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Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
3. Recognise and use factor pairs and commutativity in mental calculations.
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Maths Assessment Year 4: Multiplication and Division
1. Recall multiplication and division up to 12 x 12.
Answer the questions your teacher reads out loud. Just write the answer.
| | 6 | 11 | 16 |
|---|---|---|---|
| 2 | 7 | 12 | 17 |
| 3 | 8 | 13 | 18 |
| 4 | 9 | 14 | 19 |
| | 10 | 15 | 20 |
2. Use place value, known and derived facts to multiply and divide mentally, including: dividing by 1; multiplying together three numbers.
a) Answer the questions your teacher reads out loud. Just write the answer.
b) Multiply these numbers together:
| | 6 |
|---|---|
| 2 | 7 |
| 3 | 8 |
| 4 | 9 |
| | 10 |
| 4 x 6 x 3 |
|---|
| 7 x 2 x 8 |
| 125 x 1 |
| 5 x 8 x 3 |
c) For each multiplication, write 1 related division fact:
example:
Total for
6 marks
1 mark
2 marks
4 marks
a) Two factors of 12 add up to 8. What are they?
6 x 4
12 x 7
11 x 9
4 x 8
9 x 5
6 x 8
8 x 7
56 ÷ 7 = 8
3. Recognise and use factor pairs and commutativity in mental calculations.
b) Tick the calculations that have the same answer to 3 x 4 x 5.
Use written methods to complete these calculations. Show your working out:
4 x 5 x 3
20 x 3
6 x 4 x 2
6 x 12
3 x 20 x 1
4. Multiply 2 digit and 3 digit numbers by a 1 digit number using formal written layout.
85 x 3
62 x 4
132 x 5
264 x 3
5. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Solve the following problems:
a) Ella needs 20 cupcakes for her birthday party. The following shops sell them at the following prices:
Which shop would it be cheapest to buy the cakes at? Show your working out.
b) She also wants to buy 6 margarita pizzas and 4 pepperoni.
Which shop would it be cheapest to buy the pizzas at? Show your working out.
c) There are 7 guests coming to the party. She estimates that each guest, plus herself, will drink 500ml of lemonade each. How many litre bottles of lemonade will she need to buy. If each litre costs £1.50, how much will it cost altogether? Show your working out.
how many bottles of lemonade?
total cost
5
©twinkl.co.uk. You may photocopy this page.
Teacher Script: Maths Assessment Year 4: Multiplication and
1. Questions for teacher to read aloud. Read each question twice and leave 5 seconds for the pupils to answer. Children should just write down the answer.
2. Tell the children to use the multiplication facts they already know and place value to answer the following questions. Read each question twice and leave 10 seconds for them to write the answer.
| 1 | 6 x 9 | 6 | 9 x 8 | 11 | 7 x 12 | 16 |
|---|---|---|---|---|---|---|
| 2 | 32 ÷ 8 | 7 | 12 x 12 | 12 | 81 ÷ 9 | 17 |
| 3 | 7 x 5 | 8 | 40 ÷ 8 | 13 | 8 x 6 | 18 |
| 4 | 11 x 9 | 9 | 3 x 7 | 14 | 80 ÷ 8 | 19 |
| 5 | 36 ÷ 6 | 10 | 45 ÷ 9 | 15 | 9 x 0 | 20 |
| 1 | 80 x 5 | 6 | 7 x 20 |
|---|---|---|---|
| 2 | 5 x 40 | 7 | 540 ÷ 9 |
| 3 | 210 ÷ 3 | 8 | 500 x 7 |
| 4 | 60 x 6 | 9 | 80 x 30 |
| 5 | 240 ÷ 8 | 10 | 30 x 60 |
Answer Sheet: Maths Assessment Year 4: Multiplication and | <urn:uuid:b89b7662-5aca-4db5-a8bd-1d2212c5685e> | CC-MAIN-2021-04 | http://www.evergreenprimary.org.uk/wp-content/uploads/2020/11/A2_W12_Y4-Maths-Test-Multiplication-and-Division.pdf | 2021-01-22T00:50:21+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 136,394,022 | 1,230 | eng_Latn | eng_Latn | 0.992272 | eng_Latn | 0.997856 | [
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Being active is important with a Lower limb amputation
What good things could being more active do for you?
Improved lower limb strength
Improves quality of life
Reduce your risk by being more active. All adults keeping physically active reduces your chance of:
Type 2 Diabetes
High Blood Pressure
Coronary Heart Disease
Cardiovascular Disease
Stroke
Cancer (Breast, Colon, others)
Joint and Back Pain
Falls
Obesity
-50%
-50% -40% -35% -30% -25% -25% -21% -10%
Reduces
back pain
Reduces morbidity and mortality
Improves self esteem
How can being active improve my quality of life?
Greater independence
Reduces back pain
Improves fitness
Reduces risk of falls
Improves mood
Builds confidence
© FSEM (UK)
Follow these Top Tips to keep you active:
Find an activity that you enjoy and make it fun 1
Start by setting yourself an achievable goal 2
Incorporate activity into your everyday life and routine 3
Regular physical activity has proven benefits to your physical and psychological wellbeing 4
5 If you're worried about becoming more active, contact your local prosthetic centre for advice and discuss your concerns with a healthcare professional
Remember to regularly check your residual limb to ensure there is no redness or skin breakdown and be aware of reduced sensation 6
7 It is normal for anyone who is not used to being physically active to experience some muscle soreness after doing a new activity. As your body gets used to the new activity this soreness will reduce
To progress your activity, increase the duration first, then the intensity 8
9 Extra sweating and changes in size of your residual limb are common when undertaking physical activity. Carry extra socks and contact your prosthetic centre for advice if it is causing you a problem.
Seek advice from LimbPower and the Limbless Association about activities you wish to do. Don't be put off by others saying you can't do it 10
Build activity into everyday life:
Exercise class
Yoga/pilates
Swimming or
aqua class
Throwing ball in
park with child
At play
Cycling
Walk
Public
transport
Travelling
Carrying
shopping bags
Online exercise
videos
Housework:
doing the
hoovering
Gardening
At home
Walking up
stairs
Standing to
talk on
telephone
Active meeting
Standing at your desk
At work
© FSEM (UK) | <urn:uuid:684cb118-1ca9-488e-93b2-57fdfdde3f29> | CC-MAIN-2021-04 | https://scotland.movingmedicine.ac.uk/wp-content/uploads/sites/3/2020/04/Amputee_Patient_info_leaflet.pdf | 2021-01-22T00:47:24+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 543,094,433 | 536 | eng_Latn | eng_Latn | 0.983467 | eng_Latn | 0.993942 | [
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Relationship Styles Activity
Scenario 1 - Being Dismissive: Mum and Max
Mum: Max, it's time to go.
Max:
I don't want to. I hate school.
Mum: Come on Max, you know you enjoy school. Of course you're going.
Max:
No , I hate it. Why do you always tell me what I like? You never listen.
Mum:
What do you mean I never listen? Now come on we need to go- I’ve got a meeting I need to get to this morning.
Max:
(comes out of the kitchen banging his bag on the door and kicking the chair shouting) OK I suppose I have to.
They drive to school in silence.
Scenario 2 - Being Disapproving: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, I'm not going?
Max:
I hate school.
Mum: That's ridiculous, you love school.
Max:
Jake's being mean.
Mum:
That’s quite enough now get into the car. You need to calm down and get your things together. Stop making such a fuss.
Scenario 3 - Being Laissez-Faire: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that's not very nice, poor you. Jake sounds like he's being really mean.
Max: I know, that's why I can't go.
Mum: I’ll tell you what, I’ll take a half day from work and we can watch a film until you feel better, poor Max
Scenario 4 - Emotion Coaching: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: It's Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that’s not very nice, poor you. It’s not nice being left out. I wonder what’s happening for Jake, you have been such good friends and it doesn’t sound like him.
Max:
I don't know why he's doing it because he used to be my friend.
Mum: Well Max, we do have to go to school, but what do you think we can do about this?
Max: Umm, I could try to ask him what's wrong, but it's difficult to speak to him at school.
Mum: Could we invite him and a couple of other friends for a sleepover at the weekend, or a swimming outing?
Max:
A sleepover with a film, that would be good.
Mum: OK Max, you invite your friends and I'll ring the parents tonight.
Shall we get off to school? | <urn:uuid:6a66e728-1808-4f81-b687-d28b8fb3a0e3> | CC-MAIN-2021-04 | https://www.ehcap.co.uk/content/sites/ehcap/uploads/NewsDocuments/338/Parenting-Styles-Activity-Max1.PDF | 2021-01-22T01:11:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00077.warc.gz | 765,757,007 | 666 | eng_Latn | eng_Latn | 0.99924 | eng_Latn | 0.999352 | [
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BOARD OF DIRECTORS
Jack I. Dinaburg - President
Preventable injuries kill more children than cancer, more teens than suicide and more young adults than violence.
Robert E. Crandall - Vice President
Stewart R. Moscov - Vice President
Robert E. Cole, PhD-Treasurer
Carolyn E. Kourofsky - Secretary
Chennel Anderson
Greg Crandall
Jennifer Glanton-Ralph
Jane L. Glazer
Michael G. Hirsh, MD
Frank A. McGarry
Bishop David J. Singleton
Lidia R. Rohan, CEBT
Sharon P. Stiller, Esq.
Margaret M. Swift
PROGRAM DIRECTOR
Ellie Stauffer
ADVISORY BOARD
Iris Banister
Rick Costanza
Donna M. Dedee
B. Daniel Dillard
Captain Maria Figueroa
Harriet J. Kitzman, PhD
Salvatore Mitrano III
Mary Louise Musler
Wade Norwood
R. Wayne Powell
Joan Roby-Davison
Renee Temeckjian, PhD
Mission
Prevention 1st is a 501(c) (3) nonprofit, charitable organization whose mission is to reduce injuries from fire and burns, motor vehicle crashes, poisonings, drowning and falls.
Preventable injuries:
* Are the #1 cause of death of children, teens, and adults up to 44 years old.
* Are also a leading cause of death and disability for older adults.
* Cost the nation $80 billion every year in medical costs alone.
* Account for more than a third of all emergency department visits.
* Cost an estimated $406 billion in lifetime cost of injuries occurring in the U.S in a single year.
* Haven't gotten nearly as much attention as other leading causes of death, reduced quality of life, and health care costs such as smoking, obesity and diabetes.
* Are much easier to prevent than many other causes of death: by buckling a seat belt, checking a smoke alarm, or putting away clutter that can cause a fall.
Prevention 1 st Programs include:
* After the Fire: The Teachable Moment, helping kids, their classmates and families cope with the effects of a fire in their home or neighborhood. (See a teacher's story at http:// www.prevention1st.org/AftertheFire.htm)
* Safe at Home safety training workshops for agencies serving populations at high risk for injury including children and older adults.
* Safety for Special People workshops for agencies serving people with developmental disabilities, who are at higher than average risk for injuries.
* Home Fire Drill (www.homefiredrill.org), a biannual campaign to encourage everyone to have and maintain smoke alarms and CO detectors, and plan and practice their home escape.
