "I think a lot of state schools around Australia … probably think they've been in a really competitive surfing competition, and they've been riding so many waves that are going up and down that they don't really know where they are. … [T]eachers are really committed to producing the best outcome they can, but how can they in such a sea of turbulence? We need to settle down … and … not change the goal posts every time they go 50 metres." "[O]ne of the things governments have to learn to do is to take parents on the journey with them, and often they don't. They give top-down decisions that then they expect people to take off and run with joy because 'this must be the right thing to do'. … [U]nless you take them on the journey you-re often going to fail with these programs." "[W]e need to start putting ourselves into a global context." What are best areas carried out centrally? "I want accountability to be about the right things, … accountability that's going to improve things for students … and not better outcomes for government. … [Outcomes such as] is the child happy at the end of the day, … able to collaborate, … [and] able to recognise difference and accept it." Barriers/Facilitators? "Governments, funding, community preconceived ideas, … and time to rebuild." Barriers: "Schools are not insular groups any more like they used to be years ago…. [T]here are so many pushes and pulls on public schools … [and] when we unpack things it's not about what is best for the children but … the bottom dollar. … [We need to] look at it from the other way of where are we going to spend more, how are we going to invest because this is going to benefit our whole future and save us in other areas. Until we can turn that mindset around we are still going to be having a lot of problems with public education." "We're looking at education from a lot of short-term perspectives these days … not looking 30 or 40 years ahead where we really should be looking to sustain a really good education system." We've seen the average well-meaning parent … thinking 'Am I doing good enough by my child by sending them to a public school?' There's been a lot of negative, often incorrect information about what public schools are offering our children. … [The] media has played a big part." "[S]ome of the parents just haven't been given the support or the skills that their parents had before." ""[W]e have to get the government … really standing up and saying 'Public education is a good thing', because I'm not sure that the government we've been under over the last few years has really had their heart and soul in public education." Facilitators: "[G]etting groups of people together … working on a long-term plan. [S]omething I'm very strong on and the national body is committed to is family/school partnerships. … [W]e have to learn to let other people in [schools] and start engaging them in education. … [I]t has to take into account cross-sectional people as well … [such as from] health. … [I]t takes a village to bring up a child. We have to start using the village and being really committed to the child as the centre of that village. … [I]t's working together where we will become a greater Australia." "[R]eports [have] got to be timely and anything delivered at the end of the year telling how a child has gone, is not timely. [Broadening what is reported to include public purposes such as citizenship, equity and social justice is] a continuing conversation. … We're trying to get … national consistency at the moment. … I don't think any of us, be it the parents or governments, are quite clear what direction it's going to take or what it's going to mean." "[W]e have to focus on the early years … because that's when they start disengaging. It's not that they get to grade 10 and suddenly say 'Oh, I've had enough of school'. … [W]e always try to fix things along the line at the wrong point; … we see a problem, we put a bandaid on it. Now we have to start right from the beginning, start making significant changes, and start working through so that we fix the problems from start to finish. … [W]e play twinkle toes around the edges. We've been doing it for ages and we really need to get down to some of the solid stuff … to move the agenda forward." 3.4 Summary The Minister had the clearest and most succinct understanding of the public purposes of education. He saw these purposes as equity, prosperity and democracy. While the Secretary mentioned the ability of all to participate in a democracy and to be citizens, he could not see the public purposes being separated from private purposes. He also believed it was not for him but those closer to schools to decide. The ACSSOS President interpreted the question as referring to public schools. In terms of the enactment of the public purposes of education, the Minister stressed the need to adjust the funding formula to favour higher needs schools and to encourage and support community engagement in schools. He saw the latter strategy needing to be made more attractive by offering the community greater opportunities for decision making and for them to see they were having a visible impact. The Secretary was mainly concerned about the very conservative nature of the community towards change and the fact that not all schools live public purposes in the way they operated. He saw the challenge for the system being to devolve more to principals and their communities while at the same time supporting principals to add value. Investment in leadership skills, especially for the large new cohort, was seen as crucial. The ACSSOS President saw the need to give greater emphasis to taking parents on the journey and the increasingly global context but less emphasis to competition among schools and constant changes. The Minister believed that functions such as IT, finance and HR practice were best handled centrally as well as linking education, health and human services, especially in high needs communities. But he also saw the need for learning services to be handled at a middle or regional level so that principal representatives could be involved in policy setting. The Secretary believed the centre was in a good position to send signals regarding educational priorities and how best to achieve them, as well as deciding on accountabilities. It was interesting that he saw accountabilities as needing to use broad measures (for both what and how). The ACSSOS President also focussed on the centre's role in accountability but pointed out that it needed to be broader than was currently the case. She saw the need to broaden accountability to include happy, collaborative students who recognise and accept difference. The Minister saw the teacher's union and its industrial rather then professional stance as hindering the achievement of the public purposes of education. On the other hand, he saw public purposes being facilitated through a well educated, continually learning teaching force, empowered principals and transparency in evidence (including budgets). He also saw the importance of developing leadership skills in school principals. The Secretary worried about education's isolation from the rest of the community and that community's lack of capacity to act with public purpose. Contributing to this situation were competitive, cynical principals who had poor relationship and networking skills and an unsympathetic media. He saw public purposes being facilitated by selecting the best teachers and developing them in their schools, especially where they focussed on non-achieving students. The ACSSOS President saw constraints on the public purposes of education as including the government, funding levels, preconceived ideas, and a lack of time to rebuild. She saw political short term thinking, the media's attack on public schools and the lack of parental support and skills as exacerbating the situation. She saw the mindset needing to change from short to long term and from the 'bottom dollar' to 'what is best for children'. In addition, she believed governments needed to publicly state that 'government education is good', that family/school relationships were valued and that early years education was a priority. These views about what is public education how it is enacted and the hindering and facilitating forces to its enactment are summarised in the Table at the end of the chapter on the next page (an 'x' indicated a similar view). 4. Comparison of Policy Documents and Policy Maker Interviews Comparison of Tasmanian educational policy and policy maker's views on the purposes of education and their enactment are similar in respect of promoting a strong emphasis on the public purposes such as equity and democratic citizenship. The policy documents go further than the policy makers by including related concepts such as social responsibility, justice and capital, shared and sustainable futures, wide (in terms of groups and areas) participation, and support for diversity and disadvantage. What is striking is the number and rapidity of change in Tasmanian policy documents in recent years. There is sense that educational change can only be successfully delivered through policy pronouncements. There is also mounting evidence that while there are many educational purposes and means to enact them, there is a very limited number given priority. Only a few areas are evaluated in any detail and therefore, it could be argued, valued. Very few of these areas relate to the public purposes of education and their enactment. The policy maker interviews do suggest greater enactment of the public purposes of education would occur with more encouragement and support for community involvement in schools (Minister) and greater devolution to and support for school and parent communities Secretary). Public purposes would be further facilitated by investing in leadership skills, especially for the large new cohort of empowered principals and a well educated, continually learning teaching force (Minister and Secretary). However a number of forces are seen to hinder public purposes of education and their enactment including an unsympathetic media (Minister, Secretary, ACSSOS), a conservative community (Secretary, ACSSOS), competitive and cynical principals with poor networking skills (Secretary, ACSSOS), a teachers' union that is industrial rather than professional (Minister), and lack of government support in terms of resources, time to rebuild when changes occur and public statements (ACSSOS). The Tasmanian media is seen by policy makers and school principals (see above and Chapter 5) as being particularly unsympathetic to public education. Is there any evidence for this position? In order to explore this question the next Chapter analyses in depth the articles reported in the Hobart's Mercury newspaper over a seven year period about the implementation of major curriculum change (ELs) that included as a major focus the public purposes of education.	<urn:uuid:2490d1a4-e1ef-4f47-91fb-77699ef7daa6>	CC-MAIN-2018-26	http://dev.agppa.asn.au/wp-content/uploads/2011/11/LINK7.pdf	2018-06-23T17:34:02Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00456.warc.gz	84,422,110	8,203	eng_Latn	eng_Latn	0.997194	eng_Latn	0.999072	[ "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	[ 2645, 5904, 8329, 10569, 13414, 16887, 20902, 24718, 28691, 32201, 36357, 40366, 40930 ]	[ 2.140625, 2.203125 ]	2	1
LINK 9: Policy Documents 1999 - 2007: Tasmania Bill Mulford and Bill Edmunds University of Tasmania Faculty of Education Contents 2 Introduction Tasmania has a number of recent policy documents with implications for the public purposes of education and their enactment. These documents start at the state level with Tasmania Together and then move to the educational level with, chronologically, Learning Together and the Essential Learnings, Supportive School Communities, Essential Learnings for All, the Tasmanian Curriculum, and Reporting to Parents. In what follows, each policy document is briefly outlined. More detailed summaries can be found at the web sites provided. The paper concludes with a summary of the implications of recent Tasmanian government or educational policy documents for the public purposes of education and their enactment. Tasmania Together A 20 year social, environmental and economic plan for Tasmania has provided the over-arching policy framework for Tasmanian education since the year 2000 (Refer to Appendix 1 and www.tasmaniatogether.tas.gov.au). The vision developed during the Tasmania Together process was: Tasmania is an island community, unique for its natural and cultural environment, where people enjoy a prosperous lifestyle based on quality, creativity and opportunity. Director of the Tasmania Together Progress Board, Phillip Hoysted, said that the Progress Board recognised the value of involving the next generation of young people in developing and working on our goals for the future. "Students are interested in the world they live in – and are concerned about issues like education standards, healthy living and the environment," "Our students are our future citizens and leaders, and it's important that they learn about their community and become involved in civic processes and citizenship activity." Public purposes of Tasmanian education as identified in Tasmania Together include providing: * High quality education and training for lifelong learning and a skilled workforce * Improved levels of community literacy * Support for preschool children to give them an early start * Recognition of, promote share and celebrate aboriginal culture and heritage * Opportunities for young people to participate in decision-making processes. * Opportunities for all Tasmanians (students) to participate in decisions that affect their lives Goal 3 Standard 2,Support improved levels of community literacy, looks at the performance of students in years three, five and seven in reading, writing and numeracy and compares student performance against national literacy and numeracy benchmarks. Tasmania Together considers literacy and numeracy to be fundamental to all areas of learning and that the capacity to learn and to continue to be involved in learning throughout life depends upon proficiency in literacy. Learning Together and the Essential Learnings In mid 1999 a separate, but complementary process to Tasmania Together was begun by the Minister for Education following which future directions for education in Tasmania were identified and the Essential Learnings Curriculum (ELs) developed and implemented (Refer to Appendix 2 and http://www.education.tas.gov.au/school/educators/curriculum/el_standards/essential_learni ng.pdf ). The Values and Purposes expressed in the ELs documentation embody many public purposes of education. Public purposes of education as identified in Learning Together include the provision of: * Services that ensure all Tasmanians develop the knowledge, skills and confidence they need * Safe and inclusive learning environments that encourage and support participation in learning through out life * Opportunities that enable people to work effectively and participate in society * Access to global and local information resources so that everyone has the opportunity to participate in, and contribute to, a healthy democracy and a prosperous society * Shared purposes of ensuring students and children are; Learning to relate, participate and care, Learning to live full and healthy lives, Learning to create purposeful futures, Learning to act ethically, Learning to learn and Learning to think, know and understand. * A guiding set of core values; connectedness, resilience, achievement, creativity, integrity, responsibility and equity * Essential Learnings that include a focus on the key elements of: o Communicating (being literate, being numerate, being information literate and being arts literate), o Thinking (inquiry and reflective thinking), o Personal futures (building and maintaining identity and relationships, maintaining wellbeing, being ethical, creating and pursuing goals) o Acting democratically, o Social responsibility (building social capital, valuing diversity, o Understanding the past and creating shared futures), and o World futures (investigating the natural and constructed world, understanding systems, designing and evaluating technological solutions and creating sustainable futures). Supportive School Communities Framework 2003-2007 A Supportive School Communities Policy Framework 2003-2007 was developed to refocus the Supportive School Environments policy that was released in 1989.While the initial intention had been to develop a revised policy, it became clear that a framework was needed to bring together the numerous related departmental policies, statements, guidelines, programs and services which had been developed in the intervening years (Refer to appendix 3 and www.education.tas.gov.au/school/educators/support/supportiveschoolcommunities/policieslegisl ation ). Specific goals to which schools needed to respond were: Tasmania Together Learning Together Goal 3.1 Ensure that all childcare services, schools and training institutions are supportive and safe places. Goal 3.2 Ensure that students who are "at risk" have the opportunity to participate. Goal 3.4 Ensure that all learning organisations successfully include all students. The Public purposes of Tasmanian education as identified in The Supportive School Communities Policy Framework 2003-2007 include being: * Responsive to the needs and aspirations of the school community * A central component in the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Supportive and inclusive of the diverse groups that comprise the community * Engaged in the quest for continual improvement of outcomes for students * Key contributors to social and community strength, through access, participation and achievement in order to maximise the learning outcomes of all students. Essential Learnings for All A Review of Services for Students with Special and/or Additional Education Needs (Essential Learnings for All or Atelier Report; 2004 and http://www.education.tas.gov.au/school/educators/curriculum/elscurriculum ) endorses the Tasmanian Education Department's strong commitment to inclusion as a core value of public education. The report was implemented at the beginning of 2005, resulting in major changes to the way schools operated. Schools were grouped into 27 clusters with resources to support the inclusion of students, previously dispersed through the five Education District student support centres, now being allocated by principals within each cluster of schools. Public purposes of Tasmanian education as identified in Essential Learnings for All included providing: * A strong social justice and equity component as its values base * Equity of access to ensure students with special and/or additional needs have * A strong commitment to inclusion as a core value * Resources for inclusive learning approaches and programs. The Tasmanian Department of Education mandated the reporting of student progress in the ELS during 2005 despite the varying levels of teacher confidence in their understanding of and capacity to implement the ELs curriculum. When coupled with the inappropriate use of language by the Department of Education in student reports and the pressure applied by the Federal Minister for Education, through the media, on Tasmania to conform to Federal requirements, the future of ELs was placed at risk. The Tasmanian Curriculum In fact the Tasmanian Curriculum replaced the ELs Curriculum following controversy over ELs (see Edmunds & Mulford, 2007) and appointment of a new Tasmanian Minister for Education, after the 2006 State elections. The values, purposes and goals of the Tasmanian Curriculum support the vision expressed in Tasmania Together (Refer to appendix 5 and http://www.education.tas.gov.au/school/educators/curriculum/tasmanian-curriculum ). Accompanying the change from ELs to the Tasmania Curriculum was another restructuring of the Department of Education into four Learning Communities (Education Districts) and the abandonment of the clusters of schools. The decentralised distribution of Department of Education resources to schools would now be made by each Learning Community. The following chart indicates how the goals and indicators of Tasmania Together can be linked to the Tasmanian Curriculum. Reporting to Parents One of the factors contributing to the demise of ELs related to reporting to parents. The new Minister for education set up a taskforce in this area. The Reporting to Parents Taskforce reported to the Tasmanian Minister for Education on 30 November 2006 (See Appendix 6 and www.education.tas.gov.au/dept/about/visions/Reportingtoparents ). In their concluding remarks they stated that they believed that a little more attention to communicating with parents would bring more support from them. While recognising the demands on teachers, the Taskforce thought that the rewards for children, schools, teachers and parents are worth the investment (of time and effort spent by teachers on the reporting process). An analysis of the report prepared by the Taskforce, with particular focus on the student attributes to be reported upon, showed that the following public purposes of education were evident or implied: * Engaging in consistent and reliable assessment standards across the state system * Developing appropriate work-habits, attitudes, effort and behaviour * Tracking a child/student's progress from year to year and recording this in annual reports to parents * Advising parents/guardians on how the progress of their child might be improved. Summary an conclusion In summary, the public purposes of Tasmanian education, as identified in recent Department of Education policy documents, includes the provision of: Essential learnings that include a focus on the key elements of: * Thinking (inquiry and reflective thinking), * Personal futures (building and maintaining identity and relationships, maintaining wellbeing, being ethical, creating and pursuing goals) * Communicating (being literate, being numerate, being information literate and being arts literate), * Social responsibility (building social capital, valuing diversity, * Understanding the past and creating shared futures), and * Acting democratically, * World futures (investigating the natural and constructed world, understanding systems, designing and evaluating technological solutions and creating sustainable futures), that have: * A guiding set of core values: connectedness, resilience, achievement, creativity, integrity, responsibility and equity * Shared purposes to ensure students and children are: Learning to relate, participate and care; Learning to live full and healthy lives; Learning to create purposeful futures; Learning to act ethically; Learning to learn and Learning to think, know and understand, and are: * Responsive to the needs and aspirations of the school community * A provider of lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Supportive and inclusive of the diverse groups that comprise the community * Engaged in the quest for continual improvement of outcomes for students * A central component in the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other * Key contributors to social and community strength, through access, participation and achievement in order to maximise the learning outcomes of all students whilst: * Providing safe and inclusive learning environments that encourage and support participation in learning through out life * Giving access to global and local information resources so that everyone has the opportunity to participate in, and contribute to, a healthy democracy and a prosperous society * Initiating support for preschool children to give them an early start * Recognising, promoting, sharing and celebrating aboriginal culture and heritage * Providing opportunities for the participation of young people in decision-making * Developing appropriate work-habits, attitudes, effort and behaviour * Enabling people to work effectively and participate in society * Tracking a child/student's progress from year to year and recording this in annual reports to parents * Engaging in consistent and reliable assessment standards across the state system * Advising parents/guardians on how the progress of their child might be improved resulting in: * Improved levels of community literacy * Services that ensure all Tasmanians develop the knowledge, skills and confidence they need * high quality education and training for lifelong learning and a skilled workforce. In conclusion, and despite this long list of public purposes and the means of their enactment, when it comes to the "crunch" they do not seem to be given high priority. Two recent pieces of evidence support this assertion. The first relates to the speed with which ELs was dropped even though the media led attack on them related to the reporting process and the use of plain English (Edmunds and Mulford, 2007). The second relates to the emphasis in the evaluation of progress with Tasmania Together goals and standards. A recent report card (http://www.tasmaniatogether.tas.gov.au – Snapshot of Progress for 2007) only reports on literacy and numeracy scores. Reference: Edmunds, B., & Mulford, B. (2007). The Mercury Newspaper: Reporting on the Tasmanian Essential Learnings Curriculum 2000 – 2007, a Paper prepared for the ARC Linkage Research Project "Education Investment in Australian Schooling: Serving Public Purposes" Appendix 1 Tasmania Together In February 1999 the Tasmanian Premier, Jim Bacon, initiated Tasmania Together, a strategy intended to develop a 20 year social, environmental and economic plan for Tasmania. A Community Leaders' Group held 60 forums across Tasmanian communities to hear views about social, environmental and economic issues. Tasmania Together is a unique project that allows the people of Tasmania to say what they want, and work together to achieve their long-term social, economic and environmental future. The project sets goals for the future, sets targets and monitors our progress towards these targets. Tasmania Together is a plan that identifies what is important, and what we need to work on if we're going to have the Tasmania we want by 2020. This is the vision of the community: Tasmania is an island community, unique for its natural and cultural environment, where people enjoy a prosperous lifestyle based on quality, creativity and opportunity. There are 12 goals and 146 benchmarks that reflect the concerns people expressed during two of the biggest community consultation processes ever undertaken in Tasmania (in 2000 and 2005). The 12 Goals of Tasmania Together are listed as follows: Whilst all goals contain implications for the public education sector, Goals 3, 7 and 8 are more directly referenced. 8 During the last twelve months (2006/2007) Tasmania Together has not met its targets in Goal 3 -literacy and numeracy targets in schools for years 3, 5 and 7. For more information visit: http://www.tasmaniatogether.tas.gov.au/our_progress/4 The Tasmania Together Guide for Students and Teachers There are many good reasons for students to be involved in Tasmania Together. 1. Students are the future citizens of this state; learning more about the community and becoming involved benefits both young people and the community. 3. Many of the benchmarks and goals in Tasmania Together affect young people, both now and in the future. 2. Young people are an important part of the community. Tasmania Together is about consultation with the community. Director of the Tasmania Together Progress Board, Phillip Hoysted, said that the Progress Board recognised the value of involving the next generation of young people in developing and working on our goals for the future. "Students are interested in the world they live in – and are concerned about issues like education standards, healthy living and the environment," Mr Hoysted said. "Our students are our future citizens and leaders, and it's important that they learn about their community and become involved in civic processes and citizenship activity." The Tasmania Together Guide for Students describes some ideas to help students learn about, and become involved in, Tasmania Together benchmarks, goals and processes. For example * Planning and undertaking civic action in their school and local community * Examining the identified issues, goals and benchmarks of Tasmania Together as part of curriculum studies in a diverse range of areas. * Understanding and using democratic decision making strategies "The purpose of the Guide is to encourage students to help achieve the vision of Tasmania Together for 2020 – and make a difference to the social, economic and environmental future of State," said Dr Gray. * The Guide is now available on line at http://www.education.tas.gov.au and at www.tasmaniatogether.tas.gov.au/schools * Explore the Tasmania Together website: www.tasmaniatogether.tas.gov.au Appendix 2 Learning Together: The Essential Learnings Curriculum 1999 -2006 In mid 1999 a separate, but complementary process to Tasmania Together was begun by the Minister for Education, Paula Wriedt, who held a series of meetings with Department of Education officials and representatives from principals' associations, teacher and public sector unions, and parent associations at future directions for education in Tasmania were explored. In June 2001 a 13 member Learning Together Council was formed by the Minister to monitor the implementation of the 46 strategies consisting of 139 initiatives matched to the five goals. The Learning Together Council reported directly to the Minister and had the power to request Department of Education officers to report on the progress made with the implementation of Learning Together initiatives. The five goals articulated in Learning Together were as follows: 1. Responsive and continually improving services that ensure all Tasmanians develop the knowledge, skills and confidence they need 3. Safe and inclusive learning environments that encourage and support participation in learning throughout life 2. Enriching and fulfilling learning opportunities that enable people to work effectively and participate in society 4. An information-rich community with access to global and local information resources so that everyone has the opportunity to participate in, and contribute to, a healthy democracy and a prosperous society 5. A valued and supported education workforce that reflects the importance of teaching as a profession Development and Implementation of the Essential Learnings Curriculum Framework Following the release of the draft proposals for education, training and information provision in February 2000, a ninemember Consultation Team was appointed to conduct a three-year project to develop a curriculum, consisting of three phases: clarifying values and purposes; specifying content; and developing teaching and assessment practices. Beginning in June 2000, district reference groups led more than 6,900 teachers, child-care professionals, business people, community members and students at meetings focusing on clarifying the values and purposes of public education. The report on the consultation, released in October 2000, led to the publication of a statement in December 2000 identifying seven values and six purposes as important. Values: * Connectedness We are guided by a set of core values * Resilience * Creativity * Achievement * Integrity * Equity * Responsibility Purposes: * Learning to relate, participate and care We share the purposes of ensuring our students and children are: * Learning to live full and healthy lives * Learning to act ethically * Learning to create purposeful futures * Learning to learn * Learning to think, know and understand The Values and Purposes Statement formed the basis for developing 'emerging' essential learnings. Responses collected from a review were used to produce 'working' essential learnings consisting of five categories, each containing a description and several key elements. Practitioners in schools were insistent that 'thinking' be included. Essential Learnings: a. Inquiry 1. Thinking b. Reflective thinking a. Being literate 2. Communicating b. Being numerate d. Being arts literate c. Being information literate 3. Personal futures b. Maintaining wellbeing a. Building and maintaining identity and relationships c. Being ethical 4. Social responsibility d. Creating and pursuing goals a. Building social capital c. Acting democratically b. Valuing diversity d. Understanding the past and creating preferred futures a. 5. World futures b. Understanding systems Investigating the natural and constructed world c. Designing and evaluating technological solutions d. Creating sustainable futures Refer to: http://www.education.tas.gov.au/school/educators/curriculum/el_standards/essconnchart.pdf Appendix 3 Supportive School Communities Policy Framework 2003-2007 1. Purpose This policy framework has been developed to refocus the Supportive School Environments policy that was released in 1989.While the initial intention had been to develop a revised policy, it became clear that a framework was needed to bring together the numerous related departmental policies, statements, guidelines, programs and services which had been developed in the intervening years. There is an increasing expectation that schools will be responsive to the needs and aspirations of its community, and supportive and inclusive of the diverse groups that comprise that community. Schools are being reconceptualised as a central component of the continuum of provision for lifelong learning that includes childcare at one end and a range of adult and community education provisions at the other. Interagency co-ordination, partnerships, clear pathways and collaborative action are imperative if educational provisions from birth to adulthood are to be effective for all participants. This framework aims to help schools to address the issues they face as a result of significant changes in the educational and social climate in the last decade particularly in the quest for continual improvement of outcomes for students. It also promotes effort towards achieving goals identified in Learning Together and Tasmania Together which relate to improving the health and wellbeing of students in Tasmanian schools. At the same time: * it specifies the policy initiatives which now exist to address the impact of those changes and seeks to achieve the goals of those key Departmental policies through a range of strategies. These are listed in Section 5 of this document; * it provides a structure to allow future relevant initiatives to be incorporated in a coherent way; * it provides a framework for schools and colleges to be able to develop a more coherent approach to the delivery of related services to students and staff. Refer to the diagrammatic representation of this framework in Section 5; * it provides a basis for improved efficiency in interagency tasks. Interagency protocols have been designed to assist with interagency cooperation and partnership. Examples are Sharing Responsibility ( for cases of suspected child abuse or neglect) and Working Together (for children under care and protection orders). * The Policy Framework also offers a means by which schools can reassess the supportiveness of their school culture. It provides a guide to action which can enhance the effectiveness of school communities as key contributors to social and community strength, through access, participation and achievement and which maximises the learning outcomes of all students. 2. Statement of Values and Beliefs A supportive school community views everyone as an individual, with unique qualities and abilities to be developed and nurtured and for whom the community has collective responsibility. A supportive school community emerges from the interaction of a shared set of beliefs, attitudes and actions. It is a place of learning for all, based on the belief that all children can learn, in which everything that happens contributes to the intellectual, social and emotional growth of all its learners, the professional growth and personal wellbeing of staff, and positive involvement of the community. These values and beliefs align with those underpinning the Essential Learning Framework, which are: * connectedness, including developing a sense of community; * achievement, including attaining personal success and pursuing individual excellence; * resilience, including recognising strengths and maximising potential; * creativity, including valuing original ideas; * responsibility, including accepting individual and collective responsibility and contributing to community development; and * integrity, including being honest and ethical; * equity, including developing tolerance and a commitment to social justice, acknowledging diversity, respecting difference and encouraging distinctiveness. 3. Elements of a Supportive School Community Closely aligned with these values and beliefs are a number of elements integral to the development and maintenance of a supportive, inclusive and equitable community. The elements that constitute a supportive school community are: * a school culture that reflects care, concern and respect for diversity, models democratic processes, develops a sense of community and contributes to a healthy cohesive society; * school organisation which is flexible, enables the development of strong relationships, allows for variable student groupings, and provides time and space for teachers to work and plan together and support one another; * leadership that has a clear vision based on a set of shared values, beliefs, and respectful relationships; that brings people together to make decisions; and promotes practices that are inclusive and democratic; * a curriculum which engages all students at a level appropriate to their knowledge, skill and ability, across a full range of learning experiences; that facilitates the development of individual social and communication skills and that builds student resilience; * assessment, monitoring and reporting that are integrated into learning and teaching, are inclusive of all students and their families and contribute to the supportive culture of the school; * learning and teaching that caters to differences in student needs, learning styles, performance levels, and individual capacities, while maintaining high expectations for all students; * relationships with parents and the broader community which foster access and participation; reciprocal support; shared directions and purposes; and positive partnerships that build on community services and resources and develop strong interagency links; and * professional development, within a learning community that is focussed on enhancing teacher understandings and competencies that enable the implementation of the curriculum and teaching practices central to supportive schooling. Questions relating to these elements have been developed. Elements of a Supportive School Community: Key Questions for provides a basis for discussion and reflection on provision of supportive and inclusive schooling. 4. Social And Educational Context Tasmania Together and Learning Together are significant documents which impact on much of the work undertaken in schools. Specific goals to which our schools must respond are: Tasmania Together Goal 2 Have a community where people feel safe and are safe in all aspects of their lives. Goal 4 Create a culture that encourages people to learn and develop new skills, including life skills, throughout their lives. Goal 5 Develop an approach to health and wellbeing that focuses on preventing poor health and encouraging healthy lifestyles. Goal 9 Foster an inclusive society that acknowledges and respects our multicultural heritage, values diversity and treats everyone with compassion and respect. Learning Together Goal 3.1 Ensure that all childcare services, schools and training institutions are supportive and safe places. Goal 3.2 Ensure that students who are "at risk" have the opportunity to participate. Goal 3.4 Ensure that all learning organisations successfully include all students. The Department of Education's Report Card states a commitment to achieving the vision and policy goals established in Tasmania Together and Learning Together. Tasmania Together performance indicators have been included as Report Card performance measures that the Department is committed to achieving. The Report Card is centred on three key performance categories in which the Department's ultimate value as an organisation is evident: * achievement; * access. * participation; and ... More importantly, the Key Performance Categories also provide a performance model to which all sections of the agency and everyone who works in the Department can relate their work. This can be phrased in terms of a single question: "What influence, consequence or effect will my work have on achievement, participation and access both within and without the agency?" Our Report Card, DoE, Tasmania 2003 The contribution of any sector, school or individual should eventually be able to be linked to improvements in achievement, participation and access. A school community in which these factors are a priority is likely to be supportive of every individual, regardless of circumstances, and ultimately lead to improved learning outcomes. Since the release of the Supportive School Environment Policy in 1989, the social and educational context has undergone significant, wide-reaching changes, some of which have been external to education, while others have resulted from new ways of thinking about educational provision. The Supportive School Communities Policy Framework has been developed in the light of these social and educational changes, and aims to better inform school communities working towards better learning outcomes for their members. 4.1 Social changes Changes in the economic and social circumstances of successive Australian generations have implications for society, and for its institutions and policies. Generational changes in incomes, living standards, family size and living arrangements can affect the economy, the communities where people live and the provision and funding of services ranging from schools and hospitals, through to pensions and other income support. Understanding generational changes and trends will assist in assessing their impact and in developing appropriate responses. In response to these social changes a 'whole of government' approach to social policy has been developed. This demonstrates a wider recognition of the importance of community capacity building and structures that support the community, exemplified by: * establishing interagency approaches to disability policy and implementation; * and Our Kids, a Strategic Policy Framework from the Department of Health and Human Services which aims to develop policy and operational links between government and community services. * an interdepartmental Multicultural Policy; Aspects of young people's lives in which changes are most apparent include: The structure and character of families In recent times the incidence of marriage breakdown has increased, with more than one third of marriages ending in divorce. Of these, 52.7% involve children under the age of 18. (ABS, 2000) As a result, many families have one parent, with the mother assuming major responsibility for the family in most cases. In Tasmania, lone-mother families make up 22.7% of all families with children under 15 years of age, compared with lone father families at 1.8% of the same group. The number of blended families and families headed by same sex couples has also increased. Fewer children are a part of an extended family network and more families experience poverty. The changing nature of families of itself is not the issue. Problems arise when the dislocation is accompanied by violence, financial distress, separation from social groups or significant others, or other such outcomes, and where there is no capacity for individuals to reduce associated anxiety or for external support to counterbalance the distress. Schools always have been counterbalancing institutions for many young people. Patterns of employment and high levels of poverty In Tasmania, some families have experienced unemployment for three or four generations. The Anglicare Report The Cost of Education: Two Classes in One Room (2002) states that As a state, Tasmania has experienced high levels of unemployment since the mid 1970s. Entering the new century, nearly 40% of the Tasmanian population are dependent on Commonwealth pensions and benefits as their main source of income. (ABS, Australian Social Trends, 2001) Other families have access only to casual and usually part-time work. More redundancies, increased mobility and upheaval in order to obtain work, less certainty about employment and low family incomes all contribute to a sense of futility, insecurity and pessimism in many young people. Department Of Education Policies Integral to the Supportive School Communities Policy Framework The Supportive School Communities Policy Framework is formulated on the premise that the school community will be supportive if other key policies and practices are in place and they in turn can only succeed if they are implemented within a supportive context. The diagram below identifies many of the policies, programs and practices which together enhance the supportive, inclusive nature of school communities. The list is not exhaustive, and the relevance of some of these policies and initiatives will vary according to each school context. Policies, plans, programs and guidelines that sit within this framework include: * Policy on Inclusion of Students with Disabilities in Regular Schools (1994); * Gender Equity: A Framework for Australian Schools (1997); * Equity in Schooling Policy (1995); * School Improvement Review (formerly Assisted School Self-Review) Process (1997); * Education for Students who are Gifted (2000); * Anti-Discrimination and Anti-Harassment Policy (1998); * Policy on Educational Provision for Students with Challenging Behaviour (2001); * Assessment, Monitoring and Reporting Policy (2002); * Policy on Management of Drug Issues and Drug Education in Tasmanian Government Schools and Colleges (2002); * Attendance, Participation and Retention Policy (2003); * * Student Health and Wellbeing Program; VET in Schools/Vocational Education and Learning; * Inclusive Practice Competency Framework (2003); and * Managing Workplace Diversity (previously Equal Employment Opportunity Policy); * Managing Student Behaviour Competency Framework (2003). For greater detail access: http://www.education.tas.gov.au/school/health/inclusive/supportiveschoolcommunities/framework Social and Educational Context of the Supportive School Communities Policy Framework 2003-2007 Tasmania Together and Learning Together are significant documents which impact on much of the work undertaken in schools. Specific goals to which our schools must respond are: Tasmania Together Goal 2 Have a community where people feel safe and are safe in all aspects of their lives. Goal 4 Create a culture that encourages people to learn and develop new skills, including life skills, throughout their lives. Goal 5 Develop an approach to health and wellbeing that focuses on preventing poor health and encouraging healthy lifestyles. Goal 9 Foster an inclusive society that acknowledges and respects our multicultural heritage, values diversity and treats everyone with compassion and respect. Learning Together Goal 3.1 Ensure that all childcare services, schools and training institutions are supportive and safe places. Goal 3.2 Ensure that students who are "at risk" have the opportunity to participate. Goal 3.4 Ensure that all learning organisations successfully include all students. Appendix 4 Essential Learnings for all Executive Summary Introduction In December 2003, the Tasmanian Minister for Education, Hon Paula Wriedt MHA, announced an independent and extended Review of Services for Students with Special and/or Additional Educational Needs. Tasmania has long been a national leader in the inclusion of students with special and/or additional educational needs within the mainstream of schooling. The department is strongly committed to inclusion as a core value of public education. The policy enjoys wide community endorsement. The Review was asked to consider the full scope of service provision across the department, including policy and practice, resourcing, capacity-building and accountability. In undertaking the Review, information was gathered from many hundreds of people across Tasmania. Meetings and interviews were conducted with parents, teachers, teacher aides, school executives, principals, district and state support service staff, representatives of government and non-government agencies, union representatives, representatives of special interest groups, and senior departmental executive officers and their support staff. The Review undertook twelve case studies in schools to gain a grounded understanding of practice, also visiting alternative programs for students with special and/or additional educational needs. Although the government has allocated substantially increased resources to services for students with special and/or additional educational needs, there is continuing demand for more to be done. Some believe that the proportion of these students is increasing. For example, figures are cited indicating that the number of children diagnosed with autism is much greater than it was a decade ago. Behavioural issues to do with family and social dislocation are seen as more prominent than once was the case. The demand for more resources to address such needs seems never ending. Across the nation, there is a growing sense of the pressure placed on families, communities and schools arising from children and young people whose needs do not seem to be well met within traditional approaches to educational service provision. Tasmania is not unique in this regard. Policy and Practice The values base of Tasmanian public education has a strong social justice and equity component. This values base was developed within the community as part of the school transformation process currently underway with the implementation of the Essential Learnings Framework. The policies that articulate the values base have been brought together under the banner of Supportive School Communities. The community orientation of the Tasmanian public education system is one of its defining characteristics. The Review cannot stress sufficiently the importance of the values base. It provides the window through which must be seen issues in service provision for students with special and/or additional educational needs. The Review found that one of the key challenges in service provision for students with special and/or additional educational needs is to translate the values of the public education system into practice that makes a difference in their schooling. In best practice situations, the connection between policy and practice is strong, well articulated and transparent. Understandings about policy and best practice in implementation are shared widely across the school community. All students are regarded as having the right to learn in an inclusive environment and every effort is made to guarantee equity of access, participation and achievement. While the Review acknowledges the best practices in inclusion currently occurring, they are far from universal across Tasmania's public schools. The Review found that the intent of policy is often not implemented in ways consistent with the values base. Although in many schools there is extraordinary staff dedication and effort, practices that are clearly inconsistent with the values around inclusion are rationalised as good practice. For example, withdrawal from class of students in the company of a teacher aide is argued as inclusive. Alternative programs that have no real connection to the curriculum of the school are argued as inclusive. In such situations, students with special and/or additional educational needs come to be seen as creating problems for the main operation of the classroom and the school. The schools respond to student needs by separating them and demanding more resources for supervision and care. Rarely did the Review find mainstream work in school transformation being inclusive of students with special and/or additional educational needs. In large measure this can be explained by the relative lack of connection between the two at an organisational level across the department. Current approaches to service provision in public education for students with special and/or additional educational needs are vested principally in district support structures. Money and staffing are provided to district support services. Decisions are then made in each district about the allocation of these resources. In the main, the allocations are tied directly to identified students who have special and/or additional educational needs. The Review found that, in response to the demands of schools, district and state support services work in a culture that is predominantly one of reaction. The culture is focused on addressing conditions, deficits and problems. This is despite the very great professional expertise and often exceptional hard work of many support service staff. Much of what support services do reflects this culture. It can be seen in the importance that is attached to the categorisation of students according to their disability or behaviour, the distribution of resources to schools driven by the extent of individual conditions and the 'cashing-in' of specialist time in exchange for teacher aide hours. The culture can also be seen in the relatively low priority that is given by the support services to building capacity at the school level to ensure the access, participation and achievement of all students. The Review believes that it is now timely to chart new directions that will ensure the translation of the intent of policy for students with special and/or additional educational needs into practice, across the system and its schools. At the core of these new directions is the need to link service provision for these students into the mainstream school transformation process. Effective and efficient service provision cannot be achieved while ever students with special and/or additional educational needs are regarded and treated as peripheral to the core priorities and operations of the department and its schools. The new leadership structure in the schools division signals clearly systemic intent to align the operational aspects of the organisation. In the new directions suggested by the Review, the current organisation of support services needs to be reconfigured. The Review found that support services are both disconnected from the centre and internally disconnected at the district level. This can be seen in the inconsistent ways in which policy intent is implemented. For example, services for a student with similar needs can be more inclusive in one district than another. On a number of occasions, the Review was reminded that districts and district support services were quite different. The Review identified a generally high level of disconnection between district support services and the school transformation processes inherent in the Essential Learnings Framework. The culture and Review of Services for Students with Special and/or Additional Educational Needs Atelier Learning Solutions practices of support services focus on inputs, allocations and processes. The contrast with the outcomes focus of the work around the Essential Learnings could not be more dramatic. The Review believes there is a need to place decision making, resource allocation, school transformation, curriculum innovation and outcomes accountability closer to schools and their communities. This will be best achieved through a formally established community of schools, led by a board of principals. In these communities, schools can be provided with the close-at-hand support necessary to transform their curriculum to increase flexibility, authenticity and inclusiveness. With responsibility vested at the local level, schools will have the capacity to work together to develop the critical mass of knowledge and understandings necessary for best practice in the implementation of policy for all students, including those with special and/or additional educational needs. Complementing the strengthening of local support, the department needs to have the leadership and organisational capacity that will ensure the strongest possible connection of practice to systemic policy. Only through consistent implementation of policy will students with special and/or additional educational needs have equity of access, participation and achievement. The current structure is not providing the level of equity that the values base of the department demands. The Review believes that the current district structure should give way to new organisational arrangements involving three branches of central office focused on alignment across all areas of the department's operations, quality service provision at the local level, and clear outcomes-focused accountabilities. The branches would be the operational arms of the department. They would not be regions. Each branch would be led by an operational director who would be a member of the schools division corporate management team. They would be supported by an appropriate number of assistant directors (school support) who would provide a much closer and stronger level of support to principals than is presently the case. The assistant directors (school support) would work with principals to ensure the implementation of policy intent and accountability for outcomes. Resource Allocation The Review found that the current resource allocation model, by funding individual students, fails to resource the inclusive learning approaches and programs that are required if they are to be truly included. Individually-focused funding addresses only one component of a larger, more complex picture of educational provision. What is needed is equity of resource distribution based on addressing identified needs, but not based on a categorisation-driven funding formula. The current resource allocation model has evolved into one which stretches resources very thinly, leading to a culture of internal competition for them. Moreover, when the resources are provided, they are invariably allocated to individual care rather than for inclusive educational access, participation and achievement. The Review was struck by the general lack of discussion around the issue of quality in service provision. The current model focuses on quantity of input, commonly teacher aide hours, not the quality of the program or the level of outcomes. The Review believes that using teacher aide hours as the currency of service provision for students with special and/or additional educational needs acts as an inhibitor to addressing the quality question. It is a currency that should be discontinued. The Review found that the current resource allocation model gives insufficient priority to building the capacity of schools and staff to develop and implement inclusive approaches for students with special and/or additional educational needs. It is a model that has built reliance on support through reaction rather than support through capacity-building. As such, the model has led to the situation where, in many instances, responsibility for the education of students with special and/or additional educational needs is passed to others. For example, the model is now funding so called 'alternative programs' where some students are effectively removed from their schools. In these instances, the schools have no responsibility or accountability for the outcomes of students who are still enrolled with them. The Review believes that approaches to resourcing educational provision for students with special and/or additional educational needs should focus on funding and supporting inclusive programs. The resourcing model needs to provide for the fuller learning context of the student with special and/or additional educational needs as the means to most effectively address the student's individual needs. The Review envisages a mainstream resource allocation model that incorporates differential funding according to state moderated but locally identified needs. In addition to a core school resource package, formal communities of schools would receive a resource package to fund changed school operations that will provide quality approaches and programs for all students, including those with special and/or additional educational needs. Led by the board of principals, schools would make shared decisions about the configuration of resources needed to provide high quality educational approaches. These decisions would include how best to provide for those students who have been locally identified as having special and/or additional educational needs. Along with other resources, those currently allocated to district and state support services and those allocated to districts for professional learning and curriculum support would be included in the community of schools resource package. Capacity Building Building the capacity of schools and school communities has been a major aspect of the implementation of the Essential Learnings Framework to date. During the course of the Review, many pointed to this work as an outstanding example of the department's commitment to developing the understandings, knowledge and skills required for Tasmania to become a world class system of public education. The priority given to capacity-building in school transformation and curriculum innovation is widely and strongly endorsed. Evidence was gathered that the priority given to capacity-building in this work should now be broadened to address capacity in the provision of services for students with special and/or additional educational needs. The present orientation of student support services means they are unable to give sufficient priority to capacity-building. Indeed, evidence was gathered indicating that approaches and practices to build knowledge and skill are often disconnected from the work of teachers and schools, implemented as external courses. Although the providers of professional learning courses for school staff generally regard the courses as successful, their clients do not always agree. During the Review, the observation was made repeatedly that simply offering more external courses was not the answer to building capacity. Nor were the often fleeting visits of specialist staff seen as contributing significantly to capacitybuilding in schools. Teachers and teacher aides are looking for quality approaches that build capacity in the immediate context of their work. The Review believes that capacity-building should be an integral part of service provision. It should, in the main, be provided through in situ, 'just in time' support, located within the local community of schools. This does not involve notions of courses. Rather, it is about skilled specialist staff working alongside teachers and para-professional staff to increase their capacity to meet student needs through the implementation of effective approaches and programs. The undoubted expertise and skills of specialist support staff will be best utilised when they are located as closely as possible to the schools they support. The Review envisages a local community of schools model in which support teachers will coordinate service provision across schools to meet identified needs. They would work closely with specialist staff so that they could contribute to inclusive approaches in their local community of schools. The Review believes that, for this to occur, there needs to be a greater level of role clarification than exists in the current arrangements. To further increase capacity in schools, the Review envisages a new para-professional position. The title of 'assistant teacher' is suggested. Located between a teacher and a teacher aide, the new position would require specialised training. This specialised training would include knowledge and skills across the spectrum of conditions related to students with special and/or additional educational needs. For example, assistant teachers would have specialised training in areas such as those related to the spectrum of autistic behaviour and approaches to students whose behaviour reflects family and social dysfunctionality and disconnection from school. Assistant teachers would enter the position on the basis of formal qualification and selection on merit. The position would provide a level of support to schools and teachers not available in present arrangements. Accountability The Tasmanian Department of Education enjoys a well deserved reputation as a national leader in the development of data management systems for school improvement and accountability. Through the Office of Educational Review, the department provides a substantial amount of performance information to schools, including value-added data. The department is developing outcomes statements that relate directly to the Essential Learnings Framework. While much significant and potentially ground-breaking work is underway that will strengthen accountability processes, the Review found limited information on outcomes for students with special and/or additional educational needs. That so little outcomes data exists for these students points to the importance of strengthening approaches to and practices in accountability across the system as a whole. However, the Review acknowledges that the department is aware of the need to make the outcomes statements in the Essential Learnings Framework relevant to students whose intellectual performance is substantially impaired. The Review found that, irrespective of current work undertaken and the systems in place, accountability in relation to students with special and/or additional educational needs is strongly input rather than outcomes focused. When asked the question 'what learning outcomes have students achieved?' it often appeared that, at school, district or system level, there was little real knowledge. This includes the outcomes for high needs students and the outcomes for students withdrawn into alternative programs. In other words, very substantial resources allocated to state and district support services and to schools have little outcomes accountability. In the main, the accountabilities are financial accountabilities for the proper expenditure of funds. The Review believes that a much stronger culture of accountability needs to be developed around the outcomes of service provision for students with special and/or additional educational needs. Organisational arrangements are required that address issues in present practice such as multiple, unclear and at times purposefully unfulfilled accountabilities. The new arrangements need to vest responsibility for the outcomes of students with special and/or additional educational needs in principals, including the shared accountabilities they should have arising from increased capacity in decision making at the local level. In the organisational structure envisaged by the Review, accountabilities from principals and boards of communities of schools would be to the operational director in the branch. The accountability processes would involve assistant directors (school support) working with schools and communities, using and responding to the full suite of outcomes data gathered and provided systemically. Assurance that provision is made for high needs students would be addressed through regular review of their learning outcomes and an explicit focus on inclusion in the school improvement review process. The approach, rather than separating high needs students or isolating them as belonging to a category, would genuinely include them. Conclusion Given that the department has invested so much in curriculum innovation and school should not have full access to educational provision. The department has set in place a values base that no longer perceives students with special and/or additional educational needs as having a 'deficit' or a 'problem'. It is now time for practice systemically and at the school and community level to match the values base. The Essential Learnings Framework provides the core opportunity for values and practice to be aligned for students with special and/or additional educational needs. transformation, it is iniquitous that students with special and/or additional educational needs Recommendations The Review recommends that: 1. the department initiate a process of dialogue in communities of schools through which all stakeholders can gain the deepest possible understandings of the values base of Tasmanian public education, the inclusive policies that arise from it and the best practices in the implementation of policy for all students, including those with special and/or additional educational needs. 3. the present nomenclature around categories of students no longer be used, although a central register of students with high needs continue to be held. 2. across the department and in its schools, there be established a culture of, approaches to and practices in service provision for students with special and/or additional educational needs that is strongly focused on developing learning capacity rather than responding to deficits. 4. once students are deemed eligible for inclusion on the central high needs register, the resource be provided to the communities of schools who, through their boards, determine allocation to inclusive approaches according to the perceived functional and educational needs of students. 6. services for all students, including those with special and/or additional educational needs, be provided as closely as possible to schools by formally establishing supportive communities of schools, led by a board of principals. 5. districts and district support services be replaced by a new organisational branch structure that will align service provision for students with special and/or additional educational needs with mainstream provision and will enable the closest possible alignment between the department's core operations. 7. services for students with special and/or additional educational needs be structured so that they are part of mainstream provision and are clearly linked to the school transformation process based on the Essential Learnings Framework. 9. all external school support staff, other than those associated with low incidence conditions, as a general rule be located in communities of schools and be accountable to the board of principals. 8. the department develop a funding model, based on consistent systemic criteria, that will provide to communities of schools a differential resource package to enable the implementation of approaches and programs for students with special and/or additional educational needs. 10. the department develop clear role statements for all external school support staff to reflect their responsibilities and accountabilities in the new organisational structure. 12. communities of schools be provided with resources to support particular schools in which a critical mass of high needs students is enrolled, so that best practices in inclusion are implemented, researched and promulgated. 11. the department clarify the distinctions between flexible and alternative provision so that all approaches for students with special and/or additional educational needs are implemented under the auspices of a school as part of the implementation of a broadened, flexible and authentic school curriculum. 13. the department establish a new para-professional position of assistant teacher, requiring formal qualifications and specific industrial arrangements, so that there is increased capacity in schools to provide learning programs for students with special and/or additional educational needs. 14. the department orient accountability processes across the system and its schools to measuring and reporting the full range of outcomes for students with special and/or additional educational needs, including curriculum, social and equity outcomes. 15. the school improvement review process incorporate an explicit focus on inclusion so that schools can report on the improvements they have made to guarantee the access, participation and achievements of students with special and/or additional educational needs the department liaise with the University of Tasmania to ensure that the teacher education program addresses policy and practice in relation to the inclusion of students with special and/or additional educational needs. Appendix 5 The Tasmanian Curriculum 2007 (The Tasmania Curriculum replaced the Essential Learnings Curriculum (Announced during 2006) following the appointment of a new Tasmanian Minister for education after the 2006 State elections with implementation planned for commencement in 2007. The vision expressed in Tasmania Together supports the values, purposes and goals of the Tasmanian Curriculum. Involving students in using Tasmania Together data, issues and processes will enable students to achieve in all areas of the Tasmanian Curriculum. Most goals and benchmarks relate to issues that could be studied across the curriculum; for example "Goal 11: Built and natural heritage that is valued and protected" could be the subject of study in Society and History, Science or Vocational and Applied Learning. The following additional examples indicate how goals and indicators can be linked to curriculum area studies: There are 143 benchmarks in the Tasmania Together plan, and many areas that students can investigate. To find out more about the Tasmanian Curriculum, visit http://www.education.tas.gov.au/dept/about/minister/curriculumupdateparents/ Tasmania Curriculum Framework A useful summary of the Tasmanian curriculum framework is this diagram. Appendix 6 Reporting to Parents Taskforce Report to the Minister for Education Hon David Bartlett MHA 30 November 2006 PREFACE School reports are an essential element in the partnership between teachers, schools and parents on which Tasmanian education depends. As in any partnership the responsibility is shared. The education of every child is helped immeasurably when parents take an active interest. It was the expression of this interest that led the Minister to set up the Taskforce. Parents believe the partnership with schools and teachers cannot work if the reporting element fails. They are right in this, and they are also right to insist that reports cannot fulfil their essential task if they are written in ways that parents cannot understand. Parents are entitled to expect useful information and guidance from school reports: there is no way to provide this except in plain and familiar language. The Taskforce decided that in school reports parents seek answers to three main questions. 1. How is my child going? b. In 'subject' areas. a. Does she have the right attitude? Is he trying hard enough? Is her behaviour a matter for concern? c. What are his strengths and weaknesses? 2. Is everything OK or should I be concerned? b. a. How is she going compared to others of her age? Is he doing his best? (Are there any destructive influences?) 3. How can my child learn better? b. How can I help? a. What will the school do? c. What can my child do? The two things that parents value most in reporting are interaction with teachers and a mark that gives a fair and accurate assessment of their children's progress. Conversations with responsive teachers are critical. The Taskforce recognised that good reporting is sometimes difficult, often burdensome and always timeconsuming. A good report must convey complex information and subtle judgements in a few well-chosen words. Taskforce members were very conscious of teachers' workloads and the extra burden good reporting brings. They were also aware that in some cases their recommendations are no more than schools are already doing, and they wished to record the appreciation of the effort put in by these teachers and their schools. However, many parents are dissatisfied with the standard of reporting and believe, with good reason, that the standard of reporting could improve. The Taskforce would encourage all teachers to think about reporting from the perspective of parents, and all schools to encourage this perspective. It is for parents that the reports are written and it is to the parents that they must be addressed. Parents do not deal every day in the technical concepts of education and cannot be presumed able to grasp them. The technical language in which these concepts are (often unnecessarily) expressed is not suitable language for reporting. Whatever educational methods and professional language schools and teachers employ, their responsibility to report to parents in plain, clear-cut language remains unchanged. It should be added that the Taskforce takes the view that teachers and schools are entitled to expect parents to carefully read and make every effort to understand the reports. Reporting is now even more complex because it is possible to produce data that was previously unavailable. Should reports include all of this information or only the parts of it deemed to be of interest to parents? The Taskforce took the view that all useful information collected by the Department of Education should be shared with parents. In reaching this view, the Taskforce considered many questions: Why report? How best to report? What should be included and excluded? What do parents need to know? What do parents want to know? The report is substantially based on the views of the parents on the Taskforce and parents' focus groups. Previous reports and research were also considered. The focus groups discussed reporting generally and considered samples of possible elements to be included in written reports. Other members of the Taskforce provided advice from the twin perspectives of professional educators and parents. 1. HOW IS MY CHILD GOING? The Taskforce thinks for parents to judge how their child is going they need reports throughout the year. Written reports are an essential part of reporting but they do not provide a full picture of a child's progress at school. As well as informal talks with teachers, reporting should include formal meetings, meetings involving parents, teacher and child, phone-home programs and portfolios of work. Ideally, through regular contact with the school, parents should know enough about their child's progress for there to be nothing in a written report that comes as a total surprise. VALUING TEACHERS Parents value conversations with teachers. They want to hear from them. Every school needs a simple process that makes this possible throughout the year. Some parents in the focus groups complained that their school's arrangements for such meetings were too complex. They said they found it hard to get past the front desk. In written reports parents favour balance between standardised results data and teachers' comments. They believe written comments are critical to understanding and monitoring the educational progress of their children. WRITTEN REPORTS Written reports serve a number of purposes. - They can help parents to chart the progress of their children. - They can help to build relationships between parents and school and serve as a focus for discussion. - They should provide useful and accurate information that helps teachers to direct and encourage each child's educational progress. - They help parents and teachers alike to make decisions about what each child needs. Written reports allow parents to judge not only how their child is going, but how well teachers and schools are meeting the needs of their child. Written reports are a means of making schools account for their actions. The Taskforce concluded that parents want written reports to contain different information at different times of the school year. Recommendation 1 The Taskforce recommends one comprehensive report supported by two short statements a year: - a very short statement issued 5-8 weeks into the year to let parents know how their child is settling in and alert them to any concerns; - a summary of the year's results to be issued at least 10 days before the end of the school year. This timing gives parents the chance to talk to teachers before the end of the school year. - a mid-year full written report issued by the end of July. This would be a substantial report telling parents what their child has learned and alerting them to any matters that need attention. A mid-year report would allow time for all parties to solve the problems a student may have. This recommendation is made on the assumption that students study a course for a full year. The Taskforce acknowledges that not all courses are run the same way. For example some courses are studied in blocks at different times during the school year. Where such courses do not match the timing of the recommendation above, schools will need to report to parents at the most appropriate time. CONSISTENCY OF FORMAT OF WRITTEN REPORTS While recognising that some variation between primary and high schools is inevitable, the Taskforce believes that the format of reports for primary and high schools (Prep to Year 10) should be similar. This will allow parents and their children to get a clear and immediate picture of the educational journey that every child makes. The Taskforce thinks that Kindergarten children should receive a different report to those in Prep to Year 10. From 2007, under the State Government's Guaranteeing Futures initiative, young Tasmanians who have completed Year 10 or have turned 16 must participate in education and training for a further two years, or until they have turned 17 or gained a Certificate III vocational qualification. Most students will be expected to go on to Year 11 and for this reason the Taskforce considers it needless and inappropriate to provide a report that has traditionally signalled the end of school. Instead, the Taskforce believes that an extra report should be provided for Year 10 students who choose to take up vocational education and training or a job, rather than go on to Year 11. This report should be provided on request only and include the names of teachers as potential referees. Recommendation 2 The Taskforce recommends: - a common format for reports from Prep to Year 10 with variations appropriate to the - a different format for reports for Kindergarten children; differences in the way school work is structured in primary and secondary schools; - a supplementary school-based report for those Year 10 students who take up vocational education and training or jobs rather than go on to Year 11. This report would be provided on request only and would include the names of teachers as potential referees. Some of those who participated in the focus groups were parents of children with special needs. Some wanted their child to receive the same report as other children and some wanted a reported tailored to their child's particular circumstances. Recommendation 3 The Taskforce recommends that reports for children with special needs continue to be negotiated on an individual basis as part of each child's Individual Education Program. FORMAL PARENT/TEACHER MEETINGS The Taskforce believes that parent/teacher meetings are crucial to parents' understanding of how their child is going. At least one formal meeting between parents and teachers should be held each year, and it should be based on the mid-year report. This issue is considered in section 3. 1A. HOW IS MY CHILD GOING? DOES SHE HAVE THE RIGHT ATTITUDE? IS HE TRYING HARD ENOUGH? IS HER BEHAVIOUR A MATTER FOR CONCERN? Parents want to know more than just academic results. They want to know about their child at school what talents and interests are emerging. The Taskforce believes that the short progress statement written and issued 5-8 weeks after the start of the school year, should concentrate on the attitude, effort and behaviour of the student and should include some general comments from the teacher about how the student is settling in to school life and study. The Taskforce believes that the mid-year report and end-of-year summary statement should concern work habits, in particular attitude, effort and behaviour. Recommendation 4 The Taskforce recommends that: - the short progress statement concentrate on the attitude, effort and behaviour of the student and include some general comments from the teacher about how the student is settling in to school life and study; and - the mid-year report and end-of-year summary include information on the student's work habits, and where there is no progress bar also include information on the student's progress, as per the example below. Primary School Secondary School 1B. HOW IS MY CHILD GOING IN 'SUBJECT' AREAS? REPORTING ON THE TASMANIAN CURRICULUM FRAMEWORK The Taskforce was briefed about the work being done to refine and simplify the Tasmanian curriculum framework. It believes that all written reports should include information on all areas that are assessed under the revised framework as well as comments from teachers. The Taskforce also believes that it will be an aid to parents' understanding of their children's progress if written reports are closely aligned to the curriculum framework. Recommendation 5 The Taskforce recommends that: - reports concern all subjects studied and assessed under the revised Tasmanian curriculum framework; - the curriculum framework, the school timetable and each child's written report are aligned to ensure that parents understand their child's progress in relation to the framework. - reports should contain comments from the teachers who have taught each child; and ACADEMIC RESULTS At present a child's learning development from Kindergarten to Year 10 is described on a scale with five levels of understanding. These levels are called 'standards'. Each level is divided into three smaller steps – lower, middle and upper. Students make progress along these 15 steps during their schooling: hence the steps are called progressions. This way, parents can watch the progress of their children over the whole time they are at school, and see how one year's results relate to the next. The five levels of understanding and the progress steps (or progressions) are currently represented as per the example below. Taskforce members believe that the progress bar should be retained. However, the Taskforce supports the views of many teachers that there should be more progressions on the bar. The current model makes it hard for teachers to show gradual and steady progress by students. The Taskforce believes that while this may make the system more complex it will also make it a more accurate and sensitive guide to how a student is going. If the recommendation is adopted, schools will need to explain to parents what the progressions mean and how they are displayed on the progress bar. Recommendation 6 The Taskforce recommends that the Department of Education show more progressions on the progress bar. In view of this recommendation and continuing work on the curriculum framework, the example below is for the purposes of this report only. The current bar has five standards, each with three progressions. This gives 15 progress steps. The Taskforce considered a bar with 15 steps, each with a lower and upper division to be reasonable. However, it accepts that this needs expert evaluation. English/Literacy (Sample only) ? 1C. WHAT ARE HIS STRENGTHS AND WEAKNESSES Parents want to know their child's strengths and weaknesses and the Taskforce believes that the best way for parents to discover them is through a combination of results and discussion with teachers. The Taskforce believes very strongly that parents trust the professional expertise of teachers to assess their child's strengths and weaknesses. 2. IS EVERYTHING OK OR SHOULD I BE CONCERNED? The Taskforce thinks parents must be confident that there are consistent and reliable assessment standards across the state system in Tasmania - that a mark in one school means the same thing in another. They need to know that the system is fair and that all students are assessed according to the same standards. Most parents recognise that it is not always easy to provide an objective assessment of a child's progress, and it is reassuring to know that teachers work together through the moderation process on consistent assessment standards. At the same time, the Taskforce very strongly believes that standardised assessment should not be considered in isolation from teachers' comments. 2A. HOW IS SHE GOING COMPARED TO OTHERS OF HER AGE? Parents need a means by which to measure their children's results against others of their age. At present in Tasmania there are two yardsticks: - the State standard, which allows a comparison with others in the same year in state schools, and - results from the previous reporting period. The Taskforce believes that written reports should indicate the standard expected for the particular year group and continue to show the child's result from the previous year. Recommendation 7 The Taskforce recommends written reports that include the progress bar should: - indicate the standard expected for the particular year group; and - show the child's result for the previous reporting period as per the example below. English/Literacy (Sample only) Year 6 standard [The black dot is the current reporting period (eg end-of-year) and the open circle is the previous reporting period (eg mid-year).] STANDARD ACHIEVED BY THE MIDDLE 50% OF STUDENTS Currently, the progress bar includes grey shading showing the standard achieved by the middle 50% of students in the same year group in State schools, as per the example below. Taskforce members believe that parents would prefer to know what standard they should expect their child to reach in a particular year, as per recommendation 7 above. The Taskforce thinks that only the standard expected for a particular year should be shown on the progress bar so that there is no confusion about the differences between the two concepts. Parents who want the information indicated by the grey shading, should be able to get it on request from schools, preferably at parent/teacher meetings. Recommendation 8 The Taskforce recommends that the information currently displayed by the grey shading (the standard achieved by the middle 50% of students in Tasmania in the same year) should be available on request from schools, preferably at parent/teacher meetings. ESULTS R H ISTORY After discussion, the Taskforce decided it would be useful to include results from the time each child joined the state system. In this way parents can see the child's progress at a glance without having to search for old reports. Recommendation 9 The Taskforce recommends that, wherever possible, written reports should show the child's results for previous years, as per the example below. English/Literacy (Sample only) Year 6 standard A-E RATINGS Parents on the Taskforce and in the focus groups overwhelmingly felt the A-E ratings were unhelpful. They believe that the information provided in Tasmanian reports far exceeds the requirements of the Australian Government. They recognise that it is an Australian Government requirement for A-E ratings to be given to parents. Recommendation 10 The Tasmanian Department of Education asks the Australian Government to formally recognise the information provided to parents in Tasmania, in place of specific A-E ratings. Should the Australian Government refuse to accept the recommendation, the Taskforce believes that, rather than confuse parents with two reports for the same reporting period, A-E ratings should be automatically incorporated into the mid-year report and end-of-year summary. It also decided that the terms in the progress bar should be 'well above the standard', 'above the standard', 'at the standard', 'below the standard' and 'well below the standard', with a key equating these terms to the A-E ratings Recommendation 11 The Taskforce recommends that: - in the event that the Australian Government insists on A-E ratings, that they be incorporated into the mid-year report and end-of-year summary, as per the example below; and - that the terminology to be used in the progress bar be 'well above the standard', 'above the standard', 'at the standard', 'below the standard' and 'well below the standard', with a key equating these terms to the A-E ratings. COMPLETED PROGRESS BAR Below is an example of the bar containing all of the information outlined above (except the A-E rating). English/Literacy (Sample only) Year 6 standard 2B. IS HE DOING HIS BEST? Teachers are in the best position to know if children are doing their best. As well they are uniquely placed to observe their social and emotional behaviour. Parents rely on teachers to tell them if their children are doing as well as they can, and if they can see any matters for concern. But teachers also rely on parents to tell them what they know about their children's circumstances, interests and character. In the end we can only learn the answer to the question when parents, teachers and children put their heads together. Parent/teacher meetings are an essential way of sharing knowledge and perspectives. Written reports should serve a similar purpose; encouraging parents to become close observers and informed and active partners in their children's progress. Written reports: provide motivation for the child, show evidence of strengths and weaknesses, and indicate the need for individual programs. The question, 'Is my child doing her/his best?' is linked to the question below: 'How can my child learn better?' 3. HOW CAN MY CHILD LEARN BETTER? As active partners in their education, discussion between parents and teachers is the best way to find out how children can learn better. PARENT/TEACHER MEETINGS The Taskforce thinks that meetings between parents and teachers are crucial to parents understanding how their children are progressing and how they can do better. Meetings with teachers give parents the chance to raise their concerns about their children, or their misgivings about the school and the teacher teaching them. Meetings offer a chance to clear the air and to find reassurance. As described in section 1, the Taskforce believes that there should be at least one formal meeting between parents and teachers each year and that this should be to discuss the mid-year report. Taskforce members believe that while some parents are unwilling or unable to be actively involved, building strong and trusting relationships between parents and schools is essential and every effort must be made to build them. The Taskforce recommends that to highlight the importance of these meetings and encourage parents' participation the mid-year report is sent home only in exceptional circumstances. The aim should be to 'induct' parents into a two or three way partnership through meetings between teacher, parents and child, phone-home programs or, when parents are unable or unwilling to come to the school, meetings away from school premises. The Taskforce believes that teachers still have the primary responsibility for reporting at three-way meetings, but including the child often helps schools to reach parents. For example, at one Tasmanian school where the teacher, parents and child were all actively involved, threeway meetings improved attendance by parents at parent/teacher meetings from 23% in 2002 to 85% in 2006. Taskforce members also emphasised that schools should try to provide the privacy most parents want when they are talking about their children. Recommendation 12 The Taskforce recommends that: - mid-year reports are given to parents at three-way meetings or, at the very least, parent/teacher meetings, and only sent home when these options are not practicable; - where there ARE exceptional circumstances and the report is sent home, other means of contacting parents are used to discuss the mid-year report, such as phone-home programs. Currently reports include the statement, 'Teacher/Parent Interview Requested'. In focus groups some parents said they were annoyed or intimidated when this statement was marked 'No'. They felt that it implied that they were not welcome to talk to the teachers. In the event that recommendation 12 is not accepted the Taskforce believes that parents should always be invited to meet with the teacher. Recommendation 13 The Taskforce recommends that, if recommendation 12 is not adopted, in all reports not specifically requesting a parent/teacher interview parents are invited to meet their children's teachers. FUTURE FOCUS Parents want clear and constructive advice from teachers about how their children can improve. For parents mid-year is the critical time to receive this information because it gives them time to do the helpful and necessary things before the school year ends. The Taskforce believes that the mid-year report should provide academic results, assess work habits and direct students and parents to aspects of study and behaviour that need attention in the second half of the year. The 'Future Focus' section should be the basis for establishing how each student can learn better through the combined efforts of schools, parents and children. The Taskforce believes the 'Future Focus' section can guide and encourage parents to be involved in their child's education. Recommendation 14 The Taskforce recommends that mid-year reports include a section, 'Future Focus'. The section should describe practical ways to improve the student's performance. 3A. WHAT WILL THE SCHOOL DO? As stated above, the 'Future Focus' section of written reports would form the basis for an agreement about how child, parents and teacher will work together to help the child learn better. 3B. HOW CAN I HELP? Parents can help by talking with their children about their school work and reports, and by asking teachers how they can help. In general, discussions with teachers are most valuable when the child is present and everyone understands what the concerns, aims and responsibilities are. 3C. WHAT CAN MY CHILD DO? In the 'Future Focus' section of reports parents should be able to see what the teacher thinks each child can do. Information in written reports on behaviour, attitude and effort would also help parents appreciate how their children can learn better. LANGUAGE Good reports are clear reports and clear reports need clear language. Parents cannot know how their children are going if they cannot understand reports on their progress. Obscure language puts a barrier not only between parent and teacher but between parent and child. How can parents talk to their children about school work if school reports are beyond understanding? How can they discuss results if they don't know what they mean? Why should parents have to decipher the meaning of reports? Teachers should talk to parents in a way that is clear, precise and meaningful, and they should write to them in the same way. This does not mean the language should be sterile or simplistic, but it should be free of jargon and vague abstractions. It should be the language of common, everyday understanding. Reports should describe the child; what that child is learning, the directions he or she seems to be taking and where more work is needed – and it should do these things in words their parents recognise. The Taskforce believes that parents want honesty in reporting but they also value balance between critical and constructive comments. The Taskforce believes that the language of reports must be separated from the often technical language of education. Parents should not be addressed in the often turgid, sometimes impenetrable language of the curriculum. Similarly, reporting should not be caught up in meaningless, dehumanised "management speak" which might be thought apt for adults working in the corporate world but has nothing to do with the achievements of children. Don Watson's observations on this subject make for essential reading. They are at Attachment A. The Taskforce believes that support should be provided to teachers to enable them to write and talk to parents in a way that parents understand. As Don Watson states in the attached article, "writing is hard enough at the best of times. Writing concisely is even harder. To set down in a few plain words what we think about a student's work, behaviour and potential is about as hard as writing gets". The Taskforce acknowledges that improving the reportwriting skills of teachers will take time and will also require support through professional development. The Taskforce thinks that before sending them to parents, schools should make sure their reports present the most clear and accurate picture possible. The Taskforce believes principals should establish editorial processes to check all reports for readability and accuracy. Recommendation 15 The Taskforce recommends that: - there is professional development for teachers and principals on reporting to parents and, in particular, report-writing; - teacher education at the University of Tasmania includes specific units/work on dealing with parents, reporting, and report writing. - all schools have an editorial process to ensure reports are readable, written in the plainest possible language, and say something meaningful about each child; and IMPLEMENTATION The Taskforce recognises that cultural and procedural shifts will be necessary in order to implement its recommendations. It believes that the scale of the implementation task means that changes to reports will not be possible in 2007. While it is the responsibility of the Department of Education to implement the recommendations that are adopted by the Minister for Education, the Taskforce believes that a reporting timeline for schools would be useful. This would be additional support for business process and professional development. The Taskforce believes that leadership from principals is crucial to meet parents' needs, and that principals need to embrace and value the recommendations made by the parents on this Taskforce. Principals and school associations need to be partners in leading their school communities, and the partnership between parents and teachers should reflect that broader relationship. The Taskforce believes that those recommendations adopted from this report should be evaluated through surveys to gauge the satisfaction of parents. It also believes that the whole strategy should be reviewed for its relevance and effectiveness in meeting parents' needs in 2011, following the completion of the 2010 reporting cycle. Recommendation 16 The Taskforce recommends that: - those recommendations adopted by the Minister for Education be implemented for the 2008 school year; - those recommendations adopted by the Minister for Education be evaluated through parent surveys; and - a reporting timeline be developed for schools' information; - reporting to parents be reviewed in 2011 for relevance and effectiveness in meeting parents' needs. IN CONCLUSION The Reporting to Parents Taskforce believes that a little more attention to communicating with parents would bring more support from them. While recognising the demands on teachers, the Taskforce thinks that the rewards for children, schools, teachers and parents are worth the investment. Reference: http://www.education.tas.gov.au	<urn:uuid:7e5443a0-88f1-4d55-99cf-9c4a03b68d75>	CC-MAIN-2018-26	http://dev.agppa.asn.au/wp-content/uploads/2011/11/LINK9.pdf	2018-06-23T17:39:58Z	crawl-data/CC-MAIN-2018-26/segments/1529267865145.53/warc/CC-MAIN-20180623171526-20180623191526-00458.warc.gz	82,348,942	17,210	eng_Latn	eng_Latn	0.968829	eng_Latn	0.9963	[ "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", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 133, 3298, 5924, 9067, 10469, 13526, 14543, 15891, 16133, 19648, 21915, 24422, 28601, 32302, 35984, 36622, 38230, 44418, 50305, 56258, 61958, 63637, 63710, 63832, 67866, 71459, 74765, 77487, 79844, 82726, 86618, 90868, 93668 ]	[ 2.15625, 1.40625 ]	2	1
Lesson 2 Preventing Infectious Disease Overview After exploring the distinction between infectious and noninfectious illness, students learn how infectious diseases can be spread. They discuss common modes of transmission, including person-to-person contact, as well as contact with food-borne and blood-borne pathogens, and review examples of infections that can be passed in these ways. Then they examine ways to prevent or stop the spread of infectious disease, and review their own health habits related to preventing infections. Time: 60–90 minutes Note: If time is limited, the case studies activity sheet may be completed through class discussion and the assessment activity sheet may be completed as homework. Lesson Objectives Students will be able to: 1. Summarize direct and indirect ways common infectious diseases can be transmitted. 2. Describe how common food-borne diseases are transmitted. National Health Education Standards Standard 1: Comprehending Concepts Performance Indicator 1.12.1: Predict how healthy behaviors can affect health status. Performance Indicator 1.12.3: Analyze how environment and personal health are interrelated. Performance Indicator 1.12.5: Propose ways to reduce or prevent injuries and health problems. Performance Indicator 1.12.8: Analyze personal susceptibility to injury, illness or death if engaging in unhealthy behaviors. Performance Indicator 1.12.9: Analyze the potential severity of injury or illness if engaging in unhealthy behaviors. Standard 6: Goal Setting Performance Indicator 6.12.1: Assess personal health practices and overall health status. 3. Explain the relationship between injection drug use and transmission of blood-borne diseases such as HIV and hepatitis. 4. Summarize ways to prevent the spread of infectious diseases. Materials & Preparation Prepare * Have Infectious Diseases (Slide 1), or make a transparency, if needed. * Have chart paper and tape. Review * Infectious Disease Detective (Student Workbook pages 4–5) and Infectious Disease Detective Key, pages 23–24. * Stop the Spread (Student Workbook page 6), and Scoring Rubric, page 252. Health Terms Review the teaching steps, slide and activity sheets for any terms or concepts your students may not know, and be prepared to explain them. Examples: * airborne * immune system * bacteria * blood borne * direct contact * disease * feces * food borne * fungi * germs * hepatitis * HIV (human immunodeficiency virus) * immunization * indirect contact * infectious disease * noninfectious disease * norovirus * parasite * pathogen * protozoa * sterilize * vaccine * virus * host Support for Diverse Learners To ensure student success with comprehending concepts: * Pre-assess students' knowledge and understanding of key concepts related to infectious disease transmission prior to instruction. * Pre-teach new concepts and terms. Write new terms on the board. Frequently use verbal checks for comprehension. * Make copies of the Infectious Diseases slide and distribute to students. * Post two signs in the room: Direct Contact and Indirect Contact. Give students examples of how selected diseases are transmitted, and have them stand under the sign that describes the type of transmission. Review and discuss answers. To ensure student success with reading: * Pair students with stronger reading skills or peer tutors with students who may need help completing the Infectious Disease Detective activity sheet. To ensure student success with writing: * Pair students with stronger writing skills or peer tutors with students who may need help completing the Stop the Spread activity sheet. To challenge accelerated learners: * Have students research and create presentations about how the immune system works. Different individuals or groups could report on the various ways the human body resists or fights infections, including mechanical barriers such as the skin and mucous membranes, the inflammatory response and the production of antibodies. * Have students research emerging infections or diseases. They should identify and describe at least 1 emerging infection or disease and analyze the factors that have contributed to its development. Introduction Get students ready for learning Transition On a piece of paper, write a few sentences about how being ill could affect a person's quality of life. How does a temporary sickness or infection, such as a cold or the flu, affect quality of life? What about a more serious or longer-lasting illness? Allow students to focus and work quietly for a minute or two. Call on student volunteers to share what they wrote. Motivate How many of you have ever been sick with a cold, the flu or some other illness? How did you know you were ill? How did your body feel? Allow a few students to briefly share their experiences. Ask questions to engage the entire class as each student shares (e.g., How many of you have also been sick like this? Has anyone else felt this way when you were ill?) Teaching Steps Define infectious disease Survey What's the meaning of disease? Where do you think the meaning of this word comes from? Allow a few students to share their ideas. Explain The word disease literally means "not at ease." It refers to any destructive process that can affect a living organism. Most often, people use disease to describe an illness or infection that disrupts the function of or causes harm to the body. Survey What are some illnesses or diseases you've heard of? List student responses on the board. Be sure the list includes both infectious (e.g., cold, flu, HIV, chicken pox) and noninfectious diseases (e.g., asthma, diabetes, heart disease, cancer). Explain One way that experts understand diseases is to look at how people get them. Some of the diseases you named are illnesses you can catch or get from other people or from things in the environment. Some of them are not. Prepare Show the Infectious Diseases slide. Explain Infectious diseases are those that can be passed by contact with pathogens (germs), or organisms that cause disease. When someone gets one of these types of germs in his or her body, we say that this person has been infected with the disease. An infection occurs when pathogens enter the body, multiply and begin to damage body cells. If the body is not able to resist or fight off the infection, disease will develop. Slide 1 Pathogens that cause disease include bacteria, viruses, protozoa, fungi or parasites. * Bacteria are single-cell living organisms that are found in the air, soil, water, and inside the bodies of other living things. Many play a helpful role, such as helping to digest food or break down waste materials. Others can cause disease in humans, plants and animals. Examples of diseases caused by bacteria include strep throat, tetanus and tuberculosis. * Viruses are made up of genetic material surrounded by a coating of protein. They are not living organisms and cannot reproduce without the aid of a living host cell. (Host cells are cells in which the virus is found.) Diseases caused by viruses include the common cold, chicken pox, warts, hepatitis, mumps, measles and HIV/AIDS. * Protozoa are animals that consist of a simple, single cell. They play a useful role in the food chain. Some eat harmful bacteria. Others are parasites and can transmit disease to their host. Diseases caused by protozoa include malaria, sleeping sickness and dysentery. * Fungi are living organisms that share characteristics of both plants and animals. Mushrooms, yeast and molds are all types of fungi. Examples of fungal diseases include yeast infections, ringworm and athlete's foot. * Parasites are any living organisms that live on or inside another living organism and get food, shelter or other things they need to survive from that host. While the parasite benefits from the connection, the host is often harmed. Some parasites enter a person's body through contaminated water or food and cause diarrhea or other digestive problems. Other types of parasites can spread diseases to their hosts, such as ticks, which can carry Lyme disease and Rocky Mountain spotted fever, and mosquitoes, which can spread malaria. There are two ways infectious disease can spread. Direct contact means that the pathogen is transmitted by person-toperson contact. Other people get the disease from contact with the infected person. Depending where the pathogen is, this can happen through touching an infected person's skin, or when infected blood, mucus or other body fluids get inside another person's body. Indirect contact means that the infected person's skin or body fluids don't directly touch or enter the other person through human-to-human contact. The pathogen gets on or travels through something else, and then the healthy person comes in contact with that thing. For example: * If someone with a cold rubs his or her nose and then opens a door, the cold virus can transferred to the doorknob. The pathogen can be transferred if another person touches the object and then touches his or her own nose or mouth. This can happen with tissues, eating utensils and many other objects. * If an infected person coughs or sneezes without covering the nose and mouth, droplets of mucus or saliva containing the pathogen can go into the air and be breathed in by another person. * Animals or insects can pass pathogens from one person to another if they bite someone who's infected and then bite or sting another person. * Pathogens can get into a person's body if the person eats or drinks contaminated food or water. * Needles, syringes or other equipment used by or on an infected person can contain traces of blood or other infected body fluids. If these items aren't properly sterilized (made free of germs) before being used by or on someone else, the pathogen can get into the other person's body. Noninfectious diseases develop inside a person's body, and can't be "caught" or passed to other people. You'll be learning more about these types of diseases in the next lesson. Today, we're going to focus on infectious disease. Review Which of the illnesses and diseases you named earlier are infectious? Go through the list of illnesses/diseases on the board and circle the ones students identify as infectious. Be prepared to clarify the definition of infectious and noninfectious disease for students and correct any misinformation, as needed. Can you think of any other infectious diseases that weren't named earlier? Add students' suggestions to the list on the board, circling each one as you do so. Suggest the following and add them to the list if needed: * cold and flu * hepatitis * food poisoning (norovirus) * HIV Clarify modes of transmission Explain Before we look at ways to stop the spread of infection, let's focus a bit more on the different ways the germs that cause infections can be transmitted. There are many different modes of transmission. Let's look at the list of infectious diseases and review how people can get some of the main ones. Review Refer students to the examples of infectious diseases circled on the list on the board. Go through the examples, asking students: * Is this disease transmitted by direct or indirect contact? * What are the specific ways it can be transmitted? Is it passed through the air? through food? through contact with blood? Be sure to cover the following diseases to further explain transmission of airborne, food-borne and blood-borne diseases: * Cold or flu: Transmission can be direct—through touching or kissing—or indirect—from breathing in airborne (carried in the air) particles containing the virus, or from touching tissues, doorknobs or other objects that have the virus on them. * Food poisoning: Transmission happens through contaminated food or water. This could be direct, if the food is spoiled and has bacteria growing in it, or hasn't been cooked properly. It could also be indirect, if the food contains a virus or other pathogen transferred from someone who prepared the food. This can happen when people don't wash their hands after going to the bathroom and then prepare food, or if cooking utensils, cutting boards and other kitchen surfaces aren't cleaned properly. * Hepatitis: Hepatitis is a virus that infects and can damage the liver. There are many different types that can be transmitted in different ways. — Hepatitis A is usually transmitted indirectly when contaminated feces (bowel movements) get into water or food. This usually happens because the person preparing the food didn't wash his or her hands thoroughly after going to the bathroom. It can also happen if a water supply has flowed through or come in contact with contaminated feces. — Hepatitis B and C are transmitted by blood. This transmission can be direct—for example, if someone touches an infected person's blood—or indirect—for example, if blood from a person with hepatitis B or C is left in a needle that another person uses for injecting drugs or vitamins, tattooing, piercing, or any other reason. — Hepatitis B can also be transmitted directly by semen or vaginal fluids. * HIV: HIV stands for human immunodeficiency virus. It's the virus that causes AIDS. It's transmitted directly through infected semen or vaginal fluids during sexual intercourse with a person who has HIV. It can also be transmitted through blood, particularly if people share needles for injecting drugs or any other reason with someone who has HIV. HIV is not transmitted directly from day-to-day contact. It's safe to touch, hug, shake hands or share eating utensils with someone who has HIV. Explain Infectious diseases vary in how easily they are transmitted. For example, you can't get HIV from casual, everyday contact with someone who has the virus, but you could get a cold or the flu in this way. Examine ways to prevent infectious disease Create When you know how infectious diseases are transmitted, you can understand ways to prevent their spread. People can prevent infectious diseases by breaking the chain of infection at any point. You're going to think about strategies that could help prevent or stop infection from spreading. Think of both ways you could prevent becoming infected in the first place, and ways you could stop an infection from spreading to others. Try to think of specific examples that will help explain your ideas. Put students into small groups or pairs and allow time for them to brainstorm ways to stop or prevent infection. Call on pairs or groups to share their ideas. Help them group the ideas based on whether they represent a way to prevent an infection from starting, or a way to stop further spread if a person has become infected. Ways to prevent infection: * Eliminate the source of the pathogen. Examples: Throw away spoiled food. Drain a pond with contaminated water. Quarantine or isolate an infected animal or person. * Handle and dispose of body fluids appropriately. Examples: Properly and promptly clean up blood, vomit or feces. Dispose of body fluids in special containers marked for that purpose. * Safely handle and dispose of contaminated items. Examples: Sterilize needles and other equipment. Never reuse needles or syringes. Throw away sharp items in sealed containers. * Keep food safe. Examples: Cook foods to the proper temperature. Keep hot foods hot and cold foods cold. Refrigerate leftovers. Throw away food that looks or smells spoiled. Don't use the same cutting board to cut raw meat and then cut vegetables or other foods. * Protect yourself. Examples: Wash your hands frequently. Always use sterile equipment. Bandage any wound or break in your skin promptly. Wear latex gloves when cleaning blood or other body fluids. Wear a mask that covers your nose and mouth when around people who are ill. Don't let another person's body fluids enter your body. Never share needles for any reason. Be up to date on Community Connection Invite a pediatrician to speak to the class about how immunizations work and which ones are recommended for children and teens. recommended vaccines or immunizations (preparations given to provide immunity to a disease), such as vaccines for measles, mumps and rubella, and a yearly flu shot. Ways to stop the spread of infection: * Don't spread germs to others. Examples: Don't hug or kiss other people when you're sick. Cover your nose and mouth when you sneeze or cough. Wear a mask that covers the nose and mouth when sick. Bandage any wound or break in the skin promptly. * Don't spread germs to objects. Examples: Wash hands frequently when sick. Try not to touch doorknobs, railings or other objects that other people touch. Dispose of tissues immediately after use. Wash plates, cups and other eating utensils with soap and hot water. * Don't spread germs to food. Examples: Wash your hands after using the bathroom. Don't use fingers to eat from a jar, bag or box of food. Don't put a used utensil back into a jar or other container of food. * Keep your immune system strong by following healthy habits. (The immune system is the body's system of defense against disease.) Examples: Get enough rest and sleep. Eat healthy foods. Be physically active. Take steps to reduce or manage stress. Practice good hygiene. Get proper treatment for infections or other illnesses. Students review health habits Review Direct students to turn back to their completed Assessing My Health Habits activity sheet and ask them to privately review their responses for questions 1 through 6. These are some health habits related to preventing infectious disease. How are you doing in this area? Could you improve any of these habits? Are there other actions you could add to help prevent infectious diseases? Allow student volunteers to share their observations and ideas. Students analyze case studies Complete & Share Put students into small groups of 2 or 3 and direct them to turn to Infectious Disease Detective on page 4 of the Student Workbook. Read the case studies in your groups. For each one, analyze how the infection was transmitted and what could have been done to prevent or stop the spread of the infection. Allow time for groups to complete the activity sheet. Then review the diseases one at a time and have each group share the ways they've suggested to prevent and stop the spread. Provide corrective feedback, as needed, using the Infectious Disease Detective Key. Assessment & Closure Students demonstrate learning Complete & Share Direct students to turn to the Stop the Spread activity sheet on page 6 of the Student Workbook. Review the directions with students and allow time for them to complete the activity sheet. End the lesson Close 6 High School © ETR Self-Check I summarized at least 3 ways infectious diseases can be transmitted, and gave examples of direct and indirect contact. I described food-borne diseases and at least 3 ways they can be transmitted. I explained the relationship between injection drug use and infectious diseases. I summarized at least 4 ways to prevent the spread of infectious diseases. Stop the Spread Directions: Read the scenario and then complete the assignment. Scenario Last year, your school had a serious outbreak of an infectious disease that resulted in many people missing several days of school. You're on a student committee that has been put in charge of developing a 1-page fact sheet about preventing infectious diseases that will be distributed to all students and staff at the school to help prevent this from happening again. Your fact sheet must include all of the following information: ■ Summarize at least 3 ways infectious diseases can be transmitted. Be sure to include examples of both direct and indirect contact. ■ Describe what food-borne diseases are and at least 3 ways they can be transmitted. ■ Explain the relationship between injection drug use and infectious diseases, and give an example of a disease that can be transmitted in this way. ■ Summarize at least 4 ways to prevent the spread of infectious diseases. What's one behavior that you plan to do today to reduce your risk of getting an infectious disease? Workbook page 6 Allow a number of students to share their answers. Assess Collect students' Stop the Spread activity sheets and completed fact sheets, and evaluate their work for this lesson. Assessment Evidence Objective 1 Students summarized direct and indirect ways common infectious diseases can be transmitted by: Completing the Stop the Spread activity sheet. Objective 2 Students described how common food-borne diseases are transmitted: Completing the Stop the Spread activity sheet. Objective 3 Students explained the relationship between injection drug use and transmission of blood-borne diseases such as HIV and hepatitis by: Completing the Stop the Spread activity sheet. Objective 4 Students summarized ways to prevent the spread of infectious diseases by: Completing the Stop the Spread activity sheet. (Scoring Rubric, page 252) Infectious Disease Detective Key Directions: Read the case studies. For each one, analyze how the infection was transmitted and whether transmission was direct or indirect. Then suggest how the infection could have been prevented or stopped from spreading. Case Study 1: Cold Virus Dwane wasn't feeling well. He had a runny nose and a scratchy throat. At school, Dwane sneezed without covering his nose. Kyle sits next to Dwane in third period. Kyle's been tired and stressed lately, and now he's starting to feel sick too. How was the infectious disease transmitted? Form of transmission: direct indirect How could Dwane have stopped the spread of the disease? How could Kyle have protected himself from the disease? Case Study 2: Hepatitis B Nadine went to get a pedicure at a nail salon. The manicurist used the same nail clippers, file and other tools on several clients in a row. A month later, Nadine felt like she might be getting the flu. The symptoms didn't go away and now her skin and the whites of her eyes are starting to look yellow. How was the infectious disease transmitted? Form of transmission: direct indirect (most likely) How could the manicurist have stopped the spread of the disease? How could Nadine have protected herself from the disease? Most likely through the air when Dwane sneezed. It could also have spread when Kyle touched something in the classroom that Dwane had touched or that had gotten virus on it. Stay home from school when sick. Cover his nose when sneezing. Wear a mask over his nose and mouth. Wash his hands often during the day. Wash his hands often during the day. Keep his immune system healthy by getting enough sleep and dealing with stress. Most likely from blood left on the clippers or other tools by a previous client. There's also a slight possibility it might have come from person-to-person contact with the manicurist, if she had hepatitis B, and if both the manicurist and Nadine had cuts or open sores. Clean and sterilize all reusable tools and equipment after each use. Frequently clean surfaces and work areas. Wash her hands between clients. Wear disposable gloves and change them for every service. Get immunized for hepatitis B. Bring her own nail tools to the salon and ask the manicurist to use them. Choose a different salon that follows proper procedures for disease prevention. (continued) Infectious Disease Detective Key (continued) Case Study 3: Food Poisoning (Norovirus) Dana has a job as a server at a local restaurant. She was sick over the weekend, but by Monday she felt good enough to go to work. During her shift, Dana started feeling nauseous again and went to the restroom to throw up a little. In a hurry to get back to the customers, she left the restroom without washing her hands. The servers make the salads from a big bowl of lettuce and cut tomatoes that are kept on the counter. Dana made a salad for a customer. She served the salad and the customer ate it. A few hours later, Dana's customer started feeling sick to his stomach. How was the infectious disease transmitted? Form of transmission: direct indirect How could Dana have stopped the spread of the disease? How could the customer have protected himself from the disease? Case Study 4: Athlete's Foot/Jock Itch All of the team members go barefoot in the school locker room. Since last week, Jacob's feet and the spaces between his toes have been burning and itching. He's been taking extra care to wash them well and always dries them first before toweling off the rest of his body when he takes a shower. But today after basketball practice, he noticed that the burning and itching had started happening in his groin area too. How was the infectious disease transmitted? Form of transmission: direct indirect How could the school or other team members have stopped the spread of the disease? How could Jacob have protected himself from the disease? Dana didn't wash her hands before preparing the food. Don't go to work when ill. Go home from work after throwing up. Wash hands well with soap and hot water after using the restroom or preparing food. The restaurant could require workers to wear plastic gloves while making the salad. Don't eat the salad. Ask to switch to another server's station if he noticed that Dana was sick. Contact with a contaminated floor in the locker room. Disinfect the locker room floor and other surfaces. Wear shower sandals or shoes in the locker room. Keep feet clean and dry. Wear shower sandals or shoes in the locker room. Keep feet clean and dry. Dry the groin area before the feet after bathing or showering. Put on socks before underwear. Use an antifungal cream to clear up the foot infection before it can spread.	<urn:uuid:b45f8c00-ffa4-43e4-9886-27075f4f678f>	CC-MAIN-2021-49	https://pages.etr.org/hubfs/Hygiene/HealthSmart%20Handwashing%20Lessons/high%20school/preventing-infectious-disease-HS_HS_PersonalHealth_Lesson2.pdf	2021-12-07T14:49:24+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00563.warc.gz	505,907,951	5,291	eng_Latn	eng_Latn	0.993919	eng_Latn	0.998259	[ "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	[ 1810, 2972, 4219, 5457, 7204, 9525, 11286, 13664, 15576, 17713, 20222, 21068, 23461, 25837 ]	[ 4.8125, 4.46875 ]	1	0
National Geographic Readers Cheetahs Beautiful photographs and mind-boggling facts will delight young readers as they learn about this majestic and mysterious cat. Introduces facts about the planets, distinguishing between the inner, gas, and dwarf planets, and discusses how scientists learn about the planets and outer space. Find out what happens when predator is pitted against predator in this exciting, informative reader. The Level 1 text provides accessible, yet wide-ranging, information about some of the world's most amazing creatures for beginning readers. From the Trade Paperback edition. Silently they stalk, carefully they creep, with perfect precision, they pounce! Face it folks, leopards are just SO COOL. Leopards are among the world's top predatory big cats, but that's just ONE reason why they are SO COOL. So who wouldn't want to hang out with them to learn more? These books blend awesome animal photos with silly quips and info that will delight young readers and animal enthusiasts. For example, kids can learn that leopards are the best climbers of all the big cats, that they have excellent night vision, and that black panthers are just leopards that are born black. This is the perfect little reader to start kids' brains buzzing and keep them laughing during downtime, bedtime, or anytime! Explore the history of Ellis Island, one of the most recognized landmarks in American history. Kids will learn about its early history as a Mohegan island and rest spot for fishermen through its time as a famous immigration station to today's museum. The level 3 text provides accessible, yet wide-ranging, information for independent readers. Chocolate or vanilla? Creamy peanut butter or crunchy? Cats or dogs? On some matters in life, every kid must take a stance. Ever since the first youngster in history had a pet, cats vs. dogs has been a hotly debated issue at recesses and lunch tables worldwide. Which one's better? Smarter? This reader presents the facts in fun and informative fashion. Kids will love the stimulating Level 3 text as they decide the answer to this question for themselves. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. "Information and pictures of cats for young children"-- Explore the amazing animals of Africa! Travel through the savanna, jungle, and desert to meet lions, elephants, giraffes, and more animals in this leveled reader about the most popular African safari animals that's perfect for advanced readers. Packed with weird-but-true facts and tons of animal info, this Level 3 Reader tours the diverse grasslands, watering holes, rain forests, and deserts of Africa. Get up close to some of the most amazing animals in Africa, including big cats, crocs, pangolins, hippos, rhinos, elephants, and more. Find out how fast a cheetah can sprint, how much a croc can fit in its massive jaws, and more wild stuff. Kids also get an introduction to the importance of animal conservation. National Geographic Fact Readers feature the same expert-vetted running text as traditional readers--with a bonus of 100 fun facts sprinkled throughout! A fact roundup at the end of each book lets kids review what they've learned. (Plus, they can impress their friends with their animal expertise!) They live in spooky caves, in forests, even in the dark reaches of ordinary attics and bridges. They flock by the hundreds, and they sleep while hanging upside down! In this beautifully photographed Level 2 Reader, kids learn about one of the most interesting creatures around—and discover the bat's unique place in the wild and in the world. The high-interest topic, expertly written text, and bonus learning activity lay the groundwork for a successful and rewarding reading experience. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. Why were mummies mummified? These mysterious corpses provide a fascinating window on the past of cultures worldwide. Mummies has plenty of ghoulish intrigue to keep young readers reading. This irresistible title provides the solid science behind the myths and guarantees a successful and rewarding reading experience for kids at level 2. Mummies is a compelling combination of fun, facts, jokes and captivating photography. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. Bring your learning to life with compelling images, media and text from National Geographic. NATIONAL GEOGRAPHIC LEARNING READER: TRAVEL AND TOURISM w/PAC eBOOK will help you develop a clearer understanding of the world around you through engaging content. This reader is designed to be used in combination with several core texts in hospitality, travel and tourism. Used as a supplement with two strong brands of National Geographic and Delmar Learning, this reader will bring relevancy, and first-hand accounts from countries around the world. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. NBA star Boris Diaw of the San Antonio Spurs takes young readers on safari as he explores his off-court passion: wildlife photography! Join Diaw as he escapes from stampeding wildebeests, comes face-to-face with lions, and discovers why you should never come between a hippo and its watery home. Through engaging stories and photos by Diaw, readers will discover a whole new side to this basketball champ. National Geographic Kids Chapter books pick up where the bestselling National Geographic Readers series leaves off, offering young animal lovers who are ready for short chapters lively, exciting, full-color true stories--just right to carry in backpacks, share with friends, and read under the covers at night. Here's an animal lover's one-stop source for in-depth information on cheetahs! What do they eat? How do they behave? Are they at risk? This book also includes loads of fun and fascinating facts about dolphins, as well as maps, charts, and wonderful photographs of these clever creatures.-- Read about cheetah cubs and how zookeepers take care of them. This level 3 guided reader book includes intriguing facts and adorable photos. Students will develop word recognition and reading skills while learning about how these baby animals learn and grow, what they eat, and how they socialize with each other. Book includes table of contents, glossary, index, author biographies, sidebars, and word list for home and school connection. Come face-to-face with sharks, wolves, tigers, and many more predators in this gripping new addition to the National Geographic Kids Reader series. Amazing animal photos will wow kids as they discover how predators hunt, raise their young, and contribute to the food chain. This Level 2 reader is written in easy-to-grasp text and will help kids understand who rules in the wild! Adult and child readers will learn all about cats together in this new co-reader from National Geographic Kids! From house cats to for the child who is learning to read and the adjacent page for a parent, caregiver, older sibling, buddy, or other more fluent reader. Join animal moms, dads, and babies, as these animal parents teach their young ones about the world. Adult and child readers can cuddle up and read aloud and learn together in this new "you read, I read" co-reader format. big cats, readers will learn all about their favorite furry felines. Co-readers are designed to be read aloud together, with one page An introduction to the characteristics and behavior of ponies. Presents the life of cheetahs, including where they live, what they eat, and how they care for their young. Kids will learn all about the exciting lives of wild cats – including tigers, leopards, lynx, cheetahs, mountain lions, and more – in this new National Geographic Kids Reader. The level 1 text provides accessible, yet wide-ranging, information for beginning readers. From the Trade Paperback edition. Kids will learn all about the exciting lives of wild cats – including tigers, leopards, lynx, cheetahs, mountain lions, and more – in this new National Geographic Kids Reader. The level 1 text provides accessible, yet wide-ranging, information for beginning readers. What do chameleons, octopuses, and arctic foxes all have in common? They change color! Meet amazing animals that alter their appearances in this Level 2 reader. Packed with beautiful and engaging photos, this new leveled reader dives into the amazing world of animals that change their appearance based on environment, the need to blend in to hunt or stay safe, and even their mood! Kids will learn all about the how and why of these amazing animal transformations. National Geographic Readers' combination of expert-vetted text, brilliant images, and a fun approach to reading have proved to be a winning formula with kids, parents, and educators. Level 2 text provides accessible, yet wide-ranging information for kids ready to read on their own, perfect to encourage the scientists and explorers of tomorrow! Introduces four animals--ponies, pandas, dolphins, and cheetahs--and describes where they live, what they eat, and how they care for their young. Stomp around the African savanna, run around the forests of India, take a mud bath, and more as you learn all about elephants! Adult and child readers can learn together in this new Level 1 co-reader from National Geographic Kids, full of engaging photos and fun facts. Every year like clockwork, animals both big and small are driven by a natural instinct to move, in order to survive. On both land and sea, they fight the odds and the forces of nature to breed, feed, or lead and carry on for future generations. This reader is an introduction to the treacherous trek of the zebra, walrus, and Christmas Island red crab to overcome obstacles that include hungry cheetahs, stinging yellow crazy ants, and even their fellow species to make the often impossible journey of their lives. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. "Facts about animals in Africa, for young readers"-- Introduces four animals--ponies, pandas, dolphins, and cheetahs--and describes where they live, what they eat, and how they care for their young.-- Kids will learn all about the exciting lives of wild cats, including tigers, leopards, lynx, cheetahs, and mountain lions, in this National Geographic Kids Reader. Level 1 text provides accessible, yet wide-ranging, information for beginning readers. NBA star Boris Diaw of the San Antonio Spurs takes young readers on safari as he explores his off-court passion: wildlife photography! Join Diaw as he escapes from stampeding wildebeests, comes face-to-face with lions, and discovers why you should never come between a hippo and its watery home. Through engaging stories and photos by Diaw, readers will discover a whole new side to this basketball champ. National Geographic Kids Chapter books pick up where the bestselling National Geographic Readers series leaves off, offering young animal lovers who are ready for short chapters lively, exciting, full-color true stories—just right to carry in backpacks, share with friends, and read under the covers at night. A National Geographic team in Botswana sets out on the difficult task of filming one of the most beautiful creatures on earth; the cheetah. Cheetahs are presently endangered and the team's goal is to show how important these animals are through photographs. Why is it so difficult to photograph a cheetah? Will they succeed in getting the shots? Adorably cute and amazingly fast, the cheetah is a perennial favorite among kids. This National Geographic Reader will delight kids with beautiful photographs and mind-boggling facts about this majestic and mysterious cat. Did you know a cheetah can go from 0 to 60 mph in less than 3 seconds? True to the National Geographic Kids' style and trusted reputation, snack size bites of information provide easily digestible learning that fulfills both the reader's curiosity and sense of achievement. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. Cheetahs may be the fastest animals on land, but they are unable to outrun the dangers that have brought them to the brink of extinction. Readers will learn all about cheetahs and the hardships they face, various conservation groups, and Copyright : blogg.dagensmedia.se ways to aid these face-paced wonders. Chocolate or vanilla? Creamy peanut butter or crunchy? Cats or dogs? On some matters in life, every kid must take a stance. Ever since the first youngster in history had a pet, cats vs. dogs has been a hotly debated issue at recesses and lunch tables worldwide. Which one's better? Smarter? This reader presents the facts in fun and informative fashion. Kids will love the stimulating Level 3 text as they decide the answer to this question for themselves. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. From the Trade Paperback edition. National Geographic Readers: CheetahsNational Geographic Books Copyright: 449705e82bea923d0b5383f3f229a101	<urn:uuid:f079d054-a7a4-4107-8fea-fd70df7c39a6>	CC-MAIN-2021-49	https://blogg.dagensmedia.se/hazze/big-data/national_geographic_readers_cheetahs_pdf	2021-12-07T14:35:36+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00565.warc.gz	201,521,124	2,775	eng_Latn	eng_Latn	0.996491	eng_Latn	0.996968	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3152, 6205, 9623, 12659, 13464 ]	[ 2.984375 ]	1	0