Media Kit: http://www.prevention1st.org/Newsroom.htm | <urn:uuid:3db1dc99-a1ef-41ae-94a1-b904790412f5> | CC-MAIN-2021-04 | http://prevention1st.org/documents/About%20Prevention%201st%20Backgrounder.pdf | 2021-01-22T00:23:29+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00078.warc.gz | 85,457,581 | 598 | eng_Latn | eng_Latn | 0.99266 | eng_Latn | 0.99266 | [
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COMMUNITY PROFILE
of SPRINGFIELD TOWNSHIP BUCKS COUNTY PENNSYLVANIA
Location: Springfield Township is a growing rural township in northern Bucks County approximately 5 miles southeast of the Allentown/Bethlehem metropolitan area and 40 miles north of the City of Philadelphia. It is the second largest municipality in the county in land area (30.78 square miles) and is predominately rural in character. Nearly 83 percent of the township land area consists of three primary land use categoriesrural residential (33.6 % of the total land area), agricultural (30.7 %) and vacant (18.6 %). A majority of the agricultural land is concentrated within the central portion of the township.
Governing body: Springfield Township is a Township of the Second Class under Pennsylvania law, and is governed by a 5-member Board of Supervisors who are elected at large for 6 year overlapping terms (one every two years during the municipal elections).
Staff: The current staff consists of 8 full-time positions including the Township Manager/Secretary/Treasurer and an administrative assistant. The public works duties are handled by a road department consisting of two full-time employees. The zoning and code enforcement responsibilities are handled by a full-time employee of the township. Police services are provided by the three full-time police officers and one part-time secretary. The Township solicitor and engineer serve on a contracted basis.
Sewer Authority: The Township had its own sewer authority , but their responsibilities were recently assumed by the Board of Supervisors. The current infrastructure consists of a small collection system which services the Zion Hill section of the township.
Water Services: the Township administers a small community water system in the Springtown area of the township.
Budget and taxes: The 2005 total Township budget is approximately $1,200,000. Earned income taxes are the primary revenue source.
School District: The Township is part of the Palisades School District.
History: The first permanent settlers of Springfield Township were English and Scotch-Irish who moved up the Cooks Creek valley from the Delaware River. German colonists joined this settlement by moving up from Philadelphia to Quakertown and finally to Springfield. Most of the English were land speculators, while most of the Germans were settlers. Thus, it was the Germans who would have the largest influence on the development of the township.
Colonists first settled in Springfield Township along streams or near the many springs found throughout the hillsides. There they built their homes and cleared the land for farming.
Springfield Township was originally part of lands belonging to the Lenape Indians. William Penn, although already holding title to all land in the province under a grant from Charles II of England, still negotiated land purchases from the Lenapes. The areas composing Springfield Township were not acquired from the Lenapes until the Walking Purchase of 1737, when John and Thomas Penn secured the remainder of Bucks County, as well as lands composing present-day Lehigh and Northampton counties.
The township was officially incorporated in 1743. Springfield Township was named for its abundance of hill and meadow springs. As the agricultural economy of the township developed, schools, mills, churches, and general stores were built to serve the growing population.
During the remainder of the 1700s, villages developed at crossroads where waterpower was available to operate the grist and saw mills. Springtown became the largest of these villages. Springtown was located along a major road and surrounded by some of the best farmland in the area. In 1737 the town contained six to eight houses, a tavern, and a store. By 1896, the village contained two churches, a tavern, a store, mills, and 40 houses.
Springfield Township remained a largely agricultural-based community throughout its entire history, supplying meat, crops, and dairy products to the region. With the development of Allentown, Bethlehem, and Philadelphia as centers for manufacturing in the late nineteenth and early twentieth centuries, the population of Springfield declined.
Today's Growth and Demographics: Between 1980 and 1990, Springfield's population grew slightly with a few single-family homes on a couple of acres. The township and its surrounding municipalities have grown by about 3,181 housing units and 7,002 people from 1990 to 2000, while Springfield itself only grew by 34 housing units while losing 214 residents in that same time period.
Area communities, such as Richland, Milford, and Upper and Lower Saucon townships, have begun to experience increased development pressures and Springfield Township may be next in line according to the comprehensive development plan. Due to its proximity to major highways (I-78, the Northeast extension of the PA turnpike, and PA Route 309), its wealth of natural and historical resources, and its large amount of open land, Springfield Township has the potential for a substantial increase in new development.
(For additional in-depth information about the Township, you may refer to the Comprehensive Plan, available in PDF and HTML formats on our website: www.springfieldbucks.org) | <urn:uuid:5dee8e03-6768-4157-8cc1-80394ab75a9b> | CC-MAIN-2021-04 | https://www.springfieldbucks.org/uploads/community%20profile.pdf | 2021-01-21T23:11:26+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 989,616,119 | 1,046 | eng_Latn | eng_Latn | 0.998301 | eng_Latn | 0.998332 | [
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THE BIG IDEA | We can show others mercy.
SCRIPTURE | 1 Samuel 24:1-18
So far, we learned about how God helped David be brave by choosing him to become the king, and using David to take down the giant Goliath. Today, we'll see how David showed he was brave by showing mercy and how we can show mercy to others, too.
INSTRUCTIONS: Look up 1 Samuel 24:1-18 in your Bible and encourage the kids to do the same. Read it!
In the chapters leading up to today's passage, David had become a hero in the eyes of the Israelites, especially after he fought and defeated Goliath. Saul, who was king at the time, became jealous of David's success and popularity, so much so, that he wanted to harm David. David knew this, so he ran and hid from Saul, and that's where we pick up the story.
* How many troops did Saul send after David?
* Where did Saul and David end up together?
* What did David's men want David to do to Saul?
* How did David respond?
* David could have used that opportunity to get rid of Saul for good. After all, his own life would have been spared. But David chose another way. He showed mercy to Saul.
* How did Saul respond to David?
* Two lives were changed that day: David showed mercy to someone who wanted to harm him and Saul received mercy that he did not deserve.
* The same thing happens when we show mercy to someone. We feel at peace and the other person feels gratitude.
ACTIVITY | Mercy Mosaic
INSTRUCTIONS: Give each kid a four-by-four square of light-colored construction paper. Encourage them to think of ways we can show mercy and compassion to others and write them on these paper squares. Then, make a mosaic by attaching the papers to a poster board or larger piece of paper to remind the kids to show others mercy often.
DISCUSSION
How can you respond to someone who has hurt you?
Read Luke 6:36. How has God been merciful to you this week?
Do you know anyone who needs to be shown compassion? How can you show compassion to them?
PRAYER
Dear God, we are so glad You show us mercy every day. You love us so much and you are very kind to us. God, please help us to show mercy to others.
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Lonehill Little Learners – Home Programme Gr 00
This is an outline of our daily routine, please refer to the table below for ideas for each of the activities below:
* Concept
* Circuit/ Gross Motor skills
* Choose a book for the day- examples of popular stories
* Creative/baking
* Physical Games-throwing/catching/ running
* Sit down activity (independently)- puzzles, playdough, cutting
* Outside play
* Inside games- open ended- blocks, lego, animals
These are just some ideas of activities you can do, choose one or two activities from each section every day. These are concepts that we have covered at school already.
| Duratio | n | | Concepts | Activities |
|---|---|---|---|---|
| 3 min +- | | Colours: Yellow/ Red/ Blue/ Green / Orange / Purple | | |
| | | Shapes: Circle/ Triangle/ Square/ rectangle | | |
| | | Counting 1,2,3,4 only | | |
| | | Rote Counting to 10 | | |
| | | Sorting Duplo Blocks Sort Animals Shapes and Colours | | |
| | | Patterns | | |
| Dura | tion | Life Skills |
|---|---|---|
| 2 min +- | | Life Skills |
| Durati | on | Creative/ Baking |
|---|---|---|
| 10-15 min | | Finger paint (attached recipe on Whatsapp Group) |
| | | Drawing with waxies, koki’s, chalk, pencil crayons |
| | | Paint with water |
| | | Collaging |
| | | Playdough (attached recipe on Whatssapp Group) |
| | | Shaving cream – Window/ Table |
| | | Tactile Tray (Popcorn seeds/ Pasta/ Rice/ Water with bubbles/ flour/ shaving cream) |
| | | Baking |
| | | Puzzles |
| Duration | Language Development |
|---|---|
| 5-10 mins | Ø Stories (these are just some examples; use any books you have) Julia Donaldson Books -The Gruffalo -A Squash and a Squeeze - The Hungry Caterpillar |
| 4 mins | Ø Theme discussion (Theme’s we have already discussed) |
| 10-15mins | Circuit/Gross Motor/Physical Activiti activities | es/Outside |
|---|---|---|
| | Balls | |
| | Hopping/ Jumping / Skipping | |
| | Circuit | |
| Durati | on | Inside Play |
|---|---|---|
| 20 mins | | Block play (wooden blocks, lego, bristle blocks) |
| | | Playdough |
| | | Puzzles |
| | | Creative and Imaginative Play |
| Durati | on | Music/Movement |
|---|---|---|
| 5-10mins | | Play Music |
| 5 mins | | Songs and Rhymes |
Other fun ideas you could try:
These ideas might be good for the weekend or when you have a bit more time together. Pop onto Pinterest and you will find some lovely ideas there too.
* Go on a bug hunt
* Have a tea party of picnic in the garden
* Play in the sprinkler
* Draw outside with chalk
* Play dress up Walk the dog Play go fish
* Wash the car
* Build a bird feeder (pine cone)
* Watch the clouds
* Have a pajama party
* Blow up balloons- keep them up in the air by hitting them
* Play Charades or Pictionary
* Play a memory game
* Set up a mini library-read books together
* Do a science experiment (make a volcano, egg in vinegar)
* Play I-spy
* Plant a veggie garden
*
Play a game of picture bingo
* Use paper and crayons and do a leaf and bark rubbing
* Create your own stress balls using balloons and flour
* Bake some cookies
* Make a marble run
* Create something with air drying clay
* Make paper planes
* Box construction- create a car, dinosaur, house using old boxes
* Make jelly/ slime
* Camp out in your living room. | <urn:uuid:c10f129c-8701-4afd-b59f-205f9011ec3a> | CC-MAIN-2021-04 | https://dl.airtable.com/.attachments/49bfd1ac43b1155689eea3d5583263cb/0f79bf01/KidsHomeprogramme-Lonehillprimary2020.pdf | 2021-01-21T23:20:07+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00079.warc.gz | 299,569,858 | 1,018 | eng_Latn | eng_Latn | 0.979104 | eng_Latn | 0.989353 | [
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Fall Semester 2015
COURSE TITLE AND NUMBER: DHYG 1020/Head and Neck Anatomy
COURSE SCHEDULE: Thursdays 9:00am-10:50am
Health Sciences Annex Building; Room 906
COURSE LENGTH AND CREDIT: 2 semester credit hours and 1500 contact minutes
REQUIRED TEXTS:
Illustrated Anatomy of the Head and Neck. Fehrenbach & Herring. Fourth Edition. Saunders/Elsevier.
Copyright 2012. ISBN: 978-1-4377-2419-6
Head and Neck by Numbers 3rd Edition Siggard, RDH
REFERENCE TEXTS AND IPAD APPS:
Local Anesthesia for the Dental Professional What you need to know! Petito, DDS, MD and Ward, DDS
ISBN: 978-0-9830784-0-1
Mosby's Dental Dictionary: Second Edition, Copyright 2008; ISBN: 978-0-323-04963-4
D S Anatomy Head and Neck Musculoskeletal System Lite, IPAD APP (Free)
The Skeletal Head and Neck Pro III, IPAD APP
EQUIPMENT/SUPPLIES: Notebook, pen, highlighter, colored pencils
PREREQUISITES: Program Admission
CO-REQUISITES: None
COURSE DIRECTOR: Lori V. DeFore, RDH, BS, BTh
EMAIL: firstname.lastname@example.org
OFFICE: Health Sciences Annex Building, Room 909 (912) 538-3251
OFFICE HOURS:
Mondays 7:30-8:30am; 10:20-11am; and 5:00-5:30pm
Tuesdays 7:30-8:00am; 2:00-5:30pm
Wednesdays 7:30-9:00am; 9:50-10:10am and 1:00-5:30pm
Thursdays 7:30-9:00am;10:50am-11:30am and 12:00pm-12:45pm
COURSE DESCRIPTION
This course focuses on the anatomy of the head and neck. Emphasis is placed on those structures directly affected by the practice of dentistry. Topics include: terminology; anatomic landmarks; osteology of the skull; temporomandibular joint; muscles of mastication; muscles of facial expression; nervous system; blood supply of the head and neck; lymphatic system and immunology; endocrine and exocrine glands of the head and neck; nasal and paranasal sinuses; fascial spaces; the spread of dental infections; and anatomy concerning local anesthesia.
MAJOR COURSE COMPETENCIES (CC)
1. Terminology
2. Anatomic Landmarks
3. Osteology of the skull
4. Temporomandibular Joint
5. Muscles of Mastication
6. Muscles of Facial Expression
7. Nervous System
8. Blood Supply of the Head and Neck
9. Lymphatic System and Immunology
10. Endocrine and Exocrine Glands of the Head and Neck
11. Nasal and paranasal sinuses
12. Fascial Spaces and the spread of dental infections
13. Anatomy concerning local anesthesia
GENERAL CORE COMPETENCIES (GC)
Southeastern Technical College has identified the following general education core competencies that graduates will attain:
1. The ability to utilize standard written English.
2. The ability to solve practical mathematical problems.
3. The ability to read, analyze, and interpret information.
4. The ability to utilize basic computer skills.
All students pursuing a degree, a diploma, or a Technical Certificate of Credit with a General Education component will be required to pass the General Education Competency Exams prior to graduation.
STUDENT REQUIREMENTS
Students are responsible for the policies and procedures in the STC Catalog and Student Handbook.
Students are required to obtain Student Study Worksheets and any power points from the Course Material Drive: M\Dental Hygiene\DHYG1020. These should be retrieved prior to class time! Print them from a home computer or in the STC Library to be used in this class for study purposes.
The instructor will show you how to access this on the first day of class.
Students are advised to check their e-mails regularly for any additional information that is related to the class or to the Dental Hygiene Program.
Prior to the discussion of each chapter in class, the student is expected to complete the following:
1. Read the assigned chapter.
2. Know the definitions of the key terms listed at the beginning of the assigned chapter.
3. Know the answers to the objectives listed at the beginning of the assigned chapter.
4. Complete the workbook exercises for the assigned chapter.
5. Retrieve and Complete all weekly QUIZLET assignments located on the M:Drive/DHYG 1020, PRIOR to class and bring to class on assigned date. http://quizlet.com/ http://quizlet.com/11893567/dental-hygieneboards-anatomy-flash-cards/
ATTENDANCE GUIDELINES: Class attendance is a very important aspect of a student's success. Being absent from class prevents students from receiving the full benefit of a course and also interrupts the learning process. Southeastern Technical College considers both tardiness and leaving early as types of absenteeism. Responsibility for class attendance rests with the student. Regular and punctual attendance at all scheduled classes is required for student success. Students will be expected to complete all work required by the instructor as described in the individual course syllabus.
ADDITIONAL ATTENDANCE PROVISIONS:
Health Sciences
Attendance is counted from the first scheduled class meeting of each semester. To receive credit for a course a student must attend at least 90% of the scheduled instructional time. Time and/or work missed due to tardiness or absences must be made up at the convenience of the instructor. Any student attending less than the required scheduled instructional time (90%) may be dropped from the course as stated below in the Withdrawal Procedure.
Tardy means arriving after the scheduled time for instruction to begin. Early departure means leaving before the end of the scheduled time. Three (3) tardies or early departures equal one (1) absence for the course.
Requirements for instructional hours within Health Science programs reflect the rules of respective Licensure Boards. Therefore, class and clinical attendance is mandatory. No unexcused absences are allowed and all time must be made up. Make-up time will be under the supervision of and date assigned by the instructor. Policies and procedures regarding make-up time for these programs are outlined in the respective program handbooks.
For this class which meets one session per week for 15 weeks, the maximum number of sessions a student may miss is two sessions.
SPECIAL NEEDS: Students with disabilities who believe that they may need accommodations in this class based on the impact of a disability are encouraged to contact Jan Brantley, Room 1208 Swainsboro Campus, 478-289-2274, or Helen Thomas, Room 108 Vidalia Campus, 912-538-3126, to coordinate reasonable accommodations.
SPECIFIC ABSENCES: Provisions for Instructional Time missed because of documented absences due to jury duty, military duty, court duty, or required job training will be made at the discretion of the instructor.
PREGNANCY: Southeastern Technical College does not discriminate on the basis of pregnancy. However, we can offer accommodations to students who are pregnant that need special consideration to successfully complete the course. If you think you will need accommodations due to pregnancy, please advise me and make appropriate arrangements with the Special Needs Office. Swainsboro Campus: Jan Brantley, Room 1208, (478) 289-2274 -- Vidalia Campus: Helen Thomas, Room 108, (912) 538-3126.
WITHDRAWAL PROCEDURE: Students wishing to officially withdraw from a course(s) or all courses after the drop/add period and prior to the 65% portion of the semester (date will be posted on the school calendar) must speak with a Career Counselor in Student Affairs and complete a Student Withdrawal Form. A grade of "W" is assigned when the student completes the withdrawal form from the course.
Students who are dropped from courses due to attendance (see your course syllabus for attendance policy) after drop/add until the 65% point of the semester will receive a "W" for the course. Abandoning a course(s) instead of following official withdrawal procedures may result in a grade of 'F' being assigned. After the 65% portion of the semester, the student will receive a grade for the course. (Please note: A zero will be given for all missed assignments.)
There is no refund for partial reduction of hours. Withdrawals may affect students' eligibility for financial aid for the current semester and in the future, so a student must also speak with a representative of the Financial Aid Office to determine any financial penalties that may be accessed due to the withdrawal. All grades, including grades of 'W', will count in attempted hour calculations for the purpose of Financial Aid.
Remember - Informing your instructor that you will not return to his/her course does not satisfy the approved withdrawal procedure outlined above.
MAKEUP GUIDELINES (Tests, quizzes, homework, projects, etc…):
No unexcused absences are allowed and all time must be made up. Make-up time will be under the supervision of and date assigned by the instructor. Policies and procedures regarding make-up time for these programs are outlined in the respective program handbooks and this Syllabus.
ACADEMIC DISHONESTY POLICY: The STC Academic Dishonesty Policy states All forms of academic dishonesty, including but not limited to cheating on tests, plagiarism, collusion, and falsification of information, will call for discipline. The policy can also be found in the STC Catalog and Student Handbook.
Procedure for Academic Misconduct
The procedure for dealing with academic misconduct and dishonesty is as follows:
--First Offense--
Student will be assigned a grade of "0" for the test or assignment. Instructor keeps a record in course/program files and notes as first offense. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus. The Registrar will input the incident into Banner for tracking purposes.
--Second Offense--
Student is given a grade of "WF" for the course in which offense occurs. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus indicating a "WF" has been issued as a result of second offense. The Registrar will input the incident into Banner for tracking purposes.
--Third Offense--
Student is given a grade of "WF" for the course in which the offense occurs. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus indicating a "WF" has been issued as a result of second offense. The Vice President for Student Affairs, or designee, will notify the
student of suspension from college for a specified period of time. The Registrar will input the incident into Banner for tracking purposes.
STATEMENT OF NON-DISCRIMINATION: Southeastern Technical College does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion, disability, age, disabled veteran, veteran of Vietnam Era or citizenship status, (except in those special circumstances permitted or mandated by law). This school is in compliance with Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or national origin; with the provisions of Title IX of the Educational Amendments of 1972, which prohibits discrimination on the basis of gender; with the provisions of Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of handicap; and with the American with Disabilities Act (ADA).
GRIEVANCE PROCEDURES: Grievance procedures can be found in the Catalog and Handbook located on STC's website.
ACCESS TO TECHNOLOGY: Students can now access Angel, Remote Lab Access, Student Email, Library Databases (Galileo), and BannerWeb via the mySTC portal or by clicking the Current Students link on the STC website at www.southeasterntech.edu.
TCSG GUARANTEE/WARRANTY STATEMENT: The Technical College System of Georgia guarantees employers that graduates of State Technical Colleges shall possess skills and knowledge as prescribed by State Curriculum Standards. Should any graduate employee within two years of graduation be deemed lacking in said skills, that student shall be retrained in any State Technical College at no charge for instructional costs to either the student or the employer.
EVALUATION PROCEDURES:
During an examination, students are required to place all textbooks and personal property on the counter located in the back of the classroom. Students are to rotate seats prior to testing and to be seated with an empty seat between each student. Computer monitors should be facing the front of the classroom during the exam. No talking is allowed once the exam begins. Students found with their cell phone or any other personal communication device during the exam will be considered cheating and given a zero for the exam. Once a student completes his/her exam, he/she will turn the exam paper over and remain at his/her desk quietly until everyone has finished with the exam. This will prevent other students from being distracted as students exit. Then, the proctor will take up all exam papers and class will begin. Once the exam begins, tardy students may not enter the classroom. The time limit for an exam is one hour. At the 50 minute mark, the proctor will announce to the students that they have 10 minutes left to complete the exam. Failure to complete assignments will result in one point being deducted from the final course grade for each assignment not completed by the deadline specified.
Students must be on time for all test/evaluations. Failure to be in assigned seat/operatory at the start time of the class will result in inability to take the test and a zero will be assigned. All students must remain seated quietly until all classmates have completed their exam or the time limit has expired. Exams will then be gathered and lecture will begin.
Students may make up one test with the exception of the final exam. A grade of Zero will be assigned for any missed final exam. A make up exam in a different format will be given if a makeup exam is warranted.
No quizzes can be made up. A zero will result if quizzes are missed. All projects and assignment deadlines will be strictly enforced. Failure to submit the assignment by the specified time will result in a zero. No exceptions!! If you are going to be out, you should deliver your assignment to your instructor prior to the deadline to ensure credit.