ICT and E-safety Policy HILL TOP ACADEMY ICT and E-safety Policy Compiled by: R. Marklew Reviewed by: P Stavish Updated: September 2021 To be reviewed: Annually September 2022 Information and Communication Technology Policy Policy This policy reflects the academy values and philosophy in relation to the teaching and learning of and with ICT. It sets out a framework within which teaching and non-teaching staff can operate and gives guidance on planning, teaching and assessment. The policy should be read in conjunction with the skills document for ICT which sets out in detail what pupils at different levels, and year groups will be taught and how ICT can facilitate or enhance work in other curriculum areas. This document is intended for - All teaching staff - All staff with classroom responsibilities - Academy governors - Parents - Inspection teams Copies of this policy are kept centrally and are available from the Principal and the subject coordinator. The Purposes of ICT at Hill Top Academy Information and Communications Technology prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. We recognise that Information and Communications Technology is an important tool in both the society we live in and in the process of teaching and learning. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of sources. Our vision is for all teachers and learners in our academy to become confident users of ICT so that they can develop the skills, knowledge and understanding that enables them to use appropriate ICT resources effectively as powerful tools for teaching & learning. Aims of ICT Aims - To enable children to become autonomous, independent users of ICT, gaining confidence and enjoyment from their ICT activities - To develop a whole academy approach to ICT ensuring continuity and progression in all strands of the ICT National Curriculum - To use ICT as a tool to support teaching, learning and management across the curriculum - To provide children with opportunities to develop their ICT capabilities in all areas specified by the current curriculum - To ensure ICT is used, when appropriate, to improve access to learning for pupils with a diverse range of individual needs, including those with SEN and disabilities - To maximise the use of ICT in developing and maintaining links between other academys and the local community, including parents and other agencies. - To enable children to become computational thinkers through, understanding what the problem is and develop possible solutions. Then present these solutions in a way that a computer, a human, or both, can understand. Objectives In order to fulfil the above aims it is necessary for us to ensure: - a continuity of experience throughout the academy both within and among year groups - the systematic progression through Foundation Phase, KS1 & KS2 - that the National Curriculum programmes of study and their associated strands, level descriptions and attainment targets are given appropriate coverage - that all children have access to a range of ICT resources - that ICT experiences are focused to enhance learning - that cross curricular links are exploited where appropriate - that children's experiences are monitored and evaluated - that resources are used to their full extent - that resources and equipment are kept up to date as much as possible - that staff skills and knowledge are kept up to date Curriculum and Organisation Each half term a class will work on completing one unit of work based on their current topic, the objectives for this will have come from the Chris Quigley Skills Based Curriculum document. (KS1/KS2). Within the Foundation unit children access ICT on a daily basis which supports and builds on the different topics. Each class is allocated a time in the ICT suite to accomplish their ICT planning. This planning is integrated to ensure that delivery of ICT is linked to subjects where possible and has coverage of basic skills. A weekly timetable is displayed within the ICT room for staff to sign up for additional time where appropriate. Individual machines in classrooms support the development of ICT capability by enabling further development of tasks from the ICT room; encourage research, and allow for the creative use of ICT in subjects. In addition there are laptop cabinets which can be booked out by recording on the timetable on each cabinet. Each year group has a copy of the 'Switched on Computing' rising stars curriculum scheme for teaching ICT. It offers creative units using the latest free software. It delivers clear progression of skills from Year 1 to Year 6 and Supports teachers of all levels of experience with software demos and detailed step-by-step planning. It also embeds e-Safety to ensure safe and responsible use of technology. Staff chooses a unit each half term to teach. Smart boards or clever touch boards are located in each of the classrooms as well as the ICT suite. These are used as a teaching resource across the curriculum. Teaching and Learning Teachers' planning is differentiated to meet the range of needs in any class including those children who may need extra support, those who are in line with average expectations and those working above average expectations for children of their age. A wide range of styles are employed to ensure all children are sufficiently challenged: - Children may be required to work individually, in pairs or in small groups according to the nature or activity of the task. - Different pace of working - Different groupings of children - groupings may be based on ability either same ability or mixed ability - Different levels of input and support - Different outcomes expected The ICT coordinator will review teachers' ICT plans to ensure a range of teaching styles are employed to cater for all needs and promote the development of ICT capability. Equal Opportunities The National Curriculum states that, "All pupils, regardless of race, class or gender, should have the opportunity to develop ICT capability." It is our policy to ensure this by: - ensuring all children access the appropriate skills throughout our academy - keeping a record of children's ICT use to ensure equal access and fairness of distribution of ICT resources - providing curriculum materials and software which are in no way class, gender or racially prejudiced or biased - monitoring the level of access to computers in the home environment to ensure no pupils are unduly disadvantaged We are currently investigating ways in which parents can be supported in developing their knowledge of curriculum requirements for ICT and how they can support their children. Internet Safety Internet access is planned to enrich and extend learning activities. The academy has acknowledged the need to ensure that all pupils are responsible and safe users of the Internet and other communication technologies. An internet access policy has thus been drawn up to protect all parties and rules for responsible internet use and will be displayed next to each computer with Internet access. This policy forms 'Appendix A' of this policy. It is essential that children are safeguarded from potentially harmful and inappropriate online material. As such governing bodies and proprietors should ensure appropriate filters and appropriate monitoring systems are in place. Children will not be able to access harmful or inappropriate material from the academy IT system. All children are aware of the procedures to follow within academy should they feel unsafe or aware of others trying to access harmful and inappropriate content online. All staff are aware of the reporting of inappropriate material to CEOP and parents are advised to do the same by looking out for the following logo. Although the academy offers a safe online environment through filtered internet access we recognise the importance of teaching our children about online safety and their responsibilities when using communication technology. We are beginning to develop this as part of our PSHE provision throughout academy. In addition to this teaching and supporting staff have also been trained on e-safety, as well as parental workshops. Guidance on e-security is available from the National Education Network- NEN.. Effective and efficient Deployment of ICT Resources ICT resources are deployed throughout the academy to maximise access, to enhance teaching & learning and to raise attainment. To enable regular and whole class teaching of ICT, the academy has an ICT suite which all classes use for approximately one hour per week to develop their ICT skills. To support the cross curricular nature of ICT at least one computer is also located in each class. This is also used for additional tasks which require the use of ICT as well as presenting teaching materials for those classes with a digital projector. The academy's digital projectors, smart boards or clever touch boards are located in classrooms and in the ICT suite. To support the cross curricular nature of ICT a set of 16 I-Pads are located within foundation, year 4, 5 and 6. With a set of 16 laptops being located within year 3 and ICT suite. These are also used for additional tasks which require the use of ICT. A consistent interface is provided on all machines to enable familiarity and continuity. Subject specific titles and any specialist equipment e.g. sensors, are kept in the Office stock cupboard and can be borrowed when needed. Mobile technology in academy. At Hill Top Academy we embrace the use of Mobile Technologies to enhance our children's learning. Rather than isolated ICT lessons, the mobile devices allow our children to use and apply ICT skills across the curriculum every day and their use of ICT is an integral part of their academy day. Foundation - Year 6 have access to a set of iPads they can use each day across the curriculum. We have found the use of these devices have improved children's engagement in tasks, the ability to respond to children's needs as lessons progress and develop more personalised learning programmes. Assessment ICT is assessment is based on the Switched on Computing Rising Stars Scheme Formative assessment occurs on a lesson by lesson basis based on the lesson objectives and outcomes. These are conducted informally by the class teacher and are used to inform future planning. A computing assessment tracker has been compiled by the ICT Coordinator for all year groups from year 1-6 that coincide with the 'Switched on Computing' rising stars. Teachers assess children according to meeting age related expectations or exceeding. Inclusion We recognise ICT offers particular opportunities for pupils with special educational needs and gifted and/or talented children and /or children with English as an additional language for example. ICT can cater for the variety of learning styles which a class of children may possess. Using ICT can: - increase access to the curriculum - raise levels of motivation and self esteem - improve the accuracy and presentation of work - address individual needs We aim to maximise the use and benefits of ICT as one of many resources to enable all pupils to achieve their full potential. If the situation arises, the academy will endeavour to provide appropriate resources to suit the specific needs of individual or groups of children. Roles and Responsibilities Senior Management The overall responsibility for the use of ICT rests with the senior management of the academy. The Head, in consultation with staff: - determines the ways ICT should support, enrich and extend the curriculum; - decides the provision and allocation of resources ; - decides ways in which developments can be assessed, and records maintained ; - ensures that ICT is used in a way to achieve the aims and objectives of the academy; - ensures that there is an ICT policy, and identifies an ICT coordinator. ICT Coordinator There is a designated ICT Coordinator to oversee the planning and delivery of ICT within the academy. The ICT coordinator will be responsible for - raising standards in ICT as a national curriculum subject - facilitating the use of ICT across the curriculum in collaboration with all subject coordinators - providing or organising training to keep staff skills and knowledge up to date - advising colleagues about effective teaching strategies, managing equipment and purchasing resources - monitoring the delivery of the ICT curriculum and reporting to the Principal on the current status of the subject The Classroom Teacher Even though whole academy coordination and support is essential to the development of ICT capability, it remains the responsibility of each teacher to plan and teach appropriate ICT activities and assist the coordinator in the monitoring and recording of pupil progress in ICT. Monitoring Monitoring ICT will enable the ICT coordinator to gain an overview of ICT teaching and learning throughout the academy. This will assist the academy in the self-evaluation process identifying areas of strength as well as those for development In monitoring of the quality of ICT teaching and learning the ICT coordinator will: - Scrutinise plans to ensure full coverage of the ICT curriculum requirements - Analyse children's work - Observe ICT teaching and learning in the classroom - Hold discussions with teachers - Pupil Interviews There is an annual review of this policy by the ICT coordinator. Health & Safety We will operate all ICT equipment in compliance with Health & Safety requirements. Children will also be made aware of the correct way to sit when using the computer and the need to take regular breaks if they are to spend any length of time on computers. ICT Suite Rules are also on display within the ICT room for reference. Each computer system has individual log on profiles to ensure security of documents. The files and network system are backed up regularly. The virus checker is updated regularly when possible. ICT issues which arise should be recorded in the ICT book, which is in the Office. These problems will then be address in a weekly ICT support session by a member of ACS. ICT problems not recorded in the ICT book will not be addressed and resolved. Home Academy Links Children are given the option to complete some homework tasks, when appropriate, using ICT out of academy. Teachers are sensitive to the fact that children may not have access to ICT or may not wish to use it to complete tasks out of academy. Any work brought into academy must be scanned for viruses. We have a academy website which promotes the academy's achievements as well as providing information and communication between the academy, parents and the local community. A subscription feature of the website is available, where parents can be alerted with any changes to the website to a chosen email address. Appropriate Legislation including Copyright and Data Protection All software loaded on academy computer systems must have been agreed with the designated person in the academy. All our software is used in strict accordance with the licence agreement. Personal software is not to loaded onto academy computers. Please refer to the academy's Data protection policy. Internet Policy and E-Safety Purpose The purpose of Internet use in academy is to raise educational standards, to promote pupil achievement, to support the professional work of staff and to enhance the academy's management information and business administration systems. Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils. Internet access is an entitlement for students who show a responsible and mature attitude. Benefits - access to world-wide educational resources including museums and art galleries; - educational and cultural exchanges between pupils world-wide; - access to professional bodies and experts in many fields for pupils and staff; Internet Content The academy Internet access will be designed expressly for pupil use and will include filtering provided by the Education Authority and an Academy block list and be appropriate to the age of pupils. The academy will work in partnership with parents, the LA or third party provider, DfES and the Internet Service Provider to ensure systems to protect pupils are reviewed and improved. Pupils will be taught what is acceptable and what is not acceptable and given clear objectives regarding Internet use. Staff should guide pupils in on-line activities that will support the learning outcomes planned for the pupils' age and maturity. Pupils will be educated in the effective use of the Internet in research, including the skills of knowledge location and retrieval. The academy will where possible ensure that the use of Internet derived materials by staff and by pupils complies with copyright law. Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy. Skills Taught Each unit of the rising stars scheme has links to E-safety and children will be taught about many aspects of E-safety continuously throughout their time in academy Internet content Pupils should be taught: - Skills of Information Literacy, that is, to be critically aware of the materials they read and the importance of crosschecking information before accepting its accuracy. - How to report unpleasant internet content. Email and other cloud applications Pupils should be taught: - About the risks of 'spam' and 'spoofing' and how to report it - About the risks of opening attachments from unknown senders - How to identify and report cases of grooming - About the seriousness of e-bullying when partaking in discussions, emails and instant messages. (See anti-bullying policy) - How to correctly reference materials they have found from to other sources so as not to infringe copyright or the intellectually property of other. Portable Devices Pupils should be taught: - That due to portable devices always being accessible, there are dangers of overuse (and therefore social exclusion) of and unsolicited contact by text and picture message through mobile phones. Videoconferencing/Webcams Pupils should be taught: - The appropriate behaviours/conduct to adopt when using a webcam. - The dangers of using a webcam outside of academy. Managing Internet Access and Other Technologies Information system security - Academy ICT systems capacity and security will be reviewed regularly. - All staff and pupils possess individual logons and passwords to the academy network with appropriate access rights and privileges. - Virus protection will be installed on all academy computers and updated regularly in light of new viruses and Trojan horses that weaken the academys security. - Staff must ask permission from the e-safety coordinator before installing software on any academy machines. Internet - Academys should ensure that the use of Internet derived materials by staff and by pupils complies with copyright law. - The academy Internet access will be designed expressly for pupil use and will include filtering appropriate to the age of pupils. - Pupils are forbidden from downloading games or other programmes from the Internet. - Staff must ask the permission of the e-safety coordinator before downloading programmes from the internet. - Public chat-rooms and instant messaging are not allowed and are blocked using the academy internet filter. - Access to peer-to-peer networks is forbidden in academy. - Children must adhere to the Internet Use agreement which was signed on entry to the academy. Email - Unless involved in a specific project where outside communication is required, all children's email address must be placed within a 'safe list' which only allows them to send and receive emails to/from internal addresses within the academy. - Pupils must immediately tell a teacher if they receive offensive email. - Pupils must not reveal personal details of themselves or others in email communication, or arrange to meet anyone without specific permission. - Email sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on academy headed paper. - The forwarding of chain letters is not permitted. - Staff should never use personal email addresses to communicate with pupils. An official academy email address will be provided by the ICT Subject Leader. Portable Devices - Mobile phones will not be used during lessons or formal academy time. The sending of abusive or inappropriate text messages is forbidden. - Staff should be aware that technologies such as Ultra Portable Laptops and mobile phones may access the internet by bypassing filtering systems and present a new route to undesirable material and communications. - Staff should not use their personal mobile phones to contact pupils or capture photographs of children. Alternative equipment will be provided by the academy. Published content and the academy web site - The contact details on the academy website should be the academy address, email and telephone number. Staff or pupils personal information will not be published. - The academy's IT manager will take overall editorial responsibility and ensure that content is accurate and appropriate. - Publishing and storing pupils' images and work - Photographs that include pupils will be selected carefully so that individual pupils cannot be identified or their image misused. - Pupils' full names will not be used anywhere on the Web site or Blog, particularly in association with photographs. - Permission from parents or carers will be obtained before photographs of pupils are published on the academy website. - Pupil image file names will not refer to the pupil by name. - Pupil image files should be securely stored on the academy network. - Social networking, personal publishing and blogging - Academy will block/filter access to social networking sites. - Newsgroups will be blocked unless a specific use is approved. - Pupils will be advised never to give out personal details of any kind which may identify them or their location. - Pupils and parents will be advised that the use of social network spaces outside academy brings a range of dangers for primary aged pupils. Managing filtering - The academy will work in partnership with the Internet Service Provider ACS to ensure systems to protect pupils are reviewed and improved. - If staff or pupils discover an unsuitable site, it must be reported to the e-Safety Coordinator or the Network Manager. - The IT manager will ensure that regular checks are made to ensure that the filtering methods selected are appropriate, effective and reasonable. Managing videoconferencing - Videoconferencing should use the educational broadband network to ensure quality of service and security. - Pupils should ask permission from the supervising teacher before making or answering a videoconference call. - Videoconferencing and webcam use will be appropriately supervised. Managing emerging technologies - Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in academy is allowed. Protecting personal data - Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998. Policy Decisions Authorising Internet access - All staff must read and sign the 'Staff Information Systems Code of Conduct' before using any academy ICT resource. - The academy will maintain a current record of all staff and pupils who are granted access to academy ICT systems. - At Key Stage 1, access to the Internet will be by adult demonstration with directly supervised access to specific, approved on-line materials. - In the Nursery, internet use is strictly filtered by use of a whitelist - children are only allowed to access pre-selected sites. - Parents will be asked to sign an agreement on entry to academy to pertain to the academys Code of Conduct regarding internet access. - The academy's wireless access points should be encrypted to prevent outside access. Assessing risks - The academy will take all reasonable precautions to prevent access to inappropriate material. However, due to the international scale and linked Internet content, it is not possible to guarantee that unsuitable material will never appear on a academy computer. Neither the academy nor Doncaster LEA can accept liability for the material accessed, or any consequences of Internet access. - The academy will give responsibility to the academy IT manager to monitor the use of internet, email and messaging services. - The academy should audit ICT use to establish if the e-safety policy is adequate and that the implementation of the esafety policy is appropriate. Handling e-safety complaints - Complaints of Internet misuse will be dealt with according to Appendix A. - Any complaint about staff misuse must be referred to the Principal. - Complaints of a child protection nature must be dealt with in accordance with academy child protection procedures. - Pupils and parents will be informed of the possible consequences for pupils misusing the Internet. - Discussions will be held with the Police Youth Crime Reduction Officer to establish procedures for handling potentially illegal issues. Community use of the Internet - The academy will liaise with local organisations to establish a common approach to e-safety. (e.g. After-Academy Clubs, Adult Classes, etc.) Communications Policy Introducing the e-safety policy to pupils - The Pupil Parliament and the ICT Subject Leader, will be involved in creating a code of conduct for pupils and explaining their responsibilities. They will enlist the help of their class-mates to create internet safety posters to be placed beside areas of networked computers (see Appendix B). All pupils will sign this conduct to ensure their own safety (see Appendix C). - Pupils will be informed that network and Internet use will be monitored and appropriately followed up. - Posters explaining what cyber-bullying is and where to get support will be posted throughout the academy. Staff and the e-Safety policy - All staff will be given the Academy e-Safety Policy and its importance explained. - Staff will read and sign a code of conduct regarding internet and technology use. This is to ensure the safety of pupils and themselves. - Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential. - Staff that manage filtering systems or monitor ICT use will have clear procedures for reporting issues. - Staff will always use a child friendly, safe search engine when accessing the internet with pupils. (E.g. Google Safe Search – default settings) Enlisting parents' support - Parents' attention will be drawn to the Academy e-Safety Policy in newsletters, and on the academy web site. - Parents will read and sign an e-safety agreement which consents to their children using internet services in academy and states that they understand the academy safety procedures. (See Appendix C) - The academy will maintain a list of e-safety resources for parents/carers. - The academy will ask all new parents to sign the parent/pupil code of conduct when they register their child with the academy. Safeguards If staff or pupils discover unsuitable sites the URL (address) and content which needs to be blocked, this must be reported into the Website book, which is located into the office. If there is an urgency to removing the website report this URL to the subject leader. Academy Web Site The point of contact on the Web site should be the academy address, academy e-mail and telephone number. Staff or pupils' home information will not be published. Web site photographs that include pupils will be selected carefully and pupil photographs will not be placed on the website if parents request for this. The academy will keep a record of all pupils who do not have consent for use of their work or photographs on the academy website. Furthermore, pupils' full names will not be used anywhere on the Web site. Children's work will only be identified by first name and/or year group. Chat rooms Pupils will not be allowed access to public or unregulated chat rooms. Children should use only regulated educational chat environments where an educational benefit has been established. If used this will always be supervised and the importance of chat room safety emphasised. Newsgroups will not be made available unless an educational requirement for their use has been demonstrated. Emerging Internet uses Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in academy is allowed. Pupils will not be allowed mobile phones during academy time. Any mobile phones brought inadvertently into academy should be kept in the academy office during the academy day. The sending of abusive or inappropriate text messages is forbidden. Inappropriate Material In common with other media such as magazines, books and video, some material available via the Internet is unsuitable for pupils. The academy will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a academy computer. Therefore the academy cannot accept liability for the material accessed, or any consequences of Internet access. The use of computer systems without permission or for inappropriate purposes could constitute a criminal offence under the Computer Misuse Act 1990. Methods to identify, assess and minimise risks will be reviewed regularly. Introduction of the Policy to Pupils Throughout academy lessons on responsible Internet use will be taught for both academy and home use. This will introduce and/or re-emphasise the e-safety rules. These rules for Internet access will be posted near all computer systems. Pupils will be informed that Internet use will be monitored. Instruction in responsible and safe use should precede any Internet access. Staff All staff must accept the terms of the 'Responsible Internet Use' statement before using any Internet resource in academy. All staff including teachers, supply staff, teaching assistants, support staff and administrative staff will have access to the Academy Internet Policy, and its importance explained. Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential. ICT System Security The academy ICT systems will be reviewed regularly with regard to security and any LA/DfES guidance will be adopted. The use of CD-Roms, data sticks and any other data recordable devices, except by staff or with their expressed agreement, will not be allowed. Personal USB pen drives, CD's and other data record devices may not be brought into academy without an up to date virus check from a subject leader. Files held on the academy's network will be regularly checked. Only approved technicians will be able to introduce and install new programs onto the network and follow the data protection policy. Complaints Responsibility for handling incidents will be delegated to a senior member of staff. Any complaint about staff misuse must be referred to the Principal. Parents will be informed should a pupil misuse the Internet. Parents Parents' attention will be drawn to the Academy Internet Policy in newsletters, the academy brochure and on the academy Web site. Internet issues will be handled sensitively to inform parents without undue alarm. Parental training for using the internet safely will be advertised and conducted throughout the year, to assist parents with supervising and navigating the online world. Adult Helpers Any adult helpers who take part in supporting ICT lessons must sign the Academy Internet access agreement and be given a copy of the Internet access policy. Review This policy will be reviewed annually in the Autumn Term. Signed ……………… Signed Date : 01/11/2021 ………………………………………. Chair of Governors Principal Responsible Internet Use for Pupils We use the academy computers and Internet connection for learning. These rules will help us to be fair to others and keep everyone safe. - I will ask permission before entering any Web site, unless my teacher has already approved that site. - I will only sign in using my own username. - I will not look at or delete other people's files. - I will not bring CD-ROMs or USB data sticks into academy. - I will only e-mail people I know, or those my teacher has approved. - Any messages I send will be polite and sensible. - When sending e-mail, I will not give my home address or phone number, nor will I arrange to meet someone. - I will ask for permission before opening an e-mail or an e-mail attachment sent by someone I do not know. - I will not use Internet chat. - If I see anything I am unhappy with or I receive messages I do not like, I will tell a teacher immediately. - I know that the academy may check my computer files and may monitor the Internet sites that I visit. - I understand that if I deliberately break these rules, I could be stopped from using the Internet or computers. The academy may exercise its right by electronic means to monitor the use of the academy's computer systems, including the monitoring of web-sites, the interception of E-mail and the deletion of inappropriate materials in circumstances where it believes unauthorised use of the academy's computer system is or may be taking place, or the system is or may be being used for criminal purposes or for storing text or imagery which is unauthorised or unlawful. Signed by pupils………………………………………………………………………………………………………………………………………………. Responsible Internet Use for Staff We use the academy computers and Internet connection for learning and work purposes. These rules will help us to be fair to others and keep everyone safe. - I know that I must only use the academy equipment in an appropriate manner and for professional uses. - I understand that I need to obtain permission for children and young people before I can upload images (video or photographs) to the internet or send them via E-mail. - I know that images should not be inappropriate or reveal any personal information of children and young people. - I understand that images of children uploaded to the website should be anonymous – photographs are not to have children's names attached. - I know when writing a child's name on the website, only the first name should be used. Never a full name. - I will report inappropriate websites following the procedure as stated in the Internet Policy. - I will report accidental misuse. - I will report any incidents of concern for a child or young person's safety to the Senior Designated Person in accordance with procedures listed in the Acceptable Use Policy. - I know who my Senior Designated Person is. - I know that I am putting myself at risk of misinterpretation and allegation should I contact children and young people via personal technologies, including my personal e-mail. I know I should use the academy e-mail address and phones to contact parents. - I know that I must not use the academy system for personal use unless this has been agreed by the Principal. - I know that I should not open unfamiliar emails on my laptop. - I know I must use one memory stick, or other devices, which has been virus checked in any academy computer or laptop, so that I do not inadvertently transfer viruses, especially where I have downloaded resources. - I will ensure that I follow the Data Protection Act 1998 and have checked I know what this involves. - I will ensure that I keep my password secure and not disclose any security information unless to appropriate personnel. If I feel someone inappropriate requests my password I will check with the Principal prior to sharing this information. - I will adhere to copyright and intellectual property rights. - I will record any hardware and software to be installed via the ICT log book. - I accept that the use of any technology designed to avoid or bypass the academy filtering system is forbidden. I understand that intentional violation of this rule may result in disciplinary procedures being initiated. - I have been shown a copy of the Acceptable Use Policy to refer to about all e-safety issues and procedures that I should follow. A copy can be found on the academy website. - I understand that a mobile phone should be switched off in academy hours and should not be visible to pupils. - I understand the dangers of social networking such as Facebook, Twitter, etc. and will not name academy in any posts, tweets, status, or information pages. - I understand that I should not add parents as 'friends' and must not communicate with them about academy issues through social networking. I have read, understood and agree with these Agreement as I know that by following them I have a better understanding of e-Safety and my responsibilities to safeguard children and young people when using online technologies. Signed………………………………………………….Date……………………. Name (printed)……………………………………………………. Glossary Acceptable Use Policy A policy that a user must agree to abide by in order to gain access to a network or the internet. In the academys context, it may also cover how other communications services, such as mobile phones and camera phones, can be used on the academy premises. Avatar A graphic identity selected by a user to represent him/herself to the other parties in a chat-room or when using instant messaging. Becta The Government's lead partner in the strategic development and delivery of its e-strategy. Chat-room An area on the internet or other computer network where users can communicate in real time, often about a specific topic. Filtering A method used to prevent or block users' access to unsuitable material on the internet. Information Literacy The ability to locate pertinent information, evaluate its reliability, analyse and synthesise it to construct personal meaning and apply it to informed decision making. Instant messaging(IM) A type of communications service that enables you to create a kind of private chat room with another individual in order to communicate in real time over the Internet, analogous to a telephone conversation but using text-based, not voice-based, communication. Peer-to-peer (P2P) A peer-to-peer network allows other users to directly access files and folders on each others computer. File sharing networks such as 'Lime Wire' create weaknesses in networks security by allowing outside users access to the academys resources. Spam Unsolicited junk email. The term is also used to describe junk text messages received via mobile phones. A related term, spim (or spIM), describes receiving spam via instant messaging. Spoofing Assuming the identity of someone else, using an email address either guessed or harvested from repositories of valid email addresses (such as the address book of a virus-infected computer). Spoofing is typically practised to veil the source of virus-laden emails or, often, to obtain sensitive information from spam recipients, without revealing the source of the spammer. Trojan Horses A virus which infects a computer by masquerading as a normal program. The program contains additional features added with malicious intent. Trojan horses have been known to activate webcams, for example, without the knowledge of the PC user. Video Conferencing The process of conducting a conference between two or more participants over a network, involving audio and often text as well as video. Virus A computer program which enters a computer, often via email, and carries out a malicious act. A virus in a computer can corrupt or wipe all information in the hard drive, including the system software. All users are advised to guard against this by installing anti-virus software. Webcam A webcam is a camera connected to a computer that is connected to the internet. A live picture is uploaded to a website from the camera at regular intervals, typically every few minutes. By looking at the website you can see what the camera sees – almost as it happens.	<urn:uuid:f8020e32-f3ea-4aa4-9a9d-2403a4679053>	CC-MAIN-2021-49	http://hilltop-primary.co.uk/media/documents/HT---ICT-and-E-safety-Policy-2021-2022-COMP.pdf	2021-12-07T15:52:06+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00565.warc.gz	32,189,738	7,682	eng_Latn	eng_Latn	0.996086	eng_Latn	0.998563	[ "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	[ 181, 3657, 6977, 10413, 12872, 15588, 18301, 21363, 24540, 27802, 31160, 32721, 34387, 37818, 40868 ]	[ 2.53125, 2.84375 ]	3	0
Fairfield Public Schools District Improvement Plan Continue the Work 2018-2020 Mission The mission of the Fairfield Public Schools, in partnership with families and community, is to ensure that every student acquires the knowledge and skills needed to be a lifelong learner, responsible citizen, and successful participant in an ever-changing global society through a comprehensive educational program. Long Term Goal Fairfield Public Schools will ensure that every student is engaged in a rigorous learning experience that recognizes and values the individual and challenges each student to achieve academic progress including expressive, personal, physical, civic, and social development. Students will be respectful, ethical, and responsible citizens with an appreciation and understanding of global issues. Student achievement and performance shall rank among the best in the state and the nation. Educational Goals Fairfield Public School students will: - achieve and exemplify mastery of the FPS Academic Expectations; - develop into responsible citizens who exhibit ethical behavior; - perform at high levels in regards to Social and Civic Expectations; - acknowledge, explore, and value the importance of diversity; - demonstrate strong motivational persistence to learn; - develop a healthy personal identity and self‐reliance; - exhibit an inquisitive attitude, open mind, and curiosity; - understand international issues and demonstrate the skills needed to participate in a global society; and - acquire an understanding and appreciation of other cultures; - acquire knowledge of the following areas of study: science; technology; mathematics; language arts; social studies; literary, visual, and performing arts; world language; unified arts; health and physical education. Fairfield Vision of a Graduate What do we want our students to know and be able to do when they graduate from Fairfield Public Schools? The fulfillment of the mission, for all students, PK-12+, demands our ongoing commitment to realize the Vision of a Graduate. All students will be: Innovators Communicators Collaborators Critical Thinkers Responsible Citizens Goal Directed- Resilient Learners How will our students demonstrate they met our FPS Vision of a Graduate? I. Academic Expectations PK-12+ Critical and Creative Thinking Exploring and Understanding Synthesizing and Evaluating Creating and Constructing Communicating and Collaborating Convey Ideas Using Communication (Media) Tools Collaborating Strategically II. Social and Civic Expectations PK-12+ School site-specific focus on producing responsible citizens in an ever-changing global society The Work going forward are the initiatives and supports our teachers and students need to accomplish the Fairfield Vision of a Graduate. Guided by Learning Principles In order to achieve the Mission of the Fairfield Public Schools and fulfill for every student the Vision of the Graduate, the educators are committed to the following Learning Principles – * Learning involves teachers and students who are passionate learners. * Learning celebrates the belief that all learners are capable of success and growth. * Learning explores the creation of meaning and the extension of knowledge through its application to relatable real world conditions. * Learning encourages academic and social risk taking and open communication in a safe community. * Learning inspires self-assessment, reflection, and continuous adjustment and adaptation. 3 When learners develop this mindset of belief in their own capacity and in the significance and value of their work, then they are more able to overcome challenges, solve problems, thrive and celebrate growth. Fairfield Staff Work Plan Updated June, 2019 The work for 2018-2020, which will support the fulfillment of our promise to each student, are: Instructional Program: 12 Key Implementations Communicators and Collaborators * Implement Newcomer English Language Academy in Grades 6-12 - 18-19 SIOP Cohort will grow the consultancy model to a coaching model using best practices for teaching EL students o Sheltered Instruction Observation Protocol (SIOP) for teachers of English Learners - 19-20 Train 25 additional teachers k-12 in the SIOP Instructional model * Train 25 faculty (k-8 Language Arts Specialists, MS Teacher of Gifted, Teachers of Els) Cognitive Coaching methods * Implement 'Innovative Learning' initiative for technology integration Grades 6-8, and 9-12 o Continuing with expanded implementation in Grades 6 and 8 in 19-20 Critical Thinkers and Innovators * Implement STEAM program in grades K-2 * Implement Hybrid Learning 9-12 * Revise and approve the Art, Health, and Physical Education Curriculum Grades PK-12 * Complete Year 3 of literacy SRBI at the elementary level * Develop plans including benchmarks, interventions, and training for implementation of numeracy and behavior SRBI at the elementary level Responsible Citizens and Goal Directed- Resilient Learners Continued * Continuation and refinement of SRBI practices in literacy, numeracy and behavior at Grades 6-12 * Review and revise PK-12 math practices and curriculum (June, 2021) * Begin development of common assessments in elective area courses * Align and expand Social and Emotional Learning training and supports o Continue DBT program for students in need of support and begin small group supports through DBT in Grades 6-8 o Continue DBT program for students in need of support and enhance general education supports through DBT in Grades 9-12 o Train all elementary school based teams on implementation of Mind-Up mindfulness curriculum o Begin year 1 implementation of Mind-Up mindfulness curriculum in all FPS elementary schools o Develop Districtwide committee to review and align Social-Emotional Learning (SEL) programming throughout all schools School and Team Improvement: 11 Key Implementations o Investigate Universal Screening measures to identify students in need of social and emotional intervention * Use student work protocols in grade and team meetings and seek evidence of the planning in observations of classroom practice and the SRBI process * Implement common assessments in grades K, 3, 6, and 9 courses (Social Studies, Science, Math, English, World Languages) * Provide administrator training in providing effective feedback on instructional practice * Implement year long training series for Elementary Program Facilitators to continue to increase their capacity to assist the building principal in implementation of special education and Section 504 programming * Professional learning in Balanced Literacy instruction * Define Social and Civic Expectations for all 17 schools sites and ECC in regards to how they will be taught across PK-12+ * Restructure the Secondary PPT process for more team consistency and efficiency o In progress; Initial evaluation team and additional High School coordinator included in 2019-2020 Budget o Investigate implementation of high school evaluation team (Initial evaluations and reevaluations) at each high school for 2020-2021 school year. * Examine grading practices and homework guidelines * Review current District Improvement Plan to determine what elements are completed, are no longer necessary, and which should remain * Revise School Improvement Planning process and protocols * With a coalition of stakeholders develop goals for the next iteration of the District Improvement Plan (2020-2025) Leadership Capacity: 3 Key Implementations * Provide administrator support for feedback on school use of student work protocols * Expand high school home connection in understanding the purpose and value of the Academic Expectations and the rubric scoring assigned * Utilize district data to examine student achievement in light of best practices Resources: 4 Key Implementations * Complete email conversion for a seamless user experience * Determine proposed middle school schedule for implementation in 20-21 including budget and staffing impacts * Implement new FPS website which is ADA compliant * Identify and implement electronic absence management system, staff onboarding system, and professional development approval system Facilities: 5 Key Implementations * Support the principal, staff, and students at Mill Hill through the construction phase * Work with the Building Committee at Sherman to support the principal, staff and students through the Phase III Construction * Work with the Building Committee at Mill Hill to support the principal, staff and students through construction * Update the FPS Waterfall Schedule * Investigate additional space within the community for the Community Partnership Program to address students needs Safety and Security: 4 Key Implementations * Practice relocation methods with at least 3 schools sites * With the town of Fairfield conduct a tabletop exercise as part of emergency preparedness * With the town of Fairfield develop a district 96 hour plan to address emergency preparedness * Develop within each school crisis response plans and designate staff in roles as members of school safety teams. Student Performance Indicators: 7 Key Measures * 4 Year Graduation Rate- Cohort * Smarter Balanced Assessments * AP Test Performance and Enrollment * SAT * NGSS * Academic Expectations Rubric * School Climate 7	<urn:uuid:7e9ecce4-88fa-4c91-8fbf-637732b9cc0e>	CC-MAIN-2021-49	https://resources.finalsite.net/images/v1570799547/fairfieldschoolsorg/vkmxtzebvgffilpylp55/FPSDistrictWorkPlan2019-2020.pdf	2021-12-07T16:21:14+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00567.warc.gz	546,519,911	1,819	eng_Latn	eng_Latn	0.982283	eng_Latn	0.985956	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1795, 2201, 3519, 3729, 5760, 7946, 9381 ]	[ 2.3125 ]	2	1
Interview with Angelo Cestoni April 13 th , 2004 Pittsburgh, PA Interviewer: James Zanella Transcriber: Daniele Talone [Begin Tape 1, Side A] AC: My dad lived there. And he brought me here; they put me in the army in 1939. He made the proper papers and I came over in 1939. I came over like a package; I had a tag on me. JZ: Really? AC: So I came to New York, and there were two people that took care of me, took me off the ship. But I didn't have a visa, so I had to go through the regular check-out line. I didn't have any American money, and my dad didn't come up to get me. He lived up in Ford City. There were two people, a man and a lady that took me, and took me to a hotel. They wired my dad for the money, the train money to come to Pittsburgh. So that took about three days for the money to get there. This was 1939 now. Finally the money came and these two people come and put me on the train to Pittsburgh. And you should have seen me, trying to ask some of those people I was on the coach with, to tell me to get off in Pittsburgh, but I could not understand. I never spoke English, I never heard a word. JZ: So what year was this? AC: 1939. I got off the ship up in New York. So we pulled in to Greensburg, two o'clock in the morning. And the conductor comes to the coach, and he's yelling, "Greensburg, Greensburg." It sounded so much like Pittsburgh to me that I almost got off. So I said I'll take a chance, I'll stay on. So we went from Greensburg to Pittsburgh. And they came through, yelling "Pittsburgh, Pittsburgh." So I said this is where I'll get off. So I got off, and everybody got off there, at two o'clock in the morning got off the train, and walked off in to Pennsylvania Station. I know what I was doing. I had my little suitcase about that big [gestures], with nothing in it. I walked out of the train. People were getting into cabs, others walking down the streets of Pittsburgh. So there was a cab, so I jumped in and gave the driver my address. There were sixteen miles to the outside of Butler. So he said "Wait a minute!" He got out of the cab, and he took my only identification I had. JZ: What was your identification? AC: Name and address, and the location to my dad's. So he went in to the station, and he wasn't coming back. So I said, "What the hell is going on?" So I got my suitcase, and I went in; he was talking to this guy sweeping the floor. So he saw me, and he called me over. And he said, "You're going to wait until seven o'clock in the morning, and it will cost thirteen dollars." JZ: Did you speak with this guy in Italian? AC: Yeah, yeah. JZ: Did you understand him in Italian? AC: Yeah. I went to school over there, and I was sixteen years old. I said no because I didn't have enough money on me. My dad just sent me enough for the trip. And my dad was going from the station, to Pennsylvania Station, looking for me. He knew I was coming in. So I grabbed my little suitcase and I went over by the bench, put the suitcase down, and I lay down. I was going to go to sleep. As soon I laid down, there comes my dad's boss from the side door, and he hollers at my dad, "There is your boy." He had a goofy suit on, like a bail bondsman. They got me and took me in the car, and we went up to Butler. That's where we lived. JZ: When did your dad come here? AC: 1909. JZ: 1909? AC: He made three trips over there. First one when he got married, and then back over there. And then he came over in 1923, that's when I was born. Then he came over in 1928, that's when my brother was born. JZ: What was he doing here? AC: Coal mining. JZ: Up in Butler County? AC: All over the place. He worked all over these coal mines. JZ: So when he picked you up at the station, you went to where he lived? AC: Yeah, he worked in a coal mine up there. JZ: Was that Chicora? AC: In Ford City. JZ: Okay, because I have relatives in Chicora. AC: Do you? My dad's boss's wife, she use to pick me up where we were living and she use to take me to church in Chicora. He enrolled me in to school up there in Ford City. I was sixteen years old. They put me in eighth grade because one of the boss's sons spoke Italian. So they used him as an interpreter. I didn't know what I was talking about, and I went to school for one year up there. I just sat down, that's all I did, and drew pictures. June came, everybody was graduating. I go home and my dad says, "What did you learn anyhow? Did you learn anything in school?" I said, "Shit, I didn't learn anything." So he said, "We better get out of here." So he came down to Rural Ridge, and he got me a job over there, he got a job over there. We stayed with some people over there, Italian people. My dad knew a lot of people at Universal. So I asked him, "You think you can give me a job over at the cement plant in Universal?" He said, "We'll go over and see." So we went over there and I got a job just like that. They were hiring then, because of the war going on. That's 1940. JZ: Was your mom here at this time? AC: No my mother, sister, and brother were still over there. JZ: Still in Italy. AC: During the war even, I was over there when I landed. But they were still over there, my mother, brother, and sister. My sister got married in the meantime. JZ: What was it like in the Veneto when you were growing up? AC: Very poor. Everybody was very poor, everybody but the rich people. There were a lot of sharecroppers. They worked the farm. The owner would get half, and the sharecropper got half. Lots of them farms over there. JZ: And you're from, what's the name of the village you're from? AC: Belluno. JZ: Belluno and how big is it? AC: There were a lot of houses there. But I was born in Feltre, a town about eight miles north. Anyhow, I came over and got a job at a cement plant. I was a laborer. I started there sixty-three cents an hour. I was there eight months, and they drafted me in the army. JZ: And that would be '41? AC: '41, yeah. When they drafted me in the army I wasn't even a citizen. You know where I got my citizen papers? JZ: In the army? AC: In Texas. I was down there for two years. JZ: Was your father an American citizen? AC: Yeah. 1934 he had his citizen papers. Anyhow, they drafted me in the army. I went to Fort Meade, Maryland. From there then we went to Texas, Camp Wallace. I took basic training and anti-aircraft out there. Then I stayed there, and everybody after thirteen weeks, everybody was shipping out. Whoever was going to radio school, whoever was going to artillery… I trained on a 90 millimeter gun and aircraft. Everybody shipped out except me and a little Jew fellow from Montana. I could not speak the language that well. JZ: Not at all? AC: I couldn't read or write. So we lay around the base for about a week. I told the boy, "We better go over to see the old man." I wanted to see what he wanted to do with us. I was afraid he was going to make us take basic training over again. That would have been a hell of job. So we went over. I knocked on the door, and walked in. He said, "What can I do for you this morning?" He was a nice guy. A nice guy. I said, "I was wondering what was going to happen to me and my buddy, because everybody got shipped out except us." "Well," he said, "You can't speak, you can't get around too well, you can't speak the language too well." He says, "Just go back to the barracks and we'll call you when we need you." So I did, and he told the other fellow the same thing. So I went back to the barracks, and four hours later he sent another man over, and that man said, "He wants to see you." So we went over there. He said, "We're going to get a new bunch of trainees for thirteen weeks, and the supply sergeant back there will need some help. You two guys go back there and help him." So he had a corporal and a mailman for the battery area. So he went back to his office and then came back about an hour later and said, "Come here." He took me over to the corporal's desk in the supply room. He said, "You work for so and so, and see what you can learn." This was on a Wednesday. He says, "Work for him for a few days, and see what you can learn." So this corporal had all these guys who went out, addresses written down in a file and he had all the names of the new guys coming in. So on Friday he came in and says, "Cestoni, the mail is all yours." I says, "Sir I didn't learn nothing!" He said, "Well you're going to learn something. If you need any help, corporal so and so will help you out." I said okay, and I was there for the whole thirteen weeks. He made me PFC, and I was taking care of the mail, and he had everything written down. When the guys were going out, he had all the new addresses and where they went. He says, "If you get their mail, just scratch their address out, and put it down below for their new address. Then put it back in the bag, and take it back up." And so I became a mailman. JZ: And this is in Camp Wallace, Texas? AC: Yeah, Camp Wallace. That was the last of the training center. They broke up the outfit and different guys got sent to different outfits. It was about five of us that got sent to the 99 th Division. JZ: How did you get by, since you didn't speak English really well? How did you communicate the best you could? AC: After I was in there for a while, I had to learn the language, because I couldn't speak to anybody unless I spoke English. I couldn't speak Italian to nobody in there. We got sent to the camp in Texas, the 99 th Infantry Division. And there I wound up in the 81 millimeter motor platoon. JZ: And what did you do? AC: I helped two or three guys to operate the gun. Then our section sergeant got hurt, so they moved our section sergeant up and I moved up to first gunner. And the old man, the captain, says to me one day, "If I gave you a test, Cestoni, do you think you can pass it and be a first gunner?" And that's what I wanted most in life, was to get a call for corporal. So I got out of KP duty, I got out of guard duty, all they had to was corporal of the guard. He said, "We can try, set the gun up in between the barracks and come over and tell me when you're ready. I'll get a guy to move the sticks for the setup." So I setup and went over and called him, he came over and says, "All right, start." Boom, boom, boom, boom. And he said, "You're now a first gunner, Corporal Cestoni." So I was a first gunner until we got over in Harare Park in Germany. Our section sergeant got hit. The first jet we seen in Germany in Harare Park, it was like a little plane. JZ: A German jet? AC: A German jet came over. He was thrown out of the army personal mines. We lined up in a god damned open field. And we crawled under some of the tanks we were with, under the jeeps. Our section sergeant got hit, again. So they took my squad leader again and made him section sergeant, and I became the acting squad leader. So I had to dig no more gun emplacements. I had to carry no more guns, but I was still the first gunner on a gun. We went over, the boss of Massachusetts, and I spent my 21 st birthday on the train going to Boston. So when I got up there, the only thing I'd hear was my dad and some girl. They use to write to me. JZ: Did your mom know that you were in the army? AC: I'll come to that in a minute. I was going to Boston and we were on the coast, and the captain came through, and he liked me. He liked me. I stopped him and said, "Hey captain, today I'm 21 years old. When I get up to Boston can I get a three day pass to go home to Pennsylvania to see my dad?" He said, "Oh no, we are on shipping orders, no passes, no nothing." So we went onto the ship and then we landed in South Hampton, England. They put us in a camp over there. He came through the barracks; it was three weeks before D-Day, and he said, "Cestoni, how would you like to go to London on a three day pass?" I said "Sir, I went broke coming over here playing blackjack on the ship. I don't have two pennies to rub together." He said, "I'll give you the money, I want you to go on a three day pass to London." So it wound up that he gave me the money. He gave me fifteen pounds, which was the equivalent of four dollars a pound then. And he said, "I want you to go to London and spend three days, and then when you come back we'll see what's up." I went to London for three days, and then I went back. I meet a kid from the Air Force, me and him running around for three days together. We didn't even get a hotel room. We stayed at the USO. We split the USO. We went back, and D-Day came, D-Day plus four, we went in to the harbor. Not Normandy, in Le Havre, France. JZ: So the Americans, did they land in Le Havre, no? AC: No. JZ: That was with the British. AC: But it was right over, we went in and no one got shot. They already took some of it from the other side. JZ: Oh, the Germans had already pulled out. AC: Yeah. JZ: What were your thoughts going on, when D-Day was going on? AC: No thoughts. We were there, and it was just one of those things. JZ: What were your feelings? AC: I was in 36 months, 14 months over there during the war. And I never served another act of duty. JZ: KP, or… AC: You know I got penalized. We went in Le Havre, and four days we were in the secret line. We got behind, and they took Paris and went on. We went up to the secret line. We were leading the 9 th Division. They took them that far, and our division would lead their division. There was nine inches of snow. We pulled in around this time at night, and there were guns, and holes in the ground. We had to place tents in the nine inches of snow. Until the next morning the guys pulled down, and we pulled in for placement. And the holes in the ground, this was in the pine forest. We had to set up in an open field, we had to sleep in quarters, and they had to sleep in quarters, in the woods and pines. We were there holding the line for about four weeks. They set up a kitchen there. We had hot food everyday, and we use to go out on patrol to check here and there. JZ: So you were with a molder crew? AC: But it was always about 3,000 yards back from the rifle company, from the front line. JZ: What kind of personal arms did you have? Did you have an M-1? AC: I had a .45 pistol. JZ: Just a .45? AC: Yeah. JZ: Did you carry ammunitions? What did you do? AC: I had to carry the tripod, and the guy carried the tube, and another guy carried the base plate. With the base plate that weighed 46 pounds. We were there all those weeks, and they had a kitchen set up made out of logs. They had the regular hot water, garbage cans. We had hot food for the whole three and four weeks. And our captain, that guy that liked me. He would stand in the kitchen watching the KPs washing those cans, those garbage cans out for the next meal. And a mortar shell comes in, and goes right through his chest. JZ: Wow. AC: They took him back and they told me he was dead before they even got him back there. The man that was under him took over, and I had a hell of a good first sergeant. He's still living. He lives down in Florida. JZ: Yeah? AC: So the on the 16 th we were in the holes before daylight arrived, at five o'clock. We knew something was coming. Man, there was shells coming, and mortars, all kind of shit. Everybody grabbed their guns. We went out to the gun emplacements. The guns were across the street. It was still just getting daylight, and here comes the first sergeant. I was the only guy left that could fire a bazooka. He said, "Cestoni come on, come with me." He took me down to the CP, and he had an ammunition bird down there, a carrier. He said "Go down to the jeep, get the bazooka out of the jeep and all the shells and report up here." We had twenty jeeps to carry all those guns. So I went down to get the bazooka and the two rounds, and this kid from Ohio was there. He took us over along the pines to the CP. JZ: What is the CP? AC: It's the company headquarters. He talked to the squad leader of the rifle company, and he took one of the rifle men out of there, one that was overlooking one of these open spots in the woods. And he told that kid to go with him. He said, "You two dig a hole big enough for the both of you." Because the original hole wasn't big enough for him, so we dug the hole big enough for the both of us to get in. But the bazooka didn't fit in there. For me it was too long. So we threw out some dirt to fit the bazooka in there. We got down there in the hole, and it started to get daylight. The fire from the artillery was coming in. It was still a little dark. You would see flames go up, and pine trees go up. We looked down the road. There was a crossroads down there, 400 to 500 yards from where we were situated on a dirt road. There was a bunch of Germans down there throwing their arms around. We could see them from where we were. Pretty soon those big tiger tanks were coming up the road. They were coming up and there were three of them. About twenty soldiers were along each side walking the ditch. There was another shot fired. They were as close as from here to that house. But nobody fired a shot; they knew where we were, and we could see them coming, but nobody fired. So this kid said, "Hey Enzo give it to them." They were going very slow because they didn't know where we were. So I fired, and a big splash of fire went up in the air. And it was making a noise. It must have knocked the track off. But they were still firing a machine gun of the top of that tank, and then everybody broke lose. Thirty caliber machine gun, the air crew, and we had rifle companies; everybody was involved. They were shooting out eighty-eights, that had eighty-eight guns on it. JZ: Okay, on the tiger? AC: Yeah. They were shooting into those god damned pines out there. You would see those pines go up. One of those pines went down along side a hole. So this kid loaded the bazooka up with the second shell he had and he says, "That's the last one Angelo." The way things were going, I rose up to shoot another one, and I felt something hit me, and there was blood coming down my field jacket. So I went, "Hey Pino, am I hit bad?" He said, "No, no, do what you were doing." It went through my ear, and it burned the ear when it came out. So he said, "Do what you were doing." I didn't even aim that sucker, and I raised it up and went, "Boom." I said that we're going to need to go back, to see if we have any more shells. I said, "Let me back there, I'll go." He said, "No, no. I'll go." So I stuck my steel hammer up. I told him, "Don't run, crawl out." He got up and started running. He didn't go from me to you. "Boom." He got his face in the snow, and I watched him for a little bit. He wasn't moving. Pretty soon here comes a guy crawling from the direction where the CP was, where the gunning placement was. He came crawling out and said, "You need any help?" I said, "No, get your ass out of here. I'll get mine out of here, if we can do it." I raised up to see what the hell was coming. I see a German running over with a tripod, another one brought the machine gun over, and another brought the ammunition. From here to the door. I said, "That son of a bitch." They were setting up. So I went boom, boom [motions like firing]. I got the ammunition carrier, and I got the other guy. Then I went down because hell broke loose. They knew I was there, and my buddy was laying there in the snow, in nine inches of snow. He's laying there in the snow, and he wasn't moving. So this guy that came crawling out said, "How about your buddy?" I said, "My buddy is out of here, I've been watching him for about two, three minutes. He never moved." He said, "I'll grab him and drag him out of here, and you get your ass out of here." So he took him, and took him down to the CB, to the aid station. Down over the hill they had the aid station dug in on the side of the hill, looking away from where the Germans were coming. So the only way I could get out of there… I stuck a steel hammer up again on the bazooka shell container. This was alongside the tree that fell. They didn't shoot it, so I said, "I'll take a chance." But I crawled out of there; I had two shirts on, the field jacket, because it was cold. JZ: Right. AC: When I got back to the CP, it was from here to the open pantry up here. I had no more clothes here. JZ: None. AC: I walked in the CP, and I passed out. JZ: You were still bleeding now from… AC: Oh yeah. JZ: And that was your only wound? AC: Yeah. JZ: What were you thinking, what were you feeling? AC: You don't feel it. My opinion, now I don't know about other people, but we had a job, and we were there to do a job, and we thought nothing. We looked at it as a job, like going to work eight hours, do your job and that's it. We never gave it a thought. JZ: In combat there was no time to think, or feel. Just to react, right? AC: We were shooting an eighty-one when they moved across the road. They brought the rifle guns when they moved across the road. We were shooting eighty light shells and a motor in eighty-one, that was three inches in diameter let alone. Then we had white phosphorous, and when that sucker hit, especially if it hit three birds, it was a good chance they were in the pines. We were shooting them. We saw them go straight up and then come down, and then go off. You would see a big cloud of smoke over there, and then you would hear those Germans screaming. The white phosphorous was designed that if it got on your skin, hands, or neck, the more you scratched it, the more deep it went, and the more it burned. I got back to the CP, and another guy took me down to the aid station. I walk in the aid station, with them guys helping me. I was all banged up. And there was my buddy; they had him up on a stool. JZ: He got hit? AC: In the head. You could put an egg from where it came out. JZ: Wow. That was the guy in the fox hole with you. AC: Yeah, the guy loading the bazooka. JZ: So he made it, did he make it? AC: Oh yeah, he was alive. They took care of him, and they took care of me. And when all this went on, there was a guy that came in. He said, "If anybody can walk, they off and walk on back." They were withdrawing. When I knocked that tank out, the other three could not get off the road. They were afraid of the mines, so they could not come any farther. This gave the whole company a chance to get out of there; otherwise they were going to go down that crossroad. Anyhow, they said, "If anybody can walk, take off." So I came out, and there was a guy sitting there on a log. I didn't know what was going on. He got shot through the mouth, and it came back through his ears. It busted both of his ear drums. He could not hear anything. He was on a machine gun, so I grabbed him, and there was a team of four guys on a jeep, ready to take off back to town. So I put him on the hood of the jeep, and I went in the back. I put my foot on the tailgate and the other over the railing on the jeep. And when I put my foot up, some guy sat on my leg. And he said "Take off." We went down the road and went down along the hillside. There was a T down there. We had to turn left to go back to safe territory. That guy made that bend, that T, on two wheels, with all those guys on that jeep. There was a man going on the side of the hill, a German with an automatic gun. He made that bend and I got my back to it. He didn't hit any of us on the jeep. There were potholes on the damn dirt road, and everybody was like "Go, Go, Go," and I said, "Stop, I got to get my leg out." So I went on, we went back to the town, and they passed me up again. They had the ambulance going to Lyon to the hospital. They had all the roads shut off, the Germans. We could not get out. JZ: Was this the night of the Bulge, the Battle of the Bulge? AC: Yeah. That was on the 16 th . We went back in, and they passed me out and they sent me downstairs to the cellar with another guy. My hand to God, I'm telling you the truth. And we are down there and it was getting dark. We heard a lot of commotion, a lot of jeeps and trucks leaving the town, a little town. And we're down in the cellar. We didn't know what was going on, and I said, "Hey buddy, we better go up and go see what's going on." We go up there, and there was one last vehicle out of the town. The next morning the town belonged to the Germans; they took it over. We made it back to division headquarters. They took us. I stayed there six days, until Christmas Eve. The whole room was full of crippled GIs, but I was still walking around. So this one day, one of the persons came up and said, "Cestoni, they finally opened the roads up, you can go back to the hospital." He put a tag on me, and I was walking down the sidewalk in the little town, and here comes a guy with a whip. And I looked at him and said, "I know that son of a gun." I didn't know how many from our company were left, or anything. I said, "Where the hell you going?" He said "I'm looking for a company motor board." He took care of the motor vehicles. I said, "I know where they are at, they are on top of the hill, and I'll go with you." Then the medic said, "Hey you can't go with him, you need to go to the hospital." I said "No way, I'm going the other way." So yeah, I never went to the hospital. I went up there and out of 158 of us, in two days there was 33 of us left. I got up there, and a couple other guys were up there and some drivers from the jeeps, they had some jeeps left over. Christmas Eve they were bringing up, they finally stopped the Germans up. They dug in and set up. So we went up there. They told me that I had to go back with my outfit. I was well enough then after six days. So I took six blankets, all new clothes, and I went up where they were digging in on the side of the hill. They brought me up there with a horse and a sled, to the crew and the guns, so I went up with them. I went up there, and the number one squad where my guys were supposed to be, what was left of them, they had a hole dug in. In the ground with logs over it, and then with pine and snow over it. A little hole was left. They could get in and out. There were four in each hole, in each gun emplacement. So I went over to the first squad were I belonged, where I was supposed to be. I said, "Do you have enough room in there for one more?" They said "No, get the hell out of here." I go to the nest emplacement, and the same thing. I said, "You guys kiss my butt." I got a shovel off the jeep and I dug a hole in the ground about that deep. [gestures] I put three blankets down, and three on top of me, and I went to sleep. I woke up the next morning and I had covered my head up with them blankets. I had to rip them from me breathing through them. I could not get that god darned thing open. So I got it open, and we got all new guns and everything. We were there for about a week and a half, and then they put a fence on. We got up and took that ground where we got pushed out, and some of those guys had pictures of their girlfriends and wives up on the little shelves. They went back and got those pictures; there were three guys who never made it out of there, and they got shot right in the emplacement. We went through there and then we got a two day's rest. JZ: So by this time you were pushing the Germans back? AC: Back by the Rhine River by then, all through Belgium, and into Germany. We had a little river to cross; we were supposed to cross this little river. And there was no way that we could get it to support our artillery, in order for it to go across that little river. We didn't, but they crossed on canoe boats, regular rowing boats. On the way in, the guys used to raid every little town we got to. They used to raid those houses in the middle of those little towns. They had a sack full of Kodiak in every jeep that we had! JZ: Wow. AC: So we were there for about a day and a half before we decided to cross. I was the only guy who wasn't drunk. The lieutenant came to me, and said, "Cestoni. Come with me, we have eight guns over there. We are supposed to give them support to go across the river tomorrow morning." [End Tape 1, Side A] [Begin Tape 1, Side B] …So I helped him with all eight of those guns. He almost kissed me. He said, "Thanks a lot." The next morning across the river, we get over and it took us about a week and a half to two weeks to finish that up. JZ: So you crossed the Rhine River, was this at Remagen? AC: Yeah at Remagen. There was a railroad bridge. JZ: Okay. AC: And the tank went over, it was probably a half hour ahead of us. We then went over. We carried our gun for seven miles. From the top of the mountain, down across the river, and the bridge, atop to the other side. JZ: Did you meet any resistance? The Germans? AC: We didn't, but the tanks that went through, they cleaned them up. We got up there, we got held up. The German jet was coming over, trying to knock our bridge out. JZ: The jets? AC: No, just a regular fighter plane. JZ: Okay. AC: They had to have so much anti-aircraft to protect that bridge. It looked like a stream of fire going up, every time a plane came up. Eight to ten hours they had a pontoon bridge setup, with tanks and trucks and everything was going across. It was just below that railroad bridge. JZ: Okay. AC: We went on, and we got in the Ruhr pocket. And we were there for about ten to twelve days. And they finally closed in. There was a division that was all trapped in there. Our division was one of them. JZ: When you say Ruhr pocket, they had you surrounded? AC: No. They had enough soldiers there that if they wanted, they could have kicked the shit out of us with a baseball bat. But they gave up, so we finished, and the rest went on in. They were still going. One day, all that day, and all that night, and that next day. There were enough soldiers that came through there where we were, they were all prisoners going back. JZ: Surrenders. AC: And there were tanks and everything else. But from the section where we were, we could hear the other 84 th Division from the other side of the Pocket. The artillery was going off. We knew it was going to soon come in. They closed in, and all those things got out of there. We then kept on going; we finished up in Bavaria, Germany. That's where the war ended. We had to join the tank outfit, but Christ, they were going through there. We pull up to a little town and they said, "All right, pull off the road." They called in the Air Force; they were giving us a little resistance. About four passes, they said, "Move out." There was a big pile of smoke going up. It knocked their objective off, and those guys moved out. JZ: What did you think of Patton? Did you like him? Was he a good man? AC: Well we didn't hear too much about him. We knew he was commanding general of the tank outfit, but we didn't know him. We didn't get Stars and Stripes. We didn't get anything. JZ: No Stars and Stripes, nothing? No news? AC: No, you didn't get anything up there. We got in on the other side after we left the Ruhr pocket. We were back in that little town for three days, and that's when we went down to join Patton's armor outfit. We rode for two days and one night, in the rain, in the back of those god darned jeeps. And the rain was pouring down. To go from one section to the other. We got down there, and there was no problem. JZ: Nothing? AC: We go along the road; you would see a pile of dirt, the tank would come along, and they are there trying to knock tanks out. He would be laying there. A lot of places we saw the people come out of the house, to drag them guys in the house. The German soldiers. JZ: The German soldiers. AC: Yeah, they were dead, they were finished. JZ: What did you think of the German soldiers? AC: At that time, the best trained men in the world. JZ: Yeah? AC: Yes. JZ: Who made them the best trained, the discipline? AC: The discipline, and everything. We pulled up on top of the hill. There were two emplacements that they had dug in on the side of hill, on the back of the hill from where we were going, and we finally took their territory. We crawled in some holes. They had bread as hard as a brick. We pulled it out, we couldn't figure out how the hell they could eat it. They probably broke it with a knife or something, and suck away at it. But it was part of army life. When the war ended, you had to have 75 points to come back to the state of the division. JZ: How many points did you have? AC: 73. JZ: Oh man! AC: I wound up in a depot in Belgium. To go over to Japan, to go over to the Pacific. JZ: They told you, you were going to the Pacific? AC: The replacement center. JZ: Okay. AC: We were there waiting there for a ship to go over there and the war ended in Japan. It must have been ten thousand GIs waiting for that ship. JZ: In Belgium? AC: In Belgium. To go to [Newport?], Belgium, to then go to Japan. And I always said, "Man can live through one war, but he can't live through two of them." You should have seen that town the night they declared the Japanese had surrendered. They toured that town, for all the GIs that were there. They were so happy, so glad. We went from there; they sent us to one of those cigarette camps, Camp Lucky Strike. JZ: Okay, I heard of that. AC: You heard of that? JZ: Yeah that was the camp before you went back to the States right? AC: Yeah, yeah. JZ: Was that in France? AC: Yeah in France, right alongside the town line. I was there for about five weeks waiting for a ship to come back to the States. JZ: Five weeks? AC: We didn't have a job. We lived off coffee and donuts. JZ: Really? AC: Honest to God. To pass the time, we used to go along that shore, the Chunnel. The Germans had them field boxes built in. You should have seen the concrete in them bunkers. Pathetic. They would be as big as this house, solid concrete. Just a little opening overlooking the Chunnel, but there were no more guns. They took them out of there when they pulled out of there, I guess. So I got sent to the railroad battalion. I was attached to the railroad battalion. I went up to place the guards and I got soaked to the ass. I went in to the guard house and I went to sleep. About a week or two later, I started to cough, and sneezing, and we got a ship to come back. I had a sore throat, the coughing, and the sneezing; they used to send me to the medics. They gave me two or three aspirins, and sprayed my throat. That's all. It took us eight to nine days to come back. We came back on a banana boat. We pulled in to New York. JZ: What did you say, banana boat? AC: Yeah. JZ: What's that? AC: A Sea Cat, one of those small ships. JZ: Oh yeah. AC: They sent us to Fort Meade, where we were to get separated two weeks before Christmas. There was thirty-three of us that went to the aid station for check up. Thirty-three went in, thirty-three came out, and they said, "You guys wait out there for a little bit." Out of thirty-three guys, guess who they called out – Cestoni. I was looking to get home. I went in, and the commanding officer there at the desk said, "We found a spot on your lungs, and we don't know what it is. We've got to take another X-Ray." I went in for the X-Ray. I came out and he read the X-Ray and said, "There is something wrong; that spot should not be there. You can't get discharged." This was on a Friday, so they didn't accept no patients in the hospital on Saturdays and Sundays. So they sent me over to some bag over there, to stay there until Monday, and go get admitted in the hospital. I go in the hospital. They take me down for a TB ward, and if you had TB they checked you out. I got to talk to some of those guys that were in there. They said, "If you got TB, they will send you straight to New Mexico. You'll never see home." This was for a cure. Just think that I spent there the whole weekend, and two more weeks. So I went in to the hospital and they put me in a ward, in the TB ward. They gave me a test, and checked this, and that. I got better in two weeks. JZ: Thank God. AC: The day before Christmas, before Christmas Eve, the medical officer came around. I was the first bed near the office. He said, "Cestoni. How would you like to have a three day pass?" I said, "No way, I'd liked to get discharged." He said, "We're not sure about you. I want you to go up to the aid station and get an XRay and wait for it to bring it back." They would read it and do a report on it. I came back. I went up there and took the X-Ray, and then the girl put the X-Ray in a brown envelope. She typed outside on a little piece paper and they read it up there I guess. It was in the morning, and I got cleared up in the next fifteen days. I had to go from across the road up there, down to the boardwalk. I was jumping up high. [Laughs]. I was so happy, because as a kid in the morning I would in Italy. I went in, and I put it on his desk, and said, "It looks pretty good Cestoni. Maybe you better go home and then come back for a check up." I said, "No, no, no, no. I want to go home, discharged." He said, "It's up to you, you know. If you go home and catch another cold in the next two months, you'll be back in the same booth." I said, "Don't worry about it, Angelo will take care of it." So I got discharged. I got home Christmas Eve. JZ: What a perfect Christmas gift. AC: Yeah. [Laughs]. This girl that used to write to me, she lived in Homewood, her and her dad came down to pick me up, down at Pennsylvania Station. I went with her a couple more months, and then we broke up. Then I meet that lady right there, two years later. JZ: Where was this at, here in Pittsburgh? AC: Yeah in Larimer Avenue. JZ: Oh yeah. AC: Yeah. She lived off Larimer Avenue, on 40th street. A little dago. A little Calabrese. JZ: Calabrese [Laughs]. AC: What's your first name? JZ: Jim Zanella. AC: Jim, I put fifty years in with her. And you couldn't have found a better human being. She waited on me head to foot, she raised three kids. I worked everyday. We had our first kid, and I said, "We'll need to learn how to live off what I make." Because over in Italy, that's how they put up with it. Now I got three daughters, and grandkids. You see that kid over there; he got three years in to CMU. JZ: Great, good for him. AC: And we raised him, me and my wife. JZ: Did you? AC: My daughter worked at Western Psych, she got a job down there. She got thirty years in at Western Psych. She had the baby, and she would come home. Three months later she came over, and her mother was in the kitchen. She said, "Mom do you think you can watch John for me while I go back to work?" I know my wife couldn't say no to nobody, so she said to me, my wife said to me, "What do you think Angelo?" I said, "You're going to watch him, it's up to you." I was working a shift over at the mill, so we watched him for five days a week. We went away on vacation, we took him with us. We have a camp up in Brockway. We used to go up to camp every Fourth of July. For 38 years me and her went up to camp, even when our kids were small. She made some friends. I made some friends up there, very good friends. I put in fifty years in with her. My father came up with brain tumor, in three months time he was gone. JZ: Sorry to hear that. AC: So I got three daughters, and they all live around here. The second daughter, I've been going to her house since my wife passed away every Sunday, for dinner. She cooks up baby ribs, and chicken, and sauce, and baked potatoes, and this and that. On Sunday I come home with two bags, every Sunday. [Laughs] JZ: Have enough to eat for the week. AC: For the whole week. My wife, it's going to be six years on June 23 rd , and I don't know how to turn that oven on. I've been living here by myself ever since. Time is numbered. What the hell you going to do? JZ: Well you raised a wonderful family. AC: I said years ago, in my small way of doing it, living, I could not afford it. I worked in a mill, I raised three kids, and I paid for their shack. I did what a lot of guys probably never done in life. I hunted small game. I hunted deer, bear, and turkey. I played golf; I used to play twice a week. I fished trout. Did you see the one up there? JZ: Yes. AC: I got one bigger then that down in the freezer. This guy that was supposed to mount it for me five years ago and it's still down there. I like to fish trout for about eight, nine weeks. Then they call me, and they want me to go play golf. And I bowl in two leagues. JZ: Yeah. AC: But like I said, my scale of living, I could have died twenty years ago. And I lived a good life. JZ: You sure did. Good man. AC: I retired. They shut the place down there, US Steel mill, and I was 57 years old. I told my wife I was going to retire that fall in August anyhow. I was going to take my pension; I had 40 years in. They asked me if I wanted to be transferred down to Homestead Steel, or National Tube. I said, "Hell no." So I took my pension. I began at 62 with Social Security. In our way of living we had more then we could spend. JZ: Tell me a little bit about when you got your Distinguished Service Cross. Were you still a soldier? AC: I didn't tell you that? After the Ruhr, when we got pit stopped, we had three day's rest. My hand to God now, we were in a little town living in a house. We chased the Germans out, and we were living in the houses. And they decided to award me that Distinguished Service Cross. So they had a battalion formation one day, and all the guys in my platoon, in my company, had to participate, the battalion, and the rifle company, all of them. So they said, "Everybody wash, clean them up, get ready. We are going to have a formation tomorrow for General so-and-so. He was supposed to come down and award Cestoni that Distinguished Service Cross." They gave me new shoes, new boots, new everything. Them guys were going to kill me. [Laughs] Look what we go to go through, all because of you. So they had a formation out there, and I was out there. They put me out in the front of the formation, and this General with all these big shots came down. And I had to stand before them. They ordered to advance over to him, and he went "zoom, zoom, zoom," and he put it on. There it is up there. JZ: It's up there, yeah. AC: But yeah, they were going to kill me that day. So they gave me the medal, and I took it with me and I sent it home to my dad. JZ: You sent it home, yeah. AC: Yeah. JZ: Did your father get in contact with your mom, and your family? AC: I was in army occupation for four months in Germany, before they decided to send that division back to the States. That's when I got sent over. We were in Germany for army occupation. They had a big school; the whole company was in there, our company in that school. Every weapon was coming, machine guns, and motors. And one day I got a letter from my GI, he had his own ABO from down in Italy. I opened it up. It was my sister that wrote the letter. But he put it in one of his envelopes, through his ABO, and it went to my ABO, and I got it over in Germany. I found out that all three of them, my mother, sister, and brother… my grandfather was still living, he died at 96 years old. JZ: He was a farmer? AC: Yeah, he had cattle. But during the Depression my dad wasn't working, he couldn't send any money. Then he got in an automobile wreck, he was in the hospital for 19 months, right up when the Depression started. So my grandfather kept us. He had to sell the farm, he had to sell everything. He lived until the day he died, anyhow. Some lady bought the farm, and mother and dad, and my sister were living in it. My brother was 19 when he came here, in '47. I brought mother and brother over. My sister got married over there. She had two kids, so my dad said, in 1955, "We might as well bring her over, she's writing letters crying that she misses the family." So we brought her and the two kids, the two girls, and her husband over. She's still living; she lives down on Frankston Road. Across from St. Bart's church. But she's three years older then me. She's 84 years old. She's like a machine and I'm telling you. JZ: Tough, right? AC: John? John: Oh yes. AC: You know what I call her. I say "You're the Devil." JZ: The devil. John: We think she was running around at 45 years old. She moves. AC: And she smokes. John: Like a freight train. AC: She comes here and she says, "Can I smoke?" I said "Yeah." John and Jim across the street, they come in, they smoke. What the hell. I quit smoking 28 years ago. But my wife never smoked, and the same year I quit smoking, she was coughing like a horse. I quit smoking, she started coughing, for about six, seven years, longer than that. Yes she was coughing, from me, second hand smoking. JZ: I don't want to get off the subject. But did you ever experience any… since you were Italian, did you ever experience an anti-Italian? Where they sometimes called you names, like discrimination? AC: I was in the army 36 months, and the only time they called me by my name was on pay day. You know what they called me – Dago. JZ: Everybody? AC: Everybody. JZ: And how did that make you feel? AC: It doesn't bother me. JZ: It doesn't bother you? AC: No, no, no. JZ: Okay. AC: You know how a Dago began, do you? JZ: No. AC: Tell him John. There was a guy who came from Italy. JZ: Okay. AC: An old timer, he got a job picking shovel, digging ditches. And somebody asked him, "What did you do today Vince?" How he said "I worked pretty good, but a Dago." He meant the day went, the "Day - go." So Dago came out. That's how that Dago name stuck to people's head. But they never bothered me. There was a young fellow, a German; his dad ran a beer distributor up here on Universal. He was over in Germany during the war. He was a Hitler youth. In 1950 his dad brought him here, his dad had a bit of money. This German, I told him, "You German, you're lucky I didn't catch up with you over there, whenever you were a Hitler youth." He was 17, 18 years old by the time the war ended. I said, "If I would have caught you over there, I would have shot you." He became one of my best friends. I worked with him, we fished together, and we hunted together. We also associated family together. He lived over here on Jefferson Road. He married that girl over there; me and my wife used to go over a couple times a month. When I came from Italy, his wife she was that big. I worked for her dad. He ran a chicken farm, a greenhouse to grow tomatoes and corn. Summer time, the first summer I worked for him, and the second summer I worked for him. He paid me a dollar a day, and all I could eat. But it was better than what I was getting over in Italy. I was ten years old, I had to go out and work for the share croppers for just a piece of polenta and a piece of cheese. JZ: That's it? AC: That's it. Many times I'd walk in our kitchen, walk around the table, and walk back out. Believe me. But things turned out differently. I feel pretty lucky. I got over here, and I went over there, and I did what I had to do. I came back in one piece, and I raised a family. God I'm used to living down here with the old German fellow. He worked down in Verona. His dad was a tax collector in Penn Hills for years. And he was in the army, came out, and then went back to Edgewater. His dad passed away. He was the only son. So he got that whole mess, all that money. He quit working, and he went up to Muss, we use to loaf up at the Muss. We played cards, and bowled, or something. And many times he told me, "Angelo for being a foreigner, to come over here with nothing just with your shoes on, I'm proud of you. A lot of people in this country can't say what you can say." JZ: One last thing. You were growing up in Italy; were you a member of a Balilla, or one of those Fascist things? AC: We had to wear a black shirt to go to school. JZ: Okay. AC: But I only went to school for three years. The same teacher that taught my mother over there taught all three of our kids. JZ: Really? AC: Yeah. JZ: Taught over in Italy? AC: Over in Italy. JZ: Came here? AC: No, no. My mother went to town one day, to shop at the store. And she seen the teacher. She said, "Hey Giovanna." My mother's name was Giovanna. She said, "That boy of yours, he learned nothing, you might as well keep him home." My mother, I came home, she grabbed a broom she said, "What's the matter with you? You are supposed to go to school." So she told me what the teacher told her. I said, "Good." She said, "Keep him home." I said, "Good, I'm quitting school then." That's the last time I went to school. I only went to third grade over there. So I came over here, and I learned how to read, and write a little bit; I got a little trouble with the spelling. The spelling is tough here, over there the way you pronounce it, is the way you write it. JZ: Right, right. AC: Over here I was telling John, they got so much red tape in between everything. Like Philadelphia, it's spelled with a P. Over there it would be with an F. Filadelphia. A lot of them are like that, silent. JZ: I just want to say thanks for you service. You raised a wonderful family. You worked hard, compliments to you. AC: You can ask my neighbor, I raised three good girls. JZ: Anything else you want to say? AC: My youngest daughter, she got two kids. She had a job bartending at a couple different places. She has a big mouth. This last job, the owner and his wife broke up, they got divorced. This disintegrated the business. My daughter told me, Gina, my second daughter, she says, "Terry, her mouth is getting her in trouble, dad." So I gave her hell this one day. She comes over every Thursday. Changing the bed, washing the clothes, cleaning the bathroom. Every Thursday she brings lunch for me. I said, "What the hell is the matter with you? Can't you keep that mouth of yours shut?" She said "Dad, you can't plant corn and get tomatoes. You told me that years ago. You plant corn, you can't get tomatoes." [Laughs] That's the way life is. JZ: Well thank you very much. AC: You're welcome. JZ: I enjoyed talking with you, and learning so much. Again, thank you for your service. AC: I hope this gives you a good status. JZ: Thank you very much. Ti ringrazio tanto. AC: Thank you. [End Tape 1 Side B] [End of Interview]	<urn:uuid:b333632f-8487-46e4-92fb-310fe347bb08>	CC-MAIN-2021-49	https://www.heinzhistorycenter.org/wp-content/uploads/2015/08/Cestoni-Angelo.pdf	2021-12-07T15:18:50+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00568.warc.gz	849,299,237	12,896	eng_Latn	eng_Latn	0.999828	eng_Latn	0.999871	[ "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", "eng_Latn" ]	false	docling	[ 2131, 3687, 5540, 7251, 9752, 12510, 14067, 15816, 18534, 20508, 22648, 25665, 28192, 29541, 31593, 32731, 34424, 36607, 38330, 40301, 42366, 44284, 45390, 47834, 49332, 50453 ]	[ 2.28125, 1.8828125 ]	1	0
Lectures and Workshops with Judith Sumner www.judithsumner.com email@example.com Birds' Nest Botany A slide illustrated talk on birds' nests, their construction, plants used in nest building, zoopharmacognosy (use of medicinal plants by animals) in nest building, and what gardeners can do to help bird populations to thrive. Botanical Names for the Fearful A slide illustrated talk on plant names and botanical Latin, the origin of binomials and the work of Linnaeus, the names of cultivated varieties, why names change, pronunciation, and sources of information on botanical nomenclature; includes comprehensive handouts on plant names and their history. Botany for Gardeners A slide illustrated talk on basic botanical topics, from seed germination and light requirements to pruning and soil nutrients; this talk answers the "why" about many aspects of plant growth and horticultural practices. Flowering Plant Families A slide illustrated talk on many of the most important horticultural plants families, including the rose family, lily family, composite family, orchid family, and several others; this can offered as a workshop with specimens to dissect and identify using a basic key. Ecology for Gardeners A slide illustrated talk on garden ecosystems, soil structure (including invasive earthworms), composting, companion planting, dormancy, cultivating native plants, pollinators, and several other topics of ecological interest Herbs, Herbals, and Herbalists A slide illustrated talk on early herbals and the botanists who wrote them, including Dioscorides, the Renaissance herbalists, John Gerard, and others; the curious Doctrine of Signatures and various ancient and modern herb and spice uses are part of the herbal story. The Natural History of Medicinal Plants A slide illustrated on the role of plant compounds in nature, the evolution of natural toxins and their use as medicines, the cycling of medicinal compounds in habitats, and zoopharmacognosy (use of medicinal plants by wild animals). Pollination: Birds, Bees, Flowers, and Seeds A slide illustrated talk on pollination and pollinators, the importance of bees as pollinators, butterfly and hummingbird plants for gardens, how to support and promote pollinators in nature In a Pickle: The Science, Art, and Lore of Pickling In this illustrated talk and demonstration, we will investigate the origin and discovery of vinegar, the anti-microbial properties of herbs and spices, pickling lore, and historical and modern pickling methods; the program includes tasting of several homemade pickle varieties. Household Botany: Various Useful Plants in American Homes A slide-illustrated lecture on historical plant uses as foods, medicines, tonics and bitters, dyes, household herbs and diverse other uses in colonial and 19 th century American homes. Lights, Water, Action! Understanding Plant Growth A slide illustrated lecture on plant growth, meristems (growing points), cell structure, plant parts and their functions, seed germination, and the important of plant nutrients and water to plant growth. Herbal Medicine and Magic: Sorting Facts from Fancy Plants are the most reliable sources of effective medicines, but herbal botany is comingled with fanciful tales and magical lore; in this slide-illustrated lecture, we sort out fact from fancy, legends from legitimate cures; we trace the evolution of modern drugs from traditional herbal and ethnobotanical origins. World War II Botany: How Plants Won the War A slide illustrated talk on plants in wartime, from victory gardens and English County herb committees, to antibiotics, agriculture, camouflage, malaria, timber, typhus, and bocage warfare; based on Judith's book Plants Go to War: A Botanical History of World War II (McFarland, 2019), the first botanical history of World War II. Victory Gardens: How a Nation of Gardeners Helped to Win the War Victory gardens provided food and promoted morale during World War II; in this slide illustrated talk we will trace the victory garden movement, including urban gardens, school gardens, food preservation, and ration book cookery; we will also look at the British Dig for Victory campaign, Hedgerow Harvest program, and Women's Land Army. The Herbal History of World War II From the County Herb Committees in England to South American cinchona (quinine) missions, plants played essential roles in treating wartime illnesses and conditions. We'll examine the botanical origins of treatments for ailments ranging from bacterial infections and tropical parasites to vitamin deficiencies and bombing-induced stress. The talk will also include historical perspective on the cultural and medicinal role of herbs in the Third Reich, including the cultivation of extensive herbal gardens at concentration camps. Garden Herbs: Their Cultivation, Cookery, Cures, and Caveats A slide illustrated lecture that traces the European herbal tradition among plants carried by early settlers to the New World; many of these species escaped dooryard gardens and naturalized in our local flora, which now includes many plants once used in cookery and food preservation; we examine a range of medicinal and culinary species—from use in ancient traditions to gourmet cookery, military history, and modern medicine. Potions and Potables: The History and Chemistry of Herbal Drinks From fruit wines and colonial punches to quasi-medicinal herbal bitters, plants have been preserved and extracted in alcohol for centuries. Beginning with the natural history of yeast fermentation, the slide illustrated talk investigates the various herbs, spices, and alcohol that since ancient times have been combined into desirable beverages for both the sickroom and in the parlor. Vernacular Gardens: The How and Why of Dooryard Horticulture In this slide illustrated talk, we will examine the plants found in dooryard gardens, the easily cultivated and propagated species common in vernacular gardens in both northern and southern communities.	<urn:uuid:075301ab-79d2-4309-8c37-58088f6bca69>	CC-MAIN-2021-49	https://131c752e-694e-9f7c-b6f8-7f4cb1fce3f0.filesusr.com/ugd/9e9832_401fb36eb482482ab4bfc30531d2b48b.pdf	2021-12-07T15:15:46+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00568.warc.gz	140,248,390	1,211	eng_Latn	eng_Latn	0.993763	eng_Latn	0.994029	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1754, 4255, 6033 ]	[ 2.515625 ]	2	1
Children with Hearing Loss Use Semantic and Syntactic Cues for Prediction in Sentence Comprehension Rebecca Holt (Macquarie University), Benjamin Davies (Macquarie University), Laurence Bruggeman (Western Sydney University), Katherine Demuth (Macquarie University) Prediction of upcoming words benefits listeners' spoken language processing. Predictable words can be identified with less acoustic information [1], can be accessed earlier [2], and require less effort to process [3]. Prediction may thus be particularly advantageous to those for whom speech input is degraded and for whom language processing is slow and effortful, such as children with pre-lingual hearing loss (HL) [e.g., 4]. Prediction has not yet been examined among children with HL, though they may struggle to employ contextual information [e.g., 1]. This suggests that their ability to predict based on context may be less efficient than their normal-hearing (NH) peers. Children with NH as young as 2 years can predict based on a range of linguistic cues, including semantic context [5] and subject-verb syntactic agreement [6]. These different types of prediction may pose different challenges for children with HL. While semantic prediction is predominantly based on content words, which are highly salient in speech, agreement-based syntactic prediction depends on function words and affixes, which are often less salient and less accessible to those with HL. Syntactic prediction can also be inconsistent; NH children demonstrate better prediction using plural subject-verb agreement than singular [6, 7]. We therefore hypothesised that children with HL would predict less than their NH peers, if at all. However, if children with HL did predict, we expected this in the more perceptually-salient semantic context, rather than in the syntactic. In Experiment 1, 25 English-speaking children with HL (hearing aid and/or cochlear implant users; Mage = 10;2) and 25 with NH (Mage = 9;6) participated in a visual world paradigm eye-tracking task [8]. They heard sentences in which the object noun was semantically related (predictable) or unrelated (unpredictable) to the subject noun and verb while viewing four images on screen: the object noun and three distractors. Experiment 2 included two additional children with HL (N = 27; Mage = 10;2), and six additional children with NH (N = 31; Mage = 9;9). Children heard sentences (Table 1) with (predictable) or without (unpredictable) copula number agreement with the target noun while viewing two images: a single animal and a group of animals. Logistic curves were fit to the proportion of looks to the target for each participant and condition in both experiments. The crossover points of each curve, reflecting the timing of looks to the target, were analysed using linear mixed-effects models. Fixed factors were Predictability and Group, plus Number (i.e., singular/plural target; for Experiment 2 only). Models had maximal random effects. In Experiment 1, participants looked to the target earlier in the predictable than the unpredictable condition (β = 23.28, SE = 3.40, p < .001), demonstrating semantic prediction. In Experiment 2, there was a significant interaction between Predictability and Number (β = -32.48, SE = 7.76, p < .001). Participants looked to the target earlier in the predictable than the unpredictable condition, but only for plural targets. Agreement was thus used for prediction, but only for are, not is, similar to [6, 7]. No significant differences between groups were found in either experiment. Thus, in contrast to our hypotheses, and previous findings of limited use of context among children with HL [e.g., 1], children with HL were able to predict on par with their NH peers based on both moreand less-salient auditory information. Note that our participants typically received earlier and more comprehensive intervention than those in these earlier studies. Our findings suggest that these relatively recent advances in HL intervention may have been successful in allowing children with HL to achieve more NH-like spoken sentence processing, and that interventions relying on prediction may be beneficial for children with HL. References 1. Conway CM, Deocampo JA, Walk AM, Anaya EM, Pisoni DB. Deaf children with cochlear implants do not appear to use sentence context to help recognize spoken words. J Speech Lang Hear R. 2014 Dec; 57:2174-2190. 2. DeLong KA, Urbach TP, Kutas M. Probabilistic word pre-activation during language comprehension inferred from electrical brain activity. Nat Neurosci. 2005 July; 8:1117-1121. 3. Winn, MB. Rapid release from listening effort resulting from semantic context, and effects of spectral degradation and cochlear implants. Trends Hear. 2016 Sep; 20:1-17. 4. McGarrigle R, Gustafson SJ, Hornsby BWY, Bess FH. Behavioral measures of listening effort in school-age children: examining the effects of signal-to-noise ratio, hearing loss, and amplification. Ear Hear. 2019 Mar; 40:381-392. 5. Mani N, Huettig F. Prediction during language processing is a piece of cake – But only for skilled producers. J Exp Psychol Human. 2012 Jul; 38:843-847. 6. Lukyanenko C, Fisher C. Where are the cookies? Two- and three-year-olds use numbermarked verbs to anticipate upcoming nouns. Cognition. 2016 Jan; 146:349-370. 7. Davies B, Xu Rattanasone N, Demuth K. Comprehension of the copula: preschoolers (and sometimes adults) ignore subject-verb agreement during sentence processing. J Child Lang. 2020 May; 47:695-708. 8. Tanenhaus MK, Spivey-Knowlton MJ, Eberhard KM, Sedivy JC. Integration of visual and linguistic information in spoken language comprehension. Science. 1995 Jun; 268:16321634. Table 1 – Sample stimulus sentences. The novel adjective 'wallawallamoony' occurred in all sentences in Exp. 2 to delay the onset of the target noun, allowing time for anticipatory looks.	<urn:uuid:0d459ed2-a198-4262-9f07-80c34529499d>	CC-MAIN-2021-49	https://www.cuny2021.io/wp-content/uploads/2021/02/CUNY_2021_abstract_160.pdf	2021-12-07T16:05:11+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00568.warc.gz	759,255,606	1,325	eng_Latn	eng_Latn	0.97249	eng_Latn	0.989493	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4200, 5887 ]	[ 2.109375 ]	1	0
ENERGY CRISIS AND ENERGY ALTERNATIVES Fill in the blanks using words from the word list. Word List: sunlight, electricity, strong, stations, fuels, polluting, out, oil, electricity, cooking, environment, world, methane, electric, solar, plant, energy, heating, gas, generate, cheap, dams, waves, New, out, stations, tides, crisis, cheap, burnt, cane, water, bills, power, years, earth, energy, mud, electricity, heating With population growth comes increased usage of energy. The energy c________ is the inability of the earth's resources to keep pace with the population's needs. The solution to the energy crisis is twofold – build more p________ stations to supply more e________, or reduce the usage of energy by building more energy-efficient devices. There are 2 types of energy sources – non-renewable and renewable. NON-RENEWABLE ENERGY SOURCES RENEWABLE ENERGY SOURCES e.g. fossil fuels (coal, oil, natural gas) and nuclear energy (uranium, plutonium) Takes a long time to form (e.g. millions of years) Cannot be reused Advantages Cheap Readily available Efficient Multipurpose (e.g. oil for cars, heating) Disadvantages Running out Polluting or radioactive e.g. biomass, solar, wind, wave, tidal, hydroelectric, geothermal Takes a shorter time to form (e.g. decade or two) Can be reused or is very abundant Advantages Won't run out Environmentally friendly Disadvantages Geographically selected Inefficient NON-RENEWABLE ENERGY SOURCES Fossil fuels began forming millions of y________ ago. At the time when it is believed that dinosaurs roamed the e________, forests of trees fell into swamps and were covered by silt and m________. They gradually changed into the coal, o________ and natural g________ that we use today. The advantages of using fossil fuels are that they are readily available at the present time and are c________. They can also be used for many purposes e.g. coal can be b________ in power stations to make e_________ and also in homes for h_________. These fossil f________ took millions of years to form, yet humans are using them rapidly in cars, power s_________ and factories. They will probably run o________ within the next 100 years. So the disadvantages of fossil fuels is that they will run out, and also that they are p________. RENEWABLE ENERGY SOURCES Biomass is plant matter that is used as an e_________ source. For example, timber can be burnt for both cooking and h_________ in many homes around the world. Methane gas that is flammable can be made from rotting p________ vegetation in m________ digesters. Also alcohol made from sugar c________ can be used as an environmentally-friendly alternative to petrol. Solar Energy can be used in many ways. Buildings can be designed to take advantage of the sun's warmth in the winter so that we don't use e________ heaters. Solar hot w________ heaters can reduce our electricity b________. Photovoltaic or s________ cells can generate electricity. Solar energy is particularly useful here in Australia because of our abundance of s________. Hydroelectric Power Stations are initially expensive to build but are c________ to run. They can be located in mountainous areas where water is stored in d________ and then released to turn turbines that generate e____________. Wind Energy from windmills can be used to g________ electricity by turning turbines in the same way as in hydroelectric power stations. These are particularly useful in areas close to the coast where the winds are s________ and continuous. Wave and Tidal Power can be used to generate e________ from the rise and fall of the w________ and the t________. These forms of power can only be utilised at the moment in places such as Darwin where the tide rises and falls through a considerable height very rapidly. Geothermal energy is energy harnessed in areas of the earth that are near volcanoes or hot springs such as in Rotorua in N________ Zealand. The heat can be used for c________ and heating in homes. It can also be used to generate electricity by heating steam to turn turbines. The advantages of using renewable energy sources is that they won't run o________ and they are friendly to the e____________. Unfortunately, they are not as efficient in producing electricity as coal-powered power s________. Also another disadvantage of solar, wind, wave, tidal and geothermal energy sources is that they can only be used in certain areas around the w________. Because Australia has a lot of sunlight and many places where we could use wind, wave and tidal power, more research must be done in these areas for our future e________ use.	<urn:uuid:89de2239-f06e-47fc-859f-61b8bedce0ba>	CC-MAIN-2021-49	https://www.qldscienceteachers.com/junior-science/biology/worksheets/cloze-alternative-energy.pdf	2021-12-07T14:07:00+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00570.warc.gz	1,029,888,800	1,003	eng_Latn	eng_Latn	0.996454	eng_Latn	0.998907	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1431, 2947, 4627 ]	[ 3.84375 ]	2	1
Metabolism It's Your Body What is Metabolism * Metabolism is the body's process of converting food and stored fat into energy. * This energy is used to stay warm, move around and keep vital organs functioning. * Metabolism is typically measured in calories. What is RMR Resting metabolic rate, RMR, represents the number of calories required by the body in 24 hours to maintain vital body functions such as: * heart rate * brain functions * breathing RMR accounts for about 75% of a person's total energy expenditure. Metabolism is impacted by * gender * physical activity * age * weight * body composition (muscle vs fat) * level of fitness * eating * stimulants * emotional excitement * stress * weight changes. Metabolism varies from day to day Metabolism and Body Weight * A larger person will typically have a higher metabolism because the body must provide more energy to keep the extra body mass alive and healthy Metabolism and Body Composition * Muscle burns more calories than fat. Even at rest. People with a higher percentage of muscle will usually have a higher metabolism rate. A Recent metabolic study revealed… Woman A: - 158 lb. 48% body fat - RMR of 1250 calories/day Woman B: – 158 lb., 33% body fat – RMR of 1570 calories/day » Ref: Alexander det al., Efficacy of a Resting Metabolic Rate Based Energy Balance Prescription in a Weight Management Program. Presented at Nutrition Week, San Diego, CA 2/02. Age * RMR declines naturally in adults at a rate of about 2% - 3# per decade. * This decline is primarily due to a decrease in muscle mass. A natural aging process. * Resistance training can increase muscle mass. Gender * Men normally have higher metabolisms than women, partly because they tend to have more muscle mass. Hormones * Certain hormones can increase or decrease your RMR. * Check with your physician and pharmacist to learn about your medications. Stimulants and Pharmaceuticals * Caffeine and other stimulants such as ephedrine can increase RMR. * Drugs may either increase or decrease RMR. Try to avoid these products 12 hours before taking metabolism test. Metabolism and Weight Loss * When individuals lose weight, their metabolic rate may decrease. * Exercise during weight loss can lessen the muscle loss. * Weight loss is easy the first few pounds, but plateaus occur as the body adjusts to the new RMR. For your personal metabolic assessment appointment, please contact: Kathryn Parker RD/LD 334-5000 x5893 Susan Wallace MS, CSCS 334-5000 x5577 Important 1. Do not exercise, eat, or drink for three hours before appointment. (or results will be altered) 2. Bring a check payable to The City of Gainesville for 10 dollars. (this will cover the cost of your personal mouth piece)	<urn:uuid:1a3c772e-976f-41e9-a417-2c243d2c4135>	CC-MAIN-2021-49	http://test.cityofgainesville.org/Portals/0/risk/prog_metabolism.pdf	2021-12-07T16:01:33+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00570.warc.gz	86,079,055	648	eng_Latn	eng_Latn	0.968678	eng_Latn	0.995704	[ "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" ]	false	docling	[ 26, 260, 524, 757, 932, 1107, 1445, 1661, 1772, 1913, 2128, 2381, 2760 ]	[ 2.75 ]	1	0