GRADING POLICY:
EXAMS
Exam #1: Chapters 1 - 3
Exam #2: Chapters 4 – 6
Exam #3: Chapters 7 – 9
Exam #4: Chapters 10 – 12
Exam # 5: Final Comprehensive Exam
The four exams grades will be averaged. They will account for 50% of the final course grade. A comprehensive final examination will be given at the end of the semester. No make-up exam will be allowed for the final examination. Failure to take the final examination on the specified date will result in a grade of zero. The final exam will include Chapters 1-12. A total of 100 points may be earned on the final examination. It will account for 25% of the final course grade. Identification exercises, review questions and Head and neck by Numbers pages will be assigned throughout the semester. The assignments will not receive a numerical grade. They are intended to give the student additional understanding of head and neck anatomy. The instructor will verify that each assignment is completed as well as give feedback. Each assignment that is not completed and submitted at the beginning of class time on the day of the exam will result in a one point deduction from the final course grade. There are no exceptions! The work cannot be brought in at the end of class or the following day. If the assignment is incomplete, it will result in a one point deduction from the final grade. It must be presented on exam day. The work will be checked on each exam day and is directly related to the material covered on the exam on that day.
Unannounced quizzes will be given during the Head and Neck Anatomy course to allow the student and instructor to evaluate their preparation and comprehension of the materials assigned. Quizzes will not be madeup and the student will receive a grade of "0".
Grading Components
Total 100%
Each student's final course grade will be determined as follows:
Exam 1 Grade ________
Exam 2 Grade ________
Exam 3 Grade ________
Exam 4 Grade ________
All 4 Exams Averaged _______ X 0.50 = +_____
Quizzes Averaged _______ X 0.25 = +_____
Exam 5 Final ________ X 0.25 = +_____
Point Deductions for Incomplete Assignments = -______
= _____ Final Numerical Course Grade
Grades will be assigned by the following grading scale:
Library Resources
The address of the Southeastern Technical College Library website is listed below: http://www.southeasterntech.edu/library/Resources.asp. This link will provide additional information on citations using APA format. The link will also provide access to Galileo, Online Catalog, Net Library on campus, Net Library off campus, periodicals, and newspapers. In addition, you may seek additional assistance in person by visiting the librarian in the main building.
HEAD AND NECK ANATOMY WEBSITES FOR SELF-ASSESSMENT AND APPLICATION OF CRITICAL THINKING SKILLS
Evolve Website www.elsevierhealth.com
www.instantanatomy.net/headneck/spaces.html http://www.winkingskull.com/navigation.aspx
http://www.meddean.luc.edu/lumen/MedEd/GrossAnatomy/x_sec/h_n/main_hn.htm http://www.getbodysmart.com/ap/muscularsystem/mastication/menu/menu.html
http://quizlet.com/11893567/dental-hygiene-boards-anatomy-flash-cards/
INSTRUCTIONAL DELIVERY METHODS
The following methods will be utilized to facilitate learning: lecture may employ PowerPoint presentations with handouts, multimedia presentations, group discussions, independent reading assignments, interactive websites, group collaboration, games, head and neck models, veins and arteries models and written examinations.
Dental Hygiene Program Goals
A. To provide comprehensive preparation of competent individuals in the arts and sciences pertinent to the discipline of dental hygiene.
B. To provide comprehensive preparation of competent individuals in the clinical and laboratory experiences, which are necessary to develop skills in rendering professional dental hygiene patient care to the public.
C. To provide an environment that will foster respect for the Dental Hygiene Professional Code of Ethics and Conduct and assure recognition and acceptance of the responsibilities of the profession of dental hygiene.
D. To prepare the graduates of the basic two-year curriculum in dental hygiene to fulfill the dental hygienist's role in community oral health services.
E. To teach students to conduct critical reviews of current literature as a means of research and life-long learning.
F. To teach students to seek life-long learning through continuing education courses on the latest products and developments in dentistry and medicine.
After studying the assigned chapter, students will be able to:
Chapter 1- Introduction to Head and Neck Anatomy
1. Name the system of names for anatomical structures.(A,B,D)
2. Describe the anatomical position for the human body.(A,B,D)
3. Name the term for the front of an area.(A,B,D)
4. Name the term for the back of an area.(A,B,D)
5. Give an example of a ventral relationship.(A,B,D)
6. Give an example of a dorsal relationship.(A,B,D)
7. Name the term for an area toward the head and away from the feet.(A,B,D)
8. Name the term for an area toward the feet and away from the head.(A,B,D)
9. Name the term for the pointed end of a conical structure.(A,B,D)
10. Specify which plane divides the body into right and left halves.(A,B,D)
11. Specify which plane runs parallel to the median plane.(A,B,D)
12. Specify which plane divides the body into superior and inferior parts at any point.(A,B,D)
13. Specify which plane divides the body into anterior and posterior parts.(A,B,D)
14. Give an example of a median anatomical relationship in contrast to a lateral anatomical relationship.(A,B,D)
15. State two terms that are similar to a median anatomical relationship.(A,B,D)
16. State a term that is similar to a lateral anatomical relationship.(A,B,D)
17. Name the term that describes a structure that is on the same side of the body.(A,B,D)
18. Name the term that describes a structure that is on the opposite side of the body.(A,B,D)
19. Give an example of a superficial anatomical relationship in contrast to a deep anatomical relationship.(A,B,D)
20. Give an example of an internal anatomical relationship in contrast to an external anatomical relationship.(A,B,D)
21. Specify the section (use both terms) that cuts through any median plane.(A,B,D)
22. Specify the section (use both terms) that cuts through any horizontal plane.(A,B,D)
23. Specify the section (use both terms) that cuts through any frontal plane.(A,B,D)
24. Label the body in anatomical position.(A,B,D)
Chapter 2: Surface Anatomy
1. Explain how the surface anatomy relates to the deeper anatomy of the head and neck.(A,B,D)
2. Name the region that includes the forehead and the area above the eyes.(A,B,D)
3. Locate the supraorbital ridge.(A,B,D)
4. Name the term for the smooth, elevated area between the eyebrows.(A,B,D)
5. Name the gender and the age in which the frontal eminence is more prominent in contrast with the supraorbital ridge.(A,B,D)
6. Name two head regions that are covered by the scalp.(A,B,D)
7. Describe the scalp.(A,B,D)
8. Name the head region contains the external ear.(A,B,D)
9. Name the term for the oval flap of the external ear.(A,B,D)
10. Name the term for the superior and posterior free margin of the auricle.(A,B,D)
11. Name the term for the inferior free margin of the auricle.(A,B,D)
12. Identify what part of the auricle is found anterior to the external acoustic meatus.(A,B,D)
13. Identify what part of the auricle is found posterior to the external acoustic meatus.(A,B,D)
14. Name the facial region that contains the eyeball and all its supporting structures.(A,B,D)
15. Name the term for the bony socket of the eyeball.(A,B,D)
16. Name the term for the white area of the eye.(A,B,D)
17. Name the term for the central area of coloration in the eye.(A,B,D)
18. Name the term for the opening in the center of the area of coloration.(A,B,D)
19. Name the structure or structures that cover and protect each eyeball.(A,B,D)
20. Locate the lacrimal glands and identify what they produce.(A,B,D)
21. Name the term for the delicate and thin membrane that lines the inside of the eyelids and the front of the eyeballs.(A,B,D)
22. Name the term for the lining of the inside of the eyeball.(A,B,D)
23. Name the terms for the inner and outer corners of the eyes.(A,B,D)
24. Locate the root of the nose.(A,B,D)
25. Identify the midpoint landmark of the nasal region and what bony structure is located inferior to it.(A,B,D)
26. State why the apex of the nose is flexible.(A,B,D)
27. Name another term for nostril.(A,B,D)
28. Identify the midline structure that separates the nostrils.(A,B,D)
29. Name the term for the winglike, cartilaginous structures that are located laterally to the nostrils. Compare their width in relationship to the eyes (or the space between the eyes).(A,B,D)
30. Name the term for the facial region that is inferior to the eye and lateral to the nasal region.(A,B,D)
31. Name the term for the facial region that overlies the cheek bone.(A,B,D)
32. State another term for the cheek bone and discuss its location in relation to the eye and ear.(A,B,D)
33. Name the structure where the upper skull forms a joint with the lower jaw.(A,B,D)
34. Identify the region that contains the soft tissues of the cheek.(A,B,D)
35. Name the muscle used when a patient clenches his or her teeth together.(A,B,D)
36. Name the part of the lower jaw is inferior to the earlobe.(A,B,D)
37. Name the term used to describe the division of the face into thirds.(A,B,D)
38. Name the term for the darker appearance of the surrounding skin of the lips.(A,B,D)
39. Identify the transition zone that outlines the lips.(A,B,D)
40. Name the term for the vertical groove on the midline of the upper lip.(A,B,D)
41. Name the term for the corners of the mouth.(A,B,D)
42. Name the term for the facial surface groove that runs upward between the labial commissure and the ala of the nose.(A,B,D)
43. Name the term for the facial surface groove that separates the lower lip from the chin in the mental region.(A,B,D)
44. Name the term for the inside of the mouth.(A,B,D)
45. Name the term for the upper jaw.(A,B,D)
46. Name the term for the lower jaw.(A,B,D)
47. Name the term for the structures closest to the tongue.(A,B,D)
48. Name the term for the structures closest to the palate.(A,B,D)
49. Name the term for the structures closest to the inner cheek.(A,B,D)
50. State two terms that can be used to describe structures closest to the facial surface or lips.(A,B,D)
51. Name the membrane lines the oral cavity.(A,B,D)
52. Name the membrane that lines the inner portion of the lips.(A,B,D)
53. Name the specific membrane lining of the inner cheek.(A,B,D)
54. Name the terms for the upper and lower spaces between the cheeks, lips, and gums.(A,B,D)
55.