PARENT HANDBOOK Milkwood Steiner School P: (08) 8947 0608 E: firstname.lastname@example.org W: www.milkwood.nt.edu.au 107 Boulter Road, Berrimah, NT, 0828 W: www.milkwood.nt.edu.auPO Box 319, Karama, 0812 WELCOME Many different paths lead children and their parents to Milkwood Steiner School. We are delighted you have chosen to become part of our school community. This Handbook has been prepared to provide our families with information about your school and community. We hope this Handbook will answer many questions and direct you to answers for the rest. By consulting it you will be better informed and feel more at home at Milkwood Steiner School, which we refer to fondly as 'Milkwood'. Please take the time to read this Handbook carefully. It will help us to work together and act as an invitation for you to explore your personal connection to the school. A Steiner school differs from other educational institutions in a multitude of ways, and parental involvement is fundamental to achieving the school's vision. This Handbook is just one source of information for families in which we endeavor to keep information up to date. Please keep in mind that changes or new information will be announced in our Newsletter as well as letters and notices from School. Wherever possible we distribute information via email in order to help reduce waste and protect the environment. We welcome helpful suggestions and if you have any question not addressed in this Handbook, please do not hesitate to ask a staff member. We acknowledge the traditional owners of this land, the Larrakia people, who share with us the land for which they have cared and handed down for many thousands of years. Upon this land we built a school blessed with community, culture, story and song. 2 TABLE OF CONTENTS MILKWOOD STEINER SCHOOL ASSOCIATION Milkwood Steiner School is an initiative of the Milkwood Steiner School Association (MSSA). MSSA is a not-forprofit incorporation of which parents become members for the period children are enrolled at Milkwood Steiner School (Milkwood). MSSA membership is also open to non-school parents and other interested parties. The MSSA Board governs the school and throughout the year you will receive notices and information from the Board that relates to your membership, such as the Annual General Meeting (AGM). The direction of the school is guided by the Board in consultation with College of Teachers (COT), who create the policies from which management operate. Meetings are held monthly and the AGM is held during Term 2. The objects and purposes of the Association are: * To develop and maintain a co-educational, non-denominational school in the Darwin region, in accordance with the educational philosophies of Rudolf Steiner. * To provide members with the opportunity to participate in activities which promote a sense of community and support the school ethos. * To engage in and support discussion about Rudolf Steiner's philosophies. The Association is often referred to as 'the Community', and includes the whole body of members, and active participation in the Community is of benefit to both the school and the students. Current Board members are; Amica Gordon – Chairperson Amy Tretter – Treasurer Lincoln Harris - Secretary Amy Harrison – General Member Thisbe Purich – General Member Board email address: email@example.com POLICIES Milkwood's Steiner School policies can be viewed on the school website. 5 MILKWOOD STEINER SCHOOL OVERVIEW VALUES STATEMENT At Milkwood, we believe that childhood is sacred. Our community believes in the rights of all to dignity, growth, and community care. In an increasingly materialistic world, we value imagination, creativity and spirit. Our community was founded with courage, hope and a sense of responsibility. We seek to embody these in all we do. MISSION Milkwood Steiner School exists as a space to grow and nurture a community on Larrakia land with intention, where children are received with reverence, guided by the philosophy of Rudolf Steiner Education, adapted to this Time and Place. MILKWOOD VALUES Imagination Courage Dignity Spirit MILKWOOD STEINER SCHOOL'S FOUNDING STORY Milkwood Steiner School was imagined and materialised by a group of families in 1999, who came together with a shared vision. Their dreams and efforts manifested into a playgroup, guided by the philosophy of Rudolf Steiner, adapted to acknowledge the significance of the seasons, environment and Traditional Knowledge in their region. Their inspiration and the will to work nurtured the roots of our community with unity and vision. Today, we acknowledge the role of children in growing this school, and the wishes of their adult community to continue to grow a space which will nurture and value the spirit of childhood. Like the founders of this school, today's members hope to build a community for our children which nurtures a deep connection to spirit, country, self and community, which cultivates creativity and inspiration, and which prompts responsibility, courage, belonging and connection. Our understanding of the meaning behind our values of Imagination, Courage, Dignity and Spirit is deep and evolving. The meanings of these values deepens over time, and we explore their wisdom consciously through a group reflective practice at the beginning of each school term, and as individuals through our inner work. 6 NAMING MILKWOOD STEINER SCHOOL Milkwood Steiner School was named after a beautiful Milkwood tree growing in Knuckey Lagoon Recreation Reserve. It became very special to the children who attended the Steiner–inspired playgroups and the Waldorf Learning Group held there in 2001. Early in its life, this tree began growing horizontal to the ground, resulting in a magical and safe leafy place for children to play and be. From the first moment, the Milkwood tree drew the children to it. From the highest perches came the sounds of children's voices and laughter and lilting recorder tunes. Great billowing, cloth 'green ant nests' were built in the lower branches. The children whispered to it and hugged it every day. In times of confusion and sadness, children found solace in its broad, curly limbs. There was great excitement when it flowered and tender new green leaves emerged. The Milkwood became their 'Crinkum, Crankum Tree'; a beautiful story written by Margaret Mahy and told over and over while sitting in and under it. We warm to the symbolism of the Milkwood tree as one of nature's gifts which has strength and resilience and medicinal uses and a representation of this tree is now part of our logo. ORGANISATION OF THE SCHOOL & CONTACTS MANAGEMENT/ ADMINISTRATION CLASSROOM COLLEGE OF TEACHERS (COT) The COT is responsible for all educational matters and student welfare, ensuring Curriculum, Student Conduct, Student Assessment, Teacher Mentoring and Adult Education. String Instrument Tutors Michael Bardon, Tara Murphy Kindergarten Assistants Lara Andropov Classroom Support Aides Caryn Dunning, Bernadette (Bernie) Murray Ensemble Conductor Netanela Mizrahi CLASS GUARDIANS Milkwood Steiner School Class Guardians are a valued help to the teacher and parents. Under the direction of the Class Teacher, the Class Guardian liaises with the whole class community when necessary. Class Guardians are appointed by the individual teachers and generally help for the one year. OPERATING HOURS OFFICE: 8:00 AM TO 3.00PM KINDERGARTEN AND CLASSES 1-7: 8.15AM TO 2.35PM 8:00am to 8:15am Duty 8:15am Bell 8:20am to 10:00am Main Lesson 10:00am to 10:15am Eat Recess (supervised) 10.15am to 10:45am Recess Play 10.45am to 12.30pm Mid-Morning Session 12.30pm to 12.45pm Eat Lunch (supervised) 12:45pm to 1.15pm Lunch Play 1.15pm to 2.35pm Afternoon session 2.35pm to 3.00pm Teacher on Duty 2:50pm Walk to Bus Stop DROP OFF & PICK UP KINDERGARTEN Kindergarten drop off is at the Kindergarten between 8:00am – 8:15am. Parents are to walk their children to the Kindergarten. Parents are requested to leave the Kindergarten area after drop off. On arrival, we ask that children put away their hat, water bottle and bag and then move outside for play. Students are to be collected by their parents or guardian from the Kindergarten at 2:35pm. CLASS 1 - 6 Drop off is from 8.00am with the morning bell ringing at 8.15am. There is no supervision of children before 8am – please stay with your children until then if early. On arrival, children must proceed into the schoolyard; the car park is not for play. Bags need to be hung outside their classroom and move directly to the playground until class time. Arranging with other families to share drop off can reduce the number of cars on the premises and improve safety on the driveway. Classes finish at 2.35pm. Children must remain on the verandah with the Teacher on duty until they are picked up. If parents have not arrived to pick up their children by 3pm the Teacher on duty will phone the parent or emergency contact. Children will be checked into Afterschool Care and costs will be incurred to parents until the child is collected. Please see our Afterschool Care Program. PLEASE NOTE: Teachers are focusing on the start of the school day so please find an alternative time to chat. If you need to talk to your child's Teacher, please make an appointment by leaving a note in the class book outside the classroom or contact the office to leave a message for the teacher. NOMINATING SOMEONE ELSE TO PICK UP YOUR CHILD If you carpool we would appreciate a note to the Teacher to notify of the person collecting your child. If another person is authorised to pick up your child / children then the school must be notified. In the situation that an unauthorised person arrives to pick up a child from the school, the school must not release the child. Staff will action the Child Protection Policy if ever they are suspicious of unauthorised persons on the school grounds. Police will be called before the parents. BUS Please phone The Department of Transport on 8924 7666 or visit the website firstname.lastname@example.org for bus times. The closet bus stop is on Vanderlin Drive, opposite the Police Headquarters. Once you have determined the bus your child is to catch you are required to complete a permission slip. This can be obtained from the office. At 2:50 each afternoon a staff member walks students to the bus stop and waits until the bus collects them. Children will only be permitted to catch a school bus. Written permission is required for occasional or regular bus use. PUNCTUALITY One of the greatest gifts we can give one another is the practice of punctuality. It is a gesture of deep respect for others and a virtue that will hold children in good stead throughout their lives. When we are habitually late, we create a sense of lack of appreciation for others who are ready to begin on time. Beginnings in life are significant. An agreement to begin on time, when kept, strengthens discipline within the individual and creates a community of mutual support and commitment. We appreciate parents' efforts to achieve punctuality to begin the day together. Those first ten minutes at the beginning of each day set a mood and tone of inclusion and mutual commitment to the day ahead and can be difficult to make up later. LATE ARRIVAL & EARLY DEPARTURE Classes will start promptly at 8:20am and children that arrive after this time MUST register at the office with a parent/ caregiver and receive a late note before proceeding to class. Children arriving between 8.20am and 9.20am will be recorded as a late arrival. If a child arrives after 9.20am they will be marked as absent for the morning session. The parent is to accompany the child to the classroom and wait there until the child is permitted to join the class. Please be aware this affects your child's overall attendance and may have funding implications. If for some reason your child must leave early, please register an early departure at the office, receive a note from the office to give to the teacher, then you may go to your child's classroom to collect them. These processes are for the safety and wellbeing of your child and account for where they are during school times. ATTENDANCE AND ABSENCES All children aged 6 and up are of compulsory school age and must attend the school where they are enrolled on every day that instruction is provided. Unexplained absences directly affect government funding to schools. Please contact the school, by phone or email, before 9am when your child is absent, so records may be marked appropriately. Notification by a parent of a child's absence also allows us to be assured that the children are safe and where they should be. Regular attendance is important for a child to receive the full benefit of a Steiner curriculum. The main lesson format and textbook-less approach make it difficult to make up missed classes. The College of Teachers strongly urges families to avoid children missing school for reasons other than illness or religion. Schedule doctors, dentists or other appointments for after school. After Main Lesson, 10.20am is the next appropriate time to join the class. SCHOOL FEES SCHOOL FEE EXPANATIONS Application Fee: An administration fee of $100 that confirms your application to enrol your child and indicates your desire to meet with the class teacher to discuss the enrolment of your child at Milkwood. Enrolment Deposit: Payable upon receipt of the enrolment acceptance letter securing your child's place in the school. The $400 will then be deducted from your school fees invoice on commencement. Tuition: Operational school expenses. Resources Fee: Includes all writing & art materials, swimming lessons, excursions, camps & music tuition. No additional texts or books are required. String instruments are introduced for all students from Class 3 and instrument hire or purchase are not included in this fee schedule. Voluntary Annual Capital Donation: A voluntary annual tax-deductible donation used for buildings and infrastructure. This appears on your annual invoice and applies once per family. This can be removed from your invoice on request. Morning Tea supplied: Kindergarten classes only – ** Recorders (Class 1): Each child is issued a Moeck Flauto 1 Plus Soprano Recorder in Class 1 and the cost is included in the Resources Fee. Please advise the office if your child does not require a recorder and your account will be credited accordingly. If you are unsure please liaise with the Class Teacher. Uniforms: Non-compulsory Milkwood T-shirts and Hats are available from the office at $18 each. Extended Absences: If a student is to be away from school for extended periods and the parents wish to ensure there is a place held for the student in their class, then full tuition fees are applicable. In cases of financial hardship parents may apply for fee relief according to the below instructions. Repair Fee: Damage to school property (including books and desks) due to lack of care or respect will be invoiced at repair or replacement value. Withdrawal Fee: Advance notice of 1 term or 10 weeks is required in writing to School Management. First and foremost the school's policy of 10 weeks (one term) minimum enrolment and therefore one term minimum fee payment will apply. Debt Collection: If school fees are not paid within the agreed time as per payment plan, debt collection will ensue. DISCOUNTS AND FEE RELIEF Sibling Discount: Families with more than one child attending the school will receive a 20% reduction in tuition fees for the second child and 50% reduction in tuition fees for the third and subsequent children. Sibling discounts do not apply to Bush Apple Kindergarten fees as these are already heavily subsidised by the school. Annual payment by week 4: 5% Discount applicable. FINANCIAL INFORMATION Fee Relief: Fee relief is determined on an individual basis when unforeseen and unavoidable circumstances present a difficulty to meet the payment agreement. The Parents/guardians must apply in writing to the Board clearly stating: 1. The amount of fee relief required; 2. The invoice for which fee relief relates and; 3. The reason for the request, and 4. On request may need to provide additional documentation to substantiate their claim. The Principal will take into consideration: 1. The duration the family has been enrolled at the School; 2. The contribution the family has made to the growth of Milkwood; 3. If fee relief has been granted previously to the family; and 4. Whether independent advice is required to ascertain if the circumstances could have been avoided. PAYING FEES Annual invoices are emailed to parents/guardians before the commencement of Term 1. In general, this invoice contains all fees for the year related to your child's enrolment at Milkwood. Fees are due within 14 days of the date on the invoice unless a Payment Plan has been agreed in writing with an administration manager (See Payment Plan below). Parents are responsible to notify the school if payments cannot be paid as agreed. The school will send one tax invoice only, advising parents of their account balance. If on the last day of term 4 full payment has not been received your child's enrolment is jeopardised and the school may engage a debt collection agency. PAYMENT PLAN At Milkwood Steiner School the contribution of fees by parents and caregivers is essential to the School's ability to provide and resource its educational program. Fees can be paid in full or in instalments. * Annual – Full advance payment by week 4 of Term 1. (5% Discount applies) * Quarterly – 4 instalments payable Week 1 of each School Term * Fortnightly – 20 instalments commencing 1 February 2021. * Monthly and weekly payment plans can also be arranged. All parents/guardians must enter into a Fee Payment Agreement unless they choose to pay annual fees in full by Week 4. Milkwood Parent Handbook, November 2021 12 PAYMENT OPTIONS Direct Deposit - Account Name: Milkwood Steiner School Association; BSB: number Cash - Pay in person EFTPOS – 1% fee may occur Important: * Payment plans must commence by Week 1 and subsequent schedule of payments adhered to. LEAVING THE SCHOOL Ten weeks written notification is required if a student shall be withdrawn prior to the expected graduation from Class 6. Withdrawal Forms are available from the office and will be supplied with an Evaluation Form and the opportunity for an exit interview. Parents of graduating students are also asked to complete an evaluation. This allows the opportunity for closure and feedback that can lead to improvements. BUILDING TRUST FUND The Building Trust Fund is a tax-deductible fund operated by Milkwood Steiner School for the purpose of raising money to contribute to the cost of buildings. It relies on the vision and generosity of people who believe in the value of the school. The funds raised will help manifest a beautiful and functional space in which our children can grow. The Building Trust Fund will be used to pay deposits on construction, renovation or refurbishment as required. It is an essential part of the whole vision of the school. Donations to the Building Trust Fund are tax-deductible. Funds are kept in an account separate from the working finances of the school. Milkwood Parent Handbook, November 2021 13 035 311; ACC : 176 329; REF : Invoice GENERAL INFORMATION APPROPRIATE CLOTHING Milkwood Steiner School has no formal uniform. Functional, neat clothing fosters self-respect and reflects a respectful attitude towards school. As part of our emphasis on being sun-safe, students, like staff, are asked to wear clothing that covers them adequately; shoulders and midriff are to be always covered, natural fibre clothing with tight weave, collars covering back of necks and sleeves are recommended. We would like to make it clear that some attire is unsuitable for school. Singlets, halter necks and muscle shirts are not appropriate, and we ask that the colour black not be worn by the children. We ask that commercial and inappropriate images and large logos are not worn as they are distracting and may affect the quality of children's play, work and attitude. Any student who arrives wearing inappropriate clothing will be provided with an alternative from the spare clothes box. Each child must wear a wide brimmed or Legionnaires cap and protective footwear when off the verandahs. Caps and fashion headwear are not suitable. If a student does not have a suitable hat or appropriate foot wear they will be asked to remain under the verandah outside the classroom during recess and lunch. SPF 30+ sunscreen is available in the office. Parents are responsible for ensuring children use sunscreen. According to MSSA OHSW Policy students must wear shoes always. Play in the bush block requires closed shoes. Sandals are suitable footwear for other times. If parents are concerned about Meliodosis they need to supply knee high gumboots and notify the class teacher. (Refer to MSSA OHSW Policy/ Meliodosis). Only small and subtle jewelry is acceptable, for example studs and sleepers. Please avoid necklaces as the play and outdoor activity can become energetic and just as one would not wear it on sports field, we ask that children do not wear it to school. Make up is not to be worn. Hair dye must not be worn to school. School bags carry the same rules about commercialism and symbols that can be distracting and offensive. All 'loose' clothing, school bags and hats must be labelled on the inside. T-shirts and hats with the Milkwood logo are available for purchase from the school office. Please Note: Authorities recommend that items, particularly school bags and raincoats be labelled on the inside so that "strangers" won't have any advantage. LOST PROPERTY Lost property is kept in baskets outside each class, though you should also enquire at the office depending upon the item. There is always a considerable amount of lost property. If your child is missing something, please remember to check the lost property boxes. Please ensure that all items brought to school are clearly labelled. Any unclaimed items will be given to an opportunity shop at the end of the school term. BIRTHDAYS A child's birthday is special and his/her teacher may collaborate with parents to bring a simple celebration for the child and class. This may include some of the following elements: a special birthday story, a visit from parents to the class, special birthday circle, card or book making and/or a cake. Each teacher will create the class tradition. MORNING TEA AND LUNCH Nutritious and ample food for recess and lunch give active children the energy for learning, playing, growth and development. Foods are chosen for their place in the season, for their colour and smell and for their healthy qualities. We encourage whole foods rather than highly processed foods. We suggest fruits, vegetables, nuts, seeds and home baked goods for snacks. Chips, lollies, chewing gum, chocolate, fruit drink poppers or soft drinks are not suitable for a lunch box. Therefore, we do not allow children to eat these during school time. Please be conscious to minimise the amount of throwaway packaging (e.g. yoghurts, poppers etc.) Children are supervised during recess and lunch eating time before play. Children experiencing growth spurts do require more nourishment so please gauge if your child is receiving enough food each day. Classroom water and bubblers have filtered water, changed regularly throughout the year. Water bottles can be kept in the class fridge except in Kindergarten where children drink filtered water from the bubbler. All lunch boxes and water bottles need to be clearly labelled and removed from the fridge at the end of the day. Commercial lunch boxes with distracting images are to be avoided as they change the nature of conversation and interaction among children. OFF SCHOOL GROUNDS ACTIVITIES Short nature study walks, or full day excursions may be arranged to complement the curriculum. Parents will be notified via one or more means of communication regarding the upcoming event and are requested to complete and return a permission slip to the school. Children must be wearing shoes, hat and appropriate attire with an ample supply of water or food if necessary. Occasional short spontaneous excursions may occur, as indicated on the enrolment form, so it is important that children have their hats and shoes to be able to participate. Parents frequently volunteer to assist excursions by providing extra supervision and to enjoy a day with the class. The number of parents who might be of assistance will vary according to circumstances. Parents and Volunteers must provide the school with a current Criminal History Check (Ochre Card) for working with children. TOYS, ELECTRONIC EQUIPMENT (INCLUDING MOBILE PHONES) We ask that children not bring toys, personal music devices, mobile phones, i-pads or similar electronic equipment to school. If any of these items are bought to school they will be held by the child's class teacher for parents to collect. The school will take no responsibility if any of these items are lost or damaged whilst on school property. Children are welcome to bring in items that complement Main Lesson themes, are handmade or are found in nature. Please ask your child's teacher how best to share these treasures with their class. If your child carries a mobile phone for family reasons they must leave it in the office during school time. MSSA MEMBER LIBRARY The library is available to all MSSA members. Please see office staff if interested in borrowing items. Two items may be borrowed for a period of 1 month. All items must be returned before the end of each term. Members are responsible to sign out and in their items and return them to the shelf. The collection is diverse and provides for all needs; from the new parent to the founding parent. Donations are always welcome, especially items to build up our parent collection, as are volunteers who have a few hours to spare and would like to spend them in the pleasant ambiance of the library. Unfortunately, in recent years members have not cared to return books to the library which has meant the available items have diminished for other members. Books not returned on time incur a replacement value fee without exception. CRAFT CABINET Our craft cabinet sells a range of beautiful handmade crafts, art and craft supplies, books, play cloths, wooden toys, candles and more. Purchases made here support the school and encourage local craft makers. The Craft Group aim to have a selection of gifts from $10 - $15 for children's birthdays with a lovely selection of cards as well. All products are selected for their high quality using natural products whenever possible COMMUNICATION Mutual respect and understanding shall be the cornerstones for all communications at Milkwood Steiner School. Working in community can be challenging and rewarding. The school bridges our diverse backgrounds and open communication contributes greatly to the successful operation of the school. We encourage you to express yourself with confidence and with respect for one another. Please refer to the Communication Policy for information on where to direct your communication and how to raise a concern or express a grievance. KEEPING INFORMED NEWSLETTER The weekly Milkwood Newsletter email is sent to all families and friends of the Milkwood Steiner School. This newsletter provides the main means to keep up to date with what's happening at school and in the school community on a weekly basis, including updates from class teachers, excursion dates, event and working bee dates etc. It is the parents' responsibility to read the newsletter. It is also available on the school website. Please email (preferred method) articles to: email@example.com The newsletter is generally not the vehicle for business advertising. Flyers for events etc can be displayed on the notice boards in the office and outside the library, please give to reception to put up. CLASS TEACHER COMMUNCIATION BOOK Teachers use a communication book to leave messages when class is underway and the teacher is not available. You may use this book for such things as a request or confirmation of interview with your child's teacher. The teacher will also leave reminders for class families. PARENT TEACHER NIGHTS Parents are encouraged to attend the parent evenings hosted by each Class Teacher. These evenings are significant as they inform parents of the curriculum and educational philosophy of the school and are an opportunity to have questions answered. It is important that parents are well informed about what happens in the classroom and school expectations so that there is harmony between school and home for the child. PARENT TEACHER INTERVIEWS Parent Teacher Interviews are private conversations with the Teacher where you can discuss your individual child's needs and achievements. You are welcome to arrange an appointment with your class teacher any time you have a concern. WRITTEN STUDENT REPORTS The Class Teacher and Specialist Teacher will report on the progress of your child's work. This written report will be mailed out to all families in the first week of the term break of Term 2 and Term 4. The report provides confirmation and information of achievements in all educational capacities. Reports in Kindergarten are concerned with Social Personal Learning, Health and Physical Learning, Learning Language and Communication and Early Mathematical Understanding. They are not based on academic progress. The reports are for the parents, not the children; the teachers strive to enable each child to arrive at a sense of self-worth that is based on the wonderful uniqueness of their being which cannot be glimpsed in ticked boxes. SPREADING THE WORD Word of mouth remains the most effective means to increase interest in our school. Like many other community organisations the healthy future of Milkwood depends upon member's active participation and financial stability through enrolments. The school is as good as its members. To help the enrolment efforts of the school you can: * Inform friends and family about Milkwood Steiner School. * Bring prospective parents, friends and relatives to public events such as Open Day, School Tours and Café. * Write an article for the Newsletter about successful experiences you or your child have had within the context of Milkwood. CONDUCT & DISCPLINE Understanding appropriate behavior is important for social cohesion. Inappropriate behavior can result from simply not being aware of expectations within a particular situation. We ask adults to set an example for their children. We aim to create a safe and caring environment which promotes personal growth and positive selfesteem for all. MEMBER CODE OF CONDUCT The Code of Conduct requires that all MSSA members must in the course of their engagement with the association agree to abide by the following: * Behave honestly and with integrity; * Act with care and diligence; * Treat everyone with respect and courtesy, and without harassment: * Comply with all Australian laws: * Maintain appropriate confidentiality regarding School matters; * Disclose and take reasonable steps to avoid, any conflict of interest (real or apparent) in connection with their engagement; * Use the schools resources in an appropriate and proper manner; * At all times behave in a way that upholds the values, integrity and good reputation of Milkwood Steiner School. Please refer to the Discipline Policy for full details of Behavior Management HEALTH & SAFETY Milkwood has a comprehensive Occupational Health Safety and Wellbeing Policy that covers Staff, Students and Members. Please refer to the OHSW Policy for full details. General health information is outlined below. CHILDREN'S DENTAL SERVICE Children in the Northern Territory who are attending school are entitled to free public dental services until they are 18 years old. Call Oral Health Services on (08) 8922 6466 to make an appointment EMERGENCY CONTACT REGISTER The school maintains an Emergency Contacts Register (see enrolment form) so that parents can be contacted when necessary, for example due to illness, accidents, fire or hostility. If you change your address, or telephone numbers, please ensure that you advise the office as soon as possible. HEAD LICE Head lice are a problem, especially in the tropics, but not a medical emergency. We ask all parents to become comfortable with a successful control technique to help manage head lice and to conduct a treatment method throughout Week 1 and 2 each term to help reduce outbreaks. Information on management and control of head lice can be found in OHSW Policy. If head lice are identified parents will be notified and a general notice will be sent to class parents for all families to check their children's hair. Children found with head lice will be asked not to return to school until the lice have been treated and removed. ILLNESS If your child is sick or in need of medication we ask that he/she is kept at home. We do not have the facilities to care for or treat sick children at school. If your child needs ongoing medication, a medication advice slip must be completed. Staff will administer medication providing it is clearly labelled and discussed with the teacher in advance. At enrolment, parents or legal guardians are required to provide relevant medical history and known medical condition of their children. They are asked to provide a written authority for staff at Milkwood Steiner School to seek emergency medical attention for the child and provide direction for first aid trained staff to follow in the event of a medical emergency requiring the administration of medication. Parents will be informed if their child receives first aid at school. The school maintains a register of students who receive first aid. Parents will be notified if the student requires further medical attention or monitoring. School staff will not administer Paracetamol. In the event of sickness or accident where the child is not able to participate in class the parent or guardian will be asked to take the child home. In case of an emergency and in the interests of the student's wellbeing, the school will take whatever immediate action is considered necessary and will contact parents as soon as possible. Milkwood currently carries an extra student accident insurance policy for parents/guardians. This insurance policy helps cover medical costs for when a student is injured. The school will undertake regular assessment of hazards and endeavour to provide a safe environment and ensure staff are trained in First Aid through an authorised training body. Parents are required to give permission for the administration of homeopathic (and other) first aid on the Enrolment form. With Parent written consent homeopathic medications may be used for first aid at Milkwood. These include Apis Mel for allergic reactions and skin swellings; Arnica for soft tissue injuries, bruises and sprains; Rescue Remedy (Bach flowers) for shocks and upsets; and Calendula/Hypericum as an antiseptic wash for wounds. IMMUNISATION RECORDS Schools are required to maintain records of children's immunisation. By knowing these details the school can quickly identify children at risk if there is an identified or suspected source of infection at the school. Please provide a record of your child's immunisation to the school on enrolment. This can include a signed and dated record in a baby book, or an official record from a community care health centre, Aboriginal medical service, local government Board, doctor or other health care provider. Children without vaccination documents will be recorded as not vaccinated and may be sent home from school during an outbreak of a disease. Territory Centre for Disease Control (CDC) guidelines and exclusion periods for communicable diseases is available by phoning 8922 8310 or from their website. EMERGENCIES & NATURAL DISASTERS INCLUDING CYCLONES In the event of a broadcast warning of an impending event, the Principal shall determine if the school will operate during the warning period. If the decision is made to cease operation during the course of normal operating hours, contact will be made with parents and carers to advise of the decision and arrange for children to be collected. During cyclone watches or warnings the school generally follows the same pattern as Government Schools, however to be sure parents should check our website for Milkwood specific information. A Cyclone Coordinator is appointed at the beginning of each cyclone season and this person will call for a team of helpers for the season. Pack up and tie down preparation for a cyclone and the unpacking procedure post cyclone requires strong able bodies and any help parents can provide is warmly accepted. EDUCATION OVERVIEW FOUNDING OF STEINER EDUCATION Steiner Education is found across 46 countries. In Europe and The United States it is more commonly referred to as Waldorf Education. Steiner/Waldorf Education has become one of the largest independent educational movements in the world today. The first Waldorf School was established in Germany in 1919, inspired by the vision and leadership of Austrian philosopher Rudolf Steiner (1861-1925). To help address the social and economic chaos following World War I, Steiner developed a mode of learning that would promote peace and harmony, one which developed all human faculties - physical, emotional, intellectual, moral and spiritual. At the request of its owner, Steiner established a school in Stuttgart's Waldorf-Astoria cigarette factory for the children of factory workers. That school and others since have striven to follow Steiner's injunction: "Receive the children in reverence, Educate them in love, Let them go forth in freedom." Rudolf Steiner 20 OVERVIEW OF PHILOSOPHY Rudolf Steiner's philosophy is known as Anthroposophy or "the wisdom of the human being" From the Greek: Anthros - human being & Sophia - wisdom Through his writing and lectures, Steiner conveyed a vast body of knowledge. He deepened the understanding of nature and existence, which in evolution had been carried by religions and scientists. He brought ways to practically identify the spiritual dimension of the human being and life as a whole. An introduction to Anthroposophy is the foundation of teacher training. The principles of the delivery of the curriculum seek to bring about recognition and understanding of all the world's cultures and religions. Milkwood Steiner School is not part of any church or following. Our school's interest in spiritual matters is aimed at awakening the child's natural reverence for the wonder and beauty of life. We recognise and honor the diverse faiths of all our families. Particular phrases and words are used among adults familiar with the philosophical base of Steiner Education. You may ask your teacher to clarify anything that you may not understand. Further information can be found in library books, at workshops and information evenings. Through this education, Steiner hoped to cultivate in young people capacities of heart and mind, and the strength of will that would enable them to meet the challenges of their own time and in the future. He laid the foundation for an art of education in which the teacher, ever aware of the inherent dignity and individuality of each child, would strive to awaken and draw out the child's individual gifts. This is in keeping with the true meaning of "to educate" – from "educere," to "draw out" rather than to put in. Instead of becoming a passive receptor for information, the child is led to participate actively in all that is presented, in hope that he or she will become a seeker of truth and knowledge and a doer who may one day find the strength and capacity to make positive transformation in the world. Many elements are involved in Steiner education, among which are the following: * Physical exercises which develop spatial orientation, balance, coordination, and the sense of rhythm. * Exercise of the will through the completion of age appropriate physical, artistic, and academic tasks. * Deepening of the feelings through story, drama, and practice of the arts. * Step-by-step development of thinking from simple, concrete sequencing to abstract reasoning. * Gradual exposure to the wonders of the natural world and to the cultural history of humankind. * Affirmation of the child's innate goodness and creativity. * Affirmation of basic human values including mutual respect, courtesy, cooperation with and service to others, and the proper use of our language. * Acquisition of a fund of knowledge requisite for participation in one's time and context. The curriculum is designed to unfold according to the stages of development of the growing child. Education proceeds in three major steps as the child develops. During this process, the child's consciousness develops. Up to age 12, it is largely a pictorial and imaginative consciousness; from then on it adds the element of reason. Until age 12, the curriculum works with the child's imagination, proceeding from fairy tales, legends, and fables through the Bible stories and ancient mythology. In fifth and sixth class, the transition is made to actual history and science. From then on, without losing its imaginative and artistic elements, the curriculum is presented in a more scientific manner, increasingly relying on direct observation, objective description, and reflection in all subjects. Steiner schools have a unique and distinctive approach to educating children, aiming to enable each stage of growth to be fully and vividly enjoyed and experienced. The academic, artistic and social aspects, or 'head, heart and hands', are treated as complementary facets of a single program of learning, allowing each to throw light on the others. Through the life of feeling, art is used as to develop language. Children are nourished with a rich heritage of wise folk tales, histories, fairy stories, music, poems and games that are part of our world civilisation. This creates the cultural atmosphere in which the children are taught reading, writing, arithmetic, nature study, geography, science, languages, music and other subjects. A unique quality of human beings is our capacity for conscious thought. Steiner education strives to support the development of well-rounded human beings who are able to feel deeply and broadly, to think penetratingly and clearly, and then to act rightly out of conscious and free choice. The best overall statement on what is unique about Steiner education is to be found in the stated goals of the schooling: "Our highest endeavour must be to develop individuals who are able out of their own initiative to impart purpose and direction to their lives." (Rudolf Steiner) THE STEINER EDUCATOR Steiner defined 'three golden rules' for teachers: * to receive the child in gratitude from the world they come from * to educate the child with love * to lead the child into true freedom The reverence and respect felt by Steiner teachers for the special qualities of each stage of childhood shapes the school environment – the way children are spoken to, the materials used, the activities undertaken and the approach to learning at each developmental stage. Teachers are dedicated to creating a genuine love of learning within each child. By freely using art, craft, music and language in the teaching of academic subjects, learning becomes a living, creative process. Academic subjects are enriched and enlivened in a way that meets the developmental stages of the children, offering both sensory and intellectual nourishment. Steiner educators believe that children should not be rushed into adult consciousness but allowed to savour their childhood. Our task as teachers and parents is to assist young people to learn to know and love the world in childhood, to begin to develop good judgement in adolescence, and to freely take responsibility for life's journey in adulthood. Close co-operation between teachers is an important aspect of the provision of care to individual children. When a teacher encounters a difficulty with a particular student, this will be brought to the attention of the College of Teachers and through the pooling of experience and insights, a solution can more quickly be found. While specialist teachers may be involved the class teacher is responsible for the overall class work, including the main lesson. BUSH APPLE AND WATER LILY KINDERGARTEN During the first seven years children are physically forming and live very much in their imagination. This great capacity to enter into imaginative pictures and stories is a good place to begin the process of learning. Free, creative play is considered the best preparation for self-realising adult life. Milkwood Steiner School offers Kindergarten for two age groups. Bush Apple Kindergarten is for children who are 4 turning 5 sometime in the year. They attend four days a fortnight. Water Lily Kindergarten is for children who are 5 and will turn 6 sometime in the school year and is compulsory for all Northern Territory children. These children attend 5 full days. Activities are based around the homelike environment of the Kindergarten, such as gardening, baking, painting or simple handcraft. Stories, songs and verses are chosen to harmonise with the season and the rhythm of the day. The Kindergarten is a beautiful and secure sanctuary, in which the children can begin their journey into the wider world. In Steiner education, the day is usually divided into three parts and activities are repeated over three or more days. Typically the same circle games, rhymes and story will be told each morning for the full week. For young children, activities requiring concentration and will, such as stories, plays, poems, songs and rhymes, are taught in the morning. Activities that evoke the feelings such as painting and music are taught mid-morning and activities that require less concentration such as games and walks are taught in the afternoon. These afternoon activities bring the group together, teaching social skills such as sharing, cooperation and patience. They also begin the teaching of observation and wonder which are built on in later years by science and nature study classes. In the early years, days are known by the children as 'walk day', 'painting day', and so on. Teachers feel these rhythms help to maintain health and well-being. Imitation, imagination and rhythm are the key words in Steiner education in early childhood. The following three statements can sum up our approach to early childhood education: * Imitation of adult role models who are engaged in wholesome activities and work develops gross and fine motor skills and provides a sound basis for confidence in self and trust in the world. * A sense of wonder is cultivated through activities in nature. Celebration of seasonal festivals fosters enthusiasm for learning and life-long moral strength. * Imagination in play, dramatisation and artistic work provides the first step of a cognitive process that is furthered through the academic work of the elementary school. Much genius originally springs from the fantasy and imagination of individuals whose creative thinking enables them to visualise how things are and also how they might be. While the Kindergarten curriculum does not emphasise cognitive learning, it does prepare children for academic learning in many important ways: * Foundation for language arts: Broad fundamental work in listening and speaking skills, including singing, proper pronunciation, rhymes that form the later basis of word families, poems, listening to and comprehending stories, which also provide vocabulary enrichment. * Foundation for mathematics: Broad work in developing gross motor skills, graceful movement, balance, coordination, and dexterity in fingers and limbs; imaginative play with simple objects provides the basis for abstract manipulation of symbols in school. * Artistic training: Beeswax modeling, watercolor painting, music, singing and Eurythmy and simple dramatizations. * Social skills: Learning to live, work and play in a group, sharing and taking turns; practicing common courtesy and politeness. * Work habits: Learning to complete tasks, helping to clean up after themselves and working within the gentle structure provided by the daily rhythms of similar activities. For Kindergarten, this is the beginning of their journey as members of a social group. There is so much to learn! This is a time of figuring out that there are others who have a different perspective than they do, a time of learning how to share, a time of figuring out how to play successfully with different children, and a time of feeling comfortable and safe in someone else's care besides their families. All children have their own way of greeting the world around them and it is our intent to lovingly guide and help each child become more comfortable and skilled at being with others. This may be through a redirection of their activity or energy, helping them express through words their emotions (especially the older ones), or giving them an activity away from others such as helping the teacher do a task, so that they can collect themselves to be able to happily play again. The children begin to know the importance of three things: respecting and being kind to others, respecting and being patient with one's self, and respecting the materials we use in the world around us. CLASS 1 - 6 "It is important that we discover an educational method where people learn to learn, and go on learning from life throughout their whole lives." (Rudolf Steiner) The school offers primary double composite classes. We also employ specialist subject teachers and offer craft, nature studies and outdoor education, specialist music and private music tuition. In Steiner schools, during the primary years the class teacher generally moves up through the year levels with the children for six years. This allows for the development of great continuity, trust and respect between student, family and teacher. Milkwood Steiner School is working towards single stream classes to facilitate this. The class teacher is responsible for the Main Lesson period each day, as well as leading or participating in many other sessions, and has the primary responsibility for the overall wellbeing of the class and students. The Main Lesson is held each morning, lasting two hours, and focuses on an academic subject area in depth for three to four weeks (in the early primary classes, such areas as math's or writing). After the morning break, there are practice sessions and artistic activities that revisit and expand the Main Lesson subjects. After lunch the children engage in more expansive practical activities such as gardening, sport, craft or nature walks. The curriculum content of the Main Lesson is delivered primarily through stories told by the teacher. Almost all teaching is based around story, imagination and art, as well as incorporating physical elements such as clapping, chanting, skipping or stepping. These methods are applied to all the basic early primary subjects such as writing, reading, and arithmetic. The children are led through the recapitulation of human consciousness which corresponds to the development of the child as they move through each class level. For example, the teacher tells fairy tales in class one, animal fables in class two, old Testament stories in class three, Norse myths in class four, Indian and Egyptian myths in class five, and begins to delve into Roman history in class six. The child's life is inspired by images from these stories of individuals striving to live together and to transform the world. This also lays the groundwork for an understanding of history, geography, politics and science. As with other Steiner schools, the curriculum at Milkwood will not incorporate formal grading or exams. The teacher works to promote a genuine inner enthusiasm for learning and to transcend competitive testing. The imaginative scope of the curriculum usually allows each child to find something in it appropriate to their level of ability and understanding. As part of our funding agreement with the Federal Government as a school we are required to offer parents the opportunity to have their grade 3 and grade 5 students sit the national exam called NAPLAN. It is your choice as a parent to have your child involved in the testing or not. The school will inform you of the testing in advance. Parents who wish to seek to an exemption for their child from the testing must do so in advance in writing to the school. MAIN LESSON CURRICULUM CLASS 1 Form drawing, Introduction of numbers and letters, Moving from letters to text, Mathematics: the four processes, English: fairy tales, Nature Studies, Roman Numerals CLASS 2 AND 3 English: Grammar, English: Story Writing, Nature Studies, Animal Fables, Celtic Legends, Lives of Saints, Russian Fairy tales, Home Surroundings, Old Testament Stories, Farming and Gardening. Class 4 and 5 Nordic Mythology, Man and Animal, History of Writing, Geography of the Natural Environment, Mathematics: incl. fractions and decimals, English: Poetry, English: Parts of Speech, India, Persia, Greece. CLASS 6 Study of Rome, Astronomy, Botany, Hat, Electricity and Magnetism, Geometry, Simple Machines, Study of the Middle Ages, Geography: Mountains, Maps of Continents, Drama: Shakespearean Play ART, CRAFT & DRAMA Art and craft are an integral part of the curriculum and are used as a way of engaging the children in the current topic from every angle. This compliments and enhances the intellectual aspects of the class work. Learning through the arts promotes multiple skills and abilities and nurtures the development of cognitive, social and personal competencies. For example, in a class 4 history main-lesson the children may learn Nordic dancing, paint a Nordic shield and present a Nordic Play to the School. Art includes recitation and drama, wet-on-wet painting, form drawing, beeswax and clay modelling, and handcrafts such as sewing, knitting, weaving, woodwork and carving. The primary school child experiences life as a world of pictures and feelings. This promotes a richer inner structure enabling the later development of conceptual thinking. The practice of art educates the feelings and calls for skill, form and style. Handwork is an important bridge in developing a connection between the child's inner world and the outer world. Handwork stimulates inventive powers and the ability to have creative ideas when facing the unknown. The child must develop judgement and a sense of form and space. Learning of this kind can have a balancing effect on the child's whole being. It awakens feelings in the child who is one-sidedly intellectual, stimulates activity in the weak-willed child and awakens the thinking in the dreamy child. "Joy and happiness in living, love for all existence, a power and energy for work, such are among the lifelong results of a right cultivation for the feeling for beauty and art. " (Rudolf Steiner) Children who learn to make practical things in an artistic way, for the benefit of others as well as themselves, will be able to form their lives and their relationships in a social and artistic way when they are older, thereby enriching their lives. The training through art in school is not for the purpose of producing artists but in order to educate young people for the art of living, based on disciplined exercise. The type of exercise and the time it is introduced are the important factors. MUSIC Music is a very important form of expression and brings balance to the day. It develops sensory capacities necessary for understanding mathematics and language. It also calls upon the will to develop self-discipline, patience and listening. Exercises for training the musical ear are practiced, providing a solid base for subsequent musical accomplishment. Singing and choral work are developed throughout the school years. Children learn the recorder from class 1 through to class 6. Individual tuition of a stringed instrument - violin, viola or cello and music notation is taught from class 3 and by class 4 children participate in orchestral work. Music is delivered in intensive blocks as well as weekly orchestral work. OVERVIEW OF STRINGS PROGRAM INDIVIDUAL LESSONS The school provides on-site tutors. Students receive private or paired tuition with one of the school's tutors. During these lessons, students work both on the technical and artistic aspects of making music on their instruments, develop a solo repertoire and may also work on ensemble pieces with their teacher. Many Milkwood students have been working through the Australian Music Examination Board syllabus and several have received outstanding reports, certificates and awards from the AMEB during their time at the school. Private or paired lessons are a prerequisite for joining the music theory class and ensembles. Lessons run weekly for half an hour, and may be during or after school time, depending on what is realistic for each family and the teacher's availability. Students are expected to take their instruments home for daily personal practice, and to attend their lessons on a weekly basis with their instrument and books. Parents are to provide notice of their child's absence from lessons by phoning or emailing the teacher directly. ENSEMBLES Milkwood ensemble is available to all Milkwood students. Before entering this ensemble, students only need to know how to hold their instrument and use the bow on all open strings. Students learn the foundations of playing in a group and experience the reciprocal nature of music making. They learn to follow a conductor and understand this new language of orchestral/ensemble direction, develop performance etiquette, experience the fun social aspect of music making, and work with their peers. Some will take on leadership positions within the ensemble before moving on to the Senior String Ensemble. PERFORMANCE OPPORTUNITIES Milkwood Students are encouraged to perform regularly throughout the school year. Past events have included Open Days, Café Days, Christmas Concert, Solo Recitals (end of each semester), Ensemble Recitals and even busking at local markets. INSTRUMENTS Instruments must be sourced and either bought or rented by the student's own family or through the school. Students need to be 'measured' for the right sized instrument. This can be done by your music teacher or by some retailers. LANGUAGE Children in Classes 1 – 6 have Indonesian lessons once a week. EURYTHMY Eurythmy is a dance-like art form, which involves the expression of sound through specific movements that correspond to particular notes or sounds. It enhances co-ordination, strengthens the ability to listen and reinforces social connections. A Eurythmy Teacher visits Milkwood once a year for two weeks and works with each class. Teachers may continue some of this work depending upon their experience with Eurythmy. SEASONALITY – NATURE STUDIES Nature Studies in Darwin are a unique experience and special to our hearts at Milkwood. In the early years playgroups associated with MSSA started to celebrate the six seasons from the calendar of the Gundjeihmi speaking people from Kakadu. We make recognition of our unique seasons and reflect this in the classroom. For this reason, we have incorporated a special section on the seasonal calendar. We recognise the rhythm of the cosmos through the changing seasons and incorporate this into the classroom and excursions. We encourage children to gather fruits and elements of nature and reverently share them with the class. Nature tables are created in each class for this purpose, particularly in the Kindergarten. See Gundjeihmi People seasonal calendar from "Walking with the Seasons in Kakadu" with permission from Di Lucas. (in Parent Library) FESTIVALS "If people can take part in an annual cycle of seasonal rites of passage that have an observable reality in the changes of nature, they may, it is hoped, feel a stronger responsibility as adults for the earth and its needs, and not be confined to their heads." (Rudolf Steiner) The rhythmic cycle of the year is celebrated in all Steiner schools. We foster a sense of harmony with the changing seasons. These changes are reflected in our activities and nature. The children will recreate the event in a dramatic story or ceremony. Milkwood celebrates seasonal and cultural festivals. We are developing our programs to include the six seasons of our local region. As whole school events we currently celebrate: TERM 1 Banggerreng – An afternoon walk in the bush to find and dig yams. Mayilema/ Easter – A Morning Tea / Lunchtime celebration TERM 2 Winter Solstice – An evening during Wurrgeng in which a spiral of lanterns is created by the children followed by a community supper. TERM 3 Michaelmas – An evening school play with harvest table and shared dinner is celebrated during the season of Gurrung. TERM 4 End of Year Recital – A story, concert and shared lunch with contributions from all families. Depending on the festival, Teachers may ask the assistance of Parents to help with such things as set up or singing. Each festival has its own purpose and hence its own atmosphere. We rely on the support of parents to maintain the atmosphere in unison with the event. The festivals are open to MSAA members and families. When children come together, our hope is that there will be a sense of sharing with the greater community of what they are doing. With a quiet, receptive fully engaged atmosphere we try to place less emphasis on individuals and more emphasis on the synergy of what is created together. Some festival activities do not require applause. The use of camera and recording equipment is limited to the times and places agreed upon by a class teacher and the photographer. As a general rule we ask you to refrain from photography (either still or video) during the ceremony or story. Families are invited to share their family cultural celebrations by speaking with the class teacher. Further festivals are created by community members, in particular Diane Lucas, and are advertised in the school weekly. These festivals are complementary to the curriculum and a joy to experience though not part of the school as such. COMPUTERS AND TECHNOLOGY Electronic media is not used in the classroom. We feel it is more important for students to have the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Students develop a love of learning, an ongoing curiosity, and interest in life. As older students, they quickly master computer technology and Steiner School graduates have successful careers in the computer industry. ADULT EDUCATION At Milkwood, parents are often as keen to learn as the children. The method of teaching and themes in the children's lessons are encouraging and exciting for a parent. As well as attending Parent Teacher nights, Milkwood offers workshops to allow the parent to explore Steiner Education and Anthroposophy. A teacher is given the responsibility of ensuring the opportunities are provided. Over the years we have held Conferences which offer a full agenda of workshops along with a book shop. EduCareDo group study course opportunities are available - http://educaredo.org/ COMMUNITY PARTICIPATION CAFE Each term a class hosts The Milkwood Café; an afternoon tea on the verandah that is open to all members and the wider community. The Class Guardian coordinates the Café with class parents and teacher. Healthy homemade food is brought in by class parents and available for purchase by Café patrons. Funds raised are used by class go back into the class resources. Cafe is a terrific opportunity to welcome new families and build community. CRAFT GROUP Milkwood runs a parent craft group that meets during the school term. Many Steiner inspired crafts can be learned in a friendly relaxing environment. Experience the joy of creating your very first felt animal or wet felted panel! Items made by the craft group are showcased in our annual Open day, the schools craft cabinet and local craft markets where parents and friends can purchase wonderful handmade treasures. All are welcome and prior experience in craft is not necessary. FUNDRAISING Fundraising for Milkwood is through food stalls at community events, craft stalls, craft cabinet sales, the Milkwood Cafe and Open Days. WORKING BEES Throughout the year parents will be asked to participate in working bees and as a new and growing school we often need many hands for the tasks involved. There are many ways that families can help and again, this is an opportunity to meet other parents and create some fun through working together. Gardening and school grounds maintenance in the tropics can be fun and a few hours regularly can make a real difference. Please offer you support to class teachers or at the office. HOME Parents and guardians are a child's first teacher. Many habits are formed through imitation from our parents and can be a direct reflection of family life. Respect is extremely important for social cohesion. At Milkwood, we have expectations of parents to provide some basics in the home that will compliment and greatly improve your child's education and ability to fully prepare them for learning. Some of these expectations may not have been considered by you in the past; however, we consider them to be very important to the fulfillment of a healthy child. When the experience received at home and school is complementary and health giving, the child learns healthy discernment and life skills for social behaviour. FAMILY CRISIS OR SIGNIFICANT CHANGE Significant changes can occur at one time or another. Difficulties that a child may be experiencing will naturally be carried into the daily school life and affect their academic, social or physical ability. If your child's Class Teacher notices changes they may ask to meet with you to assist your child. We recommend that parents contact their child's teacher to allow compromises while your child is adapting to changes. HOME PLAY AND WORK Children will naturally review their day. We encourage parents to create a space at home in which the child can explore and continue what they have learnt at school. A nature table and clear work space are a simple fruitful start to a place the child can respect and maintain at home. Speak to your child's teacher and other parents to obtain ideas on how you can create an enriching environment for your child's home play and work space. As a general rule home work is not given at Milkwood; we consider home time to be a time for digestion of the day, allowing for greater capacity to learn the next day's lessons. From time to time an assignment may be given to older children. From Class 3, children include daily instrument practices into their home routine. This is an expectation for all children involved in the string program. Telling and reading your child a story (even when they can read themselves), creating puzzles and setting up games are all appropriate actions to show an interest in your child and allow them to display their achievements. NUTRITION Digestion is individual and requires the capacity to be able to break down substances and build them back up into matter which we can use in our self. Whole foods such as unprocessed grains, fruit and vegetables, allow our bodies to perform both these functions. Processed and fortified foods weaken both functions and hence the ability to think, feel and act in the healthiest way possible. Offering the child whole foods provides the experience of a healthy diet which will be drawn upon in later life. We encourage parents to strive towards healthy nutrition to assist your child's growth and discernment of taste. MEDIA AWARENESS We highly recommend no media during the school week, especially before school. The passivity inherent in the use of TV, computers and video games, etc. is increasingly recognised by educators and parents as counter-productive to the process of learning and growth in young children. The fast pace and fragmentation work against the cultivation of concentration and imagination. It is not only the content that is harmful, but the actual physical and psychological processes involved. After a day filled with creative play or creative learning, children need a quiet space and time to work through their experiences, rather than additional stimulation. Milkwood Steiner School is dedicated to nurturing the children's capacities for imagination, healthy feeling, independent thinking, and active willing. It is our experience that these capacities develop best through warm human interaction and the children's enthusiastic immersion in the natural world, with all of their senses fully engaged. The debilitating effects of media on children's developing capacities are increasingly apparent to us and are well documented by independent researchers. By "media" we mean the full array of visual and aural electronic devices, including, but not limited to videos, DVDs, video games, CD walk-man units, computers, computer games, television and radio. Of equal concern are large-screen movies, whether in the theater or at home. We fully recognise the prevalence of media in our culture and the need that many adults have for this in their vacation and leisure time. We must also recognise, however, that the adult has the potential to absorb and consciously process these experiences; children are still developing the faculty. When children are actively and imaginatively engaged with the natural world, they experience the joy of their own energy. Their energy soon becomes will power, self-discipline and ultimately, self-direction. With a will, they apply themselves to all artistic endeavors; the music that soothes the soul, the painting that nourishes it, or the drawing that enlivens it. They apply themselves equally to the precise observation so essential to middle school sciences and mathematics, and the habit of clear thinking in all academics. Children's thinking also becomes flexible and imaginative: their capacity for living vividly into the stories and biographies they hear becomes the capacity of empathy for their fellow humans in adulthood. As adults too, they become independent, creative individuals, feeling at home in the world. Seen in this light, it is not so much a matter of avoiding media, as it is one of simply allowing the natural capacities of children to unfold. Some children are highly sensitive to media influence and cannot leave it at home but bring it into the classroom in their play. This in turns changes the nature of the play for many children in the class, rather than out of their own inner needs they re-enact the disturbing or violent images they have seen or heard. Clearly, this area will involve a process of reassessment and compromise for many families, and there are no absolutes. However, Steiner teachers feel strongly that an effort to reduce television time is of great benefit to children's education and their overall wellbeing. REST AND SLEEP When we sleep the body repairs, grows and allows organs to complete their daily function. Thoughts and feelings are also reviewed and digested. A Kindergarten child needs 12 hours sleep a night and by Class 6 a minimum of 9.5 hours sleep to achieve full function. The capacity to assimilate and retain new information is dependent upon this sleep. Children benefit from a rhythm of regular meal times and sleep. RECOMMENDED READING & WEBSITES Steiner Education Australia http://steinereducation.edu.au/ You are your Child's First Teacher – Rahima Baldwin Dancy Education Towards Freedom – Frans Carlgren Knowledge of the Higher Worlds –Rudolf Steiner A Guide to Child Health – Michaela Glockler Rudolf Steiner on Education, A Compendium - Roy Wilkinson RELATIONSHIPS FOR MUTUAL BENEFIT STEINER EDUCATION AUSTRALIA (SEA) The Milkwood Steiner School is a member of the Steiner Education of Australia – a National Association that represents Steiner Education at a Federal Government Level. http://steinereducation.edu.au/ ASSOCIATION OF INDEPENDENT SCHOOLS (AISNT) The Milkwood Steiner School is a member of the Northern Territory Association of Independent Schools that represents non-government school's interests at a territory and a National Level. SYDNEY RUDOLF STEINER COLLEGE 'Foundations in Steiner Education for State Trained Teachers' is a certified long-distance education course offered by Sydney Rudolf Steiner College (formally known as Parsifal College). Milkwood formed a partnership with the college to offer the course intensives in Darwin in June 2010. This provided the opportunity for local teachers to prepare to teach at Milkwood. Non-teachers are also welcome to enrol in the certified course. ALICE SPRINGS STEINER SCHOOL Milkwood Steiner School and Alice Springs Steiner School are the two Steiner Schools in the NT. Alice Springs was established only a few years earlier than Milkwood and we are encountering progress with similar developmental changes. We liaise on curriculum and administration issues. LOCAL ASSOCIATES RELATED TO THE PHILOSOPHICAL BASIS Sea Salt Complementary Health – Louise Schnitzhofer is a homeopath and remedial masseuse who prescribes Anthroposophic remedies and provides workshops at Milkwood on child development and home health care. www.seasalthomeopathy.com.au Bio Dynamic Network - This group is active in Darwin's rural region. Meeting notices are placed in the Milkwood newsletters. Anthroposophic Society of Australia NT branch – monthly facilitated discussions are held on a Wednesday afternoon in Class 3/ 4 at 4pm. The theme of the conversation "Supporting Our Child's Education" and is open to anyone. Call the secretary on 08 8988 6215. http://www.anthroposophy.org.au/ AFTER SCHOOL CARE Milkwood Steiner's After School Care (ASC) Program is an extension of and adheres to the philosophy, policies and practices of the Milkwood Steiner School. Kindergarten children are not recommended to attend. We provide a relaxed, safe and nurturing environment for children to interact with peers of all ages within our school. The daily programs always aim to provide a gentle transition from school to home in an informal nurturing setting where the children can choose to be involved in group activities or spend time in solitary pursuits of play and learning spontaneously through exploring the world and space around them. Milkwood Steiner's ASC is an approved childcare provider and Government subsidies are available. Hours of Operation The program operates on the school grounds from Monday to Friday 2:35pm – 5:30pm during the school term. Meals Afternoon Tea is provided daily consisting of fresh, nutritious and wholesome foods. Fees The fee is $30.00 per day, per child. Sibling discounts apply and are consistent with the Milkwood Steiner School Fee Schedule. Fees will be billed out on a monthly basis separate to school fees. Enrolment Enrolments are essential for Full-time, Part-time and Casual use. Enrolment forms can be obtained from the school office or online via our website www.milkwood.nt.edu.au. Completed enrolments are to be returned to the school office prior to commencement. Casual Bookings Casual bookings are welcome however, bookings are required to be made 24 hours before the day of care is required. Policies The Milkwood Steiner School After School Care Program operates in accordance with the polices of both Milkwood Steiner School as outlined in this handbook and the Northern Territory of Australia Education and Care Services National Uniform Legislation Act 2011.	<urn:uuid:cf9b1832-3dc6-4970-b1fc-c531ca703e4b>	CC-MAIN-2021-49	https://www.milkwood.nt.edu.au/wp-content/uploads/2021/11/PARENT-HANDBOOK-1.pdf	2021-12-07T14:31:23+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363400.19/warc/CC-MAIN-20211207140255-20211207170255-00569.warc.gz	989,831,197	15,498	eng_Latn	eng_Latn	0.964108	eng_Latn	0.998417	[ "ekk_Latn", "eng_Latn", "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", "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	[ 204, 1795, 1814, 3492, 5459, 6684, 7474, 10095, 13312, 16008, 18120, 19580, 23690, 27075, 29903, 30802, 32742, 36401, 38321, 41757, 45019, 48322, 51566, 54727, 58112, 60638, 63115, 64257, 65876, 69578, 72893, 74888, 76733 ]	[ 1.828125, 2.78125 ]	2	0
Name: ___________________________ GCSE (1 – 9) Place Value and Ordering Numbers Instructions * Use black ink or ball-point pen. * Answer the questions in the spaces provided * Answer all questions. – there may be more space than you need. * You must show all your working out. * Diagrams are NOT accurately drawn, unless otherwise indicated. Information * The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question. Advice * Read each question carefully before you start to answer it. * Try to answer every question. * Keep an eye on the time. * Check your answers if you have time at the end 1 Write down the value of the 8 in the number 583 8 Write down a 4 digit number that has 7 as its tens digit. (Total for question 1 is 1 mark) 2 Write down the value of the 5 in the number 583.2 (Total for question 2 is 1 mark) 3 Write down the value of the 3 in the number 3091 (Total for question 3 is 1 mark) 4 Write down the value of the 2 in the number 6024 (Total for question 4 is 1 mark) 5 Write down the value of the 7 in the number 204.7 (Total for question 5 is 1 mark) 6 Write down a 5 digit number that has 3 as its thousands digit. You can only use the digit 3 once. (Total for question 6 is 1 mark) 7 Write down a 6 digit number that has 8 as its hundreds digit. You can only use the digit 8 once. (Total for question 7 is 1 mark) You can only use the digit 7 once. (Total for question 8 is 1 mark) 9 Write the number 2 million in figures. (Total for question 9 is 1 mark) 10 Write the number 5.3 million in figures. (Total for question 10 is 1 mark) 11 Here are 4 number cards. (a) Write down the largest three digit number that can be made using these number cards. (b) Arrange the cards to give the smallest possible answer to the sum. (Total for question 11 is 2 marks) 5 7 2 3 (1) + (1) 12 Write the following numbers in order of size. Start with the smallest number. 134 153 203 146 154 (Total for question 12 is 1 mark) 13 Here are 4 number cards. (a) Write down the smallest four digit number that can be made using these number cards. (b) Arrange the cards to give the largest possible answer to the sum. (Total for question 13 is 2 marks) 3 9 3 5 (1) + (1) 14 Write the following numbers in order of size. Start with the smallest number. (Total for question 14 is 1 mark) 0.35 0.305 0.53 0.053 0.035 15 Write the following numbers in order of size. Start with the smallest number. (Total for question 15 is 1 mark) 1.6 1.06 1.5 1.53 1.563 16 Write the following numbers in order of size. Start with the smallest number. (Total for question 16 is 1 mark) 3.2 3.27 3.72 3.702 3.02	<urn:uuid:7138d380-2efb-42e3-8559-6e9c272d350a>	CC-MAIN-2020-16	https://www.mathsgenie.co.uk/resources/1-place-value.pdf	2020-04-02T13:39:02+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00540.warc.gz	1,062,502,392	751	eng_Latn	eng_Latn	0.989301	eng_Latn	0.994083	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 659, 770, 2038, 2731 ]	[ 3.84375 ]	2	0
Medi-Co Health Services No Bones about Osteoporosis Osteoporosis is an extremely common condition. Osteoporitic fractures can be painful. But, osteoporosis itself has no symptoms. A person may not know that they have osteoporosis until their bones become so brittle that a strain or bump causes a fracture which would not have occurred in someone with healthy bone density. What is osteoporosis? Osteoporosis (which literally means 'porous bones') is a condition characterized by loss of bone density, and weakening of bones. In many cases, bones weaken as a result of low levels of calcium, phosphorous and other minerals in the bones. When weak bones are stressed or injured, they often fracture, commonly in the upper spine, the hip or the wrist. Although it is commonly considered to be a disease of old age, loss of bone density can begin at a much younger age, getting steadily worse year by year. That's why it is important to be aware of the condition, and take steps to prevent it. Am I at risk of developing osteoporosis? Ageing is the main risk factor for osteoporosis and associated fractures. Our bone density peaks at around the age of 25. After this, bone gradually loses density and strength. In women, the rapid reduction of oestrogen during menopause can cause bone loss of up to two percent per year. Other increased risk factors include: being of Asian or Caucasian race, having a low body weight, recent weight loss, a history of fractures, low levels of calcium and Vitamin D in the diet, tobacco use, alcohol abuse, extended use of certain medications (such as corticosteroids or thyroid medication), and lack of exercise. How can I take action? Every comprehensive osteoporosis management plan should include physiotherapy. Bone is a living tissue that can be built up through exercise, so a physiotherapist will work with you to design a personal exercise program that suits you. They will provide you with a range of exercises or physical activities to do at home, and give you advice on making exercise and everyday activity safe for you. Weight bearing exercises have been shown to contribute to bone health, helping to improve bone mass, or slow the rate of loss of bone density. Weight bearing exercise means any exercise that is done on your feet, so that gravity is exerting a force. Some examples of weight bearing activities include walking, dancing, tai chi, aerobics classes, and weight training. A physiotherapist can advise on the optimum 'impact' for you. Balance training is also important to improve mobility and reduce the risk of falls. Personally tailored exercise programs, such as those set out for you by a physiotherapist, have been shown to be more effective than general programs at helping people regain good balance. If you have already fractured a bone, physiotherapists can also give you specialized advice on pain relief and mobility. Consult your physiotherapist today about an exercise program to prevent, or assist with osteoporosis. Medi-Co Health Services This Way Up ... Falls threaten the health, wellbeing and independence of older people. But, falling is not an inevitable part of ageing. Unsteady walking, poor balance and weak legs have all been identified as key risk factors for falls. It is common for people who feel unsteady on their feet to do less walking. Over time this actually increases the risk of falling because muscles get weaker, joints get stiffer, and balance gets worse. Staying active the best prescription There is no doubt that the most important thing that older people can do to prevent falls is to maintain physical activity. Studies have shown that exercise significantly reduces the risk of falling when combined with other falls prevention methods (such as a review of medication, and a safety evaluation of the home). Research findings reinforce the role of physiotherapy-prescribed exercise in reducing falls and injuries for older people living at home. The physiotherapists in our practice are highly skilled in prescribing home-based programs of strength and balance retraining exercises. Exercise helps posture & balance People with better posture, better balance and stronger muscles are much less likely to fall and therefore less likely to be injured. For example, women who sit for more than nine hours a day are more likely to have a hip fracture than those who sit for less than six hours a day. Special exercise programs, prescribed by physiotherapists, can reduce the risk of falling by about 20% and can also decrease serious injury from falls. These are programs that are tailored to each older person's needs, and include progressive muscle strengthening, improving balance and walking. Tips to prevent falls & improve balance The physiotherapists in this practice suggest: * It's never too late to start exercising! Balance is a skill you can keep or recapture at any age. * Exercise regularly - this keeps the balance 'tuned up' and bones and muscles strong. * Exercise within your limits. Your physiotherapist will tailor a specific exercise program for you. * Maintain good posture - good spinal care throughout your life will assist your balance. * Walking aids such as sticks and frames should be correctly prescribed and fitted. * Choose proper footwear - firm fitting, flat shoes improve your stability. * Take extra care on uneven ground - surfaces such as gravel and grass are more challenging to balance. * Good vision helps your balance. Be careful if lighting is poor and avoid walking in the dark. * Be aware of home hazards - slippery mats, dangling electrical cords and clutter can turn your home into an © Australian Physiotherapy Association, PBA obstacle course. • Have a 'Falls Emergency Plan' - know how to summon help if you do have a fall. Ask your physiotherapist to show you the easiest way to get up off the floor. Studies have shown that falls and injury rates in older people can be reduced by a program of strength and balance retraining exercises prescribed by physiotherapists. Contact details Medi-Co Health Services HURSTVILLE, NSW, 2220 P 02 9570 8388 F 02 9570 6888 E email@example.com W www.medi-co.com.au	<urn:uuid:fd326370-a559-4301-b284-d36c301afde9>	CC-MAIN-2020-16	http://www.medi-co.com.au/drupal/sites/default/files/documents/13.pdf	2020-04-02T13:06:21+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00541.warc.gz	260,729,921	1,275	eng_Latn	eng_Latn	0.99882	eng_Latn	0.998865	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3006, 6187 ]	[ 2.203125 ]	8	0
(Mention the book we are studying). Thus far we have made our way from the first century church up through about the sixth century. In that time frame, the church had experienced a lot of changes, most for the worse. Those changes appeared in everything from the organization of the church to the man made doctrines that were created. In particular, we have been looking at the "sacraments" or religious ceremonies. Although the word "sacrament" isn't seen anywhere in the bible, the closest thing to sacraments or religious ceremonies in the NT are the Lord's Supper and Baptism. As time marched on, both the Lord's supper and baptism became unrecognizable and unidentifiable to a NT Christian. Those were not the only changes that would occur. The introduction of the mechanical instrument became a part of worship by the fifth century. We left off last week looking at… MONASTICISM * Monasticism was encouraged by individuals who sought to flee temptation. * Who was known as "the star of the desert"? * What did Pachomias form in the 4 th century? * What was an "anchorite"? * According to author, the aim of extremist monks was to destroy themselves through suffering. * Which monk lived on top of a stone column sixty feet high for thirty six years? * What was different about Benedict's form of asceticism than extreme asceticism? CONTROVERSY ON THE HUMAN WILL * According to our author, what was the thing that began the controversy over the human will? * T or F: Pelagius believed in a person's free will? * (An Exercise): Beginning with what Pelagius believed, answer T or F after each sentence. * Augustine believed when Adam was banished from the Garden of Eden, he was depraved and all human life after him was depraved. * T or F: Augustine did not believe in God's grace? THEORY AND ORGANIZATION OF ROMAN CATHOLICISM * According to Medieval Romanism, Christ left his successors three powers and privileges. What were they? * In "The Teaching Ministry of the Church" section, what did church officials believed they gained from Christ? What was the danger in this? * T or F: The Roman Catholic Church was a part of the state, making it a state religion? * T or F: The Roman Catholic Church encourage people to study the Bible? * There were seven sacraments. What role did the priesthood play in administering them? * What is "canon law"? ORGANIZATION OF THE ROMAN CHURCH * There was a great divide between clergy and laity. * What was the difference between "clergy" and "secular clergy" (pg.171)? * What is the rank before one became a "deacon"? * How sacraments could a priest preside over? POWERS OF JURISDICTION * T or F: A "Parish Priest" had more power than a "Rural Priest"? * T or F: A "Rural Priest" was responsible for his own parish and nothing more? * T or F: A "Vicar General" assisted in the administration of dioceses? * T or F: A "Bishop" is a superintendent of education in his diocese? * T or F: An "Archbishop" is select by the "Pope"? * T or F: A "Papal Legate" acted on his own authority separate from the "Pope" regarding church matters? * T or F: Leo I (440-461) was the first pope? * What was an advisory cabinet of the pope called? * What is one of the chief duties of the "Cardinals" when a Pope dies?	<urn:uuid:e4d4724a-5ca6-4358-98a2-a71a6a0d1987>	CC-MAIN-2020-16	http://cachurchofchrist.com/sermons/20200311%20The%20Eternal%20Kingdom%20lesson%2050%20notes.pdf	2020-04-02T13:54:15+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00542.warc.gz	32,859,559	793	eng_Latn	eng_Latn	0.998469	eng_Latn	0.99898	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 882, 1349, 1799, 2367, 2625, 3262 ]	[ 2.09375 ]	1	0
LOVe LeTtErS to CoMPutERs Welcometo theadventure! What is Computer Science? What does it try to understand about the world? And why is it important to become a computer science teacher in today's world? Through the prompts in this journal you can direct and document your learning as a computer science teacher. The lesson reflections at the end of this journal offer you possibilities to recall, revisit and interpret your learning. You can fill the pages as you progress through the videos in order, or jump around. Me as A COmPUteR SCIeNCe TeAChEr Technological knowledge Content knowledge Pedagogical knowledge One area of computer science I'm curious about Subject area I'm most excited about integrating with CS My goal after this day as a computer science teacher is to this page as you're beginning the series and keep filling it as you progress. FiLL One magical childhood experience SChoOl AssESmeNt Implementation Year Grade Levels What resources are available for teaching computer science? When will you be teaching computer science? Who else will be teaching computer science in your school? How could you engage parents, industry and other stakeholders? Identify learning communities in computer science for on-going support What is my teaching style? How will I be successful in teaching computer science? What will be a challenge for me teaching computer science? What will I need to know before implementing? (E.g. books, laptops, tablets, robots, crafts materials..) Session 1 Write a letter for the principal, parents, local media or another important stakeholder on the importance of computer science education. Highlight what computer science is, why it's important, how and where you will begin integrating it and what kind of support you'd need. FiLL this page after watching the first video on Computer Science. CS+BUSINESS CS+ART CS+SOCIAL JUSTICE CS+HEALTH & SUSTAINABILITY MY LovE LeTTeR To CoMpUTeRs Dear______, DEEP DiVE! Session 2 Choose one of the concepts or practices of computational thinking and explore more in-depth. Decomposition What does it mean? How it applies to your work? How else you could you use it? Explain the symbol used in the title Make up an action/dance/poem/ rap/song to represent the idea Describe how the idea can influence your other subjects this page after watching the Computational Thinking video. FiLL this page after watching the Computational Thinking video. Session 3 GeT to KnOW A CUrriCUluM Get to know one coding program or curriculum better and reflect on how you might use it in your classroom. Curriculum Title Provider after watching the third video on programming. What prior knowledge will a student need? What prior knowledge will a teacher need? What student outcomes can be met with this course? FiLL How long will this course take to implement? What about this course would be a challenge in your classroom? What equipment or resources would you need to implement this course? What examples of sequence, selection and iteration did you find? Who else is using this curriculum? Out of iDeAs? See helloruby.com/loveletters for a list of coding resources What about this course would be a success in your classroom? Session 4 MaKiNg CoMpuTer sCieNce VisibE this page anytime, when inspiration hits, or after watching the fourth video on Data and Algorithms. Find a Computer Science quote that is interesting to you and copy it here How could you make computer science visible in your classroom? What kind of books could your classroom library include? What about posters or bulletin boards? Determine at least two ways to include your students work around the classroom "COMPUTERS ARE THE BICYCLE FOR THE MIND" - STEVE JOBS "TO ME PROGRAMMING IS MORE THAN AN IMPORTANT PRACTICAL ART. IT IS ALSO A GIGANTIC UNDERTAKING IN THE FOUNDATIONS OF KNOWLEDGE." - GRACE HOPPER SCrATch Title Steps Blocks needed What helped you persist in face of challenges? Try making a simple Scratch tutorial. Overview Project Things to try out You can use Hello Ruby characters by going to helloruby.com/scratch or use the existing Scratch characters of the platform. Can you describe a moment of joy or frustration? Assessment after completing a few Scratch projects. What motivated you in creating your project? Draw what you imagine is inside a computer. Then elaborate around this initial mental model. MeNtal MOdeLs Session 6 this page after watching the sixth video on Hardware. What kind of ways do you learn? Does your drawing present concepts or surface detail? Session 7 OnE HuNdreD LaNgUAgeS FiLL this page after watching the seventh video on computer systems. How could you use different mediums to explore ideas around computer science? Pick from the suggestions or choose your own and brainstorm. Use Memo space on next page. Paint Draw Write Sort Collage Paper Stickers Clay Play Dough Wire Sensory Technology Photography Build Act Puppets, Masks Sing Move I/O systems Hardware Algorithm MemO Session 8 How would you go about assessing students. Choose one activity you've completed and brainstorm different approaches. ASSEssmENt Reflection. What guiding questions could you offer for students to reflect their work? How about peer feedback? Worksheets and quizzes. How could you apply these in the context of computer science? Ask students to predict what a piece of code does. What happens next? Ask students to reverse engineer a project, and explain what kind of code might be used to make it. Ask students to remix or debug a project. Rubrics and checklists. Can you make a rubric to support your teaching? Portfolio. What kind of portfolio project could the students build? after watching the eight video on Internet. Session 9 CoMpUteR ScieNce COMpaSS Session 10 MytHs iN ComPUteR ScienCe Read through the Myths in Computing Education. Which one do you agree with? Which one do you disagree with? Reach out to one or more peers and discuss together, online or offline. Then read through the original article by Mark Guzdial. The lack of women in Computer Science is just like all the other STEM fields. Good teachers personalize education for students' learning styles. How can you introduce a more diverse idea of computer science in your classroom? List three businesses, individuals or organisations you could invite for a classroom visit To get more women in CS, we need more female CS faculty. A good CS teacher should model good software development practices because their job is to produce excellent software engineers. Student evaluations are the best way to evaluate teaching. Some people are just naturally better programmers than others. "I used to think but now I think" WHaT Did I LeArn? Do a final assessment of your skills. Choose the right emoji: How diD it Go? I can explain what an algorithm is in the context of computer science. I can help students debug their code. I can give examples of algorithms met in everyday life. I can explain that computers are controlled by sequences of precise instructions known as programs. I can explain how computers use input, process and output to carry out useful tasks. I can program a simple computer game using Scratch. I can explain basic programming concepts to children (e.g., algorithms, loops, conditionals, functions). I can plan out the logic for a computer program even if I don't know the specific programming language. I know where to find the resources to help students learn to code. I can find applications for coding that are relevant for students. I can explain what a computer is and give examples of devices that include computers. I can describe the key characteristics of basic computer architecture (eg CPU, memory, hard disk, mouse, display etc) . I can explain in simple terms what a computer network is. I can discuss social and ethical issues raised by the role of computers in the world. I can suggest career paths for those studying Computing. I have ideas on how to integrate computer science into my classroom. I can plan, create and assess creative computing curriculum. New goal My CoMpUTer SciENce LESsoN PlaN BRAINSTORM Choose one practice and one concept you want to teach. Examples: Decomposition Data Pattern recognition Algorithms Hardware Something else: SENSE AND EXPERIENCE Choose a learning activity that immerses students in the new concept. RECORD AND RETAIN Reflect on the experience, through discussing, writing and drawing, for example. MANIPULATE AND EXPERIMENT Create an experiment for the learners to run - this could be planned in advance or could grow out of the students' engagement with the earlier activity. FRAME ACADEMICALLY OR TECHNICALLY Now, students can deepen their knowledge of the subject through listening to or reading more technical academic texts. What resources will you use? Examples: Persistency Debugging Tinkering Collaboration Abstractions Automation Something else: 3 SYNTHESIS AND PRODUCE All the previous learning experiences and knowledge gained are combined into a product with a clear recipient. PREP TIME! What materials, requirements or other preparation your lesson plan requires? ASSESSMENT How do you check students understanding? STUDENT CREATED TEACHER CREATED TEACHER ASSESSED What is something that works well or you really like about the project? FEEDBACK Ask from three other participants feedback on your project idea. What is something that is confusing or could be done differently? STUDENT ASSESSED What is something that doesn't work or could be improved? COmpUteR SCienCE: LesSOn ReflECtioN COmpUTatioNaL ThiNKinG: LesSOn ReflECtioN CODE: LesSOn ReflECtioN DaTA And AlgoritHMs: LesSOn ReflECtioN SCraTCH: LesSOn ReflECtioN HarDwaRE: LesSOn ReflECtioN CompUter SYsTEMs: LesSOn ReflECtioN CompUtER NEtwOrKS: LesSOn ReflECtioN AI aND MaChiNe LeArNinG: LesSOn ReflECtioN DiveRSiTY And EqUiTY: LesSOn ReflECtioN Favorite moment Hello Ruby is the world's most whimsical way to learn about computers, programming, and technology. THis JOurNaL BeLOnGs To SChoOL	<urn:uuid:5c2a6707-16fa-4ad0-9e25-0376423e910c>	CC-MAIN-2020-16	https://s3.amazonaws.com/helloruby.com/loveletters/PDF+materials/Web-journal.pdf	2020-04-02T12:59:01+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00545.warc.gz	669,324,121	2,316	eng_Latn	eng_Latn	0.994188	eng_Latn	0.996255	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 522, 907, 1511, 1957, 1970, 2183, 2466, 2830, 3250, 3911, 4349, 4609, 5047, 5053, 5795, 5832, 6777, 8184, 9044, 9668, 9705, 9748, 9773, 9813, 9841, 9870, 9907, 9945, 9989, 10030, 10148, 10181 ]	[ 4.1875 ]	1	0
Welcome. Introduce topic and material. As a brief review, we left off last week discussing the event surrounding the emperor Constantine. CONSTANTINE 272-337 A.D. * He authorized elaborate church buildings to be constructed with funds from the government and ministers be paid (Consider the Edict of Milan pg.97-98). * He was directly involved in settling disputes within the church. * He ordered retribution to be paid to churches who were persecuted. * He was involved in ordering decrees for the church (no work on Sunday's, witchcraft, etc.). Before reading bullets, remind the class that his mother was a convert to Christianity. This could have influenced him regarding him showing favoritism to the church. (Read bullets). We next made a transition into the Council of Nicaea. * The city of Nicaea hosted a council of bishops in 325 A.D. to resolve matters of disputed doctrine, namely the nature of Christ as it relates to God. * Ironically, Constantine called himself the bishop of bishops, albeit he was not even converted to Christ as he served as the chairman. * It mattered not to Constantine what the Bible taught, that which mattered to him was unity be achieved. * When persecution ended, the church fought over opinions. (Read bottom of page 129-130 top paragraph). (Read bullets and make comments). "Arianism is a nontrinitarian [1] Christological doctrine [1][2][3] which asserts the belief that Jesus Christ is the Son of God who was begotten by God the Father at a point in time, [1] a creature distinct from the Father and is therefore subordinate to him, but the Son is also God (i.e. God the Son). [1][4] Arian teachings were first attributed to Arius [1][3] (c. AD 256–336), a Christian presbyter in Alexandria of Egypt. The term "Arian" is derived from the name Arius; and like "Christian", it was not a self-chosen designation but bestowed by hostile opponents—and never accepted by those on whom it had been imposed. [5] The nature of Arius's teaching and his supporters were opposed to the theological views held by Homoousian Christians, regarding the nature of the Trinity and the nature of Christ. The Arian concept of Christ is based on the belief that the Son of God did not always exist but was begotten within time by God the Father. [1][4] Agenda and procedure The Arian question regarding the relationship between God the Father and the Son (not only in his incarnate form as Jesus, but also in his nature before the creation of the world); i.e., are the Father and Son one in divine purpose only or also one in being? The agenda of the synod included: The date of celebration of Pascha/Easter Various matters of church discipline, which resulted in twenty canons The Meletian schism Organizational structure of the Church: focused on the ordering of the episcopacy Reconciliation of the lapsed: establishing norms for public repentance and penance Dignity standards for the clergy: issues of ordination at all levels and of suitability of behavior and background for clergy Readmission to the Church of heretics and schismatics: including issues of when reordination and/or rebaptism were to be required Liturgical practice: including the place of deacons, and the practice of standing at prayer during liturgy [38] * According to our author, earlier teachers failed to teach on the subject of the Trinity. * Alexander of Alexandria taught on "The Unity of the Trinity". However Arias disagreed. * Arias believed that Christ was created, but not fully God's Son until the N.T. * Arias was labeled "a false teacher" and had to leave Alexandria. Eusebius of Nicomedia welcomed him to his city. (Read pages 130 to 131 paragraphs 2-4). (Read slide and answer questions). * Who wrote about the history of the church covering a span of 322 to 427? * What purpose did Arias give for being persecuted? * Because the disagreement was so sharp, Constantine ordered all the bishops assemble to resolve the matter of Christ's nature. How many bishops attended the meeting? * Arias would be excommunicated. (Begin reading on pg 131 "Theodoret, bishop…) and read to page 133 paragraph ending with the final reading the articles of faith end with "variation or change"). (Read bullets). Although our author doesn't mention it, the meeting lasted from May 20 – June 19. Almost one month exactly to the day. * Another decision the council made was regarding Easter. The council determined when and how it was to be celebrated. * Who did Constantine say the councils spoke on behalf of? * List the things Constantine did that was positively viewed by the church (bottom of page 133 to top of page 134). * What did Constantine's letter state regarding church buildings and who was the carrier of the letter? * What evidence do we have that active religion was more like an elaborate production? (Read page 133 "Another decision of the council…", and end with on page 134 "the ordinance of baptism."). * Who succeeded in gaining the emperor's ear and gained power? * Who was restored to fellowship but died one day before the most holy communion? * How did Constantine respond to the rise in power by the Arians? * What did the church give up to show her respect for Constantine? * When and where did Constantine locate his new capital?	<urn:uuid:fd5166b8-f755-4655-967c-7fee1555d5c7>	CC-MAIN-2020-16	http://cachurchofchrist.com/sermons/20200108%20The%20Eternal%20Kingdom%2042%20notes.pdf	2020-04-02T13:05:12+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00548.warc.gz	34,494,434	1,172	eng_Latn	eng_Latn	0.998823	eng_Latn	0.998835	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 139, 792, 3278, 3733, 4361, 4955, 5291 ]	[ 2 ]	2	0
SOLVENTS What is a Solvent? Protect Yourself... Solvents are chemicals used to thin or dissolve paint, grease, epoxies, adhesives, and coatings. There are many different types of solvents. Some are found under their chemical name and some are added to products. Common chemical names: 1-Bromopropane Acetone Benzene Denatured alcohols Methyl ethyl ketone (MEK) n-Hexane 1 Petroleum distillates (naptha, mineral spirits, gasoline, kerosene) Toluene Trichloroethylene Xylene Perchlorethylene Common products containing solvents: Adhesives Lubricants Cleaners Degreasers Paints & coatings PVC glue Epoxies & resins Thinners For more information about chemicals, see NIOSH's Pocket Guide to Chemical Hazards https://www.cdc.gov/niosh/npg/ What is the risk? According to NIOSH, solvents are hazardous to your health when: Breathed in – Solvents can evaporate quickly into a vapor. Inhaling the vapor can irritate or burn your nose, throat and lungs. You can smell solvents that have a strong odor, but some have no odor. – Solvents can irritate the skin causing dryness Touched Swallowed – Solvents that get into your mouth and stomach can irritate or burn your mouth, throat, stomach and intestine. Wash your hands before eating or drinking. and cracks. Do not wash your hands with a solvent. Solvents can get into your bloodstream when they are breathed in, touched or swallowed. Once in your blood, they can travel throughout your body causing serious health effects. In the short term, they can make you feel dizzy, sleepy, nauseous, or give you a headache. Long term exposure to solvents can damage your nervous system, reproductive system, liver, kidneys, respiratory system, and cause cancer. Solvents are also flammable. If they catch on fire, you can be burned. Source: The National Institute for Occupational Safety & Health (NIOSH) https://www.cdc.gov/niosh/topics/organsolv/ If you think you are in danger: Contact your supervisor. Contact your union. Call OSHA 1-800-321-6742 Get Training OSHA* requires employers to train their employees about chemical hazards they will be exposed to on the job, give them safety data sheets (SDS), and label products. The SDS tells you what chemicals are in a product and how hazardous they are with Category 1 being the most hazardous. Source: OSHA's Hazard Communication Standard – 1910.1200 https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200 2 Prevent exposure Ask your employer if there is a water-based product that can be used instead. If safer products are not available, a ventilation system should be used near the source to remove solvent vapors before they reach your breathing zone. Fans can help ventilate the area, but they do not remove the hazard. Use caution when working in a confined space. Your employer is required to provide proper ventilation and to assign a competent person to make sure the space is safe. Check with the competent person before starting work. *OSHA's Confined Spaces in Construction: https://www.osha.gov/confinedspaces/ 3 Wear personal protective equipment OSHA requires employers to provide and maintain protective equipment for chemical hazards. 1 Wear gloves and respiratory protection for the solvent you are using, as well as long sleeves and eye protection. Use a NIOSH-approved respirator. Cartridges are color coded. For example, organic vapor cartridges are black and used with organic solvents. 2 Paper and HEPA respirators DO NOT protect against solvents. OSHA requires employers to provide respirators and have a Respiratory Protection program in place. 3 1 OSHA's Criteria for Personal Protective Equipment Standard – 1926.95 2 OSHA's General Respiratory Protection Guidance for Employers and Workers (https://www.osha.gov/dts/shib/respiratory_protection_bulletin_2011.html) 3 OSHA's Respiratory Protection Standard – 1910.134 Learn More: Regulations: Organic Solvents Information: Occupational Safety and Health Administration (OSHA) – Solvents (https://tinyurl.com/OSHA-Solvents) The National Institute for Occupational Safety & Health (NIOSH) (https:// tinyurl.com/NIOSH-Solvents) Environmental Protection Agency (https://cleangredients.org/) Identify Safer Cleaning Products: Respirator and Cartridge Types: ChooseHandSafety.org: A one stop source for information on skin OSHA's General Respiratory Protection Guidance for Employers and Workers (https:// tinyurl.com/OSHA-RespiratorCartridges) disorders and hand injuries. Local Hazardous Waste Management in King County, Washington (https://tinyurl.com/Gloves 4Solvents) Selecting Glove Types for Solvent Use: 8484 Georgia Avenue Suite 1000 Silver Spring, MD 20910 301-578-8500 www.cpwr.com www.cpwr.com	<urn:uuid:929d4df4-e40e-4624-b6ed-49c1460fb17b>	CC-MAIN-2020-16	https://www.cpwr.com/sites/default/files/publications/Solvents-Hazard-Alert.pdf	2020-04-02T12:38:07+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370506959.34/warc/CC-MAIN-20200402111815-20200402141815-00546.warc.gz	875,951,694	1,108	eng_Latn	eng_Latn	0.974812	eng_Latn	0.974812	[ "eng_Latn" ]	false	docling	[ 4740 ]	[ 2.625 ]	4	1
ENGLISH MARTYRS CATHOLIC PRIMARY SCHOOL 'A Learning Community in Christ' DISPLAY, PRESENTATION AND LEARNING ENVIRONMENT POLICY 2013 The importance of the learning environment within the school both in the classroom and beyond should not be under estimated in terms of the effect it can have on pupils, staff, parents and visitors. Display Creating a display can be time consuming so the aim should be to exploit them by extending learning opportunities for the children. Aims * To encourage pupils to achieve high standards * To stimulate pupils, encouraging interest and motivation * To support pupils' learning – reinforcing learning objectives * To celebrate pupils' efforts and achievements showing them that both they as people and their efforts are valued. * To challenge pupils' thinking and questioning Teachers should model expectations in standards, in their own space. Therefore the classroom should be well organised. They should give consideration to the colour scheme in their room, exploiting it when choosing backing paper for boards. Classrooms displays should include * A Prayer Area – Headteacher's thought of the week sheet, candle, crucifix, statue, picture, appropriate visual props to support current topic * A stimulus display for the beginning of the new Learning Unit, which may include artefacts, key questions, fiction and / or non-fiction books, posters, diagrams etc * A maths area, clearly labelled * A reading area – books both fiction and non-fiction attractively organised, inviting children to enjoy a good read and / or support the current Learning Unit * Well labelled, neat and accessible resources * Key vocabulary for Literacy, Maths, Science, RE, Learning Unit, year group etc * Current work being done in class – Literacy, Maths, Learning Unit * Weekly spelling, grammar, phonics * Class organisational information – timetable, groupings, class rules, wet play rules, golden rules, emotional registers, reward systems * Prompts to support learning process e.g. alphabet, phonics, what I do when I am stuck, what do I do when I want to spell a new word, marking expectation for writing, presentation expectations etc * Copies of weekly planning. Displays of children's work should * Be produced with care – quality plain paper for writing, sketching, painting, squared paper for maths if appropriate (never on lined paper) – straight edges. (Photocopied material rarely adds to the quality of a display ensure that if used there is no better way of motivating the children or presenting the work) * Reflect the child and represent an achievement for that individual * Be mounted to show it at its best – double mounted should be the norm, ensure trimming and mounting etc is straight and colours enhance not over power the children's work * Have clear titles, children's names, Year group if in a communal area, learning objective, context of activity, details of the learning journey to explain the process and the development of the work or what the children have been learning to produce the work * Be displayed on a board which has a border * Display work does not need to be marked, but can be. It should not have poor handwriting and spelling errors unless related to ability * To be fixed to the board with staples or display pins never drawing pins. * Displays in communal areas should be exemplar work Displays can also * Show the learning journey and not always 'best' work * Have children's comments about why their work is on display and how they feel about their piece of work * Display teachers' planning alongside the children's work * Use a range of interactive devices to stimulate interest e.g. flaps, moving numbers or words, 3D work or artefacts, touchy/feely items. Displays work best when they attract, stimulate or challenge other people's thinking. The learning environment both stimulates learning and is a reflection of the learning, we need to be careful that it does both effectively. Presentation of Children's Work Children's work should have * A name * Children up to Year 3 will almost certainly need reminding to write their name small and neatly, until it becomes a habit. * If a name is required on a piece of work because it is not in a book, the name should be written on the back of the work in the smallest neatest handwriting of which each child is capable * Date * Early Years – as the year progresses pupils should be encouraged to record the 'short' date, e.g. 20.3.08. neatly on the front of the work, but mostly annotated by an adult * This should be written on the top right hand side * Year 1 should start to write the 'short' date, on paper and in books, although as the year progresses the more able and average ability could begin to write the 'long' date * Year 2 and beyond – unless a child has specific learning difficulties a date should be a normal expectation for work both on paper and in books. Maths books and sketch books – 'short' date is sufficient. (N.B. if a child tends to avoid the task in hand by taking a long time over the date, ensure that they leave the appropriate space, complete the work first and then return to the date when the task is completed). Writing books: * Year 3 and above, in addition to the date – a margin should be drawn on the left hand side (ruler width) using a ruler, some pupils may need support with this to start with. ALL written work * Early Years – the title may be written by an adult, but as the year progresses some pupils will be able to copy or write their own title * Should have a title which is underlined with a ruler * Year 1 – early in the year pupils should begin to compose and write their own titles as well as copying those provided by an adult. Underlining with a ruler should be taught and support given as necessary * If drawing and labelling diagrams, or drawing charts pupils should always be expected to use a ruler. * Year 2 and above - whether in books or on paper each piece of work should begin with a title which should be underlined with a ruler. Some pupils may need support with this Guidelines * If using books with plain pages, or making books, or working on plain paper, guidelines should be available for use by pupils from Year 1 * May include an outline for a border around work. Ensure that the amount of work produced is not limited by only supplying books, or paper of certain types or sizes * Support may be needed to either identify the correct spacing of guidelines for the size of an individual's writing, or with paper clips; this support should not be as necessary from Year 4 * From Year 2 and beyond a range of guidelines should be easily available to pupils, with a supply of paper clips * If working on paper it should be plain paper, not lined. Handwriting * Teachers and other staff should not accept work where handwriting is not of a sufficiently high standard for any particular child, and should ensure that expectations are high enough and that if necessary work is re-done * All pupils should understand that there is an agreed minimum expectation for quality of handwriting * Everyone should be using the agreed school handwriting formation. (See handwriting policy). Joining of letters * Some pupils may not be ready for this stage and will need to be secure on their letter formation before moving on * Should begin in Year 1 * All must use agreed formation of letters * Ensure all children have easy access and can see a copy of the letter formation sheet. Rubbers * Children should learn to put one line through a mistake and then rewrite so corrections can be seen * Should not be readily available to pupils, and should rarely be used in any year group * The emphasis should be on learning from mistakes being 'good' learning. Pencils * Pens should be used when the children have reached a good level of neat joined handwriting * From Early Years upwards pupils should be taught about the need for sharp (but not over-sharp) pencils, and should quickly become capable of deciding for themselves if and when their pencil needs sharpening, and then should take the necessary action * Maths work should always be in pencil * A developed, joined style of handwriting should be secure before introducing the use of pen on a regular basis, although all pupils should have opportunities to use a variety of writing tools * In Science, diagrams and charts should always be completed in pencil, although labelling may be completed in pen * By Summer Term in Year 3 the majority of pupils should be able to produce good quality handwriting using a pen. Drawings * Pupils should use own drawings and art work should be encouraged. Time needs to be planned in for this, high expectations set and never as an add on, or time filler * Colouring in of pictures should be kept to a minimum (in most cases it is totally unnecessary with no learning value) * Illustrations should be relevant and enhance the work * Pupils should understand that lack of detail or 'stick people' or objects is not acceptable, and that a good quality line drawing is preferable to scruffy colouring * Teachers and adults should expect drawings/illustrations supporting stories or other written work to be of a good standard * The quality of drawings in writing books should be as high as their other artwork * Felt tips should NOT be used to colour in large areas * Felt tips should be used to highlight information and make patterns (and then always on paper not in books) * The use of colouring pencils and water colours should be taught, to enable children to decorate borders (then only handwriting patterns or appropriate symbols) or shade pictures effectively * It is better to have no illustration than one which is inappropriate, messy or unconsidered. Topic books/Learning Unit Project Books * Children should be taught to mount their own work * If they are for an individual, they should be in sugar paper topic books * Handwriting should be their best * Lines drawn with a ruler * Illustrations well done, labels neat * Learning objectives and journey should be clear and very little photocopied * All children should have high expectations set for them * These should be a reflection of the quality of the learning * ALL CAN ACHIEVE THIS. Reviewed October 2013 To be reviewed Summer 2016	<urn:uuid:8532e02b-93db-48c5-840d-19c5790f910d>	CC-MAIN-2017-47	http://englishmartyrs.w-sussex.sch.uk/wordpress/wp-content/uploads/2013/01/DISPLAY-PRESENTATION-AND-LEARNING-ENVIROMENT-POLICY-2013.pdf	2017-11-18T13:41:48Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00161.warc.gz	96,937,648	2,157	eng_Latn	eng_Latn	0.997842	eng_Latn	0.998305	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1240, 3971, 6769, 8589, 10316 ]	[ 2.78125 ]	2	0
CHAPTER 1 SOME BASIC CONCEPTS OF CHEMISTRY SYNOPSIS : Chemistry deals with the composition, structure and properties of atoms land molecules. Chemistry plays an important role in meeting human needs for food, health care products and other materials aimed at improving the quality of life. Life saving drugs: Such as cisplatin and taxol, are effective in cancer therapy and AZT used for helping AIDS victims, have been isolated from plant and animal sources or prepared by synthetic methods. Nature of Matter : Anything which has mass and occupies space is called 'matter'. Matter can exist in three physical states viz. solid, liquid and gas. solids particles are held very close to each other in an orderly fashion and there is not much freedom of movement, they have definite volume and shape. Liquids particles are close to each other but they can move around, they have definite volume but not the definite shape. They take the shape of the container in which they are placed. Gases particles are far apart as compared to those present in solid or liquid states and their movement is easy and fast, they have neither definite volume nor definite shape. They completely occupy the container in which they are placed. Classification of Matter: A mixture may be homogeneous or heterogeneous. In a homogeneous mixture, the components completely mix with each other and its composition is uniform throughout. In heterogeneous mixtures, the composition is not uniform throughout and sometimes the different components can be observed. Pure substances have fixed composition, whereas mixtures may contain the components in any ratio and their composition is variable. Copper, silver, gold, water, glucose are some examples of pure substances. Pure substances can be further classified into elements and compounds. Element consists of only one type of particles. These particles may be atoms or molecules. Two or more atoms combine to give molecules of the element.When two or more atoms of different elements combine, the molecule of a compound is obtained. Physical properties of matter are those properties which can be measured or observed without changing the identity or the composition of the substance. Examples : colour, odour, melting point, boiling point, density etc. Chemical properties require a chemical change to occur. Examples: acidity or basicity, combustibility etc. Two different systems of measurement: The English System and the Metric system. Mass of a substance : The amount of matter present in it weight is the force exerted by gravity on an object. Volume : Often denoted in cm3 or cm 3 units. Litre (L) : Not an SI unit, is used for measurement of volume of liquids. 1 L = 1000mL, 1000 cm 3 =-1 dm 3 Density of a substance is its amount of mass per unit volume. SI unit of density = SIunitofmass SIunit of volume Three common scales to measure temperature — °C (degree celsius), °F (degree fahrenheit) and K (kelvin). Precision refers to the closeness of various measurements for the same quantity. Accuracy is the agreement of a particular value to the true value of the result. Significant figures are meaningful digits which are known with certainty. To convert units from one system to other, the method used to accomplish is factor label method or unit factor method or dimensional analysis. Law of Conservation of Mass : It states that matter can neither be created nor destroyed. This law was put forth by Antoine Lavoisier in 1789. Law of Definite Proportions : This law was given by, a French chemist, Joseph Proust. He stated that a given compound always contains exactly the same proportion of elements by weight. It is sometimes also referred to as Law of definite composition. Law of Multiple Proportions : This law was proposed by Dalton in 1803. According to this law, if two elements can combine to form more than one compound, the masses of one element that combine with a fixed mass of the other element, are in the ratio of small whole numbers. Gay Lussac's Law of Gaseous Volumes : This law was given by Gay Lussac in 1808. He observed that when gases combine or are produced in a chemical reaction they do so in a simple ratio by volume provided all gases are at same temperature and pressure. Avogadro Law : In 1811, Avogadro proposed that equal volumes of gases at the same temperature and pressure should contain equal number of molecules. Dalton's Atomic Theory : In 1808, Dalton published 'A New System of Chemical Philosophy' in which he proposed: Matter consists of indivisible atoms. All the atoms of a given element have identical properties including identical mass. Atoms of different elements differ in mass. Compounds are formed when atoms of different elements combine in a fixed ratio. Chemical reactions involve reorganization of atoms. These are neither created nor destroyed in a chemical reaction. Dalton's theory could explain the laws of chemical combination. One atomic mass unit : A mass exactly equal to onetwelfth the mass of one carbon - 12 atom. And 1 amu = 1.66056 10 -24 g Mass of an atom of hydrogen = 1.6736 10 -24 g Thus, in items of amu, the mass of hydrogen atom = = 1.0078 amu = 1.0080 amu Similarly, the mass of oxygen - 16 ( 16 O) atom would be 15.995 amu. Today, 'amu' has been replaced by 'u' which is known as unified mass. Molecular mass is the sum of atomic masses of the elements present in a Molecule, is obtained by multiplying the atomic mass of each element by the number of its atoms and adding them together. For example, molecular mass of methane which contains one carbon atom and four hydrogen atoms can be obtained as follows : Molecular mass of methane: (CH 4 ) = (12.011 u) + 4 (1.008 u) = 16.043 u One mole is the amount of a substance that contains as many particles or entities as there are atoms in exactly 12 g (or 0.012 kg) of the 12 C isotope. Number of entities in 1 mol is so important that it is given a separate name and symbol. It is known as 'Avogadro constant', denoted by NA in honour of Amedeo Avogadro. An empirical formula represents the simplest whole number ratio of various atoms present in a compound. The molecular formula shows the exact number of different types of atoms present in a molecule of a compound. The word 'stoichiometry' is derived from two Greek words – stoicheion (meaning element) and metron (meaning measure), deals with the calculation of masses (sometimes volumes also) of the reactants and the products involved in a chemical reaction. The reactant which gets consumed, limits the amount of product formed is called the limiting reagent. Mass per cent = Mass of solute 100 Mass of solution Mole Fraction : The ratio of number of moles of a particular component to the total number of moles of the solution. Molarity (M) = No.of molesof solute Volumeof solutioninlitres Molality(m) = No.of molesof solute Massof solventinkg	<urn:uuid:fcc17e99-995c-4223-a58a-239617b9a4be>	CC-MAIN-2017-47	http://mindfiesta.com/swf/finaldata/CBSE/std11/Science/Chemistry/synopsis/1.pdf	2017-11-18T13:55:43Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00163.warc.gz	202,357,117	1,515	eng_Latn	eng_Latn	0.944987	eng_Latn	0.995501	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 577, 1251, 2061, 2794, 5031, 5331, 6897 ]	[ 3.140625 ]	2	0
Meningitis and Encephalitis Causes and Treatment by Dr. Ratnakar P. Kini The contents of this course are taken from the National Institute of Neurological Disorders and Stroke. Learning objectives and post test have been prepared by Dr. Ratnakar P. Kini. Upon completion of this course, the learner will be able to: 1. Define what meningitis is 2. Define what encephalitis is? 3. Enumerate and explain the causes of meningitis and encephalitis 4. Discuss their risk factors and mode of transmission for each of the disease 5. Explain their signs and symptoms 6. Discuss their diagnosis, treatment, outcome and prevention 7. Discuss the research done in meningitis and encephalitis What is meningitis? What is encephalitis? Infections in the brain and spinal cord can cause dangerous inflammation. This inflammation can produce a wide range of symptoms, including fever, headache, or confusion and, in extreme cases, can cause brain damage, stroke, seizures, or even death. Infection of the meninges, the membranes that surround the brain and spinal cord, is called meningitis and inflammation of the brain itself is called encephalitis. Myelitis is an infection of the spinal cord. When both the brain and the spinal cord become inflamed, the condition is called encephalomyelitis. What causes meningitis and encephalitis? Meningitis and encephalitis are usually caused by viruses or bacteria. Most often, the body's immune system is able to contain and defeat an infection. But if the infection passes into the blood stream and then into the cerebrospinal fluid that surrounds the brain and spinal cord, it can affect the nerves and travel to the brain and/or surrounding membranes, causing inflammation. This swelling can harm or destroy nerve cells and cause bleeding in the brain. Meningitis Meningitis is most often caused by a bacterial or viral infection. It also may be caused by a fungal infection, a reaction to certain medications or medical treatments, an inflammatory disease such as lupus, some types of cancer, or a traumatic injury to the head or spine. Bacterial meningitis is a rare but potentially fatal disease. It can be caused by several types of bacteria that first cause an upper respiratory tract infection and then travel through the blood stream to the brain. The disease can also occur when certain bacteria invade the meninges directly. The disease can block blood vessels in the brain, causing stroke and permanent brain damage. Pneumococcal meningitis is the most common form of meningitis and is the most serious form of bacterial meningitis. Some 6,000 cases of pneumococcal meningitis are reported in the United States each year. The disease is caused by the bacterium Streptococcus pneumoniae, which also causes pneumonia, blood poisoning (septicemia), and ear and sinus infections. At particular risk are children under age 2 and adults with a weakened or depressed immune system. Persons who have had pneumococcal meningitis often suffer neurological damage ranging from deafness to severe brain damage. Meningococcal meningitis, which is caused by the bacterium Neisseria meningitides, is common in children ages 2-18. Each year in the United States about 2,600 people get this highly contagious disease. High-risk groups include infants under the age of 1 year, people with suppressed immune systems, travelers to foreign countries where the disease is endemic, and college students (freshmen in particular) who reside in dormitories. Between 10 and 15 percent of cases are fatal, with another 10-15 percent causing brain damage and other serious side effects. Haemophilus meningitis was at one time the most common form of bacterial meningitis. Fortunately, the Haemophilus influenzae b vaccine has greatly reduced the number of cases in the United States. Those most at risk of getting this disease are children in childcare settings and children who do not have access to the vaccine. Other forms of bacterial meningitis include Listeria monocytogenes meningitis, which can cross the placental barrier and cause a baby to be stillborn or die shortly after birth; Escherichia coli meningitis, which is most common in elderly adults and newborns and may be transmitted to a baby through the birth canal, and Mycobacterium tuberculosis meningitis, a rare disease that occurs when the bacterium that causes tuberculosis attacks the meninges. Viral, or aseptic, meningitis is the most common form of meningitis in the United States. This typically mild and non-lethal disease is usually caused by enteroviruses— common viruses that enter the body through the mouth and travel to the brain and surrounding tissues where they multiply. Enteroviruses are present in mucus, saliva, and feces and can be transmitted through direct contact with an infected person or an infected object or surface. Other viruses that cause meningitis include varicella zoster (the virus that causes chicken pox and can appear decades later as shingles), influenza, mumps, HIV, and herpes simplex type 2 (genital herpes). Many fungal infections can affect the brain. The most common form of fungal meningitis is caused by the fungus cryptococcus neoformans (found mainly in dirt and bird droppings). Cryptococcal meningitis is common in AIDS patients. Although treatable, fungal meningitis often recurs in nearly half of affected persons. Encephalitis Encephalitis can be caused by bacterial infection and, most often, viral infections. Several thousand cases of encephalitis are reported each year, but many more may actually occur since the symptoms may be mild to non-existent in most patients. There are two types of encephalitis. Primary encephalitis (also called acute viral encephalitis) is caused by a direct viral infection of the spinal cord and brain. The infection may be focal (located in only one area) or diffuse (located in many different areas). Secondary encephalitis, also known as post-infective encephalitis, can result from complications of a current viral infection. Secondary encephalitis that results from an immunization or earlier viral infection is known as acute disseminated encephalitis. This illness often occurs 2 to 3 weeks following the initial infection. Most cases of encephalitis in the United States are caused by enteroviruses, herpes simplex virus types 1 and 2, a bite from a rabid animal (rabies virus), or arboviruses, which are transmitted from infected animals to humans through the bite of an infected tick, mosquito, or other blood-sucking insect. Lyme disease, a bacterial infection spread by tick bite, can cause encephalitis. Herpes simplex encephalitis (HSE) is responsible for about 10 percent of all encephalitis cases, with a frequency of about 2 cases per million persons per year. More than half of untreated cases are fatal. About 30 percent of cases result from the initial infection with the herpes simplex virus; the majority of cases are caused by reactivation of an earlier infection. HSE due to herpes simplex virus type 1 (which causes cold sores or blisters around the mouth or eyes) can affect any age group but is most often seen in persons under age 20 or over age 40. This rapidly progressing disease is the single most important cause of fatal sporadic encephalitis in the U.S. The virus is transmitted through contact with an infected person. Symptoms include headache and fever for up to 5 days, followed by personality and behavioral changes, seizures, partial paralysis, hallucinations, and altered levels of consciousness. Brain damage in adults and in children beyond the neonatal period is usually seen in the frontal and temporal lobes and can be severe. Type 2 virus (genital herpes) is most often transmitted through sexual contact. An infected mother can transmit the disease to her child at birth, through contact with genital secretions, but this is uncommon. In newborns, symptoms such as lethargy, irritability, tremors, seizures, and poor feeding generally develop between 4 and 11 days after delivery. Powassan encephalitis is the only well-documented tick-borne arbovirus in the United States and Canada. Symptoms are noticed 7-10 days following the bite and may include headache, fever, nausea, confusion, partial paralysis, and coma. Permanent neurologic damage occurs in about half of all cases and death in about 10-15 percent of all cases. Four common forms of mosquito-transmitted viral encephalitis are seen in the United States: * Equine encephalitis affects horses and humans. Eastern equine encephalitis also infects birds that live in freshwater swamps of the eastern U.S. seaboard and along the Gulf Coast. In humans, symptoms are seen 4-10 days following transmission and include sudden fever, general flu-like muscle pains, and headache of increasing severity, followed by coma and death in severe cases. About half of infected patients die from the disorder. Fewer than 10 human cases are seen annually in the United States. Western equine encephalitis is seen in farming areas in the western and central plains states. Symptoms begin 5-10 days following infection. Children, particularly those under 12 months of age, are affected more severely than adults and may have permanent neurologic damage. Death occurs in about 3 percent of cases. Venezuelan equine encephalitis is very rare in this country. Children are at greatest risk of developing severe complications, while adults generally develop flu-like symptoms. Epidemics in South and Central America have killed thousands of persons and left others with permanent, severe neurologic damage. * LaCrosse encephalitis occurs most often in the upper midwestern states (Illinois, Wisconsin, Indiana, Ohio, Minnesota, and Iowa) but also has been reported in the southeastern and mid-Atlantic regions of the country. Most cases are seen in children under age 16. Symptoms such as vomiting, headache, fever, and lethargy appear 5-10 days following infection. Severe complications include seizure, coma, and permanent neurologic damage. About 100 cases of LaCrosse encephalitis are reported each year. * St. Louis encephalitis is most prevalent in temperate regions of the United States but can occur throughout most of the country. The disease is generally milder in children than in adults, with elderly adults at highest risk of severe disease or death. Symptoms typically appear 7-10 days following infection and include headache and fever. In more severe cases, confusion and disorientation, tremors, convulsions (especially in the very young), and coma may occur. * West Nile encephalitis was first clinically diagnosed in the United States in 1999; 284 people are known to have died of the virus the following year. There were 9,862 reported cases of human West Nile disease in calendar year 2003, with a total of 560 deaths from this disorder over 5 years. The disease is usually transmitted by a bite from an infected mosquito, but can also occur after transplantation of an infected organ or transfusions of infected blood or blood products. Symptoms are flu-like and include fever, headache, and joint pain. Some patients may develop a skin rash and swollen lymph glands, while others may not show any symptoms. At highest risk are elderly adults and people with weakened immune systems. Who is at risk for encephalitis and meningitis? Anyone can get encephalitis or meningitis. People with weakened immune systems, including those persons with HIV or those taking immunosuppressant drugs, are at the highest risk of contracting the diseases. How are these disorders transmitted? Some forms of bacterial meningitis and encephalitis are contagious and can be spread through contact with saliva, nasal discharge, feces, or respiratory and throat secretions (often spread through kissing, coughing, or sharing drinking glasses, eating utensils, or such personal items as toothbrushes, lipstick, or cigarettes). For example, people sharing a household, at a day care center, or in a classroom with an infected person can become infected. College students living in dormitories—in particular, college freshmen—have a higher risk of contracting meningococcal meningitis than college students overall. Children who do not have access to childhood vaccines are at increased risk of developing certain types of bacterial meningitis. Because these diseases can occur suddenly, anyone who is suspected of having either meningitis or encephalitis should immediately contact a doctor or go to the hospital. What are the signs and symptoms? The hallmark signs of meningitis are sudden fever, severe headache, and a stiff neck; encephalitis is characterized by seizures, stupor, coma, and related neurological signs. In more severe cases, neurological symptoms may include nausea and vomiting, confusion and disorientation, drowsiness, sensitivity to bright light, and poor appetite. Meningitis often appears with flu-like symptoms that develop over 1-2 days. Distinctive rashes are typically seen in some forms of the disease. Meningococcal meningitis may be associated with kidney and adrenal gland failure and shock. Patients with encephalitis often show mild flu-like symptoms. In more severe cases, patients may experience problems with speech or hearing, double vision, hallucinations, personality changes, loss of consciousness, loss of sensation in some parts of the body, muscle weakness, partial paralysis in the arms and legs, sudden severe dementia, impaired judgment, seizures, and memory loss. Important signs of encephalitis to watch for in an infant include vomiting, body stiffness, constant crying that may become worse when the child is picked up, and a full or bulging fontanel (the soft spot on the top of the head). How are meningitis and encephalitis diagnosed? Following a physical exam and medical history to review activities of the past several days (such as recent exposure to insects or animals, any contact with ill persons, or recent travel), the doctor may order various diagnostic tests to confirm the presence of infection and inflammation. Early diagnosis is vital, as symptoms can appear suddenly and escalate to brain damage, hearing and/or speech loss, blindness, or even death. A neurological examination involves a series of tests designed to assess motor and sensory function, nerve function, hearing and speech, vision, coordination and balance, mental status, and changes in mood or behavior. Doctors may test the function of the nervous system through tests of strength and sensation, with the aid of items including a tuning fork, small light, reflex hammer, and pins. Laboratory screening of blood, urine, and body secretions can help detect and identify brain and/or spinal cord infection and determine the presence of antibodies and foreign proteins. Such tests can also rule out metabolic conditions that have similar symptoms. For example, a throat culture may be taken to check for viral or bacterial organisms that cause meningitis or encephalitis. In this procedure, the back of the throat is wiped with a sterile cotton swab, which is then placed on a culture medium. Viruses and bacteria are then allowed to grow on the medium. Samples are usually taken in the physician's office or in a laboratory setting and sent out for analysis to state laboratories or to the U.S. Centers for Disease Control and Prevention. Results are usually available in 2 to 3 days. Analysis of the cerebrospinal fluid that surrounds and protects the brain and spinal cord can detect infections in the brain and/or spinal cord, acute and chronic inflammation, and other diseases. In a procedure known as a spinal tap (or lumbar puncture), a small amount of cerebrospinal fluid is removed by a special needle that is inserted into the lower back. The skin is anesthetized with a local anesthetic prior to the sampling. The fluid, which is completely clear in healthy people, is tested to detect the presence of bacteria or blood, as well as to measure glucose levels (a low glucose level is a sign of bacterial or fungal meningitis) and white blood cells (elevated white blood cell counts are also a sign of infection). The procedure is usually done in a hospital and takes about 45 minutes. Computer-assisted imaging can reveal signs of brain inflammation, internal bleeding or hemorrhage, or other brain abnormalities. Two painless, noninvasive imaging procedures are routinely used to diagnose meningitis and encephalitis. * Computed tomography, also known as a CT scan, combines x-rays and computer technology to produce rapid, clear, two-dimensional images of organs, bones, and tissues. Occasionally a contrast dye is injected into the bloodstream to highlight the different tissues in the brain and to detect signs of encephalitis or inflammation of the meninges. CT scans can also detect bone and blood vessel irregularities, certain brain tumors and cysts, herniated discs, spinal stenosis (narrowing of the spinal canal), blood clots or intracranial bleeding in patients with stroke, brain damage from a head injury, and other disorders. * Magnetic resonance imaging (MRI) uses computer-generated radio waves and a strong magnet to produce detailed images of body structures, including tissues, organs, bones, and nerves. The pictures, which are clearer than those produced by CT, can help identify brain and spinal cord inflammation, infection, tumors, eye disease, and blood vessel irregularities that may lead to stroke. A contrast dye may be injected prior to the test to reveal more detail. Electroencephalography, or EEG, can identify abnormal brain waves by monitoring electrical activity in the brain through the skull. Among its many functions, EEG is used to help diagnose certain seizure disorders, brain damage from head injuries, specific viral infections such as herpes virus, and inflammation of the brain and/or spinal cord. This painless, risk-free test can be performed in a doctor's office or at a hospital or testing facility. How are these infections treated? Persons who are suspected of having meningitis or encephalitis should receive immediate, aggressive medical treatment. Both diseases can progress quickly and have the potential to cause severe, irreversible neurological damage. Meningitis Early treatment of bacterial meningitis is important to its outcome. Strong doses of general antibiotics may be prescribed first, followed by intravenous antibiotics in more severe cases. Antibiotics may also be given to prevent other bacterial infections. Appropriate antibiotic treatment for most types of meningitis can reduce the risk of dying from the disease to below 15 percent. Infected sinuses may need to be drained. Corticosteroids such as prednisone may be ordered to relieve brain pressure and swelling and to prevent hearing loss that is common in patients with Haemophilus influenza meningitis. Pain medicine and sedatives may be given to make patients more comfortable. Lyme disease is treated with intravenous antibiotics. Unlike bacteria, viruses cannot be killed by antibiotics (an exception is the herpes virus, which can be treated with the antiviral drug acyclovir). Patients with mild viral meningitis may be allowed to stay at home, while those who have a more serious infection may be hospitalized for supportive care. Patients with mild cases, which often cause only flu-like symptoms, may be treated with fluids, bed rest (preferably in a quiet, dark room), and analgesics for pain and fever. The physician may prescribe anticonvulsants such as dilantin or phenytoin to prevent seizures and corticosteroids to reduce brain inflammation. If inflammation is severe, pain medicine and sedatives may be prescribed to make the patient more comfortable. Acute disseminated encephalomyelitis is treated with steroids. Fungal meningitis is treated with intravenous antifungal medications. Encephalitis Antiviral drugs used to treat viral encephalitis include acyclovir and ganciclovir. Very mild cases of encephalitis may be monitored at home by the physician and a caregiver. Supportive care includes fluids, bed rest, and over-the-counter analgesics to reduce fever and headache. More severe cases may require hospitalization. Anticonvulsants may be prescribed to stop or prevent seizures, along with sedatives to calm more severely infected persons and drugs to counter nausea and vomiting. Corticosteroids and intravenous administration of carbohydrate solutions can reduce brain swelling. Patients with breathing difficulties may require artificial respiration. Patients who experience severe brain inflammation may need physical, speech, and occupational therapy once the acute illness is under control. Can meningitis and encephalitis be prevented? Good personal hygiene can reduce the risk of getting the disease from an infected person. Avoid sharing food, utensils, glasses, and other objects with a person who may be exposed to or have the infection. Wash hands often with soap and rinse under running water. Effective vaccines are available to prevent pneumonia, H. influenza, pneumococcal meningitis, and infection with other bacteria that can cause meningococcal meningitis. People who live, work, or go to school with someone who has been diagnosed with bacterial meningitis may be asked to take antibiotics for a few days as a preventive measure. To lessen the risk of being bitten by an infected mosquito or other insect, people should limit outdoor activities at night, wear long-sleeved clothing when outdoors, use insect repellents that are most effective for that particular region of the country, and rid lawn and outdoor areas of free-standing pools of water, in which mosquitoes breed. Do not over-apply repellants, particularly on young children and especially infants, as chemicals may be absorbed through the skin. What is the prognosis for these infections? Outcome generally depends on the particular infectious agent involved, the severity of the illness, and how quickly treatment is given. In most cases, people with very mild encephalitis or meningitis can make a full recovery, although the process may be slow. Patients who experience only headache, fever, and stiff neck may recover in 2-4 weeks. Patients receiving treatment for viral meningitis and encephalitis usually see some relief in 24-48 hours and recovery in about a month. Patients with bacterial meningitis typically show some relief 48-72 hours following initial treatment but are more likely to experience complications caused by the disease. In more serious cases, these diseases can cause hearing and/or speech loss, blindness, permanent brain and nerve damage, behavioral changes, cognitive disabilities, lack of muscle control, seizures, and memory loss. These patients may need long-term therapy, medication, and supportive care. What research is being done? The National Institute of Neurological Disorders and Stroke (NINDS), a component of the National Institutes of Health (NIH) within the U.S. Department of Health and Human Services, conducts and supports a wide range of research on neurological disorders, including meningitis and encephalitis. Current research efforts include investigating new chemotherapy-based treatment for neoplastic meningitis (caused by cancer) and gaining a better understanding of how the central nervous system responds to inflammation and the role of T cells (blood cells involved in immune system response) in suppressing infection in the brain. Scientists hope to better understand the molecular mechanisms involved in the protection and disruption of the blood-brain barrier, which could lead to the development of new treatments for several neuroinflammatory diseases such as meningitis and encephalitis. Other scientists hope to define, at a molecular level, how certain viruses overcome the body's defense mechanism and interact with target host cells. A possible therapeutic approach under investigation involves testing neuroprotective compounds that block the damage that accumulates after the infection and inflammation of meningitis and encephalitis and can lead to potential complications including loss of cognitive function and dementia. Where can I get more information? For more information on neurological disorders or research programs funded by the National Institute of Neurological Disorders and Stroke, contact the Institute's Brain Resources and Information Network (BRAIN) at: BRAIN P.O. Box 5801 Bethesda, MD 20824 (800) 352-9424 http://www.ninds.nih.gov Information also is available from the following organizations: Meningitis Foundation of America, Inc. 6610 Shadeland Station Suite 200 Indianapolis, IN 46220 email@example.com http://www.musa.org Tel: 800-668-1129 317-595-6395 National Meningitis Association 738 Robinson Farms Drive Marietta, GA 30068 firstname.lastname@example.org http://www.nmaus.org Tel: 866-FONE-NMA (3663662) National Institute of Allergy and Infectious Diseases (NIAID) National Institutes of Health, DHHS 6610 Rockledge Drive, MSC 6612 Bethesda, MD 20892-6612 http://www.niaid.nih.gov Tel: 301-496-5717 "Meningitis and Encephalitis Fact Sheet," NINDS. Publication date April 2004.	<urn:uuid:286c02b0-10b3-4d3f-bdc0-a30967e07ba4>	CC-MAIN-2017-47	http://ceuprofessoronline.com/onlinecourses.php?courseId=NDQ=&action=MQ==	2017-11-18T14:08:59Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00162.warc.gz	58,913,796	5,171	eng_Latn	eng_Latn	0.920973	eng_Latn	0.997889	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1794, 5052, 8028, 11036, 13739, 17545, 19885, 22843, 24917, 25198 ]	[ 2.953125, 1.515625 ]	2	2
Lower School Health Curriculum September- Personal Hygiene/First Aid and Responsibility K5- Handwashing/cover your cough restroom rules/what are germs? First aid-cuts, scrapes, nosebleeds 2- Handwashing/cover your cough/ restroom/ brush your teeth/what are germs?/ lunchroom cleanliness First Aid-scrapes, cuts, nosebleeds, stings and burns, first aid to others 1- Handwashing/cover your cough/ restroom/ brush your teeth/what are germs? First aidcuts, scrapes, nosebleeds, providing first aid to another person 3- Handwashing/cover your cough/ restroom/brush your teeth/lunchroom/ clean clothes each day/what are germs? First Aid-scrapes, cuts, nosebleeds, stings and burns, first aid to others, dental emergencies 5- Handwashing/ cover your cough/ brush your teeth/ lunchroom/ wear deodorant daily/ body odor/what are germs? First Aid-scrapes, cuts, nosebleeds, stings and burns, first aid to others, dental emergencies 4- Handwashing/ cover your cough/ brush your teeth/ lunchroom/ wear deodorant daily/ body odor /what are germs? First Aid-scrapes, cuts, nosebleeds, stings and burns, first aid to others, dental emergencies October- Manners and Etiquette/ Respect Each class would learn about different disabilities/having empathy/helping those with disabilities as appropriate 1-Hearing/vision/wheelchair/service animals/speech disorders K5-Hearing and vision disabilities/ wheelchair bound/service animals 2-dyslexia/vision/hearing/wheelchair/service animals/speech disorders 4-Autism/ADHD/vision/hearing/wheelchair/service animals/speech disorders 3-dyslexia/vision/hearing/wheelchair/service animals/speech disorders 5-Autisn/ADHD/vision/hearing/wheelchair/service animals/speech disorders January- Medicine Safety/Poison/ATOD / Trust and Kindness We would have the time to develop trust with parents and establish the health class before introducing the ATOD component. K5-Difference between medicine/drug, what is a poison/warning symbols, safety rules for medicine 2-difference between medicine/drugs/otc meds and prescription meds/how are meds helpful or harmful to body/who do you trust to administer meds to you or to talk to you about meds? How can you help others to avoid harmful drugs? How do ATOD affect your health? 1-Difference between medicine/drugs, safety rules for medicine, what is a poison/warning symbols, introduce how alcohol/tobacco/other drugs do to your health, who can trust to talk to about drugs? 3-Difference between medicine/drugs/prescription/over the counter meds, poison and warning symbols, personal plan to avoid ATOD, how do ATOD affect your health? How does the community promote/discourage ATOD? 4-Difference between medicine/drugs/otc meds and prescription meds/poison/warning symbols/how meds are helpful or harmful to our bodies, How do ATOD affect your health, how does the community/media promote/discourage ATOD use, personal plan to avoid ATOD, how to help others avoid ATOD, what factors influence decision to use ATOD, 5-Grade four concepts plus- what are the long term/short term effects of alcohol and tobacco? What is difference between dependence, addiction and drug withdrawal? How does your family influence your attitudes about ATOD use? Where can you find accurate information about ATOD? How does alcohol influence decision making? February-Injury prevention, Internet and Phone Safety / Honesty Would want to also include an outside speaker for the kids during their technology/media center time to talk about phone/internet safety Feel this topic is important enough to warrant the time from one PE class and one technology/media class. We could also use this month to have other guest speakers for the kids about safety topics. K5-Calling 911, what is an emergency, who is a stranger? How to keep yourself and others safe? 1-K-5 lessons plus who do you trust to help you? Internet-what not to do, why do we need safety rules? Difference between a safe/dangerous situation, internet use, phone safety-what not to say 2-1 st grade plus-how do friends, family and the media help keep us safe? What should you do in a dangerous situation? How do get help if someone needs it? nd 4-3 rd grade plus-decision making is unsafe situations, 3-2 grade plus-who keeps the community safe and how? Why are emergency plans important? 5-4 th grade plus-how does the media influence our decision making about safety? March- Nutrition / Gratitude K5-Healthy/unhealthy foods/snacks, importance of breakfast, food groups 3-2 nd grade plus-portion distortion/how does the media influence what we choose to eat 4-3 rd grade plus-how eating habits affect your overall health, relationship of nutrition and 1-Good food choices, healthy/unhealthy foods/snacks, food groups, food labels, serving sizes 2-1 st grade plus-why should you eat healthy foods, how do others influence our food choices, how can we encourage others to make healthy choices exercise, planning a healthy meal 5-4 th grade plus-how to find accurate information on food choices, how can your diet reduce health risks/problems April- Puberty and Stress / Self Confidence K5-Five senses and how they work, major body parts What is stress? What can we do about stress? 3-2 nd grade plus -grief/loss, how does stress affect your health? 1-Five senses and how they work, What are major body parts and what do they do? Major bones? Major organs and what do they do? What is stress and what can we do about it? 2-Five senses/how they work, major body parts, body systems and what they do? What is stress and how you can handle it 4-Girl/boy groups to study endocrine system and how it affects growth-learn about your body 5-Girl/boy groups to study endocrine system-learn about boy/girl body anatomy/function May- Sun and Water Safety / Friendship 1-K5 plus sunburn education K5-How is the sun important to health and harmful to health? Ways to protect our skin, water safety rules 2-1 st plus UV index and SPF 3-2 nd plus first aid for outdoor injuries ( sunburn, insect bites, snake bites, etc.) 4-Same as 3 rd but with more focus on harmful sun damage 5-Same as 3rd	<urn:uuid:0ae73089-b542-49b9-a456-b0b1ba25fa5a>	CC-MAIN-2017-47	http://www.pinewoodprep.com/editoruploads/files/Lower%20School%20health%20Curriculum.pdf	2017-11-18T13:38:23Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00165.warc.gz	480,936,484	1,430	eng_Latn	eng_Latn	0.944343	eng_Latn	0.986549	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3000, 6057, 6129 ]	[ 4.3125 ]	2	0
PRIMARY YEARS P1 NEWSLETTER Term 4 Email: firstname.lastname@example.org Introduction Term 4 has begun with 9 weeks full of new activities and challenges as well as a chance to consolidate previous work. 50th BIRTHDAY CELEBRATION On Sunday the 29th October, our students will be taking part in the 50th Birthday Celebrations. We will be performing between 1:00 pm and 1:20 pm on the Library Stage. We hope to see you there! KIDMAN CELEBRATES This term we will be busy preparing for our Kidman Celebrates production on the 13th of December. Students will need to come dressed in denim shorts, a plain green t-shirt, and white long socks for our performance. We will be representing scouts/campers. Term 4's Joy program will continue to encourage students to make positive choices and decisions about their life and learning. We will continue to implement the Walker Learning Approach. The key areas of our focus will be creating a positive learning environment, continuing with Circle Time/Class Meetings, Clinic Groups, and Focus Students. Throughout the weeks we will continue to use the Connected Curriculum (incorporating STEM) to undertake our Education Research Projects. Expectations After discussion we negotiated our class expectations * Be Safe * Listen and think * Share, cooperate, and help others * Focus and think about work * Be friendly and respectful * Always persist and do your best * Give eye contact to the speaker * Work without disturbing others * Be organised and look after your things Following class expectations will lead to many positive consequences and experiences and encourage the children to "Aspire and Soar" Consequences The following steps are followed to help students who need to redirect their focus and meet classroom expectations 1. Reminder to follow expectation and probable loss of a Dojo point 2. Class Time Out 4. Office Sit Out – Counselling from Admin Staff 3. Buddy Class – removal to another classroom A proforma informing parents of children reaching step 3 or 4 will be sent home and will need to be signed and returned to me the next day. Routines USE OF BLUE WALLET /COMMUNICATION BOOK The blue wallet contains their Reading Log, Spelling Book/Communication Book, Personal Reader, Homework and Notices. It is important that this goes home and is returned daily. As was mentioned in Semester 1, both the Communication Book and the Blue Wallet fulfil a very important function in helping your child to be organised. It will continue to be used every school day. Your child is responsible for their homework and organising themselves. I would appreciate it if you could check the diary regularly but you are not required to sign. Feel free to write notes and comments, either as encouragement to your child or a note to us if needed. It will be used as an important means of communication. If for some reason your child is unable to complete set homework a note in their Communication Book is an easy way of informing me. Our scheduled time for Library borrowing is Thursday mornings. Each week your child is expected to borrow up to 3 books from the library as part of their Home Reading program. At least one of these books should have a Lexile Level at or above their reading level and also have a Lexile Quiz to complete online before returning the book to the library. Some students will also be reading books from the levelled Reading Recovery boxes (1 - 30). These students are responsible for regularly changing their books after they have been read to an adult. It is important that students have a good understanding of what they are reading and so asking your child to summarise the text or describe a character or settings is important. Rereading a text (or part) for fluency is also important to consolidate sight words and correct phrasing. Homework As mentioned previously, it is expected that your child will be practising their personal spelling words, reading and revising their maths tables daily. This regular practise is essential to reinforce the skills your child is learning. Homework will usually be a spelling task. This occassionally will be the completion of work begun in class or tasks which complement class tasks. On occasions your child may have finished this work at school but I still encourage them to take it home and show you their work. The usual weekly routine will be: * Monday: Write out spelling words three times. * Tuesday: Write 4 sentences containing spelling words. * Thursday: Mathletics/IXL/Mental Maths. * Wednesday: Complete Spelling Activity Sheet. (If homework is not completed, a note of explanation would be appreciated) Curriculum Areas I hope the following information is useful. Please remember that our programs are constantly being reviewed to meet the needs of the students and the following summary may change. EDUCATION RESEARCH PROJECT Our Inquiry question for this term is ' What if the Force was with you?' Within this inquiry we will be covering our Science, HASS and Design and Technologies as well as STEM. The big ideas are: Forces affect the behaviour of objects (direction, speed and acceleration) and can be influenced by a range of contact and non-contact forces (friction, magnetism, gravity and electrostatic forces). Energy can be transferred and transformed from one form to another with phenomena involving motion, heat, sound, light and electricity. Individuals and groups have participated in and contributed to society past and present and all have rights and responsibilities. Concepts of force, motion, matter and energy apply to systems ranging in scale from atoms to the universe itself. It is important to make decisions which take into account ethical considerations, having all the relevant information. Societies follow processes for decision-making and decisions have implications for individuals, society, the economy and the environment. ENGLISH As in other terms the focus on extending these skills remains but the content of the lessons fits our themes or the students' needs and interests. Spelling * Set words each week. Some list and some personal words. To be learnt at home and tested each Friday. * Set activities which will reinforce spelling rules, syllables, vocabulary, use of dictionaries, word usage, word building. * The Spelling Log (kept in the student's blue wallet) is a valuable tool for revision as it is a specific list of the words for your child. Words misspelt throughout the week are added to this list to be learnt as part of your child's spelling program. Feel free to help your child revise the spelling of these words regularly. Written Language. * Analysing sentence construction, good editing procedures and paragraphing. * Aspects of grammar and formalities will be taught. * Plan, draft, proof read and edit, then publish set pieces of text. This term we will be focusing on narrative, report writing, procedure and poetry. Reading and Viewing * During Guided Reading sessions students work on comprehension skills with an * Students are required to select books from the library, as the basis of their personal reading. They record them on their reading log. One of these books should have a Lexile level at or above your child's level. Hopefully this book will also have a Lexile quiz for your child to complete online before returning the book to the library. Our library time is Friday this term. emphasis on Clarifying, Analysing, Predicting and Summarising. * Research skills and note taking skills. * Throughout the week students have many opportunities to read for interest as well as practise their research skills and oral reading skills. Speaking and Listening * Circle Time / discussions * Structured planned tasks in the form of Focus Student Discussions, as well as informal class discussions MATHS * Number facts and mental practice will continue regularly in class * Written and mental strategies for multiplication and division of large numbers * Real life applications of multiplication and division * Investigate angles and 2D and 3D shapes * Use addition and subtraction to find unknown quantities * Collect data and create displays * Measure and draw connections between Area and Volume * Addition and Subtraction in everyday situations using money The students must continue to practise at home and have a sound recall of number facts, as this is the foundation of most of our Maths work. TECHNOLOGIES Design and Technology Digital Technologies * Technology tasks requiring planning, making, appraising and critiquing. * Regular tasks which require students to use a variety of tools and programs. * Mathletics, Coding programmes and Lexile quizzes * Regular use of computers for researching and publishing. THE ARTS Explore movement and music We will continue to experiment with colour and techniques. Useful Web Addresses http://www.mathletics.com.au/ http://www.premiersreadingchallenge.sa.edu.au/prc/ { Premiers Reading Challenge} http://www.ixl.com https://slz04.scholasticlearningzone.com/auth/intl/Login/AUS4RTD (lexile) http://www.ziptales.com http://storyboxlibrary.com.au/schools	<urn:uuid:9c5fe0a7-75d6-40da-950e-629c511314e1>	CC-MAIN-2017-47	http://kidmanpkps.sa.edu.au/docs/class%20newsletter/2017%20P1%20Term%204.pdf	2017-11-18T13:59:09Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00169.warc.gz	158,095,620	1,872	eng_Latn	eng_Latn	0.996996	eng_Latn	0.998388	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2118, 4667, 7438, 9188 ]	[ 3.125 ]	1	0
FELINE LEUKEMIA VIRUS DISEASES Feline leukemia virus infection was, until recently, the most common fatal disease of cats. Because we can now protect cats with a leukemia virus vaccine, we are seeing fewer cases of the disease. However, it still remains a major cause of death in cats. "Leukemia" means cancer of the white blood cells. This was the first disease associated with the feline leukemia virus (FeLV) and, thus, the source of its name. We often use the term "leukemia" rather loosely to include all of the diseases associated with the virus, even though most are not cancers of the blood. This virus causes many other fatal diseases, in addition to leukemia. What diseases are caused by the FeLV? There are three major disease categories associated with the FeLV: 1) The Leukemias are cancers of the white blood cells. 2) Lymphosarcoma is a cancer which begins in lymphoid tissue, such as a lymph node. Almost any tissue may be affected; organs commonly involved include lymph nodes, intestinal tract, kidneys, liver, spinal cord, brain, bone marrow and blood. 3) The Non-Cancerous Diseases include a variety of somewhat unrelated diseases. Anemia, abortion, arthritis, and immune suppression are examples. When the immune system is suppressed, the cat becomes susceptible to many diseases it would ordinarily resist and mild diseases, such as respiratoryinfections, may become fatal. How is the virus transmitted? The main means of transmitting the virus is through cat fights. Because large quantities of the FeLV are shed in cat saliva, puncture wounds associated with fighting result in injection of the virus into other cats. Other less frequent routes of viral spread include sharing food and water bowls, cats grooming each other, and transmission from mother to kittens before birth. What is a "leukemia test"? The "leukemia test" is used to determine if a cat harbors the virus. Any of three different tests may be used to detect one particular virus protein in the cat. Some tests detect earlier stages of infection, whereas others are used to detect later (i.e., irreversible) stages of infection. 1. The blood ELISA test is performed on a blood sample and detects the FeLV at any stage of infection. This test turns positive within a few days of infection and, in some cases, may later turn negative if the cat's immune system eliminates the infection. 2. The IFA test is performed on a blood smear and turns positive only after the FeLV infection has progressed to a late stage of infection. Once positive, the IFA test usually means that the cat has a permanent infection. A cat who tests IFA positive is only rarely able to successfully eliminate thevirus. 3. The tears/saliva ELISA test is performed on a sample of tears or saliva. It turns positive only in a late stage of infection; therefore, it may yield a false negative result in cats who are in the early stage of FeLV infection. It also has been associated with some false positive results due to inherent errors in theway the test is performed. Because of these problems, the tears and saliva tests are not used routinely. What can happen if a cat is infected with the FeLV? When we are exposed to a virus, such as a flu virus, there are two possible outcomes. Either our immune system responds to the challenge and protects us, or it is unable to respond successfully and we develop the flu. A number of factors determine which outcome occurs and whether or not we will get sick: A. The amount of the virus (Did someone sneeze directly in your face?). C. The status of our immune system (are immune suppressing drugs being taken?) B. The strain of the virus (Some strains are more potent than others). D. Age (the very young and very old are more likely to become infected). E. The presence of other infections which might cause debilitation. The behavior of the feline leukemia virus in the cat's body is not so black or white. Instead of the two possible outcomes described above (i.e., we get sick or we get well), there are four possible outcomes for cats with FeLV. Understanding these allows one to more fully comprehend some of the unusual situations which may arise in cats. OUTCOME 1: IMMUNITY — The cat mounts an immune response, eliminating the infection. This is the most desired outcome because it means that the cat will not become persistently infected with the virus. During this period of virus challenge, the cat may actually develop a mild form of illness. Fever, poor appetite, lethargy, and swollen glands (lymph nodes) in the neck may develop and last for 3 to 10 days. Outcome 1 occurs about 40% of the time after a cat is challenged by the FeLV. Immunity to the virus is more likely to develop in the adult cat than in the kitten. OUTCOME 2: INFECTION — The cat's immune system is overwhelmed by the virus. This is the least desired outcome because the cat becomes permanently infected with the virus. Although the cat may be sick for a few days initially (as described above), it usually recovers and appears normal for weeks, months, or years. Ultimately, most of these cats die of FeLV-related disease, but as many as 50% will still be healthy after 2-3 years and 15% after 4 years. Vaccination of these cats will not cause any problems, but doesn't help the cat, either. Outcome 2 occurs an estimated 30% of the time after a cat is challenged by the FeLV. UTCOME 3: LATENCY — The cat harbors the virus but we cannot easily detect it. Unlike other viruses, the FeLV does not directly kill the cat's cells or make them become cancerous. Instead, it inserts a copy of its own genetic material (called DNA) into the cat's cells; these cells may later be transformed into cancer cells or cells which will no longer function normally. In Outcome 3, the genetic change in the cat's cells will remain undetected for an average of 2 ½ years, during which time the cat will appear completely normal. In the early stages of infection, the blood ELISA and IFA tests will remain consistently negative. The PCR test, a recently available diagnostic tool, will detect the latent infection. However, this test is somewhat expensive and not widely available so it is not used for routine testing. OUTCOME 4: IMMUNE CARRIER — The cat becomes an immune carrier. The FeLV becomes hidden in some of the cat's epithelial cells. Although the FeLV is multiplying, it is not able to get out of these cells because the cat is producing antibodies against the virus. The cat will appear normal in every way. This situation is uncommon and probably occurs only 1-2% of the time. How are cats with leukemia treated? Some forms of leukemia (blood cancer) are unresponsive to all available forms of cancer treatment. Other types of leukemias may respond to chemotherapy, though most of these have an average survival time of less than one year. Because the virus is not affected by treatment, the cat will always remain infected with FeLV. Also, relapse of leukemia is possible (and expected). These factors cause us to recommend treatment of leukemia in very few situations. What should I do to disinfect my house? The FeLV lives, at most, only a few hours outside the cat if the environment is dry. Therefore, extensive environmental disinfection is not necessary. If you wait even two days to get a new cat, you can be assured that none of the virus from a previous cat will remain in your house. I have a healthy cat that is infected with the virus. What does that mean? Healthy infected cats may remain apparently unaffected by the virus for several years. However, such cats should be considered infectious and potentially dangerous to other cats. Such cats should be isolated from non-infected cats to prevent spread of infection. Many people find this undesirable or impossible and elect euthanasia to protect noninfected cats. Is there any danger to my family? Extensive tests have been conducted for over 15 years to determine if the FeLV can be transmitted to humans. Thus far, no conclusive evidence has shown any FeLV-related disease in humans or other animal species, including the dog. However, persons with compromised immune systems are of concern to many researchers. Newborn babies, persons on chemotherapy, AIDS patients or transplant recipients on anti-rejection drugs should probably not be unnecessarily exposed to this or any other virus. Can I protect my other cats? A vaccine is available to protect cats from the FeLV. Although not 100% of cats are totally protected, the vaccine is strongly recommended for cats who are exposed to open populations of cats (i.e., outdoor cats). We have seen a definite decline in the incidence of feline leukemia virus infection and related diseases since vaccine use became widespread. We strongly recommend it. If your cat stays indoors at all times and is not in contact with another cat that goes outdoors, the need for the vaccine is minimal. Cats who are already infected with the FeLV will not be helped by the vaccine. (They will not be hurt by it, either). We recommend pre-vaccination testing for the FeLV for: 1) cats with a history of cat fights or fight wounds (i.e., abscesses) 3) cats from unknown backgrounds (particularly animal shelters, humane societies, or pet shops) 2) cats exposed to FeLV-infected cats 4) routine health care, especially in multicat households Will vaccinating my cat with the FeLV vaccine cause the leukemia test to be positive? No. The vaccine will not cause a cat to test positive for the virus. While the history of vaccination is important for us to know, it does not alter our ability to interpret the feline leukemia virus test. Are there any possible adverse effects associated with the leukemia virus vaccine? Possibly. In the last 10 years, several million doses of leukemia vaccine have been given without any adverse sideeffects. However, a form of cancer that will arise at the injection site has been found in a small subset of cats (estimated at between 1 in 10,000 and 1 in 100,000) that have received leukemia vaccine. This tumor is called a fibrosarcoma, or tumor of the connective tissue. In many cats, it is not possible to remove the tumor with surgery. However, in most cats, the risk of contracting a feline leukemia virus disease and dying of it is considered far greater than for development of vaccine-related tumors.	<urn:uuid:7791ad5b-b64a-4575-ab5a-417e3569f9e5>	CC-MAIN-2017-47	http://abellanimalhosp.com/client-handouts/Feline/Diseases,%20Infections,%20Conditions/Feline%20Leukemia.pdf	2017-11-18T14:02:16Z	crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00171.warc.gz	6,877,482	2,258	eng_Latn	eng_Latn	0.998943	eng_Latn	0.999067	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2706, 6628, 10429 ]	[ 2.515625 ]	8	3
HELP US PUT AN If your home was built before 1940, lead could be present in your pipes or fixtures. In older homes, lead can leach into the water due to pipe corrosion. Do you have a lead water service line in your home? The Mohawk Valley Water Authority is working to identify lead service lines in pre-1940's homes to help protect the health of our customers. Testing the pipes in your home to determine if they are lead is simple and requires only two common items: a flathead screwdriver and a magnet. 1. Start by locating the water service line in your home. It is attached to your water meter and typically found in the basement or crawl space. You should test the pipe that is between where the water line enters the basement wall and the water meter. Do not test the portion of the pipe on the other side of the meter, located away from the wall. If your pipes are made of rigid plastic, you do not need to test them. Please contact the Water Quality Department at 315-792-0338 to let them know that your pipes are made of plastic. 2. If your pipes are made of strong, good quality metal, using your screwdriver, scrape an exposed section of the pipe. (The pipe may be covered or wrapped; if so, peel away a small piece.) If scraping the pipe reveals: a. A shiny "new penny" color, your pipe is copper. b. A silver/white color, place a magnet on the pipe. If it sticks, your pipe is galvanized steel. c. A silver/white color and the magnet does not stick, your pipe is lead. 3. Contact the Water Quality Department at 315-792-0338 to report the results of your test, as this is important information that needs to be recorded. It's estimated that there are about 2,500 lead or partial lead services in our area. By letting us know what your home's pipes are made of, you're helping MVWA put an end to lead. 4. If your pipe appears to be lead, the MVWA will take a water sample at your home and test it for free in our certified laboratory. For more information, visit www.mvwa.us WHAT'S NEXT? Any lead is too much. Lead can be harmful at very low levels, particularly in households with pregnant women, infants or young children. If your water has elevated lead levels, you should have the lead pipe or portions replaced. * Service lines up to the curb stop are owned by MVWA; the remaining line is owned by the property owner. * If you have lead pipes in your home, we will work with you to replace the full service line or lead portions. * MVWA will cover the cost of replacing pipes under its ownership that appear to contain lead as soon as the owner's portion is replaced. * A certified, experienced plumber can also help you eliminate the source of lead. In the meantime, if your water has elevated lead levels, here are some tips: * Use a filter to remove lead. * Run the tap before use — lead levels are at their highest when water has been sitting. * Use cold water for cooking because hot water dissolves lead more quickly. * Clean aerators monthly to remove accumulated lead. We encourage residents of pre-1940's homes believed to have lead service lines to contact the Water Quality Department at 315-792-0338 to take advantage of our free testing in our certified laboratory. There are about 2,500 lead or partial lead service lines in our service area. We'd like your help to identify and remove these lines. For more information, visit www.mvwa.us or call 315-792-0301	<urn:uuid:a90a4b9a-8413-41d5-918a-973272e3765c>	CC-MAIN-2019-43	https://mvwa.us/WaterQuality/Lead_Service_Education.pdf	2019-10-23T03:15:21Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00016.warc.gz	595,366,733	762	eng_Latn	eng_Latn	0.99925	eng_Latn	0.999279	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1993, 3406 ]	[ 2.4375 ]	2	0
Exploring financial identity through English Learning experiences and formative assessment tasks in this learning resource are aligned to SOLO Taxonomy to ensure cohesiveness, constructive alignment and cognitive stretch for all students. This gives both teachers and students choices throughout the learning and teaching process. Exploring English through financial identity supports students to understand the ways advertising impacts on people's financial behaviours and identities. Students explore the way financial messages are conveyed and analyse spending, saving/te whakaputu and money/moni management behaviours. This is an integrated, cross-curricular resource, supporting the theme identity and can be used in multiple ways. Related resources are available for social sciences, maths and technology (digital technologies). This resource is designed for flexibility and choice. There are a range of resources to choose from, so schools and teachers can design programmes that allow: Students to work at their own pace using a student planner Teachers to design a programme that suits department, faculty or whole-school planning over a few weeks or a term. This will vary from school to school. Important readings: Financial identity – resource introduction Pedagogy and methodology overview for the frameworks underpinning the development of this resource. Achievement objectives Level Four Listening, reading and viewing Processes and strategies: students will integrate sources of information, processes and strategies confidently to identify, form and express ideas. Purposes and audiences: students will show an increasing understanding of how texts are shaped for different purposes and audiences. Ideas: students will show an increasing understanding of ideas within, across and beyond texts. Language features: students will show an increasing understanding of how language features are used for effect within and across texts. Structure: students will show an increasing understanding of text structures. Speaking, writing and presenting Processes and strategies: students will integrate sources of information, processes and strategies confidently to identify, form and express ideas. Purposes and audiences: students will show an increasing understanding of how to shape texts for different purposes and audiences. Ideas: students will select, develop and communicate ideas on a range of topics. Language features: students will use a range of language features appropriately, showing an increasing understanding of their effects. Structure: students will organise texts using a range of appropriate structures. Level Five Listening, reading and viewing Processes and strategies: students will integrate sources of information, processes and strategies purposefully and confidently to identify, form and express increasingly sophisticated ideas. Purposes and audiences: students will show an understanding of how texts are shaped for different purposes and audiences. Ideas: students will show an understanding of ideas within, across and beyond texts. Language features: students will show an understanding of how language features are used for effect within and across texts. Structure: students will show an understanding of a range of structures. Speaking, writing and presenting Processes and strategies: students will integrate sources of information, processes and strategies purposefully and confidently to identify, form and express increasingly sophisticated ideas. Purposes and audiences: students will show an understanding of how to shape texts for different audiences and purposes. Ideas: students will select, develop and communicate purposeful ideas on a range of topics. Language features: students will select and use a range of language features appropriately, showing an understanding of their effects. Structure: students will organise texts, using a range of appropriate, effective structures.	<urn:uuid:f4241215-c42e-4a51-9c61-3b4033706f3a>	CC-MAIN-2019-43	https://sortedinschools.org.nz/sorted-resources/financial-identity/english-using-the-resource/downloadpdf	2019-10-23T02:23:34Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00022.warc.gz	706,178,733	676	eng_Latn	eng_Latn	0.996639	eng_Latn	0.997415	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2035, 3955 ]	[ 3.390625 ]	2	0
Frederick Jackson Turner: The Frontier in American History (1893) More than any other scholar, historian Frederick Jackson Turner influenced attitudes toward the role of the West in shaping American values and institutions. Born in Portage, Wisconsin, in 1861, he taught at the University of Wisconsin from 1889 until 1910, when he joined Harvard's faculty. In 1893 he presented his "frontier thesis" to the American Historical Society. Turner claimed that the process of western settlement was the defining characteristic of American society. Yet he concluded that at the end of the nineteenth century the frontier era had ended, and he worried that its beneficial effects would be lost to future generations of Americans. His frontier thesis was widely accepted. Today, however, historians criticize him for ignoring the role of women, evading the moral issues associated with the exploitation of the Native Americans, and asserting a simplistic connection between geography and political ideology. From Frederick Jackson Turner, The Frontier in American History (New York: Holt, Rinehart & Winston, 1920), pp. 1-4,22-23,29-31,32,37-38. In a recent bulletin of the Superintendent of the Census for 1890 appear these significant words: "Up to and including 1880 the country had a frontier of settlement, but at present the unsettled area has been so broken into by isolated bodies of settlement that there can hardly be said to be a frontier line. In the discussion of its extent, its westward movement, etc., it cannot, therefore, any longer have a place in census reports." This brief official statement marks the closing of a great historic movement. Up to our own day American history has been in a large degree the history of the colonization of the Great West. The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development. Behind institutions, behind constitutional forms and modifications, lie the vital forces that call these organs into life and shape them to meet changing conditions. The peculiarity of American institutions is the fact that they have been compelled to adapt themselves to the changes of an expanding people-to the changes involved in crossing a continent, in winning a wilderness, and in developing at each area of this progress out of the primitive economic and political conditions of the frontier into the complexity of city life. Said Calhoun 1 in 1817, "we are great, and rapidly-I was about to say fearfully-growing!" So saying, he touched the distinguishing feature of American life. * * * In the case of most nations, however, the development has occurred in a limited area; and if the nation has expanded, it has met other growing peoples whom it has conquered. But in the case of the United States we have a different phenomenon. Limiting our attention to the Atlantic coast, we have the familiar phenomenon of the evolution of institutions in a limited area, such as the rise of representative government; the differentiation of simple colonial governments into complex organs; the 1 South Carolina statesman John C. Calhoun (1782-1850). progress from primitive industrial society, without division of labor, up to manufacturing civilization. But we have in addition to this a recurrence of the process of evolution in each western area reached in the process of expansion. Thus American development has exhibited not merely advance along a single line, but a return to primitive conditions on a continually advancing frontier line, and a new development for that area. American social development has been continually beginning over again on the frontier. This perennial rebirth, this fluidity of American life, this expansion westward with its new opportunities, its continuous touch with the simplicity of primitive society, furnish the forces dominating American character. The true point of view in the history of this I?-ation is not the Atlantic coast, it is the Great West. ... In this advance, the frontier is the outer edge of the wave-the meeting point between savagery and civilization.... The most significant thing about the American frontier is that it lies at the hither edge of free land. * * * In the settlement of America we have to observe how European life entered the continent, and how America modified and developed that life and reacted on Europe. Our early history is the study of European germs developing in an American environment.... The frontier is the line of most rapid and effective Americanization. The wilderness masters the colonist. It finds him a European in dress, industries, tools, modes of travel, and thought. It takes him from the railroad car and puts him in the birch canoe. It strips off the garments of civilization and arrays him in the hunting shirt and the moccasin. It puts him in the log cabin of the Cherokee and Iroquois and runs an Indian palisade around him. Before long he has gone to planting Indian corn and plowing with a sharp stick; he shouts the war cry and takes the scalp in orthodox Indian fashion. In short, at the frontier the environment is at first too strong for the man. He must accept the conditions which it furnishes, or perish, and so he fits himself into the Indian clearings and follows the Indian trails. Little by little he transforms the wilderness, but the outcome is not the old Europe .... The fact is, that here is a new product that is American. At first, the frontier was the Atlantic coast. It was the frontier of Europe in a very real sense. Moving westward the frontier becomes more and more American .... Thus the advance of the frontier has meant a steady movement away from the influence of Europe, a steady growth of independence on American lines. And to study this advance, the men who grew up under these conditions, and the political, economic, and social results of it, is to study the really American part of our history. * * * First, we note that the frontier promoted the formation of a composite nationality for the American people. The coast was preponderantly English, but the later tides of continental immigration flowed across to the free lands.... In the crucible of the frontier the immigrants were Americanized, liberated, and fused into a mixed race, English in neither nationality nor characteristics. The process has gone on from the early days to our own .... But the most important effect of the frontier has been in the promotion of democracy here and in Europe. As has been indicated, the frontier is productive of individualism. Complex society is precipitated by the wilderness into a kind of primitive organization based on the family. The tendency is anti-social. It produces antipathy to control, and particularly to any direct control. The frontier States that came into the Union in the first quarter of a century of its existence came in with democratic suffrage provisions, and had reactive effects of the highest importance upon the older States whose peoples were being attracted there. An extension of the franchise became essential.... But the democracy born of free land, strong in selfishness and individualism, intolerant of administrative experience and education, and pressing individual liberty beyond its proper bounds, has its dangers as well as its benefits. Individualism in America has allowed a laxity in regard to governmental affairs which has rendered possible the spoils system and all the manifest evils that follow from a highly developed civil spirit .... The works of travelers along each frontier from colonial days onward describe certain common traits, and these traits have, while softening down, still persisted as survivals in the place of their origin, even when a higher social organization succeeded. The result is that to the frontier the American intellect owes its striking characteristics. The coarseness and strength combined with acuteness and inquisitiveness; that practical, inventive turn . of mind, quick to find expedients; that masterful grasp of material things, lacking in the artistic but powerful to effect great ends; that restless nervous energy; that dominant individualism, working for good and for evil, and withal that buoyancy and exuberance which comes with freedom-these are traits of the frontier, or traits called out elsewhere because of the existence of the frontier. Since the days when the fleet of Columbus sailed into the waters of the New World, America has been another name for opportunity, and the people of the United States have taken their tone from the incessant expansion which has not only been open but has even been forced upon them. He would be a rash prophet who should assert that the expansive character of American life has now entirely ceased. Movement has been its dominant fact, and, unless this training has no effect upon a people, the American energy will continually demand a wider field for its exercise .... yet, in spite of environment, and in spite of custom, each frontier did indeed furnish a new field of opportunity. ... And now, four centuries from the discovery of America, at the end of a hundred years of life under the Constitution, the frontier has gone, and with its going has closed the first period of American history. REVIEW QUESTIONS 1. What do you think Turner meant by the term "Americanization"? 2. According to Turner, in what crucial respect did western states differ from those on the Atlantic coast? 3. Turner equated the frontier with the American character. Does his set of national characteristics accurately describe Americans today? Explain. 4. In suggesting that the frontier was ultimately synonymous with a "new field of opportunity;' what did Turner imply about other living environments in nineteenth-century American life?	<urn:uuid:4639a771-5649-4cbf-ad56-ac05de877506>	CC-MAIN-2019-43	http://rivercity.wusd.k12.ca.us/documents/Academics/Social-Science/GRADE-11-US-HISTORY/PRIMARY-SOURCE-DOCUMENTS/8960811963748714857.pdf	2019-10-23T02:19:23Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00018.warc.gz	159,582,366	1,915	eng_Latn	eng_Latn	0.998138	eng_Latn	0.99819	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5408, 9821 ]	[ 2.546875 ]	1	0
1 2 3 4 5 6 7 3) 1 2 3 4 5 6 1 2 3 4 5 6 Name: ___________________________ Period: ____ A proof is a logical argument that uses deductive reasoning to show that a statement is true. You are required to use _________________________ that are justified with ______________________ for each step. All proofs start with some __________ information and are complete when the last line is the ___________ statement. Many students find proofs ___________________. You may need to get extra help during ______________, the after school help center on _______________ and _____________ in room ______, or other times to be arranged with your _________________ or ________________. 1) Given : 3b d f Prove: 5 g b 2) Given : 2 g h Prove: 2 d b f g Statements Statements Reasons Reasons g h k k m 3 m h 4) Statements Reasons The following problems show the first line of a proof. Fill in the second line with a statement and reason that follows logically from the given information. Draw and label a diagram for each problem in your notebook. Choose from these statements/reasons to help with 1-10. Definition of Congruence, Vertical Angle Theorem, Definition of Bisector, Segment Addition Postulate, Definition of Midpoint, Definition of Supplementary, Definition of Complementary, Definition of Congruence, Definition of Right Angle, Angle Addition Postulate AB BC , ABC CBD , 90 m A A B , 1 2 90 m m , BA AC BC m ABD m DBC m ABC , AD DC and A B are supplementary, 1 2 1. 3. 2. 4. 5. 7. 6. 8. 9. 10. Complete the following proofs in your notebook. Be sure to copy the "Given" and "Prove" statements and show all steps in the two-column format with "Statements" and "Reasons." Neatness counts!!!! 11. Given: 8 ab a Prove: 12 d 12. Given: m n p Prove : 3 2 r n b 20 d 9 , 5 p r m n Geometric Markings: Add geometric markings to the figure for each statement. Use the indicated color for marking the diagram: a) BEA is a right angle (red) d) AE EF EC (orange) b) BEG HED (blue) e) c) AEF FEC (green) BE ED (pink)	<urn:uuid:d3d39b19-de50-4c48-9eff-7644c6ad73a0>	CC-MAIN-2019-43	https://www.tamdistrict.org/cms/lib/CA01000875/Centricity/Domain/306/L5%20Notes-HW%20Proofs.pdf	2019-10-23T03:56:42Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00021.warc.gz	1,075,434,419	741	eng_Latn	eng_Latn	0.946306	eng_Latn	0.985579	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 865, 2153 ]	[ 3.8125 ]	2	0
Baz & Benz By Heidi McKinnon March 2019 ISBN 9781760523688 Hardcover picture book Recommended for 3-6-year-olds Summary 'Benz, are we friends?' 'Yes, Baz, we are best friends' 'For how long?' 'For ever and ever.' But what do you do when your best friend is... kind of annoying? A delightfully funny and warm-hearted story about a little owl exploring the boundaries of love and friendship from the creator of I Just Ate My Friend. * * * The idea of testing the limits of love and friendship from within a safe space is a perennially popular theme in children's literature – think Guess How Much I Love You and Margaret Wise Brown's The Runaway Bunny. Here Heidi McKinnon takes this classic theme and makes it her own with her wicked sense of humour and her gorgeously vibrant colours and design style. Use in the curriculum Baz & Benz is a highly engaging book, with a humorous and then cute ("Awww!") payoff at the end. Young children will relate easily to its theme of friendship. Its deceptively simple graphics can help teachers demonstrate how character, emotion, humour and even time can be conveyed through images. It is suitable for addressing many of the Language, Literature and Literacy concept descriptions of the Australian Curriculum for Foundation Year and Year 1 as well as being a great asset in pre-schools and childcare for teaching basic book literacy. Themes * friendship * testing boundaries * unconditional love Ph: +02 8425 0150 Email: firstname.lastname@example.org In the classroom… Discussion questions 1. Before opening Baz and Benz look at the title and cover design and ask questions such as: * Can you name the sort of bird that Baz and Benz are? * Do you know the noise they usually make? * Where do they usually live? * Do you think they are awake during the day or night? What helped you guess on the cover? * Do Baz and Benz look friendly? What is it in the picture that makes you think that? * Do you think this will be a funny or sad story? Why? 2. Read the story through once and then put the book down and ask students if they think Benz is a good friend to Baz and why. Try to expand the discussion by asking: * What sort of things do good friends do for one another? * What sort of things don't good friends do? * Is it nice to have good friends? Why? * Is it nice to be a good friend? Why 3. Turn to the first double-page spread, 'Benz, are we friends?' 'Yes, Baz, we are bestest friends.' Ask the children which bird is Benz and which bird is Baz and how they know this. Or point out to them how the writing tells us which owl is which. [The colour of the text matches the colour of the bird speaking that text.] 4. On the next double-page spread, what additional design feature helps us know who is speaking? [The text is printed below the picture of the bird who is speaking.] 5. Look at the page where Benz says, 'That would be funny!' and compare it with the page where he says, 'That would be REALLY funny!'. * What is different in the second image to show Benz finds Baz's second idea even funnier? * What is different about the words shown on the page? 6. Now try the same exercise with the pages featuring Benz saying. 'That would be annoying.' and 'That would be REALLY ANNOYING!' * How do his body and eyes change to show he is really annoyed? * How does the font and its size change to emphasise just how annoyed Benz would be? * Did these things change the way the words were read out by your teacher? 7. Now compare the first image of Baz as a bat with the next, scarier image. * How does his body change to convey the idea of something scary? * Do the words on the page change? * The second image of Baz is a close-up, meaning he seems much bigger. Why do you think Heidi McKinnon chose to present him like that? These notes may be reproduced free of charge for use and study within schools but may not be reproduced (either in whole or in part) and offered for commercial sale. In the classroom… 8. If owls are awake all night and sleep during the day, why do you think the colour in the background changes from orange/pink to dark blue to black and then back to orange/pink? 9. Did you think that the ending was funny? Explain what you found funny about it. 10. Look at the front and back endpapers before closing the book. * How do they differ and why do you think the story closes with an image of Baz and Benz hugging on the same side of the tree? 11. Retell this story in your own words. 12. What did you like about the book? What didn't you like? Would you want to read it with your best friend? The author Heidi McKinnon was born and grew up in Tamworth NSW. After a childhood spent trying to avoid country music she moved to Melbourne and studied art and design at RMIT. After graduating, she worked lots of weird jobs until she began a career as a Graphic Designer. This is Heidi's second picture book. Her first, I Just Ate My Friend, was shortlisted for numerous awards, including the Children's Book Council Crichton Award and has been published around the world, including in the USA, France, Japan and Korea. Author's inspiration My childhood was spent hanging out at my parents' watchmaking shop and running around my grandparents' farm. Growing up in the country with only two TV channels was an excellent environment to develop imagination but mostly I dreamed of one day moving to the city. My grandfather was an incredible storyteller and bush poet. He had endless stories about creatures that lived in the mountains who stole children and magic fish that lived in water tanks. I have great memories of swimming in dams, catching yabbies, befriending chickens and listening to my Pop's colourful (and sometimes nightmare-inducing) stories while toasting bread by an open fire. I have always made things and knew from early on that I wanted a creative job when I grew up. As a kid I was obsessed with writing funny stories and drawing pictures. In the early 90's I moved to Melbourne and studied art & design at RMIT. After art school I worked a million weird jobs until I began a career in Graphic Design. After having my daughter Ava, I began to reflect on my own childhood and how important stories are. I think Baz & Benz is about friendship and tolerance—and we all know someone like Baz! These notes may be reproduced free of charge for use and study within schools but may not be reproduced (either in whole or in part) and offered for commercial sale.	<urn:uuid:72e73aa3-8dc9-4f14-acf6-1503df65c77a>	CC-MAIN-2019-43	https://www.allenandunwin.com/documents/teachers-resources/1473-bazandbenz9781760523688tt/file	2019-10-23T02:47:11Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00024.warc.gz	779,952,113	1,435	eng_Latn	eng_Latn	0.998394	eng_Latn	0.999023	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1507, 3956, 6467 ]	[ 4.625 ]	1	0
Oxford Level 3 First Sentences Pond Dipping Teaching Notes Author: Thelma Page Comprehension strategies Decodable words * Comprehension strategies are taught throughout the Teaching Notes to enable pupils to understand what they are reading in books that they can read independently. In these Teaching Notes the following strategies are taught: Prediction, Questioning, Clarifying, Summarising, Imagining Group or guided reading Introducing the book (Clarifying, Prediction) Read the title and look at the picture. Ask: Do you know what 'Pond Dipping' means? What do you think Wilf might catch in his net? What do you think the story will be about? Read the blurb on the back cover. Ask: What do you think the surprise might be? Check that the children can read the words listed on the back cover. (Clarifying) Turn to pages 12 and 13. Ask: What did Wilf and Wilma pull out of the pond? Strategy check Remind the children to use their knowledge of phonics to read new words. Independent reading * Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. (Clarifying) Ask the children to explain why 'Pram dipping' on page 16 is a joke. Check that children: * recognise automatically familiar high frequency words * identify main events and characters in stories * apply phonic knowledge and skills as the prime approach to reading * use syntax and context when reading for meaning. Returning to the text (Questioning) Ask the children: What were Wilf and Wilma doing? Why do you think Mum and Dad went too? (Imagining) Ask: How do you think the pram might have got in the pond? Ask the children to find 'hopped' on page 12. Ask them to say all the phonemes in order, then blend them to say the word. (Imagining) Ask the children to say what they noticed in the background of the pictures. On page 7 ask: Who might all the dogs belong to? 1 © Oxford University Press 2014 an, and, at, big, Dad, dipping, fish, frog, got, help(ed), it, jump(ed), junk, let's, Mum, net, of, on, plop, pond, pram, splash, stick, stuck, up, Wilf, Wilma Tricky words a, couldn't, full, made, me, old, out, pull(ed), said, she, some, the, they, was, were = Language comprehension = Word recognition 2 Group and independent reading activities Identify the main events in stories. (Questioning, Summarising) ask: What did Wilf and Wilma take to the pond? What did they do? What did they find? Encourage them to talk about the events in the order they happened and praise them for answering clearly and concisely. Could the children answer the questions clearly and accurately? Make predictions showing an understanding of ideas, events and characters. (Questioning, Clarifying, Prediction) Look at page 3. Ask: Why did Wilf ask Wilma to help? Turn to page 6 and ask: Why did Wilma get a big stick? How do you think that would help? Page 9: Why do you think they were having trouble? Why did Mum and Dad come over? Page 11: What do you think the old pram smelled like? Could the children use their understanding of the story to make predictions and draw conclusions? Recognise and use alternative ways of spelling phonemes already taught. Write the word 'out' on a board and ask the children to find the word in the book. Count how many times 'out' occurs in the story (four). Ask them to find another word with 'ou' in it, ('couldn't' on page 9). Ask the children to say the words and notice that they do not make the same sound. Together, think of words that rhyme with 'out', e.g. 'shout', 'stout', 'trout'. Think of words that rhyme with 'couldn't', e.g. 'wouldn't', 'shouldn't'. Think of other words where 'ou' sounds like 'ow', e.g. 'pound', 'sound', 'found'. Ask the children to help you spell the words each time. Could the children find words that rhyme with 'couldn't' and 'out'? Did they realise that the same letter patterns do not always make the same sounds in words? Speaking, listening and drama activities Retell stories, ordering events using story language. (Questioning, Summarising) Ask questions to encourage the children to explain what happened, e.g.What did Wilf and Wilma want to do at the pond? What happened instead? Did they find any pond animals? Which picture was funniest? * Then ask them to retell the story to a partner. * Praise children for retelling the main points of the story in the right order, using some story language. * Gather together as a class. Ask: Who would like to tell us the whole story? Writing activities Write chronological texts using simple structures. Use capital letters and full stops when punctuating simple sentences. You will need a piece of paper for each child, divided into three, with these headings written in the sections: 'beginning', 'middle', 'end'. (Questioning) Ask the children to tell you what happened at the beginning of the story. Then ask them what happened next. Finally ask them to tell you how the story ended. Give them paper divided into three areas, with headings: 'beginning', 'middle', 'end'. Ask the children to draw a picture to show what happened at each stage of the story. Ask them to write a sentence to match each picture. Could the children use the 'beginning, middle, end' structure to write and illustrate the story? Did they use capital letters and full stops correctly? © Oxford University Press 2014 For teachers Helping you with free eBooks, inspirational resources, advice and support For parents www.oxfordowl.co.uk Helping your child's learning with free eBooks, essential tips and fun activities	<urn:uuid:80b6a220-5671-45b1-84d2-5b976dc98d9d>	CC-MAIN-2019-43	https://www.oupjapan.co.jp/sites/default/files/contents/eduk/ort/media/ort/ort_bck_ponddip_tns.pdf	2019-10-23T02:10:17Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00026.warc.gz	1,000,081,240	1,313	eng_Latn	eng_Latn	0.997692	eng_Latn	0.998369	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2252, 5579 ]	[ 4.625 ]	1	0
Selecting and Using Cover Crops Selecting and Using Cover Crops 2 \| Unit 1.6 Introduction: Selecting and Using Cover Crops Overview Modes of Instruction Cover crops can be a key soil health and nutrient management tool for growers, and can have important implications for pest and disease management. This unit introduces students to the roles and selection of cover crops for organic farming and gardening. Two lectures address the influence of cover crops on the physical and chemical properties of soil, the role cover crops can play in pest management, the benefits and challenges of using cover crops, and the factors to consider when selecting a cover crop for a farm or garden. The in-field demonstration shows students how to estimate the nitrogen contribution of a cover crop. In the hands-on exercise, students will determine the amount of cover crop seed being discharged by a seed drill and learn how to calibrate the drill. The resources section includes an annotated list of print and web-based references for use in selecting cover crop species or mixes for specific regions and agricultural systems, including orchards, vineyards, and urban gardens. Supplemental topics address the role of cover crops in climate change, and offer examples of integrating cover crops into a small-scale organic vegetable farm on California's Central Coast. > 2 Lectures (1 HOUR EACH) Lecture 1: Role and definition of cover crops; benefits and challenges of using various cover crops Lecture 2: Cover crop selection, planting and care; special cases; how to plant; Nitrogen calculation. > Demonstration: HOW TO ESTIMATE THE NITROGEN CONTRIBUTION FROM A COVER CROP (1 HOUR) In this in-field exercise the instructor demonstrates how to collect and dry a cover crop sample and use it to estimate the amount of nitrogen that will available to the crop that season > HANDS-ON EXERCISE: SEED DRILL CALIBRATION (1 HOUR) This in-field exercise takes students through the steps of calibrating the amount of seed being discharged by a seed drill > Assessment QUESTIONS: (0.5 hour) Assessment questions reinforce key unit concepts and skills. Learning Objectives UNDERSTAND THE FOLLOWING Concepts * The influence of cover crops on the physical and chemical properties of soils and the productivity of crops grown in those soils * The roles cover crops can play in pest and disease management * The benefits and challenges to consider when selecting a cover crop for farm or garden use * The disease triangle: Interactions among environment, pathogen, and plant * The key steps involved in cover crop planting and incorporation Skills * How to access cover crop information * How to evaluate cover crops for specific applications * How to estimate nitrogen contributions of cover crops Selecting and Using Cover Crops 4 \| Unit 1.6 Lecture 1: Definition, Benefits & Challenges of Cover Crops A. Pre-assessment Questions 1. What benefits can be derived from the regular use of cover crops in a farming system? 2. What role do cover crops play in the management of soil fertility in organic farms and gardens? 3. How can cover crops be used to ensure adequate soil nutrient levels? 4. How can cover crops improve the physical and chemical properties of agricultural soils? 5. What roles can cover crops play in pest management? 6. What are some of the challenges to using cover crops? B. Why Use Cover Crops? 1. The role of cover crops in organic farming systems Cover crops are one of the primary fertility and soil management tools available to organic growers. They are crops grown primarily for soil or ecosystem improvement rather than cash (although some can have secondary uses as fodder), and are most often planted following fall harvest and turned in to decompose prior to spring planting (although this varies depending on climate). Some fast-growing cover crops can also be grown during the cropping season to rebuild nutrient levels and soil organic matter. Cover crops can provide a variety of services, from increased nitrogen (N) and organic matter input, to soil protection, to weed and disease suppression. However, they can also have negative consequences if they are managed incorrectly or inappropriate species are selected. These issues are covered in Unit 1.1: Soil Health Management. 2. Cover crop, "green manure," and "catch crop" defined Although "cover crop" is the term most widely used for non-cash crops filling any one of several key roles, "cover crop," "green manure," and "catch crop" technically refer to different primary functions of the crops. a) Cover crop: Mainly used to prevent soil erosion by covering soil with living plants b) Green manure: Crop mainly grown to be turned under for soil improvement c) Catch crop: Used to "catch" nutrients left after harvest of a cash crop and prevent nutrient leaching Note that these are not mutually exclusive functions. For example, a fall-planted cereal + legume crop that is incorporated the following spring can serve as a cover crop, green manure, and catch crop, and generally will be referred to simply as a cover crop. However, different species and mixes may perform one function better than another. C. Benefits of Cover Crops Cover crops provide a range of benefits: alone or in combination, different cover crops can increase soil fertility, boost soil organic matter, limit weed growth, and minimize nutrient leaching and erosion, and more. When selecting cover crops, keep in mind the types of benefits they provide and the needs of your cropping system: 1. Provide nitrogen. Here the best choice would be a legume that is well adapted to your area. Rhizobia bacteria work in symbiosis with legumes to fix N 2 from the atmosphere, and the N becomes available after the plant is incorporated into the soil. It is important that sufficient rhizobia bacteria are present in the soil to give good root nodule formation, and hence N 2 fixation. If it is the first time a legume cover crop has been grown in a field it is recommended that you purchase the appropriate rhizobium inoculant for the species being planted. Some seed also comes pre-inoculated. A rough guide to estimating the N contribution from a cover crop is shown in Lecture 2 (page 11; excerpted from Managing Cover Crops Profitably, 3rd Edition, published by the Sustainable Agriculture Network). A hands-on exercise will help you learn how to perform this estimate in a fall-planted cover crop. 2. Increase soil organic matter (SOM) and improve nutrient availability by increasing soil biological activity. To build SOM you would look for a high biomass-producing cover crop. Possible options include non-legumes such as annual rye grass, cereal rye, triticale, or sorghum/sudan grass. High-biomass legumes such as subterranean clover or woollypod vetch also provide both SOM and N input, as would a mix of cereals and legumes. A cover crop that can grow rapidly in a short time window is also effective: for example, a fastdeveloping crop of buckwheat grown after early summer harvest that is turned in to break down before late summer planting can boost SOM between crops (see Appendix 1: Cover Crop Seeding Rate & Depth Chart). 3. Scavenge nutrients left in the soil after the cash crop and prevent loss by leaching. To maximize nutrient scavenging the cover crop should have an extensive root system that develops quickly after planting. Non-legumes such as oats, cereal rye, triticale, rapeseed, annual rye grass, and mustards (e.g., c.v. Ida Gold, Kodiak and Pacific Gold) work well. 4. Prevent soil erosion. Here the key is to choose a species that rapidly covers the soil surface. Many of the species that are good nutrient scavengers also provide excellent ground cover. However, while annual rye grass is a good nutrient scavenger, it has fine leaves and is slow to cover the soil surface. Triticale, however, has a prostrate early growth morphology, allowing it to cover the surface quickly. 5. Improve soil structure. Increasing SOM is the key to improving soil structure, so highbiomass species are appropriate here, too. It may be beneficial to include a non-legume to provide organic material that breaks down more slowly after incorporation than a legume alone (the lower C:N content of legumes causes them to break down rapidly in the soil). 6. Improve drainage. Some deep-rooted species can help to break through compacted layers in the soil and improve drainage. The roots of soil-penetrating cover crops also create channels through which water can move as the root systems decompose after death or incorporation; e.g., growers in some systems use "tillage (forage) radishes" to break up compaction (see Mixtures and cocktails: Soil is meant to be covered in Resources). In addition, many grass species with extensive, fibrous root systems add large quantities of organic matter to the soil by sloughing off roots. Such organic matter additions stimulate biological activity and the formation of soil aggregates, which improve drainage. Such grasses include annual rye, perennial rye, and oats. 7. Protect water quality. Protecting water quality includes reducing surface run-off of soil particles and the nutrients bound to them as well as reducing leaching of nutrients through the soil profile. Sediment and nutrients reduce water quality in fresh and marine surface waters and nutrient concentrations can build up in groundwater or aquifers. Species that prevent soil erosion and scavenge nutrients during periods of high rainfall, either alone or in a mix, can help minimize these losses. It is also important to avoid turning in high N cover crops during periods when N is vulnerable to leaching, e.g., when there is little or no crop cover and high rainfall. 8. Provide mulch to conserve soil moisture and/or suppress weeds. A combination of high above-ground biomass and moderate or high C:N ratio residues is desirable (note: 24–30:1 is an ideal C:N ratio; 40:1 is moderate and 80:1 is high). Most legume residues with their high N content will decompose too rapidly to be effective. However, note that mulching to conserve moisture is rarely of use in Mediterranean climates where there is little or no summer rainfall. 9. Provide habitat for beneficial insects and spiders. Annual cover crops have variable effects in providing habitat for beneficial invertebrates. The effect depends on the particular crop, cover crop and pest, as well as other factors specific to the cropping system. Winter cover crops in California generally have little overlap with summer crops, so may not be good hosts for beneficials that would need to survive until the summer crop is established. Cover crops can provide good habitat for beneficials in perennial systems such as orchards and vineyards, especially when species with food sources such as flowers or extrafloral nectaries (e.g., vetch) are used. Note that to achieve this benefit, you need to consider cover crops as part of a whole-farm plan. While cover crops will attract beneficials, if they have no place to move (e.g., hedgerow or surrounding natural areas) when the cover crops are mown and incorporated, you will lose them and their predation or parasatoid functions. 10. Suppress weeds. Cover crops can reduce weed populations either by outcompeting weeds by earlier or more vigorous growth and dense canopy cover, or by releasing allelopathic compounds that inhibit weed seed germination and seedling growth. However, the ability of cover crops to do so depends on factors such as seeding rate, choice of cover crop, row spacing, early irrigation, planting date, planting method, and use of cultivation during the cover crop growing season. Cover crops that may help with weed suppression include cereal rye, triticale, sorghum/sudan, mustard, and high biomass or allelopathic legumes. A densely-seeded mix of cover crops can also work, providing the canopy closes quickly. 11. Suppress soil borne pests and diseases. Certain cover crops can suppress particular disease or pest organisms. For example, cereal rye, sorghum/sudan, selected rapeseed varieties (e.g., c.v. Humus), and white mustard are known to suppress root knot nematodes and soilborne diseases such as rhizoctonia and verticillium wilt. D. Challenges of Cover Crops Despite their positive attributes, incorporating cover crops into your cropping system can also present challenges, including delaying planting and the financial outlay associated with using cover crops. Impacts can include: 1. Soil moisture depletion. Vigorous cover crops that grow late into spring may deplete part of the soil moisture that later crops would use. This depends on the cover crop's maturity and seeding rate, as denser stands have greater water use, as well as the cover crop species. Some deep-rooted or rapidly-growing cover crops may have greater water demands. 2. Rates of mineralization of nutrients for the subsequent crop. Winter cover crops are used in part for their ability to scavenge nutrients, particularly N, which are then maintained in their biomass during the rainy season. Whether the cover crop is grown in winter or summer, it takes up and thus immobilizes nutrients, which then need to be mineralized for the subsequent crop. This process can be particularly slow for crops with high C:N ratios. At the same time, a long delay between cover crop incorporation and planting of the following crop can lead to loss by leaching or denitrification or to immobilization of fractions of the N by soil microbes, leaving less N available for the crop. 3. Delayed planting. Wet springs can delay the timing of cover crop incorporation as a grower waits until the soil is adequately dried down to drive equipment over and through it, avoiding compaction. Waiting the several weeks needed for the cover crop to be mowed and the residue to dry before incorporation can delay crop planting even further. 4. Increased weed populations. As described above, many factors determine the ability of cover crops to suppress weeds. A mismanaged cover crop actually can exacerbate weed problems or the crop can become a weed itself if allowed to produce viable or hard seed or other propagules. Growers might consider avoiding the use of the same cover crop every year, particularly if using a single species, to discourage the build up of populations of weeds that are most competitive with that species. 5. Increased insect pest and disease pressure. While some cover crops may help decrease pest and disease pressure, others may exacerbate such problems. For example, many legumes are excellent hosts for nematodes, allowing nematode populations to increase rapidly in the soil unless the cover crop is incorporated before the nematodes complete their life cycle. However, if the timing is correct the legume may actually reduce nematode populations by stimulating the nematodes' emergence and then killing them when the crop is incorporated, with the cover crop acting as a kind of trap crop in this way. Some cover crops (including phacelia, Austrian pea, and vetch) are hosts to the pathogen Sclerotinia minor and can have adverse effects on lettuce crops. Fava beans can be affected by Impatiens necrotic spot virus, which can then negatively affect lettuce and radicchio. See Cover Cropping for Vegetable Production: A Grower's Handbook (listed in Resources) for a more detailed discussion of current known cover crops and their positive and negative relationships with pathogens. 6. High percent of cereal biomass. Even where legumes make up 90% of a legume/cereal blend, you often end up with more cereal biomass than legume biomass. This can be a result of dry weather conditions, which favor the cereals, and soil fertility, where higher fertility and residual nitrogen can favor cereal growth. Thus getting a significant benefit from the higher-priced legume component can be a challenge. 7. Financial outlay. Cover crop production costs vary significantly depending on many factors, including seed selection and seeding rate, duration of the cover crop, and methods of planting and incorporation. Production costs include: a) Seed purchase b) Pre-plant land preparation (discing/ripping) c) Planting d) Irrigation (if necessary) e) Termination (mowing and incorporation). Depending on the amount of biomass produced, soil incorporation and seedbed preparation following cover cropping can be a significant cost in terms of the labor and equipment involved. f) Revenue lost while land is out of production N contribution from legume cover crops can offset some of the costs of cover crop production. Other benefits, such as improvements in overall soil fertility, tilth, aeration, and water infiltration, are more difficult to quantify, making it difficult to calculate a cost/benefit analysis. Lecture 2: Cover Crop Selection, Planting & Care; Special Cases; Estimating N Contribution A. Pre-assessment Questions 1. What are some examples of cool and warm weather cover crop species? 2. What factors must be considered when determining when to plant and incorporate a cover crop? 3. What are some of the techniques for managing weeds in cover crops? 4. What are some of the key pieces of equipment needed to plant and incorporate a cover crop most effectively? 5. How does use of cover crops differ in row crops compared to perennial systems such as orchards and vineyards? B. Identifying the Cover Crop Planting Niche 1. When and where can the cover crop fit in your crop rotation? What are the climatic and soil conditions at that time? Answering these two questions can help you select the best cover crops for your system. Defining when and where the cover crop fits in your crop rotation: Timing your field operations to avoid interfering with cash crop production is critical. Determine when your field operations and labor needs are low and resources are available for cover crop management. Once the opportunity for cover crop growth and incorporation is identified then the species selection will depend on the climatic and soil conditions during that window, as well as the goals you're trying to achieve with the cover crop (see Lecture 1.B.). Use the publications and web sites in the Resources section to determine which cover crops will do well in those conditions. 2. Examples of cool weather and warm weather cover crops (see also Cover Cropping for Vegetable Production: A Grower's Handbook for discussion of common cover crops by region in California): a) Winter cover crops. Most cover crops are planted in the fall to provide cover over the winter months. Examples include: vetches, bell beans (a variety of fava beans), peas, annual and perennial clovers, rape seed and oilseed radish, mustards, and grasses such as oats, annual and perennial rye grass, or barley. b) Summer cover crops. When temperatures are high during the summer and if water is available, fast-growing species such as sorghum/Sudan grass and annual buckwheat can provide a good biomass return in a short period. C. Additional Considerations When Selecting Cover Crops 1. Consider the characteristics you don't want as well as those you do. It is rare that the "perfect" cover crop will exist, so you will need to make trade-offs amongst your goals and the climate conditions during the cover-cropping window. 2. Consider the cost and availability of seed 3. Consider the number and types of field operations required for the different cover cropping options to make a sound economic assessment of the alternatives D. How to Plant a Cover Crop (see also Supplement 2: Cover Crop Selection, Planting Tips, Tools and Techniques for Central Coast Small-Scale Organic Vegetable Farms) 1. Soil preparation prior to cover crop planting a) Soil preparation and timing are critical in order to provide good soil tilth and drainage for a strong, weed-competitive cover crop stand i. Avoid working overly wet soil ii. Ensure adequate soil particle size, especially for small-seeded crops (mustards, legume mixes) to facilitate shallow planting, good water filtration, and adequate germination b) Soil preparation depends in part on the preceding cash crop i. Following low-residue crops (e.g., summer squash), only flail mowing and a single pass with an offset disc and ring roller may be needed ii. Following high-residue crops on beds (e.g., sweet corn), preparation may re-quire flail mowing and multiple passes with offset disc and ring roller to knock down beds and in-corporate residue iii. Following overwintered, intensively managed crops (e.g., strawberries), prep-aration may require multiple passes with an offset disc and ring roller to knock down the beds followed by chiseling or ripping to break up deep furrow compaction created by harvest foot traffic and tractor tires. Multiple passes with an offset disc and ring roller may be needed to break up clods brought to the surface during chiseling and ripping. c) If using a tractor-mounted rototiller to prepare ground for cover crops, limit use to a single pass at appropriate soil moisture (not too wet or dry) to minimize soil aggregate dispersal and soil compaction. 2. How to plant: seed drills, broadcast, drill calibration exercise (see Hands-On Exercise) a) Seed/grain drills (either no-till or conventional) are the best option for planting cover crops i. Seed-line openers facilitate planting into high-residue situations ii. Press wheels on some seed drills facilitate planting to moisture iii. Adjustable seed drop openers allow the operator set seeding rate iv. Drop tubes must be continually monitored for clogging b) Broadcast seeding i. Plant seed using tractor-mounted, 3-point broadcaster (less expensive than seed drill) ii. Requires secondary tillage to improve seed-soil contact and ensure adequate germination, minimize the number of seeds exposed on the surface: disc, springtooth harrow, preferably used with a ring roller or drag bar to improve soil surface uniformity iii. Numerous passes with seed opening set smaller than anticipated helps ensure a uniform seed application iv. On small acreages (5 acres or fewer), multiple passes with hand-cranked broadcast seeders will ensure uniform seed application c) High-density planter Tractor-mounted, 3-point high density planter (e.g., those used for salad mix planting) are well suited for planting cover crops on beds free of residue 3. Managing the cover crop to compete with weeds a) Optimize seeding density and plant seed uniformly b) In fall, time planting to take advantage of soil warmth and ensure strong germination; cool soils will reduce germination and favor winter weeds c) Select cover crops with allelopathic properties (e.g., mustards, cereal rye) that will reduce weed pressure d) Drill cover crop seed into ground where a flush of weeds (due to irrigation or early rain) has been lightly tilled at the time of weed emergence; plant cover crop seed to residual moisture. e) Till field where weeds are emerging using a quick pass with a rotary hoe or tine weeder as cover crop seed emerges (blind cultivation); depends on timing of weed and cover crop emergence 4. Cover crop incorporation a) Timing of cover crop incorporation linked to current and predicted weather, and degree of moisture in the field. Test soil moisture often to determine correct timing. b) Test moisture using "feel" method (see Appendix 1: Judging Soil Moisture by Feel, in Unit 1.5: Irrigation–Principles and Practices). Moisture level is correct when medium to heavy soils form a ball that can be easily broken apart. If soil "ribbons" when squeezed it is too wet to work. c) Once correct soil moisture is reached, flail mow cover crop if volume is high and if cover crop is high in C and lignin d) Mix cover crop residue with soil to facilitate breakdown and bed formation. A mechanical spader is ideal for cover crop incorporation, but expensive. e) Heavy offset wheel disc is most commonly used for incorporation. Adequate incorporation may require several passes; chiseling after several passes will facilitate the disc's ability to turn soil and will break up compaction cause by the disc. E. Special Cases 1. Orchards and vineyards a) Annual or perennial cover crops can be used in orchards and vineyards. Perennial cover crops provide the benefit of year-round cover, but they also need management (particularly mowing) to control weeds and pests, provide wildlife habitat, and prepare for harvest. b) In California, native cover crops (e.g., perennial bunch grasses) may provide cover without increasing water demand. 2. Garden scale (see Supplement 3: Cover Crops for the Garden, for additional information) a) Cover crops can be used effectively on a garden or small orchard scale. Fall- and wintergrown cover crops can either be chopped and incorporated to break down prior to bed formation and planting, or skimmed and used as a compost ingredient. b) Note that it's important to incorporate compost where cover crops are harvested in order to replenish organic matter and nutrients. F. How to Roughly Estimate N Contribution from a Cover Crop Most growers do not regularly estimate the total N contribution from cover crops, relying instead on general estimates from sources such as Extension or USDA field stations. However, knowing where the values come from and how you could obtain them yourself can give you an overall deeper understanding of N management in cover crops. Doing an estimate can also help you understand how different cover crops or different parts of your farm are performing in terms of N contributions. Orchards and vineyards 1. Calculate above-ground weight for a given area: a) Cover frame to measure area to be sampled). The number of samples depends on the size of your field and how even the cover crop stand is. Clipping plants from 5 to 10 3 x 3 sq. ft. plots may be representational for a few acres. b) Dry for a few days in the sun, a greenhouse, or an oven (150º F) until "crunchy" or brittle c) Calculate the dry weight produced in pounds/acre (lbs/ac) as follows: 2. Multiply dry weight by the % N content of the biomass (see 4, below) to give total N in cover crop in lbs/ac: 3. To estimate how much of the N will be available to the crop that season: If conventionally tilled, divide total N by 2 If left on surface, divide by 2 in warmer climates, by 4 in cooler climates 4. Typical % N contents for cover crop types Before flowering: Annual legumes: 3.5–4% Perennial legumes: 2.5–3% Grasses, brassicas: 2–3% When flowering: Annual legumes: 3–3.5% Perennial legumes: 2–2.5% Grasses, brassicas: 1.5–2.5% From: Managing Cover Crops Profitably, 2nd Edition, published by the Sustainable Agriculture Network (see Resources section). Used by permission. Demonstration: How to Estimate the Nitrogen Contribution of a Cover Crop for the instructor Overview Through this hand-on field demonstration and discussion, students will learn how to estimate the nitrogen contribution of a cover crop for nutrient budgeting purposes. (See Unit 1.11: Reading and Interpreting Soil Test Reports for more on nutrient budgeting.) Preparation and Materials 1. If possible, students should have received the lecture portion of this unit covering the biology and functions of cover crops in agricultural systems. 2. Necessary tools and equipment: greenhouse or oven (for drying cover crops), clippers, measuring tape/stick or measuring frame, scale. 3. A mature stand of actively growing cover crops. 4. Demonstrate procedure and then assign each small group the tasks of cutting, drying, weighing, and calculating the nitrogen contribution of the cover crops (in total N lb/ac). Preparation Time 1 hour Demonstration AND DISCUSSION Time (2) 2 hour periods Demonstration Outline A. Discuss and demonstrate the collection and calculation of the above-ground weight for a given area of cover crop 1. Demonstrate taking a number of samples from the field: how to use a yardstick or frame to measure area to be sampled, and how to clip the cover crops at the ground level 2. Demonstrate and discuss techniques for sun drying the fresh cover crop material in the greenhouse or in the oven (150ºF) until "crunchy" or brittle 3. After drying material, demonstrate how to calculate the dry weight produced in pounds/acre (lbs/ac) as follows: a) Dry weight produced in pounds/acre (lbs/ac) as follows: Dry wt (lb/ac) = weight of samples x 43,560 square feet b) Multiply dry weight by the % N content of the biomass (see below) to give total N in cover crop in lbs/ac: Typical % N contents for cover crop types Before flowering: Annual legumes: 3.5–4% Perennial legumes: 2.5–3% Grasses, brassicas: 2–3% When flowering: Annual legumes: 3–3.5% Perennial legumes: 2–2.5% Grasses, brassicas: 1.5–2.5% Note: To estimate how much of the N will be available to the crop that season – If conventionally tilled, divide total N by 2 If left on surface, divide by 2 in warmer climates, by 4 in cooler climates– 4. Discuss variables in N availabilty and percentage (above) 5. Discuss the application of the findings to the development of N budgets for farming systems. (See Unit 1.11: Reading and Interpreting Soil Test Reports for more on nutrient budgeting.) Adapted from: Managing Cover Crops Profitably, 2nd Edition, published by the Sustainable Agriculture Network (see Resources section). Used by permission. Hands-on Exercise: Seed Drill Calibration step-by-step instructions for students Overview procedure This exercise takes you through the steps needed to determine the amount of seed (lbs/acre) that your seed drill is discharging. Based on this information you can adjust your seeder to ensure that it is discharging at the recommended pounds per acre rate. 1. 3-point seed drill (type?) hooked to tractor 2. Row crop area cleared for cover crop planting (100' minimum plus room for turning) 3. Duct tape and cardboard (to make divider in drill hopper) 4. Cover crop seed 5. Flags to mark start and stop location of drill 6. High quality scale to measure seed weight STEP-BY-STEP INSTRUCTIONS 1. With duct tape and a small piece of cardboard, tape a divider in the drill hopper to effectively "isolate" a single discharge opening at one end of the drill. 2. Disconnect the drop tube where it attaches to the disc opener and allow the tube to dispense seed into a small container or clear plastic bag taped to the tube. 3. Set two flags in the ground alongside a non-paved avenue at 100 feet apart. 4. Place a small amount of seed into the hopper over the drop that you have isolated with the cardboard "dam." 5. Select the gear and RPM that you will be driving in the field—around 3 or 4 MPH. 6. Set the seed delivery opening based on seed rate charts supplied with the drill. If charts are not available you will have to simply estimate an opening width that is just slightly larger than the largest seed. 7. With the drill lined up at the first flag drive the tractor and drill 100 feet to the second flag along the avenue at the selected speed with the drill "engaged" to drop seed between flags. With a three-point drill this is easily accomplished by simply dropping the drill to allow the seed agitator drive wheel to make contact with the soil so that it can "drive" the agitator. 8. When you reach the 2nd flag remove the collected seeds and place them on a high quality scale to get an accurate weight. 9. Count the total number of drops on the drill and multiply the seed weight of the collected seed by the total number of drops. This will give you the total estimated drill output for the 100-foot pass. 10. Measure the width of the drill in feet and multiply the drill width by 100 to the get the total square feet of the "trial area." 11. Divide 43,560 (# square feet per acre) by the square footage of your "trial area" and this will give you the total number of "trial areas" within an acre. 12. Now multiply the estimated seed weight from all of the drops by the number of "trial areas" in an acre and this will give you a good estimate of drill output in lbs per acre based on your selected drill opening size. You may need to repeat this procedure several times to find the appropriate seed drop opening size to match your desired output in pounds per acre (lbs/ac). EXAMPLE OF CALCULATIONS Your grain drill is 7 feet wide and has 13 drops. You select an opening size and run the drill 100 feet at the same gear-ing and rpm that you will be using in the field. You collect seed from the isolated drop and put it on the scale. It weighs 4 ounces (.25 lb). 1. Multiply .25 by 13 giving a total drill output of 3.25 lbs per 100 feet. .25 lbs x 13 = 3.25 lbs 2. Now multiply the 7-foot drill width by 100 feet to giving you 700 square feet of "trial area." 7 feet x 100 feet = 700 square feet 3. Now divide 43,560 (square feet per acre) by 700 to give the number of "trial areas" in an acre. 43,560 sq ft / 700 sq ft = 62 trial areas per acre 4. Now multiply the number of trial areas by 3.25 lbs to get total lbs of cover crop per acre. 62 trial areas x 3.25 = 201 lbs per acre Assessment Questions 1) Define the following terms: Cover crop Green manure Catch crop 2) In what ways do cover crops serve to improve or maintain the nutrient availability of agricultural soils? 3) In what ways do cover crops serve to improve or maintain the physical properties of agricultural soils? 4) In what ways do cover crops play a preventive pest management role in agricultural systems? 5) What are the factors to consider when selecting a cover crop for your farm or garden? Assessment Questions Key 1) Define the following terms: * Cover crop = Mainly used to prevent soil erosion by covering soil with living plants * Green manure = Crop grown mainly to be turned under for soil improvement * Catch crop = Used to "catch" nutrients left after harvest of a cash crop and prevent leaching 2) In what ways do cover crops serve to improve or maintain the nutrient availability of agricultural soils? * Legume cover crops are able to "fix" atmospheric nitrogen (N 2 ) and convert it into a plant-useable form. Up to 200 lbs/acre of actual N can be fixed by certain species of cover crops. This can be a significant contribution to the N budget of a cash crop. Grains and cereal cover crops with extensive root systems that develop quickly after planting are also able to"scavenge" watersoluble nutrients left in the soil after the cash crop and prevent loss through leaching. Deep-rooted legume cover crops are also able to access normally unavailable nutrients (e.g., P) from lower soil horizons and bring them to the surface through the distribution of the nutrients through their tissues. Such nutrients are then made available to cash crops when cover crops are tilled into the soil. 3) In what ways do cover crops serve to improve or maintain the physical properties of agricultural soils? * Cover crops help prevent soil erosion. When tilled in, cover crops cycle organic matter through agricultural soils. This cycling of organic matter provides energy (carbohydrates) and nutrients (N) that increase soil biological activity. Through the process of decomposition, soil organisms bind soil particles together forming stable (erosion-resistant) soil aggregates that improve and maintain desirable soil structure. * Cover crops improve drainage. Some deeprooted cover crop species can help to break through compacted layers in the soil and improve drainage. 4) In what ways do cover crops play a preventive pest management role in agricultural systems? * Provide habitat for beneficial insects and spiders: Though not well studied in annual cropping systems, it is clear from research in orchards and vineyards that cover crops provide good habitat for beneficial insects especially when species with food sources such as extrafloral nectaries (e.g., vetch) or flowers are used * Certain cover crops suppress soil borne pests and diseases, although some also may increase susceptibility of the cropping system to certain pests and diseases * Cover crops can suppress weeds: Cover crops can reduce weed populations by outcompeting weeds by more vigorous growth and dense canopy cover or by releasing allelopathic compounds that inhibit weed seed germination, although they do need to be managed well to provide these functions and not increase weed pressure 5) What are the factors to consider when selecting a cover crop for your farm or garden? * Step 1: Identify what you want the cover crop to do. * Step 2: Identify where the cover crop can fit in your crop rotation and what the climatic and soil conditions are at that time. * Step 3: Select cover crop species or mix to meet the goals and requirements from steps 1 and 2, considering the characteristics you don't want as well as those you are looking for. Consider the cost and availability of seed and the number and types of field operations required to manage the cover crop. Resources Print Resources Chaney, David, and Ann Mayse, eds. 1997. Cover Crops: Resources for Education and Extension. Davis, CA: UC Sustainable Agriculture Research and Education Program (UC SAREP), UC Division of Agriculture and Natural Resources. A collection of materials that educators will find useful in conveying information about cover crops to farmers and ranchers. The packet includes a variety of materials that may be used in short courses, seminars, workshops, etc. Includes web resources, print publications and articles, cover crop profiles, listings of video and slide sets, and a directory of expertise. Order from the UC SAREP website: www.sarep.ucdavis.edu. Miller, P. R., W. L. Graves, et al. 1989. Cover Crops for California Agriculture. Leaflet 21471. Oakland, CA: University of California Division of Agriculture and Natural Resources. A concise overview of the common cover crops used in California agriculture. Addresses annual and perennial cropping systems. Smith, R., R. L. Bugg, and M. Gaskell. 2011. Cover Cropping for Vegetable Production: A Grower's Handbook. Publication #3517. Oakland, CA: University of California Division of Agriculture and Natural Resources. Describes primary cover crop species, including grasses, legumes, mustards and other coolseason and warm-season options. Photos, seeding details, winter vigor descriptions, nitrogen fixation and scavenging, weed suppression and nematode resistance are included for each species. Addresses the effects of cover cropping on water management, pest management and farm economics. For California growers, the handbook also discusses differences in cover crop use for the Central Valley, Desert and Coastal regions. Sarrantonio, M. 1994. Northeast Cover Crop Handbook. Emmaus, PA: Rodale Institute. Practical information on the selection and management of cover crop species for northeast agriculture. Schahczenski, Jeff, and Holly Hill. 2009. Agriculture, Climate Change and Carbon Sequestration. ATTRA–National Sustainable Agriculture Information Service. IP 338. Available free online at https://attra.ncat.org/publication.html Provides an overview of the relationship between agriculture, climate change and carbon sequestration. Investigates possible options for farmers and ranchers to have a positive impact on the changing climate and presents opportunities for becoming involved in the emerging carbon market. Sustainable Agriculture Network. 2007. Managing Cover Crops Profitably, Third Edition. Sustainable Agriculture Network. Beltsville, MD: National Agricultural Library. Excellent information on the characteristics, costs, seeding rate, and management of different cover crop species. Contains a good introduction to the potential advantages and disadvantages of using cover crops, and how to manage them effectively to minimize unwanted effects. It also provides comprehensive information on the major species used in the U.S. Though geared primarily toward largeacreage cropping systems, the information is readily adapted for smaller-scale systems. Available for download and purchase at: www.sare.org/Learning-Center/Books/ManagingCover-Crops-Profitably-3rd-Edition USDA Natural Resources Conservation Services. 2011. Carbon to Nitrogen Ratios in Cropping Systems Two-page handout from USDA describes importance of C:N ratio in feeding soil microorganisms, the effects on soil cover decomposition, and the effects on nutrient cycling. Includes a table of C:N ratios of various crop residues and other organic materials, and their comparative decomposition rates. Available at: http://www.nrcs.usda.gov/Internet/ FSE_DOCUMENTS/stelprdb1166766.pdf ttp:// C_N_ratios_cropping_systems.pdf Web-Based Resources Brassicas and Mustards for Cover Cropping in Organic Farming www.extension.org/pages/18643/brassicas-and- mustards-for-cover-cropping-in-organic-farming Describes the potential benefits of using brassicas and mustards as cover crops. Thoroughly researched with an extensive references section, the article describes species selection, management techniques, and precautions. Choosing and Using Cover Crops in the Home Garden and Orchard casfs.ucsc.edu/about/publications/for_the_ gardener.html Orin Martin, manager of UC Santa Cruz's Alan Chadwick Garden, discusses the benefits, varietal selection, timing, planting, and incorporation of cover crops on a home garden and backyard orchard scale. 3 pages. Cover Cropping Systems for Organically Farmed Vineyards cemendocino.ucanr.edu/files/17082.pdf Glenn McGourty, viticulture and plant science advisor for UCCE in Mendocino and Lake Counties, describes management of cover crops in organic viticulture systems. He includes a "top ten cover crop picks" for the region, including several plants not described in this chapter. A 2008 paper by McGourty and colleagues and published in California Agriculture describes self-reseeding annual legumes for untilled vineyards (http:// californiaagriculture.ucanr.org/landingpage. cfm?articleid=ca.v062n04p191&fulltext=yes). Cover Crops Topic Room, Sustainable Agriculture Research and Education (SARE) http://www.sare.org/Learning-Center/TopicRooms/Cover-Crops This informative website offers educational materials on a variety of topics, including cover crop selection and management, crop rotations, economics, and pest management. Especially useful are the short videos of growers describing their experiences with cover crops. Diverse Cover Crop Mixes for Good Soil Health www.nrcs.usda.gov/Internet/FSE_ PLANTMATERIALS/publications/nypmssy11419.pdf Paul Salon, a plant materials specialist with the USDA, discusses the pros and cons of using various mixes of cover crops species, particularly in relation to no-till systems in the Northeast. Estimating Plant Available Nitrogen (PAN) Release from Cover Crops ir.library.oregonstate.edu/xmlui/bitstream/ handle/1957/34720/pnw636.pdf This publication developed by Oregon State University researchers provides a step-by-step guide to estimating the N contribution of cover crops. It also includes a variety of informative case studies, including replacing organic fertilizer N with cover crops, and comparing the plant available nitrogen (PAN) of various cover crops used alone and in mixes. Inoculation of Legumes for Maximum Nitrogen Fixation extension.psu.edu/plants/crops/forages/ successful-forage-establishment/inoculation-oflegumes-for-maximum-nitrogen-fixation Penn State University publication describes techniques for inoculating legumes, factors affecting N fixation, checking roots for inoculation, and "emergency" inoculation techniques. Mixtures and Cocktails: Soil Is Meant To Be Covered www.ctic.org/media/pdf/Cover%20Crops/ Mixtures%20and%20cocktails.pdf Steve Groff of Cedar Meadow Farm describes his use of cover crops, including tillage radish, to build soil organic matter on the farm. Originally published in the Journal of Soil and Water Conservation. Overview of Cover Crops and Green Manures attra.ncat.org/attra-pub/summaries/summary. php?pub=288 Excellent resource from ATTRA covering the principal uses, benefits, limitations, and economics of cover crops. Includes extensive references and resources. Perennial Cover Crops in Orchards and Vineyards. www.yolorcd.org/documents/perennial_cover_ crops.pdf Agricultural Water Quality Best Management Practices handout outlines management and costs of cover crops in orchards and vineyards. Plant Cover Crops http://plantcovercrops.com/ Dave Robison, a cover crop and forage agronomist in the Midwest, keeps a blog about cover crops. While most posts are pertinent to his home region, some have excellent crossover for growers throughout the country. Soil Quality for Environmental Health: Cover Crops soilquality.org/practices/cover_crops.html Developed by the Agricultural Research Service scientists, this introduction to cover crops addresses the question of why to use cover crops, the effects on soil health, and practical "how-to" information on selecting, planting, fertilizing, and terminating cover crops. UC Sustainable Agriculture Research and Education Program (UC SAREP) Cover Crop Data Base www.sarep.ucdavis.edu/database/covercrops Contains a thorough cover crop database, with quantitative information on specific cover crops, and two slide shows covering the use of cover crops for annual and perennial farming systems. The database includes valuable cover crop information such as pounds of nitrogen fixed, seeding rates, suggested timing for seeding, etc. Focuses on California and other similar climatic situations. Includes photographs. Videos Brennan, Eric. Agriculture Research in High Value Organic Systems. www.youtube.com/user/EricBrennanOrganic Eric Brennan, a USDA Cooperative Extension Specialist with Monterey County, has created a series of informative and entertaining videos on cover crops and the issue of organic versus conventional comparisons. SUPPLEMENT 1 Cover Cropping and Other Agroecological Practices Benefit Farms in the Face of Climate Change There is nearly universal scientific and cultural consensus that climate change is having a significant effect on our planet and on many climate-related activities, including agriculture. Agriculture is also a major source of greenhouse gas (GHG) emissions, accounting for 14% of GHG emissions worldwide. 1, 2 How farmers will satisfy the demand for food as the global population increases while mitigating agriculture's impact on climate change is the key question facing growers and policymakers around the world. Currently, there is mounting evidence that suggests sustainable agriculture practices, exemplified by those used in agroecological systems, provide an opportunity to achieve the dual goals of feeding a growing population and shrinking agriculture's carbon footprint, in addition to the social benefits of increased food security and stronger rural economies. This is in contrast with industrial-scale conventional systems that rely on fossil fuel-based fertilizers, pesticides, and heavy tillage and look to genetic engineering to help plants cope with climate change, e.g. by develping drought-resistant crop varieties, which themselves require high inputs of fertilizers and pesticides to produce optimally. Agroecological systems, on the other hand, can mitigate climate change by reducing fossil fuel use.and employing farming techniques that reduce GHG emissions by sequestering carbon in the soil. mitigation strategy by protecting soil against wateror wind-driven erosion. Cover cropping also provides other climaterelated benefits, including: an on-farm source of fertility, less dependence on fossil fuels and their derived products, and adaptability and resilience. Most of all, while the specific species, timing, and primary purpose of a cover crop vary geographically, the principles behind their cultivation are universally applicable and their benefits universally available. Of the range of practices in an agroecological system that address issues related to climate change, cover cropping is perhaps the most effective. As climate change continues to affect weather patterns and cause more frequent and severe weather events, protecting against soil erosion will become increasingly important. Cover crops provide an effective The use of a leguminous cover crop to fix nitrogen in the soil over the wet season for the next season's crop is widely recognized as an effective fertility management tool. According to an FAO report on agriculture in developing countries, using cover crops in a maize/pigeon pea rotation led to increased yields and required less labor for weeding than continuous maize cropping systems with conventional fertilizer use. 3 Nitrogen-fixing cover crops also greatly reduce, if not eliminate, reliance on off-farm sources of fertility, thus reducing the overall carbon footprint of the farm while maintaining high fertility levels in the soil. Note that even organic fertilizers have a high embedded energy cost as they are mostly derived from manure from 1 IPCC. 2007. Climate Change 2007: Mitigation. Contribution of Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, Chapter 8-Agriculture. Cambridge, United Kingdom and New York, NY, USA Cambridge University Press. 2 Branca, Giacomo, Nancy McCarthy, Leslie Lipper, and Maria Christina Jolejole. 2011. Climate-Smart Agriculture: A Synthesis of Empirical Evidence of Food Security and Mitigation Benefits from Improved Cropland Management. Mitigation of Climate Change in Agriculture Series 3. Rome, Italy: Food and Agriculture Organization of the United Nations (FAO). http://www.fao.org/docrep/015/i2574e/i2574e00.pdf 3 Silici, Laura. 2014. Agroecology: What it is and what it has to offer. IIED Issue Paper. International Institute for Environment and Development, London. Available online at: http://pubs.iied.org/pdfs/14629IIED.pdf? animals raised in confined feedlots, so the ability to grow one's fertility needs on farm is important across different agricultural systems. Cover crops are not only a mitigation strategy for climate change, but also a cost-saving measure. Synthetic fertilizer costs have steadily increased over the last half-century, causing hardship for farmers in developing countries especially where fertilizer prices are already two to three times the world price. Organic farmers are less vulnerable to price shifts in fertilizer, but can equally benefit from the reduced need for compost as a result of cover cropping. By saving seeds from their cover crops, farmers can close the loop in their cover crop management, save on annually purchased seed, and develop strains well-adapted to local conditions. Fertility management systems based on cover crops insulate conventional farmers from increasingly frequent spikes in fertilizer prices and provide organic farmers with a cheap and renewable source of fertility. Adaptation and resilience is also crucial to farmers' long-term success in the face of unpredictable and disruptive effects from a changing climate because so much of agriculture depends on constantly changing climatic conditions. Added to climate change are increasing input prices and a growing demand for food that put pressure on farmers to maintain high yields while paring down on costs. Cover crops can provide farmers with the flexibility they need by protecting topsoil from wind and water erosion, storing a reliable supply of nutrients to the soil, and minimizing costly weeding requirements. For many resource-poor farmers who maintain livestock, cover crops provide a path to financial independence and food security as they can be grown both for soil fertility and livestock feed. Cover crops as part of a climate mitigation strategy also make sense at every scale of agriculture. Large conventional farms require consistently high yields to stay profitable as they often operate on razor thin margins. To achieve this goal, these farms rely heavily on fossil fuel-based sources of energy and fertility. Whether used on conventional or organic farms, cover cropping not only reduces farm emissions, but also contributes to the biological health of the farm's aggressively cultivated soils. Many organic farms at all scales already use cover crops as part of their fertility management program, contributing to the sustainability of the overall system. Subsistence and small-scale farmers in developing countries who do not already practice cover cropping can benefit greatly in production and climate-related sustainability from adopting locally relevant techniques. And finally, low-cost, locally available sources of fertility are vital to the viability and success of urban agriculture projects that rely on cost minimization and closed-loop systems since external resources are not as readily available or economical in cities. SUPPLEMENT 2 Cover Crop Selection, Planting Tips, Tools & Techniques for Small-Scale Organic Vegetable Farms on California's Central Coast This supplement to the cover crop lecture addresses the various steps involved in using cover crops on small-scale organic vegetable farms on the Central Coast of California. Although the information is targeted to the Central Coast region, the techniques and approaches are applicable to many settings. Soil Preparation In many ways planting a cover crop is similar to planting a cash crop. Good soil preparation is critical: it provides good soil tilth and drainage and allows for accurate and uniform seed placement. The time and effort that go into soil preparation prior to cover crop planting are directly related to the quality and uniformity of the cover crop stand and its ability to outcompete weeds, establish a strong, deep root system, and produce optimal biomass. Factors to consider when preparing ground for cover crop planting include: * cropping and tillage history * soil type * time of year * soil moisture content * type and amount of residue to incorporate * planting method (broadcast or drill) * type and seed size of cover crop to be planted (i.e., cereal, legume, mustard) * method of covering * extent of soil compaction * timing in relation to predicted rainfall events Timing is often the single most important factor in determining the extent of ground preparation prior to cover crop planting. If there is adequate time between cash crop removal and cover crop planting this can be a good window to get in and level field ends. These "unleveled" field ends result from soil movement during discing, bed shaping and cultivation passes throughout the production season and can result in non-uniform drainage and puddling issues that will directly impact cover crop stand uniformity and weed growth. Generally speaking the smaller the cover crop seed size the more care required to prepare a good seed bed with adequate soil particle size. This will facilitate shallow planting depths, good water infiltration and uniform germination. Cereal cover crops generally require less intensive soil preparation, are less sensitive to depth of planting, outcompete weeds better and can handle compaction better than the mustards and legume mixes. Soil preparation will depend in part on the preceding crop: * following low-residue crops with minimal compaction and low residual moisture (e.g., winter squash), preparation may only require flail mowing and a single pass with an offset disc and ring roller to adequately prepare the ground for either drilling or broadcasting cover crop seed (see discussion of both techniques, below) * following high-residue crops grown on beds (e.g., sweet corn), preparation may require flail mowing and numerous passes with an offset disc and ring roller to knock down the beds and sufficiently incorporate the residue prior to planting cover crop * following overwintered, intensively managed crops (e.g., strawberries), preparation may require multiple passes with an offset disc and ring roller to knock down the beds followed by chiseling or ripping to break up deep furrow compaction created by harvest foot traffic and tractor tires Breaking up deep furrow compaction with chisels or rippers often brings large clods to the surface. It may take multiple passes with an offset disc and ring roller to break apart the clods and prepare the ground for cover crop planting. In severe cases, especially on soils that tend to compact easily, overhead irrigation may be needed before tilling to moisten the clods enough to facilitate their dispersal. Many smaller farms rely on tractor-mounted rototillers to prepare ground for cover crop planting. When rototillers are used it is important to be mindful of issues related to aggregate dispersion and compaction. Rototillers are best used as a "single pass" implement when soils are not too wet and not too dry. Cool Season Cover Crops: Selection and Timing In areas of the Central Coast where winter rainfall typically exceeds 25 inches per year, and especially on sloped ground, cover cropping in annual vegetable cropping systems is highly advisable to protect non-cropped soil from both erosion and nutrient leaching. Based on numerous studies the optimum time for planting winter cover crops on the Central Coast is mid October. In our mild winter climate we can plant cover crops as late as January, however the best results in terms of weed suppression, stand uniformity, and biomass production are from cover crops planted in mid to late October or early November. Depending on rainfall patterns it is often critical to get winter cover crops planted prior to the onset of heavy winter rainfall. Cover crop ground preparation and planting are best accomplished when soil is dry enough to work without the risk of compaction, which can result in poor drainage and clod formation. This is especially important on heavier soils. Because timing is critical, growers need accurate long-range weather forecasts to help determine when to prepare ground and plant fall cover crops. Timing these operations is directly related to soil type and rainfall amounts, so each farm will have a different set of criteria on which to base ground preparation and planting schedules: the heavier the soil and the greater the rainfall, the tighter the window for fall planted cover crops. There is often a very tight window between cover crop planting and harvest of fall crops which, coupled with the potential for significant rain events, can add considerably to the excitement. Cool Season Cover Crop Mixes Selecting optimum cool season cover crop mixes is challenging since there are so many factors involved. The optimum mix provides early and uniform stand establishment, good weed competition, and minimal pest and disease pressure. It "catches" potentially leachable nutrients, does not lodge or fall over in high wind and heavy rainfall events, does not set viable seed prior to incorporation, fixes nitrogen, does not get too carbonaceous prior to incorporation and is relatively easy to incorporate and quick to break down once incorporated. The ideal mix also improves overall soil health and helps form stable soil aggregates by providing adequate amounts of carbon as a food source for the soil microbial communities. There are many commercial mixes available that come close to meeting most of the above criteria. A good standard mix that has proven successful at the Center for Agroecology & Sustainable Food Systems (CASFS) Farm on the UC Santa Cruz campus over the past 20 years is a 50/50 mix of bell beans and lana vetch with no more than 7% (by weight) cayuse oats, planted at a rate of about 175 lbs per acre with a no-till drill. Other considerations in fall cover crop mixes: * Common or Purple vetch work well and are often less expensive than lana vetch, although lana vetch does seem to be the best vetch for our region in terms of hardiness and overall vigor. * Peas make a nice component in a legume mix, but our experience at the CASFS farm is that they are more prone to root rot when compared to the vetches and bell beans, especially when soils are wet at time of germination. * Cayuse oats are much slower to initiate flowering and are therefore much easier to incorporate in the spring compared to the cereal ryes— especially in higher rainfall areas on heavier soils. When the oats are planted at a percent (by weight) much greater than 7% they will often dominate the legumes. With an oat-dominated cover crop spring incorporation will be difficult and the time required for breakdown after incorporation will be much greater compared to the legume- dominated mixes. * Cereal ryes are excellent weed suppressors, but start to initiate bloom much earlier than cayuse oats. Once flowering is initiated they have a high C:N ratio and can therefore be difficult to incorporate. If using rye, the advantage of AGS104 rye compared to Merced rye is that it has a much higher resistance to rust fungus. When using specific legume species for the first time in a production system it is advisable to inoculate the seed with the specific microbial inoculant for that species. When planting the seed through a drill or broadcast seeder it is best to order the seed "pre-inoculated" rather than attempt to inoculate it yourself since it is necessary to get the inoculant to "stick" to the seed using various methods that usually involve wetting the seed. Some growers simply shake the dry inoculant over the seed as it is being dumped in the seed hopper, but this may not provide the best results. Once established in a cover cropped field the rhizobial bacteria will persist as long as the legume species specific to that bacteria are planted frequently. Nitrogen Contribution from Cover Crops Mustards also work well as a winter cover crop; they suppress weeds effectively and are easy to incorporate in the spring. Recent research also suggests that chemicals released from the mustards following incorporation can suppress some nematode species, they are less effective at controlling soilborne diseases. Because they are sensitive to less than optimal soil conditions such as poor drainage and compaction at the time of planting, mustards tend to be good indicators of soil conditions. Nitrogen made available to plants through "fixation" of atmospheric nitrogen from legume cover crops is an important consideration when selecting winter cover crops. As a general rule legume residue, at time of incorporation, can produce about 3,000 pounds per acre residue on a "dry weight" basis. The nitrogen content in most legume cover crop residue, at time of incorporation (full bloom), is typically about 3%. Based on these numbers a typical legume cover crop would contribute about 90 pounds of nitrogen to the soil. About half of this nitrogen becomes plant available though microbial "mineralization" during the first year following incorporation. Based on these estimates a cropping system following the incorporation of a legume-dominated cover crop could receive 45 pounds of plant available nitrogen that could be utilized by a "cash crop" following the cover crop. Legume cover crops typically have a higher level of N than is needed for the formation of soil organic matter and it is this excess N (estimated at 50%) that becomes plant available soon after incorporation. The remaining N goes into soil organic matter and is slowly released over time through microbial decomposition.. When drilled, mustards do well at a planting rate of about 20 to 30 lbs per acre. Because mustard seed is so small it can be challenging to set a drill to plant less than 30 lbs per acre unless the drill has a specially designed "small seed" delivery mechanism. For this reason it is common for growers to broadcast mustard seed and incorporate it with a very shallow harrow or ring roller. Warm Season Cover Crops There are many options available for mid- and latesummer cover crops in the Central Coast region. Water use and "land out of production" are the two biggest challenges with summer cover crops, but in a diverse system they can provide good weed suppression and nutrient cycling, and can significantly improve soil tilth and aggregation when planted in rotation with mixed vegetables. The two most commonly used summer cover crops in our region are annual buckwheat and sudan grass. Buckwheat is the fastest-growing summer cover crop, and when planted at a high enough density and irrigated up, annual buckwheat will out grow and "smother" most of the fast-growing summer annual weeds such as pigweed and lambsquarter. Once incorporated, buckwheat residue breaks down easily, allowing for seedbed preparation soon after incorporation. Growers always comment on the noticeable improvement in soil quality following buckwheat. Note that buckwheat is not very drought tolerant and therefore must be sprinkler irrigated at least every 7 to 10 days on the central coast. If planting buckwheat with a drill, a good seeding rate is around 60 lbs per acre. If broadcasting, increase this amount to 80 lbs per acre. Sudan grass is also a good summer cover crop and is relatively easy to grow. The advantages of Sudan are that it can be mowed and incorporated 40 days after planting when the plants are in full bloom (before the weeds have set hard seed) and it is a good weed competitor. Sudan grass grows best during very warm weather, so during cool foggy periods its growth may be less than optimal for good biomass production and weed suppression. At the CASFS farm we have had good luck intercropping vetch and sudan grass as a summer cover crop. The advantage of the intercrop is that if the weather is unseasonably warm during the initial growth stage the sudan will dominate and, conversely, if the weather is unseasonably cool the vetch will dominate. In either scenario the cover crop will provide good biomass and weed suppression. Typically, when intercropping two different species it is advisable to plant each at half the recommended seeding rate. If planting a sudan grass/vetch mix with a drill, a good seeding rate is around 20 lbs per acre of each seed type. If broadcasting, increase this amount to 30 lbs of each per acre. AGS104 rye or Merced rye will both germinate well and provide excellent weed suppression when grown as summer cover crops in our region, and can be mowed numerous times to keep biomass manageable and to knock off developing seed heads of escaped weeds. Cereals like rye and oats are typically drilled at around 80 lbs per acre and broadcast at between 100 and 120 lbs per acre. Residue breakdown and subsequent seedbed preparation will depend on the length of time the rye, sudan or vetch covers are allowed to grow prior to termination. Sudan grass can be drilled at 40 to 50 lbs per acre and broadcast at 60 lbs per acre. The higher the seeding rate the finer the stem will be and the easier the breakdown will be at time of incorporation. Cover Crop Planting Methods Drills The best tool for planting cover crops is either a no-till or conventional grain drill. Depending on the scale of operation, either three point (7 to 8 feet wide) or wider pull-behind drills (10 feet or wider) can be used. All grain drills have single or double disc seedline openers, which facilitate planting into high residue situations often encountered when cover crops are planted following high residue cash crops such as corn or broccoli. Some drills, such as the no-till drills, have press wheels that run behind the disc openers, which help to re-establish capillarity to aid in bringing deeper soil moisture up to the seed; this feature greatly facilitates planting to moisture. The press wheels, which can be adjusted with spring tensioners, also facilitate accurately setting the planting depth, which is a critical factor as well when planting to moisture. Accurate seed depth is also easily set with a drill and information on how to set depth can be found in the operator's manual. Drills typically put down seed lines spaced from 6 to 7.5 inches apart, providing a close enough spacing for good early cover crop canopy closure, which will greatly reduce weed competition during the critical early cover crop establishment phase. Drills typically have adjustable seed drop openers that allow for some level of accuracy in setting seeding rates. It is advisable to "calibrate" a drill to improve the accuracy of seeding, and thus avoid ei- ther over planting and running out of seed or under planting and having seed left over (see Hands-On Exercise: Calibrating a Seed Drill). Drills are fast and efficient at field planting cover crops once the proper seed delivery rate has been determined. The double disc openers seldom clog, but it is not uncommon for clogging to take place in the drop tubes especially when the drill is being used to plant large seeds at a high rate. The drill operator must continually monitor the output of the drops to ensure that no clogging is taking place. It is advisable to check drop output visually from the tractor seat at the end of each pass. Another common problem is for the disc openers to pick up field trash (especially flags and berry bed mulch pins) that can jam the openers. The drill operator must also be cautious about not allowing the drill to move backwards while soil engaged, as this will often clog the openers with soil. A clogged drop is easily detected in the field since seed from the clogged tube will start to overflow at the top of the drop tube near the hopper, and a mindful operator will notice this overflow while running the dril. When using the drill after it has been parked for extended periods it is critical to blow out each of the drop tubes with compressed air or high-pressure water to clear out spider webs and other debris that can cause clogging. When going into a field with the drill it often takes several feet of ground wheel operation for the seed to make its way through the delivery mechanism, down the drop tubes, and into the soil in the slot opened up by the disc opener. For this reason it is always advisable to make a final perpendicular pass along both edges of the field, filling in the areas that were potentially skipped as the drill entered and exited the field. Broadcast seeding If a drill is not available the next best option is to broadcast the cover crop seed with a relatively inexpensive, three-point tractor mounted broadcaster. Small-scale growers planting out small areas (5 acres or less) can effectively broadcast cover crop seed using commonly available and inexpensive hand cranked broadcast seeders. Seeding rates are challenging to set with broadcast seeders. Depending on the area to be broadcast it is often advisable to set the seed opening smaller than anticipated and make numerous passes over a field to improve overall uniformity of seed application. Note that it is important to measure out your field sizes and estimate the acreage prior to broadcasting so that you know exactly how much seed needs to be broadcast on each block. Recommended seeding rates are typically increased by 30% when cover crops are broadcast and harrowed, compared to drilling, to compensate for the lack of seeding depth uniformity. Once the seed is broadcast at the desired rate the grower must go back over the field with some type of secondary tillage implement to improve soil/seed contact to ensure adequate germination and minimize seed exposed on the surface. Secondary tillage implements commonly used to cover broadcast seed include spring tooth and spike tooth harrows and three point rototillers. Implement choice will often depend on the amount of residue in the field, since spring tooth and spike tooth harrows tend to bring residue to the surface, which can negatively impact cover crop stand establishment. The drawback to rototillers is that they are best operated at much slower ground speeds than other types of harrows, so covering large areas can be time consuming. Discs can also be used to cover broadcast cover crop seed but setting the correct depth is critical to avoid placing the seed too deep and/or over mixing the soil. Tandem discs are better than offset discs for covering broadcast cover crop seed since they tend to move less soil and are less aggressive. If available it is advantageous to pull either a ring roller or drag bar behind the disc or spring tooth harrow when covering cover crop seed to leave a uniform soil surface. When broadcasting and harrowing cover crop seed it is inevitable that some seed ends up getting buried too deep and some seed may be left on the surface where it is less likely to germinate due to either bird feeding pressure or inadequate moisture. Other Planters Tractor mounted, three-point, high-density planters commonly used for salad mix can also be used to seed cover crops and can provide an extremely high level of uniformity and accurate seed depth. These planters are best suited for planting on beds that are free of residue. And although cover crops are most commonly planted on flat ground when drilled or broadcast, planting on beds definitely has advantages, especially if the grower already has a high density planter capable of planting a single wide bed on a standard spacing of either 60 inches or 80 inches on center. The biggest challenge with this type of seeder is that they are not well suited to high residue situations. Weed Management Strategies Growers have several effective tools for dealing with weeds in cover crops. Perhaps the best tool is selecting the optimum seeding density and having the ability to plant uniformly, in terms of both density and seeding depth, in mid to late October for fall planted cover crops, when soil temperatures are conducive to quick cover crop germination; this allows the cover crop to effectively out compete weed seeds. Timing in relation to soil temperature is critical for success since cooler soil temperatures later in the fall will favor the success of winter weeds over the cover crops. Soil temperatures are not an issue with summer planted cover crops. Other weed management tools include the use of cover crops known for their ability to outcompete weeds through allelopathy. Good examples of these include mustards and many of the cereals—most notably cereal rye—when planted as monocrops. Though effective at outcompeting weeds, growers must be mindful of the challenges of spring incorporation of cereal cover crops when planted as pure stands. Although often difficult to achieve, one of the most effective winter cover crop planting strategies for good weed management is to drill cover crop seed into ground that has had a flush of weeds from either a light overhead irrigation or early rainfall event in the fall. Light tillage with a spring tooth cultivator or under-cutter bar at time of weed seed emergence will knock out the newly emerged weeds. If done correctly the cover crop seed (bell beans/ vetch and oats) can then be planted into residual moisture and will germinate without additional rainfall or irrigation. This scenario will provide a strong and weed free legume/cereal mix cover crop stand. This technique is dependent on the use of a drill for planting (see above). Soil moisture is critical as well since too much moisture will have a potentially negative impact on soil compaction. An effective way to deal with emerging weeds in a newly planted cover crop is to go over the field very quickly with either a rotary hoe or a tine weeder just as the cover crop (legume/cereal) is emerging. This technique is referred to as "blind" cultivation and can effectively clean up a weedy cover crop field. If the timing is right the cultivation from the rotary hoe or tine weeder will not negatively impact (or only minimally impact) the emerging cover crop seed but will effectively disrupt, kill and/or desiccate the newly emerged weed seeds that are much smaller and closer to the surface than the drilled cover crop seed. This technique depends entirely on timing in terms of the stage of development of the cover crop and the stage of development of the weed seeds as well as soil moisture. Tine weeders work best when they can be run perpendicular to the drill lines—particularly on soils prone to crusting. Incorporating the Cover Crop On the Central Coast of California incorporation of high residue cover crops can be extremely challenging. Because of our mild maritime-influenced winters and relatively high rainfall rates (typically 20 to 40 inches per year), a legume/cereal mix cover crop may produce 2 to 3 tons per acre of residue calculated as "dry weight." The average weight per acre of a standing legume/cereal mix cover crop just prior to incorporation can be over 20 tons per acre (wet weight). At time of incorporation this residue typically has a very high moisture level and, depending on the level of maturity, can be carbonaceous and lignified. Because of these conditions it is advisable to flail mow the residue prior to incorporation to break up the stems into manageable sizes to facilitate incorporation into the soil. Timing of incorporation is directly linked to soil moisture and the level of maturation of the cover crop. Every spring is different and cover crop incorporation timing often involves a lot of guessing about potential rainfall patterns and soil moisture and cover crop maturation dynamics. A standing cover crop can transpire a tremendous amount of water and soil moisture can vary at different depths, making incorporation decisions challenging. The best method for determining incorporation timing is to walk the field with a shovel and dig numerous holes and "feel" soil moisture at various depths throughout the field. In medium and heavy textured soils you want to be able to form a ball of soil in your hand and then break it apart easily. For this exercise it is important to get soil from at least 8 inches deep. If the soil "ribbons" easily when squeezed between your thumb and index finger it is probably still too wet to work (see Irrigation unit for more information on judging soil moisture by feel). Optimum soil moisture is critical for good incorporation and breakdown; in average rainfall years early April is commonly the best time for incorporation in the Central Coast region. After flail mowing the residue needs to be mixed with the soil to enhance microbial breakdown and facilitate seedbed formation. The best tool for this is a mechanical spader. Spaders are ideal for cover crop incorporation for many reasons. When operated in optimal soil moisture conditions spaders have minimal impact on soil aggregation and create almost no compaction compared to other primary tillage tools. Spaders are capable of uniformly mixing the cover crop residue into the tilled zone (roughly 12 inches with most spaders) while at the same time leaving the soil lofted and well aerated, allowing for ideal conditions for microbial breakdown of the residue. Spaders also have two major drawbacks: they are expensive, and they require very slow gearing and high horse power (HP) to operate; 10 horse power per working foot of spader is the basic requirement depending on soil conditions and depth of operation. They run at a very slow ground speed, often in the range of .6 to .8 mph. Thus a 7-foot wide spader requires 70 HP and takes between 3 and 4 hours to spade an acre. Although time consuming, the results are impossible to replicate with any other tillage options now available. If a mechanical spader is not available the next best and probably most commonly used tool for cover crop incorporation is a heavy offset wheel disc. Depending on the size and weight of the disc multiple passes are often required for adequate incorporation. Chiseling after the first several passes will facilitate the disc's ability to turn soil and will also help break up compaction from the disc. SUPPLEMENT 3 Cover Crops for the Garden Just as cover crops are an important source of organic matter and nutrients in row crop fields, they also play a critical role at a garden scale. A cover crop is any plant cover used to protect, and of course, cover, the surface of the soil and to prevent erosion. This includes the effects of foliage to shield the soil from the "explosive" impact of rain hitting an exposed soil, as well as the binding and holding power of roots to prevent erosion. While there are many domesticated cover crops (principally, but not exclusively, legumes and annual grasses), weeds are also an effective cover crop. Taking it a step further, a green manure is a cover crop that is chopped up and turned into the soil. Chopping the cover crop into small pieces increases the surface area of the incorporated biomass, which translates to faster decomposition by soil microbes. Green manuring has two main benefits: 1. When incorporated at the succulent stage (pre-flowering) the crop decomposes quickly and acts primarily as a fertilizer for the following crop, usually spring or summer vegetables, 2. When incorporated at a more mature stage (half to full bloom) with a higher carbon content, it adds to the organic matter content of the soil. In this instance nutrients are stored in the reservoir of humus and released slowly over a number of years. While this is not a strictly delineated process, both approaches provide a food source for soil organisms, a fertilizer, and a way to build organic matter in the soil. You tend to use the first approach on established soils to fertilize crops, and the second on developing soils to build organic matter and improve structure, i.e., to build the "body" of the soil. Cover crops with the job of effectively trapping or catching nutrients and preventing them from leaching downward in the soil profile are known as trap or catch crops. For example, broadleaf mustards and canola tend to take up nitrogen, calcium, and phosphorous, and concentrate them in their leaves, thus preventing leaching during the rainy season. Legumes are effective in this regard as well. Thus, cover crops/green manures offer numerous benefits; they can * Improve the physical properties of a soil, particularly the enhancement of aggregation and development of a "crumb-like" structure. * Increase soil's organic matter content, which feeds soil microbes and stores nutrients in a non-leachable form and releases them slowly over time. * Protect the soil surface and prevent erosion. * Improve water infiltration and retention as well as drainage. * Provide a "feedstock" for soil organisms. * Break up hard pans and reduce compaction via the "bio-drill" effect of the deep tap roots of legumes, mustard, chicory, daikon radish, etc., and—in the top foot of soil—via the fibrous roots of annual grasses. * Cycle nutrients. * Provide habitat and food (in the form of pollen and nectar) for beneficial insects, i.e., provision the "3 P's": pollinators, predators, and parasitoids. * Offer a rest or "fallow" period for soil, with little or no disturbance for 5–7 months (fall through spring). This also allows for an increase in earthworm populations, among other benefits. * Reduce or eliminate the need for purchased fertilizer. * Increase nitrogen levels in the soil. Through the use of legume species (vetches, bell beans, clovers, etc.) atmospheric nitrogen can be "fixed" and left in the soil to fertilize subsequent crops. Materials and Methods Typically, annual cereals (grasses such as oats, barley, or annual rye) and legumes (vetches, bell, or fava beans) are used in tandem. The grasses are referred to as "nurse crops." That is, they germinate quickly (within 3–5 days) and provide leaf cover for the soil surface and soilholding action via the roots until the slower-emerging legumes get established (7–10 days). The grasses have a fibrous, shallow root system that "works" the surface soil (to approximately one foot deep) and is amazing in terms of its ameliorating effect on soil structure. The legumes feature a deep taproot (bio-drill) that breaks up compaction at depth as well as shallower, fibrous root systems. Some of the legumes, notably vetches and bell beans, are amazing biomass producer (6–8 feet of top growth). Legumes also fix nitrogen, as noted above. At plow-down time, the combination of the grass and legume contributes to a balance of carbonaceous material (grasses) and nitrogenous material (legumes), which results in an optimal formula for both organic matter increase and immediate fertilizer effect. The ideal time to incorporate a cover crop as a green manure is prior to the grasses flowering and when the legume is 25–50% in bloom. Note that legumes make 70–80% of their growth in the last 20–30% of their growth cycle. Soil Preparation and Seeding Soil preparation can be as simple and easy as skimming the soil surface, irrigating, waiting 3–5 days for dry down, broadcasting or scattering the seeds on the soil surface, and raking them in with quick, short strokes using a bow rake (not a leaf rake), moving in one direction—either to or fro, but not both—to cover the seed. Mulch with straw or leaves, then water. Let the plants grow, then plow down in late February–early April. On a garden scale, seeding so as to have 8–10 plants/square foot is adequate. This is actually a light scattering of seeds. An admixture (by weight, not volume) of anywhere between 60–90% legume and 10–40% grass should suffice. A density of 20–30 seeds per square foot is adequate for planting around fruit trees. Some legumes, such as vetch, are vines and will recognize the tree as a trellis and wreak all kinds of mayhem as they intertwine and shade flowers and leaves in the spring. The grasses are also often hard to eradicate in handworked systems. Appendix 1: Cover Crop Seeding Rate & Planting Depth Chart Note: These seeding rates and depths are approximate. The higher the seeding rate the higher the density and the better the weed control. SEEDING RATE FOR LEGUME CEREAL MIX Mix: 50% Bell Beans/50% Vetch + 7% Cayuse Oats (by weight) Drilled rate: 150 to 175 lbs per acre Broadcast rate: 200 to 250 lbs per acre Appendix 2: Carbon to Nitrogen Ratios & Percent Nitrogen of Various Cover Crops Percent Nitrogen	<urn:uuid:3ae33520-282c-48fa-8a0e-611b245e29bd>	CC-MAIN-2019-43	https://cdn.sare.org/wp-content/uploads/20171204131154/9951071.6_Cover-Crops-draft.pdf	2019-10-23T03:09:18Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00023.warc.gz	411,875,722	17,940	eng_Latn	eng_Latn	0.956379	eng_Latn	0.994827	[ "unknown", "unknown", "eng_Latn", "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", "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", "dan_Latn" ]	false	docling	[ 31, 79, 2789, 2837, 6033, 10234, 14432, 16838, 19560, 22515, 25074, 26799, 28260, 29452, 31674, 33161, 33657, 37032, 40745, 44259, 46000, 50017, 52976, 56635, 61325, 66070, 71089, 76111, 80045, 83792, 85901, 86276, 86375 ]	[ 3.71875, 2.59375 ]	4	0
Table Key VERO BEACH WATER QUALITY SUMMARY ppm - parts per million or milligrams per liter - one part by weight of analyte to 1 million parts by weight of the water sample. ppb - parts per billion or micrograms per liter - one part by weight of analyte to 1 billion parts by weight of the water sample. nge - No goal established AL - Action Level - The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. MCL - Maximum Contaminant Level - The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLG as feasible using the best available treatment technology. MCLG - Maximum Contaminant Level Goal - 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. MRDL - Maximum Residual Disinfectant Level 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. MRDLG - Maximum Residual Disinfectant Level Goal - 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. Range of Results - The lowest and highest detected levels of a substance. NA - Not Applicable ND – not detected – indicates that the substance was not found by laboratory analysis. Water & Sewer Department 2019 Water Quality Report State Water System ID No. 3310206 Administrative Office: 772-978-5220 Customer Service: 772-978-5100 We are pleased to present to you this year's Water Quality Report. This report is designed to inform you about the quality of the water we deliver to you. Our goal is to provide you with a dependable supply of high quality drinking water every day. We want you to be assured that this goal continues to be met. The City of Vero Beach water system routinely monitors for contaminants in your drinking water according to federal and state laws, regulations and rules. The data presented in our Water Quality Summary shows the results of our monitoring for the period of January 1 to December 31, 2018 or the most recent testing done in accordance with state and federal regulations. The state allows us to monitor for some contaminants less than once per year because the concentrations of these contaminants do not change frequently. As a result, some of the data, though representative, are more than one year old. Where Your Water Comes From and How It Is Treated The City of Vero Beach obtains its water from 25 Surficial Aquifer wells that are 80 - 140 feet deep and 5 Floridan Aquifer wells that are 570 - 680 feet deep. Ten of the Surficial Aquifer wells are part of a groundwater remediation program. Water from these wells is treated by an aeration process that removes contaminants. This water is then blended with water from the remaining Surficial Aquifer wells, and sent to our lime softening water treatment plant. There the water is treated to reduce color and hardness, and then coagulated and filtered to remove any suspended materials. The water is then disinfected using chloramines, a long-lasting disinfectant that reduces the potential for forming disinfection byproducts. Two of the Floridan Aquifer wells serve as auxiliary sources for the lime softening treatment plant. Water from the other Floridan Aquifer wells is treated by reverse osmosis, a process that removes salts and hardness causing minerals. The water from this process is also disinfected with chloramines. All drinking water supplied by the City is also fluoridated for dental health purposes. The final stage in our treatment process is blending the water from the lime softening process and the reverse osmosis process to produce the drinking water that is sent to the homes and businesses that we serve. General Drinking Water Quality Information 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 the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include: Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife. Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming. Pesticides and herbicides, which may come from a variety of sources such as urban stormwater runoff, agriculture, 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 gas stations, urban stormwater runoff, and septic systems. Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. The Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water which must provide the same protection for public health. 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 that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (1-800-426 4791). Important Health Information 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 about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (1-800 426-4791). Source Water Assessment In 2018, the Florida Department of Environmental Protection performed a Source Water Assessment on our system. The assessment was conducted to provide information about any potential sources of contamination in the vicinity of our wells. There are twelve potential sources of contamination identified for this system with low to moderate susceptibility levels. The assessment results are available on the FDEP Source Water Assessment and Protection Program website at www.dep.state.fl.us/swapp. Lead and Drinking Water If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Vero Beach is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead. We're proud that your drinking water is of excellent quality. If you have any questions concerning your water utility, please contact us at 772-978-5220. Or, if you wish, you may contact the Utilities Commission or attend one of their meetings. Information regarding the Utilities Commission can be obtained by calling the City Clerk's Office at 772-978-4700. If you have any questions concerning billing or availability of service, please call our Customer Service Department at 772 978-5100.	<urn:uuid:46d91aa7-12d2-45ca-be0a-516e59e5bda5>	CC-MAIN-2019-43	https://www.covb.org/ArchiveCenter/ViewFile/Item/180	2019-10-23T04:08:10Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00025.warc.gz	830,912,732	1,713	eng_Latn	eng_Latn	0.990988	eng_Latn	0.995087	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1674, 8641 ]	[ 2.140625 ]	6	3