Name the term for the tissue lining that is deep within each space between the cheeks, lips, and gums.(A,B,D)
56. Name the fold of tissue that is located at the midline between the membranes lining the lips.(A,B,D)
57. Using the correct terms, describe how the upper and lower teeth relate to each other.(A,B,D)
58. In terms of their positions, outline how the types of permanent teeth relate to each other.(A,B,D)
59. In general, name the term for gums.(A,B,D)
60. Name the term for the gum tissue that is tightly adhered to the bone around the roots of the teeth.(A,B,D)
61. Name the term for the line of demarcation that separates the firmer, pinker, attached tissue and the deeper, redder, movable tissue.(A,B,D)
62. Name the term for the tissue along the margin of the gums.(A,B,D)
63. Name the term for the inner surface or space between the tooth and gums.(A,B,D)
64. Name the term for the tissue between the teeth.(A,B,D)
65. State another term for the roof of the mouth.(A,B,D)
66. Name the term for the firmer anterior portion of the roof of the mouth.(A,B,D)
67. Name the term for the midline ridge of tissue on the anterior portion of the roof of the mouth.(A,B,D)
68. Name the term for the small bulge of tissue on the roof of the mouth that is lingual to the anterior teeth.(A,B,D)
69. Name the term for the firm, irregular ridges of tissue on the anterior of the roof of the mouth.(A,B,D)
70. Name the term for the softer, posterior portion of the roof of the mouth.(A,B,D)
71. Name the term for the midline muscular structure that hangs from the softer portion of the roof of the mouth.(A,B,D)
72. Name the term for the fold of tissue that extends from the junction of hard and soft portions of the roof of the mouth down to the lower jaw, just behind the most distal lower tooth, which stretches when the patient opens his or her mouth wider.(A,B,D)
73. Identify the dense pad of tissue is just distal to the last tooth of the lower jaw.(A,B,D)
74. Identify the term for the posterior one third of the tongue.(A,B,D)
75. Identify the term for the anterior two thirds of the tongue.(A,B,D)
76. Identify the term for the tip of the tongue.(A,B,D)
77. Name the small, elevated structures located on the surface of the tongue.(A,B,D)
78. Name the term for the side of the tongue.(A,B,D)
79. Identify the location of the foliate papillae and describe their appearance.(A,B,D)
80. Name the term for the surface of the tongue.(A,B,D)
81. State the location of the filiform papillae and describe their appearance.(A,B,D)
82. State the fungiform papillae and describe their appearance.(A,B,D)
83. Name the term for the "V"-shaped groove on the surface of the tongue.(A,B,D)
84. Name the term for a small, pit like depression found at the point of the "V"-shaped groove.(A,B,D)
85. State the location of the circumvallated papillae and describe their appearance.(A,B,D)
86. Identify the irregular mass of tissue on the posterior dorsal surface of the tongue.(A,B,D)
87. Name the term for the underside of the tongue.(A,B,D)
88. Name the term for each fringelike projection lateral to the large blood vessels on the underside of the tongue.(A,B,D)
89. Name the part of the mouth is inferior to the underside of the tongue.(A,B,D)
90. Name the midline fold of tissue found between the underside of the tongue and the inferior portion of the mouth.(A,B,D)
91. Name the term for the ridge of tissue on each side of the inferior portion of the mouth that is arranged in a "V"-shaped configuration.(A,B,D)
92. Under the tongue, name the term for the anterior small papilla that contains the salivary gland ducts.(A,B,D)
93. State another term for the throat.(A,B,D)
94. Name the three major portions of the throat.(A,B,D)
95. Describe the three portions of the throat in relation to each other. Also discuss their clinical examination visibility.(A,B,D)
96. Name the term for the opening that extends from the oral region into the throat.(A,B,D)
97. Name the structures that are laterally located from the opening of the oral cavity to the throat.(A,B,D)
98. Name the tissue that is located between the lateral folds of tissue in the opening of the oral cavity to the throat.(A,B,D)
99. Name the term for the facial region that contains the chin.(A,B,D)
100. Name the main muscular structure that divides the neck into regions.(A,B,D)
101. Name the terms for these neck regions.(A,B,D)
102. Name the midline prominence of the larynx and state what is attached to its posterior surface.(A,B,D)
103. Identify the structure, found in the anterior midline of the neck, is used for muscle attachment.(A,B,D)
104. Describe how the main regions of the neck can be further divided. Describe and name what structures define the borders between the regions.(A,B,D)
105. Label the regions of the head, landmarks of the frontal region, frontal view of the eye, lateral view of the ear, landmarks of the zygomatic and buccal regions, frontal view of the lips, frontal view of the nose, buccal and labial mucosa of the oral cavity, gingival and its associated landmarks, palate and landmarks, frontal view of the oral cavity with landmarks, lateral view of tongue, anterior landmarks of the tongue, dorsal view of the tongue and landmarks, regions of the neck, divisions of the anterior cervical triangle, divisions of the posterior cervical triangle.(A,B,D)
Chapter 3: Skeletal System
1. Name the general term for an area of bone that consists of a flat, bony structure.(A,B,D)
2. Name the general term for any type of bony prominence.(A,B,D)
3. Name the general term for a relatively large convex bone prominence that is usually involved in joints.(A,B,D)
4. Name the general term for a rounded surface projecting from a bone located by a neck.(A,B,D)
5. Name the general term for a large, often rough prominence on bone that usually serves as an attachment for muscles or tendons.(A,B,D)
6. Name the general term for a bone that is shaped like a bridge, with a bowlike outline.(A,B,D)
7. Name the general term for a hornlike prominence on a bone.(A,B,D)
8. Name the general term for a prominence above or on a condyle.(A,B,D)
9. Name two general terms can be used to describe a rounded elevation on the bony surface.(A,B,D)
10.
Name a general term for a prominent, often roughened border or ridge on a bone.(A,B,D)
11. Name the general term for a small, straight ridge on bone.(A,B,D)
12. Name a general term for an abrupt prominence on bone that may be blunt or sharply pointed.(A,B,D)
13. Name four types of bony depressions and state which one is generally considered deeper (include their plural forms).(A,B,D)
14. Name a general term for an indentation at the edge of the bone.(A,B,D)
15. Name a shallow depression or groove on bone that usually marks the course of a blood vessel.(A,B,D)
16. Name six types of bony openings and describe each one.(A,B,D)
17. Name the term for a short, window-like opening in the bone.(A,B,D)
18. Name the term for a longer, narrow, tube-like opening in the bone.(A,B,D)
19. Name the bone opening that is a type of canal.(A,B,D)
20. Name the term for a narrow, cleft-like opening in the bone.(A,B,D)
21. Name the bone opening that is small and also serves as an entrance into a hollow organ or canal.(A,B,D)
22. Name another general term used for an opening or orifice in bone.(A,B,D)
23. Name the area of the skeleton where bones are joined to each other.(A,B,D)
24. Name the term for a union of bones joined by fibrous tissue.(A,B,D)
25. State the reason a dental professional must know the normal anatomy of the head and neck bones.(A,B,D)
26. Name the number of bones make up the skull of the patient (not counting the small bones of the middle ear).(A,B,D)
27. Describe how the bones of the skull are divided.(A,B,D)
28. Name the sutures of the skull bones and what bones they join.(A,B,D)
29. Name the facial bones of the skull.(A,B,D)
30. Name the bones that form the orbit and what portion they form (discuss the four walls and apex).(A,B,D)
31. Name the term for the round opening in the orbital apex and state what passes through it.(A,B,D)
32. Describe the superior orbital fissure and its location, as well as what passes through it.(A,B,D)
33. Describe the inferior orbital fissure and its location, as well as what travels through it.(A,B,D)
34. Name the anterior opening of the nasal cavity.(A,B,D)
35. Name the bones are at the junction formed by the nasion.(A,B,D)
36. Name the bones that form the bridge of the nose.(A,B,D)
37. Name the bones that make up the lateral boundaries of the nasal cavity.(A,B,D)
38. Name the three projecting structures that create the lateral walls of the nasal cavity.(A,B,D)
39. Name the term for the groove beneath each nasal concha and state the function of their openings.(A,B,D)
40. Name the vertical partition of the nasal cavity and what bones form its anterior and posterior portions.(A,B,D)
41. Discuss the temporal lines and where they are located.(A,B,D)
42. Name the cranial bones.(A,B,D)
43. Discuss the fossae of the skull and where they are located.(A,B,D)
44. Name the term for the cheek bone area.(A,B,D)
45. State the location of the hard palate located. Name the teeth are located near it. Name the bone that borders it.(A,B,D)
46. Name the sutures that are located on the hard palate.(A,B,D)
47. Name what is located on the posterior border of the hard palate. Specify the bones that form these structures.(A,B,D)
48. Name the small canal is located on the superior border of each of the structures that are located on the posterior border of the palate. What do they open into? Also, what passes through the canal?
49. Name the processes and plates of the sphenoid bone.(A,B,D)
50. Name the fossa that is located between the plates of the sphenoid bone.(A,B,D)
51. Name the term for the curved process on the inferior portion of the medial plate of the sphenoid bone.(A,B,D)
52. Name the larger anterior oval opening on the sphenoid bone and state what passes through it.(A,B,D)
53. Name the smaller and more posterior opening on the sphenoid bone.(A,B,D)
54. Name the large, irregularly shaped, cartilage-filled opening on the external surface of the skull.(A,B,D)
55. Name the more posterior opening in the petrous portion of the temporal bone. What passes through it? Also, what pointed bony projection is nearby?(A,B,D)
56. Name the opening that is immediately posterior to the more posterior opening in the petrous portion of the temporal bone. What passes through it from the skull to the face?(A,B,D)
57. Name the opening is medial to the styloid process and is easier to see if you tilt the skull to one side. Also, what passes through it?(A,B,D)
58. Name the largest opening on the inferior view of the skull? In what bone is it located. What passes through it?(A,B,D)
59. State where the cribriform plate is located, as well as what passes through it.(A,B,D)
60. State where the foramen rotundum is located, as well as what passes through it.(A,B,D)
61. State where the hypoglossal canal is located, as well as what passes through it.(A,B,D)
62. Name the internal acoustic meatus located and state what passes through it.(A,B,D)
63. Name the curved and smooth paired projections on the occipital bone that are lateral and anterior to the foramen magnum.(A,B,D)
64. Name the four-sided plate on the occipital bone that is anterior to the foramen magnum.(A,B,D)
65. Name the paired openings in the skull that are anterior and lateral to foramen magnum on the occipital bones.(A,B,D)
66. Name the part of the occipital bone that forms the medial portion of the jugular foramen.(A,B,D)
67. Name the bone that forms the forehead and the superior portion of the orbits.(A,B,D)
68. Name the location of the frontal sinuses.(A,B,D)
69. Name the curved elevations over the superior portion of the orbit.(A,B,D)
70. Name the bony demarcation that causes patient discomfort when palpated and is located on the medial portion of the curved elevations superior to the orbit.(A,B,D)
71. Name the landmark that is located between the curved elevations superior to the orbits.(A,B,D)
72. Name the projection that is located on the frontal bone that is lateral to the orbit.(A,D)
73. Name the depression that is located just inside the lateral portion of the supraorbital ridge.(A,B,D)
74. Name the bones that are paired and articulate with each other at the sagittal suture.(A,B,D)
75. Name the bones that form the lateral walls of the skull.(A,B,D)
76. Name the bones and their specific portions that form the zygomatic arch of the face.(A,B,D)
77. Name the landmark on the inferior portion of the temporal bone that is part of the articulation of the temporomandibular joint.(A,B,D)
78. Name the landmark on the temporal bone is anterior to the articulation portion of the temporomandibular joint. Which one is posterior? (A,B,D)
79. Name the bony demarcation is located posterior to the articulation portion of the temporal bone through which the chorda tympani nerve emerges.(A,B,D)
80. Name the large, roughened projection of the temporal bone that is posterior to the external acoustic meatus.(A,B,D)
81. Name the bony demarcation on the large, roughened projection of the temporal bone posterior to the external acoustic meatus that is medial.(A,B,D)
82. Name the opening on the temporal bone that carries the facial nerve.(A,B,D)
83. Name the single cranial bone that is both midline and complex and contains the superior orbital fissure, foramen ovale, foramen rotundum, and the foramen spinosum.(A,B,D)
84. Name the specific portion of the bone where the sphenoid sinuses are located.(A,B,D)
85. Explain the relationship between the sphenoid bone processes.(A,B,D)
86. Name the seven landmarks on each greater wing of the sphenoid bone.(A,B,D)
87. Name the cranial bone that is single, in the midline of the skull, and adjoins the vomer at its inferior and posterior border.(A,B,D)
88. In relation to the cribriform plate, identify the location of the perpendicular plate.(A,B,D)
89. Name the specific location of the ethmoid sinuses.(A,B,D)
90. Name the vertical midline continuation of the perpendicular plate into the cranial cavity.(A,B,D)
91. Name the part of the orbit that the orbital plate of the ethmoid bone forms.(A,B,D)
92. Name the single facial bone that forms the posterior portion of the nasal cavity.(A,B,D)
93. Name the paired facial bones that are irregular thin plates of bone that form a small portion of the anterior medial wall of the orbit.(A,B,D)
94. Identify the location of the nasolacrimal.(A,B,D)
95. Name the paired facial bones that form the bridge of the nose.(A,B,D)
96. Name the pair of facial bones that project off the maxilla to form the lateral walls of the nasal cavity.(A,B,D)
97. Name the pair of facial bones that forms the cheek bones.(A,B,D)
98. Identify the bone and its specific portions that form the anterior lateral orbital wall.(A,B,D)
99. Name the bone and its specific portions form the infraorbital rim.(A,B,D)
100. Name the skull bone that could be considered a facial bone and consists of a horizontal and vertical plate.(A,B,D)
101. Name the plates that contribute a small lip of bone to the orbital apex.(A,B,D)
102. Discuss the median palatine suture and the bones involved in its formation. Also, discuss to what clinical landmark it is related.(A,B,D)
103.