Tips for keeping rats out of home and garden 19 August 2019, by Kym Pokorny Rats—non-native black (Rattus rattus) and brown (Rattus norvegicus) – are drawn to any sort of outside food sources such as pet food, chicken food, bird seed and kitchen scraps in compost piles. Even compost without kitchen scraps provides insects that rats consume, unless the pile is kept hot enough to kill them. If rats get inside the house, they'll dine on whatever food they find there and look for places to nest and reproduce. "Both species are very opportunistic and have an easy time adapting to living in the presence of humans," Sanchez said. Credit: CC0 Public Domain Seeing rats in the backyard or, worse yet, in the house, can send people into panic mode, and for good reason. "There are definite social norms that say if you have rodents living near you it's associated with dirtiness, garbage and waste products," said Dana Sanchez, wildlife specialist for Oregon State University Extension Service. "There's a reticence to admitting to seeing rats or talking about them because there's a fear of public shaming. That works to the rats' advantage because people aren't finding cooperative solutions to a collective problem." Disease is an even greater incentive for the repugnance people feel toward rats. They can spread the bacteria that causes the bubonic plague, which killed millions during the 14th century but is very rarely found today. Other less serious diseases are also attributed to rats, all of which lead to a healthy fear. You can identify the two rats, if you want to, by color and size. Black rats weigh in at 4½ ounces and grow up to 5 to 6 inches long; adult brown rats weigh 9 to 10 ounces and reach up to 16 inches. To help control rats, Sanchez said neighbors should work together to share information and help keep areas clean. Finding collaborative solutions includes working to come up with strategies with city and county vector departments, which are charged with rodent control among other things. "Rats are very intelligent and resourceful," Sanchez said. "Simply putting down a trap and expecting a rat to fall into it won't work. They inspect and avoid things new in the environment. Rats have an amazing ability that once they figure out something has made them sick, they will avoid it in the future." Controlling rats is the first step, Sanchez said, but isn't a long-term solution. Spying rats in your home or on your property will increase your awareness and there will be a lot of focused efforts on getting rid of them. That may reduce the population to a point, but if the efforts are sustained over months and months, it will create a cyclical pattern. Once humans see fewer rats, they reduce efforts to ratproof, then the population grows and the problem starts all over again. 1 / 2 Powered by TCPDF (www.tcpdf.org) Sanchez provides some tips for managing rats: Don't leave uneaten pet food outside. Keep pet food stored in plastic bins. Thin out dense brush that provides shelter. Store indoor food properly, in containers if possible. Don't leave untended food out on counters. Keep bird seed off the ground by using baffles. Hang bird feeders away from eaves or fences that give rats easy access. Clean up fruit that's dropped to the ground. Use the hot compost process or a contained system. At the very least, keep food scraps out of compost piles. Repair gaps larger than ¼ inch around doors, windows, crawl space screens, attic vents and any other place where holes may provide access. Make sure rats don't have access to chicken feed or chickens, which they can kill. Use a smaller aperture hardware cloth rather than chicken wire. Bury the bottom several inches below ground. Make sure coop is rat proof by closing up any holes bigger than a nickel. Keep garbage in a plastic bin with a lid. Use bait and traps, keeping in mind this will only work if there are a few rats; for larger populations consider hiring a licensed and bonded exterminator. Stay vigilant. Even if you don't see rats, they are around and keeping your home and landscape unattractive to them will help keep them at bay. Provided by Oregon State University APA citation: Tips for keeping rats out of home and garden (2019, August 19) retrieved 23 October 2019 from https://phys.org/news/2019-08-rats-home-garden.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:ab2721b7-1812-4cb6-8a23-d6999c7062a6>	CC-MAIN-2019-43	https://phys.org/pdf485422645.pdf	2019-10-23T04:10:24Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00029.warc.gz	645,658,760	978	eng_Latn	eng_Latn	0.998939	eng_Latn	0.999144	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2830, 4583 ]	[ 3.421875 ]	1	0
Male dance flies found to favor females with bigger abdominal air sacs 19 September 2018, by Bob Yirka A team of researchers with the University of Toronto and the University of Stirling has found that male dance flies prefer to mate with females that have larger abdominal sacs. In their paper published in Proceedings of the Royal Society B, the group describes their study of the insects and what they found out about their mating habits. Dance flies are a kind of fly that appear to dance in the air during their mating rituals. They do so in swarms, creating a hypnotic scene for human bystanders. In this new effort, the researchers ventured out into the field to observe one species in action— Rhamphomyia longicauda. The researchers note that ornamentation in males of various species as it relates to mating has been extensively documented—less so is ornamentation in females. Female dance flies have abdominal sacs on the sides of their abdomens that they fill with air, possibly to make them look bigger. They also have pinnate leg scales, which look like hairy legs, another feature that can make the female look bigger. In studying the mating behavior of the flies, the researchers found that the females would pull in air just before joining a swarm, and use it to fill their sacs. They also pulled in their legs, forcing them parallel to their abdomens. The researchers describe the result as females that look similar to helicopters in flight. The next part of the dance was up to the males. Each approached the swarm and made assessments of the females they encountered—when a choice was made, the couple engaged and fell out of the swarm. A closer look revealed that the males displayed preferences—they wanted females who had bigger sacs. And if faced with females of equally sized sacs, they chose the one with the hairier legs. The researchers suggest the preference of the males might be due to the perception that bigger females carry more eggs. But what do the females get in return? The researchers note that when the males choose a mate, they bring along a meal to share with her. And the females mate more than 1 / 2 Powered by TCPDF (www.tcpdf.org) once, so the more mates she attracts, the more she gets to eat. More information: Rosalind L. Murray et al. Sexual selection on multiple female ornaments in dance flies, Proceedings of the Royal Society B: Biological Sciences (2018). DOI: 10.1098/rspb.2018.1525 Press release © 2018 Phys.org APA citation: Male dance flies found to favor females with bigger abdominal air sacs (2018, September 19) retrieved 23 October 2019 from https://phys.org/news/2018-09-male-flies-favor-females-bigger.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:528932af-6ea3-46aa-9933-f4c15b1d5397>	CC-MAIN-2019-43	https://phys.org/pdf456567401.pdf	2019-10-23T04:05:02Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00029.warc.gz	645,278,029	627	eng_Latn	eng_Latn	0.984182	eng_Latn	0.997909	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2151, 2920 ]	[ 2.21875 ]	1	0
New York City uses over one billion gallons of water every day. What happens to it after we've used it? CUP's Sewer in a Suitcase demystifies the hidden workings of New York City's water infrastructure by following the journey water takes beyond the drain. What is it? New York relies on something called a combined sewer system. Stormwater from streets and rooftops is collected into the same network of pipes as dirty water from toilets, sinks, and showers. When it rains a lot, the combined sewage and stormwater overflow directly into local waterways. CUP's Sewer in a Suitcase is a working model of the city's sewer system that lets you explore the mechanics of these dirty events and what they mean for our health and environment—all from your own classroom! Who can use it? Sewer in a SuitcaseΩ is fun, engaging, and educational for children and adults alike, and is perfect for use in environmental studies or science classrooms; civics, social studies, and service learning classes; or in community workshops. The illustrated educator's guide outlines activities that demonstrate our combined sewer system in action, and helps you introduce concepts like urban watersheds, water infrastructure, and the health impacts of water pollution. New educational New York City's resource about water system! How it works—Just add Water! Inside the suitcase is a New York City streetscape. Just add water to the building supply tank, mix in some pollution (a.k.a glitter) and find out where our dirty water goes on a sunny day. Activities in the educator's guide address New York State learning standards in health, math, science, technology, and social studies. The guide provides instruction for a stand-alone demonstration, as well as lessons for an expanded three session curriculum. Order Your Sewer in a Suitcase Today! Name Organization Address Phone Email Please keep me posted on CUP news and events via email I would like to: (check one of the following) Purchase a Sewer in a Suitcase with educator's guide $300 Hire CUP to conduct a Sewer in a Suitcase workshop $100 * Rent a Sewer in a Suitcase for a day $50* Rent a Sewer in a Suitcase with training session $150* * a credit of $50 can be applied to toolkit purchase within one month of workshop Make checks payable to: the Center for Urban Pedagogy the center for urban pedagogy (cup) CUP is a nonprofit organization that uses design and art to improve public participation in shaping the city.	<urn:uuid:84d1f28a-4193-41d3-a4da-7a3a53b67059>	CC-MAIN-2019-43	http://welcometocup.org/file_columns/0000/0030/sis.pdf	2019-10-23T03:49:44Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00032.warc.gz	197,264,738	527	eng_Latn	eng_Latn	0.997369	eng_Latn	0.998334	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1798, 2485 ]	[ 2.921875 ]	3	1
For Immediate Release Contact: Susan Ringler Cerniglia, Communications Manager Washtenaw County Health Department email@example.com 734-678-7010 or 734-544-6759 Public Health Advisory for Harmful Algal Bloom in Ford Lake Residents or visitors advised to avoid touching algae or scum YPSILANTI, Mich., Sept 14, 2018 – Washtenaw County Health Department, in consultation with the Michigan Department of Health and Human Services (MDHHS), is issuing a public health advisory for a confirmed harmful algal bloom in Ford Lake in Ypsilanti, Michigan. People and pets should avoid direct body contact with scums in the lake, water that is blue-green, or water that looks like it has a green sheen or spilled paint on its surface. People and pets should also avoid swallowing the lake water. Recently, a resident reported a suspicious bloom to MDHHS via the MI-TOXINS and Health Hotline. Michigan Department of Environmental Quality (MDEQ) collected water samples. The water was analyzed and microcystin toxins were detected at elevated levels. The toxin was present near the Ford Lake boat launch when the sample was collected on September 12, 2018. A second sample was positive for the toxin at a lower concentration elsewhere in the lake. At both of these sites, visible scum was present. MDEQ will retest waters the week of September 17, 2018. People can water ski, boat, and tube but it is advised that caution be taken in doing so in areas with visible algal scums. Breathing in water droplets with algae from the boat spray may cause nose and throat irritation. Swallowing large amounts of water containing cyanotoxins while swimming, wading, or playing in the water may cause flu-like symptoms, gastrointestinal illness, or neurotoxic symptoms. These may include abdominal pain, vomiting, diarrhea, weakness, numbness, headaches, dizziness, or difficulty breathing. Swallowing large amounts of cyanotoxins can harm the liver or kidneys. At this time, for your safety: - You can swim in the water but stay away from water that has scums or mats, looks like spilled paint, or has colored streaks. - Keep children and pets away from algae in the water or on the shore. - Do not let pets or livestock drink the water or eat scum on the shore. - All fish should be caught and released and not consumed. Ford Lake is under a Do Not Eat Fish Advisory. - Do not drink water from lakes, ponds, or rivers. - Rinse people and pets off after swimming. - When in doubt, keep people and pets out of the water. - Call you doctor or veterinarian if you or your pet get sick after going in the water. Washtenaw County Dental Clinic 111 N. Huron Street Ypsilanti, MI 48197 Environmental Health Division 705 N Zeeb Road Ann Arbor, MI 48103 Phone: 734-222-3800 Fax: 734-222-3930 washtenaw.org/health Phone: 734-480-4250 Registration: 877-313-6232 washtenaw.org/smile Algae Blooms Although most blooms are green algae and not harmful, there are some that are a type of cyanobacteria that have the ability to produce toxins – and can result in a harmful algal blooms (HAB). These toxins may affect the liver, nervous system and/or skin. Washtenaw County Health Department wants residents to be aware that the potential for HABs exists on the lake. Residents should remain cautious about contacting algae or potential HABs until at least two additional samples of the lake test clear of algal toxins. What causes HABs to form? Factors that can contribute to HABs include: sunlight; low-water or low-flow conditions; calm water; warmer temperatures; and excess nutrients (phosphorus or nitrogen). The primary sources of nutrient pollution are runoff of fertilizers, animal manure, sewage treatment plant discharges, storm water runoff, car and power plant emissions, and failing septic tanks. What should I do if I see a HAB? - Do not let your children or pets play in HAB debris on the shore. - After swimming or wading in lake water, even where no HABs are visible, rinse off with fresh water as soon as possible. - Never swallow any lake or river water, whether you see HABs or not. - Do not let pets lick HAB material from their fur or eat HAB material. - Do not drink or cook with lake water. - See a doctor if you or your children might be ill from HAB toxins. If your pet appears ill, contact your veterinarian. More Information The State DEQ Environmental Assistance Center number is 800-662-9278. Information on reporting suspected algal blooms can be found on the DEQ website. For detailed information visit: - The Center for Disease Control and Prevention's Harmful Algal Bloom (HAB) – Associated Illness site https://www.cdc.gov/habs/index.html - The Michigan Department of Environmental Quality's website https://www.michigan.gov/deq/0,4561,7135-3313_3681_3686_3728-383630--,00.html. - The Ohio Environmental Protection Agency's website http://epa.ohio.gov/habalgae.aspx Washtenaw County Health Department The Washtenaw County Health Department promotes health and works to prevent disease and injury in our community. Our mission is to assure, in partnership with the community, the conditions necessary for people to live healthy lives through prevention and protection programs. Visit us at washtenaw.org/health or call 734-544-6700.	<urn:uuid:14185ac0-202d-44bd-8c54-c51e0bf82c44>	CC-MAIN-2019-43	https://washtenaw.org/DocumentCenter/View/10591/Public-Health-Advisory-for-Harmful-Algal-Bloom-in-Ford-Lake-PDF	2019-10-23T02:57:27Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00028.warc.gz	773,506,124	1,248	eng_Latn	eng_Latn	0.995248	eng_Latn	0.995275	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2874, 5267 ]	[ 2.109375 ]	1	0
TWIN LAKES SERVICE AREA NORTH KOOTENAI WATER DISTRICT DRINKING WATER QUALITY REPORT 2018 We are pleased to provide you with this year's Annual Water Quality Report also known by the federal acronym CCR (Consumer Confidence Report). We want to keep you informed about the excellent water and services we have delivered to you over the past year. Our goal is, and always has been, to provide to you a safe and dependable supply of drinking water. The wells that serve your area draw water from the Rathdrum Prairie Aquifer. Our drinking water is safe and meets federal and state requirements. If you have any questions about this report or concerning your water utility, please contact Chris de Groot, District Manager at (208) 687-6593. If you want to learn more, please attend any of our regularly scheduled Board meetings that are held at 12:30 PM on the first and third Thursday of each month at the District office: 13649 N Meyer Rd, Rathdrum, Idaho. North Kootenai Water District monitors for contaminants in your drinking water according to Federal and State laws. The table below shows any detection of contaminants over the past five years. We are pleased to notify you that our water has not exceeded any allowable detection levels. As water travels over the land or underground it can pick up contaminants such as microbes, inorganic and organic chemicals, and radioactive substances. All drinking water, including bottled drinking water, may be reasonably expected to contain at least small amounts of some contaminants. It's important to remember that the presence of these contaminants does not necessarily pose a health risk. In the following table you will find some terms and abbreviations that you may not be familiar with. To help you better understand these terms we've provided the following definitions: Action Level - The concentration of a contaminant that, if exceeded, triggers treatment or other requirements that a water system must follow. Maximum Contaminant Level (MCL) - The "Maximum Allowed" is 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 "Goal" is 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. Non-Detects (ND) - laboratory analysis indicates that the constituent is not present. Parts per million (ppm) or Milligrams per liter (mg/l) - One part per million corresponds to one minute in two years or a single penny in $10,000. Parts per billion (ppb) or Micrograms per liter - One part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000. Picocuries per liter (pCi/L) - Picocuries per liter is a measure of the radioactivity in water. Variances & Exemptions (V&E) - State or Federal Environmental Protection Agency (EPA) permission not to meet a MCL or a treatment technique under certain conditions. Lead – 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. North Kootenai Water District is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your drinking water, you may wish to have your water tested. Information on lead in drinking water, testing methods and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead. Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. The Federal Environmental Protection Agency (EPA) and U.S. Center for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by cryptosporidium and other microbiological contaminants are available from the Safe Drinking Water Hotline 1-800-426-4791. Our wells are within the Rathdrum Prairie Aquifer Wellhead Protection Area. This is a geographical and geological area where strict regulations to protect ground water (drinking water) are applied. The EPA has granted the State of Idaho authority to issue monitoring waivers. The Twin Lakes system, because of its improved water quality and high standard of operation, has received the following waivers: North Kootenai Water District works diligently to provide quality water to every tap. We ask that all our customers help us protect our water sources, which are the heart of our community, our way of life and our children's future. PLEASE DON'T DUMP ANYTHING ON THE GROUND THAT YOU WOULD NOT WANT TO DRINK!	<urn:uuid:2628f4ba-c4fc-43bb-8c6e-8f403b150674>	CC-MAIN-2019-43	http://nkwsd.com/Portals/0/CCR%202018%20Twin%20Lakes.pdf	2019-10-23T02:02:38Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00033.warc.gz	136,207,445	1,103	eng_Latn	eng_Latn	0.996652	eng_Latn	0.996804	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3040, 5364 ]	[ 2 ]	51	0
Try, Try, Try "Follow me, and do the things which ye have seen me do" (2 Nephi 31:12). Sharing Time Ideas BY ELIZABETH RICKS Many years ago people made fancy garden mazes to delight their friends. They trimmed hedges to form pathways where others could walk and wander and try to find the way out. Many people enjoyed strolling through these large garden mazes. Others sometimes became confused in the passageways, but they still enjoyed the pleasant walk and eventually found their way out. They had to try, try, try. Garden mazes still exist, and visitors enjoy navigating through them. § Just as visitors make their way through garden mazes by making a decision at every fork in the path, each of us makes our way through life. Every day we are faced with decisions. Some of the decisions are not important. It probably doesn't matter if you wear a blue shirt or a red shirt. But many decisions are important. When you are faced with a decision about whether to tell the truth or tell a lie, it is important to tell the truth. For important decisions, you can make the right choice if you ask yourself, "What would Jesus do?" When we try to be like Jesus—when we try, try, try—we will do what is right. Jesus always did what was right. Our faith grows when we follow His example. Activity With your finger, trace a path through the garden maze. Every time you come to a choice, decide which choice Jesus would make. Beginning at "Birth," follow Jesus's example until you get to "Eternal Life." 1. Explain that following Jesus's example will help us return to the presence of our Heavenly Father. Ask the children what an example is, and give illustrations. For instance, a teacher might solve a math problem to show students how to solve other problems. A soccer coach might kick a ball to show how to kick. Explain that following Jesus's example can help us make good choices. Prepare case studies (see "Case Studies," Teaching, No Greater Call [1999], 161–62) of true-to-life situations. Give one case study to each class, and have them discuss the problem. Ask the children to solve the problem by asking, "What would I do if I followed Jesus's example?" Have each class report on how they could follow Jesus. Explain that to be like Jesus, we must try. Trying is the key. Testify that following Jesus's example will take effort, and it will make us happy. 2. Invite the bishop or branch president (or another member of the bishopric or branch presidency) to show the children a driver's license. (Any kind of license, such as a fishing license or a marriage license, would also work.) Have him tell the requirements he had to meet to get his license. Then have him show an even more important piece of paper: his temple recommend. Ask him to tell the children some of the things they need to do to get a temple recommend. Prepare several slips of paper on which you write a gospel principle one needs to live in order to go to the temple and a number of steps. For example, "You keep the Word of Wisdom—advance two steps." Place a picture of a temple on each wall. Have four children begin in the center of the room, and have each one move toward a different temple. (Clarify that this is not a competition. You want all the children to reach the temple.) Have each child choose a slip of paper, read the principle, and move the number of steps it indicates. When each child reaches the temple, have him or her look on the back of the picture for the name of a song. Sing the song, and continue the game. After you have sung all of the songs, encourage the children to live worthy to attend the temple. ●	<urn:uuid:ef14ff9f-efc4-4df5-9055-beee44affe7c>	CC-MAIN-2019-43	http://media.ldscdn.org/pdf/magazines/liahona-march-2007/2007-03-18-try-try-try-eng.pdf	2019-10-23T02:27:16Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00032.warc.gz	125,433,802	798	eng_Latn	eng_Latn	0.997727	eng_Latn	0.997727	[ "eng_Latn" ]	false	docling	[ 3624 ]	[ 3.921875 ]	1	0
WILBRAHAM & MONSON ACADEMY BULLYING PREVENTION AND INTERVENTION PLAN UPDATED JUNE 2017 I. Introduction At Wilbraham & Monson Academy (School or Academy), we expect that all members of our school community will treat each other with civility and respect. It is the policy of the School to provide and maintain a learning environment that is free of bullying and any other verbal or physical misconduct that disrupts the learning environment or makes it unsafe. The Wilbraham & Monson Academy Bullying Prevention and Intervention Plan, set forth below, is published in response to the recently enacted Massachusetts law against bullying and is an integral part of our efforts to promote learning and to prevent behavior that can impede the learning process. Our Plan spells out Wilbraham & Monson Academy's comprehensive approach to addressing bullying, cyber-bullying, and retaliation. This plan is consistent with broader protections at WMA against harassment that appear in our Student/Parent Handbook and our Faculty and Staff Handbook. It is important that this plan be well understood by all members of the WMA community. The Head of School is responsible for the implementation and administration of the Plan. Questions and concerns related to this Plan may be referred to the Head, the Dean of Students, or the Director of the Middle School. II. Policy against Bullying, Cyber-Bullying, and Retaliation A. The School will not tolerate any form of bullying or cyber-bullying, nor will we tolerate retaliation against any person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Bullying and cyber-bullying are prohibited on school grounds and at school-sponsored events, athletic or other activities, functions, and programs. Bullying and cyber-bullying also are prohibited on school buses and other vehicles owned, leased, or used by the school, and through use of technology or an electronic device owned, leased, or used by the school. In addition, bullying and cyber-bullying are prohibited at a location, activity, function, or program that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by the school, if the bullying creates a hostile environment at school for a targeted student; infringes on the rights of a targeted student at school; or materially and substantially disrupts the educational process or the orderly operation of the school. B. Definitions under the Law The following definitions are drawn from the Massachusetts law against bullying: a. Bullying: Bullying is defined as the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: * causes physical or emotional harm to the targeted student or damage to the targeted student's property * places the targeted student in reasonable fear of harm to himself or herself or of damage to his or her property * creates a hostile environment at school for the targeted student * infringes on the rights of the targeted student at school; or * materially and substantially disrupts the educational process or the orderly operation of the school. b. Cyber-bullying: Cyber-bullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, fax machines and the internet. It includes, but is not limited to, e-mail, instant messages, text messages, and internet postings, whether on a webpage, in a blog, or otherwise. c. Hostile Environment: A hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student's education. d. Retaliation: Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. C. Legal Definitions and School Policy It is important to bear in mind that stricter standards of behavior may apply under Wilbraham & Monson Academy's policies in order that we may prevent inappropriate verbal and physical conduct before a student has been subject to bullying as it is defined under the law. For example, although the law defines bullying as "repeated use" of certain expressions, acts, and/or gestures, the School reserves the right to apply disciplinary measures and other corrective action in a case of a single expression, act or gesture, if the School determines that it is of sufficient severity to warrant disciplinary measures or other remedial action or that the repetition of that expression, act, or gesture might reasonably result in bullying as defined under the law. III. Prevention of Bullying and Cyber-bullying A. From the earliest grades at WMA, students learn that as members of our community they have a right to be treated with civility and respect. Our curriculum emphasizes respect for differences, and teachers are clear in their expectations for student behavior. When necessary, parents are notified and asked to reinforce standards for membership in the WMA community. In Grades six through twelve, the Student/Parent Handbook is distributed each year and students and families acknowledge their acceptance of its policies with the signing of their contracts. This handbook includes explicit policies around the acceptable use of technology at WMA. In addition, weekly School Meetings are utilized by administrators (Head of School, Dean of Students, Athletic Director, Director of the Middle School) to make sure that students are well informed about what is expected of them and to reinforce positive conduct. The administration and faculty recognize that it is essential that expectations for student conduct extend to corridors, locker rooms, lunch, recess, carpool, buses and the like. The School strives to ensure that ample adult supervision is provided on School premises, including in the corridors and locker rooms, at lunch and during free periods, and on School-provided transportation throughout the school day as well as at School-sponsored events. B. In addition, there are several specific programs that address the issues of bullying and related topics throughout the academic year. 1. Orientation During the opening of school each year, the middle and upper schools engage in healthy group activities that highlight and reinforce positive community involvement. Having students initially learn about one another and interact with one another in a controlled environment with the support of faculty members sets the right tone for the year. Orientation also typically includes guest speakers on topics pertinent to building a healthy and comfortable environment and policy sessions for all new students. These are important educational opportunities to help students understand what is expected of them and what their limits are. 2. Peer Mediators/Mentors The student peer mediators/mentors, a developing group on campus, are trained student leaders who assist the Deans Office and Health Services in handling difficult interpersonal situations. Of course, the students typically deal with low level or mild cases, and with plenty of support from the Deans Office, but simply having this system in place further establishes our expectations for the fair and healthy treatment of differences among community members. 3. Counselors Group Every week, key members of the school community meet to talk about the students and what is happening on campus, from a health and welfare perspective. The group is chaired by the School Counselor, and includes the Dean of Students, Dean of Studies, Dean of Residential Life, Director of Health Services, the five Head Dorm Parents, Director of Academic Services, Director of International Students, and the School's consulting psychologist. The purpose of this meeting is to discuss proactive approaches to situations which could impact students' health and welfare at the school. Members of the group present information either from first-hand observation or as received from another source, and it is discussed at length. With the assistance of the group's collective experience, and the professional input of the consulting psychologist, plans are made to mediate existing or potential escalation. IV. Reports of Bullying, Cyber-Bullying, or Retaliation The School has developed a bullying incident report form, which can be accessed on the School's web site or picked up in one of the administrative offices. Any student who is the target of bullying or cyber-bullying or has witnessed an incident of bullying or cyber-bullying or otherwise has relevant information about bullying or cyber-bullying prohibited by this policy is expected to promptly report the matter orally or in writing to the Head of School, Dean of Students, Director of the Middle School, or to any other faculty or staff member with whom the student is comfortable speaking. Also, any student who is subject to retaliation in violation of this policy or who knows of another student who has been subject to retaliation is expected to report it as soon as possible. A parent of a student who is the target of bullying or cyber-bullying or of a student who has witnessed or otherwise has relevant information about bullying or cyber-bullying is strongly urged to promptly notify the Head of School, the Dean of Students, or the Director of the Middle School. Furthermore, any parent who has him or herself witnessed bullying or cyber-bullying or has relevant information concerning such an incident is strongly urged to come forward to the Head of School, the Dean of Students, or the Director of the Middle School. A parent should also report any incident of retaliation in violation of this policy to the Head of School, the Dean of Students, or the Director of the Middle School. Any member of the faculty or staff of the School who witnesses or otherwise becomes aware of bullying or cyber-bullying in violation of this policy or who becomes aware of retaliation against a student who reported information concerning a violation of this policy is required to report it immediately to the Head of School, the Dean of Students, or the Director of the Middle School. There are to be no exceptions. A member of the faculty or staff may not make promises of confidentiality to a student or parent who informs him/her of an allegation of bullying, cyber-bullying, or retaliation. Faculty and staff may not make reports under this policy anonymously. The school also urges students and their parents not to make reports anonymously. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. Students and parents are encouraged to bear in mind that the School takes its policy against retaliation seriously. Also, while the School cannot promise strict confidentiality, because information must be shared in order to conduct an effective investigation, the School releases information concerning complaints of bullying, cyber-bullying, and retaliation only on a legitimate need-to-know basis. V. Responding to a Report of Bullying, Cyber-bullying, or Retaliation A. Preliminary Considerations: When a complaint of bullying, cyber-bullying, or retaliation is brought to the attention of the Head of School, the Dean of Students, or the Director of the Middle School, an assessment is made as to whether any initial steps need to be taken to protect the well-being of students and to prevent disruption of their learning environment while the investigation is being conducted. As appropriate, strategies may be implemented to prevent further bullying, cyber-bullying, or retaliation during an investigation. Within appropriate circumstances, some of these strategies may include separating students, class schedule changes, locker or parking assignment changes, and assigning 'safe people' and 'safe places' as resources for the student making the complaint. B. Obligation to Notify Parents: It is the policy of the School to notify the parents of any student who is an alleged target of bullying, cyber-bullying, or retaliation and the parents of any student who may have been accused of engaging in such behavior promptly after a complaint has been made. C. Investigation: The following is an outline of the procedure that is pursued once a complaint has been brought to the attention of the Head of School, the Dean of Students, or the Director of the Middle School: 1. Since bullying, cyber-bullying, or retaliation are covered within the broader protections at WMA against abusive behavior and harassment (see policies in the Student/Parent Handbook), the investigation procedures are also the same. Once assessment has been done and a determination that further investigation is warranted, the WMA Harassment Review Board conducts an impartial investigation of the complaint. 2. The Harassment Review Board consists of the Dean of Students, the Director of the Middle School, the Dean of Residential Life, the Director of Health Services, the School Counselor, and the Business Manager (HR). 3. The investigation may include (but will not necessarily be limited to) interviews with the person who made the complaint, with the student who was the target of the alleged bullying, cyber-bullying, or retaliation, with the person or persons against whom the complaint was made, and with any students, faculty, staff or other persons who witnessed or who may otherwise have relevant information about the alleged incident. All students and staff will be asked to document the incident in question for further comparison. 4. Depending on the circumstances, the Review Board members conducting the investigation also may choose to consult with other teachers and/or the School Psychologist. 5. Upon completion of the investigation, the person(s) who has investigated the complaint bring(s) it to the full Review Board. A recommendation is then made to the Head of School by the Review Board, which may include anything from no action, a warning, probation, or dismissal. D. Resolution, Notification, and Follow-up: Following interviews and any other investigation undertaken, and a recommendation from the Review Board, the Head of School will determine whether and to what extent the allegation of bullying, cyber-bullying, or retaliation has been substantiated. If it is determined that the policy set forth in this Plan has been violated, the Head of School, in consultation with the Harassment Review Board, will determine what disciplinary action and/or other remedial action is appropriate and how it will be implemented. Action could include mandatory counseling and discipline up to and including dismissal. The goal of an investigation and any disciplinary or other remedial process that is imposed following that investigation is to correct the situation to the extent it is reasonably possible. Additionally, the goal is also to take such steps as can be taken to prevent there being a repetition of the incident and to prevent the student or students targeted and others who participated in the investigation from being subject to retaliation. In appropriate circumstances, such as when a crime may have been committed or a child may have been subject to abuse or neglect of the type that is reportable under Section 51A of the Massachusetts laws, law enforcement or another appropriate government agency may be notified. (For example, if the alleged conduct involves criminal activity, threats, violence, or electronic or physical stalking.) Upon completion of the investigation, the Head of School and members of the Harassment Review Board who conducted the investigation will meet individually with the student or students who were the target of the alleged incident and the student or students against whom the complaint was made and their parents to report the results of the investigation and, where disciplinary or other corrective action is determined to be appropriate, to inform the parties of the steps that will be taken to correct the situation. Confidentiality laws protecting student records may limit the amount of information provided in these meetings. Follow-up contacts will be made with any student found to have been targeted in violation of this policy and his/her parents to inquire as to whether there have been any further incidents. VI. Conclusion This plan is intended to: 1. prevent bullying and cyber-bullying among our students 2. encourage students and their parents to have confidence in the school's procedures and to come forward promptly whenever a student is subject to conduct that is prohibited by this or any other school policy 3. implement appropriate discipline and other corrective measures when they are found to be warranted	<urn:uuid:1666b977-cbc9-4b91-9d62-ca90da13f4cc>	CC-MAIN-2019-43	https://www.wma.us/uploaded/Handbooks/Bullying_Policy/SP1718_Bullying_Prevention_and_Intervention_Plan.pdf	2019-10-23T02:30:54Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00034.warc.gz	1,133,919,389	3,231	eng_Latn	eng_Latn	0.997978	eng_Latn	0.9983	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1800, 3519, 5734, 7757, 10013, 12309, 14421, 16541, 17149 ]	[ 3.015625 ]	1	0
2019/20 GRADE 9 OPTION DESCRIPTIONS indicates fees are attached to these options Note: most options will be for only grade 9 students but some like Cosmetology and Leadership are combined with high school students. ART 9 In this course, the student will get the chance to explore the art materials, processes, and ideas around creating and appreciating art. Students will study art from different cultures and gain the basic vocabulary of art. A variety of Mediums will be explored to give a broad range of experiences in artmaking. Students will use their learning to plan and create student directed artworks. Business 9 In this CTF challenge based course, students may be given the opportunity to begin to look at the world of business through the development of a business plan that would have them create a product or service. Students may be exposed to the working of business by looking at product and service development, planning advertising budgeting and promotions that would have them work toward selling the product or service in a marketplace. CHOIR 9 Students will be given the opportunity to learn the basics choir based singing and build on personal musical skills centered around a choir and the nuances associated with group singing. COMM TECH 9 (Communication Technology/Communication & Design Studies) Discover and develop skills using various forms of media, including animation, print, photography, and audio/visual. Includes specializations in web design, animation, photography, or video and film. This course can take on a more creative or technological approach, depending on the interests of the students and the instructor of the course. COMPUTER CODING 9 Students will be introduced to the use of coding in computer applications to gain an understanding of the math and science behind what makes some computer applications work. Students may demonstrate their learning through understanding how to develop a blog, adapt and code for applications and other coding applications as determined throughout the option. CONSTRUCTION 9 Learn about skills, techniques, safe tool and equipment operating practices and procedures for use in cabinet making and residential construction. Students will learn based on previous skills however students who have not completed a previous class in construction may take the construction 9 class. COSMETOLOGY 9 Learn about basic hair, skin, and nail care services and gain knowledge and practical experience while working on mannequins and classmates. This class will give students foundational knowledge in cosmetology so they may make an informed decision about cosmetology in grade 10-12 CREATIVE WRITING AND PUBLISHING 9 In this course, students follow their writing interests and passions. Opportunities to write in a variety of creative writing genres encourage students to experiment with new ideas, concepts, and processes in their writing. Students will create and manage their own digital portfolios. As students explore and learn about various writing markets, they will demonstrate an understanding of the requirements that different markets have for submissions, and assess how to effectively submit their writing to specific publications. DRAMA 9 The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life through the assumption of roles and acquisition of dramatic skills. The imaginative exploration involves setting up a dramatic situation, "acting out" and communicating within that situation, then reflecting on the consequences. It is this reflection that provides the knowledge and opportunity for self-development. As students progress through the dramatic forms of expression at the junior high level, greater emphasis is placed upon the development of the individual as a creator, performer, historian, critic, and patron. Here, the self-development and socialization processes of the student are extended by developing an appreciation of theatre as a traditional art form. This course emphasizes creative drama and offers a large variety of improvisational situations. Students work mainly in large and small group situations exploring movement and voice. There is a special emphasis on personal growth and the development of a positive working attitude. FABRICATION 9 (Welding) Understand the theory and practical aspects of welding and metal trades. Learn basic skills, safety, material handling and safe handling of tools and equipment used in metallurgy. FILM STUDIES 9 Film studies provide a general introduction to the art and history of cinema. The course will include the viewing of approximately 15-20 films. Selections will be chosen from a wide range of classics, foreign films, and the mainstream. The course objective is to foster the development of the student as a creator, historian, critic, and patron as they progress through the course. FOODS 9 Learn about food production, food preparation, and meal planning. Understand nutrition and healthy food choices, food costs and economics, and safe food handling techniques. Participate in cooking, baking, and food presentation. FRENCH 9 Learn basic communication skills in French, such as saying hello, introducing yourself, and asking how someone is doing. Also learn numbers, letters and basic French vocabularies, such as food and school supplies, as well as French culture and customs. LEADERSHIP 9 Students will begin by studying the attributes and experiences of successful leaders, enhance self-awareness skills needed for developing a healthy leadership style, develop interpersonal skills which facilitate productive leadership, gain practical experience as a leader through the organization of school-based events plus provide voluntary service within their school community. MECHANICS 9 Basic introduction to automobile mechanics and mechanical systems as a preliminary endeavor moving into High School Mechanics PERSONAL FITNESS DEVELOPMENT 9 Students will optimize their own fitness levels in relation to sport and other activities. They will learn to develop a fitness program that includes activity, nutrition, and sports first aid. TEXTILE STUDIES 9 This course pulls from the fashion studies cluster of CTF; students will be introduced to the basic skills of knitting or crochet, and then explore the processes of design, manufacturing and marketing clothing and other textile products as well as the history, sociology, and economics of clothing and textile arts. WATERCOLOR PAINTING 9 In this course, students will focus on watercolor painting with an emphasis on the fundamentals of composition, value, and color mixing. Students learn a variety of techniques, gain confidence in their control the medium of watercolor and work to develop their own artistic painting style. Please take time with your teacher to complete this attached survey: This survey will allow us to plan and schedule the Complementary courses that are shown to have the most interest from gr. 8 students. * This does not mean these are the Complementary courses that you will be registered in, that will be done at a later date.	<urn:uuid:731e42cd-6e3c-4678-ad2a-debc49ff55f9>	CC-MAIN-2019-43	https://fmhigh.wrsd.ca/download/166177	2019-10-23T03:26:05Z	crawl-data/CC-MAIN-2019-43/segments/1570987828425.99/warc/CC-MAIN-20191023015841-20191023043341-00035.warc.gz	477,606,125	1,347	eng_Latn	eng_Latn	0.997662	eng_Latn	0.997797	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2065, 4328, 5981, 7195 ]	[ 2.84375 ]	2	1
2022-2023 CAC Abuse Prevention Programs Child and Youth Prevention Training: Monique Burr Foundation (MBF): Child Safety Matters (Range 35-45 min) MBF Child Safety Matters® is a comprehensive, evidence-based prevention education program for elementary school students in grades K-5. The program is divided into two presentations (Part 1 & 2) to effectively teach students and adults how to prevent, recognize, and respond appropriately to the four types of child abuse (physical, emotional, sexual, neglect), bullying, cyberbullying, and digital dangers. Monique Burr Foundation (MBF): Teen Safety Matters (55 min) MBF Teen Safety Matters® is a comprehensive, evidence-informed prevention education program for middle school students in grades 6 - 8 and high school students in grades 9 - 12. The program is divided into two presentations (Part 1 & 2) to effectively address emotional, physical, and digital safety, and teach students and adults how to prevent, recognize, and respond appropriately to the four types of child abuse (physical, emotional, sexual, neglect), exploitation, trafficking, sexual assault, relationship abuse, bullying, cyberbullying, and digital dangers. P.S. It's My Body: Happy Bear (Ñ) (30 min) A Prevention Program for Children dedicated to teaching them about personal safety by studying the three R's: Recognize, Resist, and Report. The children are taught body boundaries, feelings, proper names for private parts, welcome and unwelcome touches, saying "NO" and identifying trusted adults to tell about problems or to ask for help. NetSmartz-Internet Safety Program (Ñ) (30-45 min) The NetSmartz Internet Safety program offers a non-threatening overview of the dangers of the digital world, methods for navigating online safety, and tools children can use to protect themselves from internet crimes. This presentation is offered to K-Teen Students, Parents, and Community members. Child Sex Trafficking Training: Domestic Minor Sex Trafficking (DMST)- Ñ (1-1 ½ hr) The Domestic Minor Sex Trafficking Training focuses on defining Domestic Minor Sex Trafficking (DMST) and describing the prevalence and recruitment locations of DMST in Houston, TX. This presentation provides insight into the techniques used by pimps, teaches audience how to spot & respond to DMST, understand the psychological and physiological impact of DMST, and learn about local resources for victims of DMST. Standing for and Achieving Youth Empowerment (SAYE) (1hr ea.) A five-unit prevention curriculum that serves as an educational tool to equip teens with the necessary knowledge to protect themselves from sex trafficking. The curriculum engages adolescents throughout the training, while helping them learn how to use critical thinking to stand against victimization. Adult Prevention Training: Darkness to Light: Stewards of Children-Adults Protecting Children From Sexual Abuse (Ñ) (2hr & Fee Required) The Darkness to Light Training specializes in the education and prevention of child sexual abuse, other forms of abuse, and mandated reporting. Through this training, Adults learn how to prevent, recognize, and react responsibly to child sexual abuse. Supplemental Training opportunities are available: * Supplemental Trainings: o Bystanders Protecting Children From Boundary Violations (45 min) - In this training you will learn how to be an active bystander in child sexual abuse prevention and response. You will receive examples of boundary violations and inappropriate behaviors, and how you can make spontaneous and planned interventions that reinforce boundaries and protect children. o Commercial Sexual Exploitation of Children (1hr) - This training teaches you about the root cause of commercial sexual exploitation & why preventing sexual abuse is important to reducing the risk of children being sexually trafficked. o Talking with Children About Safety From Sexual Abuse (45 min) - In this training you will learn how to talk with and listen to children about sexual abuse and personal safety. Youth Camp Training: Awareness and Prevention of Child Sexual Abuse (Ñ) (2hr & Fee Required) In accordance with Texas Health and Human Services and 25 TAC 265.12 (i), this training provides an understanding of Child Sexual Abuse and Child Molestation, and it is appropriate for both Youth Camp and Campus Programs for Minors. Course Exam will be provided. Participants must pass with a minimum score of 70%. School Trainings: Texas Child Abuse Identification and Reporting: Identifying and Reporting Potential Victims of Sexual Abuse, Human Trafficking and Other Maltreatment of Children (2-3hr) This training provides a better understanding of the dynamics of sexual abuse by defining and outlining indicators of sexual abuse. Additionally, this presentation reviews Texas laws on child abuse and focuses on identifying and reporting victims of sexual abuse, human trafficking, and other types of child maltreatment. Meets requirement for the Mandated School Training for Board of Trustees, Superintendents, and School Employees. **The CAC is a TEA registered provider for the School Board Member Trainings.	<urn:uuid:92c69f6e-1cd1-4594-bea5-6a9d42c67fae>	CC-MAIN-2024-33	https://cachouston.org/wp-content/uploads/2022/07/CAC-Prevention-Trainings.pdf	2024-08-05T15:41:21+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00590.warc.gz	117,168,112	1,026	eng_Latn	eng_Latn	0.984925	eng_Latn	0.986086	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2792, 5160 ]	[ 2.21875 ]	1	0
Can You Recycle Coffee Grounds? By: www.BuyOrganicCoffee.org Twelve billion pounds of coffee go into brewing coffee every year. This leaves about 18 billion pounds or 9 million tons of wet waste coffee grounds that typically go into landfills or are washed down the drain and end up in streams and rivers. Can you recycle coffee grounds? It turns out that there are several excellent uses for coffee grounds from composting or adding mulch to your garden and deicing winter sidewalks to removing hair product residue. Coffee Grounds as Pest Repellant A natural way to keep pests out of your home, off of your pets, or away from vulnerable garden plants is with coffee grounds. If there is a place where an ant colony has access to your home, block the route with coffee grounds and refresh every couple of weeks. The ants will not like the aroma of the coffee grounds and they will interfere with the pheromone trails that they routinely follow. If you think one of your pets has fleas, take them outside and use a coffee ground body wash to send the fleas packing. In your garden you can use coffee grounds the same way as with ants to keep snails and slugs under control. Just a line of coffee grounds refreshed from time to time is all that you need. Fertilizing Your Garden or Flower Box Coffee grounds are rich in nitrogen, calcium, potassium, and magnesium which make coffee grounds an excellent natural fertilizer. Because coffee grounds are slightly acidic, avoid using them near crocus, photinia, forsythia, barberry, and lilacs. Unlike when you are keeping pests away from your plants, mix the coffee grounds into the soil instead of just dumping on top of the soil. Coffee Grounds for Personal Hygiene Coffee grounds are mildly abrasive and make an excellent exfoliator. A simple recipe for making your coffee ground exfoliator is to mix three parts coffee grounds, one part brown sugar, and one part coconut or almond oil. Adding a few drops of vanilla extract or lemon oil will provide more aroma. In addition to using coffee grounds to exfoliate, use the same abrasive properties to remove sticky hair cream or shampoo residue. The trick is to mix the coffee grounds with the hair product when you apply and rinse. The residue will leave with the coffee grounds and not cling to your hair. Light the Night with Coffee Candles If you like home crafts and want to make candles, consider mixing or layering coffee grounds into your candles. As the candle burns down it exposes the coffee grounds and provides a burst of coffee aroma. Add any other favorite aroma such as lemon or vanilla to complement the aroma of coffee. This is a great way to recycle coffee grounds and not pay for aromatic oils for your homemade candles. Non-toxic Furniture Restoration Furniture gets scratched and tarnished with normal use over the years. Rather than buying a toxic cleaner, consider using coffee grounds instead. Simply place a few coffee grounds on the scratch plus a few drops of water. Use a q-tip or cotton swab to buff the area for a minute or so. Wait ten minutes and repeat as needed. All-Purpose, Organic Deodorizer Fresh coffee grounds soak up odors and so do used coffee grounds. Put dried coffee grounds in a saucer in the back of the refrigerator or in any area prone to odor accumulation. Switch out every week or two as you will always have a supply of coffee grounds. You can use your grounds this way on their way to the garden. You can even help break down grease buildup in the drain by using a couple of tablespoonsful of coffee grounds along with a few drops of soap and boiling water. Done twice a month this procedure helps prevent clogging. For more insights and useful information about organic coffee, visit www.BuyOrganicCoffee.org. FREE training materials. Free Weekly Investing Webinars Don't miss these free training events! http://www.profitableinvestingtips.com/free-webinar Forex Conspiracy Report http://www.forexconspiracyreport.com Read every word of this report! Get 12 Free Japanese Candlestick Videos Includes training for all 12 major candlestick signals. http://www.candlestickforums.com Disclaimer: Trading and investing involves significant financial risk and is not suitable for everyone. No content on this document should be considered as financial, trading, or investing advice. All information is intended for educational purposes only.	<urn:uuid:9dbcb1fb-b8ed-4fcd-bd87-81b9783d4786>	CC-MAIN-2024-33	https://profitableinvestingtips.com/pdf/can-you-recycle-coffee-grounds.pdf	2024-08-05T17:02:16+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00590.warc.gz	377,484,183	903	eng_Latn	eng_Latn	0.998626	eng_Latn	0.998775	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2464, 4413 ]	[ 2.15625 ]	1	0
A very warm welcome to Giles Brook School. This pack aims to help you and your child to settle into our school. At Giles Brook we ensure all children feel included, secure and valued. We are a friendly, open and supportive school, and aim to develop an effective partnership with parents. Together we want to make your child's time in our school happy and successful. The children are at the heart of what we do and decisions are made to ensure each child has equal opportunities. The Foundation Stage practitioners encourage parents to talk to us freely in the mornings or at the end of the school day and this practice continues throughout the school. If at any time you have any concerns about your child, please talk to a Foundation Stage practitioner who will be more than happy to help you. We look forward to working in partnership with you to support your child as they embark on their school journey. Our Aims The Foundation Stage is a distinct stage and builds the foundations for all future learning. The children who attend Giles Brook School will have a wide range of opportunities and experiences. The children will bring their own skills and interests to the setting which we will use to support their development. We encourage all children at Giles Brook to become independent learners and aim to provide a well-planned and resourced curriculum. This allows us to take their learning forward from their individual starting point. We want all of our children to succeed in an atmosphere where they feel valued and cared for. Giles Brook School 'Learning at the heart of our community' Early Years Vision At Giles Brook School the children are at the core of the school's vision. Within the Early Years Team, we consistently drive to support this; alongside incorporating fundamental philosophies to Early Years. It is our aim as an Early Years team that we provide environments both in our Nursery and Reception classes to support children, and families, at the beginning of their learning journey. The children come first in an understanding, nurturing, caring and safe environment. We aspire to equip pupils with the tools to continue their journey at Giles Brook and within their education. Providing a challenging, yet encouraging, fun and inspiring environment is fundamental in establishing resilient and strong individual creative learners in a well-rounded way. Learning in the Early Years will happen through a multitude of activities both inside and out. Our children have a voice and are listened to which contributes to their well-being and understanding of a range of social, economic and individual needs. Home visits help facilitate positive and collaborative relationships with the parents and families of our children. This creates a strong partnership and driving force to develop each individual child holistically; without a ceiling on what they can achieve in the Early Years. These relationships also allow our whole team to contribute to independence and determination of our children with a growth mindset for learning and exploration. We share our knowledge with families to support and guide each child in their development. Our strong team vision and parental engagement is imperative to our aspiration of creating 'learning at the heart of the community'. Children will leave our Early Years classes ready for the challenges of their continued learning journey. The Foundation Stage Curriculum The Foundation Stage curriculum has undergone a recent reform and some of the headings may be different if you have previously had a child attend school. The curriculum is organised into seven areas of learning and they are divided into aspects within that area. PRIME areas of learning… ⮚ Personal, Social and Emotional Development Self- regulation Managing self Building relationships. ⮚ Communication and Language Listening, attention and understanding Speaking ⮚ Physical Development Gross Motor Skills Fine Motor Skills A secure development in these areas of learning allow the children to access the specific areas of learning with more ease. SPECIFIC areas of learning… ⮚ Literacy Comprehension Word Reading Writing ⮚ Maths Number Numerical Patterns ⮚ Understanding the World Past and Present People, Culture and Communities The Natural World ⮚ Expressive Arts and Design Creating with materials Being imaginative and expressive These areas of learning all link together and opportunities are provided to develop the whole child within these interdependent strands. Personal, Social and Emotional Development Learning how to work and play in a co-operative manner. Developing skills to work as a group and develop personal and moral values. Learning to value and understand themselves as well as others. Communication and Language This aspect of the curriculum is developed through all of our provision. We seek to allow all children to have the opportunities to develop their communication skills in a range of situations from small group work to their independent learning and exploration. Physical Development Learning a range of physical skills firstly on a large scale before developing smaller movements such as holding a pencil. The skills we will develop aim to increase control, mobility, awareness of space and manipulative skills; both indoors and outdoors. This aspect also seeks to develop an understanding of how to look after their own bodies and how to keep themselves safe. Children will have access to: * Climbing apparatus during PE sessions- balancing and risk taking * Playground area- negotiating space * Using small apparatus e.g. bats and balls- increasing control * Chalk and chalkboards- drawing lines and circles and developing a pencil grip These are just a handful of the opportunities that will be available. Literacy This aspect is divided into Comprehension, Word Reading and Writing. We seek to develop the children's love of reading by encouraging them to share a wide range of stories and books. We will allow the children to access rhymes, fiction and non-fiction books. When children are exposed to sharing picture books and develop a love for books then they will begin to understand the meaning of text and start to learn familiar words and sentences. The comprehension and understanding of each child is paramount in developing their reading skills and ensuring they have a true understanding and meaning of stories is vital to creating a strong foundation for reading in the future. The children will develop their mark-making skills before transferring these to letters. Opportunities to develop writing for different purposes will be available in various areas of the classroom, for example, writing a list in the Home Corner. We follow the ELS (Essential Letters and Sounds) phonics scheme and during daily phonics sessions we will be learning lots of new graphemes. Maths Throughout their time in Reception at Giles Brook the children's mathematical understanding will be developed and extended through small group and whole class teaching. This will be supported through a wide variety of practical activities. We will use practical apparatus alongside the use of the interactive whiteboard. This also acts as a valuable reinforcement for the children to show how ICT can support their own learning. We aim to provide opportunities where the children can explore, enjoy, learn, talk about and put into practise their developing mathematical understanding. Finding out about and working with numbers, counting, sorting and matching is integral to developing the children's individual knowledge. Children will use their skills to solve problems and generate new questions alongside making connections across other areas of learning and development. The children will be given the opportunity to discover new concepts, ideas and language in their independent learning. We aim to make connections to real-life situations for the children. Understanding the World The children will be supported in developing the knowledge, skills, and understanding that help them to make sense of the world. Their learning will be supported through offering opportunities for them to encounter creatures, plants, people, and objects in their natural environment and in reallife situations. We will teach the children about their own and others' cultures in order to celebrate similarities and differences in our diverse society. Our children will be taught to value and respect every individual. We will also provide opportunities to make comparisons between the past and present day using familiar topics. Expressive Arts and Design We will be singing a range of rhymes and songs. We encourage the children to match movements to music and express themselves independently. We encourage the use of imagination throughout a range of activities. Over the course of the year we will use percussion instruments to explore different sounds. This aspect also develops the use of children's imagination through stories, role-playing, imaginative play, dance, music, design and art. Creativity is about taking risks and making connections throughout independent learning. The children at Giles Brook are encouraged to explore their own ideas, express themselves, transform objects using media, paint, scissors etc. The children are encouraged to respond to what they see, hear and experience through their senses. Each child will respond as an individual and will represent their experiences in a unique and valuable way. Learning through play Well planned play is an important way in which all young children learn with enjoyment and challenge. In our Reception environment the children are encouraged to learn and explore in a range of areas. Children will be encouraged to extend their own learning and practitioners will develop the children's individual next steps. Our environment is setup in explicit zones to enable the children to freely access opportunities to develop their learning across the curriculum. The children will: ⮚ explore and act out experiences to help them make sense of the world ⮚ learn how to control feelings and begin to understand the need for rules ⮚ practise and build up ideas, concepts and skills ⮚ be alone, work alongside, or co-operate with others ⮚ think creatively and imaginatively ⮚ take risks and make mistakes ⮚ communicate with others Behaviour Policy At Giles Brook all of the children are encouraged to treat each other with respect and value each individual's feelings. We use Restorative Practice principles throughout the school. In the Foundation Stage we encourage all children to: ❖ Take turns and develop an understanding of how to facilitate this with their peers ❖ Express their feelings in appropriate ways ❖ Accept instruction and behave in appropriate ways ❖ Show respect for the needs and feelings of others ❖ Be honest ❖ Show respect for materials, equipment, their work and the work of others The children will become familiar with our school's values which form the basis of our behaviour policy. In an instance where a child has needed support we will have a discussion to reflect upon a wrong choice they may have made and the impact this has had on others. This links to the Restorative Practice principles. The main principles are: * Emphasis on building social connections * A focus on the language used by adults * Commitment to include wider relationships e.g. with families and the communities Role of the adults in school: * Demonstrate respect for others AND self-respect * Promote listening and understanding * Build opportunities for constructive restorative conversations * Allow a voice for everyone in a range of situations Forest Schools We are delighted to offer Forest School sessions to our children in Reception. The children attend weekly sessions. Forest Schools is an inspirational learning process that is centred around the child. It offers opportunities for holistic growth through regular sessions, supporting play, exploration and supported risk taking. It develops confidence and self esteem through learner inspired, hands on experiences in a natural setting. The process enables and supports more than knowledge gathering, it helps learners develop socially, emotionally, spiritually, physically and intellectually. The style of learning is particularly beneficial to our children's well being, and given the last few years, this is of paramount importance to us at Giles Brook. We hope that this provision will enable every child to expand on their abilities by solving real world issues, building self esteem and resilience. General Information At Giles Brook we have two Reception classes with 30 children in each. We have the Butterflies Class and the Ladybirds Class On a daily basis each class will have a class teacher and teaching assistant. There may be other members of staff dependent on the individual needs of children. The children all explore the main areas of provision together with opportunities to explore the whole curriculum. We also have a secure outdoor area that is used every day and in all weathers. Please could you provide suitable outdoor clothing for your child that can remain in school. It is vital the children have waterproof trousers or an all-in-one waterproof suit and wellies. We can then ensure that the children will have full access to a range of activities regardless of the weather within in our learning environment and when we go on walks in the local area. The School Day The doors open at 8:40am. It is incredibly important children arrive at school in time to allow them to settle before the register. The children will have their daily phonics lesson at 9.00am as a whole class in the morning before independently learning and exploring in the area. During this time children will carry out activities in small groups with adults. The children in Reception will have a weekly indoor PE session. We will also visit the library each week for story times and to choose a library book to take home. All of the children eat together in the hall regardless if they have a packed lunch or school dinner. Once they have finished all the children will play on the playground together. The afternoon session continues after a whole class input and follows the same format as the morning. The school day ends at 3:10pm. You must let us know in advance (in person or via a written or telephone message) if anyone else is collecting your child. We have your child's safety in mind at all times. Clothing Please make sure that you name every item of your child's school clothing and then if something is mislaid it can easily be returned. Possessions Toys and trinkets can easily be mislaid when at school so please try to discourage your child from bringing them to school. If your child has a comforter they need whilst settling then we are happy for them to bring it at the beginning of the school year. Newsletters Newsletters are sent home on a regular basis via email and they are also published on our website. Please read them, they are important as they tell you the activities your child will be engaged in at school and information about school events. Absence Please telephone school before 9:30am. Do not send sick children to school. If your child has vomited or had diarrhoea, they MUST stay at home for the following 48 hours. This is to prevent the spreading of illnesses. Snack time The children have independent access to the 'Snack and Chat' table during the school day. They can help themselves to a piece of fruit, pour a cup of water or have their milk if you request for them to receive it. This encourages healthy eating habits which we feel strongly about at Giles Brook. We also ask for you to send a healthy snack with your child which they can have at the end of the day during story time. The children can place their snack into their tray when they arrive in the morning. Each child will have their own tray and peg to keep their belongings. This is a brief overview of Reception at Giles Brook School and we will have lots of further opportunities for you to share in your child's learning journey. We will have an ELS, reading meeting, parent's evenings, termly reports and curriculum evenings to aid the information provided to you. We truly look forward to sharing in your child's learning journey at Giles Brook; whether this is continued from our Nursery or the very start of a new journey for your child.	<urn:uuid:61f309be-d90d-43f5-a0e4-76bdbe6a6c78>	CC-MAIN-2024-33	https://www.gilesbrook.co.uk/wp-content/uploads/2024/05/Welcome-Pack-docx.pdf	2024-08-05T15:20:56+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00594.warc.gz	617,729,789	3,103	eng_Latn	eng_Latn	0.996594	eng_Latn	0.998104	[ "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	[ 912, 1544, 3175, 3982, 4540, 5751, 7334, 8627, 9540, 10403, 11496, 12657, 13553, 15004, 16372, 16549 ]	[ 3.53125 ]	1	0
Earthquakes in Syria and Türkiye 100 DAYS LATER On 6 February, two massive earthquakes hit southern Türkiye and north-west Syria. Destruction and loss followed - making this one of the deadliest natural disasters of the century. With your timely and flexible support, UNICEF was able to respond timeously. Thank you. The impacts of disaster In the early hours of 6 February 2023, the first of a series of earthquakes struck southern Türkiye and the north-west of Syria leaving in its wake over 56,000 deaths and untold destruction and devastation. In Syria, where over 6,000 deaths and 12,000 injuries have been reported – over 8 million people are in need of humanitarian support after the earthquakes; of these, 3.7 million are children. In Türkiye, 15.2 million people, including 5.4 million children, were affected by the devastation. Syria There are 14.6 million people in need in Syria, including 6.5 million children. Over 8.8 million people have been affected by the earthquakes, including 3.7 million children and pregnant women. An estimated 6,000 people were killed and 12,000 injured. 2,149 schools were damaged, and 241 health facilities damaged or destroyed. Before the earthquakes, 3.75 million children in Syria required nutritional assistance. In Syria, which is one of the world's most complex humanitarian environments in the world, children have already endured 12 years of displacement, disrupted schooling and limited access to healthcare and other essential services. Ninety per cent of families in Syria were living in poverty when the earthquakes hit, with two-thirds of the population in need of assistance due to economic crisis, conflict and mass displacement. In the two months preceding the earthquake, the prices of basic commodities, such as heating fuel, had jumped by over 200 per cent. The earthquake compounded the protracted suffering. The girls and boys of Syria lost families, homes and the safety of their schools. Thousands of displaced people, most of them having fled with nothing but the clothes on their backs, were sheltering in winter rains and freezing temperatures. An estimated 2,149 schools were damaged and over 100 schools are being used as shelter; education has been disrupted for 1.9 million children. In March, torrential rains and flooding across north-west Syria compounded misery and increased suspected cholera and acute watery diarrhoea cases. Today, Syrian children's chances of returning to a normal life are severely jeopardized, resulting in unprecedented levels of traumatic stress. A map depicting the earthquake's impact across Turkiye and Syria, based on observable data of earthquake damage. In Türkiye, 1.5 million children have been affected by the earthquakes. Heavy rains in March followed the earthquakes' devastation, and flash floods worsened damage and suffering, especially in Adıyaman and Sanlıurfa, cities in the southeast that host displacement camps. Overall, 2,000 homes as well as buildings, bridges and highways were demolished or submerged in water, resulting in further displacement. UNICEF is working under the leadership of the Government of Türkiye on the earthquake response, in coordination with Ministry of Interior Disaster and Emergency Management Presidency (AFAD) and our humanitarian partners. Today, about 2.4 million people are still displaced by the earthquake, of these 1.6 million people are in informal settlements with limited access to basic services like water and sanitation, information on available services and social protection. Türkiye 9.1 million people are in need of assistance, including 2.1 million children. Over 50,780 people were killed. 1.6 million people are living in informal settlements, and 800,000 in formal sites. Access to education has been hampered for 4 million children, including 350,000 refugee children. UNICEF in action for children UNICEF has been working in Türkiye since 1951 and in Syria since 1970, with leadership today in the humanitarian agency clusters of water and sanitation (WASH), education, nutrition, child protection and risk communication and community engagement. Our established partnerships and staff competency strengthened in response to previous emergencies such as the COVID-19 pandemic, the conflict in Syria and regional disease outbreaks We were ready and prepared to respond when the earthquakes hit. Immediate and early recovery results for children - The first 100 days Supplies Our coordinated response was swift to deliver life-saving supplies and technical assistance. When the earthquakes struck, UNICEF already had over $6 million in supplies pre-positioned in north-west Syria, enabling a swift and immediate response. Within the first weeks, UNICEF delivered over 70 tonnes of life-saving supplies from the global hubs while distributing prepositioned supplies incountry. In Türkiye, UNICEF worked immediately with our established partners, signing agreements with 86 local suppliers and service providers, to procure supplies including blankets and winter clothes, among others. In addition, working in collaboration with the Government of Türkiye and partners, we provided logistical and technical support - supporting the procurement of vaccines, cold chain facilities, medical equipment and supplies not available in-country based on our extensive experience procuring and delivering vaccinations in emergencies around the world. Our swift coordinated support and response meant that: HEALTH AND NUTRITION Prior to the earthquakes, 6.81 million children in Syria were in need of basic health services and half of the primary healthcare system was not functioning. A cholera outbreak and the earthquakes added pressure on the already over-burdened public health services and healthcare delivery. Within 48 hours of the earthquakes, UNICEF reached children and their families dispatching emergency supplies including hygiene kits, drinking water and high-energy biscuits to immediately save lives. UNICEF and partners have provided more than 188,846 children and women to date with access to primary healthcare including free-of-charge medical consultations and medicines in health facilities and mobile clinics. In March, in north-west Syria, UNICEF and partners conducted a cholera vaccination campaign in earthquake-hit areas in which 1.7 million doses of cholera vaccine were slated to be used. An estimated 1,400 health workers and community volunteers implemented the 10-day campaign going house-to-house and reaching displaced people living in camps, markets and school sites. In Türkiye, many health facilities and staff were disrupted by the earthquake, leaving the health system overstretched and routine health services interrupted. UNICEF was able to support the government to reach 360,000 people with health care services in the 100 days since the earthquake by procuring vaccines, medicine and equipment. In Adana, for example, UNICEF provided eight Interagency Emergency Health Kits to the Ministry of Health, including essential drugs, medical consumables and equipment to cover primary health care and basic hospital care for 80,000 people for three months. UNICEF is supporting immunization campaigns to eradicate rabies, measles, cholera, tetanus and diphtheria. Nutrition Across Syria, UNICEF works with partners to deliver treatment for children suffering from severe acute malnutrition. We also deliver micronutrient supplements, growth monitoring, counselling and support on breastfeeding and age-appropriate complementary feeding. To address emergency nutrition needs in Syria, UNICEF screened over 159,649 children for acute malnutrition and supported treatment when necessary. Working with United Nations agencies and local partners, UNICEF has helped reached over 97,700 children under five years old with micro-nutrient tablets and powder; and reached over 120,166 caregivers in crucial districts with information on infant- and young-child feeding practices during an emergency. As the nutrition cluster lead, UNICEF coordinates the delivery of comprehensive nutrition services in reception centres. We have supplied nutrition resources to 36 partners. Our Cash Plus Nutrition Programme, ongoing in north-west Syria, helps pregnant and nursing women and caregivers of young children to access better, more balanced diets. In Türkiye, 60 staff members of implementing partners were trained in breastfeeding promotion and infant and young child feeding, to implement nutrition promotion at the support hubs. More than 360,000 children are receiving immunisation services across the country, supported by UNICEF vaccine supplies. WATER, SANITATION AND HYGIENE Nearly half the population in Syria rely on alternative, and often unsafe, water sources to meet or complement their water needs. Poor water quality tends to lead to more waterborne diseases, including diarrhoea, particularly among children. UNICEF's WASH programme has reached almost 765,800 people in Syria, helping restore access to safe drinking water, meeting basic needs with dignity, and supporting better economic activity. Water tanks have been installed in 27 schools, providing almost 18,600 school children with access to clean drinking water. We are also rehabilitating damaged water systems and sewage networks for host communities of the camps and informal settlements. Family hygiene kits – including soaps, aqua tabs, jerry cans, sanitary napkins and baby diapers – were delivered to 284,162 internally-displaced people. Cognisant of the upcoming summer season and risk of outbreaks, UNICEF has a campaign to raise awareness and combat the spread of acute watery diarrhoea and cholera, particularly among displaced families in Aleppo. In Syria, UNICEF will continue to rehabilitate WASH facilities, support WASH-in-school interventions, continue water trucking where necessary, and raise awareness on safe hygiene in schools and communities. Moving forward, we have devised a two-phase plan to address water and sanitation issues: phase one is to focus on repair of critical infrastructure; the second phase will restore WASH services. Repair work has commenced in Aleppo to provide safe drinking water and sanitation services, minimizing the need for arduous water collection and the gender-related risks. In Turkey, with UNICEF support, cumulatively over 303,140 people have accessed safe water through water trucking, provision of chlorine, water storage, water-quality testing and repair of water supply systems. For example, in Gaziantep and Hatay, we procured equipment to support the municipality with repairs, so that 293,000 people now have better running water. Since 6 February, UNICEF has delivered critical hygiene supplies to over 421,000 people, including buckets, soap and water purification tablets, and menstrual hygiene management items such as reusables pads. Working with the government on cholera preparation and response planning, we have helped boost access to sanitation facilities for 5,800 people by, among other projects, procuring and distributing prefabricated toilets. In April, four water tanks were installed in settlements in Hatay to increase water storage and distribution for displaced families. In the coming months, UNICEF will provide one-off financial support to water enterprises in Gaziantep and Hatay to restore and provide continuous services for water and sanitation to earthquake affected areas. EDUCATION In Syria, where schools have reopened, parents and caregivers still fear for children's safety. In the northwest, an estimated 1 million children are out of school. Since February, our support to formal and non-formal education - including early learning, self-learning and remedial classes – has reached almost 140,286 children. We have procured school kits, stationery, tents, prefabricated classrooms, school furniture and cleaning kits and materials to help 255,000 students access a better education. And our programmes are working with debris removal, minor repairs and light rehabilitation in 42 schools with the aim to reach 388 across Aleppo, Lattakia, Hama and Homs. UNICEF has supported the set-up of 18 prefabricated classrooms in the most affected districts; and 73 learning spaces with recreational activities provided to children in collective shelters. Across Aleppo, we installed 35 temporary learning spaces in collective shelters to host 1,680 children, and established eight digital learning centres with laptops, tablets, learning materials and interactive educational games to benefit 2,040 children. Our psychosocial support programmes in schools have reached almost 7,990 children to help with well-being and resilience during post-earthquake trauma. UNICEF supported life skills and citizenship education programmes in formal and non-formal settings have reached 10,474 children. In Türkiye, the Ministry of National Education has reopened schools and learning has resumed for nearly 1.5 million children in six of the ten affected provinces. In support of the government, UNICEF has reached 332,500 children with formal and informal education. Additionally, 130,000 teachers have received online training on psycho-social support to help traumatized children at school. In Syria, our 'learning cinema initiative' has been part UNICEF's earthquake response. Mobile teams of trained teachers, equipped with a laptop, a projector and a portable power source create 'learning cinemas' - video classes and interactive activities for remedial learning and psychosocial support to earthquake-displaced children in shelters. "My life is different than it was a couple of months ago, " says 9-year old Rana, who attends a learning cinema in Aleppo. "Now, I live in a classroom which is weird. I don't go to school because my school is turned to a shelter just like this one! But I attend classes here in tents, where I learn and play. I never had a screen in my classroom before." So far, we have provided 400 temporary learning spaces that house catch-up classes and exam preparation for 23,000 children every day. More than one million internally displaced students received supplementary learning materials from UNICEF in preparation for the university entry examinations. UNICEF procured 84 container classrooms, each with insulation and heating/cooling capability, that provide practical and safe space in all climates, each benefiting an estimated 2,160 children. Moving forward, while the Government of Türkiye and its partners continue to respond to the most urgent learning needs of students affected by the February earthquakes, projects to invest in the longer-term quality of education are also moving forward. In collaboration with the Ministry of National Education, 18 million students in Türkiye will ultimately benefit from a UNICEF initiative to build teachers' digital skills: the Digital Ecosystem for Teacher Training. Over 200,000 teachers, school administrators and personnel will receive online digital-skills training. The initiative will run until 2026. CHILD PROTECTION In Syria, parents and caregivers report that their children are less frightened at night and sleep better in shelters where UNICEF is reaching children and their families with psychological first aid and support, recreational activities and parenting programmes. Our community-based approaches offer mental health support, case management, family tracing and reunification and campaigns raising awareness about violence and exploitation of children. To date, 2,256 children in Aleppo, Lattakia and Hama have entered specialised case management, with 171 recorded as unaccompanied or separated. UNICEF and partners have also organized parenting sessions, reaching almost 47,000 caregivers in and outside of shelters, providing a safe space to share experiences and build ways to communicate with and support children in distress. In Türkiye, with UNICEF support, 4,000 frontline workers were trained, enabling more than 250,600 children and their caregivers to receive psychosocial support and first aid since the earthquakes hit. In four cities, 47 child and family support hubs, including seven mobile spaces, offered respite and services to more than 51,800 children - providing services to Turkish and refugee communities while strengthening social cohesion. Our work on mitigating, preventing and responding to genderbased violence has benefited 46,360 women, girls and boys. The services include comprehensive response services like clinical care, individual case management and psychosocial support. Since February, UNICEF and the Turkish Bar Association have been providing legal counselling, safe referral and reporting of cases and litigation services for children and women. "I was scared when my mom left me to look for my brother," 4-year-old Naya recalls. "She wanted to find him so that we could escape together from the earthquake." UNICEF supports activities in the shelter where Naya lives in Lattakia Syria so she and other children can express their feelings through art and sports, offering a sense of normalcy and stability." VIDEO: In Gaziantep, UNICEF Türkiye National Ambassador Tûba Büyüküstün met with children in UNICEF-supported childfriendly areas, where children can regain a sense of normalcy and be children again after the earthquake trauma. "February 6, 2023. It is engraved in our hearts and minds as one of the most painful days our country has ever lived… lives of millions of our people changed in seconds… In an instant, children were left without a mother, father, home, room, school, friend. UNICEF, together with its partners, has been working to heal the physical and mental wounds of our children. But our path is long, everything has just begun. And staying persistent in this path is the most important. That's why we need you. We need your support." SOCIAL PROTECTION Within 96 hours of the earthquakes in Syria, UNICEF started providing emergency cash assistance to help meet the basic needs of the most affected children and their families in Aleppo and Hama governorates. In Syria, many parents and caregivers had already lost their means of support due to years of conflict. In the regions affected by the earthquake, particularly Aleppo and Hama governorates, impoverished families were left with no health access. Women and children – especially families headed by mothers or with children with disabilities or undernourished children, and families caring for orphans - were already struggling to survive the winter. UNICEF's immediate response included on-the-ground assessments and meeting with those families, which confirmed that cash was the immediate need: 80,226 earthquake-affected families received emergency cash assistance. humanitarian cash transfer programmes: The Cash for Basic Needs Support Programme offers cash assistance to vulnerable families in urban and peri-urban slums during winter, prioritizing femaleheaded households and those with disabilities or chronic illnesses. While the Integrated Social Protection Programme for Children with Disabilities provides unconditional and unrestricted cash assistance to families caring for children with severe mental or physical disabilities. Nearly half of the distributed cash was used for home repairs and rent, indicating the funds addressed earthquake-induced needs; one-quarter of the cash was spent on health-related expenses, highlighting the existing vulnerabilities and increased hardships faced by families with children with disabilities. Non-food items were provided to 20,000 people since the earthquake response began. Moving forward, our plans in Aleppo, Hama and Lattakia aim to deliver cash assistance through the vertical and horizontal expansion of our two In Türkiye, rising inflation and unemployment rates were already compounding families' hardships when the earthquakes hit. Children's material deprivation (for example, the inability to replace worn-out clothes) was increasing. Half of the refugee population lived below the poverty line. After the earthquake devastation, these families are struggling to meet basic needs. Working with the Government of Türkiye's Directorate General of Social Assistance, UNICEF's Cash Plus programme combines cash transfers with complementary support; pending funding availability, 500,000 households affected by the earthquake will be supported to help with basic needs and lessen the economic shock as well as support local markets to recover. RISK COMMUNICATION AND COMMUNITY ENGAGEMENT In north-west Syria, UNICEF working with partners has reached over 15,300 children, parents and caregivers with social and behavioural interventions (such as awareness sessions, edutainment activities and door-to-door visits on issues concerning family separation, violence and negative-coping mechanisms. With UNICEF's technical leadership, a working group comprised of 43 partner organisations operates in 27 subdistricts so that community health workers and social mobilizers were able to reach 155,000 people, referring suspected cholera cases and other health concerns to proper facilities or services. Using vehicle megaphones, our community engagement and social mobilization efforts have reached an estimated 937,000 people across north-west Syria with cholera and earthquake safety messages. In Türkiye, over 23 million people received information on WASH, nutrition, health and child protection. We've been able to harness the concerns of those living in informal settlements on issues such as children missing school, limited WASH services and structural safety. In the immediate response, 5,000 youth were trained to provide front-line response, imparting information on the available services to over 160,000 people in the temporary accommodation centres. Working with the Ministry of Youth and Sports, UNICEF has set up three additional youth spaces to provide services such as training for entrepreneurship and simple business model development. The United Nations Syria Earthquake Recovery Needs Assessment has estimated $8.9 billion in damages and losses, and $14.8 billion in recovery needs over the next three years. In Türkiye, a recovery and reconstruction assessment in March estimated the earthquakes' impact at $103.6 billion. The interagency appeal for $1 billion required for lifesaving is 30 per cent funded. UNICEF requires $368.7 million for continued support in the earthquake response in Türkiye and Syria. The extent of loss, suffering and devastation as a result of the earthquakes in Syria and Türkiye shocked the world. Many rallied to support the children of these countries, and many more were reminded of the forgotten humanitarian crisis for children in north-west Syria. Thanks to the generosity of our supporters, the children and families affected by the earthquakes in Syria and Türkiye have received critical support in devastating times. But as global attention turns away, the devastation caused by the earthquake remains. Your continued partnership is needed to support our early recovery and rehabilitation initiatives. UNICEF, in partnership with the governments and civil society, aims to reach at least 5.4 million people, including 2.6 million children, with our holistic, rights-based, humanitarian response. Our work – including health care, child protection, education, clean water and nutrition – will help ensure a better future for every child. THANK YOU FOR YOUR SUPPORT. Please stay with us - there is more to do.	<urn:uuid:79c5cad9-3e94-4f92-8f05-38b538593b98>	CC-MAIN-2024-33	https://www.unicef.or.jp/jcu-cms/media-contents/2023/05/f917318b957c2228b338d7a510b4da3f.pdf	2024-08-05T14:59:34+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00595.warc.gz	821,672,269	4,532	eng_Latn	eng_Latn	0.997938	eng_Latn	0.998201	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 316, 3858, 5491, 9384, 13273, 17146, 20535, 23562 ]	[ 2.515625, 1.890625 ]	1	0
Rudolf Vrba, 81; Auschwitz Escapee Gave 1st Details of Nazi Atrocities By Jon Thurber April 11, 2006 12 AM PT Times Staff Writer Rudolf Vrba, one of the few prisoners to escape from Auschwitz during World War II and the coauthor of the first eyewitness report detailing the extent of the atrocities there, has died. He was 81. Vrba, who is credited with saving the lives of more than 100,000 fellow Jews, most of them Hungarians, died March 27 of cancer at a hospital in Vancouver, Canada. Part of the Sonderkommando, the special unit assigned to dispose of the bodies of those killed in the mass extermination, Vrba had firsthand knowledge of the brutality at Auschwitz, where more than 1 1/2 million people were killed. "Vrba's experience as a Sonderkommando was key to the report having the authority that it did," said Bernie M. Farber, chief executive officer of the Canadian Jewish Congress. "Rudy had a picture-perfect mind, and he remembered the languages that [the prisoners] spoke and he knew how many could be crammed into a railroad car." Vrba, who coauthored the report with fellow prisoner Alfred Wetzler, said he escaped from the camp in southern Poland to save lives. "The strength of the Final Solution was its secrecy," Vrba told the Ottawa Citizen last year. "I escaped to break that belief that it was not possible. And to stop more killings." Vrba was born Walter Rosenberg in Topolcany, Czechoslovakia. He was working as a laborer in March 1942 when he was taken into custody because he was Jewish. Two months later, Vrba, then 18, was deported and -- after an initial stop at another concentration camp -reached Auschwitz on June 30, 1942. By midsummer he had been assigned to a work detail that sorted possessions confiscated from prisoners. In June 1943, he was given the job of registrar in the quarantine section of the death camp. His last detail at Auschwitz was as a Sonderkommando. Vrba's photographic memory enabled him to retain much of the geography and the placement of the facilities as he went about his work. He also reportedly heard guards talking about the impending arrival of a new shipment of inmates that they termed "Hungarian sausage." He took this conversation to mean Hungarian Jews, the last Jewish population in Europe to be deported. In April 1944, with the help of the camp underground, Vrba and Wetzler planned their escape. The men hid in a woodpile outside the camp's barbed-wire inner perimeter. They knew that guards generally searched for missing prisoners for three days before giving up. After the third day, they made their way into the countryside, using a page from a children's torn atlas as a guide. Eight days later they crossed the border into Slovakia and found underground members who would help them. Working with local Jewish leaders, the two men prepared a 32-page report that offered a precise description of the geography of Auschwitz, including diagrams locating the gas chambers and crematories in that area of the camp known as Birkenau. The report also detailed how the selection of prisoners -- who would be sent to the gas chambers and who would be assigned to work duty -- was carried out. By late April 1944, the report was on its way to members of the Jewish underground in Hungary. A copy of the report was sent to the Vatican in late May and by mid-June officials of the U.S. and British governments had copies as well. On May 27, two other prisoners escaped Auschwitz and arrived in Slovakia in early June. They said that despite the warnings in the Vrba-Wetzler report, tens of thousands of Hungarian Jews had begun arriving at Auschwitz in mid-May and were being put to death. Their account of activities at the camp was combined with the Vrba-Wetzler findings to create what became known as the Auschwitz Protocol. Bowing to world pressure generated by the eyewitness accounts and perhaps fearful of postwar retribution, Hungarian officials stopped the deportation of Jews in July 1944. Vrba became a member of the Slovak partisans and fought until the end of the war. He took the name Rudolf Vrba while fighting the Nazis and had it legalized. After the war, he studied chemistry in Prague. He earned his doctorate by 1951. As a researcher, his specialty was brain chemistry. He also worked on diabetes and cancer. He lived in Israel and then England before immigrating to Canada in the 1970s, where he became a professor of pharmacology at the University of British Columbia. Wetzler, who coauthored the report, died in Slovakia in 1988. Vrba is survived by his wife, Robin; a daughter, and two grandchildren. He wrote a book of personal recollections, "I Cannot Forgive," which was published in 1964, and he contributed to four documentary films, including 1985's "Shoah." To the end, however, Vrba believed that his report did not save enough lives and he was critical of Jewish officials in Hungary for not giving it wider distribution. In 1998, he was awarded an honorary doctorate in philosophy by the University of Haifa. Upon learning of Vrba's death, Ruth Linn, dean of education at the University of Haifa and author of Escaping Auschwitz: A Culture of Forgetting, a book about Vrba's experiences, called him an "exemplary courageous hero and warrior." "We have lost a rare history maker that the history tellers are yet to find the right words to describe."	<urn:uuid:326895b7-e172-4b01-be83-6a9f90a1d5cf>	CC-MAIN-2024-33	https://rudolfvrba.com/wp-content/uploads/2022/05/LOS-ANGELES-TIMES-Obituary.pdf	2024-08-05T16:08:22+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00594.warc.gz	397,021,595	1,199	eng_Latn	eng_Latn	0.99952	eng_Latn	0.999517	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2782, 5383 ]	[ 2.046875 ]	1	0
Life underground suited newly discovered dinosaur, study finds July 9 2024, by Tracey Peake The age of dinosaurs wasn't conducted solely above ground. A newly discovered ancestor of Thescelosaurus shows evidence that these animals spent at least part of their time in underground burrows. The new species contributes to a fuller understanding of life during the midCretaceous—both above and below ground. The new dinosaur, Fona [/Foat'NAH/] herzogae lived 99 million years ago in what is now Utah. At that time, the area was a large floodplain ecosystem sandwiched between the shores of a massive inland ocean to the east and active volcanoes and mountains to the west. It was a warm, wet, muddy environment with numerous rivers running through it. Paleontologists from North Carolina State University and the North Carolina Museum of Natural Sciences unearthed the fossil—and other specimens from the same species—in the Mussentuchit Member of the Cedar Mountain Formation, beginning in 2013. The preservation of these fossils, along with some distinguishing features, alerted them to the possibility of burrowing. Fona was a small-bodied, plant-eating dinosaur about the size of a large dog with a simple body plan. It lacks the bells and whistles that characterize its highly ornamented relatives such as horned dinosaurs, armored dinosaurs, and crested dinosaurs. But that doesn't mean Fona was boring. Fona shares several anatomical features with animals known for digging or burrowing, such as large bicep muscles, strong muscle attachment points on the hips and legs, fused bones along the pelvis—likely to help with stability while digging—and hindlimbs that are proportionally larger than the forelimbs. But that isn't the only evidence that this animal spent time underground. "The bias in the fossil record is toward bigger animals, primarily because in floodplain environments like the Mussentuchit, small bones on the surface will often scatter, rot away, or become scavenged before burial and fossilization," says Haviv Avrahami, Ph.D. student at NC State and digital technician for the new Dueling Dinosaurs program at the North Carolina Museum of Natural Sciences. Avrahami is first author of the paper describing the work now published in The Anatomical Record. "But Fona is often found complete, with many of its bones preserved in the original death pose, chest down with splayed forelimbs, and in exceptionally good condition," Avrahami says. "If it had already been underground in a burrow before death, it would have made this type of preservation more likely." Lindsay Zanno, associate research professor at NC State, head of paleontology at the North Carolina Museum of Natural Sciences and corresponding author of the work, agrees. "Fona skeletons are way more common in this area than we would predict for a small animal with fragile bones," Zanno says. "The best explanation for why we find so many of them, and recover them in small bundles of multiple individuals, is that they were living at least part of the time underground. Essentially, Fona did the hard work for us, by burying itself all over this area." Although the researchers have yet to identify the subterranean burrows of Fona, the tunnels and chamber of its closest relative, Oryctodromeus, have been found in Idaho and Montana. These finds support the idea that Fona also used burrows. The genus name Fona comes from the ancestral creation story of the Chamorro people, who are the indigenous populations of Guam and the Pacific Mariana Islands. Fo'na and Pontan were brother and sister explorers who discovered the island and became the land and sky. Lisa Herzog examines Fona bones. Credit: NC State University The species name honors Lisa Herzog, the paleontology operations manager at the North Carolina Museum of Natural Sciences, for her invaluable contributions and dedication to the field of paleontology. "I wanted to honor the indigenous mythology of Guam, which is where my Chamorro ancestors are from," Avrahami says. "In the myth, Fo'na became part of the land when she died, and from her body sprung forth new life, which to me, ties into fossilization, beauty, and creation. Fona was most likely covered in a downy coat of colorful feathers. "The species name is for Lisa Herzog, who has been integral to all this work and discovered one of the most exceptional Fona specimens of several individuals preserved together in what was likely a burrow." Fona is also a distant relative of another famous North Carolina fossil: Willo, a Thescelosaurus neglectus specimen currently housed at the museum and also thought to have adaptations for a semifossorial—or partially underground—lifestyle, research that was published late in 2023 by Zanno and former NC State postdoctoral researcher David Button. "T. neglectus was at the tail end of this lineage—Fona is its ancestor from about 35 million years prior," Avrahami says. The researchers believe Fona is key to expanding our understanding of Cretaceous ecosystems. "Fona gives us insight into the third dimension an animal can occupy by moving underground," says Avrahami. "It adds to the richness of the fossil record and expands the known diversity of small-bodied herbivores, which remain poorly understood despite being incredibly integral components of Cretaceous ecosystems." "People tend to have a myopic view of dinosaurs that hasn't kept up with the science," Zanno says. "We now know that dinosaur diversity ran the gamut from tiny arboreal gliders and nocturnal hunters, to sloth-like grazers, and yes, even subterranean shelterers." More information: Haviv M. Avrahami et al, A new semi‐fossorial thescelosaurine dinosaur from the Cenomanian‐age Mussentuchit Member of the Cedar Mountain Formation, Utah, The Anatomical Record (2024). DOI: 10.1002/ar.25505 Powered by TCPDF (www.tcpdf.org) Provided by North Carolina State University Citation: Life underground suited newly discovered dinosaur, study finds (2024, July 9) retrieved 5 August 2024 from https://phys.org/news/2024-07-life-underground-newly-dinosaur.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.	<urn:uuid:5bca4ea3-6855-4c08-a222-af2b7a507aa0>	CC-MAIN-2024-33	https://phys.org/news/2024-07-life-underground-newly-dinosaur.pdf	2024-08-05T16:42:23+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00594.warc.gz	361,179,115	1,344	eng_Latn	eng_Latn	0.995574	eng_Latn	0.997463	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 306, 2081, 3661, 4269, 5850, 6341 ]	[ 2.0625 ]	1	0
Responding to Readings book 3 teacher's guide This text is the third in the Responding to Readings series, mainly focusing on research writing. If you have any questions or concerns, please write the author at <email@example.com>. Solutions to exercises are below. Page 7, pre-reading discussion - some sample ideas Page 9 - 1. What's the only freewriting requirement? Don't stop writing 3. What is one way freewriting has been used academically? self-expression (and others) 2. How can freewriting help a writer? relieve writing-related stress 4. When freewriting, is the focus on the product or the process? process Analyzing NOTE: The Boice paraphrase is erroneously included in the quote section. I explain that to students and provide the quote before they start. page 11 2. Is the diary writing study investigating attitudes or grammatical development or both? both 1. Is diary writing considered a "product approach" or a "process approach" to learning how to write? process approach 3. Were the instruments such as the test and questionnaires piloted, tried out, before being utilized in the study? yes 4. What type of writing is diary writing similar to? freewriting Analyzing page 15 page 17 2. Did tutors find a connection between the focused freewrite and the essay that students wrote? yes, it indicated FFW generated thoughts 1. How is focused freewriting different from freewriting? focus on particular topic 3a. Did the students at the Australian university have similar or different backgrounds? different 3b. Was their freewriting shared or not shared? shared Analyzing page 19 2) job application 1) thesis 4) blog 3) book 5) diary 6) freewrite 1b. If every student in a class of 16 shared a paper of their writing with every other student, how many papers would be needed? 16 X 16, 256 1a. Usually, who do students hand in writing to? teacher 2a. What is the most basic definition of a blog? a homepage managed by a writer 3. How is a blog like a journal? it can be continually updated 2b. What is an important feature of a blog? others can comment 4. According to Nardi, Schiano, Gumbrecht & Swartz, what positive effect did blogging have? (Nardi is the only reference) blogs created a sense of community Analyzing 2. Read the chart with authors and their quotations. Fill in the final box. 1. Why is the third paragraph indented so far and from the both the left and the right margins? This is the convention for long quotes. 3. Fill in the chart with information for the single paraphrase at the very end. 4. In the fourth line of the last paragraph, why are there parentheses around "Blogs are"? The original quote probably had a pronoun; those words were not in the original. page 25 2. peer reviewers who had a little trouble with time and speaking to subjects 80% 1. subjects who thought their words and technical aspects improved 81% 3. subjects (students) who thought technical aspects like comma and period usage improved 87.5% 5. subjects (students) who thought the points they wrote got better 90.6% 4. peer reviewers who took much time to get ready (but improved as writers and leaders) 73% 6. peer reviewers who reported no difficulties 88% 7. subjects (students) who thought their ideas were arranged better 70.5% page 29 Reflecting 2. What three reasons are given for homework? promotes learning, develops skills, too much in curriculum to cover at school 1. Do older kids get more homework than younger kids? yes 3. Schools in which two countries face pressure to give homework? the UK, Australia 5. What is "busy work"? homework designed to mainly killtime 4. According to the research, does homework always help students? no 6. Does homework help students become lifelong learners? no evidence that it does Analyzing Every paragraph has a subtopic related to the paper's topic. After reading the initial paragraphs from the research paper at the left, write the topics for paragraphs 2 & 3. 1 - introduction 3 - the ways schools abroad get pressured to assign homework 2 - reasons teachers give for homework 4 - research has focused on the academic benefits of homework 5 - homework has problems page 33, Reflecting 2. What's a good way for learners to develop their vocabulary? intentional vocabulary learning 1. What can you communicate without vocabulary? nothing 3. Who should decide which words to study? students themselves Why? they will become more autonomous 5. What is the 6th principle of vocabulary acquisition? guess from context 4. When should learners check a dictionary? later, after class Analyzing 2 - the importance of intentional vocabulary learning 1 - the key to language learning is vocabulary acquisition 3 - deciding which words to study 5 - seven principles of vocabulary teaching and learning 4 - creating vocabulary notebooks page 35 1b. Who created a dictation alternative? Ruth Wajnryb 1a. Why do some peope dislike dictation? it can seem mindless 2. What is needed of students to do the first step? background knowledge 4. Should students write every word? not necessarily 3. From where can teachers get material for dictogloss? nespapers, textbooks, etc. 5. What do students confirm with partners? their notes 7. Why do researchers feel dictogloss is a good activity? all four skills are involved 6. What's the final step of a dictogloss activity? check sentences on board Analyzing 3 The step when students just listen. 1 The step of preparing the content. 5 The step when students check with a partner. 4 The step when students listen and write. 2 The step when students discuss the topic. page 41 2. What is the main advantage to utilizing comics in a writing class? increases motivation 1. How can Comic Life documents be utilized? printed, emailed, posted on website 3. How can comics help those just starting to learn English and those weak at English? connect words with images Analyzing page 43 2. The Boy Who Cried Wolf 1. The Ant and the Grasshopper b) Working and preparing for the future is important 3. Goldilocks d) A girl meets three bears 5. Kintaro f) Only ask for help when you truly need it 4. Jack and the Beanstalk h) After getting magic beans, a boy climbs into the clouds 6. Peach Boy c) A boy brought up in the forest is super strong 7. The Tortoise and the Hare a) "Slow and steady wins the race" 8. Urashima Taro g) Momotaro was born from a giant fruit seed e) A fisherman rescues a turtle 2. What are some ways a digital story can be made? by combining text, audio, music, videos and pictures 1. Does a narrative usually utilize "I," "you," or "he/she"? usually "I" 3. What are the two ways that digital storytelling can be utilized in education? one, teacher-created, the second is student-created 4. How many research studies that showed DS improves student writing are mentioned? four 1. Who says that writing can be separated into many genres? the author 3. What are the five elements of narrative writing that Tomkins identified? plot, setting, characters, theme and point of view 2. Who defines narratives as a number of related cause and effect events? Trapsilo 4. Who says that narratives can be either true or made up? Adam 5. What year did Sulaiman do research saying narratives are events in the form of a story? 2017 6. What did Reinders observe about digital stories? there are different ways to combine elements 7. How many researchers are cited in the second paragraph? two 8. How many of the citations are quotations? How many paraphrases? two 9. Which research study seemed to indicate DS helps students improve their overall writing skills? Sepp and Bandi-Rao 10. Which study focused on the impact on narrative writing skills? Abdel-Hack and Helwa page 49 2a. What is unusual for university faculty? observe colleague's class 1. Who defines teacher development as "the process by which teachers improve themselves as teachers?" the authors 2b. How do most university faculty spend days when not teaching? isolated in office 3b. What teacher development project did Chad suggest? video sharing 3a. From where does Chad get teaching materials? he makes himself 4. What did the teachers of this research project expect? seeing different approaches would be mutually benefitial page 49 Analyzing 1. Abstract __ b) A brief summary of the research 2. Appendices m) Section for details that didn't fit in the paper 3. Background __ e) Briefly discusses the theme's or issue's history 4. Conclusions k) Ends by pointing out what's meaningful 5. Definition __ c) Explains the meaning of key term or terms 6. Introduction/Statement of the Problem __ d) Introduces the key issue or issues 7. Limitations of the Study __ g) Tells the weak point or points of the study 8. Literature Review i) Discusses some of the previous research 9. Main Body/Argument j) The heart of the paper 10. Methodology h) Tells how the research was conducted 11. Objectives __ f) Tells the aims of the study 12. Title/Cover page a) The very first page of the study 13. Works Cited/References/Bibliography l) Lists the outside sources page 53 2. In the study, in what way were the two groups treated differently? one was given additional instructions encouraging students to use additional methods 1. To Langer, what's more important than tests or spending on schools? mindfulness 3. How is the school's mindfulness meditation done? silently sitting up straight for 5-15 minutes 4. What are two ways to practice mindfulness in class other than meditation? take calming breaths, do a yoga pose Analyzing page 57 2. What are some fundamental CT skills? reflective thinking, detect bias, ask good questions 1. What is evidence that more emphasis is being placed on CT? JALT has a CT special interest group 3. What are the CT skills mentioned in the paragraph? evaluate: fact or opinion, true or false, logic 5. What advice would Berman give to teachers? teach the questions 4. What is the "why" question Rojas asks? Why do teachers do what they do? 5. According to Elder, what causes teachers to be fooled? this is not in the text 6. What is the third CT characteristic listed in this paragraph? develop & defend a position Page 57 Analyzing page 58 3) heart disease is a leading cause of death F 1) ocean water contains salt F 2) mother bird loves her chicks O 5) snakes have no legs F 9) maple and pine are types of trees F 7) people shouldn't keep birds in cages O 11) a cheetah can run faster than a lion F 15) people shouldn't cut rainforest trees O 13) bears eat both meat and plants F 17) many snakes are poisonous F 6) swimming is healthy exercise F 4) octopus are tasty O 8) Venus is a planet F 12) soccer is the greatest sport O 10) smoking causes cancer F 14) cockroaches are gross O 18) Iran produces many carpets F 19) cancer is the most dangerous disease O 16) a big tree gives shade F 20) poodles are pretty O page 61 2. Write a title for the first principle. groupings 1. What does cooperative learning involve? concepts and techniques 3. Write a title for the second principle. collaborative skills 5. Write a title for the fourth principle. positive interdependence 4. Write a title for the third principle. autonomy 6. Write a title for the fifth principle. simultaneous interaction 7. Check the actual titles at the bottom of the page. Analyzing 2. There's a quote in the final paragraph. Why is no author or year written? It's a common saying Who said it? no one in particular 1. Who is paraphrased in the 4th paragraph? Wajnryb 3. How often is your class sequential? How often are they simultaneous? Which is better? Why? answers will vary page 65 2. How does culture affect a person? their worldview, values, attitudes and beliefs 1. Why are researchers interested in identity? identity influences education 3a. What are some examples of "social identities?" ethnic, gender, sexual, age, etc 4. How is language learning connected with social identity? we construct a new identity 3b. According to Wardhaugh, how do we mainly express our identity? language 5. What is a newer approach to language learning? communicative language teaching 6. What is commonly found in Korean textbooks? much about cultural and social identities page 65 - Analyzing page 69 2. According to Glasser, why might students misbehave? the curriculum lacks meaning 1. At Japanese universities, what might be more important than attending classes? club activities and part-time jobs 3. Why might an extreme disturbance be easier to deal with? they demand an immediate response 5. What are two clever ways teachers get students' attention? turn the light on and off, click a clicker 4. What does Churchward recommend? first get the attention of students Analyzing Fill out the chart below. page 71 1. apartment, biscuits, bonnet, cookies, elevator, flat, football, hood, lift, line, queue, soccer, subway, underground 1b. Within which circle are English speakers generally weakest? expanding 1a. In Kachru's model, what are the three circles? inner (native speakers), outer (English is widely spoken, and expanding (English is a foreign language) 2. Over time, what became clear about who non-native speakers are talking to? they are not generally talking with native speakers 3b. What three Singaporean ethnic groups are often using English at home? Chinese, Malay and Indians 3a. Should non-native speakers try to speak like natives speakers? no Analyzing page 74 Responding to Readings, Book Three 10 1 sp In the class we learned not only grammer but expressions. 3 c When he was in College, he played baseball. 2 vt I quitted when I was elementary school student. 4 co The Yankees however won the World Series. 6 p I went to school in Albany it is the capital of New York. 5 I like my hometown but the weather is bad. My hometown 7 wf I felt scary. 9 (no mistake) Many people want to save their money. 8 prep The teacher introduced me at a book. 10 a I think many Japanese has allergies. 12 wf I liked my man cousins. 11 ar Articles: (a, an, the): ex. In the sports, each player should cooperate. page 76 1. I strongly believe that Kyoto is a good sightseeing site in Japan. Suggestion: I strongly believe Kyoto is a good city for sightseeing. Comment: Wrong word--Kyoto is not a site. 2. Second, you have a lot of transportation in Kyoto. Suggestion: Public transportation is great in Kyoto. Comment: Avoid "you" in academic writing. Also, there is a good alternative to "a lot of." 3. Firstly, I like to climb the mountain. Suggestion: First(ly), I like to climb mountains. (AmEn is "First") Comment: Assume this writer is referring to a general interest, not a particular mountain. 4. Snow makes scenes so beautiful and it makes me feel moved. Suggestion: When snow makes scenes more beautiful I feel moved. Comment: Rewrite without "it" and revise "so." 5. I recommend Shiretoko-peninsula the best. Suggestion: Because Shitetoko peninsula is the best, I recommend it. Comment: Rewrite to show cause (this peninsula is the best) and effect (I recommend it). 6. This is of course but important thing. Suggestion: This is, of course, important. Comment: Cut or change "thing." Revise "but." Add commas. 7. Since I was born in Kyoto, I have lived in this town, so I have seen a lot of things about Kyoto. Suggestion: Since I have been living in Kyoto since I was born I have many rich experiences here. Comment: Revise "a lot of things about..." 8. "3x3" must be more popular. I will introduce two reasons of my opinion. Suggestion: 3x3 should be more popular for two reasons. Comment: Sentences can be combined; "must be" and "of" should be revised. Responding to Readings, Book Three 11 is hotter. 9. If the population grows, both quality and quantity of water arise issues. Suggestion: If the population grows, issues with both the quality and quantity of water will arise. Comment: word order 10. The paper starts with a 66 word quote in the introduction of a 500 word paper. Comment: What do you think about the length of this quote? Suggestion: The quote is too long. 11. However, I think this world can accommodate all them. Comment: missing word (preposition) Suggestion: However, I think this world can accommodate all of them. 12. Title: Whether Overpopulation is a serious problem? Comment: Revise "whether". Suggestion: Is Overpopulation a serious problem? 13. I will describe these two views and think over overpopulation. Suggestion: I will describe two points of view regarding overpopulation. Comment: Missing word after "think". Also, this is a vague thesis statement. 14. An article says, "Overpopulation is…" Suggestion: A New York Times article entitled, "The Myth of Overpopulation..." Comment: Be more specific about the source. 15. First, overpopulation causes famine. Suggestion: First, overpopulation combined with drought can cause famine. Comment: Logically questionable. At least add qualifier. 16. Second, problems of society such as poverty and unemployment are said to be problems that overpopulation results in. Suggestion: Second, overpopulation can cause social problems such as poverty and unemploy ment. Comment: Think about cause and effect and rewrite. 17. According to some dictionaries… Comment: be specific Suggestion: According to the Oxford Dictionary... 18. If some illegal company discard industrial garbage to forests, oceans, or mountains, biodiversity will be damaged. 19. We don't know any other species which is intellectual and as large in number as 7 billion. Then there is no clear answer. We can just make discussion, and in my opinion, overpopulation is a serious problem. Comment: Move/revise "illegal." Also, is the main issue "biodiversity?" Suggestion: If some company illegally discards industrial waste in forests, oceans or mountains, ecosystems will be damaged. Comment: We don't know any other species which has human intelligence and numbers over 7 Responding to Readings, Book Three 12 billion. (before the next sentence the writer should state a reason why overpopulation is a problem or make it clear why intelligence is a problem.) Overpopulation is a serious problem. 20. According to Rinkesh, causes of overpopulation are "Decline in the Death Rate", "Better Medical Facilities", "More Hands to Overcome Poverty", "Technological Advancement in Fertility Treatment", "Immigration", and "Lack of Family Planning". Suggestion: The writer should state causes rather than titles. Comment: These are titles, not causes. If world population, can immigration be a factor? 21. I will tell you about what I think about overpopulation from three points of view. Suggestion: There are three main reasons why overpopulation (is/isn't) a problem. Comment: Some words can be cut. Also, as a thesis statement, it is too vague. 22. These things bring broken nature, extinction of many kinds of species, climate change, etc. Comment: "Things" is too vague; can nature "break?" Suggestion: These actions harm nature, cause the extinction of many species, worsen climate change, etc. 23. ...however, as I have said above, problems caused by overpopulation are not only lacking resources. Suggestion: (cut "as I have said above) A shortage of resources is not the only problem caused by overpopulation. Comment: The end needs revision. 24. It is true that natural resources are decreasing rapidly, but the reason of it is not overpopulation, but consumptions of natural resources per one person in developed countries. Comment: "Of it" is not necessary. Is "consumption" countable? "Per one" is a incorrect. Suggestion: While natural resources are decreasing rapidly, the reason is not overpopulation but rather the overconsumption of resources by people in developed countries. 25. … but "nearly 1000 million people do not get enough to eat and over 400 million are chronically malnourished" [1]. Why we are in shortage of the food? This is because the number of people in poor nations is dramatically getting larger. Suggestion: ...but "nearly one billion people do not get enough to eat and over 400 million are chronically malnourished." Why is there a food shortage? Because the population of developing countries keeps rising. Comments: "1000 million" is not a number. The statistic is not cited properly. The question's word order is incorrect. And the last sentence should have a reference. 26. Last line: What we can do in individually is reduce our leftover. Comment: There's an extra word or two and "leftover" is the wrong word here. Suggestion: What we can do individually is reduce waste. 27. The thread of overpopulation is only a myth. Suggestion: The threat of overpopulation is only a myth. Comment: A word is misspelled. 28. The current population is 530 million people. Responding to Readings, Book Three 13 Comment: Fact check needed. Suggestion: The current world population is over 7 billion. 29. If the population increases in this rate, many people will fight for drinkable water, and suffer from thirsty. Comment: A preposition needs to be changed, and the form of another word needs to be changed. Suggestion: If the world population increases at this rate, many people will fight for drinkable water and suffer from thirst. 30. Now there are more than 7 billion people all over the world, and the population will keep increasing as ever. Suggestion: Now there are more than 7 billion people in the world, and the population is set to keep rising for another 50 or so years. Comment: Is this true? "As ever" needs revision. 31. Oceans cover 70 percent of the planet's surface, but you can't use the water just as it is. If you want to use it, you have to make it drinkable. Suggestion: Oceans cover 70% of the Earth's surface, but it is not drinkable. Comment: Too many words used to express a simple idea. 32. However, if we analyze the problem carefully and politely, we can realize… Suggestion: If we analyze the problem carefully and open-mindedly, we can realize... Comment: One word should be changed. 33. The population growth is strongly connected with birth rate and death rate. For example, if the birth rate is high and the mortality rate is low, the population will increase. Suggestion: People living longer increases world population. Comment: Too obvious; population growth is not just "strongly connected" to birth and death rates. 34. Shortage of food, water and energy is inevitable. Suggestion: According to XXX, shortages of food, water and energy are predicted. Comment: Questionable; should be cited. 35. You have to think about the solution of overpopulation so that human live longer on the earth. Comment: Too strong. Avoid "you." The meaning of "humans live longer" is not clear. Suggestion: In order to make life better for all, we should think carefully about overpopulation and potential solutions. 36. Therefore, mainly developed countries must invest the more budget to research institute. Suggestion: Therefore, mainly developed countries should invest more resources to research insti tutes. Comment: "Budget" is the wrong word; "the more" should be revised. 37. For instance, according to PRB, … Comment: Abbreviations can be used but they must be written out the first time they appear. Suggestion: (write the full words) Responding to Readings, Book Three 14 38. Birth rates are remain high and mortality rates are reducing, thus many people. Suggestion: As long as birth rates keep increasing and mortality rates keep reducing, world popu lation will grow. (Note--birth rates are low in the developed world so that should be qualified). Comment: Not a complete sentence. And there's an extra word. 39. You might think that many people on the earth is a good thing because it means many labors and the earth is prospering. However, 'overpopulating has negative effects. Suggestion: While it is true the world is prospering from the great amount of brain power and hu man labor available, still, overpopulation has negative effects. Comment: Can cut "a... thing." Avoid "you". "Labor" is not countable. Would a high population mean the earth is prospering, or humans? What Went Wrong? Revising Sentences Suggestion: ... have died... 1. Recently, many people have dead because... 2. It is not normal in abroad. 3. Almost all water in foreign country is not able to drink. Suggestion: It is not normal abroad. Suggestion: In some countries, tap water is often not drinkable abroad. Suggestion: I think foreigners have more fun than Japanese. 4. I expect that some another country people are more enjoyable than Japanese people. 5. I believe the modern social will be better… 6. It has deep meaning. I'll write down it. Suggestion: I believe society will improve. Suggestion: (Cut the second sentence) Suggestion: Moreover, we tend to use chopsticks because of cleanliness. 7. Moreover, we tend to use chopsticks because of clean. 8. It means that I have benefit of life. 9. Before we eat… hands in hand. Suggestion: It means life is richer for me. Suggestion: Before we eat, we clasp hands. Suggestion: Do gasho by clasping the palms and fingers of both hands in front of your face and chest. 10. The Buddhisattra etc by mutching the palms and fingers of both hands in front of the face and chest. 11. (About customers in Japan) Then you may wonder why they take good care of you. 12. (first line of paragraph) The second thing is that it is clean and has very little garbage. Suggestion: Customers may wonder why they get such great service. Suggestion: The second point is that (use noun) is clean and produces very little garbage. Suggestion: Japanese often speak vaguely. 13. Japanese people are often said unclear. 14. It is common for Japanese to predict opponents from less information. 15. What do you think if students who don't study hard and would like to go just because could enter the university. Suggestion: It is common for Japanese to guess the meaning from very little information. Suggestion: It is undesirable to have students who don't study hard be accepted at university. 16. Nowadays, social problems of can't getting no-work day due to the feeling that they don't want Responding to Readings, Book Three 15 to make colleagues to work for their rest day's work. 17. There are many kinds of cultures in Japan. Suggestion: Nowadays, a social problem in Japan occurs when workers can't or won't take vaca tion because they don't want to make colleagues work extra. Suggestion: Japan has many customs and traditions. Suggestion: Young Japanese are not interested in kabuki because this traditional theater takes much knowledge to understand and it's considered too difficult. 19. Then keep the lower chopstick do not move. 18. I think young people in Japan are not interested in Kabuki because Kabuki has a lot of knowl edge so they think that Kabuki is difficult for them. Suggestion: Then keep the lower chopstick perfectly still. Suggestion: Justin Bieber is a good example because... 20. (essay about tattoos) Listening these stories, what do you think Justin Bieber? 21. So, some people of foreign countries think that slurping noodles is bad manners Japanese say "gyougigawarui". 22. There are a lot of how to eat by each country. Suggestion: Some foreigners think that slurping noodles is bad manners. Suggestion: Each country has customs regarding table manners. Suggestion: When one hand is using a utensil, the other hand is under the table. 23. A hand use chopsticks or spoon, the other hand is under the table. 24. And after admission of university, Japanese will stop studying less and less. 25. In addition, in social studies not only simply students memorize people, years and places, but also understand history and have their opinions, their thinking. Suggestion: After entering university, many Japanese will study less and less. Suggestion: In addition, for a social studies class not only do students memorize people, years and places, but they also are required to understand history, develop their thinking and express their opinions. Suggestion: But I might have plans this time. 26. But it may be that there is a schedule this time. 27. But Americans definitely say the contents or clearly reasons. 28. (paragraph start, about masks) Second, it is to get a feeling of security Suggestion: Americans, on the other hand, clearly state the contents or reasons. Suggestion: Second, people wear masks to feel more secure. Suggestion: If you travel abroad, you should keep in mind, "People who see me wearing a mask might be surprised or avoid me." 29. If you want to trip foreign country, you should keep in the mind, "If I wear a mask, around me might be surprised and escape." 30. I thought Australian family help house works each other, but in Japan, mother usually do house work by herself and other member of family don't help house work so much especially father. 31. (first sentence of essay) I will talk about culture of Japan. Suggestion: I observed that the Australian family members all do housework while in Japan the mother does housework by hearself. Other family members don't help so much, especially the father. Suggestion: Japanese culture is well-known all around the world. Suggestion: Second, in Japan, when I eat soup I bring the bowl to my mouth. 32. Second, in japan, when I eat a cup of soup, I attach my moth on a dish. 33. Japanese people are more beautiful how to have a meal than foreign people. Suggestion: Meals in Japan tend to look more beautiful than meals in foreign countries. Responding to Readings, Book Three 16 34. When I was a child, I'm not understand it. But I learned many things. 35. Culture is different from each of countries. Suggestion: When I was a child, I didn't undetsand. But little by little I learned. Suggestion: Each country's culture is different. 36. So, it is not good system to judge people with only one time of paper examination. 37. French people are so friendly, so Japanese people must change the character such as French people. Suggestion: So it is not a good system to assess students with a single paper examination. Suggestion: French people are very friendly. Japanese should change their personalities to be more like the French. Suggestion: Considering emergencies, when someone gets a cold, a paper entrance examination is not a good system. 38. Considering the case of emergency, when he or she get cold, the paper examination to enter the school is not good system. 39. But, there are many shops prohibiting the visit of wearing masks and sunglasses. 40. On the other hands, there are little demerits. Suggestion: There are, however, many shops that prohibit customers from wearing masks and sunglasses. (sounds unlikely--more details needed) Suggestion: On the other hand, there are few demerits. Suggestion: First, since we eat in a restaurant, smoking should be prohibited. 41. First, restaurant is place where we eat cuisine. So I think that they should not smoke at the res taurant. 42. Second, Tobacco smoke more than 70 kinds Contain carcinogens. 43. I think it is not merits. Suggestion: Second, cigarette smoke contains more than 70 carcinogens. Suggestion: I thinnk it does not have merits. (Also, I encourage students to use the noun instead of "it" unless the referrent is in the same sentence). Suggestion: Why do Japanese high school students study many hours a day? I think it is irrational. 44. Why Japanese high school students study many hours a day. I think it is an irrational. 45. I talked about this 2 reasons. (thesis statement) 46. Therefore I had an opportunity to have you hear our performance towards many foreigners. For eign people said "was impressed"! Suggestion: The two reasons for ____ are x and y. Suggestion: I had an opportunity to perform in front of a foreign audience; they were impressed! 47. A few unique thing is culture in other countries. Suggestion: Each country has unique aspects of their culture. page 82 * Also, how this change of attitude of young people towards smartphone have an influence on our society? Read the student thesis statements below and discuss how to improve them with a partner. Comment: The thesis statement should not be a question. Comment: The thesis statement should generally not contain details; it should state the writer's opinion. So this is not really a thesis statement. * Defendant Guyger started crying loudly, and the court officials were staring at the painful face. * Then I will show why we should be so careful in increasing the consumption tax. Comment: "Then I will show" is not necessary. Responding to Readings, Book Three 17 * I think that Japanese government should accept the concept of euthanasia or death with dig nity widely and justify to put them in practice. * I think autonomous driving technology should be banned for three treasons: employment is sues, dangers of hacking, and difficulty in retributing. Comment: This is a good thesis statement. "Them" should be "it" and can cut "I think." Comment: Excellent. "I think" can be cut" and "retributing" should be "determining liability." Comment: Cut "I'm positive about." Better to state reasons why AI will take jobs. * In short, I'm positive about AI taking human jobs. * In the following, I will write about the death penalty system that has pros and cons worldwide. Comment: The thesis statement should take a position; this does not. Also, can cut "In the follow ing, I will write about". Comment: The thesis statement should not be a question. * What alternative ways to driving a car do we have? * However, as Hawking said, driverless cars, which should help humans, can do great harm to humans, so we should not develop driverless cars. * In Japan, where the population is aging, it is essential to improve the convenience of life for the elderly, but it is also necessary to consider the risks that arise. Comment: Good. Perhaps a bit wordy. Comment: Good, but instead of a weak phrase like "consider the risks" the writer could state a risk or two. Responding to Readings, Book Three 18	<urn:uuid:722e626c-11de-4de0-be76-d7fe72db9956>	CC-MAIN-2024-33	https://www.globalstoriespress.com/_files/ugd/881e57_10582f7a98fe4423b9c6e136d32a3ba1.pdf	2024-08-05T16:15:14+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00596.warc.gz	623,882,021	7,774	eng_Latn	eng_Latn	0.998437	eng_Latn	0.999124	[ "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" ]	false	docling	[ 793, 1687, 3277, 4839, 6438, 8247, 10165, 12200, 12870, 13464, 15706, 17994, 20847, 23371, 26281, 29679, 32763, 34210 ]	[ 3.171875, 3.140625 ]	2	0