State the usual location of the greater and lesser palatine foramina. Also, discuss what each transmits.(A,B,D)
104. Name the bones that the upper jaw articulates with.(A,B,D)
105. Name the specific portion of the upper jaw that contains the maxillary sinuses.(A,B,D)
106. Name the portion of the upper jaw that forms a portion of the medial orbital rim.(A,B,D)
107. Name the landmark that separates the upper jaw from the sphenoid bone.(A,B,D)
108. Name the groove in the floor of the orbital surface and state the canal does it becomes.(A,B,D)
109. Name the single opening on the facial surface of each upper jaw side that is a landmark for a dental block and causes a mild ache when palpated.(A,B,D)
110. Name the landmark on the upper jaw that is superior to the roots of the maxillary canine teeth.(A,B,D)
111. Name the bone that covers each tooth of the upper jaw.(A,B,D)
112. Name the opening that is located on the anterior midline portion of the palatine process.(A,B,D)
113. Name the landmark that is on the posterior portion of the upper jaw and has a rounded, roughened elevation.(A,B,D)
114. Name the bone that is the only freely movable bone of the skull.(A,B,D)
115.
Name the faint ridge on the external surface of the lower jaw midline.(A,B,D)
116. What is the bony prominence of the chin?(A,B,D)
117. Name the opening on the external surface of the lower jaw that is typically between the apices of the first and second mandibular premolars.(A,B,D)
118. Name the heavy horizontal portion of the lower jaw inferior to the mental foramen called.(A,B,D)
119. Name the portion of the lower jaw contains the roots of the teeth.(A,B,D)
120. Identify the stout, flat plate of the lower jaw.(A,B,D)
121. Name the concave forward curve on the anterior border of the lower jaw that serves as a landmark for a dental block.(A,B,D)
122. Name the bony demarcation in which the ramus joins the body of the mandible.(A,B,D)
123. Name the depression that is located between the coronoid process and the condyle of the mandible.(A,B,D)
124. Name the small midline projections on the internal surface of the mandible.(A,B,D)
125. Name the rounded, roughened area on each lateral edge of the mandible that is just posterior to the most distal molar.(A,B,D)
126. Name the landmark that is located on the medial surface of the body of the mandible.(A,B,D)
127. Name the shallow depression that is located just inferior to the posterior mandibular teeth.(A,B,D)
128. Name the opening on the internal surface of the ramus and to what canal is it connected.(A,B,D)
129. Name the bony demarcation on the mandible that serves as an attachment for the sphenomandibular ligament.(A,B,D)
130. Name the groove that is near the mandibular foramen.(A,B,D)
131. Name the triangular depression on the anterior surface of the condyle.(A,B,D)
132. Discuss what happens to the sinuses when they become involved with allergies or infections, or both.(A,B,D)
133. Name an abnormal hole in the wall of the sinus.(A,B,D)
134. Describe how each frontal sinus communicates with and drains into the nasal cavity.(A,B,D)
135. Explain how each sphenoid sinus communicates with and drains into the nasal cavity.(A,B,D)
136. Describe where the posterior ethmoid air cells open.(A,B,D)
137. Describe the shape of each maxillary sinus and their specific portions.(A,B,D)
138. Describe what can clinically happen because the maxillary sinus is in direct contact with the mucosa of the maxillary sinus.(A,B,D)
139. Describe how the maxillary sinus drains and how the position of the ostium relates to infection.(A,B,D)
140. Identify the fossa that is flat and fan shaped on the lateral surface of the skull.(A,B,D)
141. Describe what is located in this fan-shaped depression on the lateral surface of the skull.(A,B,D)
142. Describe what fossa is located inferior to the anterior part of the temporal fossa.(A,B,D)
143. Name the structures that pass through the pterygopalatine and infratemporal fossae.(A,B,D)
144. Name the fossa of the skull that is a cone-shaped depression between the pterygoid process and the maxillary tuberosity.(A,B,D)
145. Name the portions of the cervical vertebrae.(A,B,D)
146. Identify the cervical vertebra that articulates with the skull.(A,B,D)
147. Identify the cervical vertebra that is characterized by a den.(A,B,D)
148. Describe the bone that is suspended in the neck and forms the base of the tongue and larynx.(A,B,D)
149. Name some normal variations of bone in the orofacial region that involve bony enlargement.(A,B,D)
150. Name the buttress points of the skull and what can happen with severe blows to the face.(A,B,D)
151. Label the superior view of the bones of the skull, anterior view of the bones of skull, anterior view of facial bones , anterior view of left orbit of skull, lateral view of the skull, lateral view of cranial bones and suture lines, inferior view of external surface of skull, anterior view of mandible, skull and paranasal sinuses, and lateral sagittal section skull.(A,B,D)
Chapter 4: Muscular System
1. Name the part of the muscle that is attached to the least movable structure.(A,B,D)
2. Name the part of the muscle is attached to the most movable structure.(A,B,D)
3. Describe what happens to the muscle fibers during a movement.(A,B,D)
4. Describe the origin, insertion, action, and innervation of the Sternocleidomastoid muscle.(A,B,D)
5. Describe the location, origin, insertion, action, and innervation of the Trapezius muscle.(A,B,D)
6. Name the muscles of facial expression.(A,B,D)
7. Name the type of tissue that all the muscles of facial expression originate.(A,B,D)
8. Name the type of tissue that all of the muscles of facial expression insert.(A,B,D)
9. Name the innervation for all of the muscles of facial expression.(A,B,D)
10. Describe how temporary facial paralysis can occur due to dentally caused damage.(A,B,D)
11. Describe the origins, insertions, locations, and action of the following muscles:(A,B,D) Epicranial muscle, Orbicularis oculi, Corrugator supercilii , Orvicularis oris, Buccinator, Risorius, Levator labii superioris, Levator labii superioris alaeque nasi muscle, Zygomaticus major muscle, Levator anguli oris, Depressor anguli oris, Depressor labii inferioris, Mentalis, Platysma, Masseter, Temporalis, Medial pterygoid, Lateral pterygoid, Digastric, Mylohyoid, Stylohyoid, Geniohyoid, Sternothyroid, Omohyoid, Thyrohyoid, Genioglossus, Styloglossus, Hyoglossus, Stylopharyngeus, Palatoglossus, Palatopharyngeus, Levator veli palatine, Tensor veli palatine, Muscle of the uvula.
12. Name the muscles of mastication.(A,B,D)
13. Name what all of the muscles of mastication are innervated by.(A,B,D)
14. State the main groups for the hyoid muscles.(A,B,D)
15. Name the general function of the hyoid muscles.(A,B,D)
16. Name the suprahyoid muscles.(A,B,D)
17. Name the infrahyoid muscles.(A,B,D)
18. Describe how the suprahyoid muscles can be further divided.(A,B,D)
19. Name the general actions of the suprahyoid muscles.(A,B,D)
20. Name the general action of the infrahyoid muscles.(A,B,D)
21. Name the innervation for all the infrahyoid muscles.(A,B,D)
22. Describe how the muscles of the tongue are grouped.(A,B,D)
23. Describe how the tongue is divided into two symmetrical halves.(A,B,D)
24. Describe the clinical expression of this division of the tongue into halves.(A,B,D)
25. Depending on their group, name the general action of the muscles of the tongue.(A,B,D)
26. Describe, in general, the intrinsic muscles of the tongue. Name each one and its relationship to the others.(A,B,D)
27. Describe the origin and insertion of each of the intrinsic muscles of the tongue.(A,B,D)
28. Identify the innervation for all the intrinsic muscles of the tongue.(A,B,D)
29. Name the extrinsic muscles of the tongue.(A,B,D)
30. Identify the innervation for all the extrinsic muscles of the tongue.(A,B,D)
31. Describe the pharynx and its function.(A,B,D) Also, describe its portions.(A,B,D)
32. Name the general function of pharynx muscle.(A,B,D)
33. Name the muscles of the pharynx.(A,B,D)
34. Describe the pharyngeal constrictor muscles.(A,B,D)
35. Describe the origin and insertion of each of the pharyngeal constrictor muscles.(A,B,D)
36. Name the action of the pharyngeal constrictor muscles.(A,B,D)
37. Name the innervation of the pharyngeal constrictor muscles.(A,B,D)
38. Describe the soft palate and its location.(A,B,D)
39. Name the general function of the soft palate muscles.(A,B,D)
40. Name the muscles of the soft palate.(A,B,D)
41. Name the general action of the soft palate muscles.(A,B,D)
42. Name the innervation for most of the muscles of the soft palate.(A,B,D)
43. Label the lateral and anterior view of the muscles of facial expression, origin and insertion of the temporalis muscle, medial pterygoid muscle and lateral pterygoid muscle with its superior head and its inferior head, anterior view of the hyoid bone and hyoid muscles, lateral view of hyoid bone and infrahyoid muscles, tongue and its intrinsic and extrinsic muscles, posterior and lateral view of muscles of the pharynx, and posterior view of muscles of soft palate.(A,B,D)
Chapter 5: Temporomandibular Joint
1. State the function of the TMJ.(A,B,D)
2. Name what innervates the TMJ.(A,B,D)
3. Identify the blood supply for the TMJ.(A,B,D)
4. Name the bones that are articulated with the TMJ.(A,B,D)
5. Identify the smooth, rounded ridge positioned anterior to the articular fossa.(A,B,D)
6. Name the term for the depression in the temporal bone.(A,B,D)
7. Name the sharper ridge posterior to the articular fossa.(A,B,D)
8. Name the specific part of the mandible articulates with the temporal bone.(A,B,D)
9. Name the process that is found posterior to the condyle.(A,B,D)
10. Identify the depression between the condyle and the coronoid process.(A,B,D)
11. Identify the fibrous structure that completely encloses the TMJ.(A,B,D)
12. Describe the shape of the disc.(A,B,D)
13. Explain how the disc divides the TMJ.(A,B,D)
14. Name the secretion from the membranes lining the inside of the joint capsule and state the function.(A,B,D)
15. Name the general term given to a band of fibrous tissue connecting bones.(A,B,D)
16. Identify the side of the TMJ that the temporomandibular ligament is located.(A,B,D)
17. Name the function of the temporomandibular ligament.(A,B,D)
18. Name the location of the sphenomandibular ligament in relation to the TMJ.(A,B,D)
19. Describe the sphenomandibular ligament in relation to the inferior alveolar nerve.(A,B,D)
20.