"Early Math and Literacy Instruction: Laying the Foundations for Success" Central Carolina RESA March 2, 2018 Engagement of the NC Business Community NC companies support the need for increasing 3 rd -grade reading proficiency Industry Growth in North Carolina STEM-related jobs: 24% increase Health care professional jobs: 27% increase Finance and insurance jobs: 29% increase BRT Companies' Expected Future Degree Requirements 40% increase in graduate degrees * 37% increase in Bachelor's degrees Looking Beyond 2020 65% of jobs elementary school students will be doing in the future do not yet exist 3 rd - Grade Reading Proficiency Drives College Enrollment 9 th graders who read proficiently in 3 rd grade are: 3 times more likely to go to college Failing to Read Proficiently Students not reading proficiently by end of 3 rd grade are: 4 times more likely to drop out of school. Reading Proficiency of North Carolina Students 62% of North Carolina 4 th graders are not reading proficiently "Why Reading Matters" A report by the Business Roundtable A CEO ACTION PLAN To Support Improved U.S. Literacy Rates DECEMBER 2016 AT&T Task Force of NC CEOs Bank of America BB&T Ingersoll Rand Martin Marietta PNC Financial Services Red Hat Biltmore Farms Cone Health Medical Mutual National Gypsum SAS North Carolina Policy Recommendations Develop connected data systems Implement a comprehensive 0-8 system Expand access to high-quality, full-day pre-K Progress on Recommendations [x]Creation of new Birth-through-3 rd -Grade (B-3) Interagency Council [x]Council will address data-driven improvements and outcomes [x]Access increased to NC Pre-K: 2019-20: 3,000 students * 2017-18: 3,525 students One Additional Recommendation Strengthen effectiveness of educators from pre-K through 3 rd grade Focus on early math and literacy Why Early Math? Research confirms early math skills are as good – or better – indicator of 3 rd -grade reading proficiency The Critical Role of Educators Increasing reading proficiency requires an understanding of early childhood development and early academic content and pedagogy Misconceptions about "Early Childhood" It is NOT just birth to age 5 How a child learns evolves during their youngest years That evolution does not end when a child enters kindergarten Knowledge/Skills Pre-K -3 rd Grade Teachers Need Engage children in high-quality interactions * Create effective learning environments * Establish positive relationships with students * Understand developmental science and learning domains * Understand learning trajectories * Understand and implement play-based, evidence-based instruction * Work with diverse populations of children * Use assessment to inform instruction * Connect with families Knowledge Elementary Principals Need Importance of early childhood development and early academic content Understanding of early math and literacy skills Understanding of play-based/evidence-based instruction Differing instruction between degree programs/licensure Teacher Licenses: Out of Sync Licenses often designed to match educational divisions in the system – elementary, middle and high schools Licenses are not based on how a child learns Divergent Tracks for Prospective Early Grade Teachers States Requiring Principal Preparation Programs to Include Early Child Development Consequences When Staffing Elementary Schools Principals: * May lack understanding of how early childhood and elementary teacher preparation programs vary * Often lack of experience as elementary teachers, especially in the early grades * Move weak teachers to early elementary grades, placing stronger teachers in state-tested grades Inherent Friction * Principals need flexibility to fill teaching positions – prefer K-6 license to pre-K-3 rd grade license * School and district "report cards" based on testing from grade 3 on – forces emphasis on higher elementary grades * Focus on memorization vs. conceptualization * Focus on content of instruction vs. manner of instruction Tackling the Problem SAS is hosting convenings to discuss strengthening early math and literacy instruction in North Carolina Who Is at the Table? Teachers Principals Superintendents DPI and DHHS representatives Higher education representatives What Is the Focus? Pre-K through 3 rd Grade: Cross-pollination of early childhood development and early academic content/pedagogy in degree programs * Licensure modification to move away from B-K and K-6 licenses * Professional development enhancement to include early childhood development and early academic content/pedagogy Questions and Insights?	<urn:uuid:4e04cf0d-1102-49d6-97e5-64fe45516a53>	CC-MAIN-2024-33	https://www.ccresa.net/wp-content/uploads/2017/07/SAS-Strengthening-Early-Math-Literacy.pdf	2024-08-05T15:31:41+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00597.warc.gz	557,356,094	1,006	eng_Latn	eng_Latn	0.933092	eng_Latn	0.986521	[ "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", "unknown" ]	false	docling	[ 111, 230, 386, 511, 617, 770, 905, 1018, 1151, 1338, 1495, 1743, 1878, 2003, 2164, 2354, 2806, 3077, 3263, 3318, 3402, 3740, 4088, 4216, 4342, 4674, 4699 ]	[ 2.40625 ]	1	0
education Stanford Center on Poverty and Inequality How do male and female students fare in the U.S. educational system? One common narrative holds that boys perform better in math and science, while girls outperform boys in reading and language arts. A sec ond narrative focuses on college success, noting that, at least in recent years, female students attend and gradu ate college at higher rates but remain underrepresented in science, technology, engineering, and mathematics (STEM) and earn fewer degrees in these fields. To what extent are these narratives true, how have they changed over time, and what do they mean for gender equality in education? Gender Gaps in Academic Performance The National Assessment of Educational Progress (NAEP) provides comparable information on the average math and reading skills of U.S. fourth- and eighth-grade students over the past two decades. 1 Figure 1 shows the male-female test score gaps from 1990 through 2015 on the fourth and eighth grade NAEP Main Assessments and on the age 17 NAEP Long-Term Trend (LTT) Assess head 9 ERIN M. FAHLE AND SEAN F. REARDON KEY FINDINGS * Despite common beliefs to the contrary, male students do not consistently outperform female students in mathematics. On average, males have a negligible lead in math in fourth grade, but that lead essentially disappears by eighth grade. This pattern shifts in high school. By age 17, there is a meaningful male advantage in math, approximately one-third of a grade level in 2012. * In reading, female students consistently outperform male students from fourth grade through high school. In 2015, the male-female test score gap in fourthgrade reading was about half of a grade level, and in eighth grade it was even larger, at four-fifths of a grade level. At age 17, reading gaps persist at just over half a grade level. * Although women attend college and graduate from college at higher rates than men, women are underrepresented in STEM majors and earn fewer STEM degrees. Source: National Assessment of Educational Progress. PATHWAYS • The Poverty and Inequality Report * Gender ments. 2 Positive gaps indicate that male students are doing better than female students; negative gaps indicate the oppo site. These data show that the first narrative is, in part, true: In reading, female students clearly and consistently outperform male students from fourth grade through high school. In 2015, the male-female test score gap in fourth grade reading was 0.18 standard deviation units, or about half of a grade level; and in eighth grade, it was even larger, at four-fifths of a grade level. At age 17, the reading gap persists; it was just over half a grade level in 2012 (the most recent year of LTT). 3 Moreover, this female advantage in reading has remained relatively con sistent since the 1990s. On the other hand, male students do not consistently out perform female students in mathematics, despite commonly held beliefs to the contrary. On average, males have a negligi ble lead in math in fourth grade; and in eighth grade, male and female students perform nearly equally on the NAEP math assessments. 4 However, this pattern shifts in high school. By age 17, there is a meaningful male advantage in math— approximately one-third of a grade level, in 2012. As with reading, these small male-favoring gaps have stayed largely the same since the 1990s. 5 Interestingly, in both math and reading, the trends across grades suggest that female students gain ground, relative to males, through eighth grade—widening the reading gap and completely closing the math gap. However, this pattern is reversed after eighth grade—the math gap starts to favor male students and the reading gap no longer grows, as it does from fourth to eighth grade, in favor of female students. Gender Gaps in College Enrollment and Graduation There have been significant changes in the gender compo sition of students attending and graduating from college. Figure 2 shows the trend in college graduation rates of U.S.born male and female adults. For cohorts born prior to the mid-1950s, men graduated at rates up to 9 percentage points higher than women. However, the graduation rates among males born between 1950 and 1960 dropped off steeply fol lowing the Vietnam War, to the point where the rates were nearly equal among male and female adults born in 1960. As a result of changing expectations for women regarding work and marriage, combined with the relatively higher rates of behavioral problems among male students (e.g., suspen sions or arrests), female students surpassed male students in college attendance and graduation, 6 leading to a 5-percent age-point gap favoring females among adults today. Source: Goldin and Katz, 2008, Figure 7.1, with supplemental data for 1976–1985 birth cohorts provided by Katz (personal communication, 2017). PATHWAYS • The Poverty and Inequality Report * Gender Although women are graduating from college at higher rates, the other half of this narrative is also true: Women remain underrepresented in STEM majors and earn fewer STEM degrees. For example, in 2016 only 35 percent of STEM bachelor's degrees were awarded to women. 7 Within STEM fields, there are subfields where women comprise an even lower percentage of the students (e.g., computer science at 22%). 8 What Causes These Patterns? Multidisciplinary research has investigated how different bio logical, 9 psychological, and social factors work together to constrain male and female students' educational opportuni ties. This research highlights two critical contributors: societal beliefs about gender roles and behavioral differences between male and female students. There are pervasive stereotypes in the United States that "boys are better at math/science" and "girls are better at reading/language." The translation of these beliefs into differential expectations for male and female children by parents 10 or teachers 11 has meaningful conse quences for students' performance in school and placement into advanced or remedial courses, in particular for female students in mathematics. These beliefs also shape students' interests or educational identities, 12 which can dissuade them from continuing in fields that do not "match" with their gen der. 13 Simultaneously, there is evidence that male students have higher rates of school disciplinary action, recorded behavioral problems, and placement into special education throughout their school careers, which provides female stu dents an overall advantage in school. 14 , 15 The gender disparities in K–12 achievement and post-sec ondary education reflect the tension between these two factors. The overall female advantage from fourth through eighth grades and in college graduation appears to result, in part, from their behavioral advantage. The widening of the math gaps between eighth grade and age 17, along with the underrepresentation of women in STEM fields in college, indi cate that stereotypes and differential expectations for boys and girls in math have a meaningful impact in high school that continues into college. These disparities have large poten tial consequences for men and women in the labor market: If men remain less likely to have a college degree, they will earn lower wages in less-skilled jobs; if women remain less likely to have STEM degrees, they will continue to have more limited access to some high-skill, lucrative fields. Reducing gender inequality in education has direct benefits for both males and females, but it is unclear that school-based measures, such as providing support for female students in STEM or developing interventions to reduce behavioral problems for male students, will be sufficient. The evidence suggests that to truly achieve gender equality in education, our society's long-standing beliefs about gender roles and identities must change. Erin M. Fahle is a doctoral student in education policy at the Stanford Graduate School of Education. Sean F. Reardon is Pro fessor of Poverty and Inequality in Education (and Sociology, by courtesy) at Stanford University. He leads the education research group at the Stanford Center on Poverty and Inequality. PATHWAYS • The Poverty and Inequality Report * Gender NOTES 1. There are two different NAEP assessments: Main and Long-Term Trend NAEP. We use Main NAEP assessments for fourth and eighth grade because they provide larger sample sizes and more frequent assessments in elementary and middle school than the Long-Term Trend NAEP; we use Long-Term Trend NAEP at age 17 because the 12th-grade Main NAEP assessments have been administered less frequently in the last two decades. All NAEP assessment data can be accessed at https:// nces.ed.gov/nationsreportcard/naepdata/. 2. We calculate the male-female gap as: (µmale-µfemale)/ sdall; the standard errors of the gaps are computed as √(se(µmale)2+se(µfemale)2)/ sdall. The error bars shown indicate 95 percent confidence intervals. 3. Studies using the Early Childhood Longitudinal Study kindergarten cohort (ECLS-K) show that this female advantage in ELA exists even as early as kindergarten. See, for example, Robinson, Joseph Paul, and Sarah Theule Lubienski. 2011. "The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings." American Educational Research Journal 48(2), 268–302. https://doi. org/10.3102/0002831210372249. 4. There is evidence, however, that although average differences in achievement during elementary and middle school are small, female students are underrepresented among the highest-achieving math students. Penner, Andrew M., and Marcel Paret. 2008. "Gender Differences in Mathematics Achievement: Exploring the Early Grades and the Extremes." Social Science Research 37(1), 239–253. https://doi.org/10.1016/j. ssresearch.2007.06.012; Robinson and Lubienski, 2011. 5. In fact, NAEP-LTT data show that these patterns have been largely unchanged since the 1970s. National Center for Education Statistics. 2013. "The Nation's Report Card: Trends in Academic Progress 2012." NCES 2013-456. https://nces.ed.gov/nationsreportcard/subject/ publications/main2012/pdf/2013456.pdf. 6. Goldin, Claudia, and Lawrence F. Katz. 2008. The Race Between Education and Technology. Cambridge, MA: Belknap Press for Harvard University Press; Goldin, Claudia, Lawrence F. Katz, and Ilyana Kuziemko. 2006. "The Homecoming of American College Women: The Reversal of the College Gender Gap." Journal of Economic Perspectives 20(4), 133–156. https:// doi.org/10.1257/jep.20.4.133. 7. Data from the 2016 Digest of Education Statistics Table 318.45. Retrieved from https:// nces.ed.gov/programs/digest/d16/tables/ dt16_318.45.asp. 8. Data from the 2016 Digest of Education Statistics Tables 322.50 and 322.40. Retrieved from https://nces.ed.gov/programs/digest/ d16/tables/dt16_322.50.asp and https:// nces.ed.gov/programs/digest/d16/tables/ dt16_322.40.asp. 9. There is little support for hypotheses that there are "innate" differences between males and females that drive the male-favoring academic gender achievement gaps in math. Research actually shows that men and women are similar along most cognitive and psychological dimensions. Hyde, Janet Shibley. 2005. "The Gender Similarities Hypothesis." American Psychologist 60(6), 581–592. https:// doi.org/10.1037/0003-066X.60.6.581; Spelke, Elizabeth S. 2005. "Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review." American Psychologist 60(9), 950–958. https://doi.org/10.1037/0003066X.60.9.950. 10. Eccles, Jacquelynne S., Janis E. Jacobs, and Rena D. Harold. 1990. "Gender-Role Stereotypes, Expectancy Effects, and Parents' Role in the Socialization of Gender Differences." Journal of Social Issues 46(2), 183–201. https:// doi.org/10.1111/j.1540-4560.1990.tb01929.x; Tomasetto, Carlo, Francesca Romana Alparone, and Mara Cadinu. 2011. "Girls' Math Performance Under Stereotype Threat: The Moderating Role of Mothers' Gender Stereotypes." Developmental Psychology 47(4), 943–949. https://doi.org/10.1037/a0024047. PATHWAYS • The Poverty and Inequality Report * Gender 11. Robinson and Lubienski, 2011; Upadyaya, Katya, and Jacquelynne Eccles. 2015. "Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?" Educational Psychology 35(1), 110–127. https://doi.org/10.1080/01443410.20 14.915927. 12. Cech, Erin. 2015. "Engineers and Engineeresses? Self-Conceptions and the Development of Gendered Professional Identities." Sociological Perspectives 58(1), 56–77. https://doi. org/10.1177/0731121414556543; Cech, Erin A. 2013. "The Self-Expressive Edge of Occupational Sex Segregation." American Journal of Sociology 119(3), 747–789. https:// doi.org/10.1086/673969; Cech, Erin, Brian Rubineau, Susan Silbey, and Caroll Seron. 2011. "Professional Role Confidence and Gendered Persistence in Engineering." American Sociological Review 76(5), 641–666. https://doi.org/10.1177/0003122411420815. 13. Cheryan, Sapna, Sianna A. Ziegler, Amanda K. Montoya, and Lily Jiang. 2017. "Why Are Some Stem Fields More Gender Balanced Than Others?" Psychological Bulletin 143(1), 1–35. https://doi.org/10.1037/bul0000052. 14. DiPrete, Thomas A., and Jennifer L. Jennings. 2012. "Social and Behavioral Skills and the Gender Gap in Early Educational Achievement." Social Science Research 41(1), 1–15. https://doi.org/10.1016/j. ssresearch.2011.09.001; Goldin and Katz, 2008; Hibel, Jacob, George Farkas, and Paul L. Morgan. 2010. "Who Is Placed into Special Education?" Sociology of Education 83(4), 312–332. https://doi. org/10.1177/0038040710383518; Jacob, Brian A. 2002. "Where the Boys Aren't: Non-Cognitive Skills, Returns to School and the Gender Gap in Higher Education." Economics of Education Review 21(6), 589–598. https://doi.org/10.1016/ S0272-7757(01)00051-6; Robinson and Lubienski, 2011. 15. Note that these behavioral differences may also result from stereotypes that "girls are wellbehaved and quiet" and "boys are active and loud," and children's socialization into those roles.	<urn:uuid:8026b9d6-56bb-47be-9f4b-e99c3fea9830>	CC-MAIN-2024-33	https://inequality.stanford.edu/sites/default/files/Pathways_SOTU_2018_education.pdf	2024-08-05T17:02:33+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00602.warc.gz	254,730,988	3,365	eng_Latn	eng_Latn	0.958455	eng_Latn	0.98973	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2122, 4947, 8295, 14259 ]	[ 2.578125 ]	1	0
RE and Worldviews Intent, Implementation and Impact Statement Intent Our School Vision * To improve the life chances of every child through the pursuit of knowledge * To ensure children are well rounded pupils with strong moral values through the 'Take Care' approach Our Religion and Worldviews curriculum aims to develop deep thinkers who are open-minded about religion and worldviews. We aim to ensure that our Religion and Worldviews curriculum is relevant to pupils, reflecting and preparing them for life in modern Britain. Throughout their time at Edale Rise, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views. Children will build their conceptual knowledge through studying religions and worldviews locally, nationally and globally in our progressive curriculum, enabling them to make links and connections between worldviews, develop disciplinary skills and build on their understanding of their positionality in relation to their learning . By revisiting key 'big questions' and building on prior knowledge, pupils will learn about how religion and worldviews are lived experiences across the world, consider the impact of worldviews on society and have opportunities to consider their personal worldviews. Our curriculum enables pupils to meet the government guidance, which states that RE must reflect that 'the religious traditions in Great Britain are, in the main, Christian while taking account of the teaching and practices of the other principal religions represented in Great Britain'. Our curriculum has been designed to fulfill the aims of 'A Curriculum framework for Religious Education in England'. Implementation Reflecting the findings of the Ofsted Research review series: religious education (May 2021), our curriculum has the following three strands running through it: [x] Substantive knowledge (conceptual and worldviews related). [x] Disciplinary knowledge. [x] Personal knowledge. These strands are interwoven across all units to create lessons that build children's conceptual knowledge and understanding of religion and worldviews (substantive knowledge) and use a range of disciplinary lenses. Children will also be equipped to explore and express their preconceptions, personal worldviews and positionality (personal knowledge) through varied and engaging learning experiences. We follow a spiral curriculum model, where units and lessons are carefully sequenced so that previous conceptual knowledge is returned to and built upon. Children progress by developing and deepening their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of contexts. Children begin to develop their awareness of religion and worldviews in Key stage 1, focusing on conceptual knowledge through the study of a limited range of religions and worldviews represented in the UK, including Christianity. This will support children in building knowledge they can refer to throughout their learning in Key stage 2 while encountering a greater range of religions and worldviews and considering further the diverse nature of religious and non-religious lived experience. Each unit includes overarching 'big questions' which will be revisited throughout key stage 1, lower key stage 2 and upper key Stage 2, allowing children to apply the breadth and depth of their learning across various concepts. These 'big questions' are: * Why are we here? * Why do worldviews change? * What is religion? * How can worldviews be expressed? * How do worldviews affect our daily lives? * How can we live together in harmony if we have different worldviews? Implementation A more specific, focused enquiry question frames the learning across each unit. Both the 'big questions' and the focused enquiry question will allow children to explore the content they are studying, make comparisons and links within and across religions and worldviews, and explore their personal views. Lessons are designed to be varied, engaging and hands-on, allowing children to learn and record their thoughts, answers and ideas in various ways. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of diverse religions and worldviews. Lessons are adapted to ensure that all pupils can access learning, and opportunities to stretch pupils' learning are applied when required. Knowledge organisers support pupils in developing conceptual knowledge and schemata by summarising the key concepts covered in a unit and linking these to examples covered. The nature of Religion and Worldviews curriclum means that controversial and sensitive issues will be taught and discussed in some units or may come up when not directly part of a planned lesson. Throughout the units, children will learn skills to have respectful discussions and respond sensitively to one another. Teacher CPD resources will include guidance on how to facilitate such discussions and how to answer and respond to controversial or sensitive questions and viewpoints. Our curriculum emphasises the importance of diverse representations within and across religions and worldviews, focusing on real people's lived experiences of their beliefs. Lessons are timetabled weekly so that the spiral curriculum can be built upon throughout the children's time. Over the last 3 years, we have organised whole school RE days exploring celebrations from a wide variety of religions and worldviews. This has successfully raised the profile of RE and worldviews and has given our children a richer, broader knowledge base of less well known worldviews. Impact By the end of KS2 pupils are equipped with a range of disciplinary skills and knowledge to enable them to succeed in their secondary education. They will be prepared for life in modern Britain, being able to interact with others from different religious and non-religious viewpoints in a respectful, knowledgeable and open-minded way. They will be enquiring learners who ask questions and make connections. They will be confident to explore their personal worldview and have the skills to appreciate, evaluate and respond to religious, philosophical and ethical questions. The expected impact of our curriculum is that children will: * Know and understand religious concepts relating to beliefs, practices, community and belonging, and wisdom and guidance. * Develop an understanding of the influence of organised and personal worldviews on individuals, communities, countries and globally. * Understand some of the ways religions and worldviews are studied (disciplinary knowledge). * Develop understanding of their relationship with the content studied, being able to talk about their assumptions and preconceptions (personal knowledge). * Build secure vocabulary which allows them to talk confidently and fluently about their learning. * Answer questions about worldviews through an enquiry-based approach including investigating, interpreting, evaluating, applying and expressing. * Talk about the similarities and differences between their own and others beliefs with respect and open mindedness. * Understand the lived experiences of religious and non-religious worldviews to be diverse within and between people and communities. * Develop an understanding of the ways in which personal and organised worldviews may develop and change across time and place. We assess formatively within and between lessons and ensure appropriate adaptations are put in place to support children. For example, targeted questioning ensures all children are encouraged to participate and misconceptions are identified. We also summatively assess Religion and Worldviews twice a year. Once at February half-term and once at the end of the summer term. This is to track children's progress across years, to provide essential transition information for new teachers and to track the progress and attainment of any potentially vulnerable groups such as SEND or Pupil Premium.	<urn:uuid:f2382c81-0f97-4b17-8378-4c1e26261cb2>	CC-MAIN-2024-33	https://www.edale-rise-primary.co.uk/attachments/download.asp?file=382&type=pdf	2024-08-05T15:47:37+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00599.warc.gz	599,743,018	1,455	eng_Latn	eng_Latn	0.933619	eng_Latn	0.99652	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 62, 1853, 3837, 5864, 8236 ]	[ 4.40625 ]	1	0
Objectives Course Summary Ages 14-18: Focus on money creation through assistance jobs and self-reliance. Options for internal and external family sources. Learning outcomes: * Outline the ability and need for income-based tasks. (Information). * Finding an available option to make money from your community. (Information). * Interview family and community members for realistic paid task options. (Action). * Implement your approach to earn money through your agreed tasks. (Action). Collaboration: This Earning short course is partnered with Andile Dube for insight, content, and knowledge sharing purposes. Now, let's follow Clarissa on her story about earning money to get something special! Meet Clarissa! She is a hardworking, caring, and Lesson One Finding the earning potential This starts the story of Clarissa, who has always wanted to start taking painting lessons! But sadly, her parents just can't afford it every month. But, after the conversation she had with her cousin Thandeka, she had a new belief in herself to make it happen. Clarissa really enjoyed hearing about how Thandeka managed to save up for her cool piano but thought she could take the way Thandeka was earning money to another level. She thought if she can make more money than it would be quicker and easier than simply saving up money. The logic is certainly there but comes with a lot of hard work and dedication! So where could she start earning money at home? So, to start of her journey, Clarissa went to seek some wisdom from her uncle Duke, whom had his own businesses and always was a hard worker. When she got to her uncle's house, she sat down and explained what she really wanted and asked how she could make it happen on her own. Uncle Duke started off by saying how proud he was that she is willing to try and make things happen all by herself and that he is happy to help give her advice. He started with a saying that he always lives by: "the best time to plant a tree was 20 years ago, the second-best time is now." These lessons you will learn over the next few months will hep you develop healthy money habits that we will carry over into adulthood. If you start now, at a young age, while you have less responsibilities, then you can afford to make mistakes and learn from them. He got an exam pad and pen for Clarissa to take notes, and then Uncle Duke went on to explain, your starting point is to first do research. * What problem can I solve? What need can I satisfy? * Who is this problem affecting and how are they affected by this problem/need? * Figure out how much would the affected people/person pay for the solution. * Research who are your competitors, what do they offer and then start thinking on how you can make your offer different. * Look at what resources you will need to offer your solution. * Start with what resources you already have available for free. * Then add in what may need to be bought. Uncle Duke then explained, once you have found a solution that you think you could do, ask yourself if you have the skills to do it correctly? If not, a good place to learn anything is on Youtube, or get a family member or a friend to teach you or pick up a book at your local library. It would be even better if this was something you were passionate about. Passion is everything, your love for something is expressed through what you produce/make. Next step is to test your solution on a small scale, create a simple solution or product, and then ask customers for feedback. This feedback will help you improve what you are offering. Simple options include: Car wash, carpet cleaning, grocery help, cooking, baking, sneaker cleaning, etc. (Chores and pocket money only an option for some parents). Lesson Two Starting with support Where to start selling? Clarissa was super excited from her chat with Uncle Duke, she had so many options, but has decided to start with baking cupcakes, and washing sneakers for her family and community. But, with all her great ideas she didn't really know how to get her first customers. So, she went straight back to the wise Uncle Duke for some more advise on how to get some customer in, and how it will all work with payments. Uncle Duke had some wise words to share: To help you get started would be your family and friends, but to test the idea would be your potential customers only. It can be tricky when testing your ideas on your family/ friends as they may not give you honest feedback that they think would hurt your feelings, and more importantly, their opinion is not helpful if they are not your type of customer. Remember feedback is good, it helps you get valuable information. Uncle Duke then explained, you must do your research, how much will it cost you to make the solution and then decide what price can you sell it for. You always need to make sure you are charging more than what it costs so that your hard work is worth your time. The best two types of research is online research and also interviewing your potential customers to ask them how much you would pay for this option and what they would expect. And what about the admin of organising times and accepting payments? Asked Clarissa. Uncle Duke smiled and said, well that is where you parents can step up and help! Get them involved to help you set up times on the weekend for you to do the work/deliveries with the right people that they can make sure you are being safe when working with possible strangers. And as far as payment goes, always offer, and take what payment is available or convenient to the customer, you don't want people owing you money when they are happy to pay upfront! Tracking your business Before Clarissa left to go home, her Uncle Duke gave her a notebook from his desk. The most important part of any business is keeping track of what money you have going in and out, as well as who owes you money for work you did. If you do not track these payments, you will never know how much you are actually making. Uncle Duke explained, use book where you record all your transactions, money coming into the business and money going out. If you are using online payment, your get the bank statement to assist you. Your parents can definitely get you set up with a junior bank account. Uncle Duke finished off by saying, there are two very important rules to follow once you have started. Always keep on track of these as part of your work: * Ensure your customer agrees to the price of your work and when it should be paid. * Review your business every month with your money tracking notebook to see if what you are doing is actually worth the effort! And make note of your mistakes. But as always, hard work and dedication will eventually make you successful, said Uncle Duke! Lesson Three Making it last! Finding the right balance Over the next few months, Clarissa really struggled to get the right balance between school work and starting her business ideas. She reached out to her Uncle Duke once more for some wisdom on how to make it all fit. Her Uncle was eager to help and said, you will need to make sacrifices on the good times if you want it to pay off in the future. This means giving up some of your play time with friends, giving up the weekends to work on your business, and even waking up early to get a head start on the day. Also, remember you can't do everything by yourself, and in order to create something big you will need all the support that you can get. So rope in your family or friends to help out, but make sure there is enough value in it for them as well to make it all work together. Setting the standard As Clarissa got her first consistent customers, she was struggling with people not taking her seriously enough. So, she took her uncles advice and looked up some content on Youtube for help. Here are the steps she managed to find that really helped her stand out as a business owner, and not just a young kid: * Take yourself seriously and take your business seriously. * Create a proper branding style - A logo, a name, and good packaging if it is a product. * Read up on brands that you admire and see what do these businesses have that you don't and create that. * Always add your flavour - People will come to your business when it is different. * Remember you are allowed to make mistakes and to have fun with it. So how did it end? As the year went on, Clarissa made a big impact on her community with her entrepreneurial spirit and confidence as a young business owner! Her sneaker cleaning service did ok but was not always in demand, but her baking products were a huge hit with the neighborhood. Clarissa was baking treats every single weekend and was making a really good profit. Clarissa did have one major setback along the way that really hurt her business. She provided a catering option to a local birthday party. But she did not manage to get any deposit done before the event, and still went ahead with providing the baked goods. Clarissa still has not managed to get the money owed from the customer and she learnt an important lesson in that mistake. Now going forward, Clarissa will only provide the products/service once she is paid in full, or at least a 50% deposit. But, even through this struggle, Clarissa had managed to save up enough to not only pay for her painting lessons but is even looking at options for after high school to go and study a degree in Art or digital design. All of this made possible with her own self belief that she could make a difference on her own! Clarissa was doing so well, she was even getting calls from her big sister Joy, asking to borrow a few hundreds every month end! Lesson Recap The overview 1 – From a young age we must develop healthy money habits that we will carry us into adulthood. 2 – Your starting point is to first do research, on how you can make your business different. 3 –What problem am I solving/need am I satisfying and would my potential customer(s) pay for this, if yes how much. 4 – Do your research on how much will it cost you to make the solution and what price can you sell it for. 5 – Remember feedback is good, it helps you get valuable information. 6 – Keep a book where you record all your transactions, money coming into the business and money going out. 7 – Always start on a small scale, don't commit too many resources on it until it has demand. 8 – Create proper branding i.e. logo, good packaging if it is a product etc., always add your flavour. 9 - Find ways to manage your time and find someone who you can share the responsibilities with. You will need all the support that you can get.	<urn:uuid:5f5b86cf-3afa-47e3-953a-edfde6b95040>	CC-MAIN-2024-33	https://educish.com/wp-content/uploads/2024/02/Money-Walks-Earning-course-Data-Friendly-PDF.pdf	2024-08-05T14:58:26+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00598.warc.gz	175,188,693	2,231	eng_Latn	eng_Latn	0.99729	eng_Latn	0.998464	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 755, 3745, 6774, 9679, 10640 ]	[ 3.765625 ]	1	0
20 Nachtigal Street Ausspannplatz Windhoek, Namibia Tel: +264 (0)61 240 140 Email: firstname.lastname@example.org www.dw-namibia.org 2021 ANNUAL REPORT e During 2021, Development Workshop Namibia (DWN) implemented an Early Childhood Development (ECD) programme in Windhoek, Oshakati, Katima Mulilo, Otjiwarongo, Omaruru and Opuwo. * It provided assistance to a total of 229 ECD centres, 497 Educarers (ECD teachers) and some 8,800 children. DWN's ECD programme 1 Results and Achievements During 2021 2 Learning and teaching materials Training Parent support Cash based feeding programme Physical improvement of ecd centres 1,142,700 pages of home-based learning activities printed 57,000 copies of books and booklets printed, 4 DW publications developed Development Workshop • UPDATE * The programme was supported by UNICEF, EU, MTC, Twin Hills Trust and Capricorn Foundation. It achieved following key results during 2021: 2. Trainings: 36 trainings implemented, benefitting 497 educarers; 1. Learning materials: 1,142,700 pages of home-based learning activities printed, plus 57,000 copies of books and booklets, including 4 new DWN publications (such as the Children's Picture Atlas of Namibia) and 30 booklets adapted from open sources; 3. Parents engagement: 82 parents workshops implemented; 4. Nutrition: over 950,000 meals provided at 135 ECD centres in Windhoek to more than 5,200 children and 7,150 meals provided at 4 ECD centres in Omaruru to 130 children. 36 trainings implemented 497 educarers benefited; over 950,000 meals provided at 135 ECD centres in Windhoek 1 DWN's ECD programme By assisting ECD centres in informal settlements, DWN supports the most vulnerable and disadvantaged children in Namibia's towns. Studies from across the world show that investment in ECD is one of the most effective and cost-effective strategies for societies to develop the human capital required to advance economic and social development. It is for this reason that ECD is one of the key pillars of the Harambee Prosperity Plan 2 (HPPII). DWN works in close collaboration with the Ministry of Gender Equality, Poverty Eradication and Social Welfare (MGEPESW) and Ministry of Education, Arts and Culture (MoEAC). In alignment with government policies, DWN is in the process of developing a sustainable support network for ECD centres in disadvantaged communities. 1. Development of learning and teaching materials The programme focuses on 5 specific areas of intervention: 2. Educarer training 4. Nutrition and feeding 3. Parent engagement 5. ECD centre infrastructure improvements RESULTS AND ACHIEVEMENTS DURING 2021 LEARNING AND TEACHING MATERIALS DWN developed several publications, including a Children's Picture Atlas of Namibia. It also used open source libraries to draw on existing literature and translate/adapt it for the Namibian context. Publications developed by DWN and printed during 2021: Parental information booklet: 5,000 copies Children's Atlas of Namibia: 15,000 copies Learning at home guide: 5,000 copies Namibia Wildlife for Children: 2,000 copies Adapted and translated: 30 different children books, with 30,000 copies printed Additionally, DWN distributed more than 1.1 million pages of printed learning at home materials to ECD centres and parents, plus stationary packs with more than 17,000 items. All publications can be dowloaded in pdf from DWN's website: www.dw-namibia.org/publications 2 Development Workshop • UPDATE TRAINING A long-term training programme is fundamental to continuously increase the capacity of educarers in disadvantaged communities. In close collaboration and alignment with the line ministries' curricula, DWN implemented following trainings during 2021: ECD foundational training (5 days) * A comprehensive facilitators manual and a participant manual currently being developed and to be published in March 2022 * A total of 36 trainings implemented, benefitting 497 educarers This hands-on and interactive training covers topics such as holistic child development, learning through play, planning and assessment, parental support and classroom management. Safety & fire training (2 days): 12 training sessions, benefiting 138 educarers Support visits: Providing follow up support to ECD educarers is as important as the trainings itself. DWN staff did a total of 260 support visits and provided onthe-job training at the ECD centres. Educator training Parent support The educational support that parents provide to their children is fundamentally important. However, much too often parents have the belief that all the teaching and learning is done at ECD centres and schools alone. Through parents workshops, the programme sensitizes parents about the importance of home based learning, including positive discipline, responsive care, the importance of early learning and what parents can do at home to engage with their children. 82 parental Development Workshop • UPDATE workshops were implemented in 2021 and attended by some 1,700 parents. A parental information booklet has been produced and 5,000 copies printed for distribution during workshops. A learning at home guide with some 200 interactive activities for children aged 0-6 years has also been developed, and 5,000 copies printed for distribution to parents. Cash based feeding programme The programme developed and tested an efficient cash-based feeding methodology for ECD centres. In Windhoek, 135 ECD centres participated in this pilot initiative as follows: 2. Each ECD centre received a monthly cash transfer, based on the registered number of children (NAD 135/child/month); 1. DWN opened a bank account for each ECD centre and provided nutrition training to educarers; 3. ECD educarers could purchase goods locally and prepare the meals following a meal plan and guidelines provided by DWN. DWN closely monitored expenditures and meal plans. Over 950,000 meals were provided to more than 5,200 children at 135 ECD centres in Windhoek from May to November 2021. In Omaruru, an adjusted methodology using e-wallet provided 7,150 meals to 130 children. Feeding programme 3 Educator training Physical Improvement of ECD centres Many ECD centres in the informal settlements have no access to sanitation, forcing children to practice open defecation as for example in nearby river beds. This exposes children to diseases and harassment. During 2021, the programme invested in the construction of safe toilets at 18 ECD centres, and hand washing facilities were set up at more than 50 ECD centres in Windhoek. In Omaruru, 4 ECD centres received assistance for toilet facilities, one centre with a classroom extension and one with playground improvements. 4 ECD centre library box hand over in Omaruru: A total of 4 library boxes were distributed in Omaruru and 2 in Bethanie (Karas Region) Resources made with some of the stationary items provided by the programme ECD educarer engaging children in different learning activities Development Workshop • UPDATE	<urn:uuid:95661e4e-46f3-4566-8e9b-08eb218aafbf>	CC-MAIN-2024-33	https://dw-switzerland.org/wp-content/uploads/2022/05/DWN-ECD-2021.pdf	2024-08-05T15:10:06+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00606.warc.gz	184,534,685	1,556	eng_Latn	eng_Latn	0.972457	eng_Latn	0.989693	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1584, 3480, 6148, 7040 ]	[ 2.203125 ]	4	0
BOARD of GOVERNORS in supersession of Medical Council of India COMPETENCY BASED UNDERGRADUATE CURRICULUM FOR THE INDIAN MEDICAL GRADUATE Knows Knows how Shows Shows how Performs Observe Demonstrate Enumerate Counsel Describe Analyse Guide Correlate Assist Prescribe Integrate Communicate Interpret Module 2 Critique Collaborate Early Clinical Exposure Clinician Team Leader Communicator Professional Lifelong Learner Knowledge Skills Attitude Values Responsiveness Communication Early Clinical Exposure for Undergraduate Medical Education Program 2019 Medical Council of India Pocket-14, Sector-8, Dwarka, New Delhi 110 077 All rights reserved. No part of this publication/documents may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission from Academic Cell of Medical Council of India, except for the use in Curriculum Implementation Support Program by medical teachers and institutions as well as in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law. 2019. How to cite: Medical Council of India. Early Clinical Exposure for the Undergraduate Medical Education Training Program, 2019: pp 1-43. Expert Group 1. Dr. Avinash Supe Former Director (ME and MH) and Dean, Emeritus Professor, Departments of G I Surgery and Medical Education Seth GS Medical College and KEM Hospital, Mumbai – 400012 2. Dr. Krishna G. Seshadri Member, Board of Management Visiting Professor Departments of Endocrinology, Diabetes and Medical Education Sri Balaji Vidyapeeth, Puducherry - 607 403 3. Dr. R. Sajith Kumar Professor and Head, Departments of Infectious Disease and Medical Education Convener, MCI Nodal Centre for Faculty Development Government Medical College, Kottayam, Kerala – 686008 4. Dr. P.V. Chalam Principal and Professor, Department of Surgery Bhaskar Medical College, RR Dist., Telangana – 500075 5. Dr. Praveen Singh Professor and Head, Departments of Anatomy and Medical Education Convener, MCI Nodal Centre for Faculty Development Pramukhswami Medical College, Karamsad, Gujarat - 388325 6. Dr. Tejinder Singh Professor, Department Medical Education Sri Guru Ram Das Institute of Medical Sciences and Research Amritsar, Punjab – 143501 7. Dr. P.V. Vijayaraghavan Convener, MCI Nodal Centre, Vice Chancellor and Professor of Orthopedics, Sri Ramachandra Medical College and Research Institute, Porur, Chennai-600116. 8. Dr. Subir K. Maulik Professor, Department of Pharmacology All India Institute of Medical Sciences, New Delhi-110029 9. Dr. M Rajlakshmi Chief Consultant, Academic Cell, Medical Council of India, Pocket 14, Sector 8, Dwarka, NewDelhi 110077. Additional Contributions from 1. Dr. Munira Hirkani Associate Professor, Department of Physiology Co- Convener, MCI Nodal Centre for Faculty Development Seth GS Medical College and KEM Hospital, Mumbai – 400012 2. Dr. Dinesh K Badyal Professor, Departments of Pharmacology and Medical education Convener, MCI Nodal Centre for Faculty Development Christian Medical College, Ludhiana, Punjab – 141008 Curriculum Implementation Support Program Module – 2 EARLY CLINICAL EXPOSURE Early Clinical Exposure Guidelines for Universities, Curricular Committees and Faculty Early Clinical Exposure (ECE) provides a clinical context and relevance to basic sciences learning. It also facilitates early involvement in the healthcare environment that serves as motivation and reference point for students, leading to their professional growth & development. 1. Objectives of the Document are to: - Describe the modalities of applications of ECE in a medical college - Facilitate the development of modules of ECE for students - Facilitate Implementation of ECEin their medical college 2. Introduction: Students require context to understand basic sciences. They also require grounding in human and social aspects of the practice of medicine. Early clinical correlation and exposure to clinical environment will provide a point of reference and relevance to the novice learner. The ECE program in the MBBS curriculum tries to create an opportunity for students to correlate learning in Phase I subjects with their clinical application. Learning of basic sciences with respect to a clinical context can improve student's motivation to learn and also improve retention. It also provides authentic human context and early introduction to immersion into the clinical environment. The MBBS curriculum has therefore been modified such that clinical exposure can be introduced earlier along with the basic sciences. Students will be able to learn the basic and clinical sciences by means of integrating learning activities, like early clinical contact, clinical skills, communication skills or taskbased learning sessions. Students can be exposed to clinical experiences in various forms and in a variety of settings which are outlined in this booklet. This does not reduce the importance of traditional basic science instruction, but enriches and contextualizes the learning for the students. 3. Objectives of Early Clinical Exposure: The objectives of early clinical exposure of the first-year medical learners are to enable the learner to: (a) Recognize the relevance of basic sciences in diagnosis, patient care and treatment (b) Provide a context that will enhance basic science learning (c) Relate to experience of patients as a motivation to learn. (d) Recognize attitude, ethics and professionalism as integral to the doctorpatient relationship (e) Understand the socio-cultural context of diseases through the study of humanities 4. Elements of ECE: The three elements of ECE are: 1. Provision of clinical correlation to basic sciences learning. 2. Provision of authentic human contact in a social or clinical context that enhances learning in the early/pre-clinical years of undergraduate education. 3. Introduction to humanities in medicine Salient Principles: The key principles underlying early clinical exposure are providing a clinical context and ensuring patient centricity. Early clinical exposure provides for the three key elements listed above. The clinical context can include case scenario, videos, actual patient, simulated patient etc. The presence of actual patients in every sessions of ECE, though not essential, is preferred. Therefore, ECE is exposure to the relevant clinical context in earlier years. It must be noted that purpose of ECE is not to prepone the conventional clinical teaching but to provide better understanding of basic sciences through a clinical context. 5. Context from proposed GMER 2019: 9.2.1 Objectives: The objectives of early clinical exposure of the first-year medical learners are to enable the learner to: (a) Recognize the relevance of basic sciences in diagnosis, patient care and treatment (b) Provide a context that will enhance basic science learning (c) Relate to experience of patients as a motivation to learn (d) Recognize attitude, ethics and professionalism as integral to the doctor-patient relationship (e) Understand the socio-cultural context of diseases through the study of humanities 9.2.2 Elements: a) Basic science correlation: To apply and correlate principles of basic sciences as they relate to the care of the patient (this will also become part of integrated modules). b) Clinical skills: To include basic skills in interviewing patients, doctorpatient communication, ethics and professionalism, critical thinking and analysis and self-learning (this training will be imparted in the time allotted for early clinical exposure). c) Humanities: To introduce learners to a broader understanding of the socio-economic framework and cultural context within which health is delivered through the study of humanities and social sciences. 6. Structure of the program for students: Planning of activities & its distribution It would be desirable to plan all teaching learning sessions in basic sciences around a clinical scenario so that students understand its relevance. But the clinical scenario in ECE should not be restricted to just the initial part of the teaching sessions, but form a framework around which learning will occur. The time allotted for ECE in first year (as per GMR, 2019) is 90 hours which has to be equally divided among the three preclinical subjects. So the time available for each subject is 30 hours. It is suggested that, it can be further divided as follows: 1. Basic sciences correlation (18 hours): One three hour session per month for 6 months may be allotted. The clinical context can be introduced using actual patient contact or by use of paper based cases, charts (e.g. use of spirogram, electromyogram with its clinical correlation), graphics (e.g. using photos of gigantism/hypothyroidism/ Cushing's syndrome in endocrinology), videos (e.g. videos depicting normal & abnormal respiratory movements, embryology, endoscopy, laryngoscopy etc.), reports (e.g. blood/urine reports indicating biochemical markers), field visits etc. in community/ hospital laboratories. 2. Clinical skills (experience and human context) (12 hours): Three hour session per month for 4 months per department may be allotted. Cases may be demonstrated by preclinical faculty or clinicians, in out-patient departments/ wards/ demonstration rooms, as feasible, in small groups. Each 3-hour session of clinical experience can follow the guidelines below: - Introduction to the module & instruction by preclinical faculty: 30 minutes - Clinical experience (in groups at different places like wards/OPDs/classrooms with guided observation/checklist): 1 hour 30 minutes - Summary & conclusion (with learning points): 30 minutes - Reflection (with guidance & monitoring) on what was learnt: 30 minutes Examples of clinical context and related learning outcomes are provided in Annexure I. Examples of deviations from normal to be observed and noted by student when exposed to clinical context are given in Annexure II. These can be used while preparing observation guides. It is important to finalise a detailed observation guide for students and instruct them, before the actual interaction, regarding what he/she is supposed to observe during the ECE session. In observation guide, list out clinical features the student has to focus in the particular context. You may refer to the sample modules for ECE given in Annexure III. 3. Humanities: This will be merged with AETCOM module and therefore no additional time is allotted. A sample for Humanities module is attached in Annexure IV 7. Formative & Internal Assessment: Formative assessment will have a major role in the teaching of Early Clinical Exposure. The assessment must focus on students' activities during ECE. Students will participate in various activities such as case based scenarios, live patient's interactions, simulated patients, videos etc. A record of these activities should be maintained and assessed periodically. Elements from ECE should be included as appropriate in formative and summative assessments of the respective subjects. A) Internal Assessment: Early Clinical Exposure should be part of internal assessment for the respective subject. During assessment, questions should test clinical correlation in basic sciences. B) University Examinations: It is suggested that examinations should include elements from ECE to test the ability of the student to apply basic science knowledge in clinical context. The Modified Essay Questions (Problem based long answer questions), Clinical vignette based Short Answers Questions (SAQ), objective type questions (e.g. Multiple Choice Questions - MCQs) and OSPE can include parts of ECE. Annexure V gives examples of clinical vignette based short answer questions. 8. Capacity Building for Faculty: Faculty Development: Faculty need to be reoriented to the principles and practice of early clinical exposure. Preclinical and clinical faculty need to coordinate and involve in the activities related to hospital visits. Clinical faculty may be involved in the planning of ECE sessions. Faculty should be trained to develop, implement and assess ECE which is relevant to their subjects and phases including setting question papers, use of case based questions, assessing clinical context in earlier years and applications of the ECE. 9. Implementation, Monitoring / Curricular Governance: Planning, Implementation and oversight of ECE is the responsibility of the Curriculum Committee of the college. The Curriculum Committee (CC) will work in collaboration with phase-wise curriculum subcommittee (CSC), and Heads of departments to plan the ECE sessions and coordinate hospital visits. Responsibilities of Principal/Dean * Hold regular meetings of the Curriculum Committee and Heads of Departments * Ensure implementation of ECE & monitor its activities. Responsibilities of Head of Departments * Function as Coordinator of ECE program in their disciplines Responsibilities of Curriculum Committee * To review regularly and record ECE activities & make necessary changes /adjustments as required from time to time. * To help in scheduling ECE sessions for class-room, hospital & community visit * To ensure that the competency based UG curriculum is implemented by all departments as per MCI guidelines. Responsibilities of MEU * To arrange the sensitization programs for all faculty members (including the Principal/Dean, Heads of departments of pre-clinical & related clinical departments) * To train and orient the resource persons 10. Further Reading: List of resources Must read 1. Başak O, Yaphe J, Spiegel W, Wilm S, Carelli F, Metsemakers JFM. Early clinical exposure in medical curricula across Europe: An overview. Eur J Gen Pract. 2009 Jan 1;15(1):4–10. Additional reading 2. Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach. 2006 Feb; 28(1):3–18. 3. McLean M. Sometimes we do get it right! Early clinical contact is a rewarding experience. Educ Health Abingdon Engl. 2004 Mar; 17(1):42–52. 4. Abramovitch H, Shenkman L, Schlank E, Shoham S, Borkan J. A tale of two exposures: a comparison of two approaches to early clinical exposure. Educ Health Abingdon Engl. 2002;15(3):386–90. 5. Kachur EK. Observation during early clinical exposure – an effective instructional tool or a bore? Med Educ. 2003; 37(2):88–9. 6. MacLeod RD, Parkin C, Pullon S, Robertson G. Early clinical exposure to people who are dying: learning to care at the end of life. Med Educ. 2003; 37(1):51–8. 7. Duque G, Gold S, Bergman H. Early Clinical Exposure to Geriatric Medicine in Second-Year Medical School Students—The McGill Experience. J Am Geriatr Soc. 2003; 51(4):544–8. 8. Johnson AK, Scott CS. Relationship between early clinical exposure and firstyear students' attitudes toward medical education. Acad Med J Assoc Am Med Coll. 1998 Apr; 73(4):430–2. 9. Vyas R, Jacob M, Faith M, Isaac B, Rabi S, Sathishkumar S, et al. An effective integrated learning programme in the first year of the medical course. Natl Med J India. 2008; 21(1):21–6. 10. Sathishkumar S, Thomas N, Tharion E, Neelakantan N, Vyas R. Attitude of medical students towards Early Clinical Exposure in learning endocrine physiology. BMC Med Educ. 2007 Sep 5; 7:30. 11. Badyal DK and Singh T. Teaching of the basic sciences in medicine: Changing trends. –The changing trends. National Medical Journal of India. 2015; 28(3):137-40. Annexure I Examples of clinical context and related learning outcome Annexure II Examples of deviations from normal, to be observed and noted by the student, when exposed to clinical context. Annexure III Sample Modules for ECE ECE Module 1: Acute Myocardial Infarction (AMI) Setting: Class room Topic of Basic Science: Coronary Circulation ECE through- Acute Myocardial Infarction case(Paper based case / Role play) Goal: The student must be able recognize the relevance of coronary circulation in diagnosis, patient care and treatment of Acute MI Expected Competency: 1. Demonstrate understanding of alterations in normal anatomy and physiology of coronary circulation and its clinical expression. 2. Correlate the clinical manifestation in myocardial infarction with altered coronary circulation 3. Explain the basis and rationale of biochemical tests done in myocardial infarction. Objectives: At the end of the ECE module I MBBS student shall be able to: 1) Describe the mechanism of regulation of coronary circulation. 2) Describe the role of lipoproteins in derangement of coronary circulation. 3) Explain the biochemical changes occurring in acute myocardial infarction 4) Identify the clinical manifestation secondary to decreased coronary circulation. 5) Explain the basis of treatment of acute myocardial infarction Learning Experiences: Total time: 3 hours - Introduction and instruction to students: 20 mins. 21 - Exposure to clinical context and discussion:90 mins - Summary and conclusion: 10 mins - Reflection: 30 mins - Assignment: 30 mins ECE: Classroom setting: 3 hours Clinical Context: A 48 year old company executive experienced a sudden, crushing chest pain, after he returned from his morning walk. His wife noticed that he was pale, sweating profusely and was in distress. She rushed him to the ICU of a nearby hospital immediately. He told the attending physician that on previous occasions too he had felt such pain but he it had subsided with rest. He is known smoker. He also suffers from diabetes, dyslipidemia and hypertension. ECG was taken & it showed ST elevation in leads II, III and AVF. He was admitted in the ICU. This clinical scenario can be either used as a paper based case or be performed as a role play if feasible. Facilitator's guide: - What is the probable reason for the severe pain in chest? - Why did the regulatory mechanisms fail to meet increased demand of Oxygen ? - How are diabetes Mellitus, hypertension and cardiac ischemia related? - What do the changes in ECG indicate? Lab report: Various investigations carried out 4 hours after the onset showed - Raised cardiac specific troponin T & I - Raised CK-MB - Raised Cholesterol (Total, LDL and Triglycerides) get an actual lab report copy of a patient of Acute Myocardial infarction admitted at your hospital and use the same taking care not to disclose the identity. Facilitator's guide: - Why are the cardiac Biomarkers raised? - What do the serum lipid levels indicate? - What is the role of dyslipidemia in disruption of coronary circulation? - What will be the next steps to manage acute MI? Formative assessment: Submit assignment on the topic anatomical and physiological basis of treatment of acute myocardial infarction. Reflections can be structured using the following guiding questions - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Program Evaluation: Feedback from students to evaluate for improvements in the module 1. How helpful has the ECE module been in improving your knowledge about coronary circulation? 2. Which components of the program helped you to learn? 3. Did the ECE module make learning basic science subjects more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Suggest changes in the program that will help you learn still better. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program Resources Appropriate text resources to be identified by the institutional subject experts. ECE Module 2: Post - Myocardial Infarction Counseling Setting: OPD Topic: Coronary Circulation ECE through- Post -Myocardial Infarction Counseling (OPD visit) Goal: The student must realize the relevance of basic sciences in patient care and relate to experience of patients as a motivation to learn Expected Competency: 1. Demonstrate knowledge of process of counseling and communicating to patients with empathy, the dietary modifications and lifestyle changes in post coronary syndromes Objectives: At the end of the ECE module I MBBS student shall be able to: 1. Explain the basis of necessary dietary and life style modification to be undertaken in a patient recovering from Acute MI 2. Identify the salient features of effective communication between doctor and patient 3. Realize the impact of illness on patient's life Learning Experiences: - Introduction and instruction to students: 20 mins - Exposure to clinical context: 45 mins - Discussion: 45 mins - Summary and conclusion: 10 mins - Reflections: 30 mins - Assignment: 30 mins Part I - OPD setting: 45 mins The Preclinical departments should arrange rotation of students to the OPD in collaboration with Medicine/ Cardiology / Cardiac Rehabilitation departments. Visits should be arranged in small groups so as to offer a better clinical experience. The clinicians should be made aware of the objectives of module. Patients recovering from Acute Myocardial infarction either treated with medications or interventions can be the focus for learning. Observation Guide: Students can be divided to observe different aspects of the doctor patient interaction and share ideas in post-clinic discussion. Instructions to the students: During the consultation with a post-myocardial infarction patient, observe the interaction carefully. Observation Guide to group A Note down the lifestyle and dietary modifications advised by the doctor to prevent reoccurrence of MI. Observation guide to group B Observe the communication between the doctor and patient and list all the points in this interaction that helped the patient understand the information being shared. Also list the points that could be done to help the patient further. Patient Interview: Encourage one of the students in the group to interview the patient regarding how this illness has impacted his/her life. Part II: Post clinic discussion: 45 mins In small groups - Students observing different aspects will share ideas. - Facilitator must take care to give an opportunity to all students to voice their observations. - All points emerging must be noted down on black board/ whiteboard during discussion. - Facilitator to encourage the students to discuss the reasons for the dietary and life style modification to be undertaken in a patient recovering from Acute MI. - Facilitator will also discuss the points of effective communication between doctor and patient, focusing on the importance of explaining in a way the patient understands. This can be linked with module 1.4 of AETCOM - the foundations of Communication-1 and used for introducing or reinforcing the principles of effective communication. For discussing points of effective communication, the Kalamazoo consensus statement which provides a working model for teaching communication skills can be used. 1. Builds relationship 2. Opens the discussion 3. Gathers information 4. Understands the patient's perspective 5. Shares information 6. Manages flow The other option is to use the Five A's behavior change model for health behavior change counseling to improve chronic illness care- Assess, Advise, Agree, Assist, Arrange. - Discuss about how this illness affects the patient's life. - At the end the student is asked to reflect on the experience and write it down in the log book. Formative assessment: - Clinical skills: Doctor patient communication can be assessed using Log book to record the patient details in the clinical experience. Reflections about this patient encounter in the OPD is to be written down by the student and reviewed by teacher-in-charge of ECE. . Reflections can be structured using the following guiding questions - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Program Evaluation: Feedback from students to evaluate for improvements in the module: 1. How helpful has the ECE module been in improving your knowledge about lifestyle changes post myocardial infarction? 2. Which components of the program helped you to learn? 3. Did the ECE module make learning basic science subjects more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Suggest changes in the program that will help you learn still better. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program Resources: 1. Makoul G. Essential elements of communication in medical encounters: the Kalamazoo consensus statement. Acad Med. 2001; Apr; 76(4): 390-3. 2. Vallis, Michael et al. "Clinical review: modified 5 As: minimal intervention for obesity counseling in primary care" Canadian family physician Medecin de famille canadien vol. 59, 1 (2013): 27-31. Setting: ECE Module 3: Parkinson's disease OPD/ Classroom Topic: Role of Basal Ganglia in Voluntary control of posture and movement ECE through: Parkinson's disease (actual patient/ video) Goal: The student must realize the relevance of basic sciences in patient care and relate to experience of patients as a motivation to learn. Expected Competency: 1. Demonstrate understanding of alterations in normal functions of Basal ganglia and its clinical expression. Objectives: At the end of the ECE module I MBBS student shall be able to: 1. Explain anatomical, biochemical and physiological basis of symptoms and signs of Parkinson's disease 2. Explain the difference between pyramidal and extrapyramidal lesions 3. Observe the examination of motor system Please note that teaching-learning of the clinical skills must be supplemented by a DOAP session (Demonstrate Observe Assist Perform)on examination of Motor system or preceded by it, as feasible, so that the student is able to demonstrate the correct clinical examination of the motor system ultimately. Learning Experiences: - Introduction and instruction to students: 20 mins - Exposure to clinical context and Discussion: 90 mins - Summary and conclusion: 10 mins - Reflections: 30 mins - Assignment: 30 mins 29 ECE: Classroom setting: 3 hours Actual patient/simulated patient with Parkinson's disease can be invited to the classroom or a video recording of the history and physical examination can be shown to the students as per feasibility. Observation Guide: Instructions to the students: - During the consultation, listen carefully to the patient's complaints. Note the onset, duration and progress of these symptoms. Observe the physical examination carried out and note down the salient features of the examination. - Try to find an explanation for his/her symptoms and signs. Part II: Post clinic discussion: 1 hr In small groups: - Students will share their observations - - - - - Facilitator must take care to give an opportunity to all students to voice their observations. All points emerging must be noted down on black board/ whiteboard during discussion Facilitator discusses the patient's history –onset of tremors and parts affected history of falls, poor balance, muscle stiffness, drooling of saliva, difficulty in writing, loss of memory along with change in voice and the basis of signs like: mask-like face, pill rolling movement, festinant gait and cog wheel rigidity. Facilitator also discusses the technique of examination of tone in the patient. At the end, the student is asked to reflect on the experience and write it down in the log book. Formative assessment: Basic Science correlation: To be assessed on the basis of assignment on 'Treatment options for the Shaking Palsy' - Reflections can be structured using the following guiding questions: - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Program Evaluation: Feedback from students to evaluate forimprovements in the module 1. How helpful has the ECE module been in improving your knowledge about Parkinson's disease? 2. Which components of the program helped you to learn? 3. Did the ECE module make learning basic science subjects more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Suggest changes in the program that will help you learn still better. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program Resources: Appropriate text resources to be identified by the institutional subject experts. ECE Module4: Varicose Veins Setting: Classroom & OPD Topic of Basic Science: Front of Thigh / Veins of Lower limb ECE through- Varicose vein case (Video / Patient) Goal: The student must be able recognize the clinical manifestations of altered anatomy of venous system. Expected Competency: 1. Demonstrate understanding of alterations in normal anatomy and physiology in peripheral venous system and its clinical expression 2. Demonstrate understanding of principles behind clinical examination of Varicose veins Objectives 1. Discuss the clinical manifestation of impaired venous drainage in Lower limb 2. Explain the basis of treatment of Varicose veins Learning Experiences: - Introduction and Instruction to students: 20 mins - Exposure to clinical context and discussion: 90 mins - Summary and conclusion: 10 mins - Reflections: 30 mins - Assignment: 30 mins 32 ECE: Classroom setting: 3 hours A 40-year old male, bus conductor noted dilated engorged tubular structures over his calf and thigh region. These were becoming prominent after a long time standing posture. This clinical scenario can be used as either, a paper based case supplemented by video or on actual patient if feasible. Facilitators guide: - What are these dilated engorged tubular structures? - Why do these develop in lower limb only? Clinical Examination: Trendelenburg's test and other clinical tests Perform Trendelenburg's test on actual patient, if available. Facilitators guide: - What are the steps to perform Trendelenburg's test? What is anatomical basis for these tests? - Which veins can be tested by this method and why? - What will be the steps to manage varicose veins? Formative assessment: - Structured Long answer question on veins of lower limb - OSCE for demonstration of Trendelenburg's test - Submit assignment on the topic medical and surgical basis of treatment of varicose veins. Reflections can be structured using the following guiding questions: - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Program Evaluation: Feedback from students to evaluate for improvements in the module 1. How helpful has the ECE module been in improving your knowledge about varicose veins? 2. Which components of the program helped you to learn? 3. Did the ECE module make learning basic science subjects more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Suggest changes in the program that will help you learn still better. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program Resources Appropriate text resources to be identified by the institutional subject experts. ECE Module 5: Type 2 Diabetes mellitus (T2DM) Setting: Class room /OPD Topic of Basic Science: Carbohydrate Metabolism ECE through: Type 2 Diabetes Mellitus Case (Role play/ Paper based case/ actual Patient) Goal: The student must be able recognize the clinical manifestations of altered carbohydrate metabolism Expected Competency 1. Demonstrate understanding of alterations in metabolism and physiology in diabetes mellitus and its clinical expression 2. Explain the basis and rationale of biochemical tests done in diabetes mellitus At the end of the ECE module I MBBS student shall be able to: 1. Explain the significance of estimating Blood glucose level, urine glucose and ketone bodies and HbA1c 2. Discuss the role of HbA1c in management of diabetes mellitus 3. List the guidelines to collect blood sample for glucose estimation 4. Interpret the results of the Blood glucose test, Urine glucose,urine ketones and HbA1c 5. Demonstrate the use of glucometer to estimate blood glucose level Learning Experience: Total 3 hours 1. Introduction & Instruction 20 mins 2. Exposure to clinical content and discussion in small groups 60 mins 3. DOAP - use of glucometer for estimating blood sugar level 30 mins 4. Summary & Conclusion 10 mins 5. Reflection &Assignment 30 mins ECE Classroom setting:3 hours Mr. Shukla, a 45 year old businessman was happy that he had lost 4 kg weight in last 2 months. He felt he was losing weight as he had started drinking more water than usual though he kept feeling hungry all the time. Maybe getting up at night too to empty his bladder was disturbing his sleep and made him feel tired all through the day. His physical examination and lab investigations carried out as part of the yearly health checkup showed the following significant findings: BMI: 28 Fasting Plasma Sugar: 180 mg/dl Urine Sugar: absent Postprandial Plasma Sugar: 230 mg/dl Urine Sugar: + Urine ketones: absent HbA1c: 7.9 % He was asked to follow up with a physician so he has come to your OPD. Perform this clinical scenario as a role play. You may distribute copies of a mock lab report to aid discussion. Facilitator's Guide: - Explain what is happening with Mr.Shukla. What are alterations in normal physiology/ biochemistry that can explain clinical presentation of Mr. Shukla? - Why is urine sugar absent in fasting sample? - Explain the significance of raised HbA1c and high BMI in a patient of Type 2 DM - Why should the blood sample for glucose be collected in fluoride -EDTA bulb or tube (grey). The facilitator will then have a DOAP session (Demonstrate Observe Assist Perform) on use of glucometer to estimate blood glucose levels Formative assessment: Basic Science correlation: To be assessed on the basis of assignment on 'Diabetes - A metabolic disorder' Reflections can be structured using the following guiding questions: - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Program Evaluation: Feedback from students to evaluate forimprovements in the module 1. How helpful has the ECE module been in improving your knowledge about disorders of carbohydrate metabolism? 2. Which components of the program helped you to learn? 3. Did the ECE module make learning basic science subjects more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Suggest changes in the program that will help you learn still better. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program ECE Module 6: Acid -Base Disorder Setting: Class room & Clinical Biochemistry Laboratory Topic of Basic Science: Acid -Base Balance ECE through: Acid -Base Balance Disorder Case (paper based case) Goal: The student must be able recognize the clinical manifestations of altered acid base balance Expected Competency: 1. Describe the processes involved in maintenance of normal pH of body fluids and the derangements associated with these. 2. Discuss and interpret results of Arterial Blood Gas (ABG) analysis in various disorders. 3. Observe use of ABG analyzer. At the end of the ECE module I MBBS student shall be able to: 1. Explain the basis of the biochemical changes noted due to compensatory mechanisms in various acid base disorders. 2. Describe the use of ABG analysis and Serum electrolyte values in diagnosis of acid base disorders. 3. Describe and interpret the results of the ABG analysis in the different types of Acidosis and Alkalosis. 4. Describe the Principle of Arterial Blood Gas (ABG) analyzer Learning Experience: Total 3 hours 4. Summary & Conclusion 15 mins 5. Assignment 30 mins ECE Classroom setting: Objectives1-3can be achieved with the help of the following case and Objective 4 can be demonstrated in the Clinical Biochemistry Laboratory. Part 1: Mrs. Rajashree is a 45 year old teacher. She was suffering from severe diarrhea for the last 5 days. The stools were watery and copious. She also complained of fatigue and shortness of breath since morning. Facilitator's Guide: - What is the critical course of events that will alter her acid base status? - What acid base abnormalities would you expect in her based on above information? - What physical findings would you expect from this acid base disturbance? Part 2: Her blood reports were as follows: Fasting Blood Sugar: 100 mg/dl PaCO2 : 30 mmHg pH: 7.24 Cl- :106 meq/L Na + 134 meq/L HCO3 - : 15meq/L K + : 4.2meq/L Facilitator's Guide: - Review the Biochemical report. What is the primary abnormality? How did you decide that? - What are alterations in normal physiology/ biochemistry that can explain clinical presentation of Mrs. Rajashree ? - Is the compensatory response observed? - Calculate the anion gap and interpret the findings. Part 3: Laboratory Visit: The students to observe the working of an ABG analyser in the Laboratory Facilitator's Guide: - Facilitator will demonstrate the working of an ABG analyzer and explain its principle. Formative Assessment: Students can be given various ABG reports to interpret and explain the compensatory response that would occur. Reflections can be structured using the following guiding questions: - What happened? (What did you learn from this experience) - So what? ( What are the applications of this learning) - What next? (What knowledge or skills do you need to develop so that you can handle this type of situation? Programme Evaluation: Feedback from students to evaluate and modify program 1. How helpful has the ECE module been in improving your knowledge about Acid- Base disorders? 2. Which components of the program helped you to learn? 3. Did the ECE module make the basic science subjects learning more interesting? 4. Are you motivated to read further on this topic as a result of participating in ECE? 5. Provide suggestions to improve leaning further. Written feedback from the faculty regarding their opinion as to whether outcomes were achieved and suggestions to improve the program Annexure IV Humanities Module Study of medical humanities plays a pivotal role in preparing students to practice in the community. It develops the students' capacity to listen, interpret and communicate with patients. Appreciating the subjective aspects of a person's healthand illness will enable them to offer individualised care. It will also provide a channel to the students to express themselves through creative mediums of literature, music and arts. Literature and Medicine Background Medicine is an integral part of literature - classic popular and science fiction. A whole genre of medical fiction exists which reflects the community's view of the medicine, its system and health care workers. Literature also portrays human suffering and gives learners perspectives quite different from that obtained from teachers. Many doctors are prolific writers and have written about personal suffering as well as the impact of medicine. The module allows the learner to explore medicine and human suffering from a literary perspective. Competency addressed The learner must explore, discuss and reflect on human illness suffering and medicine as portrayed in literature (classic/contemporary) Learning Session Year of Study: 1 Hours: 8 hours Exploratory session: 2 hours Self-directed Learning: 4 hours Research / Task / Report Discussion and closure: 2 hours 41 Description: 1. An exploratory session is created where either in small groups or an interactive large group, students are allowed to speak about the portrayal of suffering illness and health care workers and the system as portrayed in classic and contemporary literature. Evoke questions about regional literature in particular. Explore differences in portrayal of doctors in classic vs. contemporary literature. Evoke a discussion about doctors accounts of their own suffering 2. Students, individually or in groups, are asked to choose and read and report on a book that has affected their view of the illness, suffering or the medical profession 3. Discussion and closure: A closure session where students share their reflection based on their tasks and learnings and their implications Assessment Submitted Narrative and reflections Annexure V Clinical vignettes for short answer questions Sample 1 A 55 year old man complained to his general practitioner that he felt tired easily. He also complained of dizziness, sweating and palpitations after meals. He had undergone partial gastrectomy seven years ago involving removal of major part of body and fundus of the stomach. Since last 2.5 years he had stopped taking Vit B12injections. Q. Explain the physiological basis of: a. Need of Vit B12 injections after partial gastrectomy involving fundus and body of stomach. b. Symptoms of dizziness, sweating and palpitations observed after a meal in this patient. , Sample 2 A 35 year old male patient reports to the out-patient department with complaints of increasing stretch marks and muscular atrophy. He also complained of increased weight gain especially on the upper back area. Q.a. Explain the biochemical features expected in this patient. Q.b. Explain the biochemical basis of the tests used to confirm and further evaluate the cause of this condition. Sample 3 A patient with a diagnosis of leprosy came to the hospital with complaints of absence of sensation in right hand. Clinical examination showed sensory loss in medial one and half finger & medial side of palmar-dorsal aspects of right hand. There was also flattening of hypothenar eminence &difficulty in holding paper tightly between the affected fingers on right side. Q.a. Mention the affected structure. Q.b. Describe branches and area of distribution of the affected structure in hand. Q.c. Explain the anatomical basis of flattening of hypothenar eminence. Q.d. Explain the difficulty in holding of paper tightly between fingers on right side.	<urn:uuid:e402a873-f666-4652-b5c2-d3d244259892>	CC-MAIN-2024-33	https://www.nmc.org.in/wp-content/uploads/2020/08/Early_Clinical_Exposure-MBBS-07.08.2019.pdf	2024-08-05T15:20:15+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00602.warc.gz	703,652,817	9,192	eng_Latn	eng_Latn	0.909212	eng_Latn	0.991949	[ "eng_Latn", "eng_Latn", "eng_Latn", "kiu_Latn", "pol_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", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 530, 679, 1361, 3254, 3334, 5123, 6604, 7979, 9690, 11275, 12738, 13798, 15595, 15761, 15832, 15957, 17212, 18329, 19581, 20049, 21110, 22631, 24054, 25460, 26758, 28283, 29286, 30177, 31337, 32206, 33512, 35077, 36003, 37066, 38417, 39648, 41035, 41877, 43293, 43574 ]	[ 1, 2.28125 ]	5	0
Balance Visual, Written, and Auditory Elements UDL CHECKPOINT 1.3: Offer alternatives for visual information — Visual representations are not always accessible for every type of learner, which is why balancing the ways in which course information is distributed is essential for learner success. What is it? Contemporary education (online and hybrid learning) often relies heavily on visuals (infographics, videos, written information); however, it is important that various modes of conveying course information is used to allow for more inclusive learning. This means providing transcripts and descriptions of visual elements as well as ensuring that all text provided to learners is clear, accessible, and can be converted to text-to-speech. Ultimately, the goal is to create a balance in the ways that information (expectations, lectures, assignment/assessment directions, etc.) is given to ensure optimal accessibility for and understanding by learners. Why do it? Many learners have visual disabilities that create confusion and negatively impact their learning, especially when visuals are solely used in the distribution of course material. And even for learners without visual impairments or disabilities, visual information (when conveyed without explanation or clarification) can be misunderstood since visuals can often be interpretive and subjective in nature. Because of this, it is necessary that all course information is offered to learners in a variety of methods (text, audio, video, visual). By doing so, learners have the ability to understand the information more fully, which can improve their performance in a course (ultimately leading to academic success). How can I apply it? Here are some ways that you can better balance the ways in which information is given to learners. * Utilize auditory cues when transitioning to visual elements. When using visual elements in lectures (whether in person or in a recorded lecture), it is helpful to offer a brief explanation/introduction to the visual information that learners will encounter. This prompts learners for specific aspects to focus on when shown the visual element. * Provide descriptions for all visuals. Whether in-person or online, it is important that all visuals (photos, graphics, videos, etc.) have a clarifying description to help learners understand the specifics and purpose of the visual. * Encourage learners to use text-to-speech software. Providing access to and explaining the use and benefit of using text-to-speech can help learners to better understand written information. * Offer both written and recorded information. Whether for an on-ground or online course, it is helpful for learners to have access to written information as well as a recorded information (audio and/or video). This includes the syllabus, assignment/assessment directions, and course notes. Doing so allows learners the opportunity to revisit and fully grasp expectations and information. Summary While it is easy to think that conveying course information in one manner is sufficient, the reality is that learners understand information in various ways, which is why it is essential to provide learners with information via multiple formats. Visual information alone can be subjective and misunderstood by learners. However, by providing clarification in the form of multiple formats (audio, video, and writing), learners can fully grasp course concepts, which can lead to their success.	<urn:uuid:592f40f2-5d3b-4cfb-b179-9da7cdae65dd>	CC-MAIN-2024-33	https://www.goodwin.edu/files/docs/guili/balance-elements.pdf	2024-08-05T16:56:47+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640451031.21/warc/CC-MAIN-20240805144950-20240805174950-00604.warc.gz	640,344,247	629	eng_Latn	eng_Latn	0.996046	eng_Latn	0.995969	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2582, 3474 ]	[ 2.1875 ]	1	0
Name_______________________________________ Date ______________________________ The Life Cycle of a Butterfly 1.1 Project Ideas • Cross Curricular Links • Activity Sheets Colorlite TM Butterfly (Pk/36) PLEASE READ ALL INSTRUCTIONS BEFORE STARTING INSTRUCTIONS: 1. Cut tissue strips into 1" pieces. 2. Pour glitter glaze into cups. 3. Using a brush, apply a very thin coat of glitter glaze to one side of plastic butterfly. While the glue is wet place tissue squares on plastic. Your kit contains: You WILL NEED: * Tissue Strips * Chenille Stems * Brushes * Plastic Butterflies * Glitter Glaze * Tablecloth Age Group: 6 and up Project Time: 30 minutes 4. When the butterfly is completely covered in tissue apply one coat of glitter glaze over the tissue. Let dry. Helpful Hint: When the butterfly is completely dry place a book or other heavy object on top of it to reduce curling. 5. Fold a chenille stem in half and place it in the middle of the butterfly, twist the ends to create antennae (see Figure A). 6. Punch a hole in one wing and string with yarn or ribbon to hang. Teaching Activities Inside * Scissors * Cups for Glitter Glaze * Hole Punch * String for Hanging SOCIAL STUDIES objective: To sequence and describe the stages of development of a butterfly PROCEDURE: Read and discuss From Caterpillar to Butterfly. Have the children color, cut out and glue the pictures from the attached worksheet in their appropriate sequence. Older children can write each stage of development under the appropriate picture, younger children can orally tell how a butterfly changes from egg to caterpillar to chrysalis to butterfly. SUGGESTED TIME FRAME: 30 minutes. ADDITIONAL MATERIALS: Reproducible pictures, a life cycle wheel, From Caterpillar to Butterfly by Deborah Heiligman (ISBN 0-006-024262-7) See additional resources describing the life cycle of a butterfly in your newest S&S Worldwide catalog. SOCIAL STUDIES/MAP SKILLS objective: To chart butterfly migration route on a map. SUGGESTED TIME FRAME: 20 minutes. ADDITIONAL MATERIALS: Reproducible map of North America, crayons. PROCEDURE: Discuss butterfly migration showing the children, on a large classroom map, the various destinations of migrating butterflies. Younger children can use a floor map or write the destinations on poster board, place them around the room and pretend they are butterflies, as they fly to each one. Discuss which direction they are flying. (North, South, East, etc.) Butterfly Express by Jane Belk Moncure (published, 1988 by The Child's World, Elgin, IL) is a nice book to read in connection with this activity. MUSIC/WRITTEN LANGUAGE objective: To learn the sequence and stages of the butterfly's life cycle through song. SUGGESTED TIME FRAME: None required. ADDITIONAL MATERIALS: None required. PROCEDURE: Sing the following words to the tune of Skip to My Lou: I'm an egg, hatch with me What will I be, my darling? In subsequent verses, substitute the words: I'm a caterpillar, wiggle with me Etc. I'm a chrysalis, sleep with me Etc. I'm a butterfly, fly with me Etc. Have the children act out the various stages of development with their bodies, curling into a ball to represent the egg, wiggling as the caterpillar, standing very still with their arms stretched to the ceiling, hands clasped for the chrysalis and flapping their arms like wings to fly. SCIENCE/WRITTEN LANGUAGE objective: To observe the metamorphosis of a butterfly. ADDITIONAL MATERIALS: Small aquarium with cover, caterpillars, fresh milkweed leaves, and journal for recording. SUGGESSTED TIME FRAME: Ongoing over about 2 weeks time. PROCEDURE: Provide Monarch Butterfly caterpillars for the children to observe (order the Butterfly Garden from S&S, LR-156 or find them in nature on milkweed plants). Ask the children to write their daily observations in a class butterfly journal. Designate a butterfly reporter to read each day's entries to the rest of the class. Ask the children to make predictions about what they think will happen next. Graph predictions of how many days it will take to hatch. MATH/ARTS objective: To create a butterfly that is symmetrical. PROCEDURE: Discuss symmetry. When things are symmetrical they have the same shape or design on both sides of a centerline. Have the children find things around the room or in nature, which are symmetrical. Then have the children fold a piece of white construction paper in half vertically. They should trace half of the butterfly on the fold, then, keeping it folded, cut it out. Open it up. Is it symmetrical? Ask the children to keep their butterflies opened up and write their names on the back. Help them find the fold in the center of the butterfly and tell them that they will be dripping paint onto JUST ONE SIDE of the fold. Working in small groups, they will take turns dripping different colors of paint onto one half of their butterfly. Demonstrate the way to apply the paint by holding the paint laden brush a few inches above the paper and allowing the paint to DRIP onto the paper. You may need to shake the brush gently to speed the dripping process. Emphasize that the brushes should NOT be used to paint in the conventional way and encourage the children to use several different colors for the best effect. When the children have used 4 or 5 different colors, fold the butterfly gently together and smooth with you hand. Ask the children to say the "magic word" which describes how a caterpillar changes to a butterfly, METAMORPHOSIS, and open the butterfly to reveal the symmetrical pattern created by the drip painting. Have the children check to see if the design is exactly the same (symmetrical) on each side of the centerline. SUGGESTED TIME FRAME: 20 minutes. ADDITIONAL MATERIALS: Tempera paint thinned with water so that it will drip, primary paint brushes, butterfly tracers, pencils, scissors, white construction paper. MATH objective: Addition and subtraction practice. SUGGESTED TIME FRAME: 15 minutes. ADDITIONAL MATERIALS: Unifix cubes, a set of dice for each team, one conventional die and one blank die, marked with a plus sign on 4 surfaces, a minus sign one two (use permanent marker). PROCEDURE: Have each child choose a partner. Give team a set of dice and have them take turns rolling the dice and adding or subtracting unifix cubes as indicated by the dice to make their caterpillar longer or shorter. At the end of the game, discuss which caterpillars are longer, shorter, and equal. How many more cubes does one have than another does? COOKING objective: To make butterfly cookies. SUGGESTED TIME FRAME: 30 minutes. ADDITIONAL MATERIALS: Slice and bake cookie dough, M&M's, thin licorice whips, cookie sheet. PROCEDURE: Help each child slice one round slice from the roll of cookie dough. They will cut the slice in half and reposition the halves of the circle so that the curved edges are touching and the straight edges are on the outside, to resemble a butterfly. Using M&M's, ask the children to decorate the butterfly's wings with polkadots. (Review Symmetry). Add 2 short pieces of licorice whip for antennae. Bake according to package directions and eat!	<urn:uuid:17eb27b0-a01f-4152-b050-bd7f1d88e01a>	CC-MAIN-2015-27	http://www.ssww.com/downloadDoc.php?id=1340	2015-07-01T21:38:41Z	crawl-data/CC-MAIN-2015-27/segments/1435375095270.70/warc/CC-MAIN-20150627031815-00107-ip-10-179-60-89.ec2.internal.warc.gz	576,176,224	1,609	eng_Latn	eng_Latn	0.99583	eng_Latn	0.996791	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1194, 7189 ]	[ 4.46875 ]	10	5
Re-write the following sentences to make one meaningful sentence 1. " I have been reading your book today" She said to Ahmad……she had been reading his book that day 2."Where did you find my book?" Salem asked me where I had found his book 3." Can you give me your pen , please?" He asked Laila if she could give him her pen 4. she was washing the dishes. The dishes were being washed 5. Salem asked me if I could solve the problem. " can you solve the problem " 6. " I have broken my legs" He said that he had broken his legs 7." We are trying to spend this night watching TV?" The boys said that they were trying to spend that night watching TV. 8. "Laila'd have come if you've invited her " My father told my brother Laila would have come if you had invited her. 9." Did Fadwa see the doctor?" He wanted to know if Fadwa had seen the doctor 10." Did the dog bite the child ?" The doctor asked if the dog had bitten the child 11." Does he lie here?" My father asked me if he lay there ( lie – lay – lain ) 12."Do you have anti-virus programme on your computer?" He asked me if I had anti-virus programme on my computer 13. she told me that she wouldn't do well the year after. " I will not do well next year " 14. he asked me how old I was. " how old are you?" 15. she asked me if the climate was hot or cold. "Is the climate hot or cold ?" 16. The sun is brighter than the moon. The moon is less brighter than the sun 17. Amman city is more crowded than Salt city. Salt city is less crowded than Amman city 18. The new government might have set up an organization to help preserve the world famous mosaic found there. An organization might have been set up to help preserve the world famous mosaics found there. 19. The engineers has to prepare a new layout for the new project. A new layout has to be prepared for the new project. + Study the following pair of sentences and answer the question below Ali: what is the best way of studying? Saleh: for me the best rule is attending all classes What is the language function of Saleh's reply ? expressing advice Study the following pair of sentences and answer the question below A. They had built their house. B. They had their house built. Which sentence indicates that they ask another party to build their house. B Study the following sentence and answer the question below For much of her waIk , she had been fighting strong winds and rough ice. What is the grammatical function of the past perfect continuous usage in this sentence Function ( actions which were continuous ) Editing Imagine you are an editor in Jordan times . you are asked to edit the following text that has four mistakes .Correct the mistakes and write the answers Jordan is known for it's hestorical sites. Where you can see many krafts which practiced by skelled artisans . Like pottery making which is very famous in Jordan. The house is surruonded by a large a colourfull garden which has been looked after. The propertey overlooks a luxrious swimming pool. We beleive that if only one vehicle is allowed into a tunnil every five seconds, there is less chanse of multi-vehicle accidint. In the long run , the best way to be a good colleagee is simply to work hard.In my experiense ,peoble most dislike those who make up excuces for not doing something. This is only the latest in a sereis of achievements for mr.Mahmoud , who a part from climbing the world's seven highest peaks has a master degree , is a fluent English and japanese speaker. Complete these sentences with suitable items derived from the words in brackets.	<urn:uuid:c5333948-f490-4bde-89d8-86b75d668ca7>	CC-MAIN-2020-24	https://www.awa2el.net/en/file/4075/download?token=CVbnWuAE	2020-05-28T21:00:35+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00031.warc.gz	643,337,625	825	eng_Latn	eng_Latn	0.999302	eng_Latn	0.999632	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1143, 1869, 2576, 3525, 3607 ]	[ 3.625 ]	1	0
Greening the Holidays - Reduce, Reuse, Recycle Tips During the holidays, from decorations and food to packaging and presents, there are many creative and meaningful ways to reduce our waste and ensure that what can't be reused is properly recycled. According to the US EPA, household waste in the United States generally increases 25 percent between Thanksgiving and New Year's Day – about 1 million extra tons. Here are some simple ideas to consider that can make a positive change. Make a plan to reduce before you shop, decorate, or entertain: Minimize store-bought gifts by drawing names, making your own, or giving services or experiences. Choose classic products that will last over time. Avoid plastic and battery operated toys. Shop LO for all of your holiday needs to support our local businesses and community, find unique items, and save gas and time. And don't forget to bring a reusable shopping bag! If batteries are required, invest in rechargeable batteries and a charger or check out this new rechargeable battery swap service by Bettery. According to the US EPA, 40% of all battery sales are during the holiday season. Use decorative, reusable bags and boxes or the Sunday comics and colorful yarn for wrapping gifts. Avoid foil wrapping paper and foil-lined envelopes; they can't be recycled. When entertaining, use washable dinnerware instead of disposables. If you don't have enough, borrow or rent. Turn off or unplug holiday lights during the day. Doing so will not only save energy, but will also help your lights last longer. If buying lights, make sure they have LED bulbs. Call Far West Fibers (503-200-5411) about recycling old holiday lights. Reuse and recycle after the festivities are done: Donate unused, prepared foods from catered events and restaurants to those in need through the regional Fork It Over! program. Contact Fork it Over! at 503-725-8447. If you have a Christmas tree, please recycle it. Local groups often collect trees as a fundraiser (check the calendar for details), or recycle with your yard debris (contact Republic Services at 503-636-3011 for details). Or consider a live tree! After opening gifts, flatten wrapping paper, roll ribbons onto toilet paper rolls, and store for later use. Take packaging peanuts and bubble wrap to a mail service shop for reuse and some non-curbside plastics to Far West Fibers for recycling. Contact Far West Fibers at 503-200-5411 to check current plastics being accepted. Recycle block foam, aka Styrofoam™, at Far West Fibers in Beaverton or Southeast Portland. Details here Page 1 of 2 Greening the Holidays - Reduce, Reuse, Recycle Tips Published on City of Lake Oswego Oregon Official Website (https://www.ci.oswego.or.us) or call Far West Fibers at 503-200-5411. Call Metro Recycling Information at 503- 234-3000 or visit the Metro Find a Recycler website for details for many other reuse and recycling options and resources. Recycle electronics for free, including TVs, PCs, and monitors through Oregon E-Cycles. Far West Fibers in Foothills and Goodwill are the two Lake Oswego E-Cycles drop-off sites. Call 1-888-532-9253 or visit www.oregonecycles.org/ for details. Find additional tips and resources here and using the links below. Web Links How low can your garbages go?Stop Waste Before it Starts - MetroWaste-wise Holidays - MetroEcoConsumer Green Holidays - King Co., WAReducing Winter Holiday Waste - US EPAReduce, Recycle, Reuse - Greening the Holiday Season - US EPA Region 9Simplify the Holidays Pledge and Resources - Center for a New American DreamWaste-free Holiday Tips handoutWaste Prevention and Recycling Resources Source URL (retrieved on 07/01/2015 - 2:14pm): https://www.ci.oswego.or.us/sustainability/greening-holidays-reduce-reuse-recycle-tips Page 2 of 2	<urn:uuid:3454d029-ad4f-458e-8ed2-ca05ed6def14>	CC-MAIN-2015-27	https://www.ci.oswego.or.us/printpdf/19889	2015-07-01T21:14:52Z	crawl-data/CC-MAIN-2015-27/segments/1435375095270.70/warc/CC-MAIN-20150627031815-00090-ip-10-179-60-89.ec2.internal.warc.gz	721,643,224	855	eng_Latn	eng_Latn	0.971702	eng_Latn	0.995111	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2583, 3790 ]	[ 3.03125 ]	46	0
Density Problems Physical Science Answers Eventually, you will completely discover a additional experience and carrying out by spending more cash. still when? complete you give a positive response that you require to get those all needs in imitation of 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 nearly the globe, experience, some places, in the manner of history, amusement, and a lot more? It is your extremely own time to behave reviewing habit. in the midst of guides you could enjoy now is density problems physical science answers below. Another site that isn't strictly for free books, Slideshare does offer a large amount of free content for you to read. It is an online forum where anyone can upload a digital presentation on any subject. Millions of people utilize SlideShare for research, sharing ideas, and learning about new technologies. SlideShare supports documents and PDF files, and all these are available for free download (after free registration). Density Problems Physical Science Answers On this page I put together a collection of density problems to help you better understand calculations involving density. Problem # 1 A solid ball has a mass of 50 grams and a volume of 20 cm 3. What is the density? (Answer: 2.5 g/cm 3) Problem # 2 A solid ball has a mass of 100 grams and a radius of 2 cm. What is the density? (Answer: 2.98 g ... Density Problems - Real World Physics Problems Word Problem Exercises: Science - Density Problems: A few, fun density problems for you! General Questions: What is the density of a piece of wood that has a mass of 25.0 grams and a volume of 29.4 cm 3? 1. A piece of wood that measures 3.0 cm by 6.0 cm by 4.0 cm has a mass of 80.0 grams. What is the density of the wood? Would the piece of wood float in water? (volume = L x W x H) 2. A cup of ... Word Problem Exercises: Science - Density Problems One way to do this is to mentally compare your answer against the density of water (1 gram per cubic centimeter). Light substances would float on water, so their density should be less than that of water. Heavy materials should have density values greater than that of water. Density Test Questions with Answers - ThoughtCo Answers To Density Problems. Answers To Density Problems - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are , Population density work answers, Name, Practice problems work answer key, Density practice work 1, Practice problems solutions answer key, Chm 130 conversion practice problems, Density work. Answers To Density Problems Worksheets - Kiddy Math Density word problem: blimp. Practice: Density word problems. This is the currently selected item. Next lesson. 2D vs. 3D objects. Density word problem: blimp. Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonprofit organization. Donate or volunteer today! Site Navigation. About. News; Impact; Our team; Our interns; Our content ... Density word problems (practice) \| Density \| Khan Academy Problem 7: A golden-colored cube is handed to you. The person wants you to buy it for $100, saying that is a gold nugget. You pull out your old Read Book Density Problems Physical Science Answers geology text and look up gold in the mineral table, and read that its density is 19.3 g/cm 3.You measure the cube and find that it is 2 cm on each side, and weighs 40 g. Density Solved Practice Problems - Calculating Density Using physics, you can show how mass and volume are related to density. You can also calculate the specific gravity of a material, such as gasoline, if you know its density. Here are some practice questions that you can try. Practice questions You make a cake that has a mass of 300 grams and fits […] Density and Specific Gravity in Physics Problems - dummies Density Practice Problem Worksheet 1) A block of aluminum occupies a volume of 15.0 mL and weighs 40.5 g. What is its density? 2) Mercury metal is poured into a graduated cylinder that holds exactly 22.5 mL. The mercury used to fill the cylinder weighs 306.0 g. From this information, calculate the density of mercury. Density Practice Problem Worksheet - chsd.us The latest feature is access to some of our topic resources including answers, with subscribed schools having access to each and every topic. The site is free for all of your mocks so I hope you find it useful. Read more. Free. Loading... Save for later. Preview and details Files included (2) pdf, 1 MB. Pinpoint-Learning-Density-Problems-Worksheet. pdf, 1 MB. Pinpoint-Learning-Density-Problems ... Density Problems GCSE worksheet \| Teaching Resources Step-by-step solutions to all your Physical Science homework questions - Slader Physical Science Textbooks - Free Homework Help and Answers Density Problems With Answers. Displaying all worksheets related to - Density Problems With Answers. Worksheets are Density work, Practice problems work answer key, Population density work answers, Name, Chm 130 conversion practice problems, , Unit conversion and dimensional analysis, Lesson plans on density for middle school teachers. Density Problems With Answers - Lesson Worksheets Answer Key For Density. Displaying all worksheets related to - Answer Key For Density. Worksheets are Name, Population density work, Graduated cylinders name answers, Population density work answers, Exploring mass volume density an integrated science and, Density work, , Planetary mass and gravity work answer key. Answer Key For Density Worksheets - Lesson Worksheets This chemistry video tutorial explains how to solve density problems. It provides all of the formulas and equations you need such as finding the volume of a sphere or the volume of a rectangular ... Density Practice Problems This problem is worked out with the Lengendre transform. If you search on internet, you may find simple examples: how to change y=f(x) to z=g(p), where p is ∂y/∂x=2x, in the two ways, the ... 860 questions with answers in PHYSICAL CHEMISTRY \| Science ... Copyright : synclive.co Read Book Density Problems Physical Science Answers 6th Grade Science Home Units of Study > > Ms. Jones' Zone Density. 4 Steps for solving a problem using a formula ... Since the problem is asking for density, we need to write the formula to find density, which is D = m ÷ v OR D = m / v 3. Take what you know and plug it into the formula. Be sure that whatever number and units you have for mass goes where the m is, and the number and unit for ... Density - 6th Grade Science This example problem shows how to calculate the mass of an object from a known density and volume. Simple Example (Metric Units) As an example of a simple problem, find the mass of a piece of metal that has a volume of 1.25 m 3 and a density of 3.2 kg/m 3 . Calculate Mass from Density Example Problem We'll practice solving density example problems. We'll look at how to use the density number like a conversion factor, to solve for mass or volume. Watch this video after the density introduction ... Density Practice Problems The density of carbon dioxide gas is greater than that of air. In a container of air, carbon dioxide gas will be found: A at the bottom of the container B mixed evenly throughout the container C risen to the top of the container : Your Answers Q 1: Q 2: Q 3: Q 4: Q 5: Q 6: Q 7: Q 8: Q 9: Q10: Q11: Q12: Q13: Q14: Q15: Correct Answers Q 1: Q 2: Q 3: Q 4: Q 5: Q 6: Q 7: Q 8: Q 9: Q10: Q11: Q12 ... Density Quiz - Qld Science Teachers From Physics I Practice Problems For Dummies. By Consumer Dummies . Solving physics problems correctly is a lot easier when you have a couple tricks under your belt. In fact, you can greatly improve your odds of getting the right answer if you make sure that what you calculated is plausible in the real world. Physics I Practice Problems For Dummies Cheat Sheet - dummies Stuck on a tricky physics problem? Study.com has answers to your toughest physics homework questions with detailed, step by step explanations. What if you can't find your question in our library? Copyright code: d41d8cd98f00b204e9800998ecf8427e.	<urn:uuid:baa6dfc6-5e82-45ef-a063-5d0933f2d761>	CC-MAIN-2020-24	http://synclive.co/density_problems_physical_science_answers.pdf	2020-05-28T21:02:49+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00029.warc.gz	128,745,076	1,855	eng_Latn	eng_Latn	0.993565	eng_Latn	0.994132	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3306, 6160, 8257 ]	[ 2.765625 ]	1	0
Protect Your Family From Fire More than 3,400 Americans die each year in fires and approximately 17,500 are injured. An overwhelming number of fires occur in the home. There are time-tested ways to prevent and survive a fire. It's not a question of luck. It's a matter of planning ahead. Every Home Should Have at Least One Working Smoke Alarm Buy a smoke alarm at any hardware or discount store. It's inexpensive protection for you and your family. Install a smoke alarm on every level of your home. A working smoke alarm can double your chances of survival. Test it monthly, keep it free of dust and replace the battery at least once a year. Smoke alarms themselves should be replaced after ten years of service, or as recommended by the manufacturer. Prevent Electrical Fires Never overload circuits or extension cords. Do not place cords and wires under rugs, over nails or in high traffic areas. Immediately shut off and unplug appliances that sputter, spark or emit an unusual smell. Have them professionally repaired or replaced. Use Appliances Wisely When using appliances follow the manufacturer's safety precautions. Overheating, unusual smells, shorts and sparks are all warning signs that appliances need to be shut off, then replaced or repaired. Unplug appliances when not in use. Use safety caps to cover all unused outlets, especially if there are small children in the home. Alternate Heaters Portable heaters need their space. Keep anything combustible at least three feet away. Kerosene heaters should be used only where approved by authorities. Never use gasoline or camp-stove fuel. Refuel outside and only after the heater has cooled. *Keep fire in the fireplace. Use fire screens and have your chimney cleaned annually. The creosote buildup can ignite a chimney fire that could easily spread. Affordable Home Fire Safety Sprinklers When home fire sprinklers are used with working smoke alarms, your chances of surviving a fire are greatly Page 1 of 2 Protect Your Family From Fire Published on City of Lake Oswego Oregon Official Website (http://ci.oswego.or.us) increased. Sprinklers are affordable - they can increase property value and lower insurance rates. Plan Your Escape Practice an escape plan from every room in the house. Caution everyone to stay low to the floor when escaping from fire and never to open doors that are hot. Select a location where everyone can meet after escaping the house. Get out then call for help. Caring for Children Children under five are naturally curious about fire. Many play with matches and lighters. Take the mystery out of fire play by teaching your children that fire is a tool, not a toy. Caring for Older People Every year over 1,000 senior citizens die in fires. Many of these fire deaths could have been prevented. Seniors are especially vulnerable because many live alone and can't respond quickly. Source URL (retrieved on 07/01/2015 - 2:18pm): http://ci.oswego.or.us/fire/protect-your-family-fire Page 2 of 2	<urn:uuid:aa1e9038-4750-4181-9bae-7ad05acb496f>	CC-MAIN-2015-27	http://ci.oswego.or.us/printpdf/19600	2015-07-01T21:18:32Z	crawl-data/CC-MAIN-2015-27/segments/1435375095270.70/warc/CC-MAIN-20150627031815-00111-ip-10-179-60-89.ec2.internal.warc.gz	36,830,032	634	eng_Latn	eng_Latn	0.998306	eng_Latn	0.998539	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1987, 3009 ]	[ 3.28125 ]	69	0
1 Living with a tracheostomy Information for families Great Ormond Street Hospital for Children NHS Trust 2 This booklet explains all about tracheostomies and what to expect when your child comes to Great Ormond Street Hospital (GOSH) for the operation. It also gives you information and advice about how to cope once you return home. There is a lot to learn about your child's care, so we strongly advise that you have the support of another adult who will be able to share this care with you. Contents What is a tracheostomy? A tracheostomy is an artificial opening into the windpipe (trachea) that is held open by a tracheostomy tube. This helps your child to breathe more easily. Air now goes in and out through the tracheostomy tube and bypasses the nose and mouth. The decision to perform a tracheostomy will have been reached as a result of investigations and tests. There are a variety of reasons why a child may need a tracheostomy, ranging from a narrow airway to the need for long-term mechanical respiratory support from a ventilator. Meet the team There may seem to be a great many people looking after your child while you are in hospital and after you return home. Some people you will meet include: Medical team: They will decide with you when a tracheostomy is required as a result of previous investigations. They will create the trachy under anaesthetic. Tracheostomy nurse specialist: she will probably be your first port of call for any questions you have and will be the main person training you to care for your child's tracheostomy. She will contact your community team, arrange discharge home and offer advice once you are at home. Ward nurses: they will be responsible for your child's day-today care and for teaching you to look after your child's tracheostomy. Play specialist: they will help you to prepare your child for the operation and will support you afterwards. Speech and language therapists: they will work with you in managing your child's communication development and help if there are any difficulties in swallowing. Social worker: they are available to see any family who needs practical or emotional support as we recognise that coping with your child's illness and being away from home can be very stressful. They can also offer help and advice about benefits and other services, financial help during your stay here, and planning for going home. They can liase with your local social services department, housing department and education services to try to ensure you are getting the help you need, and that your child's needs are being met in the community. Remember that all the team are here to help you and will always be on the end of a telephone if you need help and advice. Once you get home, you will have the support of your community team, which will include your health visitor or community paediatric nurse and your family doctor (GP). Your hospital stay Your child's surgeon and nurse specialist will explain the operation in detail, discuss any worries you may have, and ask you to give your permission by signing a consent form. The operation will be carried out under a general anaesthetic. Your child will stay in hospital for a minimum of two weeks after the operation. This is so that you can learn the necessary skills to care for your child's tracheostomy at home. If your child needs ventilator support after the operation, this will be much longer. This may seem a daunting prospect at this stage but you will be supported throughout your stay. You may be discharged straight home or more likely via your local hospital, depending on your child's recovery and any other medical or social requirements needed. Back from theatre After the operation, your child will return to the ward with a suitably sized tracheostomy tube, held in place with cotton tapes and temporary 'stay sutures'. Stay sutures are long stitches, brought out through the wound and taped down onto your child's chest. These sutures keep the stoma (hole) open if the tube has to be changed early. After the operation, your child will not be allowed any food or drink (whether by mouth or feeding tube) for a minimum of three hours until the anaesthetic wears off. Occasionally some children experience difficulties with their swallowing. This is normally a temporary problem that resolves itself. If it does persist, a speech and language therapist may help in assessing and managing your child's swallowing. Infants or children who have never fed before or have an underlying medical condition where feeding may be problematic will always be reviewed by the speech and language therapist before feeding is started. During the two weeks after the operation, you can expect the following events. This is only an approximate guide. The first week During the first week you may feel overwhelmed at the amount of care your child requires. This is because the tracheostomy is new and needs special attention at this stage. For this reason your child will be under constant supervision for the first two to three days after the operation. Children requiring respiratory support from a ventilator may have this level of supervision for much longer. As you become more familiar with the equipment and routines, you will feel more comfortable with the special care needed for the tracheostomy and supervision from the clinical teams will be reduced. For the first seven days the opening in your child's neck (stoma) will look red and inflamed. This is aggravated by the humidification (moistened air) that your child needs at this stage and also by the tube, which can irritate and rub on the skin around the stoma. During this period the stoma site will need careful cleaning at least once a day and a protective dressing placed behind the tracheostomy tube. After about seven days the tube will be changed for the first time. The stay sutures will be removed and then the area cleaned and redressed. Types of tracheostomy tube There are many different types of tracheostomy tube and your child will be given one that most suits his or her needs. The tubes are usually made of plastic or silicone. The tracheostomy specialist and ENT team will discuss with you the most appropriate tube for your child. Different tubes may be tried on your child until the most comfortable and appropriate one is found. Learning to look after the tracheostomy A tracheostomy needs extra care because it is a direct route into the lungs and therefore the air moving into the lungs will not have the benefit of the warming, moistening and filtering effect of the nasal passages. It is more difficult for a child with a tracheostomy to clear secretions adequately by coughing so the tube needs special care to prevent it blocking with secretions. The tapes holding the tube in place will need changing daily or when they become soiled or wet. The tube will need to be changed weekly or monthly, depending on the type of tube. Before you take your child home, you will be competent in the following areas: suctioning the tube tape changing caring for the stoma changing the tube care of equipment and supplies general care emergency care You may feel that this is an awful lot to learn, but we will make sure you are confident before you go home. Most parents feel like this but with practice they become experts in the care of their child. Every child is different and in time you will find a routine that suits you. Suction Suctioning is the removal of secretions from the airway, keeping it patent (open) and improving ventilation and oxygenation. Suctioning is commonplace in the treatment of children with a tracheostomy. However, it is not a procedure that should be taken lightly as it has both long and short term potential complications. A clean technique must be used and the catheter should be discarded if the tip is contaminated by touching hands or cot sides for instance. As carers, you are not required to wear gloves but it is essential to wash your hands before (if time) but certainly after carrying out suctioning. Your child should never wait for suctioning. Suctioning is not a painful or distressing prcedure. In fact, most infants will remain asleep throughout. If the child becomes distressed during suctioning then you should review your technique. It is important that you only suction the length of the tube, to avoid damaging the lower vulnerable structures. Size of suction catheters, suctioning technique and pre-oxygenation requirements will be discussed with you as it depends on the size, style and length of tracheostomy tube. During suctioning, observe the secretions. You will be familiar with what they look like normally. If you notice that: they have changed colour they are thicker than usual you are suctioning more often than usual they have an unpleasant smell they are tinged with small specks of blood. It is important to contact your family doctor (GP) or community nurse for review. Instructions for suctioning 1. Make sure you have all the equipment you need ready: * suction unit; * suction catheters; * suction unit connecting tubes; * bowl or bottle of tap water to flush the suctioning tube. 2. It is a good idea to have a new suction catheter (in its packet) attached to the tubing from the suction pump, in case you need to suction in a hurry, and to ensure that the pump is ready to be used at all times. 3. Wash or gel your hands. (If suction is required in a hurry this may be impractical). 4. Turn on the pump and check the pressure as instructed. 5. Gently insert the catheter into the tracheostomy tube (with your thumb off the side port of the suction catheter). The distance it is passed depends on the length of the tracheostomy tube – this will be explained to you while you are in hospital. 6. Apply suction, by covering the port with your thumb, and slowly withdraw the catheter. 7. Do not rotate or twirl the catheter as you remove it. 8. Repeat if your child still needs suction. Give your child time to catch a breath between suctions. 9. Disconnect the catheter from the tubing and dispose of it safely. Clear the tubing by suctioning a small amount of water through it. Discuss waste disposal with the ward staff as different arrangements may need to be made when you are at home. Attach a new catheter ready for next time. Note: The lining of the trachea is very sensitive and can be damaged easily by the suction catheter. In order to minimise the trauma to the trachea, pass the catheter just to the end of the tracheostomy tube. This removes the secretions and reassures you that the tube is not blocked. Tape changes A tracheostomy tube is held in place by cotton tapes. It is essential that the knots are secure and the tension of the tapes is correct. If they are too tight your child will experience discomfort and the skin may break down. If they are too loose the tube can fall out or be pulled out. At GOSH, we only use cotton tapes following two incidents with Velcro ® tapes. We recommend that you continue to use cotton tapes when you get home. Please discuss this further with the nurse specialist or ward nurses. You will be shown how to change the tapes and will usually be fully involved in this care by the end of the first week. During the second week of your stay, you and your partner will be able to change the tapes together with minimal supervision. At home, this will usually be done once a day. It is essential to change tapes with two people, as one person is needed to hold the tracheostomy tube in place while the other ties the tapes. Instructions for tape changing 1. Make sure you have all the equipment you need ready: * round-ended scissors; * two lengths of ¼ inch cotton tape with plastic backing (you will be shown how to make up the ties); * saline and gauze to clean the skin; * trachy dressing. 2. Wash your hands 3. Have all the equipment within easy reach 4. Suction equipment and your emergency box must be kept close at hand 5. Position your child on his or her back with their neck extended over a rolled-up towel to give better access to the area around the tracheostomy tube. If your child is very young it may be easier to wrap him or her up in a blanket to prevent you being jogged by thrashing arms. Older children may prefer to sit, but this should be assessed individually. 6. Place the new tapes behind the neck. 7. Carefully hold the tube in position to stop it falling out (one person), cut and remove the old tapes and dressing (the other person). 8. Clean and dry around the tracheostomy tube (see next section) and put the dressing under the tube. 9. Thread the end of one of the tapes through the tracheostomy tube flange on the far side and tie it with three knots, ensuring that the tape is flat to the skin. 10. Repeat this procedure on the other side, but instead of securing the tapes with a knot, just tie a bow. Try to achieve the correct tension before tying the bow. 11. Continue to hold the tube in place and sit your child forward. With your child's head bent forward it should be possible to slip one finger comfortably between the tapes and the neck. This is our recommendation as the safest tension for tapes. The plastic backing should make this checking process easier, as the plastic backing allows you to slide your fingers under the tape more easily. 12. If the tension is correct, lie your child down again and change the bow into three knots by pulling the loops of the bow through to create a second knot. Then tie the third knot. If the tension is not correct, undo the bow and loosen or tighten the tapes until the correct tension is achieved and then secure the knots. Be careful to check that the knots are tight and the tension is correct for a second time at the end of the procedure. Although it may feel daunting at first, and there is a lot to learn, it will quickly become easier. Remember, there is always someone on the end of the telephone both at GOSH and in your local area, to advise and reassure you. Care of the stoma When you are changing the tapes, check the skin around, above, and below the stoma for red or irritated areas. A dressing is usually applied behind the flanges to protect the skin. The dressing should be changed regularly as wet dressings can cause infection and irritate the skin. Some creams cannot be safely applied to the neck area near the stoma, so please check with your nurse specialist before applying. Tracheostomy tubes can cause the skin to develop granulation tissue (excess new tissue) in and around the opening to the stoma. This can cause bleeding and can sometimes make it difficult to change the tube. Discuss this with the tracheostomy nurse specialist or community nurse if this problem arises. Granulations need to be treated or may need to be removed or cauterised if they become problematic. Tube changes Secretions from the lungs coat the inside of the tracheostomy tube. At GOSH, we mostly use silicone tubes. It is therefore recommended that, under normal circumstances, the tube is changed once a month. You may have to change the tube more often if secretions begin to coat the tube. After the first week, the tube will be changed and you can observe this. The following day (this will be discussed with you) you can carry out the tube change. Each day after this, you will be helped by the nurses to change the tube, until you are able to do it safely. By the time you are ready to go home, you will have changed the tube as a team at least three times. Remember that the tube is being changed frequently in hospital so that you can learn the skills yourselves. When you are at home, the tube should only need to be changed once a month, depending on the type of tube used. This will be discussed with you at the time of teaching. It is important that you feel confident and competent in tube changing before you go home with your child. The procedure is not without risks and in order to do it safely, it is important to plan to do it when two people can be present. You should not change the tube just after meals (unless it is an emergency) as any coughing may make your child sick. Do not plan to change the tube when your child is tired and irritable. Instructions for tube changing 1. Prepare equipment: * working suction equipment; * round-ended scissors; * two lengths of 1/4 inch cotton tapes with plastic backing; * new tube – check correct size and that the tube is intact, in good order and not passed its expiry date; * a smaller sized tube in case the usual one will not go in; * suction catheter; * water-based lubricant to help the tube glide easily into the stoma; * equipment needed for cleaning stoma and tying tapes (as in previous section). 2. Wash your hands. 3. Prepare tube – take out of wrapping and hold by the flanges. Put in the introducer. Apply a small amount of lubricant to the outer edge of the curved section of the tube, taking care not to let it drip down the tube. Place the tube on the sterile wrapper. 4. Have all equipment within easy reach. 5. Suction if necessary. 6. Position your child as you do for tape changing (an older child can sit up). 7. Hold the tube (one person). Cut and remove the old tapes and place new tapes behind your child's neck (the other person). 8. Continue to hold the tube . Hold the new tube by the flanges and position the tip near your child's neck. 9. Gently remove the old tube following the curve of the tube and stoma. 10. Firmly but gently slide in the new tube, again following the curve of the tube and stoma so as not to damage the trachea. Remove introducer (obturator) immediately. 11. Hold the new tube in securely – changing the tube may cause your child to cough which could dislodge it. 12. Allow the coughing to settle – this should take two or three seconds. Check air flow through the tracheostomy tube and your child's breathing pattern and colour. Suction if necessary. 13. Clean and observe the skin around the tube. 14. Tie the tapes. 15. Do not let go of the tube until the tapes are secure. Emergency care training When you are both comfortable with changing the tube, you will have emergency care training. Communication Having a tracheostomy may temporarily affect your child's speech and language development. However, with early speech and language therapy intervention, your child's understanding of spoken language and production of speech will catch up. Referral to a speech and language therapist is recommended for all children with a tracheostomy. Your speech and language therapist will also advise you if your child has additional problems that may affect his or her communication development. You can ask your family doctor (GP), health visitor or the speech and language therapist at GOSH to arrange for you to see a specialist in your area. Soon after your child's tracheostomy is put in, the speech and language therapist will meet you to discuss communication options for your child and ways to develop his or her speech and language skills. A tracheostomy alters your child's communication by affecting the passage of air through the voice box and mouth for speech. Air from the lungs passes out of the tracheostomy tube instead of passing up through the 'voice box' (larynx) and out of the mouth (see diagram on page 3). Babies A baby (under six months) with a tracheostomy tube will communicate with you using facial expressions such as smiles and frowns. You will learn to 'read' your child's expressions. Even though your baby is unlikely to be able to make a voice at this stage, it is important to continue to talk to him or her in a natural and enjoyable way and to respond to his or her communications as you would any other child. Infants and children As your child develops he or she will begin to make mouth shapes and early sounds like kisses and blowing raspberries. These sounds should be encouraged and will lead to the development of more speech-like sounds over time. Your child's communication options will depend on their airway and the reason for the tracheostomy. The speech and language therapist will discuss these options with you and together you can decide on the most appropriate way forward for your child. Communication options include: speech and speaking valves: A speaking valve is a one-way valve which sits on the end of the tracheostomy tube. There are several different types of valve. The valve opens as your child breathes in through the tracheostomy and closes as he or she breathes out directing the air up through the larynx and out of the mouth. This allows your child to create words and sounds. Not all children can have a speaking valve as a good air leak around and above the tube is needed. Your speech and language therapist will assess your child's suitability for a speaking valve. If your child cannot tolerate a speaking valve, he or she may still be able to achieve a voice thanks to air leaking around the tube. Voice quality without a speaking valve is often quieter and may be more difficult to understand. Some children with tracheostomies may have a voice that sounds different in quality, pitch or volume from that of other children of the same age. This is most likely if they have known changes to their vocal folds or larynx. The speech and language therapist will explain this to you and discuss how to help your child's voice production. 'pseudovoice': this includes 'buccal speech' and 'pharyngeal speech'. This speech is created by using air trapped in the mouth or throat and some children learn it spontaneously. While it can be an effective way for your child to speak to close family and friends, this type of speech can be more difficult to understand for people who are unfamiliar with your child. sign language: there are many different types of sign language developed for different needs and abilities. Makaton and British Sign Language are two examples. Makaton is frequently recommended for young children to help encourage their language development and to reduce their frustration. The signs are produced alongside speech so do not interfere with development of spoken language. electrolarynx: this is an electronic aid which produces an artificial 'voice' when held against the neck. This requires that children mouth words as they would in normal speech and so an electrolarynx tends to be suitable for older children. Planning for going home Communication with your community team will start at the time the tracheostomy is inserted. The tracheostomy nurse specialist/ward staff will contact your health visitor and a community paediatric nurse so that support is available for you when you get home. During your stay at GOSH, you will also meet the ward social worker to discuss what support you might need while you are here and what help you and your child might benefit from when you go home. This covers financial, emotional and practical support and help, as well as information and advice. He or she can also refer you to your community social services' disabled children's team. This team will then contact you to discuss your child's needs further and what support may be available in your local area. Sometimes plans for going home are made once your child has been transferred back to your local hospital, but arrangements are usually made from GOSH. The following things should have been discussed before you go home: Equipment and supplies Housing Telephone Power cuts Financial help Help at home and respite care Getting out and about School/nursery Going home will feel like a huge step; you may feel eager to get back to family life at home, you may also be concerned at the thought of coping by yourself. These are all very normal thoughts and feelings for families taking a child with a tracheostomy home for the first time. Your community nursing team will be available to advise and assist you when you are at home. Try to remember that all the staff are here to help you. They have a great deal of experience and are happy to answer your queries and help you with your child's care. Working in partnership with the family, we aim to provide the best and safest care for your child, both here and at home. Equipment and Supplies A list of recommended equipment and supplies will be sent to your health visitor or community paediatric nurse who will be responsible for supplying them for use at home. A copy will be given to you so that you can check that you have all the equipment. Supplies will come from your local health authority. Always ensure that you have at least two weeks' worth of supplies at home. When you go home you will need three suction pumps: Sam 12 ® mains electric pump (for use in the house); Laerdal ® /Vacu-aide ® or other rechargeable, portable pump for use when out and about; Ambu Hand/Foot ® pump (for emergency use only – especially in small babies); or equivalent makes. A Sam 12 ® is the suction pump that is used on a day-to-day basis in the home. It requires mains electricity. The collection jar must be cleaned every day. The filter should be changed monthly or earlier if it becomes discoloured. The suction pressures will have been set before you go home and this should not be altered. The Laerdal ® /Vacu-aide ® is a portable suction unit which comes with a transformer that enables you to recharge the unit. It can also be run off the mains. The portable suction unit should always be left on charge when not in use. The collection jar and suction tubing are easy to remove and should be cleaned daily. An Ambu Hand/Foot ® pump does not require electricity and should only be used in an emergency when all other suction units have failed. It is easy to operate by placing your hand/foot on the pad and moving it up and down and can be very effective if used correctly. Suction pressures cannot be regulated on these pumps so should only be used in an emergency. You will be shown by your community teams how to use all your equipment before your child goes home. If you have any problems with any of the machines please contact your health visitor or community paediatric nurse. Equipment should be cleaned with a mild detergent in warm water and rinsed and dried thoroughly. All suction pumps should be checked and serviced at least once a year as per your local policy. Your community team will advise you about this. Housing It would be better if you were housed in ground or first floor accommodation, as getting up and down stairs with suction equipment, as well as your child, can be difficult. The ward social worker will be able to advise you about this. Telephone It is essential that you have a telephone in the home before discharge from hospital. It is a good idea to inform the telephone company that you would need urgent attention in the event of a fault on the line. Power cuts Before your child comes home, you should contact your electricity supplier and tell them that you need a continuous supply for medical equipment. They can then put you on their special system for power cuts. It is always wise to keep a torch handy. Financial Help Disability Living Allowance (DLA): A parent looking after a baby or child who needs more care than another of the same age is entitled to claim DLA. This benefit is tax-free and non means tested and is paid at three different levels, according to the amount of care given. A child with a tracheostomy should receive the highest level of payment. Carer's Allowance (CA): You should apply regardless of your partner's earnings if: [x] your child receives DLA at the middle or higher rate [x] you spend at least 35 hours every week caring for him or her [x] you do not earn more than £95 per week This benefit counts as earnings and is liable for tax. You can ask for claim forms for both of these allowances or Freephone 0800 882200. Forms are also available in the social work department at GOSH. Families receiving Income Support: If you are not already getting Income Support and have to stop working due to care needs or were claiming Job Seekers Allowance but are no longer available for work, you may be able to claim this benefit. Income support is made up of personal allowances and premiums for you and your partner. Allowance and premiums for your children are now nearly always paid through Child Tax Credit (CTC). When your child is awarded DLA, you should be given the disabled child element of CTC. If you receive the high rate of the care component of DLA, you will additionally be entitled to the severe disability element of CTC. If you are still paid these extra amounts for your children through Income Support, then this will be increased in a similar way. It is important that you claim CA and inform the Tax Credit Office on 0845 302 1444 as soon as possible after the award of DLA as backdating is usually for a maximum of three months. When you receive Carers Allowance, you will be paid separately and the amount of CA will be deducted from your Income Support. However, a Carers Premium should be added to your Income Support, which means you will be better off each week. If you think you are not being paid all your entitlements, ask the Benefits Agency to send you details of how they have made their calculations and/or seek independent advice from an advice agency. Families with income from employment: If your family has a partner in work for 16 hours or more a week, you are likely to be entitled to a Child Tax Credit (CTC). This will increase (or you could become entitled if your income was previously too high)in the same as for those on Income Support. If you are work, you may find that an award of DLA or CA entitles you to, or increases, help with council tax and/or rent. Contact your local authority to claim housing and council tax benefit or inform them if you are already getting housing and/or council tax benefit when you get an award of DLA or CA. The Family Fund Trust: The Family Fund helps families with severely disabled children to have choices and the opportunity to enjoy ordinary life. They give grants for things that make life easier and more enjoyable for disabled children and their families, such as washing machines, driving lessons, hospital visiting costs, computers and holidays. Their address is in the 'useful addresses' section. Your ward social worker (or family support worker) can apply for you while your child is in hospital if your need is immediate and this will be dealt with straight away. If you apply from home yourself, one of the fund's visiting social workers will come to see you to discuss how the fund can help. This will take a lot longer. Family Fund forms can be obtained from the GOSH social work department. Short breaks: This used to be called respite care. It will of course have to be provided by a fully trained tracheostomy carer. Families' needs for help vary, as does provision in different parts of the country. Some get help from the local health authority and some through community social services. If your child needs very frequent suctioning at night, you may become too tired to cope by day. The health authority can sometimes provide help at night, using carers with nursing skills or training in the care of a tracheostomy. Short breaks can be provided by disabled children's teams, for instance, so you can have some time in the day to go shopping or spend more time with your other children. The usual way of offering this is increasingly through the Direct Payments scheme. Direct payments: These are cash payments which can be made to you by the community social services disabled children's team once they have met you and assessed your child's needs. They can be made to disabled people aged 16 or over, to people with parental responsibility for disabled children and to carers aged 16 or over in respect of carer services. A person must be able to consent to have a direct payment and have the capacity to manage one, although they can have assistance to manage their payment on a day-to-day basis. The aim is to give families more choice and control over their child's care, and to give more flexibility in how it is provided. The law has been changed so that it is a duty for your community social services to make direct payments. This means that councils must make a direct payment to eligible individuals who are able to provide consent. Direct payments should be discussed as a first option when your child is assessed by the disabled children's team. You can obtain more information from the Department of Health website under Direct payments. General care hints Keep things normal Try to treat your child as normally as you can. Children who are overprotected or treated as sick can become demanding. Your child is only 'different' in the way he or she breathes and will be happier if rules stay the same and daily life can carry on almost as before. Feeding/eating Most babies and children with tracheostomies will have no problems feeding. However, some may experience difficulties. Your child may find it hard to swallow saliva or cough during feeding. Food or fluid may come out from the tracheostomy. If your child is having swallowing difficulties, the speech and language therapist will assess your child and recommend ways of improving his or her feeding in conjunction with the medical and nursing team. Meal times Babies: Most babies with tracheostomies can be fed like any other baby, but they should never be left alone with a bottle in case they start to choke. Older brothers or sisters can help with feeding but an adult should always be there. It is a good idea to use suction before a feed as secretions tend to increase with feeding. This may also avoid the need to suction for a while afterwards (coughing brought on by suctioning may make the baby sick). Be careful that milk or food does not get into the tracheostomy tube. A bib without a plastic liner could be used to prevent this. Children: Your child can eat and drink normally, but watch that fingers or food are not placed in the tracheostomy tube. Give plenty of fluid each day to help maintain hydration. Avoid using suction right after a meal if possible in case it makes your child sick. Bathing and hair washing Always stay with your child when he or she is near water. Make sure that the water line is well below your child's waist and avoid too much splashing. A non-slip bath mat is a good idea and you should keep a manual suction pump handy just in case. For hair washing your child should be laid on his or her back in shallow water or held tipped back in the bath and the hair washed by spraying or pouring water from a cup. Another method is to use a 'shampoo shield' available from baby equipment stores and lean your child forwards over the bath or sink. An older child can take a shower with care to avoid the spray going into the tracheostomy. A bib could be used to prevent splashing into the tube. Clothing Avoid covering the tracheostomy with tight clothing and avoid clothes that shed a lot of fibres that could get into the tube. Smoke and fumes Remember that the tracheostomy provides a direct route to the lungs. Cigarette smoke or fumes from an aerosol could irritate your child's lungs. Smokers should go to another room or go outside. Try to avoid spraying aerosols like deodorant or furniture polish in the same room as your child. Pets Long-haired pets and caged birds can cause problems because of the amount of fur or feathers they shed. If possible, keep your pet restricted to a different area of the home. Night time Many parents worry that they will not hear when their child needs suction at night. It is safer for a baby or small child to sleep in the parents' room. A baby intercom, which can be bought from any large store, will amplify noises from your child's room, allowing you to hear what is happening. Some community teams offer 'respite at night' or monitoring devices, but this varies from area to area. The community team will discuss this with you. Play Your child will be able to take part in most activities. If he or she is a baby or toddler, check that all small toy parts or objects are cleared away in case they are put into the tracheostomy. We do not recommend that your child play with dry sand as it may get into the tracheostomy. However, your child can play with wet sand under close supervision. Covering the tracheostomy loosely with a Swedish nose will help. This hospital does not recommend swimming as the risk of water getting in the tube is too high. Keep a careful watch if your child is paddling or playing near the water. Hydrotherapy could be considered after careful risk assessment by practitioners. School or nursery Any child with a tracheostomy must of course have a carer with them at all times who is competent to carry out suction, tape changes and able to perform an emergency tube change if necessary. This carer does not have to be a nurse, but must be trained fully in tracheostomy care and must not have other duties that would take him or her away from your child. Children with tracheostomies should be considered to have special educational needs. This does not mean they necessarily have difficulty with learning but that without special provision (a trained carer) they cannot make use of educational provision. You should get in touch with your child's intended nursery or school early, even if your child is still under two. If you are not certain who to contact, ask your social worker to help. If your child already attends school, ask to speak to the special educational needs co-ordinator at the school. The education authority should assess your child's situation and, if your child is over two, should draw up a statement of special educational needs. This outlines what help your child will need in order to attend. Sometimes however, a school will provide funding for a special carer without the need for an educational statement. The Department for Children, Schools and Families provide a helpful booklet called Special educational needs: a guide for parents and carers free of charge. You can download it from their website at http://publications. teachernet.gov.uk [note no www] or order it by telephoning 0845 60 222 60. Advice and leaflets can also be obtained from the Advisory Centre for Education (ACE) (see 'useful addresses' section). If you experience any difficulties or resistance, you should contact the tracheostomy nurse specialist or social worker for advice. Getting about and travel There should be no restrictions on travelling, but it is useful to be prepared when going out, however short the distance. Disabled Person's Badge (Blue Badge): You can get this for your car when you are using it to transport your child with a tracheostomy. From September 2007, this is the case for a child of any age so long as they are 'technology dependent', which includes a child needing to have tracheostomy equipment with them at all times. This scheme is operated by individual local councils. You should telephone or visit your town hall to ask for an application form. You will probably need a letter from your family doctor (GP), tracheostomy nurse specialist or consultant, confirming that your child is technology dependent. A small box containing the following equipment should accompany your child at all times. This can be a plastic box or small bag or rucksack. Ideally two bags should be made up – one of which goes out on journeys and the other which stays with your child around the home and garden. Emergency box (for home) A spare tracheostomy tube of the same size, style and make as your child's usual one a smaller sized tube in case there are difficulties inserting the usual one round ended scissors lubricating gel cotton tracheostomy tapes suction catheter – in case it is difficult to change tube Velcro ® tapes – only for emergency use if you need to change the tube on your own disconnection wedge Portex ® extension suction unit Enough suction catheters to cover your journey – always carry more than you think you might need. Syringe of normal saline. Small bottle of tap water to flush the suction tubing. Empty syringe if your child has a cuffed tube It is a good idea to keep your travel kit handy in the house in case of emergencies. Going abroad Care should be taken when choosing a destination, ensuring that adequate health care provision is always at hand. Always discuss your plans with the consultant and nurse specialist to ensure that your child's current and future treatment supports travel abroad. Assuming that this is all right, there is no reason why you cannot travel abroad with your child with a tracheostomy. You will need to make adequate insurance provisions to ensure that you can be flown home quickly if necessary. You will have to shop around for this. Alternatively ACT (see 'Useful addresses' section) or the tracheostomy nurse specialist will be able to suggest a company used by other families. As with all insurance documents, make sure you read the small print so that you are covered properly. Take the policy with you on holiday. Take enough supplies of equipment to last for the whole of your holiday plus a few extra, whether at home or abroad. Some insurance companies will not cover this and it may work out quite expensive to buy equipment abroad. If you are flying, you will need to advise both the airline and the airport authority of the equipment that you wish to take on board, either as hand luggage or in the hold, and follow any special requests they have. Carry equipment in your hand luggage as well just in case your luggage in the hold goes astray. Some airlines require a letter from the tracheostomy nurse specialist. You can get further information about travelling abroad from ACT or the tracheostomy nurse specialist or consultant explaining why the equipment has to be taken on board, especially now that security surrounding certain items has heightened. We would certainly recommend carrying a letter to avoid delays at security. If your child requires oxygen, a 'fit to fly' oxygen test is required before flying. This may take some time to arrange so start planning early. Car journeys If you drive a car, it is helpful to buy an extra internal mirror so that you can always see your child in the back. Decannulation Removal of the tube can be done in a number of different ways and is closely supervised in hospital. Ward decannulation takes five days and the process usually follows these steps: A smaller tube is inserted as a routine tube change. This allows the stoma to begin the gradual process of closing. Once the smallest possible tube is used, it is blocked with a small cap for 24 hours. The eventual goal is to remove the tracheostomy tube from your child. This process is called decannulation. Most parents, while longing for the day when the tube can come out, are still worried. Will their child be able to breathe without the tube? Will the hole (stoma) close? Parents and older children can talk to the ward child psychologist or tracheostomy nurse specialist about these concerns. If your child has tolerated this, the tube is removed completely and the stoma covered with an airtight dressing. Your child will be kept in for a further 48 hours for observation of his or her breathing. Sometimes the stoma does not close on its own and the child has to be admitted at a later stage to have the hole closed under anaesthetic. Important: If you have been receiving Disability Living Allowance for your child, you should notify the DLA office that your child's tracheostomy has been removed. You will probably be able to keep the allowance for a while until it is certain that your child is coping well, but once you do no longer have to supervise your child closely, the allowance will stop. If you have been receiving Carer's Allowance, that will also have to stop once DLA is removed. Occasionally surgical decannulation under general anaesthetic, rather than ward decannulation, is recommended. In this case, once the tube has been removed and the stoma closed in the operating theatre, your child is taken to the intensive care unit and spends a short time with his or her breathing supported by a tube and/or ventilator. After your child's tracheostomy is need continued help with their speech removed, the speech and language therapist will meet you to discuss the need for future therapy. Some children may have voice changes that need ongoing advice and others may and language development and/or their feeding. Glossary of commonly used medical terms Bronchoscopy An examination of the inside of the trachea and of the large air passages leading to the lungs. Usually done as a way of assessing the degree of narrowing of the trachea and the overall general condition of the trachea and the air passageways. Cyst A fluid-filled swelling, which may occur in the larynx and obstruct breathing. Decannulation This is when the tracheostomy tube is removed – hopefully for good! Epiglottis A flap of cartilage situated immediately behind the root of the tongue. It covers the entrance to the larynx (voicebox) during swallowing to stop food or fluid going down the wrong way and getting into the lungs. Granulation A term used to describe the presence of excess new tissue or scar tissue. It sometimes appears in and around the opening in the neck. Suctioning or rubbing by the tube flanges may make it bleed. Haemangioma A swelling containing abnormal blood vessels. This usually stop growing and then shrinks as the child grows older. Incision A cut made during a surgical operation. Larynx Situated at the top of the trachea and better known as the voice box or Adam's apple. It is made up of muscle and cartilage and has two important functions: Airway protection – During swallowing the vocal cords close, the larynx rises and its opening is closed off by the epiglottis. This prevents food or fluid entering the trachea. Production of voice – This occurs when air passes through the larynx which causes the vocal cords to vibrate and generate sound. Laryngomalacia This is the name given to a condition in which the structures of the larynx are particularly soft and collapse inwards as the child breathes. This can cause varying degrees of obstruction to breathing and is often first noticed when the child breathes noisily or has an unusual breathing pattern. As the child grows older the larynx becomes more rigid and the condition usually disappears. Laryngotracheobronchitis ("croup") A common viral infection of the upper respiratory tract that causes the larynx and tracheobronchial tree to become inflamed and reduces the airway size. Laryngotracheoplasty or Laryngotracheal reconstruction (LTR) This is an operation sometimes performed to enlarge (widen) an area of narrowing in the upper trachea, often using a piece of rib cartilage. Microlaryngoscopy The examination of the inside of the larynx (voice box) using a microscope. MLB Microlaryngoscopy and bronchoscopy. A procedure carried out in the operating theatre, where the ENT team pass a camera via the mouth to examine the larynx and trachea. Papilloma A type of wart. If it grows very big or there are a lot of them they may interfere with the voice or with breathing. Respiratory tract Consists of the air passageways involved in breathing; for example the nose, larynx, trachea, and lungs. Stenosis Narrowing. Stoma Abbreviation for tracheostoma. This is the opening made at the front of the neck through which the tracheostomy tube is placed. Stridor Noisy breathing, usually indicating some obstruction. Subglottic stenosis When narrowing occurs in the area where the larynx meets the trachea. (The larynx or the vocal cords are sometimes referred to as the glottis and "sub" means under.) Trachea Also known as the windpipe, it is a semi-rigid structure which leads from the larynx to the lungs. Tracheomalacia An area of softening of the trachea which may collapse inwards as the child breathes and may obstruct breathing. This condition usually disappears eventually as the trachea enlarges and becomes more rigid. Tracheotomy The surgical opening of the trachea through the neck. Tracheostomy The completed opening leaving an artificial airway. Useful addresses ACT (Aid for Children with Tracheostomies) Email: firstname.lastname@example.org Website: www.ACTfortrachykids.com Makaton Vocabulary Development Project Tel: 01276 61390 Email: email@example.com Website: www.makaton.org Information on the Makaton system of sign language communication The Royal College of Speech and Language Therapists Tel: 020 7838 1200 Website: www.rcslt.org Advice about delay in speech, language or communication. Contact a Family Tel: 0808 808 3555 Email: firstname.lastname@example.org Website: www.cafamily.org.uk Contact a Family is a UK charity which helps families who care for children with any disability or special need. It is a main source of information about rare disorders and is able to assist affected adults as well as children. Family Fund Trust Tel: 0845 130 45 42 Email: email@example.com Website: www.familyfundtrust.org.uk A national charity offering financial assistance and information to families caring for a child/children with special needs and disabilities under the age of 16 years. Action for Sick Children Tel: 0800 07 445 19 Website: www.actionforsickchildren. org Supports families of sick children and works to ensure effective planning of health services for children ACE – Advisory Centre for Education Tel: 0870 770 3306 Website: www.ace-ed.org.uk Guidance on Special Education and all other aspects of education Network 81 Tel: 0870 770 3306 Email: firstname.lastname@example.org Website: www.network81.org Advice on special needs education including assessment, statementing and negotiation with schools and local authorities Personal stories Maia has had her tracheostomy tube for 18 months. Maia has Treacher Collins Syndrome and the tube was put in when she was 4 months old to overcome her breathing difficulties. Her symptoms include boneblocked nasal passages and a small jaw (her tongue lies partially over her airway). The surgeons at Great Ormond Street operate regularly on Maia to keep her nasal passages stretched open and to assess the space at the top of her trachea. Hopefully when Maia's jaw has grown sufficiently and her nasal passages are in a good state she will be able to cope without her trachy. Maia's feeding, general health and development took off when the tube was put in. She uses baby signing and Makaton to communicate and wears a speech valve for several hours a day. It is wonderful to finally hear her chuckle. The early months were exhausting as we adjusted to our new lifestyle and thankfully caring for Maia's tracheostomy has got easier as Maia has got older and more robust. As parents we have to be constantly vigilant but with organisation (and a large buggy!) Maia is able to lead a very normal and full life. There are always stares and questions from others but we would rather Personal stories Ryan had a tracheostomy done when he was 3 weeks old. After the operation, we could immediately see the big difference it made for Ryan, which helped us to come to terms with it all. After getting all the necessary training in tracheostomy care, we finally brought Ryan home when he was 6 weeks old. The level of care Ryan needed was very high – aside from daily routine tape change, monthly tube change, we had to be always ready to suction (day and night). There was a time when we were going throuht 300 catheters a day! Getting out and about was difficult – with all the equipment we had to carry around and with the constant suctioning, the most simple things, as going to the supermarket, were a big challenge. Also people would very often stare and wonder when they saw us giving Ryan suction (it was very normal for us but not normal at all for other people) – sometimes we just got sick and tired of explaining things over and over again. Unfortunately for us, we never got any respite care. With no family around, sometimes it was very hard to cope. My husband was a big help though so it made things easier (also his boss was very understanding and Paul got lots of time off work). Ryan coped with tracheostomy really well. It didn't seem to bother him at all and certainly didn't stop him to develop as any "normal" child would. Sources of support at GOSH Tracheostomy Nurse Specialist – 020 7405 9200 and ask for bleep 0719 Social Work department – 020 7829 8896 Speech and Language Therapy department – 020 7813 8110 If you have any questions, please contact the tracheostomy nurse specialist on 020 7405 9200 and ask for bleep 0712. Notes © GOSH Trust March 2010 Ref: 09F0502 Compiled by the Tracheostomy Nurse Specialist in collaboration with the Child and Family Information Group. Great Ormond Street Hospital for Children NHS Trust Great Ormond Street London WC1N 3JH www..goshfamilies.nhs.uk www.childrenfirst.nhs.uk BASIC LIFE SUPPORT OF BABIES AND CHILDREN WITH A TRACHEOSTOMY Action to take Action to take on a blocked tube if the tube fails to go in Check and open airway Suction the tube Signs of life (Pulse check) Chest compressions if appropriate If blocked change immediately Caution if stoma is less than 1 month old Attempt to insert the smaller sized tube Attempt to pass the smaller tube into the stoma using a suction catheter (Seldinger Technique) If unsuccessful, ventilate via the nose and mouth if the underlying condition allows SAFETY STIMULATE SHOUT Suction the tube Assess for breathing Rescue breathing Reassessment	<urn:uuid:2e7bedce-5058-4df3-9bd8-d5ed2350ed3a>	CC-MAIN-2020-24	https://www.gosh.nhs.uk/file/436/download	2020-05-28T22:37:52+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00033.warc.gz	732,000,733	11,683	eng_Latn	eng_Latn	0.991178	eng_Latn	0.999268	[ "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", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 108, 510, 2075, 3699, 4794, 6365, 7471, 8998, 10651, 12019, 14051, 15943, 17090, 18213, 20265, 22436, 24259, 25967, 27157, 29284, 31572, 32656, 34575, 36496, 38597, 40417, 42455, 44067, 44702, 46669, 48464, 50083, 51287, 52651, 53257, 53883 ]	[ 1.6015625, 2.609375 ]	2	0
CARE & LEARNING SERVICE OCCUPATIONAL THERAPY ADVICE FOR HAIR BRUSHING, HAIR WASHING AND HAIR CUTTING If your child is finding hair brushing, washing or cutting difficult the following suggestions may be helpful; Hair Brushing - Encourage your child to brush their own hair if able, as this will help them to feel in control. - Prepare their head first; try using a hand held massager on the scalp or a firm pressure hand massage. - Push down firmly on their head, ensuring their head is in alignment with their body, ie their neck and back are straight. Some children enjoy a constant pressure, whereas others prefer you to push down and relax in pulses. Some children who really enjoy this will push back into your hand. - Push down firmly through their shoulders – as above. - Brush firmly and rhythmically. - Use a brush with bristles which does not pull on the hair. - Use a tangle free conditioner. - Brush your child in front of the mirror to let them know when the brush is coming. This gives them a greater feeling of control. - Brush your child's hair whilst they are sitting in a bean bag, or in your lap – for constant deep pressure. - Use a weighted vest or lap blanket whilst brushing. - Keep hair to a length that is manageable. It is easier than going through a stressful start to every day, if it can be avoided. - Count to (or down from) 10 and then the hair brushing will stop. Hair Washing - Choose a time when your child and yourself are more relaxed and not in a rush. - Consider your expectations – creating a positive experience can be more important at this stage and allows you to slowly build up to washing hair on a regular basis. - Prepare the head with a hand held massager, hand massage or firm pressure. - Try a dry shampoo for in between washes. - Wearing goggles or ear plugs can be more comfortable for your child. - A fidget toy for distraction or talk to you child about a topic of their interest as a distraction. - If your child swims regularly, you could try washing their hair when they shower at the pool. - Encourage your child to try and wash their own hair with your supervision, as this will help them feel more in control. - If hair is short a cloth with a little diluted shampoo rubbed onto the head may be tolerated; your child can then wash off the shampoo with a wet flannel. - Use a fragrance free, no tears shampoo if certain smells are an issue. For other children being able to choose a shampoo, ie certain fragrance or character bottle can increase motivation. - Check the water temperature is right for your child, particularly if your child is sensitive to water temperature. - Try letting your child kneel over the side of the tub or stand and lean forward over the sink while washing their hair. Allow them to hold a wash cloth or drying towel over their face to prevent water from running into the eyes, nose and ears. When rinsing use a large cup or plastic bowl and have the child turn side ways when rinsing the back and sides of the head. This will allow the water to fall away from the face and the child will feel in control of the situation. They can stop the procedure at any time. - Consider using a picture sequence so that your child understands what to expect. - Count to (or down from) 10 and then that part of the hair washing sequence will stop, ie rinsing. - Consider using a visual timer. - Using a large plastic cup to rinse can feel more comfortable than a spout, shower spray or dunking their hair in the water. - Younger children can practice washing their dolls hair to understand the process and become familiar with the task. - Give plenty of opportunity for your child to see other people having their hair washed and their observing the person's reactions. - Consider purchasing face shields or soft jugs/cups with cut outs or that will sit flush against the forehead to create a tight seal to prevent water and shampoo on the facet (available at Boots Chemist, large supermarkets, Mothercare and eBay, etc). Hair Cutting - Help your child get used to the sound of the razor. Hold a battery operated toothbrush or other vibrating device near your child's ears when at home. - The week before the haircut, "rehearse" a haircut several times through play, at a time of day when the child is happy and relaxed. "Pretending" to have a haircut provides a way of introducing the sequence of the activity, as well as the sensory components in a familiar environment with a trusted person. Imitate the associated sounds as you pretend to cut the child's hair and keep the play routine short! - Make a 4/5 picture sequence of a haircut with numbers or arrows to indicate the progression, eg 1. "Get ready"' in seat 2. Cut the top 3. Cut the sides and back 4. Trim around the edges 5. Brush off 6. Finished – time to leave and/or get a reward. Verbalize the sequence as you "play" explaining that it is not finished until every step is completed. Have the child point to and verbalize the sequence as you progress through it. Start with each step being very brief (5-10 seconds) and gradually increase the time to approximate the actual time required. Take the sequence pictures with you to the haircut. - Wash your child's hair at home before you go, to reduce the time spent in the hairdresser. - Schedule the hair cut for a time of day when your child will be more relaxed. - It can be helpful to visit the hairdresser/barber before the appointment so that your child can become familiar with the environment and the person cutting their hair. Ensure that your child understands the difference between a visit and an appointment. - Introduce the child gradually to the "tools" used in haircutting, such as the soft "shaving" brush, the clippers, the hair dryer, the combs, the scissors, etc. As allowed by the stylist, with guided supervision let the child touch and operate the tools. Use simple language, repeating sensory words associated with haircutting: buzz, snip, tickle, vibrate, touch, etc. - Ask if the stylist will let the child turn the clippers on/off or help in other ways, to give the child a sense of control over the experience. - Encourage the hairdresser to turn the razor on away from the child and slowly bring it closer. - Prepare the head first by using a hand held massager on their scalp or a hand massage or firm pressure. - Choose a haircut that can be done in the least amount of time possible with the fewest number of tools, such as a "Buzz Cut" or single layer "Blunt Cut". If you find that your child reacts negatively to a certain tool, such as reacting to the trimmers but tolerating the scissors, ask the stylist for a style that can be done with the preferred tool. Make sure that the stylist understands that, at this point, it is much more important to you that the child has a positive experience with a "so-so" haircut than having a perfect trim. - Provide your child with ear plugs or music. Take a "distracter" for use during the haircut, such as a hand held electronic game or headphones (for listening to music), to focus the child's attention on something of interest. This is especially helpful if it is something with sounds or movement, or something new and tantalizing. Staying next to the child and calmly talking about people or interesting items in the shop can also be helpful in diverting the child's attention. - Ensure your child is not irritated by the cape around their neck. They may prefer a soft towel. - Blow cut hair off your child with a hairdryer set on cool. - Organise appointments with your hairdresser for when there are no chemicals being used for hair colouring, etc. Your child may have difficulty with the smells. - Sit your child in your lap to enable you to provide deep pressure throughout the haircut. - Let your child watch other people having their hair cut. - Use a weighted vest or lap blanket. - Teach the child a "stop" signal to use, such as holding up a hand. If the child signals to stop, then stop immediately, even in the pretend haircut play. Praise the child for doing well up to this point; "Do you need a little break? You were doing GREAT!" After a brief break, refer to the sequence chart calmly; "Now let's finish." - Using a timer may help the child feel confident that the haircut will end shortly. - Consider using a mobile hairdresser so that your child is in familiar surroundings. - Follow up with an enjoyable activity. References: National Autistic Society Scottish Autism Raising a Sensory Smart Child - Biel and Peske Exploring the Spectrum of Autism and Pervasive Developmental Disorders - MurraySlutsky and Paris Building Bridges through Sensory Integration - Yack, Sutton and Aquilla See: http://www.visualaidsforlearning.com/images/sequences/VisualAids_Haircut_16_Images _Per_Page.pdf For examples of visual aid for hair cutting You can also make your own taking photographs	<urn:uuid:04497ba6-a63d-446b-89ef-97d5573b0bac>	CC-MAIN-2020-24	https://pinesautismhighland.org.uk/pines/frmFileDownLoad.aspx?ID=5&FileName=Hair%20Brushing%20Washing%20%20Cutting.pdf	2020-05-28T22:17:37+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00050.warc.gz	492,265,819	1,952	eng_Latn	eng_Latn	0.997711	eng_Latn	0.998509	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1858, 4790, 7887, 8908 ]	[ 3.25 ]	1	0
West Green Primary School Art Progression The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Printing - Investigating pattern –textures/leaf prints. Compare to rubbings and impressions (noticing, imitation) natural art lessons creating, improving, and redrafting a sketch of a particular object/animal. Explain why they have chosen specific materials to draw with. (refining, persevering, improving) exact hue? Which colours do you need to add and in which quantities? Sketching - Spend a small group of lessons creating, improving, and redrafting a sketch of a particular object/animal. (refining, persevering, improving) Write a reflection about their own work and the choices which they have made. (planning, questioning, making links). Use a wide range of different artistic media (clay, paint, pencils etc) with accurate control in order to produce specific effects. (making links) Look at famous artists for inspiration, imitate their work and compare it to their own (noticing, imitation). World War 1 – Memorials for Horses in World War 1. – Sketching/Pencil Work. - Sketching Horses for starts. - Looking at drawings and famous paintings of horses. - Reflection on their own designs – What went well? What would you change? - Pencils and pens for published work. Sculpture/3D work: Making Temples for Ancient Greece. - Looking at historical examples of temples in Greece – Parthenon, Temple to Artemis. - Using a pre arranged format: innovating and editing based on historical facts: I.E What god they are venerating? - Painting different colours and symbols on top. – Colour Mixing? - Using scrap materials to get the basic shape. Innovators – Design choices for a Theme park. Colour choices Reflection – why they have done something/chosen colours/edited ideas etc? Designing Outside Attractions. Inventors and Innovators. (D.T) - Mechanisms – Designing paper/shadow puppets with moving parts. - X with History – Archimedes – trireme grabber, Archimedes screw, other famous greek mechanisms. - Studying different mechanisms and movements	<urn:uuid:c3475504-bec9-4d3f-a865-8e78f4312aa7>	CC-MAIN-2020-24	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2102210/user/QHCmAv7xXf?response-content-disposition=attachment%3Bfilename=Curriculum_Progression_Art.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1590747331&Signature=OAAtYrQGt9DvFplMJpQB8QtDyuM%3D	2020-05-28T22:15:32+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00051.warc.gz	528,769,906	524	eng_Latn	eng_Latn	0.964857	eng_Latn	0.993087	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 497, 625, 807, 2469 ]	[ 4.1875 ]	1	0
Text Type: Informational Think Moderation Food, glorious food! We can't live without it. Learning to live with it, however, can be challenging in today's society. Food choices are everywhere, and we all enjoy eating. When it comes to food, too much (or too little) of a good thing can create health problems. The principle of moderation can help each person enjoy a variety of food and learn to eat in healthy ways. The main purpose for eating food is to provide the body with the nutrients and energy it needs to survive and function. Often people forget about eating what they need and focus only on eating what they want. Finding the right balance between food needs and wants is the key. People start making their own food choices when they are very young. Little children tend to make decisions based on taste and texture. School-age children learn about nutrition and how to evaluate the foods they eat throughout the day. Everyone has special likes and dislikes, but foods high in solid fats, added sugar or salt are often enjoyed the most. Making a healthy food choice is not always easy. No one wants to give up a favorite food. If individuals follow the principle of moderation, they don't have to eliminate the "extra" foods they love, which may be higher in solid fats, added sugar or salt. But they must pay attention to the serving size and how often they eat the "extra" food. The word moderate means not extreme or excessive. A moderate temperature is not too hot or too cold. A moderate amount is not too much and not too little. A moderate serving size is not too big or too small. Moderate also means keeping within reasonable limits. The principle of moderation does not replace the principle of a healthy diet. Individuals should always eat a variety of nutritious foods every day. No single food should ever replace the different healthy foods a body needs. Those who don't get enough nutritious food can expect to have health problems. The principle of moderation requires individuals to think about the nutritional value of what they are eating and how much they are eating. Portion size is very important. Any excessive eating habits can have unhealthy results. Individuals who regularly eat oversized servings can expect to gain weight. Moderation means that "extra" foods should be chosen less often or eaten in smaller quantities. Foods that are high in solid fats, added sugar or salt can be eaten, but only in moderate amounts. It takes knowledge, thought, and practice to make healthy food choices. When confronted with hard decisions, think moderation and then choose wisely. Make eating in moderation a healthy habit to balance your food needs and wants.	<urn:uuid:5a0d9245-d7b7-4776-aa5b-df55c324decf>	CC-MAIN-2020-24	https://www.healthyeating.org/Portals/0/Documents/Schools/Common%20Core%20Activities/4th%20grade_Think%20Moderation%20Passage.pdf?ver=2016-12-21-143917-503	2020-05-28T21:22:35+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00037.warc.gz	755,311,970	529	eng_Latn	eng_Latn	0.999137	eng_Latn	0.999137	[ "eng_Latn" ]	false	docling	[ 2696 ]	[ 3.796875 ]	1	0
Jennifer Marshall Bleakley has done it again! These collected animal stories will find their way to your heart, just like the lovable creatures in the pages of this book. As you read, you'll laugh, you'll cry, and you'll say, "aww." Most importantly, you'll be reminded of just how much God cares for you. Pawverbs is an instant pick-me-up book that will delight readers everywhere. RACHEL ANNE RIDGE, speaker, artist, and author of Flash: The Homeless Donkey Who Taught Me About Life, Faith, and Second Chances and Walking with Henry: Big Lessons from a Little Donkey on Faith, Friendship, and Finding Your Path You and I have the privilege of reading this beautiful volume because Jennifer Bleakley loves Jesus. And loves animals. And, boy, can she write! These stories will generate some fabulous conversations. MARGOT STARBUCK, author ofSmall Things with Great Love: Adventures in Loving Your Neighbor I love how God uses creation and especially his creatures to teach us eternal truths. Jen Bleakley follows up her wonderful story of a blind horse named Joey with a book of animal-based proverbs that will warm your heart and instruct your soul. DAVE BURCHETT, author of Stay: Lessons My Dogs Taught Me about Life, Loss, and Grace Jennifer Bleakley's charming book brings together two of my favorite things: the antics of animals and the wisdom of Proverbs! Pawverbs warms your heart as it helps your faith. It's much more than a collection of stories about our furry friends; it's a thought-provoking journey through the book of Proverbs—and your own heart. Some stories bring a laugh; others draw a tear. Each anecdote springboards into a biblical lesson with practical applications to strengthen your faith.Pawverbsis the perfect devotional for animal lovers who love the Word of God! ELIZABETH LAING THOMPSON, author of When God Says, "Wait" andWhen God Says, "Go" Animals and nature are often irreplaceable in conveying the great mercy and faithfulness of the Lord when humans fail us. This tender collection of real-life animal stories takes "creature comforts" to a whole new level. I laughed, I cried, and I discovered renewed assurance of God's goodness demonstrated through the sweet beasts he has given us. He created this incredible diversity of creatures because he knew we needed their companionship—and what a gift they are! Pawverbs is a must-have addition to every animal lover's library. AMY K. SORRELLS, author of Before I Saw You Reading Pawverbs was the cold drink for which my world-weary soul thirsted. Breaking through division and disheartening news cycles, Jen Bleakley brings us the refreshing stories of our loyal furry friends. At first, I was skeptical that she could tie these sweet stories into Scripture, but I was wrong. Each tale (of tails!) holds a powerful truth, often bringing me to tears as I applied it to my personal life. AMY CARROLL, Proverbs 31 Ministries speaker and writer, author of Breaking Up with Perfect: Kiss Perfection Good-Bye and Embrace the Joy God Has in Store for You and Exhale: Lose Who You're Not, Love Who You Are, Live Your One Life Well The Tyndale nonfiction imprint Visit Tyndale online at www.tyndale.com. Visit Tyndale Momentum online at www.tyndalemomentum.com. TYNDALE, Tyndale's quill logo, Tyndale Momentum, and the Tyndale Momentum logo are registered trademarks of Tyndale House Publishers. Tyndale Momentum is the nonfiction imprint of Tyndale House Publishers, Carol Stream, Illinois. Pawverbs: 100 Inspirations to Delight an Animal Lover's Heart Copyright © 2020 by Jennifer Marshall Bleakley. All rights reserved. Unless otherwise noted, cover and interior photographs are from Depositphotos and are the property of their respective copyright holders, and all rights are reserved. Dog © lifeonwhite; rabbit and Scottish kitten © Ermolaev Alexander/Shutterstock; beagle © feedough; foxy-red kitten © pepperbox; bearded dragon © ifong; guinea pig © Nathan0834; kitten playing by Jonas Vincent on Unsplash; scratching dog by Jack Brind on Unsplash. The photograph of the author with her dog Gracie © 2019 by Greenflash Productions Photography. The author gratefully acknowledges receipt for all other interior photographs submitted from contributors' personal collections and used with permission. Designed by Ron C. Kaufmann Edited by Bonne Steffen Published in association with Jessica Kirkland and the literary agency of Kirkland Media Management, LLC. Unless otherwise indicated, Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2015 by Tyndale House Foundation. Used by permission of Tyndale House Publishers, Carol Stream, Illinois 60188. All rights reserved. Scripture quotations marked CEV are taken from the Contemporary English Version, copyright © 1991, 1992, 1995 by American Bible Society. Used by permission. Scripture quotations marked ESV are from The ESV® Bible (The Holy Bible, English Standard Version®), copyright © 2001 by Crossway, a publishing ministry of Good News Publishers. Used by permission. All rights reserved. Scripture quotations marked GNT are taken from the Good News Translation in Today's English Version, Second Edition, copyright © 1992 by American Bible Society. Used by permission. Scripture quotations marked MSG are taken from THE MESSAGE, copyright © 1993, 2002, 2018 by Eugene H. Peterson. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers. Scripture quotations marked NASB are taken from the New American Standard Bible,® copyright © 1960, 1962, 1963, 1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation. Used by permission. Scripture quotations marked NET are taken from the New English Translation, NET Bible,®copyright ©1996–2006 by Biblical Studies Press, L.L.C. http://netbible. com. All rights reserved. Scripture quotations marked NIV are taken from the Holy Bible, New International Version,® NIV.® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide. Scripture quotations marked TLB are taken from The Living Bible, copyright © 1971 by Tyndale House Foundation. Used by permission of Tyndale House Publishers, Carol Stream, Illinois 60188. All rights reserved. For information about special discounts for bulk purchases, please contact Tyndale House Publishers at csresponse@ tyndale.com, or call 1-800-323-9400. ISBN 978-1-4964-4105-8 Printed in the United States of America 26 25 24 23 22 21 20 7 6 5 4 3 2 1 For Darrell, who always believes I can do more than I think I can. I love you more than words could ever say. And for Sunny, Samson, Chief, and Bailey, four of the greatest animals to ever grace this planet. Your time with us was far too short, but the love you gave us and the lessons you taught us will live on in the pages of this book and in my heart forever. Introduction THROUGHOUT MY CHILDHOOD I had a menagerie of pets— rabbits, outdoor cats, goldfish, and even a grasshopper named Georgie. And while I desperately wanted a dog, I was never able to talk my parents into getting one. As a painfully shy child, I often found it easier to connect with animals than I did with people. Animals felt safer. They didn't expect anything from me, and I didn't have to worry about what I said or what I looked like around them. They just offered the simple gift of companionship without the burden of my having to try to be someone I was not. My pets were my very best friends and the keepers of all my secrets. But they were more than just my companions. In many ways, my pets became some of my greatest teachers. They've illustrated the importance of being present and listening; showed me what loyalty and trustworthiness look like; and helped me find my voice and be brave enough to share it. While writing my first book, Joey, the true story of a blind horse who became an effective and inspiring therapy horse, I became acutely aware of the special connection people can form with animals. Many people have discovered the blessings and benefits animals can bring to humans. I think one of God's greatest kindnesses to us was filling this planet with animals—who can't talk, or post on the internet, or roll their eyes— but who are willing to just sit with us and be a friend. But even more than offering us companionship, I believe God has given us animals, ultimately, to point us to himself—to the one who promises to never leave us. He loves us more than we can fathom and offers us peace, strength, joy, and hope. I've become convinced that animals can be tangible manifestations of God's grace—whether they have paws, claws, or hooves! These fuzzy, furry, scaly, and feathery ambassadors point us to him and teach us how to live a life of joy. JENNIFER MARSHALL BLEAKLEY The idea of animals being our teachers was the inspiration behind this book. Pawverbs is a collection of a hundred short stories, each one featuring a real-life animal and tying it to a principle or lesson from the book of Proverbs. Several of the stories and photos in Pawverbs are of pets I've had throughout the years. But most were submitted by friends, family, coworkers, and even strangers who now feel like family. And while each story is true, some happened a long time ago and were written from collected memories; others have had names and identifying details changed for privacy; and a few timelines have been adjusted for a more cohesive narrative. But the heart and integrity of the stories are all based on actual events. Remember how I said I could never convince my parents to get a dog when I was growing up? Well, after getting married, I finally got a dog—in fact, we've had three Golden retrievers in our family over the years. Gracie is our most recent Golden girl and her antics have been a rich source of material. At the end of each story, you will find a "Paws & Ponder . . ." and a "Paws & Pray" to prompt you to go deeper into the story and see a spiritual truth that might impact your own heart. This was actually my biggest takeaway as I wrote this book—the realization that oftentimes the divine is hiding in the midst of the mundane. Each day, I ask God to help me see things as they are, not as they appear to be. And my own pets—Gracie, a cat named Foxy, a bearded dragon named Captain Tim, and a beta fish named Barry—have been great teachers in helping me "paws" and pay attention so I don't miss a glimpse of our Creator. Pawverbs brought such peace and joy to my soul when I was writing it, and I pray it will do the same for you as you read it. ``` With love, Jen ``` Fear the lord and shun evil. This will bring health to your body and nourishment to your bones. PROVERBS 3:7-8, niv AN ITCHY L ESSON Do not be wise in your own eyes; fear the Lord and shun evil. This will bring health to your body and nourishment to your bones. Proverbs 3:7-8, niv THE DOG SCRATCHED and nibbled at her belly. "Mom, Luna's chewing at herself again," ten-year-old Haley reported. Angie looked at the inflamed, crusty sores on their chocolate Lab and knew it was time to make an appointment with the vet. She also knew how much Luna dreaded a trip to the vet. It always turned the normally happy-go-lucky two-year-old dog into a terrified, shaking scaredy-cat. After dragging the trembling sixty-five-pound canine into the vet clinic, Angie sat with her dog in the exam room, awaiting the doctor's diagnosis. "Allergies. Most likely a food allergy." Angie had been plagued by allergies her entire life, so she empathized with Luna's suffering. She laughed at the coincidence. "Well, leave it to me to have a dog with allergies!" The vet sent Angie and Luna home with antibiotics, anti-itch tablets, and a low-allergy food, and after a few days Luna's sores quickly healed. But they needed to pinpoint the source of the allergy through a process of elimination. So he put Luna on a strict diet to cleanse her system. Then, they reintroduced foods one by one. When Angie gave Luna a bit of chicken after a month into the process, the Lab started scratching again. "I think we've found the culprit," the vet said, handing Angie a new prescription for anti-itch tablets. "No more chicken for you, Miss Luna." Once the medicine took effect, the tender spots disappeared, and Luna was itch-free—for a few weeks. Then Angie noticed welts on Luna's belly again. "I just don't understand," Angie lamented to her husband. "She hasn't had an ounce of chicken. I feed her myself, and I know the kids haven't given her anything." After all, she had warned them. If they gave Luna any chicken, they would be paying for the next vet visit. "Maybe she's allergic to something besides chicken," her husband suggested. Angie opened the patio door for Luna as she continued to contemplate the situation. Instead of taking an immediate right toward the steps leading to the yard, Luna bounded to the left, where Georgia, the cat, was finishing her dinner on the patio table. Before Angie could react, Luna jumped up like a kangaroo, swiped at the stainless steel food bowl, and devoured the rest of the cat's dinner—looking oh so pleased with herself when she finished. "When did she start doing that?" Angie wondered aloud as she raced after Luna. Walking back into the house, she picked up the can of cat food she had opened that day for Georgia's dinner. Creamy Delights: Chicken Feast. The cat food! No one ever thought to check the cat's food. Of course, no one realized Luna had acquired kangaroo skills either. With the mystery solved, Angie decided to move the cat's bowls into the garage, near the little cat door. She also figured it couldn't hurt to keep the cat on a chicken-free diet too, just in case Luna figured out how to start opening garage doors! PAWS & PONDER . . . When have you relied on your own wisdom instead of trusting in God's? What was the result? What cravings do you need to submit to God? How might things be different if you were to choose to trust God's way over your own? Paws & Pray Lord, so often I think I know best and choose my own way over yours. I confess that I crave things that ultimately harm me. Please forgive me and help me to trust you more. Help me to see you as you truly are: the almighty God—holy, righteous, loving, and good. Enable me to turn away from sin and turn toward you. 2 CAN'T WE ALL JUST GET ALONG? When people's lives please the Lord, even their enemies are at peace with them. Proverbs 16:7 "NO MA'AM!" Jessica yelled, as she walked into the family room. Their beagle, Emma, was using the family's new cat, Carey, as a chew toy. "We do not eat our friends!" Jessica tightly held Emma by the collar as Carey bolted down the hall. Emma lunged forward, clearly wanting to give chase. "Oh no, you don't, missy," Jessica chastised. "You are going to leave that cat alone and be nice!" Ever since the family had adopted the sweet-natured cat in need of a home, their beagle had become obsessed with getting rid of her. Emma barked at Carey, chased her, stole her food, grabbed her by the neck, and had recently begun chewing Carey's tail while the poor cat hissed and scratched in protest. Jessica was done with Emma's behavior. Surely, a dog and a cat could share a home peacefully. It was time to begin training Emma in earnest. Jessica taught her the "leave it" command—which applied to the cat, her food, and the litter box. She also taught Emma to lie on a particular cushion in the family room, on the opposite side of the room from the cat's bed. In addition to rewarding Emma when she responded to the new commands, Jessica also gave her a piece of kibble every time the cat entered a room, training Emma to run to her human instead of the cat. "Good girl, Emma!" Jessica praised her dog one morning, several JENNIFER MARSHALL BLEAKLEY weeks into their new training. Emma had walked right by a sleeping Carey, without so much as a sniff in her direction. And the night before, when the family had piled on the sofa to watch a movie together, Emma had curled up with Jessica's daughter, Laci, while Carey had snuggled with her sons, Leyton and Seth. After praising Emma, Jessica walked into the kitchen to pour herself a cup of French roast coffee, relishing a few tranquil moments. She inhaled the aroma of her coffee and soaked in the quiet peaceful morning. "Mom!" Laci shouted from upstairs. "Leyton won't get out of the bathroom, and I have to get ready!" Jessica heard her daughter pounding on the door. "I'm not done! Hold your horses!" Leyton yelled through the door. More pounding. Jessica looked at Emma and Carey, now lying less than five feet from each other. Wonder if some kibble treats would work on my kids too? she thought with a sigh. PAWS & PONDER . . . Living peacefully with the cat did not come naturally for Emma, the beagle. It required training. How might this truth apply to your life? How can you train yourself to better hear God's voice and obey his commands? Is there someone you are struggling to get along with and need God's help for a peaceful solution? Paws & Pray Lord, train me to hear your voice and obey your commands. I realize that humility and sacrifice are essential qualities for living a life of peace, but they do not come naturally to me. Help me to live in a way that pleases you. Let your peace fill me and then be extended to those around me. 3 WHERE'S PLUTO? Smiling faces make you happy, and good news makes you feel better. Proverbs 15:30, GNT "PLUTO'S GONE!" John shouted with panic in his eyes. "Ana, where is Pluto?!" The teenage siblings were on the deck, cleaning the tank their leopard geckos shared. John had put his gecko in a temporary enclosure—a plastic food container with a partially secured lid—but now he was gone. "He's a six-inch-long reptile, John," his older sister said, glancing to make sure her gecko was still in its temporary container. "He couldn't have gotten too far." Her words were not calming. John frantically searched the deck, then he ran down the small set of stairs to peer under the deck. All he could see were piles of leaves, rocks of various shapes and sizes, cast-off gardening tools, and an old wheelbarrow. "Should we get Coco to search for him?" Ana asked. John's stomach lurched at the suggestion. He didn't want their eighty-pound German shepherd finding and gobbling his small gecko. "No!" John shouted. Hearing the commotion, John and Ana's parents joined the missing gecko search party. But after hours of searching every inch of the yard and house, the search party was called off. Pluto was cold-blooded and needed heat—he had never been without his heat lamp. JENNIFER MARSHALL BLEAKLEY John was heartbroken. He loved his little reptilian friend and hated the idea of his spotted buddy alone and cold. And he couldn't even let himself think about his gecko becoming a meal for some hungry creature foraging at night. Day after day John would go out with a flashlight and look for Pluto under the deck, hoping for any sign of his gecko. Temperatures were dropping into the low forties at night, the rain had been relentless, and a fox had been seen on their home security cameras several nights in a row. There was no way his pet could still be alive. Eventually John resigned himself to the fact that Pluto, the world's greatest leopard gecko, was truly gone. But then, three months after Pluto disappeared, John received a call from friends who lived in his neighborhood. They had seen a post on a neighborhood app about someone finding a strange spotted lizard in their garage. The person was asking if anyone knew what kind of lizard it was and what they should do with it. John's friends took a screenshot of the lizard in question and sent it to him. "That's Pluto!" John shouted into the phone. "That's my strange spotted lizard!" After contacting the family who had found the lizard, John and his parents went to retrieve Pluto—almost a mile away! Somehow John's little gecko had managed to safely cross a busy neighborhood street, meander through wooded areas and private yards, safely avoid hungry predators, and find his way into a garage in the middle of a heavy rainstorm. John took Pluto home, placed him safely inside his tank, and secured the lid—checking it twice. "Pluto, what an adventure you have had," John said as he admired his tough gecko. "But from now on, I think I'm gonna clean your tank . . . inside the house!" 10 PAWS & PONDER . . . What good news have you received recently? How did that news make you feel? The word gospel is often translated as "Good News." What makes the gospel message—the life, death, and resurrection of Jesus Christ—such good news? How could you share that life-changing Good News with someone today? Paws & Pray God, your Word is full of good news—from your own lips declaring your Creation good, to your angel messengers heralding your good news to others when Jesus was born, to the life-changing good news of the gospel. Father, help me to share your Good News with others and to be generous in sharing what you have done in my life. Let my demeanor reflect the transforming power of the gospel. 11 4 A JOB FOR PEPPER Laziness leads to poverty; hard work makes you rich. Proverbs 10:4, cev PEPPER LOVED TO WORK. From the moment the black and gray Australian shepherd awoke in the morning, she had one important mission—retrieve the paper. Pepper took her job very seriously. So seriously, in fact, that some Sundays when the paper was too thick and heavy to fit in her mouth, Pepper would push it toward the house with her nose. Her owners, Kathy and Mike, were both amused and inspired by her persistence. One Sunday, the newspaper had landed partly in some bushes near the driveway, making it impossible for Pepper to push it with her nose. She dug at the paper, frantically trying to grab it. When Kathy noticed Pepper's predicament, she went outside to help. "That's okay, girl," Kathy said, collecting the newspaper. "I'll get it today." Kathy turned to walk back to the house, but Pepper didn't move. The dog sat at attention—head cocked to the side, ears up, eyes focused on the paper in Kathy's hands. "Come on, Pepper," Kathy called. "Let's go inside." But Pepper remained motionless, still staring at the paper. Impressed by the commitment her dog had to her job, Kathy slid the paper from the plastic sleeve, pulled out the city/state news section, and handed it over. Kathy chuckled as Pepper proudly carried her section of the paper 12 into the house. Granted, large areas were illegible smudges because of Pepper's drool. But the Aussie was proud of herself. She had been trained for a job, and she took pleasure in completing that job every day. With the delivery completed, Pepper devoured a bowl of kibble, spent some time in the backyard, and enjoyed a belly rub before falling asleep at Kathy's feet—likely dreaming of thinner papers tossed in open areas. As Kathy read the paper, her gaze kept drifting to Pepper. She couldn't help but be convicted. "God," Kathy prayed, "make me more like my dog—eager and happy to do the work you set before me. Give me the confidence and perseverance to complete each task. And if I can't, please send someone to help me." Still sleeping, Pepper let out a series of muffled yips that sounded like chuckles. "And yes, Lord," Kathy added with her own laugh, "if you send someone to help me, I promise I will still do my part and carry my own section." PAWS & PONDER . . . How do you feel about work? Do you think today's proverb is referring only to monetary riches as a reward for hard work? What other kinds of riches might this verse be addressing? Is there a task God has given you that you haven't started? What is holding you back? Would you make a commitment to him right now to complete that task as an act of worship and love? Paws & Pray Lord, some days I am discouraged at work. Please help me see that no matter what I do, it is work that you have given me to do. If I need assistance, let me set aside my pride and seek it. I want to approach each task as an act of love and worship. Show me how to find that balance between hard work and rest that you desire for my well-being. 13 5 SCRAM The glory of the young is their strength; the gray hair of experience is the splendor of the old. Proverbs 20:29 NO ONE REMEMBERS the little red dachshund's actual name. But from the moment three-year-old Caroline put her hands on her hips and called scram—the word she most associated with the dog who was always getting underfoot—the name stuck. And Caroline's affection for him did too. In many ways the tough little dog served as an anchor for Caroline through the ups and downs of her childhood. Her dog's tenacity, strong will, and ability to overcome any challenge inspired Caroline to get back up every time life knocked her down. When Scram was hit by a car and survived, five-year-old Caroline knew she could get through her parents' divorce. When Scram was attacked by a larger dog and his wounds eventually healed, Caroline believed that the wounds on her heart might one day heal as well. And when Scram recovered from heartworm, which nearly took his life, Caroline knew she could recover when she had to leave her little friend behind as she moved with her mother to a new house. The little dachshund went to live with her grandpa Alton. Caroline was glad she would still get to see Scram, but she was heartbroken that it wouldn't be every day. 14 She quickly realized, however, that her grandpa needed Scram just as much as she had. Grandpa Alton loved Scram. He called him his little buddy, and the two were virtually inseparable. As Scram aged, his slower pace was perfectly suited for Grandpa Alton. The two would sit together for hours on the back porch, nap together in Grandpa's favorite chair, and watch TV together every night. And when Grandpa Alton felt like a short walk, Scram was always happy to accompany him. The two were perfectly suited for each other. When Scram died, Grandpa Alton cried for hours before burying his buddy in the backyard and marking his grave with a cross. Over time Grandpa Alton's grief lessened, and he lived several happy years—although he never did get another dog. Eventually, Grandpa Alton got sick, and his family knew his time on earth was coming to an end. Caroline came over one day, and her grandpa told her about a dream he had. "I heard scratching at the back door, and when I opened the door, there was Scram! He looked at me, barked, and then started to walk away." Tears rolled down his cheeks. "I know it won't be long now. Scram made me feel it was okay for me to leave all of you." Grandpa Alton died a month later. Caroline was so glad that Scram had been there for her grandpa, just like he had been there for her when she was a little girl. Two lives were forever touched by the life of one special dog. PAWS & PONDER . . . Who has influenced your life from childhood to adulthood? In what ways have they influenced you? What benefits might come from friendships between young and old? 15 JENNIFER MARSHALL BLEAKLEY Paws & Pray Father, thank you for everyone you have put in my life, especially people who are younger and older than I am. I value their gifts, which are different from mine. Together, we can use those gifts to support and help each other. 16	<urn:uuid:25da92cc-7ffe-415b-8822-ded570e5943c>	CC-MAIN-2020-24	https://www.biblesatcost.com/attachments/download/download/?file=978-1-4964-4105-8.pdf	2020-05-28T20:39:03+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00053.warc.gz	648,771,376	6,489	eng_Latn	eng_Latn	0.992374	eng_Latn	0.998749	[ "eng_Latn", "eng_Latn", "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", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1882, 3119, 3151, 6535, 6901, 8813, 10673, 10791, 12339, 14148, 14480, 15941, 17539, 18843, 20645, 21380, 22751, 24473, 25771, 27394, 27668 ]	[ 0.92578125, 2.03125 ]	2	0
ONLINE Library Programs Preschool Storytime - Episodes posted every Monday at 10:00 a.m. Kids Crafts with Ms. Christine – Episodes posted every other Friday at 10:00 a.m. Join us for stories, songs, rhymes and more for our online version of preschool storytime. Storytimes consist of stories and follow-along activities designed for preschool-aged children 3 to 5 years old. Check out our Online Storytime playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d2ht78249YkkVLPeCv_piNM Tales for Tots – Episodes posted every Thursday at 10:00 a.m. Listen to stories, move to music, recite action rhymes, and learn fingerplays with our online Tales for Tots program. This program is made for ages birth to 3 years old and their caregivers. Check out our Online Tales for Tots playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d1pHeGW9GZsF1OkzoezigML Mr. Andy Makes a Mess: Science for Kids – Episodes posted every other Friday at 10:00 a.m. Watch Mr. Andy and his helpers make a mess while creation slime, playdough, and more! Learn the science behind the mess, and see if you and an adult can recreate the experiment. Love to make crafts? Every other week, you can learn how to do a new craft with School Liaison Librarian, Ms. Christine. Most of the crafts include materials you might already have at home. Unleash your creativity and banish boredom with crafting! This program can be enjoyed by all ages. Check out our Kids Crafts with Ms. Christine: https://www.youtube.com/playlist?list=PL- _65OGF48d2r_jySyvsDWt6CCii19s0O Creative Crafting with John G. - Episodes posted every Tuesday at 10:00 a.m. Get CREATIVE with Young Adult Librarian, John G, as he helps you unlock your inner crafting skills with various crafting projects and techniques. This program is made with teens in mind, but it is great for all craft enthusiasts. Check out our Creative Crafting with John G playlist: https://www.youtube.com/playlist?list=PL -_65OGF48d17rmnV_hYMZoobsIIZpHvt Creation Studio: Remote Edition- Episodes posted twice a month Check out our Mr. Andy Makes a Mess playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d2Wc87KRBuFUZwAkKojcnpa Learn quick and easy crafts with Librarian, April, that will keep you busy and creating from home. This program is intended for crafters of all ages! Check out our Creation Studio: Remote Edition playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d25EtdC1DGix3QAMH5bD8rN Go to www.bettendorflibrary.com/youth-programs for an up-to-date list of all online programs offered through the Bettendorf Public Library!	<urn:uuid:3668e7e8-48c7-492a-8a4c-ee4fd9a7449f>	CC-MAIN-2020-24	https://bettendorf.k12.ia.us/application/files/7715/8870/6570/Online_Program_Flyer.pdf	2020-05-28T22:28:09+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00074.warc.gz	263,397,657	678	eng_Latn	eng_Latn	0.992431	eng_Latn	0.992431	[ "eng_Latn" ]	false	docling	[ 2595 ]	[ 2.109375 ]	1	0
Great Ormond Street Hospital for Children NHS Foundation Trust: Information for Families Septo-optic dysplasia This information sheet from Great Ormond Street Hospital (GOSH) aims to explain the medical condition septo-optic dysplasia (SOD) and what to expect when your child comes to GOSH for assessment and treatment. Corpus callosum Septum pellucidium Thalamus Hypothalamus Pituitary Pons Medulla Spinal cord Cerebellum Cerebral cortex Choroid Pupil Cornea Lens Sclera Vitreous humour Optic nerve Retina Muscle Muscle SOD is the name given to the condition where a child is diagnosed with two or more of the following problems: optic nerve hypoplasia, midline brain abnormalities and pituitary gland abnormalities. It is a rare condition affecting around 1 in every 10,000 births, with boys and girls affected equally. Septo-optic dysplasia is a congenital condition, that is, it is present at birth, although it may not be diagnosed until childhood, or rarely, adolescence. Septooptic dysplasia was previously known as de Morsier syndrome. Sheet 1 of 3 Ref: 2015F1065 © GOSH NHS Foundation Trust September 2015 What causes septo-optic dysplasia (SOD)? There is some evidence to suggest that SOD is caused by a mutation (change) affecting one particular gene (a small part of one of your chromosomes). However, in the majority of cases, it is not thought to be an inherited disorder passed on from parent to child. It is highly unlikely to recur in further children within the family, and this suggests that the cause of the condition is complex. It has been shown to occur more frequently in younger mothers, and environmental factors may play a role. There may have been a particular problem within the pregnancy which is highly unlikely to recur in future pregnancies. More research is needed to confirm or rule out these theories. What are the signs and symptoms of SOD? SOD is diagnosed when two or more of the following problems are present: optic nerve hypoplasia, midline brain abnormalities and pituitary gland abnormalities. Only onethird of children diagnosed with septo-optic dysplasia will have all three features. More information about each of these follows: Optic nerve hypoplasia This means that the optic nerve has not developed properly during pregnancy and remains small. Normally, the optic nerve contains over a million separate fibres, all of which work together to transmit what the eye sees to the brain to be interpreted. In optic nerve hypoplasia, these fibres have not developed properly. This can affect either one or both eyes and the effect on a child's vision can vary greatly, although most children have a serious visual impairment. Midline brain abnormalities Absent or small areas of the middle part of the brain called the septum pellucidum and corpus callosum may be associated with developmental delay; that is, a child will not Ref: 2015F1065 reach their 'milestones' of development at the expected age, for example, they may walk later or their speech may be late. They may also have movement and coordination difficulties caused by the midline brain abnormality. Pituitary gland abnormalities The pituitary gland is located deep in the brain and is the 'master gland' which produces many vital chemicals (called hormones). These hormones pass into the blood stream and control many other glands and parts of the body and make them function normally. Most children with SOD will have an abnormal pituitary gland which will be unable to produce sufficient levels of some of these hormones. The most commonly affected hormone is called growth hormone (GH), low levels of which cause short stature. Other problems that occur when the pituitary gland is affected include hypoglycaemia (low blood sugar levels due to low GH and cortisol levels), hypernatraemia (high salt levels) and diabetes insidipus (excessive urine production and thirst). It may also affect the release of the stress hormone cortisol from the adrenal glands, low levels of which can be life threatening during severe illness and other stressful events like accidents. It may also be associated with low levels of thyroid hormone as the thyroid gland is controlled by the pituitary gland. In the majority of cases, puberty will be late although in a minority of patients it will occur early. In male patients, the penis may be small and the testes will not have come down into the scrotum. The severity of symptoms with SOD varies enormously from child to child. Most children have low pituitary hormone levels (most commonly growth hormone deficiency) and visual impairment. Developmental delay is also common, especially if the optic nerve hypoplasia is found to affect both eyes. Many children have sleep disturbances, autistic behaviours and a tendency to weight gain. © GOSH NHS Foundation Trust September 2015 Sheet 2 of 3 How is SOD diagnosed? What happens next? Occasionally SOD is diagnosed during routine prenatal ultrasound scanning, but it is most commonly diagnosed during childhood. It is suspected early in childhood if the child has small male genitalia, poor growth, low blood sugar levels and is prone to infections. If SOD is suspected, various tests and scans will be needed to confirm or rule out the diagnosis. Magnetic resonance imaging (MRI) scans of the brain are used to show the presence and severity of brain abnormalities. Blood tests are used to measure hormone levels. Vision testing is used to measure the severity of the optic nerve hypoplasia. Development assessments are needed to measure developmental delay. How is SOD treated? As SOD affects a variety of body systems, a multidisciplinary approach involving different specialists is required to ensure that the best treatments are given. The team may include endocrinologists (hormone specialists), ophthalmologists (eye specialists) and neurologists (brain specialists) as well as input from experts in visual impairment and developmental delay. The basis of treatment is to identify which hormones are absent or not being produced properly and replace these with man-made versions. Useful numbers GOSH switchboard – 020 7405 9200 Clinical nurse specialists (Monday to Friday from 9am to 5pm) Answerphone service for non-urgent queries – 020 7813 8214 – checked at 11am and 3pm. Fax – 020 7829 7958. Email – email@example.com Consultant secretaries – 020 7405 9200 – extensions 5813 or 1017 or 8296 to cancel or rearrange appointments and referrals Out of hours – 020 7405 9200 and ask for the on-call registrar for endocrinology. Compiled by the Endocrinology team in collaboration with the Child and Family Information Group Great Ormond Street Hospital for Children NHS Foundation Trust, Great Ormond Street, London WC1N 3JH www.gosh.nhs.uk Ref: 2015F1065 © GOSH NHS Foundation Trust September 2015 Support for visual impairment will enable your child to get the most out of school and social life as can additional help for development delay. Neurodevelopmental services are available providing assessment from physiotherapy, ophthalmologists, occupational therapists, speech therapy and neurologists or neurodevelopmental paediatricians. Although septo-optic dysplasia is a genetic condition, it is extremely unusual for the affected gene to be identified in an individual at this stage. For this reason, genetic counselling is not usually helpful. However, Professor Dattani is leading a research study currently with our research partners in UCL Institute of Child Health (ICH) to try to establish the genetic basis to this disorder. Further information and support At GOSH, talk to our Eye Clinic Liaison Officer who can provide practical information, advice and support on all aspects on visual impairment. You can telephone her on 020 7405 9200 extension 0345, email her at paula. firstname.lastname@example.org or visit her at your next clinic appointment. Sheet 3 of 3	<urn:uuid:dec0d766-5ef1-47ac-b597-066b0c550188>	CC-MAIN-2020-24	https://www.gosh.nhs.uk/file/10531/download	2020-05-28T22:40:19+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00076.warc.gz	764,195,228	1,728	eng_Latn	eng_Latn	0.994483	eng_Latn	0.998261	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1121, 4861, 7919 ]	[ 2.296875 ]	2	0
CARE & LEARNING SERVICE OCCUPATIONAL THERAPY ADVICE FOR DEALING WITH SOUND SENSITIVITY What factors may be involved? - Person finds sounds uncomfortable due to increased sensitivity - Understanding where sounds are coming from and what they are and why they are so loud (eg a fire engine makes sound to get other traffic to move out of the way) What might help? Working on altering reactions to sound: This will take a considerable amount of work and effort – select a time when you can give a definite focus to this In everyday life there are noises; look for opportunities to change the negative experiences into more positive experiences in relation to sounds Some children make noises such as humming whilst working to enhance/aid focus; it can be helpful to allow/encourage this Share information about reactions to sounds between environments, such as home/school Changes that can be made in the environment In places where the child is regularly at school/home: - Have a quiet space to which they can retreat, such as a tent, dance sac, quiet corner - Consider the furnishing – soft surfaces absorb sound and hard surfaces reflect sound; placing a rug on a laminate floor would create a quieter environment - Planned quiet times (on visual schedule) – where possible quiet/silent work for whole class, consider short structured relaxation times - To teach and give child experience of using a signal card which will allow them to move into a quieter area for an agreed time - When entering a situation plan and structure the natural exposure to sound - Encourage them to tell you when they have had enough of the sound and want to move out of the situation - Let them know how long the sounds are likely to last For children with ASD (Autism Spectrum Disorder) Use/create a social story to help the child understand what the noise is about, what the different sounds people make mean, eg sometimes a child may feel they are being laughed at. A person with ASD may need assistance to understand that it is more likely that the people laughing are telling a funny story or sharing a joke; a social story can assist in creating a more accurate understanding. Give them a clear time frame and support (such as a sand timer) to allow them to see the passing of the time; do your best to stick with the time you have given. Use a visual timetable and refer to this during the event – child may benefit from carrying this. Give clear information about what they can do in the situation they find unpleasant such as: Chewing, sucking, blowing can be ways of calming the body (similar to babies being soothed via a dummy); chewing dried fruit, sucking/blowing water through a straw, using items that are designed to chew. Use firm consistent pressure, eg child pressing their hands firmly together, if seated, chair push ups, pushing trolley, use a rucksack with heavy items (not more than 10% of body weight - strap securely and evenly). Provide rewards records of achievement (such as scrap books and certificates) Yourself? It is important to be aware that children will listen to information about themselves whilst in some situations, it will be needed for you to explain that your child has a difficulty with responding to sounds, if they hear this frequently this may reinforce and become what they expect making it harder for them to change. An alternative to describing they find sound difficult would be to, look for situations where the child has managed better and express they have dealt with the situation well on that occasion. Activities that could be beneficial Situations in which your child can have control over disliked sound will be helpful, eg having an alarm that they do not like and them being able to put the alarm at a distance from themselves or to turn it off. Planned, controlled and monitored challenges to sound sensitivity, such as: - Sound Lotto - Let the child have sounds that they can make gradually louder (via recorded sound, musical instruments – being used by others as well child) - Scrap book showing times/event where they did well - Involve your child in creating videos about sounds - Use videos with good role models - Role play positive responses to noisy situations - Hide and seek with a ticking clock/toy that makes sound The above activities are likely to be difficult, therefore it is suggested that easier/more enjoyable activities are carried out both before and after the activities working on sound sensitivity. Use of headphones/iPods Where at all possible avoid use of headphones. Blocking out noise will over time make the child's hearing system more sensitive. If you are feeling that headphones are needed, it is much better to provide equipment which will give the child's ears some sound, such as music. Where at all possible try to ensure that there is some sound available for the child. If the sound can be heard outside the headphones this is too loud. Past responses to headphones have varied including: - Once introduced to headphones, children have been reluctant to remove even at lower noise levels. - Children have been able to wear the headphones during certain/noisy situations with clear adult support/direction. Some children have been able to put on the headphones for noisy periods and have independently removed headphones when noise levels are lowered. When a child has another condition as well as sound sensitivity: The advice that is in place for other conditions, such as Autism may differ from advice about management about sound sensitivity; this is because there are different ways of managing Autism and sound sensitivity. In these situations information and advice should be discussed within the multi disciplinary team around the child.	<urn:uuid:660f4167-4d8a-40be-9b84-f691e96db384>	CC-MAIN-2020-24	https://pinesautismhighland.org.uk/pines/frmFileDownLoad.aspx?ID=6&FileName=Sound%20Sensitivity%20Leaflet.pdf	2020-05-28T21:41:42+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00065.warc.gz	505,550,149	1,133	eng_Latn	eng_Latn	0.996024	eng_Latn	0.996455	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1729, 4298, 5767 ]	[ 3.671875 ]	1	0
Young Diplomats Magnet Academy An International Baccalaureate World School 134 W 122 nd Street New York, NY 10027 (212) 678-2908 Mrs. Denise Desjardin Principal Dear Fourth Grade Families, Welcome to 4th grade! There are many exciting and challenging days ahead of us this school year and we can't wait to get started! The fourth grade is an important year for your student to begin the transition to fifth grade and Middle School. Middle School administrators get their first look at incoming students by looking at their fourth grade results. Therefore, it is crucial that the students come prepared and on time every day! We believe that communication is the key to a great parent-teacher relationship. We encourage you to contact us if you have any questions or concerns. You can send us an email at firstname.lastname@example.org, and email@example.com. Don't forget to check your child's backpack for weekly homework sheets and monthly newsletters as materials in the 4th grade are often time sensitive and require immediate attention. Our school will be having a Curriculum Night on September 12, 2019 at 4:30pm and Parent Teacher Conferences on November 14, 2019. However, until then, if you have any questions or concerns please feel free to leave a message in the office or send a note with your child and I will contact you at my earliest convenience. We are looking forward to a wonderful and exciting year with you and your child! We will have many wonderful experiences and opportunities to learn and grow in the days ahead. Sincerely, J. Brown, and D. Fine 4 th Grade Teacher Team SEE ADDITIONAL PAGES FOR UNITS OF STUDY AND SUPPLY LIST!! 4 th Grade Units of Study for 2019-2020 Unit 1 Where We Are In Place and Time - Students will learn how the three branches of government work to create, maintain and enforce the rules to enable our society to function. Unit 2 How We Express Ourselves - Students will learn the system of government as practiced by Native American peoples of the New York area. Unit 3 Who We Are - Students learn the causes of the American Revolution and how American colonists chose to reorganize and govern themselves. Unit 4 How We Organize Ourselves - Students will learn the key concepts of capitalism in America and how it affects global markets. Unit 5 Sharing the Planet - Students will focus on a study of energy sources. Unit 6 How the World Works - Students will learn how natural disasters can have positive as well as negative outcomes. 4 TH GRADE SUPPLY LIST Here is a list of items that your child will need for the upcoming school year. * 4 Hard cover composition notebooks * 2 boxes pencils (#2) * 5 two-pocket folders * 1 pack of loose-leaf paper (WIDE RULED ONLY) * 1 pack of dry erase markers * 1 pack of glue sticks * 1 pack of crayons or colored pencils * 1 roll of paper towels * 1 box of facial tissue * 1 pack of white multi-purpose copy paper * 1 Hand sanitizer and hand soap * 1 Clorox Wipes	<urn:uuid:4c2e8e56-ff41-4410-ae02-ef774cd1c868>	CC-MAIN-2020-24	https://echalk-slate-prod.s3.amazonaws.com/private/schools/2912/site/fileLinks/e2a6e1d7-9cde-416a-bc5b-43c0e7e9dd08?AWSAccessKeyId=AKIAJSZKIBPXGFLSZTYQ&Expires=1906061829&response-cache-control=private%2C%20max-age%3D31536000&response-content-disposition=%3Bfilename%3D%224th%2520grade%2520parent%2520letter.pdf%22&response-content-type=application%2Fpdf&Signature=VIvexCVvRcT6FrktGtLveCFbB8g%3D	2020-05-28T21:37:09+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00068.warc.gz	331,905,520	690	eng_Latn	eng_Latn	0.995021	eng_Latn	0.996455	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1669, 2986 ]	[ 2.046875 ]	1	2
Città del Tabacco Story of tobacco Very short story of tobacco Tobacco growing in Italy took hold in the second half of the XVI century, thanks to the action of two church dignitaries: Cardinal Prospero Pubblicola di Santa Croce, Apostolic Delegate to Portugal, who brought the seeds to Pope Pius IV who asked them to be grown by the Cistercensis monks near Paul Carl Leygebe (1664-1756), "Club d e l T a b a c c o d i Federico I" Rome. The Bishop Nicolò Tornabuoni, Pope Gregory XIII's Delegate and Ambassador of Tuscany at the French Court, brought the seeds to his uncle, the Bishop of Sansepolcro. From there the plant found its way to Marche following the monks of the Cistercenis abbey of Chiaravalle, and to the Brenta Valley through the Benedictine monks. At the same time the crop found development in the Republic of Cospaia, a small state of hardly more than 300 hectares in the present town of San Giustino. The republic was born as a result of a topographic error made by the mappers of Pope Eugene IV who in 1440 gave the land of Sansepolcro as pawn to the Grand Duchy of Tuscany. The inhabitants of the tiny state started to sell tobacco to the neighboring states and tobacco became the most import revenue of the republic. The increase of the crop and of its use pushed the various countries to exploit tobacco from the fiscal point of view and to run tenders for its processing. It was only in the XVIII century that nearly all different tax systems were transformed into monopolies, which established the areas for cultivation, the varieties to use, the prices of the products and which forced farmers to sell leaves to empowered governmental officers. In Southern Italy tobacco took hold only in the XVIII century in the area of Benevento always thanks to the activity of local religious orders, and pushed further South to Puglia following the construction of a great factory of luxury snuff in Lecce. In the XIX century tobacco growing expanded to several other regions. In 1826 the Città del Tabacco - 1 / 3 - 24.04.2015 Republic of Cospaia was abolished and annexed to the Pontifical State following an agreement between the pope and the Grand Duchy of Tuscany, but it maintained the privilege to grow tobacco. In this way the crop extended into the High Tiber Valley. When Italy was united in 1861 the revenues from tobacco were so high that the new government created the Tobacco Monopoly which controlled the growing, production and marketing of tobacco in order to ensure fat revenues to the state coffers which were directly managed by the state. Always in those years the Monopoly, in addition to smoke and snuff products, started to produce the first nicotine-based crop protection agents for insect control and a nicotine-based soap. At the beginning of the XX century countless cooperatives and private enterprises for the first processing of tobacco were active all over the country and there were also 17 Monopoly factories for finished products. Along the centuries the plant was the subject of endless pieces of legislation linked to its commercial exploitation. It was also at the center of several controversies for its use, to the point that Pope Urban VIII and Pope Innocent X decided to excommunicate who would use tobacco in the churches. The countless bans in the various states of the Italian peninsula never achieved to stop the use of tobacco, and its production was nearly always subject to special rules by the governments or under a monopoly regime. In the world Tobacco was well known in the American continent long before the arrival of the first European explorers. Several pipes were found in the archeological digs in South America and in the USA (Hopewell, Ohio). The American natives did not smoke only for pleasure but also for medical purposes. The North American tribes used to carry pouches containing large quantities of tobacco and used it for barter or they used pipes to smoke it during holy ceremonies or to strike deals or mark special occasions. The first Europeans who saw tobacco were two members of Christopher Columbus' first expedition to the New World. Columbus landed in Cuba on 28 October 1942, and believing that he had arrived in China, he sent Luis de Torres and Rodrigo de Xerez to look for the Great Khan. The two men returned without obviously finding the Khan, but they related that they had seen some men smoking dried leaves with tools that were called pipes. The Spaniards introduced tobacco in Europe in 1518, but it was thanks to Gonzalo Hernandez de Ovieto y Valdès, governor of Santo Domingo, that in 1559 the first tobacco seeds were introduced in Europa. In 1560 Jean Nicot de Villemain, ambassador of France to Portugal, brought tobacco seeds to the French court and he described the plant as a "miracoulous remedy": his name has reached never-ending fame with the active principle of tobacco: the nicotine. Città del Tabacco - 2 / 3 - 24.04.2015 From the European courts tobacco quickly spread across the continent. The first publications on tobacco appeared in the XVI century and they described mainly its medical properties. The French Ambassador to Lisbon, Jean Nicot, sent some tobacco seeds to the French queen Catherine de Medici so that she could treat her migraines. If on one hand tobacco had thousands of enthousiasts in Europe, there was no lack of detractors. In 1604 the English King James I Stuart wrote a libel against tobacco describing it as a disgusting an harmful habit. In the same year England levied a very high protective tax on every pound of imported tobacco. Tobacco also reached the Ottoman Empire around the end of the XVI century where it was used at first mainly as a medicament, but later it rapidly spread among the population for the sense of pleasure that it gave. From Europe tobacco went back to the American continent with the first colons, who started to grow it at the beginning of the XVII century in what is now Virginia and to select the types of tobacco which are consumed now. Tobacco became so popular that it was used for centuries as currency. Tobacco growing eventually dominated life in the Chesapeake region. The growing demand for tobacco in Europe largely contributed to the multiplication of sea shipments between the two continents. The taxes on tobacco in the American continent also allowed a quick development of prosperity. The excise on tobacco represented one third of the American government's income long after the end of the Civil War. Tobacco found its way to the Far East first as a present that merchants and ambassadors would bring to the courts, but then it became extremely popular as a very refined pleasure in the form of snuff and smoke. In Europe tobacco was first consumed as very fine dust for snuffing or as cut rag in pipes. At the end of the XVII century the first cigars made their appearance, while cigarettes appeared only at the end of the XIX century. In the Anglo-Saxon world the cigarette took hold mainly after the Crimean War, when soldiers took the habit of wrapping tobacco in a small piece of paper and smoke it like this. The cigarette became popular only when the first machine for industrial production was built in 1881 in the United States. This machine sped up production by 13 times compared to manual output. Città del Tabacco - 3 / 3 - 24.04.2015	<urn:uuid:d5ec526f-5bed-472c-b9fb-d4f53660f325>	CC-MAIN-2020-24	http://www.cittadeltabacco.it/en/very-short-story-of-tobacco-in-italy/?output=pdf	2020-05-28T21:57:25+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00060.warc.gz	153,552,869	1,642	eng_Latn	eng_Latn	0.996728	eng_Latn	0.997741	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2078, 5013, 7452 ]	[ 2.59375 ]	1	0
Safehands Green Start Nursery @ Barnoldswick Edmonson Street, BARNOLDSWICK, BB18 5EY The quality and standards of the early years provision This provision is good There is a good understanding of the stage of development of each child on entry, which ensures that staff are able to extend their learning through everyday routines and activities. Children are happy, interested in their activities and eager to try new experiences. They show good levels of independence, curiosity, imagination and positive behaviour. Staff interact well with children, extending their vocabulary and supporting them to participate in discussions. Consequently, their interest and involvement is increased. Staff deployment is very effective, allowing for continuous free-flow between indoors and the outside environment. This means that children access a wide range of activities across all areas of learning. It is not yet outstanding because There are fewer opportunities for children to see words in the environment to further develop their very good understanding that text has meaning. Staff make very good use of available resources. However, some areas need further updating and resources need supplementing to enhance children's very good creative and thinking skills. Information about this inspection Inspections of registered early years provision are: [x] scheduled at least once in every inspection cycle – the current cycle ends on 31 July 2016 [x] scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate [x] brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection [x] prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe [x] scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage. The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register. Inspection activities The inspector talked with staff about the setting's procedures and children's learning and development. The inspector carried out a joint observation of children with the manager. The inspector observed activities in the main playrooms and in the outdoor play areas. The inspector looked at children's assessment records and planning documentation. Inspector Linda Shore Full Report Information about the setting Safehands Green Start Nursery @ Barnoldswick was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is owned by a private company, who run a number of other settings in the north west of England. It is situated in purposefully adapted premises, close to the town centre of Barnoldswick, Lancashire. The nursery serves the local area and is accessible to all children. It operates from three main rooms and there are two fully enclosed areas available for outdoor play. The nursery employs six members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. One is working towards level 3 and the manager is qualified to level 4. The nursery opens from 7.30am until 6pm, Monday to Friday, all year round. Children attend for a variety of sessions. There are currently 62 children attending, who are within this age group. The nursery provides funded early education for two-, threeand four-year-old children. It supports children with special educational needs and/or disabilities. What the setting needs to do to improve further To further improve the quality of the early years provision the provider should: provide additional stimulating resources indoors and outside, which are accessible and open-ended, so they can be used, moved and combined in a variety of ways to further support children's very good learning enhance the educational programme for literacy further by creating an environment rich in print, so that children can learn about words, such as, displaying signs, posters and labels. Inspection judgements How well the early years provision meets the needs of the range of children who attend Staff have a good understanding of the Early Years Foundation Stage and use this very well in practice to meet children's individual needs. When they enter the nursery, key persons collect useful information from parents about what children do at home and their interests. Therefore, planning is based on a secure assessment of what children do and enjoy. The prime and specific areas of learning are covered in a full range of activities and experiences. Staff record observations on individual children and collate the next steps for their key children. This is then fed into the planning. Each child has a good record of learning, which shows how activities link to the areas of learning and gives a general overview of their stage of development. The manager oversees the tracking of children's progress, which is monitored regularly. This means that staff can see how their key children are making progress and where they may need to target more help and support. The nursery has been, mostly, completely refurbished since January and generally, many new resources purchased to supplement and enhance children's learning. The baby room provides an excellent environment for children to learn, play and relax. The room has a cosy, homely feel to it and many natural and home-made resources to ignite children's interests. They drive their own learning as they actively engage and explore treasure baskets, puzzles and interactive toys, such as a music mat. However, some areas, both indoors and outside, need updating and further resources supplemented to further support children's creative and thinking skills. Nevertheless, staff make very good use of available resources. Educational programs to extend children's communication and language skills are good. Staff are skilled at deepening children's learning through stimulating interactions during play. Children plant and grow sunflowers from seed and proudly show how big they are. They stretch up to demonstrate how high they can grow. This stimulates relevant conversation between children and staff and helps them to learn about the world they live in. They talk about lifecycles, how things grow and gain the vocabulary to describe what they see, such as, seeds, growth and the concept of big and small. Children enjoy story time or just relaxing with a book when they choose to. The quiet corner has many interesting books available to encourage a keen interest in reading. However, there are fewer opportunities in the environment for children to learn that text has meaning, for example, by displaying words, posters and labels at child-height in the rooms. Children are offered a wide range of opportunities that promote their physical development. For example, they learn to handle small tools and implements, such as, brushes and cutlery, safely and effectively. Babies demonstrate that they are confident on large equipment, such as slides and they learn about numbers as they count 'one, two, three' before launching. This all means that children develop the necessary physical, social and communication skills to be ready to move on to school. The contribution of the early years provision to the well-being of children Children are settled and happy in the nursery because they are supported well by their key person. They demonstrate that secure and trusting relationships are in place through conversation and play. Staff know children well and understand how to comfort them when they are upset and this eases the transition from home. For example, staff help children to find their comfort toy and pull up another chair for it to sit on while children are busy. Children independently access the toys and resources with confidence as they explore the well-organised environment. They direct their own play, which in turn builds their selfesteem and confidence. This means that children are learning the social, physical and independence skills required for their future learning. The outdoor area is currently under development and some areas are not presently in use. Effective risk assessments and vigilant supervision by staff enables the children to play and relax in safety and comfort. The seamless deployment of staff allows children complete freedom to choose to play indoors or outside for fresh air and exercise. Outdoors, children help themselves to activities that are made easily accessible to them, such as, riding, skipping, jumping and a cosy playhouse where children enjoy role play. Staff obtain good information about children's individual needs and requirements from parents and ensure that these are given the highest regard. This means that children play in an environment, which is tailored to their individual interests and abilities to maximise learning. Staff know the children very well and are on-hand to guide and extend their learning. They encourage children to play cooperatively together, gently redirecting them and calmly addressing any minor disputes. Staff work very well together and act as good role models for the children. They treat each other with respect and encourage the children to do the same. As a result, children behave very well and a happy and calm atmosphere is present in the nursery. Children have a good understanding of how to assess risk and keep themselves safe and they are mindful of the safety of others. For example, they enjoy sliding down the slide and piling up at the bottom. Staff encourage them to enjoy their game while ensuring their safety. This helps children to develop a positive attitude to good health and learn to respond to their own body's needs. Children sit with staff to eat their meals, sharing a well-organised social occasion. They enjoy healthy, nutritious snacks provided by staff, including fresh fruit and their understanding of the importance of a healthy lifestyle is well supported. This further improves their readiness to learn in the next stage, such as school. Staff foster good partnerships with the local schools and nursery school to ensure that children make secure transitions to full-time education. The effectiveness of the leadership and management of the early years provision The leadership and management team of the nursery instigate effective safeguarding procedures for child protection and recruiting suitable staff. The named child protection officer has a good knowledge of child protection procedures and fully understands the responsibility to protect the welfare of children. All staff have a good understanding of the safeguarding requirements. They know the possible signs that a child is at risk of harm and understand fully what to do if they have any concerns. Policies and procedures are reviewed centrally for the group of nurseries. Staff contribute to and are fully aware of the policies and procedures that underpin good practice. Children's welfare is promoted and maintained using effective risk assessments to ensure that the environment is safe. The manager and staff demonstrate a good understanding of their responsibilities in meeting the requirements of the Early Years Foundation Stage. The nursery delivers engaging activities across all areas of the educational programmes, in order for children to progress well towards the early learning goals. Overall, all children are making good progress in relation to their starting points and capabilities. Monitoring procedures for capturing children's learning and development are effective and inform planning for their next steps. The key person system works well, so that each child has a special person, who cares for them while also getting to know all staff well. This means that children are confident and ready for school or the next stage in their learning. The new management team has introduced effective staff supervision and appraisal to address training and professional development needs. Staff are very keen to participate in training to further build on their knowledge and understanding of early years practice. A thorough induction programme ensures that all new staff are clear about their duties and responsibilities. Partnerships with parents and carers are good. Parents speak very highly of the nursery and all staff, praising the level of meaningful information received. For example, staff use information from parents to get to know children quickly and use this to plan for children's needs and interests. Links with other professionals are used to fully support the individual needs of all children, including those with special educational needs and/or disabilities. For example, staff take advice from parents, speech and language therapists and local authority development workers. This ensures that they have all the skills required to help children make the best possible progress from their starting points. The manager and staff make good use of reflective practice to develop all areas of learning and development through ongoing observation, constant discussion and regular team meetings. Significant development has taken place since the nursery came under new management, such as the development of learning journeys and the planning system. This demonstrates a good ability to accurately assess what they do well and areas for future development to continually improve the provision for children. The Childcare Register The requirements for the compulsory part of the Childcare Register are The requirements for the voluntary part of the Childcare Register are Met Met What inspection judgements mean Inspection This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the Early Years Foundation Stage. Setting details Unique reference number EY455362 Local authority Lancashire Inspection number 894836 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 86 Number of children on roll 62 Name of provider Safehands Green Start Nurseries Limited Date of previous inspection not applicable Telephone number 01282813827 Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints procedure: raising concerns and making complaints about Ofsted', which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email email@example.com. Type of provision For the purposes of this inspection the following definitions apply: Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration. Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder's own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email firstname.lastname@example.org. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Piccadilly Gate Store St Manchester M1 2WD T: 0300 123 4234 Textphone: 0161 618 8524 E: email@example.com W: www.ofsted.gov.uk © Crown copyright 2012	<urn:uuid:dfd2c3bd-18a3-41c7-80a2-fcbe5a53559d>	CC-MAIN-2020-24	https://files.ofsted.gov.uk/v1/file/2232357	2020-05-28T22:56:06+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00062.warc.gz	350,426,225	3,367	eng_Latn	eng_Latn	0.997357	eng_Latn	0.998332	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1271, 2757, 5148, 8351, 11755, 14018, 14051, 15779, 16688, 18046 ]	[ 2.1875 ]	2	1
١ Text A : Inventions that keep us secure اﻻﺧﺘﺮاﻋﺎت اﻟﺘﻲ ﺗﺠﻌﻠﻨﺎ اﻣﻨﯿﻦ Airbags protect car drivers and passengers if they are involved in an accident. Most modern cars have a driver's airbag in the steering wheel, and another for the front seat passenger. Some cars also have side airbags fitted in the seats, and a few even have airbag s which are released from behind the driver to protect people in the back seats. Airbags inflate in less than a second when a car collides with something solid, like another vehicle or a building. They cushion the people in the car and stop them from bumping into dangerous objects such as the steering wheel. Since cars have ha d airbags, the number of serious car injuries has decreased dramatically. In the past, before the invention of smoke alarms, many people died in their homes, not because of flames, but because they inhaled lethal smoke while they were sleeping. This is because most fires happen at night. However, it is now possible for people to buy inexpensive smoke alarms which they can fit themselves . Like alarm clocks, they are loud enough to wake sleepers and give them enough time to escape. The best place for a smoke alarm is at the top of stairs or in halls and corridors. Some smoke alarms are so sensitive that fumes from cooking can activate them, so they should not be installed in or near kitchens. A vaccination is a medical treatment which can prevent people from catching serious diseases and stop these diseases from spreading to large numbers of people. Many childhood diseases, which were common in the past, have disappeared because of the mass vaccination of babies. When doctors vaccinate people, they are infecting them with a very weak solution of the disease they want to prevent. This helps the body to fight the disease in the future . Many vaccinations last for a whole lifetime. 1- Who do car airbags protect? 2 there are many places in the house that smoke alarms are installed in . write down two of these places ? 3 Why are smoke alarms accessible to everyone? 4 How have some common childhood diseases disappeared? 5. Why shouldn't smoke alarms be installed in or near kitchens? 6- Find a word which means "existed no longer". Answers:- 1- car drivers and passengers if they are involved in an accident. 2- The best place for a smoke alarm is at the top of stairs or in halls and corridors. 3- it is now possible for people to buy inexpensiv e smoke alarms which they can fit themselves. 4- because of the mass vaccination of babies. 5- Some smoke alarms are so sensitive that fumes from cooking can activate them, . 6- disappeared Text B : accidents اﻟﺤﻮادث Road accidents kill and injure thousands of people everyday, so car makers are always trying to think of new ways of improving safety for drivers and passengers. These are some improvements that have been introduced in recent years. Cars have had seat belts for many years, first in the front seats, then later in the back seats. Without seat belts a driver or front-seat passenger can be thrown through the windscreen in a head-on collision. Car makers say that seat belts cut the risk of death and injury by up to 50%. Anti-lock brakes help drivers to avoid accidents, by making cars stop more quickly than cars with ordinary brakes. Ordinary brakes can lock if the driver presses his foot too hard or too suddenly. The ABS system prevents the wheels from locking and this means cars do not skid. To protect the people in cars, manufactures have strengthened the area where they sit. If the car is in an accident, the people in this area will not be crushed. But the front and back parts of cars have been weakened, so that if a car is in crashed, these "crumple zones" will take the force of the impact, not the people inside. There is no doubt that in the future, makers will continue to make their cars safer, but they cannot make drivers more careful. Only when everyone drives more carefully, road accidents will become a thing of the past. 1- why are car makers always trying to think of new ways of improving safety for drivers and passengers? - Because road accidents kill and injure thousands of people everyday 2- what can happen in an accident if a car driver or passenger isn't wearing a seat belt? - Without seat belts a driver or front-seat passenger can be thrown through the windscreen in a head-on collision. 3- , what is the main advantage of seat belts? - They cut the risk of death and injury by up to 50%. 4- , how do anti-lock brakes help to avoid accidents? - by making cars stop more quickly than cars with ordinary brakes. 5- , when can ordinary brakes lock? - Ordinary brakes can lock if the driver presses his foot too hard or too suddenly. 6- , why have manufactures strengthened the area where they sit? - If the car is in an accident, the people in this area will not be crushed. 7- , why have manufactures weakened the front and back parts? - so that if a car is in crashed, these "crumple zones" will take the force of the impact, not the people inside. 8- Find a word in the text which means " hitting with force"? Collision ٢ ٣ Text c : letters to the mountains رﺳﺎﺋﻞ اﻟﻰ اﻟﺠﺒﺎل Not everyone in the world has a computer. This means that many people cannot use the Internet or send emails, and have to write and post letters in the traditional way. But the posta l authorities in Himachal Pradesh, a state in the north of India, have introduced a new service for their customers which is a combination of traditional mail and email. People write their letters, then take them to their local post office. There, they are copied then sent by email to post offices in other parts of the country. Here, the emails are printed out and taken by the postman to their correct addresses. Some of these letters, however, which are addressed to very remote places ، like the Himalayas, have to be taken by hand to their destinations. They are carried by 'mail runners' who travel long distances on foot, often through mountains or other very difficult areas. These postmen, who wear special uniforms and carry a mailbag and a bell, were introduced by the Indian post office over 150 years a go. There are now over 1600 "mail runners' in the state of Himachal Pradesh People in remote villages get very excited when they hear the postman's bell because they know that letters are coming for them. But the runners bring more than letters. They also bring news from other villages and from the outside world. Often runners also have to read letters to people because many of the villagers in these areas cannot read. Questions 1- In which part of India is Himachal Pradesh? 2- Why cannot many people use the internet or send emails? 3- How are people's traditional letters sent by mail? 4- Who takes the printed emails to very remote areas? 5- How many runners are there in Himachal Pradesh? 6- Why do people in remote villages get very excited when they hear the postman's bell? 7- Why do runners have to read le tters to many of the villagers? 8- What does the underlined pronoun " they" in paragraph two refer to? 9- Find a word in paragraph which means " people who live in villages". Answers 1- a state in , the north of India) 2-Not everyone in the world has a computer 3-they are copied then sent by email to their correct addresses 4-mail runners ) 5- over 1600 6- because they know that letters are coming for them 7 because many of the villagers in these areas cannot read 8- people in remote villages 9- villagers Safety at home اﻟﺳﻼﻣﺔ ﺑﺎﻟﻣﻧزل It is well known that most house fires start at night and it is smoke not flames is the real danger to people . it is for this reason that many homes now have smoke alarms in two or three important places . schools , hospitals , offices and other public buildings have these alarms . smoke alarms are stuck on to the ceilings in places where they can easily be heard all over the building . good places are at the top of stairs , and in hallways and corridors . it is a good idea not to put them in or near to a kitchen or bathroom , where smoke or steam may make the alarm go off accidentally , which can be frightening especially for children and elderly people . When they are fitted , you should check the battery every week by pressing the test button and replace the battery at least once a year . it is possible to buy alarms with 10-year batteries , but these are more expensive . if the alarm starts to make short high beeping sounds , this is a sure sing that the battery is empty and needs replacing .If you are having problems or difficulties with you fire alarms , contact your local fire service for further help and advice. اﺳﺋﻠﺔ ﻋﻠﻰ ھذه اﻟﻔﻘرة 1- When do most fires happen ? ﻣﺗﻰ ﺗﺣﺻل ﻣﻌظم اﻟﺣراﺋق At night ﻓﻲ اﻟﻠﯾل اﻛﺗب ﻣﻛﺎﻧﯾن ﻋﺎﻣﯾن ﻓﯾﮭم ﻣﻧﺑﮫ اﻟدﺧﺎن 2- Write down two public buildings that have smoke alarms ? Schools , hospitals 3- What are the best places for smoke alarms ?ﻣﺎ ھو اﻓﺿ ل ﻣﻛﺎن ﻟﻣﻧﺑﮫ اﻟدﺧﺎن At the top stairs , and in hallways and corridors ﻓﻲ اﻋﻠﻰ اﻟدرج و ﻓﻲ اﻟﻘﺎﻋﺎت و اﻟﻣﻣرات 4- Why are most smoke alarms are stuck on the ceilings ? ﻟﻣﺎذا اﻟﻣﻧﺑﮭﺎت ﺗﺛﺑت ﻓﻲ اﻟﺳﻘف Where they can easily be heard all over the building . ﺣﯾث ﯾﻣﻛ ن ان ﺗﺳﻣﻊ ﻓﻲ ﻛل اﻟﻣﺑﻧﻰ 5- Why is it a good idea not to put them in or near kitchens or bathrooms ?? ﻟﻣﺎذا ﻓﻛرة ﺟﯾدة ان ﻻ ﻧﺿﻌﮭم ﺑﻘرب اﻟﻣطﺑﺦ او اﻟﺣﻣﺎم Where smoke or steam may make the alarm go off accidently . ﺣﯾث ان اﻟدﺧﺎن او اﻟﺑﺧﺎر رﺑﻣﺎ ﯾﺷﻐﻠﮭم ﺑﺷﻛل ﺧﺎطﻰء 6- Write down two groups of people that will be afraid of smoke alarms if they go off ? اﻛﺗب ﻣﺟﻣوﻋﺗﯾن ﻣن اﻟﻧﺎس ﺳوف ﺗﺧﺎف اذا اطﻠق اﻟﻣﻧﺑﮫ Children and elderly people . اﻻطﻔﺎل و ﻛﺑﺎر اﻟﺳن 1- What should you do when you fit the smoke alarm ? ﻣﺎذا ﯾﺟب ان ﺗﻔﻌل ﻋﻧدﻣﺎ ﺗﺛﺑت اﻟﻣﻧﺑﮫ you should check the battery every week by pressing the test button and replace the battery at least once a year . ﯾﺟب ان ﺗﺗﻔﻘد اﻟﺑطﺎرﯾﺔ ﻛل اﺳﺑوع ﻋن طرﯾق اﻟﺿﻐط ﻋﻠﻰ زر اﻻﺧﺗﺑﺎر و ﺗﺳﺗﺑدل اﻟﺑطﺎرﯾﺔ ﻣرة ﻛل ﺳﻧﺔ 2- when do people know that the batteries are empty ? ﻣﺗﻰ ﯾﻌرف اﻟﻧﺎس ان اﻟﺑطﺎرﯾﺎت ﻓﺎرﻏﺔ if the alarm starts to make short high beeping sounds. 3- Why do people contact local fire service ﻟﻣﺎذا اﻟﻧﺎس ﺗﺗﺻل ﺑﺧدﻣﺔ اﻟﺣراﺋق اﻟﻣﺣﻠﯾﺔ Further help and advice . ٤ Question Number Two: A. Give the correct form of the given word to complete each of the following sentences. 1. Smoke from vactories' chimneys can damage the....................... (environmental) 2. I think that car racing is.................because there is much risk in it. (danger) 3. Some people have…………….looking after adult orangutans.( difficult) 4 . Global ……………is leading to climate change. (warm) اﻻﺟﺎﺑﺔ 1 – environment 2- dangerous 3- difficulty 4- warming B. Correct the underlined mistakes in the following sentences 1- I want to write a letter. Ca n you pass me two bars of paper? 2- I read an interesting item of information about volcanoes in the paper this morning. 3- For breakfast Ann usually has two bars of bread with butter and honey. اﻻﺟﺎﺑﺔ 1-pieces 2-piece 3- slice C. Choose the suitable word from those given in the box to complete each of the following sentences disposable , security, shorten, natural 1. To stop others from using your mobile phone you should use a............... number. 2. My trousers is too long, I must.............. them in the toiler's. 3. Thrown away mobile phones can be dangerous especially if they have ............. batteries in them. اﻻﺟﺎﺑﺔ 1-security 2-shorten 3-disposable Question Number Three: A. Correct the verb between brackets to complete each of the following sentences. 1. Fadwa has .................on her Maths project all day. (be, work) 2. Our friends have already ....................us twice this week. (visit) 3. Fadia ........................of the last thing you wrote . (think) 4. We ……………..( expect ) things will improve اﻻﺟﺎﺑﺔ 1- been working 2-visited 3-is thinking 4-believe B. Form question tags from the following sentences, 1. Samir likes watching documentaries,……………………………..? 2. The tourists have taken so many photos here,………………………? اﻻﺟﺎﺑﺔ 1- Doesn't she 2-haven't they Question Number Four: A. Study the following pair of sentences and write down the meanings of the underlined verbs. (6points) 1-I'm expecting a visit from Ahmed. 2- I expect things will improve اﻻﺟﺎﺑﺔ 1-am expecting – waiting 2- expect –believe B. Complete the following mini-dialogue using should have or shouldn't have to give advice about the past. 1. Reham : My brother failed his driving test. Muna: he………………………………………… .(miss so many lessons) 2. Jalal : Sami didn't tell his parents he will be home late. Jamil : He ………………………………………… .(tell them) اﻻﺟﺎﺑﺔ 1- Shouldn't have missed so many lessons 2- Should have told ٥	<urn:uuid:81f63f37-33af-4918-92df-d0ed9d3fdbce>	CC-MAIN-2020-24	https://www.awa2el.net/en/file/4136/download?token=dwFyjs9S	2020-05-28T21:58:33+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00061.warc.gz	641,929,896	3,545	eng_Latn	eng_Latn	0.995073	eng_Latn	0.998761	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2648, 5192, 7604, 10303, 12844 ]	[ 4.625 ]	2	0
LOGIC MASTERS INDIA MOCK TEST 13 Date: 21st February, 2010 Start Time: 14:30 IST (09:00 GMT) Duration: 2hrs Points: 1000 + Time bonus (10 pts/min) POINTS TO REMEMBER 1. There are totally 10 sudokus to be solved in 2hrs. 2. Answer Page: http://www.logicmastersindia.com/mock13/mock13.asp 3. Answers will be accepted only on the website. Click on 'Show Cells To Fill' and enter numbers in the 'marked cells' from your solution. 4. The 'Show Cells To Fill' will be activated 60 minutes after the test starts. 5. Answers will not be accepted after the stipulated period. 6. Time bonus of 10 points per minute saved will be awarded ONLY if all 10 sudokus are solved correctly. 7. Please rate the sudokus after submitting your answers, you can rate the sudokus even after the mock test ends. POINTS TABLE: ODD-EVEN NO TOUCH SUDOKU (50) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * Shaded cells contain even numbers while other cells contain odd numbers. * Same numbers cannot touch each other even diagonally. EVEN PRODUCT FRAME SUDOKU (60) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * The shaded cells contain even numbers. * Numbers in the outside frame equal the product of the first three numbers in the corresponding row or column in the given direction. CONSECUTIVE SUM FRAME SUDOKU (80) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * Neighbouring cells which contain consecutive numbers are separated by bars. If there is NO bar between two cells then the two numbers CANNOT be consecutive. * Numbers in the outside frame equal the sum of the first three numbers in the corresponding row or column in the given direction. IRREGULAR KROPKI SUDOKU (80) * Place numbers in the grid such that each row, column and thick-outlined region contain the numbers 1 to 9. * If the absolute difference between two digits in neighbouring cells equals 1, then they're separated by a white dot. If the digit in a cell is half of the digit in a neighbouring cell, then they're separated by a black dot. The dot between '1' and '2' can have any of these dots. If there is NO dot between two cells then the two numbers CANNOT be consecutive or half. EXTRA-REGION QUADRO SUDOKU (80) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * Each group of nine shaded cells must also contain the numbers 1 to 9. * Numbers in any 2x2 region cannot be all odd or all even. OUTSIDE ANTI-KNIGHT SUDOKU (90) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * Outside cells must be inserted in one of the first three cells of the row or column as seen from that direction. * No cell that is a knight-step away can contain the same digit. In chess, a knight moves two squares forward followed by one sideways. ODD MULTIPLICATION TABLE SUDOKU (110) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * The shaded cells can only contain odd numbers. * The two-digit number in the second line of a cage is always product of the two one-digit numbers in the first line of the cage. NON-CONSECUTIVE NUMERAL SUDOKU (130) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * No adjacent cells can contain digits which are consecutive to each other. * In some of the cells, a letter is given as a clue. A number can only be placed in this cell if its English name contains that letter in its spelling. ONE:1, TWO:2, THREE:3… and so on. SURPRISE SUDOKU (150) This Sudoku will contain three of the common variants together. SEQUENCES EQUAL SUM SKYSCRAPER SUDOKU (170) Place numbers in the grid such that each row, column and 3x3 box contain the numbers 1 to 9. * The numbers along the lines have to be different and are in arithmetic sequence. The difference between two following numbers along a line is always the same. * The given crosses mark ALL groups of four cells in which two pairs of diagonally opposite numbers add up to the same sum. * Each number represents the height of the skyscraper in each cell. The digits outside the grid indicate the number of skyscrapers seen from the corresponding direction. http://rohanrao.blogspot.com/	<urn:uuid:f4366075-ff26-49a8-b9ff-93fc0b7eb8f2>	CC-MAIN-2020-24	https://logicmastersindia.files.wordpress.com/2014/01/sudokumocktest13ib.pdf	2020-05-28T21:54:59+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00062.warc.gz	427,159,523	1,080	eng_Latn	eng_Latn	0.947345	eng_Latn	0.99784	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 151, 792, 807, 1064, 1367, 1787, 2298, 2557, 2936, 3249, 3644, 3732, 4358 ]	[ 2.953125 ]	2	8