Describe the location and action of the stylomandibular ligament.(A,B,D)
21. Name the basic types of movement of the TMJ.(A,B,D)
22. Name the type of movement that occurs during protrusion of the mandible and the muscles involved.(A,B,D)
23. Name the type of movement occurs during retraction of the mandible.(A,B,D)
24. Name the type of movement that occurs during depression of the mandible.(A,B,D)
25. Name the type of movement that occurs during elevation of the mandible.(A,B,D)
26. Name the type of movement that occurs during lateral deviation of the mandible.(A,B,D)
27. Describe the palpation of the TMJ.(A,B,D)
28. Name the possible symptoms and signs related to TMD.(A,B,D)
29. Describe the diagnostic process for TMD.(A,B,D)
30. Describe treatment options for TMD and discuss their effectiveness.(A,B,D)
31. Name the term for the dislocation of the TMJ and explain how it is treated.(A,B,D)
32. Label diagrams at end of chapter.(A,B,D)
Chapter 6: Vascular System
1. Name the general term for a large network of blood vessels.(A,B,D)
2. Name the term for the connecting channels between blood vessels.(A,B,D)
3. Identify the type of vessel that arises from the heart and carries blood away from it.(A,B,D)
4. Name the type of vessel carries blood to the heart.(A,B,D)
5. Identify the portion of the vascular system is a blood-filled space between two layers of tissue.(A,B,D)
6. Identify the major artery that arises from the common carotid and subclavian arteries on the left side of the body.(A,B,D)
7. Identify the direct branch from the aorta (on the right side of the body), which then branches into the common carotid and subclavian.(A,B,D)
8. Name the artery that arises directly from the aorta (on the left side of the body) and travels up the neck, lateral to the trachea and larynx.(A,B,D)
9. Name the artery that arises directly from the aorta (on the left side of the body) and has the upper arm as its main destination.(A,B,D)
10. Name the two major arteries that supply the head and neck.(A,B,D)
11. Identify the most reliable pulse during emergency treatment.(A,B,D)
12. Name the artery that supplies intracranial structures and is also the source of the ophthalmic artery.(A,B,D)
13. Identify what the ophthalmic artery supplies.(A,B,D)
14. Identify the artery that supplies extracranial tissues of the head and neck including the oral cavity.(A,B,D)
15. Name the major branches of the external carotid artery and how can they be grouped.(A,B,D)
16. Identify which artery directly supplies tissues to the hyoid bone, infrahyoid muscles, sternocleidomastoid muscle, muscles of larynx, and thyroid gland.(A,B,D)
17. Identify which artery directly supplies tissues superior to the hyoid bone including the suprahyoid muscles, floor of mouth, and tongue.(A,B,D)
18. Identify which artery directly supplies mylohyoid muscle, the sublingual salivary gland, mucous membranes of the floor of mouth, and suprahyoid muscles.(A,B,D)
19. Outline the pathway of the facial artery and list its major branches.(A,B,D)
20. Identify which artery directly supplies the soft palate, palatine muscles, and palatine tonsils.(A,B,D)
21. Identify which specific artery can be a source of serious hemorrhage if it is injured during a tonsillectomy.(A,B,D)
22. Identify which artery directly supplies the submandibular lymph nodes, submandibular salivary gland, and mylohyoid and digastric muscles.(A,B,D)
23. Identify which artery supplies the lower lip tissues and facial expression muscles.(A,B,D)
24. Identify which artery supplies the upper lip tissues and facial expression muscles.(A,B,D)
25. Identify which artery supplies tissues along the side of the nose (and is the termination of the facial artery).(A,B,D)
26. Identify which artery directly supplies pharyngeal walls, soft palate, and meninges of the brain.(A,B,D)
27. Identify which artery directly supplies suprahyoid muscles, sternocleidomastoid muscles, and scalp and meningeal tissues in the occipital region.(A,B,D)
28. Identify which arteries directly supply the internal ear and the mastoid ear cells.(A,B,D)
29. Identify which artery arises within the parotid salivary gland and can be visible in patients under the skin of their face (on the lateral portion of their forehead area).(A,B,D)
30. Identify which artery directly supplies the parotid salivary gland and the nearby tissues.(A,B,D)
31. Identify which artery directly supplies the temporalis muscle.(A,B,D)
32. Identify which artery directly supplies portions of the scalp in the frontal and parietal regions.(A,B,D)
33. Outline the pathway of the maxillary artery and list the major branches within the infratemporal fossa.(A,B,D)
34. Identify which artery directly supplies the meninges of the brain located on the inferior surface of the skull, as well as the skull bones.(A,B,D)
35. Identify which artery directly supplies the floor of the mouth and mylohyoid muscle.(A,B,D)
36. Identify which artery directly supplies tissues of the chin and with what does it anastomose.(A,B,D)
37. Identify which artery directly supplies pulp tissue, gingiva, and periodontium of mandibular anterior teeth.(A,B,D)
38. Identify which artery directly supplies the anterior and posterior portions of the temporalis muscle.(A,B,D)
39. Identify which artery directly supplies the masseter muscle.(A,B,D)
40. Identify which artery directly supplies the lateral and medial pterygoid muscles.(A,B,D)
41. Identify which artery directly supplies the buccinator muscle and soft tissues of the cheek.(A,B,D)
42. Identify which artery directly supplies pulp tissue, periodontium, and gingiva of posterior maxillary teeth and the maxillary sinus.(A,B,D)
43. Identify which artery directly supplies the orbital region, face, and anterior maxillary teeth.(A,B,D)
44. Identify which artery directly supplies the pulp tissue, periodontium, and gingiva of anterior maxillary teeth.(A,B,D)
45. Identify which arteries directly supply both the hard and soft palates.(A,B,D)
46. Identify which artery directly supplies the nasal cavity.(A,B,D)
47. Compare veins with arteries.(A,B,D)
48. Identify which vein begins at the medial corner of the eye and drains into the internal jugular vein.(A,B,D)
49. Identify which vein directly drains the tissues of the orbit.(A,B,D)
50. Identify which vein directly drains the upper lip.(A,B,D)
51. Identify which vein directly drains the lower lip.(A,B,D)
52. Identify which vein directly drains the tissues of the chin and submandibular region.(A,B,D)
53. Identify which vein directly drains the dorsal and ventral side of the tongue and floor of the mouth.(A,B,D)
54. Explain how the retromandibular vein created and identify what it will form.(A,B,D)
55. Identify which vein directly drains the lateral scalp.(A,B,D)
56. Identify the location of the pterygoid plexus of veins.(A,B,D)
57. In general, name the veins that the pterygoid plexus of veins drains?
58. State the function of the pterygoid plexus of veins.(A,B,D)
59. Identify the location in which the pterygoid plexus of veins drain.(A,B,D)
60. Identify the veins that drain blood from the deep portions of the face.(A,B,D)
61. Identify the veins that drain blood from the meninges of the brain.(A,B,D)
62. Identify which vein drains the pulp tissues of the maxillary teeth and the periodontium of the maxillary teeth including the gingival.(A,B,D)
63. Identify which vein drains the pulp tissues of the mandibular teeth and periodontium including the gingival.(A,B,D)
64. Identify the location of the venous sinuses.(A,B,D)
65. Identify the location of the cavernous venous sinus.(A,B,D)
66. Name what the cavernous venous sinus communicates with.(A,B,D)
67. Identify the major vein that drains most of the head and neck tissues.(A,B,D)
68. Name the structures that are contained in the carotid sheath.(A,B,D)
69. Name the vein that is the only vein in the head and neck to have valves near its entry of the subclavian vein.(A,B,D)
70. Identify which vein begins inferior to the chin and drains into the external jugular vein.(A,B,D)
71. Identify which vein is formed when the internal jugular vein merges with the subclavian vein.(A,B,D)
72. Identify what the brachiocephalic veins unite to form.(A,B,D)
73. Name the complications that can come about as a result of blood vessel lesions.(A,B,D)
74. Name a clot that forms on the inner vessel wall.(A,B,D)
75. Name the term that is used when a clot dislodges from the inner vessel wall and travels as a foreign material in the blood.(A,B,D)
76. Name the term that describes when a large amount of blood escapes the tissue without clotting.(A,B,D)
77. Name the term used to describe when a blood vessel is injured, a small amount of the blood escapes into the surrounding tissues, and a clot forms.(A,B,D)
78. State the clinical signs of a hematoma.(A,B,D)
79. Explain how a dental professional prevents blood vessel problems in medically compromised patients.(A,B,D)
80. Specify the dental injections in which the risk of hematoma is higher. (A,B,D)
81. Label diagrams at the end of the chapter. (A, B,D)
Chapter 7: Glandular Tissue
1. List the glands located in the head and neck area.(A,B,D)
2. Explain why the location of the glands in the head and neck area important to a dental professional.(A,B,D)
3. Explain the function of a gland.(A,B,D)
4. Identify what general type of gland a duct has associated with it.(A,B,D)
5. Identify what general type of gland is a ductless gland.(A,B,D)
6. If the gland is ductless, explain how the secretion distributed.(A,B,D)
7. Name the function of the duct system.(A,B,D)
8. Name the type of innervation that helps regulate the flow of secretion.(A,B,D)
9. Name the watery fluid that lubricates the conjunctiva lining, the inside of the eyelids, and the front of the eyeball.(A,B,D)
10. Lacrimal gland
[x] Name the duct that drains the lacrimal fluid.(A,B,D)
[x] Explain why crying leads to a runny nose.(A,B,D)
[x] Explain where the lacrimal glands are located.(A,B,D)
[x] Identify what innervates the lacrimal glands.(A,B,D)
[x] Identify the lymphatic and blood supply to the lacrimal gland.(A,B,D)
11. Name the type of gland that is the salivary glands.(A,B,D)
12. Name the functions of saliva.(A,B,D)
13. Name the type of complications that can occur with salivary glands.(A,B,D)
14. List the major salivary glands.(A,B,D)
15. Name the largest encapsulated salivary gland.(A,B,D)
16. Parotid salivary gland
[x] Explain how much saliva the parotid gland produces.(A,B,D)
[x] Name the type of salivary product that is produced by the parotid gland.(A,B,D)
[x] Name the term (older and newer) for the duct associated with the parotid gland.(A,B,D)
[x] Name the infection in which the parotid gland becomes enlarged.(A,B,D)
[x] Explain what can happen when the parotid gland is involved in tumorous growth.(A,B,D)
[x] Identify the location of the duct opening.(A,B,D)
[x] State how the parotid gland palpated.(A,B,D)
[x] Identify the location of the parotid gland.(A,B,D)
[x] Identify what innervates the parotid gland.(A,B,D)
[x] Name the lymphatic and blood supply to the parotid gland.(A,B,D)
17. Submandibular salivary gland
[x] Identify how much saliva the submandibular gland produces.(A,B,D)
[x] Name the type of salivary product that the submandibular gland produces.(A,B,D)
[x] Name the term (older and newer) for the duct associated with the submandibular gland.(A,B,D)
[x] Identify the location of the duct opening(s).(A,B,D)
[x] Explain why is the submandibular gland more involved in stone formation than other salivary glands.(A,B,D)
[x] Name the location of the submandibular gland.(A,B,D)
[x] Explain how the submandibular gland is palpated.(A,B,D)
[x] Explain what innervates the submandibular gland.(A,B,D)
[x]
18. Name the only salivary gland that is not encapsulated.(A,B,D)
Explain the lymphatic and blood supply to the submandibular gland.(A,B,D)
19. Sublingual salivary gland
[x] Explain how much saliva the sublingual gland produces.(A,B,D)
[x] Name the term for the duct(s) associated with the sublingual gland.(A,B,D)
[x] Name two locations in which the sublingual gland secretions drain into the mouth.(A,B,D)
[x] Explain how much saliva the sublingual gland produces.(A,B,D)
[x] Name the type of salivary product that the sublingual gland produces.(A,B,D)
[x] Name the location of the sublingual gland.(A,B,D)
[x] State what innervates the sublingual gland.(A,B,D)
[x] Name the lymphatic and blood supply to the sublingual gland.(A,B,D)
20. Minor salivary glands
[x] Name the location of the minor salivary glands.(A,B,D)
[x] Identify the glands are associated with the large circumvallate lingual papillae.(A,B,D)
[x] Name the types of salivary product that the minor salivary glands produce.(A,B,D)
[x] Explain what innervates the minor salivary glands.(A,B,D)
[x] Name the lymphatic and blood supply to the minor salivary glands.(A,B,D)
21. Name the largest endocrine gland.(A,B,D)
22. Thyroid gland
[x] Name the hormone produced by the thyroid gland and state the function.(A,B,D)
[x] Describe a healthy thyroid.(A,B,D)
[x] Name an enlarged thyroid gland that may be firm and tender when palpated?