MAIDWELL PRIMARY SCHOOL Key Stage 2 (Years 5&6) Curriculum Newsletter January & February 2017 Welcome back to the Spring Term. Thank you for your Christmas cards and presents It doesn't feel very Spring-like yet but we're moving in the right direction. Welcome also to Mrs Wake who has joined us this week and is looking forward to teaching at Maidwell. We have, as usual, a very busy time ahead. Rosemarie James & Tracey Wake Class Teachers Literacy This term our fictional work will revolve around the picture book entitled Piggybook by Anthony Brown. It is a cautionary tale which warns of the consequences of laziness but is a rebirth story which results in a transformation in all the characters. Week 2 will see Martin Young visit in order to create new images developed alongside the children which will focus on settings. We will begin with the customary Hear, Map, Step, Speak process before focussing in on the analysis of a model text written with all the appropriate settings features. Using Martin's images we will then use our analysis to create texts which focus on the setting. Following the unit of work on settings we will then move on to the non-fiction text type of Discussion. Discussion is a very common form of thinking and an important form of talk. It involves considering both sides of an argument, weighing up evidence or ideas and trying to come to some sort of reasoned conclusion. Discussion forms a simple pattern. The writer opens by stating the topic under discussion, then provides the main reasons for a certain view, followed by reasons against and ends with a reasoned conclusion. Linking our non-fiction text to the story, we will be discussing the behaviours of the main characters. Linking to Science we will end our unit of work with a Science story which links directly to the Science topic entitled Let's Get Moving which is all about forces. The story is entitled Bernie's Bridge. The science content in the story centres on bridge design. It will open up to investigating the forces involved in building bridges and measuring the forces acting on a variety of bridge types that can be modelled in the classroom. We will also give the children the opportunity to practise the skills gained last term in writing information texts when they write about famous bridges and the engineers who built them. Reading The children will be given the opportunity to complete a reading assessment early in the term. Their responses will be analysed and future lessons will focus on specific areas for development. The weekly reading comprehension activities will help you to assist your child in the understanding of what they read. Regular reading for enjoyment is also important as it develops your child, not only as a reader, but also as a writer. Grammar, Punctuation and Spelling (GPS) SPELLING We have developed a personal dictionary for each child into which particularly difficult words will be added. We will be focussing on using these effectively as well as developing care when writing to avoid often avoidable spelling errors. Please continue to work on weekly spelling challenges. GRAMMAR AND PUNCTUATION We will continue to teach most of the required grammar and punctuation through the Talk for Writing process. We will also have dedicated daily lessons which will focus on the outcomes of an assessment carried out early in the term. Targets: Following an individual assessment of your child's writing, you will be sent individual writing targets for the coming term Numeracy Mrs Wake will assume responsibility for teaching Numeracy on Thursdays and Fridays. During these sessions she will focus on determining whether mental maths or written strategies should be employed. She will also focus on the development of reasoning skills and in particular solving of multi-step word problems. I will teach new knowledge at the beginning of the week which will then link to the reasoning/word problem focus at the end of the week. We will have two three-week sequences, the objectives of which are: Number sense: The children will be taught how to explain and represent how to order fractions and convert fractions to decimals and percentages. Learning objectives: Y5 Compare and order fractions whose denominations are all multiples of the same number - Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number (for example 2 /5 + 4 /5 = 6 /5 = 1 1 /5) - Recognise the per cent symbol (%) and understand that per cent relates to "number of parts per hundred", and write percentages as a fraction with denominator 100, and as a decimal - Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths - Use common factors to simplify fractions; use common multiples to express fractions in the same denomination - Compare and order fractions, including fractions >1 - Associate a fraction with division and calculate decimal fraction equivalents (for example, 0.375) for a simple fraction (for example 3 /8) - Recall and use equivalences between simple fractions, decimals and percentages, including in different context Multiplicative Reasoning: The children will be taught to explain and represent how they know 16 is a square number and 27 is a cube number Y6 and how to identify a prime and a composite number. Y5 - Know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers - Establish whether a number up to 100 is prime and recall prime numbers up to 19 - Recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed ( 3 ) - Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign - Solve problems with required knowing percentage and decimal equivalents 1 /2, 1 /4, 1 /5, 2 /5, 4 /5 and those with a denominator of a multiple of 10 or 25 Y6 Multiply multi-digit numbers upto to 4 digits by a two-digit whole number using the formal written method of long multiplication - Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context - Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context - Perform mental calculations, including with mixed operations and large numbers Learning objectives: We will also be re-issuing your child's login details for IXL. Please remember to use this valuable resource to support your child's learning at home. *Please also note that as we subscribe to IXL maths your child can access 10 grammar questions on each login. These quick exercises are of great assistance in securing your child's understanding of grammatical terms. We are in the process of adding full English IXL access and in the near future you will have unlimited access. Science This term our topic is entitled Let's Get Moving: Forces. During the unit of work we will explore gravity and find out about the theories held by Galileo, Sir Isaac Newton and Einstein. Through a range of experiments we will further explore Galileo's experiment at Pisa, air resistance as a force, water resistance and friction. The children will investigate these forces by planning, carrying out and making sense of results in fair tests. We will then move on to explore how levers, pulleys, springs and gears transfer force and motion. In the final week of the term we will link our Science work to Literacy—learning the story Bernie's Bridge which introduces forces in opposition, strong structures and bridge design absorption. New scientific vocabulary which will be used in this unit (and which it would be helpful to be able to spell correctly): gravity, weight, newton, non-contact, friction, air resistance, water resistance, force meter, reliable, lever, spring, gear pulley Computing This term Class 3's online safety will be focussing on Contact – understanding that the internet can allow harmful people to make contact with children if we do not use the internet safely and responsibly. Following on from this, the children will become artists. Using Inkscape software, the children will be presenting information by using vector and turtle graphics to design and create geometric art. This unit allows the children to develop their programming skills by using sequence, selection and repetition ideas to create their art work as well as logical reasoning, explaining how simple algorithms work and debugging. Targets: - To create an algorithm - To create a piece of geometric art - To develop an understanding of vector and turtle graphics - Use sequence, selection and repetition to create the piece of art - Improve the art work by analysing and evaluating - Internet safety – develop an understanding of how people can contact you online History This term we shall start our next topic: Anglo-Saxons. The AngloSaxons period of history in Britain started gradually as the Romans left Britain and the Angles, Saxons and Jutes settled in Britain over a number of years. However, the end of this period of history was far more abrupt with the battle of Hastings in 1066. During this topic we will look at the lifestyles, homes, food and other aspects of their lives whilst understanding how they fit into the overall history of Britain. Art/DT Later in the term we will have an Art/DT day when we will build a model of an Anglo-Saxon village. RE Our work this term is entitled Christianity in Action: What difference do Christians make towards addressing some problems in the world today? The unit enables pupils to begin to understand how the Christian faith responds to global issues of human rights, fairness and social justice. The focus is on the way Christian teaching impacts on the beliefs and practices of Christians. The children will engage in activities that will allow them to explore the relationship between what a person believes and what they do, drawing on their own experiences and those of other people, including Christians. As part of our work we will discuss the story of The Good Samaritan and learn of the lives of St Paul, St Patrick and St Brendan. We will also find out about Martin Luther King and examine how his beliefs affected his behaviour. We also plan to invite a number of local Christian charities to the school to talk to the children about their work and its impact. Spanish ¡Feliz Año Nuevo! (Happy New Year!). I hope you have all had a lovely Christmas break. During the first part of this term, children in Years 5 and 6 will learn/review some key verbs in the 3rd person singular: tiene (has), se llama (he/she is called) and learn some vocabulary from the children´s book "The Giant Turnip". They will also review numbers up to 100 in Spanish. They will then make simple calculations in Spanish based on the five times table, and this will lead onto learning how to ask for and give the time. Music Class 3 will be having weekly Samba lessons delivered by NMPAT. We look forward to sharing this with you in future. PE Our PE sessions will be swimming on a Monday afternoon and PE with the coach on a Thursday afternoon. Please ensure your child has their complete PE kit in school including outdoor footwear (separate from their normal school shoes). PE is an essential, not optional, part of the school curriculum and as such we will always take every step possible to ensure your child can take part. Please note it is also not acceptable for children to wear items of their school uniform such as polo shirt/shoes as their PE kit. Hockey Unit In this unit, children will revisit the fundamental skills of hockey including passing, dribbling, ball control and shooting. Children will learn attacking, defending, tactics and rules of the game. They will have the opportunity to consolidate learnt skills during small sided games. PSHE This term we will look at the theme of Mindset and how positive mindsets influence learning. We will begin by revisiting the 5Rs for Learning. For our younger children these are a relatively new concept and are as follows: Resilience (Tortoise), Readiness (Rabbit), Reflectiveness (Owl), Resourcefulness (Squirrel) and Responsibility (Dog). Our older children are well aware of the 5Rs and their associate animal characters but it is important to regularly reflect on the power they have in regard to improving mindset and affecting outcomes of learning. RE (Class 2/3) Mrs James Science Mrs James Spanish Mrs Garzón Golden Time	<urn:uuid:53ebbdc9-6150-4090-821f-78c6ecc6e29f>	CC-MAIN-2018-22	https://maidwellprimary.net/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=87&id=0B_y3u6OjCZ2geDZSbGNrSUxaeDA&Itemid=1000000000000	2018-05-23T18:32:23Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00071.warc.gz	589,539,603	2,647	eng_Latn	eng_Latn	0.912427	eng_Latn	0.998469	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3551, 7324, 10726, 12778, 12859 ]	[ 4.03125 ]	2	0
DOES THE TAIL WAG THE DOG? How the development of a rail trail could repeat history in Southern Rensselaer County All About Nassau People, Buildings and Memories When first invented in the late 1800's, trolleys rapidly became part of America's cultural landscape, offering previously unimaginable transportation options that transformed the economy and culture of South ern Rensselaer County. At the turn of the 20th century, trolleys were both the medium and mechanism for the explosion of businesses, attractions and amusements for tourists and residents alike. Trolleys today are extinct as transportation, but their former rail beds and mystique have become a tourist attraction and economic engine in their own right. by Kurt Vincent, Nassau Village Historian Several miles south of Nassau at Kinderhook Lake, Electric Park was developed as a summer amusement park by the railroad company. This was a common practice across the U.S. as a means of attracting business on weekends and holidays. The target market was urban factory workers and city office employees - a growing population of people who ranked economically and socially a notch below the wealthy tourists who came "from away" and stayed in the grand hotels of the era. Park admission was 10 cents but those who arrived by rail with roundtrip tickets, which cost 40 cents from Albany, were admitted free. In the lagoon at the bottom of the hill that runs down from where the train stopped, a carousel operated on an island that, in turn, was connected by a bridge with the midway, where soda, popcorn, ice cream and other treats were sold. Also in the lagoon was a roller coaster built on piles sunk into the water. A huge wooden slide into the water called a chute-the-chute ran floating carts in the summer and toboggans in the winter. The park was also open in the winter for skating, curling and dancing. The railway company said its Electric Park offered "All that is best in refined amusements" and was a "place where ladies and children can go unattended." At Kinderhook Lake, the trolley passengers would be greeted with the sound of the steam calliope and colored lights that ringed the park. A steam-driven Ferris wheel sat just outside the park, and those who did not want to or couldn't afford to pay the park admission fee could ride it for 5 cents. In the years before and just after World War 1 guest houses, hotels and farms taking summer guests were numerous in all directions. Nassau, Lyons and Burden Lakes all provided entertainment opportunities made possible by easy transportation on trolleys. Small farmers could now sell heavy cans of milk with only a short trip to the closest rail crossing. The railroad also moved freight and express in concert with the steam railroads, connecting with the New York Central at Rensselaer and Hudson and with the Boston and Albany at Niverville and Hudson. Milk processing plants were located at Nassau Lake, Nassau Village and North Chatham. Now as we sit today with a promise of the old railway right-of-way once again being utilized, we can hope some of the old prosperity comes our way. Students who wished to continue their education beyond 8th grade could now take a trolley to the closest High Schools either in Rensselaer or Valatie. Previously if a family wanted higher education for their children, a private or boarding school was necessary to provide room and board be cause a trip home would take to long on the crude highways of the day. If you would like to share your Nassau stories and/or pictures contact us at email@example.com or telephone Mr. Vincent at 518-766-2291. We would love to include your material in a future edition. From above top, 1902 advertisement for Electric Park at Kinderhook Lake. Middle - uniform button from a conduc tor's uniform. Bottom - period postcard of The Chute-the-Chute used both summer and winter to propel visitors to the lake below.	<urn:uuid:8e80c5c0-5f23-4800-b842-6f15d4d03658>	CC-MAIN-2020-24	https://img1.wsimg.com/blobby/go/f49a9d4f-1f56-48ba-a2da-a4921b87a56e/downloads/1d322b6gn_926196.pdf	2020-05-28T22:59:22+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00082.warc.gz	390,080,898	831	eng_Latn	eng_Latn	0.999335	eng_Latn	0.999335	[ "eng_Latn" ]	false	docling	[ 3935 ]	[ 2.140625 ]	2	1
7th Grade Learning Grid-April 13-17, 2020 Below is a list of strongly suggested learning activities for our 7th grade students. These learning activities are designed to address the 4th quarter priority learning standards in order to prepare our students with the skills and knowledge they need. BMS staff will continue to reach out to families to lend our support, but please do not hesitate to contact us if assistance is needed. - https://www.youtube.com/watch?v=twXz_LYlyEw * Classification of Fingerprints: Arches, Loops, Whorls: 4.3 - https://www.youtube.com/watch?v=fHQz2ZV2_9w * Fingerprint Characteristics: 4.4 - https://www.youtube.com/watch?v=ogZTjF1_AmU * Collecting Fingerprints: 4.5 - https://www.youtube.com/watch?v=vlpwORiWTnY * Super Glue Fuming: (Latent Prints) - https://www.youtube.com/watch?v=R0e8WXkFA64 3. Written TASK: Summarize three things you learned about fingerprinting and write them on a piece of paper or notecard and share them with your sibling, family members or anyone living in your home. 2. Learning Target: I can compare and contrast scientific forensic techniques used in collecting and submitting evidence. a. https://docs.google.com/document/d/1_zwLzh1yDlwsbxbQ6 cJW1Cg8g9u08-P0GDqmKgxaNOs/edit?usp=sharing 3. Learning Target: I can observe a problem or question evidence and collect objective data. Activity: Complete mini mystery #2 Practice: Can You Identify Sample Fingerprints? (print) Activity: Complete mini mystery #3 1. Complete part 1 of the Adriann Reynolds Case Study- - use the links below to help you complete this worksheet. (print) a. https://docs.google.com/document/d/1Rutz_aV05p0S5lxx6 2Fs-MXV-h_SiN5utgq4XqAmQMs/edit?usp=sharing * Video: https://www.youtube.com/watch?v=_Q7fJZwtmK8 (16 min Audio Summary) * Article: "Jealousy of a Popular Girl Blamed in Killing" (print) * https://docs.google.com/document/d/11vXEcHqCAuDB7XqniMotV O1kpeEajRS7rciEpFxYF3E/edit?usp=sharing * Case Synopsis Article: (print) https://docs.google.com/document/d/1_QQvaleY46wIv7_a6xq6ov N8O5SviyP9KStrsgJNRXI/edit?usp=sharing * Collection of Images From Case: https://qctimes.com/gallery/photos-from-adrianne-reynolds-murde r-case/collection_9382ca68-ebdb-11de-9fb7-001cc4c03286.html#1 4. Learning Target: I can consider a hypothesis or possible solution to a crime based on evidence. Activity: Complete mini mystery #4 1. Read through these three documents and complete part 2 of the adrian Reynolds case study worksheet from day3 : * Types of murder charges:(print) https://docs.google.com/document/d/1vXWVWU2yyFwJlKv-XQHbAY 9remRkmTyfycE4GOtd5PQ/edit?usp=sharing * Types of evidence in the Adrianne Reynolds Case (print) https://docs.google.com/document/d/1aQm9vBKQi5AVSd2E1GVvue DQIJXI-GiEWQmMYcrilJA/edit?usp=sharing * Final Outcome of the Case (print) https://docs.google.com/document/d/1gl3yx9o2Nm43yKpvi6SAusYC WLMb_HnuIuSRGYLGfpc/edit?usp=sharing 5.Learning Target: I can examine, test, analyze evidence, and be able to predict what can be used to support a case. Activity: 1. Complete mini mystery #5 and check your answer for each of the previous cases 2. Share your Adrian Reynolds case study worksheet with someone in your house and explain what happened through this entire case. Then discuss this question with them. "Do you agree with the charges for each person involved? Why or why not?" Social Studies Math showing how Americans got involved in the war effort and demonstrate how it shaped people's lives. Collect 5 images with 4 or more words and put this in your Social Studies Journal. 4.Learning Target: I can identify complementary, supplementary, vertical, and adjacent angles and use the relationships between them to solve multi-step equations involving angle measures. Activity: Finding Missing Angles Notes Baby Astronaut Baby Astronaut KEY Extension: Wooden Deck Extension: Wooden Deck KEY 5.Learning Target: I can identify complementary, supplementary, vertical, and adjacent angles and use the relationships between them to solve multi-step equations involving angle measures. Activity: Check for Understanding Check for Understanding KEY Specials Suggested Activities 1. PE: Learning Target: Activity: PE activities 2. Art: * Learning Target(s): I can use visual composition strategies to design a meaningful work of art that communicates information or ideas. * Activity: 7th Grade Art Activity Week 4 * Proficiency Criteria Rubric: On the Activity Document, bottom of Page 2 * Print Resources: 7th Grade Art Activity Week 4 (Print out the 2-page Document) 3. Robotics: * Standard: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. * Learning Target(s): I can determine which design provided the best solution and why that design was most successful. * Activity: Penny Boat Challenge * Proficiency Criteria Rubric * Print Resources: Penny Boat PDF, Penny Boat Challenge Directions & Rubric 4. Living Skills: * Standard: 13.3 Students can demonstrate communication skills that contribute to positive relationships. * Learning Target: I can utilize my communication skills in an effective manner to help others as well as expressing my own thoughts and concerns. * Activity: 7th Grade Life Skills Activity * Proficiency Criteria Rubric * Print Resources: 7th Grade Life Skills Activity & Active Coping Calendar PDF 5. Digital Literacy/Coding: * Standard: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. * Learning Target: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. * Activity: "Social Media Writing: Two Truths and a Lie" * Proficiency Criteria Rubric * Print Resources: Directions / Article 6. Band/Orchestra/Music Learning Target:Standard MU:Pr6.1.6a: Perform the music with technical accuracy Proficiency Criteria Rubrics: Music Performance Rubric Activity: BAND Learning Target: I can play with correct technique (pitch, tone, and rhythm) Activity: Sign up for Smart Music (check google classroom for instructions) Practice daily for 15-20 minutes using this formula- Practice like a well balanced meal: * Appetizer: 2-3 minutes (warm up: scales, lip slurs (brass), octaves (ww's) long tones) * Main dish: 5-7 minutes (work to accomplish the main goal of the week), 6th-Rattlesnake, 7th-Conundrum, 8th-As Tears Fall On Dawn's New Light * Fruit/veggie: 4-5 minutes (practice something that is good for you, even if it is challenging. Concentrate on something that is hard for you.). - 6th: SmartMusic: Method Book, Accent on Achievement Book 1 #92, #100, #104, #112 - 7th: SmartMusic: EXERCISES category, SmartMusic RHYTHMS "Simple Time 3 - Pattern 3, 7, 17" - 8th: SmartMusic: EXERCISES category, SmartMusic RHYTHMS "Compound Time 1 - Pattern 2, 5, 10" * Dessert: 4-5 minutes (do something fun, just because it's fun. Play an old song you like, or anything that is fun for you, try exploring more on Smart Music!)) *If you have any problems with Smart Music, email Mrs Hinds or Mrs Youngs. 2. ORCHESTRA Learning Target: I can play with correct technique (pitch, tone, rhythm, and bowing) Activity: 1. Look at the provided sight reading example 2. Identify the key signature and scale (D Major, G Major, etc.) 3. Play through that scale: try it a few times with different rhythms or slurs 4. Identify the letter names of each note in the example 5. Look at the rhythm (quarter notes, half notes, eighth notes, etc.) 6. Look for any bowings (bow lifts, slurs, up-up bows, etc.) 7. On open D string, practice the correct rhythms and bowings 8. Practice the example with correct notes, rhythms and bowings 9. Record and turn in on Google Classroom (include the scale) 10. Optional: can you name this mystery tune? 3. CHORUS Learning Target: I can sing notes from notation with correct technique (pitch, tone, and rhythm) Activity: 1. Look at the provided sight singing example (on google classroom or see attached) 2. Identify "Do" and figure out what the rest of the solfege syllables are 3. Look at the rhythm of the example (what type of rhythm notes are used: quarter notes, half notes, etc.) 4. Practice the solfege hand signs 5. Practice speaking through the example in rhythm 6. Practice singing through the example 7. Record and turn in on google classroom 4. GENERAL MUSIC Learning Target: I can perform rhythm with a steady beat Activity: 1. Find an interesting source of sound in your house 2. Create a rhythm pattern that can be performed as a steady beat 3. Pick a song to go with your steady beat rhythm 4. Record yourself performing your pattern along with your song choice and send it to your teacher (link to google classroom or send through email) Example 1 Example 2 5.BONUS Learning Target: I can play an instrument with correct technique Activity: 1. Use google classroom to access either a Piano Lesson with Mrs. Peña or a Consonus Guitar or Ukulele lesson (you will need the code from your teacher). 2. Practice for at least 15 minutes: practicing is playing the same exercise repeatedly in order to fix mistakes. 3. Use your phone or chromebook to record yourself playing one of the examples you practiced 4. Upload your video on Google Classroom for teacher feedback	<urn:uuid:c8d4e440-fcda-4f04-afe7-373f9f25a506>	CC-MAIN-2020-24	https://bettendorf.k12.ia.us/application/files/6615/8646/8547/7th_Grade_Grid_13-17.pdf	2020-05-28T22:09:00+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00084.warc.gz	276,063,123	2,388	eng_Latn	eng_Latn	0.936431	eng_Latn	0.978232	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 434, 1977, 3372, 3394, 4879, 7356, 8340, 9466 ]	[ 3.75 ]	1	0
TOPICS Bonus Question BONUS QUESTION Question: [x] As a team, write down the main nutrient for "extra" foods and why. Answer: [x] None. The foods in the "extra" category are usually more high in fat and calories. They also don't contain much, if any, of the essential nutrients. "3 OUT OF 5" TOPIC 1: 200 [x] What meal do we use the "3 out of 5" model for? Answer: [x] Breakfast "3 OUT OF 5" TOPIC 1: 400 [x] What are the three groupings of foods in the "3 out of 5" model? Answer: [x] Grains, Breads &Cereals; Vegetables OR Fruits; Milk and Milk Products OR Meat; Beans and Nuts "3 OUT OF 5" TOPIC 1: 600 [x] Why is it important to eat breakfast everyday? Answer: [x] To get the energy we need to help our bodies grow strong and to stay healthy; to learn and be physically active "3 OUT OF 5" TOPIC 1: 800 [x] If you eat something from the Milk & Milk Products food group and the Fruits food group for breakfast, what food group is missing to complete the "3 out of 5" model? Answer: [x] Grains, Breads & Cereals "SERVING SIZE" TOPIC 2: 200 [x] What is the hand symbol for 1 serving of string cheese? Answer: [x] One pointer finger "SERVING SIZE" TOPIC 2: 400 [x] What is the hand symbol for 1 serving of bread? Answer: [x] One open hand or 1 slice "SERVING SIZE" TOPIC 2: 600 [x] What is the serving size for 1 serving of peanut butter? Answer: [x] One thumb or 1 tablespoon "SERVING SIZE" TOPIC 2: 800 [x] What is the serving size for 1 serving of cooked carrots? Answer: [x] One fist or 1 cup "5 OUT OF 5" TOPIC 3: 200 [x] What two meals are the "5 out of 5" model for? Answer: [x] Lunch and Dinner "5 OUT OF 5" TOPIC 3: 400 [x] What are the food groups in the "5 out of 5" model? Answer: [x] Milk and Milk Products [x] Vegetables [x] Fruits [x] Grains, Breads & Cereal; [x] Meat, Beans & Nuts [x] Why is it important to have foods from all five food groups at lunch and dinner? "5 OUT OF 5" TOPIC 3: 600 Answer: [x] To help us get the main nutrients we need each day. "5 OUT OF 5" TOPIC 3: 800 [x] If we have chicken, rice, broccoli and a glass of 100% fruit juice for dinner, what food group is missing to complete the "5 out of 5" model? Answer: [x] Milk & Milk Products Idea! Add some cheddar cheese on top of your broccoli to fit all five food groups into your meal. "PHYSICAL ACTIVITY" TOPIC 4: 200 [x] How many minutes of moderate-vigorous physical activity do we need to get each day? Answer: [x] 60 minutes dos are frequently eaten with other vegetables, While avoca they are placed in the fruit group to match their botanical origins. group do tomatoes belong in? Question: "PHYSICAL ACTIVITY" TOPIC 4: 400 [x] Playing tag is what level of physical activity? Answer: [x] Moderate-vigorous level. "PHYSICAL ACTIVITY" TOPIC 4: 600 [x] If you run for 30 minutes, play soccer for 15 minutes, and watch TV for 15 minutes, did you get enough moderate-vigorous level physical activity for the day? Explain your answer. Answer: [x] No—because you only did 45 minutes; you would need 15 more minutes. "PHYSICAL ACTIVITY" TOPIC 4: 800 Question: [x] Listening to music is what level of physical activity? Answer: [x] Low level	<urn:uuid:bdc56549-6929-48bd-9add-b8dabf51aebd>	CC-MAIN-2020-24	https://www.healthyeating.org/Portals/0/Documents/Schools/NP4_Trivia_Lesson7_PDF.pdf?ver=2012-11-27-111626-000	2020-05-28T22:15:39+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00082.warc.gz	755,998,001	936	eng_Latn	eng_Latn	0.968447	eng_Latn	0.990442	[ "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", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 24, 286, 390, 595, 801, 1038, 1161, 1282, 1413, 1537, 1647, 1846, 2025, 2333, 2613, 2780, 3080, 3209 ]	[ 4.1875 ]	1	0
Kids Need Schools to Continue Reporting Abuse During COVID-19 Crisis Empowering teachers, counselors, bus drivers and nutrition staff in their role as mandated reporters during the COVID-19 Crisis. Students Not Being in School Creates Barriers to Reporting Abuse Helpful Tips for Protecting Children In times of crisis and economic instability, child abuse and neglect rates increase. However, reports of child abuse and neglect in Missouri have declined dramatically. The ability to speak up for kids' safety is crucial at this time. To Report Effectively, Explain how the Suspected Abuse has Impacted the Child Example: (Child) has not engaged in the virtual classroom in 10 days, but has internet access. I have made 5 failed attempts to contact parents. Concerned that (child's) lack of participation is negatively impacting his/her education. (Child) experienced physical abuse one year ago. Making a Report is Asking for Help and Services If you reasonably suspect a child is unsafe - report. You do not need proof. You are not making an accusation. You are asking for a professional to help a child and their family. You May Be the Only Person to Act If something does not look safe, sound safe or feel safe – report. Where To Report 24-hour/7 days a week Child Abuse/Neglect Hotline 1-800-392-3738 or 1-844-CAN-TELL Make an online report at www.dss.mo.gov/cd Continue to let students know you remain a supportive, caring adult in their lives: * Check in regularly with students and/or caregivers. Provide encouraging messages. * Ask questions to engage children. Ex: "Give me one word that describes how you feel today?" "How is learning from home different from learning at school?" Signs of Concerns: * For students with technology/internet access: lack of virtual attendance or homework not completed over a long period of time. * If you have had no contact at all with a family after many repeated phone calls/messages. * If a child communicates they feel unsafe, you see a child in a dangerous environment or you notice a significant change in a child's mood/behavior. Make an extra effort with children who: * Have a history of emotional, sexual, physical abuse or neglect, drug use or discussed/attempted suicide. * Are responsible for the care of other children or live in a highly stressful family situation with limited support systems. * Require assistance due to physical, mental, behavioral or medical disabilities or delays. Legal Responsibilities and Protections: * School personnel are mandated reporters. If you have reasonable cause to suspect child abuse or neglect, you must directly report it immediately to the hotline 1-800-392-3738. * No administrator or supervisor may impede or inhibit any report. * When you make a report in good faith you are protected against civil/criminal penalty or adverse employment action. Free child abuse or neglect reporting training at . For more information, go to www.protectmokids.com. www.missourikidsfirst.org	<urn:uuid:171fe0a6-f862-4caf-9964-0c34122d4999>	CC-MAIN-2020-24	https://www.missourikidsfirst.org/wp-content/uploads/20_KidsFirst_flyer_School.pdf	2020-05-28T22:29:59+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00083.warc.gz	822,114,883	646	eng_Latn	eng_Latn	0.997814	eng_Latn	0.997814	[ "eng_Latn" ]	false	docling	[ 3003 ]	[ 2.90625 ]	12	2
Text Type: Literary Lexile®: 600L – 700L Mystery of the Missing Food Emma was anxious to get to school. She wanted to tell her class about how she spent her school break. When morning meeting started, she waited for the right time. "Any class news?" asked the teacher. Emma was the first to raise her hand. She was so excited, she could hardly stay in her seat. "Emma," said the teacher, "You must have something special to share." "I do," said Emma. "Yesterday my brother and I solved a food mystery." "Wow! It sounds like you had a very interesting break. Please take my chair and tell us all about it." The class quietly gathered around to hear Emma tell her story. On the first day of break, Dad let Robby and me go to Olivia's Market after breakfast. Mom said we just needed a few things, but when we got there many shelves were empty. Almost every department was missing something. The dairy department didn't have any milk. The produce department only had a few fruits and vegetables. There was no whole wheat bread in the bakery department. The eggs were all gone. The meat department was out of ground beef. Fruits Vegetables Eggs Mystery of the Missing Food Olivia told us that the food delivery trucks never came. She didn't know why. We got permission from Dad to spend some time with Olivia. We wanted to help her figure out the mystery of the missing food. Olivia had a plan. We would start at the beginning. We would talk to the farmers and ranchers who grow the food and raise the animals. First, we visited the local farms, orchards, and groves that provide fresh produce for Olivia's Market. We wanted to ask them why so many fruits and vegetables didn't make it to the store. Next, we visited the hay and grains farmers. The missing bread was made from oats and wheat. We wanted to know why the grains didn't get delivered. Next, we visited the dairy farmer to talk about the dairy cows and milk production. Dairy cows are important because they produce the milk we buy at the market. We wanted to know why the milk wasn't delivered. Our last visits were to the ranchers who raise beef cattle and chickens. The eggs we buy in the market come from local chicken farms. That's where the chickens lay their eggs. The beef we buy in the market comes from beef cattle that are raised on a cattle ranch. What prevented delivery of the beef and eggs? We wanted to know. We had a great time and learned a lot! By now, our heads were spinning. We had a lot to think about. The next day Robby and I had a picnic with Olivia to discuss what we learned from the farmers and ranchers we visited. Each food producer had a special problem that prevented food delivery to Olivia's Market. We made a list. 1. The vegetable plants on the farms were not growing well. They didn't produce many vegetables. 2. The fruit trees in the orchards and groves didn't produce as much fruit. There was little to pick at harvest time. Text Type: Literary Lexile®: 600L – 700L Mystery of the Missing Food 3. The hay and grains farmer had a hard time getting his crops to grow. The soil was too hard and dry. 4. The dairy farmer had to change what his cows ate. He couldn't find good hay and grain. Dairy cows need to eat good hay and grain to produce a lot of milk. 5. The rancher had a hard time finding good hay to feed his cattle. Without enough hay, he had to sell some of his cattle. 6. The chicken farmer couldn't get the best feed for her birds. Her chickens didn't have a balanced diet. She also said that chickens don't lay as many eggs in hot weather. We thought about the list for a while. It was hard to figure out why the food producers were having so many problems. Then Robby spoke up. "I think I know the answer. Each food producer told us that their problems started when there was a drought." "The drought, oh yes, the drought!" exclaimed Olivia. "I forgot how a drought can affect my food supply. That's why so much food was missing from my market! The farmers and ranchers were having trouble getting food to me because of the drought. Long periods of dry, hot weather can cause a food shortage." Plants and trees need a lot of water to grow well. When the weather is hot and dry for a long time, not as much food can be produced for people and animals. As it turns out, we are all connected! Olivia depends on the farmers and ranchers to produce and deliver food products to her market. We depend on the market to have food on the shelves. That means we depend on the farmers and ranchers, too. And, we all depend on good weather to help grow the food we need. When Emma finished her story, the class clapped loudly. Her teacher was impressed. "Emma, you and Robby and Olivia are very good problem-solvers. Thanks for sharing your story with us. It helps us remember where our food really comes from. It all starts with the farmers and ranchers who grow the food and raise the animals." Text Type: Literary Lexile®: 600L – 700L Mystery of the Missing Food The rains did come. The drought did end. Over time the farmer's fields, orchards, and groves started producing more food. The chickens started laying more eggs. The dairy cows started producing more milk. More beef cattle could be raised on the ranch. Best of all, the food delivery trucks started making deliveries to Olivia's Market once again. There was no more missing food. Dairy Farm Apple Orchard	<urn:uuid:4fee9fee-eb93-4b72-9fcf-903e7e35206e>	CC-MAIN-2020-24	https://www.healthyeating.org/Portals/0/Documents/Schools/Common%20Core%20Activities/3rd%20grade%20-%20MissingFood%20passage%2003.18.pdf?ver=2018-04-02-122106-860	2020-05-28T22:16:05+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347400101.39/warc/CC-MAIN-20200528201823-20200528231823-00087.warc.gz	751,937,549	1,241	eng_Latn	eng_Latn	0.999778	eng_Latn	0.999854	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1164, 2968, 4961, 5441 ]	[ 4.375 ]	2	1
CMPS 10 Lecture Notes: Lecture 8 (1-28-2016) A Momentous Day in Computer Science: Featuring AlphaGo, Alan Turing, and Morphogenesis Last Time * We were talking about a newspaper article. – It said that there is one gene that seems to be connected to a neurotransmitter in your head that is associated with happiness, and that gene is more common in a certain demographic * How do you measure happiness? – Well, humans are pretty good at self reporting. You are asked "on a scale of 1 to 10 how happy are you" and you answer ∗ And enough studies have been using this method that people are convinced that this works out just ﬁne. * Why did teacher ask us these things? – Wants to see how hard he can push us. – And there is a connection to music ∗ The idea that even though music has all of these things going on, but we can still manage to break it down to our Left and Right game. ∗ We don't need to know it at every moment in time, we only need to know it at a suﬃciently dense sampling of intervals. * And we use numbers to describe the path that leads to that interval. (i.e. there is a tree). ∗ It's crazy to think that there is a guy just lifting his arms, you can completely replay the symphony on your own without any loss of information. * And there is evidence that complex living organisms can be reduced down our similar language of 1s and 0s. How many people have heard of Alan Turing? And seen the imitation game? * Alan Turing is the inﬂuential, intellectual hero of computer science. – We'll talk about one of his major contributions today. In Biology there is an idea of morphogenesis * Morpho means form, genesis means birth – So birth of form. – Wikipedia: (Morphogenesis) is the biological process that causes an organism to develop its shape. It is one of three fundamental aspects of developmental biology along with the control of cell growth and cellular diﬀerentiation. Drawing of sperm and egg * Genetic Material in Sperm, Genetic material in Egg – Once sperm goes inside egg, barrier around egg becomes impermeable. ∗ And so now there are two pieces of genetic material there, and they combine to make a new bit of genetic material. ∗ So, imagine a sequence of 1s and 0s from Sperm, and a diﬀerent sequence of 1s and 0s from the Egg. And the two sequences are the same length. * And so you compare the two side by side. If one is 0 and one is 1, then there is a 50 50 chance that the new genetic code will be either 0 or 1. OR if they are both 1 then you get a 1, if both are 0 you get 0. * And then there is DNA, and the DNA have A, C, G, T. * However, the above is a little bit a cartoon version, because there is actually "coin ﬂipping" happening. It's all happening in a big soup of water, and so this process of combining these strings of genetic code is happening in an environment that is shaking things, so in some sense it is a race. – It is also interesting to note that most humans share 99 percent the same genetic material. ∗ Humans can be thought of as having the same subsections that are the same for all humans. ∗ And then there are small subsections that are polymorphism and that explains all of the diﬀerence between us. * We are composed of parts that have come together, for some of those parts there are diﬀerent versions, for other parts thats it. ∗ Imagine that our parents are cars * We get windows from dad, tires from mom, etc. * BUT we deﬁnitely GET windows, and we GET tires. We aren't breaking it down into inﬁnitely small "mass." * That is, pretty much all humans have two arms, two legs, a head, a brain, a liver, a heart, etc. And even those parts are mostly the same between all humans (our arms all have elbows, our legs all have knees, etc.). We are composed of relatively large building blocks that are identical for all of us; it is within those building blocks that there is variation. Clicker question: I started life as a single cell: A for NO, B for Yes * A 20 percent * B 80 percent Eventually we reach a point where we are several trillion cells. * JOKE: Sometimes more cells than we would like! (I'm not sure if anyone laughed at this, but it was very funny). * And it is clear that the cells that make up your teeth are diﬀerent than the cells that make up your skin. * But what does it mean to say that they are diﬀerent? * How do you go from one cell to many? – Cell division. – What is input and output of cell division? ∗ Input is one cell, output is two cells. – Are these two cells the same? ∗ Clicker Question: I was not taught cell division. A for Yes, B for No. 100 percent was taught cell division. – So again, are they identical or are they diﬀerent? ∗ We believe they are identical. ∗ We have to ask ourselves, how could they possibly be diﬀerent? If they were diﬀerent, there would need to be some process to handle the versioning. – Remember that DNA is a double helix. And the two strands of the double helix are complimentary, i.e. you can reconstruct one half from the other. ∗ i.e. given a C, you KNOW that the other helix is going to have G. – So why have these two strands, if one is redundant? ∗ Because it makes it super easy to make duplicate! You have two strands, but when they get split up, you can now double it very nicely. ∗ So the way that the scientiﬁc establishment believes is you start with a single cell, and it divides (using a similar process above) and again and again and again. ∗ So why, when we look in front of us, we don't see a massive lump of protein, but we see something with eyes and ears and mouth and a liver. * We only know how to divide, but division should be perfect copies! This is the problem of morphogenesis * The only thing we have at our disposal is take a cell and make a copy of it * BUT that still leads us to organisms that are really super diﬀerent. * So to say, what does it mean for two cells to be diﬀerent? What is the diﬀerence between a liver cell and a tooth cell? – They EXPRESS diﬀerent genes. * You can think of Dna as a giant recipe book. It has the recipe for making every single protein in your body. – And you can think of each cell as a restaurant. It knows how to cook french, it alien, mexican, american, etc. ∗ But each cell wants to specialize, as specialization brings lots of beneﬁts (e.g., eﬃciency/quality). It wants to be a world class French restaurant, and not just a generic diner. ∗ Each cell knows how to make everything, but it actually only makes certain things. – And we are pretty sure that all of the recipes are inside the DNA. ∗ Mitochondrial DNA, something you only get from your mom, no mixing. ∗ For the purposes of our discussion, all information comes from DNA. So what do we know ∗ All cells in body are identical with respect to DNA. ∗ Yet they are diﬀerent because each cell doesn't execute all of the recipes that are available to it. ∗ Furthermore, we know that if we take a cell of a certain type, you can TURN it into a cell of a diﬀerent type, without changing the DNA. How? ∗ To make it more complete: Let's say we go at the moment when you have 1,024 cells, already there is some diﬀerentiation there. Already things are a little bit diﬀerent from cell to cell. * But if you take any of those two cells, you can in some sense start again, and cause the two of them to become whatever you want. ∗ What mechanism is it that allow us to control what recipes each cell becomes. * It is based on the environment. There is a very strict notion that the cell changes based on what is around it. * Think of the environment as being the customer, making demands of the restaurant. * Specialization brings about all sorts of eﬃciencies. * All sorts of things need to happen, but your cells learn to cater. We have pushed the problem a little bit. * So again – Every cell has the cook book for every "dish" (i.e. every protein, i.e. it knows what a "tooth" cell looks like, it knows what a "liver" cell looks like). – The thing that diﬀerentiates liver and tooth is which recipes the cell decides to use in the cook book. – And the recipes it decides to pursue are determined by forces coming from the outside. * But we still haven't addressed the main problem: how does the symmetry breaking process happen. – What causes the divergence? We haven't solved or addressed that problem. How does the environment aﬀect things? – The cells are perfectly willing to change based on requests, but where do these requests come from! ∗ The environment is water and salt, basically! The environment is not very smart! * There is something called In Vitro fertilization (e.g. in glass fertilization) glass, salt, water, and a single cell, and it will grow a human. ∗ It does turn out that cells not only take orders for food, they also give orders for food. * The cells tell each other what to do. * But still: the cells are identical, so we haven't broken the symmetry problem. * The short version is: We do not know the solution. * And this is morphogensis. This is the other half of what Alan Turing was thinking about, besides computer science. – Alan Turing * Besides helping the Allies win the war and also make amazing contributions to computer science, he was also thinking about morphogensisis. * And this was in the 1930s, before much research into DNA was around. Very impressive. * Does anyone have any ideas about how to solve the problem? – One hint: if you try to do this in zero gravity, then it fails. ∗ You put a single cell in zero gravity, it does divide, but it does not turn into a human, it turns into a monster. Something that is not sustainable and dies right away. * That is to say: the cells don't specialize as they should. – It seems that bottom cells are treated diﬀerently than top cells (i.e. if you have a bunch of cells attached to each other, some of them will be on top, and some of them will be on bottom), as they would be aﬀected by gravity diﬀerently. ∗ Also, eventually enough cells grow that you can begin to deﬁnitely speak of inside cells vs. outside cells, meaning that they are experiencing diﬀerent environment, just by geometry. * The outside is exposed to salt and water. * So those outside cells get signals at a diﬀerent, slower, rate than the inside cells. It might still be the identical signals, but this is enough to get the ball rolling on this diﬀerentiation. Interesting Idea: The "point" of an organism at any moment in time is to suﬃciently house the stuﬀfor the organism to get ready for where it needs to be tomorrow. For the above idea to work: If you have a target shape, you would somehow need to know what "half shape" (or "in progress shape" would help you to achieve the target shape? * It's so easy to imagine this thing going wrong! There are so many intermediate phases. * We know it to be a relatively robust process though! Most times it works, by virtue of the fact that there are so many humans, and most of the time we look pretty similar to each other! * An incredibly elegant problem. * And for those of us who are "hard core" whenever we turn on our computer, basically the same thing happens. – older computers have something called the BIOS ∗ Really tiny program written on hardware. Electricity comes in into the chip and it makes things happen. – And the only thing the BIOS knows how to do is read more bits. And its in hardware. ∗ But then it starts reading oﬀof the disc the core part of the operating system. * And after a while you have the complete new layer that is the operating system. * And then you have applications that speak the language of the operating system (as opposed to the language of the BIOS) * There are multiple levels of abstraction in organization. * Teacher hopes that one of us pursues morphogenesis as a living. part of the reason why he is telling us this is as an introduction to something important that happened yesterday. * how many have heard of this quote: (First They Came...) * idea is the greatest evils happen because the majority of people sit back and watch. * A quote about the Go boardgames from Facebook. * Very few people knew about Go in the class. * Yesterday, an AI beat the European Champion in Go. – Why is this a big deal? – they have scheduled a match against the world champion in a few weeks, who may be the greatest go player of all time. ∗ What does this have to do with morphogenesis. First, let's learn a little bit about Go. * 19 x 19 grid. – Way that the game is played; rather than thinking of squares as important points, think of the dots between the square as important points. – If you manage to put white pebbels that fully surround a black pebble, then the black pebble is removed, and if you surround a large collection, then you get to take all of them out. ∗ Each player is trying to remove opponent pebbles while protecting their own. – And if you reach a conﬁguration where you own most of the board state you win. ∗ Game is very old, 2,500 years – And for a long time, it is a litmus test for the strength of AI. – The reason why is the following: ∗ In chess, the pieces are diﬀerent. From the main point of view, if we've played a little bit, the number of legal moves available to each person is relatively small. ∗ Once we've gotten relatively far into the same, there are a relatively small number of moves we can make that are legal. * And so we make our move, and then our opponent has a small number of legal moves as well. * And you can keep on doing that again and again, and you get a tree. – so let's say that, for both for us and for the opponent, every time you have to play, you had 7 moves available to us (not true, of course, but illustrative). ∗ So if we were to play m moves each. ∗ Then the number of possible situations would be 7 * 7 .... * 7. * Then the total number of possible situations is 7^2m * And so this number goes up really fast! if you play 6 moves each, you get 13 billion possibilities * As large as that number is, though, your iPhone can consider this in just a second. Your phone can beat you in chess while also showing you tube videos. – In chess, there is a standard system for the value of pieces in chess. ∗ All your computer has to do is go down all the way and say, in this position, what is the value of opponents pieces * And ﬁgure out if this is a favorable situation or not. – First 10 moves in chess are literally known by heart. ∗ If one person opens in this way, then you are supposed to follow a certain pattern. * It is only after the ﬁrst 10 moves that humans stop playing like humans. – And then also you can make yourself faster by pruning oﬀcertain parts of the tree. So in Go, instead of there being 7 possible moves, we are instead dealing with 200 possible moves (technically even more, since you put stones on the 'dots' instead of inside the grids). It makes it go INCREDIBLY high. * A really really really big number. * Computers can't just do lookahead (like they could with chess) – The tree grows so fast that there is no chance of ﬁguring out how to play go by looking ahead 6 or 7 moves and choosing what seems to be good. – People recognized this, and appreciated that Go would not be won by brute force. That something exciting would have to happen. * AND top chess players DO play by lookahead. – And because they are super good they don't consider all possibilities, they only look down certain paths that they know are going to probably be good. ∗ A good chess player only has to decide between 2 moves generally, OR there is one clearly best move, because all the rest is crap. – But if you Ask Go players to do the same, they can't do it. ∗ They rely on something called intuition. It is because it felt right. ∗ Up until about a year ago, the best Go computers would lose to an amateur human who had only been playing for a few months. * And yesterday, it was announced that they beat the European champion. ∗ This is a watershed moment. And they did not do it by brute force. Everyone expected it couldn't be done by brute force, and that was proven correct. It was done by something far more sophisticated. – First day of class we talked about teaching machines how to paint photos in the style of a painting ∗ That same idea is how they did this Go problem. ∗ The fact that computer can do this same thing to solve two such diﬀerent problems is a little scary. (AlphaGo Video) * Beating happened with no handicap. "Even Stones" * Demis Hassabis, CEO Google DeepMind * David Silver Google DeepMind * Game of perfect information – Refers to two things: no element of chance, and no secret information. ∗ E.g. when you play cards, you don't know what your opponents cards are so that is a game of imperfect information. * Toby Manning (British go Association) – AlphaGo is name of their program. ∗ They use deep neural networks under the hood. ∗ First neural network is policy network, second is value network. ∗ ﬁrst just considers a handful of moves, then decide if you like that board state. * Less brute force, and more like imagination. ∗ Going to be playing against the world champion. Mastering Go Through Deep Neural Networks. Deep Learning doesn't ring a bell. Not seen in popular press. * Deep Learning was something proposed about 25 years ago. * Thought to be computational intractable. – Sort of says something like this: Idea is we would like to build a circuit that we can think of us a function that can do handwriting recognition. * The US Post oﬃce was interested in being able to automatically classify mail. – Be given an envelope, take a picture, and be able to read the handwritten address. ∗ People would be happy if you could have computers sort mail according to post code. – So one of the ﬁrst applications was trying to read these postal codes. ∗ Imagine that we had a 10 by 10 grid of pixels, and for each pixel, you ask Is there any ink in there yes or no. * so you have a single array that contains 100 bits, each of which is zero or one. * Now even if the shape is the same, if you push it a row up or down, or shit if a column left or right then it also moves a lot. * Not to mention that diﬀerent people write two diﬀerently! – But HUMANS ﬁnd this task to be pretty trivial. ∗ So goal is to take a machine that takes our array of 100 bits, and connect it to a 100 circles, and a pattern of 0s and 1s manifest there. * And then there is another layer of boxes each box takes two inputs (two bits) and if both are 0 or both are 1, then it returns 1, otherwise 0. * And so now imagine we have 5 layers of these boxes, * And in the last layer there are only 10 boxes, from 0 to 9, and we are guaranteed that by the end only one will ﬁre. * So all that is being described is the possibility of an abstract promise based on digitizing the image, and then feeding it through layers of processing, and by the end, it will do the job. * We are told that IF we wire it up correctly then we can do it. * Given that promise, we can attempt to DISCOVERY that structure. * Learning refers to this process of discovery. * How do you discover the circuit * You take millions and millions of hand written digits that have been annotated by hand what digit it is. * So you have millions of examples of twos and threes and fours etc. * And so then you start with a random wiring, feed it all the labelled data that you know. * You measure the quality of the circuit by how much error it makes on the training set. Start with a random circuit how well does it do? * And then you say, Okay, let me take a single edge, and yank it out. If I commit to removing that connection I now need to make a new connection. And let's say that I only have 10 options for that. * And so then you do the same thing for each of those 10 options, and you pick the one that minimizes the error! * Metric is only how we minimize error. How does a human player become better? By playing! You play, you lose, you introspect, and then you modify. * So the more examples of hand written digits the better, the more computation you have to do the search the better. * And we've reached a point where we have enough computation for it to work. The other major revelation is having multiple layers * They form, in the ﬁnal result, successive higher level of abstractions. By which we mean in the case where we were doing image recognition, the ﬁrst few layers is merely searching for stray lines. – You ﬁrst do the dumb blind search. – And you get a circuit that does incredibly well. – and it then recognizes lots of diﬀerent levels of abstraction of vision. ∗ And that is the connection to morphogenesis: successive layers of abstraction giving rise to multiple layers of added complexity.	<urn:uuid:ef3857cf-33c1-4500-be8a-adf87c252ace>	CC-MAIN-2018-22	https://cmps010-winter16-01.courses.soe.ucsc.edu/system/files/attachments/Lecture8.pdf	2018-05-23T18:12:42Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00076.warc.gz	527,196,018	4,973	eng_Latn	eng_Latn	0.999173	eng_Latn	0.999259	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2524, 5654, 9052, 12525, 16046, 19016, 20627 ]	[ 3.78125, 1.2265625 ]	1	0
The Friends of Science Society Providing Insight into Climate Science SEEDS – A Climate Critique by Ken Gregory June 12, 2008 The Society, Environment and Energy Development Studies (SEEDS) project is an Alberta industry-sponsored, but Environment Canada inspired and led, school curriculum project, totally uncritical of the IPCC interpretation, and scientifically deficient in view of a number of false assumptions and absence of alternate scientific interpretations. The publication "Creating a climate of change" by SEEDS, which contains many false and misleading statements and serious errors of omission, suggests that human produced carbon dioxide (CO2) is causing dangerous climate change. This information is distributed to Canadian schools. The current climate science shows that CO2 has a minor role in climate, but greatly enhanced plant growth benefiting both humans and animals. 1.) Figure 2.1 on page 2-1 shows surface and MSU (satellite) data temperature trends. This graph is reproduced below: The scale incorrectly shows "Hundredths of a degree Celsius". The scale should be in Celsius. The graph shows a cooling MSU temperature trend. The accompanying text says that a recently discovered error in the analysis cause the cooling trend, and that a re-analysis of the data shows it to support the surface-based temperature data. This implies that the graph is intended to show the erroneous MSU data. In fact the satellite data never showed a cooling trend and the graph is false. The re-analysis in 2005 actually changed the trend of the UAH MSU data from +0.09 to +0.12 Celsius per decade (1979 – 2004), which is a minor correction. The figure should show actual corrected temperature data. The corrected satellite data shows a lower warming trend than the surface data, which is contaminated by the effects of urbanization, and so does not support the surface-based temperature data. The GISS temperature index applies a urbanization correction in the wrong direction in 45% of the stations where a correction is made, making the temperature trend steeper instead of shallower. See http://www.friendsofscience.org/assets/documents/CorrectCorrections.pdf. The graph below shows annual lower troposphere MSU satellite UAH data and two surface datasets from hadCrut3 and GISS. The average of 1979 – 1998 of the TL UAH is 0 Celsius. The scale of the surface data is adjusted so the average of the first five years of the three datasets are equal. Figure 2.3 on the same page shows the contributors to the natural greenhouse effect, but omits the contribution of clouds, thereby exaggerating the CO2 contribution. Clouds contribute at least 25% of the greenhouse effect. The figure shows the CO2 accounts for 25%, but the actual contribution is likely in the range 14 to 18%. 3.) Table 2.1 on page 2-3 lists five greenhouse gases. The fifth column shows each contribution to global warming, which sums to 100%. The column heading should be changed to "Contribution to the Enhanced Greenhouse Effect". Greenhouse gas emissions from human activities likely cause less than 25% of the global warming of the 20 th century. The table does not include natural causes of global warming. 4.) Page 2-6 says that methane emissions are increasing at 0.7% per year, implying that this is a serious problem. A serious omission is the failure to report that the methane concentration in the atmosphere has not increased since 1999, and have been falling since 2004! 5.) Page 2-7 says that aerosols cool the atmosphere. Actually, aerosols come in many forms, and some cool the atmosphere, but some, especially human produced aerosols, may warm the atmosphere and surface. Ramanathan et al (2007) gathered the best data set ever on brown clouds of aerosols in Asia and their effect on heating rates in the low atmosphere and surface. They found that half of the observed warming is associated with the brown clouds of aerosols, not greenhouse gases. See http://www.worldclimatereport.com/index.php/2007/08/08/cloudingasian-warming/ and http://www-ramanathan.ucsd.edu/publications/Ram_etal_Nature2007.pdf. 6.) Page 3-1 presents Figure 3.1 Temperature changes in the Northern Hemisphere over the past 1000 years. This graph is the infamous "hockey stick" graph used in the IPCC third assessment report. Curiously, the graph has labels "Medieval Warm Period" and "Little Ice Age", but these well documented events are not evident in the graph's temperature history. The IPCC used this study to falsely claim that the current warm period is unusual. This graph is the product of a flawed study by M. Mann et al (1998, 1999). Two Canadian researchers, Steve McIntyre and Ross McKitrick, found numerous problems with the study. The paper, McKitrick and McIntyre, (2003): "Corrections to the Mann et. al. (1998) Proxy Data Base And Northern Hemispheric Average Temperature Series" shows: "The particular "hockey stick" shape derived in the MBH98 proxy construction – a temperature index that decreases slightly between the early 15th century and early 20th century and then increases dramatically up to 1980 — is primarily an artefact of poor data handling, obsolete data and incorrect calculation of principal components." They found that Mann had left out important datasets that show large temperature variations, inappropriately truncated data that fails to show warming, and weights bristlecone pine tree-ring data (that does not correlate to temperatures) 390 times that of other data. Mann's computer program would produce hockey stick shapes from random input data. See http://www.climateaudit.org/pdf/mcintyre.mckitrick.2003.pdf. Edward Wegman is chairman of the NAS Committee on Applied and Theoretical Statistics and a Fellow of the Royal Statistical Society. He prepared a report in response to these criticisms: Wegman et al., (2006): "Ad Hoc Committee report on the "Hockey Stick" global climate reconstruction", commissioned by the US Congress House Committee on Energy and Commerce, 2006. His report confirmed the criticisms of the McKitrick and McIntyre. "Overall, our committee believes that Mann's assessments that the decade of the 1990s was the hottest decade of the millennium and that 1998 was the hottest year of the millennium cannot be supported by his analysis." See http://republicans.energycommerce.house.gov/108/home/07142006_Wegman_Report.pdf 7.) Page 3-1 The statement "The present global temperature is more than 0.6 C higher than at any time during the past 1000 years." has been shown to be false. Many studies show the "Medieval Warm Period" and "Little Ice Age" were major climatic events. A study by Dr. Craig Loehle shows these events in his temperature reconstruction using non-tree ring proxy data in the graph below. See http://www.worldclimatereport.com/index.php/2008/02/11/a-2000-year-global-temperature- record/ A 2000 Year Temperature History Base on Non-Tree Ring Proxy Data 8.) Figure 3.2 on page 3-2 shows a temperature history of almost no variation from the year 1000 to 1900, and the absurd IPCC model projection of increasing temperatures of up to 5 degrees Celsius to the year 2100. These projections are presented as if they are forecasts; they are not. The computer models have been shown time and time again to have no skill in forecasting temperatures. No discussion is presented of the assumptions implicit in the projections, so the reader is left with the false impression that the projections are credible forecasts. The IPCC projection are not credible because: * The IPCC ignores all natural causes of climate change * The IPCC ignores the Sun and cosmic rays as a cause of climate change * The IPCC assumes that clouds causes a strong positive feedback, while real world measurements show that clouds cause a strong negative feedback See http://www.sciencedaily.com/releases/2007/11/071102152636.htm * The IPCC models do not include the natural cycles of the oceans * The IPCC models show that CO2 warming would cause a distinctive and unique pattern of warming in the atmosphere, that is totally absent from the observational record. * The IPCC computer-modeled trend of the tropical lower atmosphere is 100% to 300% higher than observed. 9.) Figure 3.3 on page 3-2 shows variations of temperature, methane and carbon dioxide over 420,000 years based on ice core data. The text states, "When the CO2 lags the temperature changes at these times, it suggests a positive feedback is operating…" In fact the data does not give any indication of the positive feedback. The CO2 increases after temperature increased because more CO2 is expelled from the oceans, as warm water can hold less dissolved CO2. The section does not present the detailed data required to shows the CO2 lag with respect to temperature. It would be appropriate to show this detail as given http://www.friendsofscience.org/assets/documents/FOS Essay/Climate_Change_Science.html#Lead 10.) Page 3-3 states that the CO2 concentration today is higher than in the previous 420,000 years, during which time it varied from 180 to 300 ppmv. This statement is very likely false. Direct measurements of historical CO2 concentrations documented by Ernst-Georg Beck show concentrations exceeding 400 ppmv three times since 1812. See http://www.biokurs.de/treibhaus/180CO2_summary.DOC A study of stomatal frequency in fossil leaves shows the CO2 level was 348 ppmv 9600 years ago. In the more distant past, CO2 levels were up to 15 times present levels. The ice core data assumes the ice forms a closed system, which is false. When the ice core is brought to the surface, the pressure falls causing the clathrates to decompose to the gas form, exploding in the process as if they were microscopic grenades, forming tiny cracks in the ice. Gas escapes through these cracks as the ice core is brought to the surface, but since CO2 forms clathrates at lower pressures than other gases, CO2 is preferentially lost leading to depletion of CO2 in the gas trapped in the ice core. Consequently, the measured CO2 concentration from deep ice cores is less than the CO2 concentration of the originally trapped air. See http://www.warwickhughes.com/icecore/ 11.) Figure 3.5 on page 3-4 shows the observed and modeled global temperature change from the Canadian model CGCM. The text states that this is one of the most credible models available, but gives no validation statistics to support this statement. This model projects that at an altitude corresponding to a pressure of 300 hPa, the warming trend should be 0.67 Celsius per decade in the tropics for the period 1979 - 1999. The average of 4 radiosonde datasets shows the actual trend at this altitude was only 0.094 Celsius per decade. The model shows 7 times the actual trend, completely falsifying the model. This is not surprising, as the model does not include the effects of the Sun which is the primary cause of climate change. The chapter gives no evidence whatsoever that CO2 is a major driver of climate change, and presents no scientific explanation of why increasing CO2 would cause a significant increase in temperature. The model shows a large warming trend because it was programmed with a large climate sensitivity to CO2 without justification. See http://scienceandpublicpolicy.org/images/stories/papers/other/Singer_model_wrong.pdf 12.) Page 3-6 states that the greatest danger of climate change for Canadians is due to changes in the frequency and intensity of extreme weather events. It gives no reasons for this belief. Climate models forecast greater warming in the polar regions than the temperate regions due to less water vapor in cold air. Storms are driven by the difference in temperatures between these regions, so CO2 induced warming would cause less severe storms, not more. With respect to hurricane intensity, computer models shows that CO2 will cause higher sea surface temperatures, reduce the temperature difference between the surface and the storm top, and will increase the vertical wind shear (related to the trade wind speed). The increase in vertical wind shear and the decrease in temperature difference between the surface and storm top both serve to reduce hurricane intensity. This almost cancels the effect of higher sea surface temperatures, so there is no reason to expect more severe hurricanes in a warmer world. See. http://www.worldclimatereport.com/index.php/2007/04/19/hurricaneglobal-warming-linkweakens-further-not-much-left/ This section also states warming will result in heat stress, enhance disease risk and increased risk of forest fires. There is no scientific basis for any of these claims. 13.) Page 3-6 The summary of possible impacts of climate change on Canadians on should include the following benefits of CO2 emissions: * A warmer climate would extend the area suitable for growing crops. * A warmer climate would have many health benefits, especially respiratory benefits * CO2 is a major plant fertilizer. A 300-ppm CO2 increase would raise the forest's productivity by about 50%. This may prevent or delay the destruction of habitat. * CO2 fertilization increases farmers' crop yields, which have increased about 15% since 1950 due to CO2 alone. 14.) Omission: The Sun. There is overwhelming evidence that the Sun is the primary driver of climate change, but a discussion of the Sun's effects are absent from this chapter. Changes in the Sun's activity strongly affects the interplanetary magnetic field, which in turn affects the amount of cosmic rays entering the atmosphere. Cosmic rays act as a catalyst in making cloud condensation nuclei. High Sun activity causes less cosmic rays and less low clouds, allowing more sunlight to warm the surface. See http://www.spacecenter.dk/research/sunclimate/Scientific work and publications/svensmark_2007cosmoClimatology.pdf/view A comparison of the Sun's activity to temperature shows that the Sun has contributed at least 75% of the warming on the 20 th century. There may by hundreds of correlations between measures of the Sun and climate. Here is a correlation of carbon-14 produced by cosmic rays – hence a proxy for solar activity versus oxygen-18, which is a climate proxy. Revised April 5, 2009 Ken Gregory Friends of Science http://www.friendsofscience.org/ Email: firstname.lastname@example.org	<urn:uuid:66d1ffed-7517-4f39-a652-6074c0bf9ddf>	CC-MAIN-2018-22	https://friendsofscience.org/assets/documents/SEEDS%20Critique.pdf	2018-05-23T18:28:26Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00073.warc.gz	558,238,849	3,082	eng_Latn	eng_Latn	0.991544	eng_Latn	0.995942	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1591, 4557, 4734, 6938, 10189, 13980, 14324 ]	[ 2.90625 ]	2	1
Year 2 Summer Newsletter What's Wicked About Wildlife? Can you navigate around the world and its oceans? This term we are looking forward to hatching chicks, looking for wildlife in the local environment and growing plants. Numeracy Addition, subtraction, multiplication and division using numbers to at least 100. Read and write 2 digit and 3 digit numbers in figures and words. Order 2 and 3 digit numbers. Count forwards and backwards in 3's. Recognise, find, name and write fractions 1/3, ¼, ½. ¾ of a quantity or shape and recognise equivalent simple fractions. Identify reflective symmetry in patterns and 2D shapes and draw lines of symmetry on shapes. Estimate, compare, order (using <>=) and measure capacities, mass and temperature, choosing and using standard units Read the numbered divisions on a scale and interpret the divisions between them. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and ¾ turns (clockwise and anti clockwise). Time- units of time, read the time to nearest quarter hour, time intervals. Interpret and construct simple pictograms, tally charts, block graphs and simple tables. Recognise and use symbols for pounds and pence, combine amounts to make a particular value, find different combinations. Problem solving/Reasoning. Please keep practising 2, 5 and 10 times tables facts and for CLIC and Beat that tests. Literacy Fiction: Riddles and poetry Stories- adventure and science fiction Non Fiction: Instructions linked to topic work and Big Writes. Recount linked to Big Writes. Information texts linked to topic work and Big Writes. Grammar: Similes using 'like' Connectives using when. if, that, because, and, or, but Alliteration Punctuation: Omission and possessive apostrophes Spelling: Homophones and near homophones We will be reinforcing the use of capital letters, full stops, exclamation marks, question marks and the use of commas in a list. We will also be encouraging your child to use various sentence types in their writing including and exclamation sentence. An exclamation sentence has to start with 'How' or 'What', include a verb and a noun and end with an exclamation mark. Home Learning Numeracy homework is set on Friday and is due in on Monday. Literacy and Spelling homework is set on Thursday and is due in on Wednesday. Spelling tests will be on Wednesdays. Please practise spellings weekly and for the end of half term 'Grand Spell'. Please ask your child about their individual targets and how they are achieving these. Completed 'CLIC' tests can be found alongside 'Beat That' tests in numeracy homework folders. Please help your child with corrections so that they can meet as many targets this year as possible. My Maths is an excellent way to support your child with numeracy activities. Take a look at www.mymaths.co.uk Username: stmaryspsh Password: line14 Also activities on www.spag.com are really useful for reinforcing learning in school. Your child's login details are in the front of their green reading record books. A literacy home learning task will be set shortly to introduce you to this. Please ensure that your child reads at least 4 times a week. Please sign their green record books so that we know that the books are ready to be changed. Your child has a 'reading day' (which is written on the front of their green reading record book). This is the day we aim to do a guided reading session with your child and change their home reading books. Geography Compass skills Mapwork UK & its countries Continents and oceans Locational and directional language Routes on a map ICT Word processing Research Coding E-safety Presentation Email RE Places of worship, Ascension Pentecost Science Animal groups Life cycles Plants, plant structure, growing plants and seeds Habitats including the variety of animals and plants in habitat and food chains Art Van Gogh-sunflowers Painting and drawing flowers and animals PE Athletics Games- Hockey skills PE is on Mondays and Fridays. Please have your PE kit available everyday if possible. We will send them home at the end of the half term. Music Our land/travel and ourselves music units in Music Express PSHE Responsibilities for caring for living things, plants, minibeasts Understanding how human body changes and grows Healthy lifestyles and harmful materials, In Year 2 we use a team point system. Please ask your child if they have earned any team points for good behaviour or work. If you have any queries please call in before 9.55 am (this allows us to focus on the pupils as they arrive) or after school to speak to Mrs Barlow on Wednesdays or Thursdays or Mrs Hardman on any day. Thankyou for your continuing support with your child's learning. Mrs Hardman & Mrs Barlow	<urn:uuid:704bdca3-a9aa-4264-bdac-0eb347453903>	CC-MAIN-2018-22	https://www.stmaryscecrompton.oldham.sch.uk/wp-content/uploads/2018/04/Year-2-Summer-Newsletter-2018.pdf	2018-05-23T18:12:36Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00080.warc.gz	846,579,995	1,058	eng_Latn	eng_Latn	0.998692	eng_Latn	0.998733	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3026, 4934 ]	[ 3.015625 ]	1	1
2018 PRESIDENTS CUP Code of Ethics Parent's Code of Ethics Preamble As a parent I play a special role in contributing to the needs and development of children. Through my encouragement and good example, I can help assure that all the boys and girls learn good sportsmanship, and self-discipline. In soccer young people learn to work together, to sacrifice for the good of the team, to enjoy winning and deal appropriately with defeat – all while becoming physically fit and healthy. Best of all, they have fun. Support Your Child Support your child by giving encouragement and showing interest in their team is very important. Help my child work toward skill improvement and good sportsmanship in every game. Teach my child that hard work and an honest effort are often more important than victory – that way your child will always be a winner despite the outcome of the game! Always Be Positive Parents serve as role models for their children. Become aware of this and work to be a positive role model. Applaud good plays by your child's team as well as good plays by the opposing team. Support all efforts to remove verbal and physical abuse from youth sports activities. Remember That Your Child Wants to Have Fun Remember that your child is the one playing soccer, not you. It's very important to let children establish their own goals – to play the game for themselves. Take care not to impose your own standards and goals on them. Children play for the fun of playing. Reinforce Positive Behavior Positive reinforcement is the best way to help your child achieves their goals and their natural fear of failure. Nobody likes to make mistakes. If your child does make one, remember it's all part of learning, so encourage your child's efforts and point out the good things your child accomplished. Don't Be a Sideline Coach or Ref Coaches and referees are usually parents just like you and they volunteer their time to help make your child's youth soccer experience a positive one. They need your support too. That means refraining from coaching or refereeing from the sidelines. As a volunteer organization, there's usually always an opportunity for you to take your interest in coaching or refereeing to the next level and become one yourself! Players' Code of Ethics --I will play soccer for the enjoyment of the game. --I will show respect to all involved in the game: Referees, Coaches, Parents and spectators --And most of all to the players, both on my team and the opposing team, for without the other players, the game would not be played. --I will conduct myself with dignity and obey the laws of the game. Coach's Code of Ethics I coach because I want to help young people mature into well adjusted, productive adults with strong character and because I want these young people to get a proper exposure to the fun and exciting game of soccer. In short, I want them to enjoy soccer and sport and to grow up well. My actions and personal manner will be a good example for young people to follow. a. I will treat all players, coaches, administrators, parents and referees with the respect and courtesy I desire for myself. b. Any dissatisfaction I want to express will be stated in a private forum and in a restrained and civil manner. c. I will respect and honor the beliefs and sensitivities of all players, coaches, parents, administrators, and referees. No matter how selected, I recognize that all players on my team have value, both as players and as a person. a. If I select players for a competitive or select team, I will do so recognizing that players are on the team to play, not to watch. b. If I am assigned players for a recreational team, I recognize that all signed up to play and have fun and, except for health or disciplinary reasons, I am committed to playing each player more than fifty percent of the game and in a manner that seems fair to all players and parents. c. As a coach it is not appropriate for me to teach the players that "life is not fair"; they will learn enough of that on their own. My job is to make the soccer part of their life as fair as possible, no matter what the level of competition. I will be prepared for each game and practice. a. For practices I will have a practice plan that efficiently uses the time available and teaches the players important skills and strategies for the game of soccer. b. For games I will have a game plan that will utilize the talents of all my players to the utmost while insuring that each player feels needed and respected. I will be an encourager, not a discourager. I will follow all the Laws of the Game and will abide by all the administrative procedures of my club, local association, South Texas Youth Soccer Association, United States Youth Soccer, and the United States Soccer Federation. I will do my best to make soccer the fun game for all. ____________________ AGE GROUP & TEAM NAME ____________________ _______ COACH / TEAM REPRESENTATIVE SIGNATURE (Electronic Signature is Acceptable) DATE	<urn:uuid:fda142a1-5142-4f01-aabe-084057d5f49f>	CC-MAIN-2018-22	https://usys-assets.ae-admin.com/assets/975/15/Code%20of%20Ethics%20-%20PresCup1.PDF	2018-05-23T18:45:35Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00083.warc.gz	657,583,352	1,029	eng_Latn	eng_Latn	0.998596	eng_Latn	0.99881	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2637, 5055 ]	[ 2.34375 ]	14	0
Illinois Learning Standards Teaching and Learning Strategies English Language Arts Reading Literature 9 th - 10 th Grade Illinois State Board of Education www.isbe.net 100 N. 1st Street • Springfield, IL 62777 100 W. Randolph, Suite 14-300 • Chicago, IL 60601 ISBE ELA Content Specialists: Reading Strategies 1 Illinois Learning Standards Teaching and Learning Strategies English Language Arts Reading Literature Grade 9 th – 10 th Developed by: Illinois State Board of Education Assessment and English Language Arts Content Specialists Updated Winter, 2016 Introduction Illinois Learning Standards ask students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they've read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life. When implementing Illinois Learning Standards in English Language Arts, educators must be mindful of literacy research and continue to use evidence-based practices within the framework of the standards. For example, a primary grade teacher would continue to focus on areas of phonics, phonemic awareness, comprehension, fluency, vocabulary, writing and engagement within the context of the standards. The following strategies have been compiled to connect the ELA Standards to current research based practices. All efforts have been made to align with research outlined in Appendix A of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. They have been constructed with a vision of classroom practitioners supporting student mastery of literacy skills to become college and career ready. This document has placed special emphasis on student interaction with increasingly complex text. Emphasis has also been placed on developing the skill of close analytic reading and increasing competency in the comparison and synthesis of ideas. In addition, the templates that follow have been designed to help students grapple with more complex vocabulary. Formative assessment suggestions have also been embedded within each template in an effort to continually move learning forward toward skill mastery. Formative assessment is a planned process in which assessment elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. Tips to support the implementation of using the process of Formative Assessments (FA) are: - Keep formative assessment quick and simple - Evaluate only one or 2 skills - Any assessment is formative if it drives future instruction to better meet the needs of the students. If groups of students receive different instruction after the data has been evaluated, it can be considered formative. Students should know what standards or tasks they are being evaluated on - Plan for next steps when creating an assessment. What will happen next for those who show mastery? - What options will be offered for those who did not demonstrate mastery? - Formative Assessment targeted skills are based on standards and data - Students are given multiple opportunities to demonstrate mastery. - Revised recorded grade replaces the previous one, they are NOT averaged - Teachers do not average grades for report cards, but rather look for trends to establish a report card grade - The formative assessment process is part of the classroom activity, not a separate event. - The FA process is simple and may teach as well as assess - Allow students to participate in rubric creation whenever they are ready The strategies contained within this document are suggestions and not intended to be used as a model curriculum. Rather, the strategy suggestions were designed to be used to inspire collaborative discussion when implementing the Illinois Learning Standards. It should be noted that specific texts mentioned within this document are targeted based upon their inclusion as text exemplars within the Standards. Their presence is designed to generate similar ideas and discussions of appropriately complex texts. These strategies can be accessed at www.ilwritingmatters.org. On the left side, click on Reading. Select a specific grade level to access the strategies. ISBE ELA Content Specialists: Reading Strategies 3 ELA College and Career Readiness Anchor Standards Anchor Standards The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure: CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently Top Research Based Tips for Using Formative Assessment Years of research regarding formative assessment have proven that the philosophy and mind set fosters positive gains for student achievement. The following suggestions by renowned experts offer support and tips to set up formative assessment protocols in the classroom: 1. "Formative assessment is not a test but a process—a planned process involving a number of different activities" (Popham, 2008). - Remember that getting information quickly and easily is essential. - Assessment data is only valuable if 1) you are actually willing and able to collect it, and 2) you can act on it in a timely manner. That simple truth should fundamentally change the way that you think about assessments. - Assess ONLY the learning targets that you identified as essential. Assessing nonessential standards just makes it more difficult to get --and to take action on -- information quickly and easily. - Test mastery of no more than 3 or 4 learning targets per assessment. Doing so makes remediation after an assessment doable. Can you imagine trying to intervene when an assessment shows students who have struggled to master more than 4 learning targets? 2. "Improvements in learning will depend on how well assessment, curriculum, and instruction are aligned and reinforce a common set of learning goals, and on whether instruction shifts in response to the information gained from assessments" (Pellegrino, Chudowsky, Glaser, 2001). 3. Spend more time on formative assessment as you spend on summative assessment. Give descriptive feedback to students: What is the goal? Where are you in relation to it? What can you do to close the gap? 4. John Hattie outlines eight mind frames "that underpin our every action and decision in a school." The following are 5 key questions that underlining Mind frame 1 that relate directly to formative assessment practices. - 'How do I know that this is working?' - 'How can I compare "this" with "that"?' - 'What is the merit and worth of this influence on learning?' - 'What is the magnitude of the effect?' - 'What evidence would convince me that I was wrong in using these methods and resources? 5. "In a classroom where a teacher uses questions and discussions to enhance learning, the teacher may pose a single, well-crafted question and then wait for a thoughtful response. Follow-up questions like "Does anyone see another possibility?" or "Who would like to comment on Jerry's idea?" may provide a focus for an entire class period. The teacher gradually moves from the center to the side of the discussion and encourages students to maintain the momentum" (Danielson, 2007). 6. "Considerable research indicates that feedback is one of the most powerful factors influencing learning and achievement" (MOK, 2009, p.10). 7. "Feedback is most effective when students do not have proficiency or mastery – and it thrives when there is error or incomplete knowing and understanding. Errors can invite opportunities. They should not be seen as embarrassment, signs of failure, or something to be avoided. Errors can be exciting, because they indicate a tension between what is known now and what could be known. Errors can be signs of opportunities to learn and should be embraced" (Hattie, 2012). 8. While students complete a related activity, the teacher meets with students individually, in pairs, or small groups for the purpose of sharing objective feedback around the idea of 'Where to next?' (Hattie, 2012). 9. In order for a classroom to be considered "Distinguished" within Component 3d of Danielson's Framework for Teaching, "students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria." (Danielson, 2007) 10. If a student responds to a classroom discussion question with a simple "I don't know", the teacher can respond with "I will get back to you". Then a few other students are asked to respond to the same question. After several responses are shared, the teacher returns to the original student and asks him/her which response they agree with the most and why (Wiliam, 2011). ISBE ELA Content Specialists: Reading Strategies 5 Table of Contents Strategy Templates 9 th -10 th Grade Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Discussion Web: Students read through an assigned text with varying levels of independence and support. Expectations are such that 9th grade students receive more support as they stretch their literacy levels toward independent reading and analysis of complex texts within this grade band by the completion of 10th grade. Before the students begin reading, they are introduced to a focus question related to a text. Students closely analyze the text, develop their viewpoints as to how the text explicitly responds to the focus question as well as inferences which may be drawn. Students then discuss their views in small groups. Each group draws a conclusion about what the text says explicitly, what inferences can be made and what particular sentences, paragraphs, or larger portions of text support their conclusion. (Alvermann, 1991) Online Discussion Forum: Students utilize an online discussion forum to engage in the discussion web. For example, a pair of students could create a Tumblr blog for the text that has been assigned. The student "blog facilitators" would post specific sentences, paragraphs, or larger portions of text within the blog and the remaining students add comments to each post as a way to engage in an online analysis of the text. Discussion Web: The teacher listens intently so as to support and enhance a discussion environment in which "new connections" are continually made. At the conclusion of the discussion web, students show comprehension competency by writing a summary in response to the focus question in which they cite specific portions of the text to support their conclusion. Conferring with Students: One of the most important questions to think about when deciding to confer with students about their work is: - What will the rest of the class do while I am working one-on-one with students? Often teachers give students time in class to work independently on their papers or other coursework while conferences take place. Sometimes teachers schedule individual student conferences during a class test. - Conferences do not work well if the teacher is constantly interrupted by off-task students, so be sure to plan this time well. - Conferences also work best when students use this time wisely. They only get a few minutes (typically five minutes) with the teacher, so this time should focus on areas where the student has questions and/or needs help moving to the next level. Students should bring at least three specific concerns to the conference. Sentence starters that students can complete prior to the conference include: o I am confused by . . . o I don't know how to . . . o I need help with . . . References: Alvermann, D. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92-99. ISBE ELA Content Specialists: Reading Strategies 7 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Thematic Journaling/Anticipation Guides: Before beginning a text such as John Steinbeck's The Grapes of Wrath, students are prompted to answer a set of statements with which they either agree or disagree. The statements chosen should reflect one or more of the themes within the content of the novel. After students complete the anticipation guide, they choose one of the statements and use it as a prompt from which to free write for 20 minutes, highlighting thoughts, feelings, memories, and experiences associated with their chosen statement. This exercise prompts students to begin contemplating the emergent themes in the novel before reading, and consider their implications more broadly. (Herber, 1978) Additional resources can be accessed at this link: http://www.adlit.org/strategies/19712/ Tracking Theme through an Anticipation Guide: Students return to these statements in the anticipation guide at various times throughout the novel in order to track how the theme develops and is refined by details from the text. When writing, students update their responses by citing evidence from the text that may have changed their view of the theme since the beginning of the novel. An example of an anticipation guide for John Steinbeck's The Grapes of Wrath is attached. Theme Chart: As students continue to track the development of theme throughout the text, they can organize its emergence and its development visually with a theme chart similar to the one shown attached. Dialogue Line: The teacher utilizes a statement starter to begin the exercise (e.g., "Money is the root of all evil!"). Students form a straight line in relation to how strongly they agree or disagree with the statement. (Strongly disagree to the far right, strongly disagree to the far left.) The line is then folded in half so that each student is facing a partner. Each partner has 20 seconds to state their case while the other actively listens. After each partner speaks, the other is given 30 seconds to record a quote from their partner which helped to advance their perspective. The dialogue line rotates clockwise 2 places and the activity repeats. The teacher actively listens and supports behaviors that enrich an atmosphere of open dialogue. One Question and One Comment: This strategy is helpful to see what students are thinking about the theme of the text they are reading. Students are assigned a chapter or passage to read and create one question and one comment generated from the reading. In class, students will meet in either small or whole class groups for discussion. Each student shares at least one comment or question. As the discussion moves student by student around the room, the next person can answer a previous question posed by another student, respond to a comment, or share their own comments and questions. As the activity builds around the room, the conversation becomes in-depth with opportunity for all students to learn new perspectives on the text. Teachers can also provide a sentence frame for students to base their questions and comments on in order to direct their thinking or support conversation. References: Herber, H. (1978). Teaching reading in content areas. (2nd ed.). Englewood Cliffs: Prentice-Hall. ISBE ELA Content Specialists: Reading Strategies 8 The Grapes of Wrath Anticipation Guide Directions: Prior to reading, mark in the left column whether you agree or disagree with each of the following statements. Choose only one; the one that you feel most strongly about. While you read, look for evidence in The Grapes of Wrath that either supports (agree) or show each statement to be false (disagree). Mark the "after reading" column appropriately and record page numbers of evidence the column to the far right. Follow-up: What words did the author specifically use that led you to your conclusion? ISBE ELA Content Specialists: Reading Strategies 9 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Follow the Characters: During the course of a novel/literature unit, students will begin a deep analysis of a character by putting themselves "into the character's shoes." This activity is designed to allow the students to consider the internal lives of the characters in the novel, and based on this perspective, interact with the other characters in accordance with what they know. Each student is randomly assigned a character to "follow" throughout the text. Other corresponding activities may include: Letter Writing. Students write letters to other characters (students) in which they describe their (the character's) thoughts/feelings about key events and conflicts as they unfold in the novel. Fishbowl Discussions. Have table discussions in which each "character" is given an opportunity to respond to a question or issue raised by a mediator. This helps the student think meta-cognitively about the personality of the character and connect it to an applicable issue or theme. For more information on Fishbowl Discussions, click here. Socratic Seminar. "The Socratic Seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly." (Israel, 2002) Click here for a demonstration. Write the missing scene. The student writes a scene that was "left out" of the novel (i.e. a scene that the student feels should be in story) that reflects the personality of the character as a student understands him/her to be, citing textual evidence as they write. In My Shoes: Repeat the activities at different points of development within the novel (How would your character feel about ____ knowing what you know at this point? How has the character changed since _____?). During these activities, students provide evidence from the text to support their conclusions. At the 9th grade level, the teacher models this strategy with the expectation that by the end of 10th grade students will display independence and proficiency in completing the required tasks. Onion Ring: Students form an inner and outer circle facing a partner. The teacher asks a question and the students are given time to respond to their partner. Next, the inner circle rotates one person to the left. The teacher asks another question and the cycle repeats itself allowing the teacher to hear students' misconceptions or areas that need clarification. Whip Around: The teacher poses a question or a task. Students then individually respond on a scrap piece of paper listing at least 3 thoughts/responses/statements. When they have done so, students stand up. The teacher then randomly calls on a student to share one of his or her ideas from the paper. Students check off any items that are said by another student and sit down when all of their ideas have been shared with the group, whether or not they were the one to share them. The teacher continues to call on students until they are all seated. As the teacher listens to the ideas or information shared by the students, he or she can determine if there is a general level of understanding or if there are gaps in students' thinking." References: Israel, E. (2002). Examining multiple perspectives in literature. Inquiry and the literary text: Constructing Discussions in the English Classroom. Urbana, IL: NCTE. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Note: This standard builds upon the foundational skill areas of figurative and connotative meanings. The following can be used as a strategy to supplement lessons dealing with meaning and tone. Diction/Dialect: Students begin the activity by sharing and discussing examples of different types of dialect from varying regions, countries or time periods. The discussion is guided toward readings or writings written in dialect (e.g., John Steinbeck's The Grapes of Wrath). The discussion is driven by guiding questions such as; What can you tell about the narrator by the way he or she speaks? Where is the narrator from? Is the narrator educated or uneducated? How old is the narrator? What is the narrator's race? How can you tell what his/her race is? Students continue to elaborate on what led them to their conclusions. Literature Circles: Students are grouped into small literature circles. Each circle selects a writer and a speaker to present the main points of their discussion to the class. The groups are given 5 minutes to construct a definition for the term "Dialect". After group definitions are shared orally with the class, a timed literature circle discussion begins using guiding questions such as: Why did the author choose to include lines in dialect? In what type of dialect is it written? How does dialect help/hinder your understanding of the characters? What, if anything, does dialect (or lack thereof) reveal about the characters? (Morretta & Ambrosini, 2000) Exit Cards: One of the easiest formative assessments is the Exit Card. Exit Cards are index cards (or sticky notes) that students hand to you, deposit in a box, or post on the door as they leave your classroom. On the Exit Card, your students have written their names and have responded to a question, solved a problem, or summarized their understanding after a particular learning experience. In a few short minutes, you can read the responses, sort them into groups (students who have not yet mastered the skill, students who are ready to apply the skill, students who are ready to go ahead or to go deeper), and use the data to inform the next day's or, even, that afternoon's instruction. S-O-S Summary: An S-O-S Summary is an assessment that can be used at any point in a lesson. The teacher presents a statement (S), asks the student's opinion (O) (whether the student agrees or disagrees with the statement), and asks the student to support (S) his or her opinion with evidence. This summary can be used before or during a unit to assess student attitudes, beliefs, and knowledge about a topic. It can be used at points throughout a unit or lesson to assess what students are coming to understand about the topic. And it can be used at the end of a unit to see if attitudes and beliefs have been influenced or changed as a result of new learning. Think-Pair-Share/Turn to Your Partner: Teacher gives direction to students. Students formulate individual response, and then turn to a partner to share their answers. Teacher calls on several random pairs to share their answers with the class. References: Morretta, T.M., & Ambrosini, M. (2000). Experiencing and responding to literature. Practical approaches for teaching reading and writing in middle schools. (pp. 18–39). Newark, DE: International Reading Association. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Elements of the Story: Students read a set of short fiction texts and then create a visual representation of the story arc, placing an emphasis on the different story elements, such as exposition, rising action, climax and resolution. Sequencing the Text: This strategy encourages readers to recognize the author's choices regarding sequence and literary devices (i.e. suspense, convolution, irony). In this example, students have already conducted a close read of O Henry's, The Gift of the Magi and have received a set of ten key story events pertaining to the text. Students proceed to organize into predetermined small groups where they engage in the following activities: Students construct the events in several different ways to create mystery, tension, or surprise. Students sequence the major events in a way that reflects an understanding of story arc, the major elements of a story, and how these can be manipulated. Students discuss the sequence they chose and the rationale for doing so (i.e. because it would create more suspense, it would be more ironic) A representative from each group explains their work to the class at large. (Dickson, Simmons & Kameenui, 1995) Upgrade: Student groups enter the ten key story events into a powerpoint/prezi platform. They proceed to manipulate the placement of events to create sequences that produce different effects. Students insert multi-media audio/visual effects to emphasize desired results. References: Dickson, S. V., Simmons, D. C., Kameenui, E. J., & Educational Resources Information Center (U.S.). (1995). Text organization and its relation to reading comprehension: A synthesis of the research. Eugene, OR : [Washington, DC]: National Center to Improve the Tools of Educators, College of Education, University of Oregon. ISBE ELA Content Specialists: Reading Strategies 13 Writing to Analyze: Students write an analysis of the author's story sequence, highlighting key events and their relationship to one another as evidence for their claims. Students cite specific language used within the text. I Have the Question, Who Has the Answer: The teacher makes two sets of cards. One set contains questions related to the unit of study. The second set contains the answers to the questions. Distribute the answer cards to the students and either you or a student will read the question cards to the class. All students check their answer cards to see if they have the correct answer. A variation is to make cards into a chain activity: The student chosen to begin the chain will read the given card aloud and then wait for the next participant to read the only card that would correctly follow the progression. Play continues until all of the cards are read and the initial student is ready to read his card for the second time. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of World Literature. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Making Connections to Global Literature: The following strategy represents a three-fold approach to making connections with literature from outside of the United States: (Keene & Zimmerman, 1997) Self-to-Text: This approach requires students to relate their own experiences, ideas, and background knowledge to the text at hand. Students compare their own cultural and individual background with that of one or more of the characters in the text. Students can use a self-to-text table to compare/contrast their experiences to those of the character. Learning scaffolds can be utilized by posing questions that lie at the heart of the text (e.g., the question "Who am I?" is a common thematic question in many coming-of-age tales). Students reflect on their own responses to these questions as characters in the text do the same. Text-to-Text: Students conduct a comparison and synthesis of ideas between texts carrying similar or antagonistic themes, questions, or issues (e.g., students synthesize the varying approach to indigenous peoples as "primitive" through the text "Things Fall Apart," by Chinua Achebe and Joseph Conrad's Heart of Darkness). Text-to-World: Students connect the text to world/current issues. For example, In the example of Things Fall Apart students draw on historical or current issues that relate to the European Colonization of much of Africa's indigenous regions. Students incorporate issues of how globalization is increasingly re-defining what it means to be a member of an "indigenous" culture. Students will connect the text to a contemporary issue such as this, and reflect on its broader implications by written and artistic expression. References: Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought teaching comprehension in a reader's workshop. Portsmouth, NH : Heinemann. ISBE ELA Content Specialists: Reading Strategies 14 RSQC2: RSQC2 establishes a protocol that guides students through multiple levels of Bloom's Taxonomy (recall, understanding, and evaluation). It is particularly effective when students need to review previous covered material. Since this protocol is also modular, one can use some or all of the steps at the beginning, middle, or end of a unit. This activity can take on diverse forms based on learning goals and technologies. Recall: Students make a list of what they recall as most important from a previous activity, material, or unit. Summarize: Students summarize the essence of the previous activity, material, or unit. Question: Students ask one or two questions that remained unanswered. Connect: Students briefly explain the essential points and how they relate to the goals of the class. Comment: Students evaluate and share feedback about the previous activity, material, or unit. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Comparison and Synthesis of Ideas: Students conduct a comparison and synthesis of ideas of two different mediums of a subject matter (i.e. text vs. film). Findings are recorded on a Venn Diagram. Students engage in a discussion regarding what aspects of the film added meaning or significance to the text and which parts did not. (Harvey & Goudavis, 2005) Venn Diagram: After reading the text and viewing the film, students utilize a Venn Diagram to record characteristics that both media share within the overlapped portion of the circles, and characteristics specific to the text/film in the appropriate circle specific to that medium. Screenwriting, Dialogue: Students organize into predetermined small groups and use their Venn Diagrams to select a scene from the film that inaccurately or insufficiently depicts a corresponding scene or chapter in the text. Each group authors a mini-screenplay of the chosen scene and performs the "improved" scene during class. For more information on screenwriting formats and teaching ideas, click here. Guiding Questions. 1. What did the film leave out completely? 2. What scene do you think the film inaccurately or insufficiently depicted? References: Harvey, Stephanie, & Goudvis, Anne. (2005). The comprehension toolkit: Strategy cluster 6—Summarize & synthesize. Portsmouth, NH: Heinemann. ISBE ELA Content Specialists: Reading Strategies 15 Analyzing Topics in Different Artistic Mediums Graphic Organizer: A graphic organizer (attached) can help keep students on track to address standard #7. After students have recorded evidence to each question on the organizer, they can write a summary on their findings. Idea Spinner: The teacher creates a spinner marked into 4 quadrants and labeled "Predict, Explain, Summarize, Evaluate." After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the "Summarize" quadrant, the teacher might say, "Summarize the differences between the two different mediums." Screenwriting, Dialogue: Each group acts as a "review committee" for another group's screenplay. Rough drafts are submitted for review, recommendations are made and final versions are produced. The final version is submitted to the teacher after the in-class performance. Analyzing Topics in Different Artistic Mediums Piece 1 ____________________ Piece 2 ___________________ Subject or Key Scene to be Analyzed What information is presented? How is it presented? What details are present in this medium? What is emphasized? What is absent? Summary: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Synthesizing Text and Source Material: Students should frame their reading of a text by comparing and synthesizing common themes in both the text and the source material from which it is drawn (e.g. MacBeth and Holinshead's Chronicles) Students should return to the source material throughout a reading of the text to draw on common themes. Students can use an organizer to compare/contrast/synthesize the characteristics of the main character or characters. Archetypes/Archetypal Heroes in Literature: This strategy/lesson suggestion can be applied to any work of literature that draws on universal themes seen in previous works. The activity begins with a review of basic Hero Archetypes such as Hero, Anti-Hero, Code Hero, Byronic Hero, Villain, Trickster, Comic Stand-in, etc. Source materials from Carl Jung (who coined the term "Archetype"), Joseph Campbell's The Power of Myth, and other World Literature texts discussing the emergence of archetypes are integrated into the activity. Characterization/Archetypes Worksheet After the review, students utilize a character archetypes worksheet as a graphic organizer (see below) to compare and contrast the major players in the assigned text. In the case of the Bible and Paradise Lost, students recognize Lucifer as an example of an Anti-Hero, who also embodies characteristics of many other anti –heroes throughout literature and popculture (e.g., Hades, Darth Vader, etc.). This type comparison and synthesis may form the basis for a more comprehensive written analysis for more than one work of literature that draws upon source material. Journal Entry: Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught. Paper Pass: Paper pass is a form of brainstorming that gets students up and moving from their desks. Chart paper with different target words or questions are posted around the classroom. Students rotate around the room to the different brainstorming sheets and add their comments about the topics and about what other students have written. The process for the paper pass can be informal or formal. An informal use of the paper pass permits students to wander around the classroom and respond to the topic words or questions of their choosing. A more formal use involves students being divided into groups and systematically rotating around the room and responding. Response Cards: There are so many uses for response cards in a classroom. Ask a question and students respond by holding up a card. The most common response cards are yes/no questions. Students are provided with two cards. One card has the word "Yes" written on it and one card has the word "No" on it. After calling out a question, students respond by holding up their answer. Glance around the room and quickly assess student understanding. References: Buehl, D. (1992). Classroom strategies for interactive learning, (2nd Ed.). Newark, NJ: International Reading Association. RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. Strategy/Lesson Suggestions Assessment FOR Learning Suggestions Note: This standard reminds educators to gradually increase the level of text complexity as students move upward by grade level. In this respect, each grade level teacher has a different responsibility with regard to either introducing a new level of text complexity (as indicated by the words "with scaffolding as needed"), or promoting proficiency at the end of that grade band (as indicated by the words "proficiently and independently." Annotating Text: Annotation is a powerful reading tool. Annotating means writing your ideas, thoughts and questions as you read. Students can annotate a text to leave tracks of their thinking so they can learn, understand and remember what they read. During the reading process, the reader marks the text at appropriate points, using symbols and/or words that serve as visual cues and help keep the reader focused on the text. Students can be encouraged to write questions, comments or to integrate "text codes". Some codes could include: - ?=question, - *=important information, - ??= confusion, - L=new learning, - R=this reminds me, etc… Students are encouraged to reread their annotated versions to add additional insights from the 1st read. If students are reading a text from a book, sticky notes could be used to record their thinking. Larger sticky notes can be cut down to tabs for codes as noted above. (Brown, 2007) References: Brown, M. (2007). I'll have mine annotated, please: Helping students make connections with text. English Journal. 96 (4), pp. 73-78. Formative Assessment Tips for Reading Engagement: A variety of surveys can be used to assess where students attitudes and engagement with reading lie. Reading Survey – Click here Assessing Students Interests and Strengths – Click here Learning Clubs: Motivating Middle School Readers and Writers: Click here Additional Tips for Scaffolding Students' Reading: - Provide guidance in text selection to ensure that the material students choose is interesting and accessible. - Monitor students' ability to access the text as well as their stamina to stay engaged during the allocated time. This can be enacted through conferences that involve listening to students read short sections, encouraging brief retellings of the sections and engaging in brief discussions of the content. - Work with students to set goals for completing the reading of a text. Hold students accountable to share or respond to some aspect of the reading. This can occur through brief discussions in which peers discuss what they have read, perhaps orally reading a particularly interesting part, or through more extended projects self-selected by the student.	<urn:uuid:8afa9c76-4ff1-4f87-84b6-4f45fc92713c>	CC-MAIN-2018-22	http://www.illinoisliteracyinaction.org/uploads/4/0/7/1/40712613/2-6_9th-10th__literature.pdf	2018-05-23T18:09:16Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00090.warc.gz	392,476,585	8,406	eng_Latn	eng_Latn	0.951752	eng_Latn	0.997808	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 315, 566, 4520, 6992, 11227, 11284, 14362, 17960, 18569, 22401, 26150, 29246, 32264, 34929, 35221, 38583, 41710 ]	[ 4.3125, 4.71875 ]	1	0
JESUS CALLS THE FIRST DISCIPLES Mark 1:16-20 Prepare to Hear the Word: Locate Galilee and the Sea of Galilee on a map. Fishing was a very important industry in Galilee, there would have been many fishermen on and around the Sea. The Sea of Galilee is a large inland fresh-water lake, it was about twelve kilometres wide and twenty kilometres long. All four men responded 'immediately' to Jesus' invitation, leaving their families and their jobs, which probably means that they already knew Jesus. You will need: * Sea of Galilee backdrop, * Wooden fishing boat, net and a few fish. * Blue oval felt on green circle. * 6 puppets - Jesus, 5 fishermen. When children are seated in a semi-circle ready to listen to the story, place the gold box/bag, containing the materials you will need, carefully beside you. Spread the green circle and place the blue felt oval in the middle with the fishing boat on top. Stand the Sea of Galilee backdrop behind the circle facing the children. Move Jesus along the side of the lake and say: Jesus was walking by the Sea of Galilee. Place Simon and Peter with some fishing net on the side of the lake in front of Jesus, say: He saw two brothers; Simon, who was called Peter, and his brother Andrew. They were fishermen and they were casting a net into the sea. Hold your hand over Jesus and say: Jesus said to them, "Come and follow me and I will make you fishers of people". Move Simon and Andrew over to Jesus and say: Straight away they left their nets and followed him. Move Jesus, Simon and Andrew towards the boat and say: Jesus walked a little further and saw James and his brother John. They were in a boat with their father Zebedee mending their nets. Move James and John over to Jesus and say: Jesus called them and immediately they left their father with the hired men and followed him. The Gospel of the Lord. Response: Praise to you Lord Jesus Christ. I Wonder: * I wonder how Zebedee felt when his sons went off with Jesus? * I wonder did these fishermen already know Jesus when he called them? * I wonder what Jesus meant when he said, "I will make you 'fishers of people"? * I wonder what time of the day it was? – Simon and Andrew were casting out nets while James and John were mending nets. * I wonder if all this happened on the same day. Jesus Calls the First Disciples Mark 1:16-20 As Jesus walked beside the Sea of Galilee, he saw Simon and his brother Andrew casting a net into the lake, for they were fishermen. "Come, follow me," Jesus said, "and I will make you fishers of men." At once they left their nets and followed him. When he had gone a little farther, he saw James son of Zebedee and his brother John in a boat, preparing their nets. Without delay he called them, and they left their father Zebedee in the boat with the hired men and followed him. Prepare to Hear the Word: Teacher. Mark constructed his scenario carefully. He presented a Jesus who did not work alone. Right from the start Jesus was surrounded by a core group of disciples. This was obviously important to Mark. He placed the call of the disciples right at the beginning of Jesus' public life because it was important that the disciples were there from the very beginning, who were close to Jesus and who were able to hand on their authority, their spirit and their insights to the growing churches. Also the disciples together constituted a "parable in action", they were a small community. Jesus' view of the Kingdom was essentially one of people in relationships of mutual respect and interdependence. The essential expression of Jesus' vision for the world was one of selfless love and service. These attitudes could not be developed and lived in a vacuum. Only in community could people discover, release and build on their own particular giftedness. The continuing narrative would show that the disciples struggled in this task. The first four persons chosen as disciples were fishermen. Encountering the Word Through Godly Play/Awakenings/Diocese of Ballarat/10	<urn:uuid:7ce06a7c-2fc6-4c5e-876c-0f915571ebab>	CC-MAIN-2018-22	http://ceoballarat.catholic.edu.au/media/uploads/rec_godlyplay_scripts/JesusCallstheFirstDisciples.pdf	2018-05-23T18:31:39Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00087.warc.gz	56,777,988	891	eng_Latn	eng_Latn	0.997354	eng_Latn	0.997683	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1925, 4111 ]	[ 3.28125 ]	1	4
18 July 2012 Dear Parent/Carer Red Squirrel Children's Nursery Dundee Recently, as you may know, my colleagues and I visited and inspected your child's pre-school centre. During our visit, we talked to parents and children and we worked closely with the head of centre and staff. We wanted to find out how well childrenare learning and achieving and how well the pre-school centre supports children to do their best. The head of centre shared with us the pre-school centre's successes and priorities for improvement. We looked at some particular aspects of the pre-school centre's recent work, including planning, recording children's progress and achievements, eco developments and transitions. As a result, wewereable to find out how good the pre-school centre is at improving children's education. How well do children learn and achieve? Children under the age of two years are settled into their daily routines, contented, and respond to adults very well. Children two to three years of age are very enthusiastic and inquisitive as they explore their learning environment, particularly outdoors. Older children are highly motivated and engaged in their learning, developing their creativity and physical skills extremely well as they play outdoors. Children are gaining confidence as they make choices in their learning, planning menus with the cook and taking responsibility looking after the nursery animals. They are involved in planting, growing and cooking their own vegetables. Their interaction with each other is very positive showing a high level of respect when sharing activities and playing games. Children three to five years are making very good progress in their early literacy and numeracy skills across the nursery. They confidently talk about what they are doing with each other and adults. They are eager to mark make and write to pass on messages and record what they have been doing. Almost all children identify their name and also that of their friends. A few children are successful in identifying sounds and letter names in different play situations. Almost all children are confident in early number activities using them in their play for example sorting and matching a variety of materials, counting and identifying numbers up to ten. A few children are successful in counting and applying numbers up to twenty and beyond when playing. Children's understanding of measurement is developing well as they try to find out about the weight and length of a variety of objects. They are developing their investigative skills well through early science as they find out about plants and T 01506 600 371 01506 600 313 E firstname.lastname@example.org 01506 600236 Textphone This is a service for deaf users. Please do not use this number for voice calls as this will not connect. www.educationscotland.gov.uk Transforming lives through learning minibeasts. They have a very good understanding of how to take care of themselves by eating healthily, taking exercise and playing outdoors. They are successfully developing their creativity as they absorb themselves in play, music and art activities. How well does the pre-school centre support children to develop and learn? All staff provide a very welcoming, nurturing and stimulating learning environment for children. They are very sensitive and respond extremely well to children's physical and emotional needs. They also provide a high level of support for parents when required. Staff support older children in their learning by providing them with high quality learning experiences which meet their individual needs. They have a good awareness of and use current legislation to support children who may require additional help with their learning. Staff working with children under three years, make very good use of use Pre Birth to Three guidance to plan quality learning experiences. Staff working with older children, are more confident in developing the curriculum in line with Curriculum for Excellence. Children's learning outdoors is developing well by making effective use of the natural environment. The acting management team need to continue to ensure progress for children which will further embed outdoor learning across the curriculum. To help children develop their health and wellbeing staff provide a variety of experiences of working with each other, how to express feelings and taking care of themselves. Staff provide good opportunities through play which allow children to develop and use their imagination to extend their creativity. They support children in making good use technology, for example using programmable toys to develop children's awareness of directions and use digital cameras to record their learning. However staff need to provide more opportunities to extend children's experiences in using a greater variety of technology. How well does the pre-school centre improve the quality of its work? Across the nursery staff are reflective and evaluate children's learning. They share their practice with each other and constantly explore ways to develop further stimulating learning environments. Staff have access to training and make effective use of the information gained to provide children with high quality learning experiences. The provider and acting management team provide very good leadership and are well respected by staff and parents. The continually evaluate the work of the nursery and have a clear understanding of strengths and areas for improvement. However they need to recognise what they have achieved in such a short period of time and now plan a more systematic monitoring programme focussing on developing further the curriculum in line with Curriculum for Excellence. The nursery has very good links with the local authority, appreciating the quality of support that they receive. 2 Our inspection of your pre-school centre found the following key strengths. * Quality of care for all children. * High quality learning experiences. * Children who are extremely motivated, engaged and enthusiastic about learning. * Staff working together in providing a stimulating, welcoming and nurturing learning environment. * Leadership of the provider and acting management team. We discussed with staff and the education authority how they might continue to improve the pre-school centre. This is what we agreed with them. * Develop further the curriculum in line with Curriculum for Excellence and outdoor learning opportunities. * The acting management need to take a more systematic approach in monitoring the work of the nursery. What happens at the end of the inspection? We are satisfied with the overall quality of provision. We are confident that the pre-school centre's self-evaluation processes are leading to improvements. As a result, we will make no further visits in connection with this inspection. The head of centre and local authority will inform parents about the pre-school centre's progress as part of the arrangements for reporting to parents on the quality of the pre-school centre. Gordon Buchanan Managing Inspector Additional inspection evidence, such as details of the quality indicator evaluations, for your school can be found on the Education Scotland website at http://www.educationscotland.gov.uk/inspectionandreview/reports/school/eyc/RedSq uirrelNurseryDundee.asp. Please contact us if you want to know how to get the report in a different format, for example, in a translation. You can contact us at email@example.com or write to us at BMCT, Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA. If you want to give us feedback or make a complaint about our work, please contact 01506 600200, or write to us at the above address or e-mail: firstname.lastname@example.org. 3	<urn:uuid:1bf9254f-8737-428d-9551-4b282283426b>	CC-MAIN-2018-22	http://redsquirrelnursery.com/downloads/734/HMIE%20and%20CC%20report.pdf	2018-05-23T18:12:56Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00089.warc.gz	234,166,225	1,496	eng_Latn	eng_Latn	0.997283	eng_Latn	0.997729	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2904, 5885, 7888 ]	[ 2.015625 ]	2	1
TEACHER GUIDE Power Training Presentation Module Welcome and thanks for agreeing to run this Math Dice Power Training presentation module. This program runs the same way as your Math Dice Introduction presentation; a one session powerpoint lesson, where ThinkFun presents the concepts and the challenge sets, you manage the discussion. It turns out that when exponents are presented as a set of game rules that one needs to learn if one wants to win, players will pick them right up. Have fun bringing this lesson to your students, you won't believe the results you will get… they will fully understand how powers work within a half hour and they will be clamoring to practice what they have learned. What You Need to Bring To The Party: * You are a teacher or math coach with a group of kids who have been participating in a Math Dice Classroom Program and are ready for a lesson about how powers work in Math Dice * You can present the Math Dice Powers Deck ppt to your students in a group discussion setting * A plan for what to do after the presentation, we recommend have Math Dice games ready to go in an informal Mixer Tournament. Ahead of Time Preparation: * Download the "Math Dice Powers Deck" ppt Powerpoint document and set up projector * Download and print this Teacher's Guide so you have access to your own copies of the Challenge Set solutions * Review the Powerpoint lesson ahead of time so you will know how to pace the discussion and have confidence in the ideas. This is a fun program, everyone will love it! * Download the Exponent Tables PDF file and print a copy for each player For the most part the slides will speak for themselves, you just need to guide the discussion. This presentation is designed to last for about a half hour. Page 1 TEACHER GUIDE Power Training Presentation Module Math Dice Power Training Deck Teacher Tips & Answer Key How Do Powers Work (Slides 1-7) Here we ask a simple question about Powers and demonstrate the answer in graphic detail. Pay attention to how well your students get this distinction, make sure to spend enough time so that everyone gets the idea. Everything will become clear once they start solving challenges using these techniques, this section is where you start them off right. Power Numbers (Slides 8-10) With Math Dice exponents we like to train backwards: start with the Target Number and ask the question, "What combinations of Scoring Numbers will reach that Target Number directly?" If your Target Number is 32, for example… you want to immediately look to see if you have a 2 and a 5 or if you can assemble to a 2 and 5 so you can add an exponent 2^5=32. We demonstrate how this works by presenting 5 Challenges which feature 5 prominent Power Numbers, players will start to understand why this learning strategy makes sense based on how they solve the challenges. Power Numbers are numbers that can be reached directly by two Scoring Numbers combined with an exponent: 1, 2, 4, 8,9,16,25,27,32,36,49,81,100,121,125,128,144. We have included a Power Training Table for each of your students that they can use to check themselves and gain confidence. Page 2 TEACHER GUIDE Power Training Presentation Module Special Powers (Slides 11-13) The numbers 1 and 0 are especially important with exponents and with this challenge set we will call attention to this and demonstrate two principles of exponents that everyone should know. * 1 to the power of anything is 1 * Anything to the power of 0 is 1 Each of the four challenges in the Challenge Set can only be solved by one or both of these ways, there is no other solution. They are clever, discovering them is really fun! Two Ways to Solve (Slides 14-15) These are full strength Math Dice challenges, each challenge can be solved two ways each of which use powers. If your students can solve these challenges then they know their powers… congratulations! Page 3	<urn:uuid:29ae1ee6-58c0-49e0-91bc-22cac3294da7>	CC-MAIN-2018-22	http://mathdice.com/downloads/powers_training_module/power-training-teacher-guide.pdf	2018-05-23T18:18:35Z	crawl-data/CC-MAIN-2018-22/segments/1526794865702.43/warc/CC-MAIN-20180523180641-20180523200641-00089.warc.gz	178,437,001	847	eng_Latn	eng_Latn	0.997611	eng_Latn	0.99793	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1776, 3164, 3928 ]	[ 3.453125 ]	1	2
Improvisational Roadmap for Blues Improvisation What you will need: Your favorite play-along recording for concert B flat blues. I recommend Jamey Aebersoldís volume 42 Blues in All Twelve Keys. Getting Started This exercise is designed to give beginning improvisational musicians a different perspective on creating a solo. Itís important for beginners to remember that improvisation is a form of communication. This exercise will help the improviser focus on creating an overall shape for a solo rather than focus on the small details of what specific licks to play. Blues Scales Blues scales are an excellent tool to use in solos. Blues scales are simple to play and sound good virtually all of the time within a blues solo. Itís extremely important that the scales are memorized. It is not possible to improvise a good 1 solo if youíre worrying about playing the wrong notes or have to spend time thinking about a scale. Memorize the blues scale that is appropriate for your instrument. Play it in as many different ways as possible. Blues Form For this exercise we are going to use a 12 bar blues form. The form looks like this. This is written in concert key. At this point, the chord progression in blues is not important since we will be using only the blues scale to improvise. It is extremely important that you can recognize when the twelve bar chorus is complete. Practice listening to the blues playalong recording and following the 12 bar progression until you can recognize the beginning and end of each 12 bar chorus. The solo Imagine that youíre going to have to improvise three twelve bar choruses of blues for an upcoming concert. Where do you begin? Do you just play whatever you want? Do you just explore the blues scale and hope you stumble across good ideas on the day of the concert? The first step in improvising a great solo is coming up with a plan. I call these plans melodic roadmaps and you will find them extremely helpful when you are improvising. Melodic Roadmaps When youíre improvising youíre using music to tell a story. The audience is listening to you and waiting for you to communicate. The audience isnít waiting for literal communication; they are waiting for emotional communication. So how does a beginning improviser communicate with the audience? In this case, youíre going to use tension and release to develop an overall shape for your solo. This shape will enable you to communicate with the audience. How does an improviser build tension? 1. Play in increasingly higher registers 2. Play with increasing speed 3. Add harmonic tension 4. Phrase in an unexpected way 5. Play louder 6. Motivic Repetition 7. Sustain Notes Of course when youíre just learning to improvise it isnít possible to think of all of these things and integrate them into your playing. Thatís why weíre going to make a road map that you can follow. First Iíll give you an overall shape for the solo. For this solo I would like you to try to create this shape. The solo will be three choruses long. The first two choruses are going to build in excitement to a peak at the beginning of the third chorus and then quickly settle down for the end of the third chorus. This should create an exciting shape for a short solo. We will use 2 basic tension tools for this solo. The first tool that we will use is to play in increasingly higher registers. The second tool will be the use of sustained notes to build tension. All notations will be done in tremble clef and concert key. Use the blues scale that is appropriate for your instrument. Copyright ©2004 by JazzPath Publishing, Cambridge, MA 02238 International Copyright Secured Printed in U.S.A All Rights Reserved www.jazzpath.com Copyright ©2004 by JazzPath Publishing, Cambridge, MA 02238 International Copyright Secured Printed in U.S.A All Rights Reserved www.jazzpath.com Repeat this roadmap until you can accurately convey the shape and direction of the solo to an audience. It may help you to record yourself and critique what parts of the solo are successful and what parts arenít. Experiment with different roadmaps. They will improve your improvisation without requiring you to learn extensive harmony right away! Brian J Kane is a jazz educator and saxophonist in the Boston area. He is the author of the Jazz Style and Technique Workbook for Saxophone and the Creative Jazz Sight Reading Workbook available for all instruments. He is presently working on a series of workbooks for melodic improvisational techniques. He can be reached at email@example.com	<urn:uuid:aa547b9a-c2bc-44fc-8c89-3bf2dfdd48cf>	CC-MAIN-2018-30	http://jazzpath.com/PDFs/Melodic%20Roadmap%20for%20Beginner%20Blues%20Improvisation.pdf	2018-07-21T03:29:54Z	crawl-data/CC-MAIN-2018-30/segments/1531676592309.94/warc/CC-MAIN-20180721032019-20180721052019-00519.warc.gz	188,743,703	991	eng_Latn	eng_Latn	0.934443	eng_Latn	0.998911	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 836, 1053, 1183, 2007, 2702, 3277, 3596, 3893, 4589 ]	[ 3.15625 ]	3	2

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.