[x] Identify the location of the thyroid gland.(A,B,D)
[x] Explain how is the thyroid gland is palpated.(A,B,D)
[x] Specify what innervates the thyroid gland.(A,B,D)
[x] Name the lymphatic and blood supply to the thyroid gland.(A,B,D)
23. Parathyroid glands
[x] State the number of parathyroid glands that exist.(A,B,D)
[x] Name the function of the parathyroid hormone.(A,B,D)
[x] Name the location of the parathyroid glands.(A,B,D)
[x] Explain what innervates the parathyroid glands.(A,B,D)
[x] Name the lymphatic and blood supply to the parathyroid glands.(A,B,D)
24. Identify the endocrine gland that is part of the immune system.(A,B,D)
25. Thymus gland
[x] Name the type of blood cells that mature in the thymus gland.(A,B,D)
[x] Identify the location of the thymus gland.(A,B,D)
[x] Outline the lifespan of the thymus gland from birth to adulthood.(A,B,D)
[x] Identify what innervates the thymus gland.(A,B,D)
[x] Name the lymphatic and blood supply to the thymus gland.(A,B,D)
26. Label diagrams at the end of the chapter. (A, B,D)
Chapter 8: Nervous System
1. Name the main divisions of the nervous system.(A,B,D)
2. Name the division that includes the spinal cord and brain.(A,B,D)
3. Name the division that includes the autonomic nervous system.(A,B,D)
4. Name the cellular component of the nervous system.(A,B,D)
5. Identify a bundle of neural processes outside the nervous system.(A,B,D)
6. Describe an accumulation of neutron cell bodies outside the central nervous system.(A,B,D)
7. Name the junction between neurons or between a neuron and an effector organ, where neural impulses are transmitted.(A,B,D)
8. Name the type of nerve that carries the information from the periphery of the body to the brain.(A,B,D)
9. Name the type of nerve that carries the information away from the brain to the periphery of the body.(A,B,D)
10. Discuss resting and action potential in regards to the physiological situation at the cell membrane.(A,B,D)
11. Explain how chemical agents enter into innervations and state the term given these agents.(A,B,D)
12. Define anesthesia.(A,B,D)
13. Describe the composition of the central nervous system.(A,B,D)
14. Name the largest division of the brain and state its function.(A,B,D)
15. Name the second largest division of the brain and state its function.(A,B,D)
16. Describe the other components of the brain and their functions.(A,B,D)
17. Describe the spinal cord and its function.(A,B,D)
18. Describe the composition of the peripheral nervous system.(A,B,D)
19. Name the main divisions of the peripheral nervous system.(A,B,D)
20. Describe the somatic nervous system and its role in the peripheral nervous system.(A,B,D)
21. Specify what type of nerves are the autonomic nerves.(A,B,D)
22. Name the two parts of the autonomic nervous system and state some examples of how this relates to salivary gland secretion.(A,B,D)
23. Name the part of the autonomic nervous system is involved with the "flight-or-fight" response.(A,B,D)
24. Name the part of the autonomic nervous system is involved with the "rest-or-digest" response.(A,B,D)
25. Describe the principle parasympathetic outflows of the head and neck.(A,B,D)
26. Name the 12 cranial nerves by their anatomical terms.(A,B,D)
27. Name the cranial nerve that is most important to the dental professional.(A,B,D)
28. State the anatomical name for the following nerves, state if it is afferent, efferent, or both, and state what it innervates.(A,B,D)
Cranial Nerve I, Cranial Nerve II, Cranial Nerve III, Cranial Nerve IV, Cranial Nerve V, Cranial Nerve VI, Cranial Nerve VII,
Cranial Nerve VIII, Cranial Nerve IX, Cranial Nerve X, Cranial Nerve XI, Cranial Nerve XII.
29. Explain why the dental professional must understand both the basic components of the nervous system and the location of major
nerves in the head and neck.(A,B,D)
30. Identify the root in which the trigeminal ganglion is located.(A,B,D)
31. Name the other terms used for the trigeminal ganglion.(A,B,D)
32. Name the three divisions of the sensory root.(A,B,D)
33. Name the root of the trigeminal ganglion that supplies the efferent nerves for muscles of mastication.(A,B,D)
34. Name the division of the trigeminal ganglion enters through the superior orbital fissure.(A,B,D)
35. Identify which nerve is composed of the merger of the supraorbital nerve and the supratrochlear nerve.(A,B,D)
36. Name which nerve supplies the lateral part of the upper eyelid, conjunctiva, and lacrimal gland.(A,B,D)
37. Name which nerve supplies the skin of the medial parts of the eyelids, side of nose, eyeball, nasal cavity, paranasal sinuses, skin of the ala and apex of the nose, anterior part of the nasal septum, and lateral wall of the nasal cavity.(A,B,D)
38. Name the division of the trigeminal that enters through the foramen rotundum.(A,B,D)
39. Name the ganglion that serves as a relay station for parasympathetic nerves that arise in the facial nerve.(A,B,D)
40. Name which nerve supplies the cutaneous branches of the upper lip, the medial portion of the cheek, the lower eyelid, and the side of the nose.(A,B,D)
41. Name which nerve supplies sensation for the maxillary anteriors and their associated tissues.(A,B,D)
42. Name which nerve supplies sensation for most portions of the maxillary molar teeth and their associated tissues.(A,B,D)
43. Name which nerve serves the hard palate and posterior lingual gingival.(A,B,D)
44. Name which nerve serves the soft palate and palatine tonsillar tissues.(A,B,D)
45. Name which nerve serves the anterior hard palate, lingual gingiva of the maxillary anterior teeth, and nasal septal tissues.(A,B,D)
46. Identify the division of the trigeminal that enters through the foramen ovale.(A,B,D)
47. Explain which nerve serves the skin of the cheek, the buccal mucosa membranes, and the buccal gingiva of the mandibular posterior teeth.(A,B,D)
48. Identify the nerve that serves the scalp and external ear.(A,B,D)
49. Identify the nerve that serves as general sensation for the body of the tongue, the floor of the mouth, and the lingual gingiva of mandibular teeth.(A,B,D)
50. Name the nerve that serves the mandibular teeth and the facial tissues of the mandibular anterior teeth and premolars.(A,B,D)
51. Name the nerve that serves the chin, the lower lip, and the labial mucosa near the mandibular anterior teeth.(A,B,D)
52. Identify the nerves that serve the mylohyoid muscle and anterior belly of the digastric muscle.(A,B,D)
53. Identify the branches that arise from the motor root of the trigeminal nerve.(A,B,D)
54. Identify the nerve that supplies the masseter muscle and TMJ.(A,B,D)
55. Identify the nerve that supplies the lateral pterygoid muscle.(A,B,D)
56. Identify the nerve that serves efferent nerve fibers to the pterygopalatine ganglion.(A,B,D)
57. Identify the nerve supplies that the submandibular and sublingual salivary glands and taste sensation for the body of the tongue.(A,B,D)
58. Identify the nerve that supplies the occipital belly of the epicranial muscle.(A,B,D)
59. Identify the nerve that supplies the stylohyoid muscle and the posterior belly of the digastric muscle.(A,B,D)
60. Name the symptoms and signs of facial paralysis.(A,B,D)
61. Explain how can the facial nerve be injured, especially during dental treatment, and what are the results.(A,B,D)
62. Name the symptoms and signs of Bell's palsy.(A,B,D)
63. Name the nerve that is affected in Bell's palsy.(A,B,D)
64. Explain how is Bell's palsy is treated.(A,B,D)
65. Name the signs and symptoms of trigeminal neuralgia.(A,B,D)
66. Explain how trigeminal neuralgia is treated.(A,B,D)
67. Label diagrams at the end of the chapter.(A,B,D)
Chapter 9: Anatomy of Local Anesthesia
1. Compare local infiltration with nerve block local anesthesia.(A,B,D)
2. Compare the effectiveness of maxillary anesthesia with the effectiveness of mandibular anesthesia.(A,B,D)
3. Explain the effectiveness of local infiltration in the maxillary.(A,B,D)
4. Name the area anesthetized, target area and injection site, symptoms and possible complications, and avenues to avoid complications in the following blocks: (A,B,D)
- PSA block
[x] MSA block
[x] ASA block
[x] IO block
[x] GP block
[x] NP block
[x] AMSA block
[x] IA block
[x] Buccal block
[x] Mental block
[x] Incisive block
[x] Gow-Gates mandibular block
5. Compare the effectiveness of mandibular injections with the effectiveness of maxillary injections.(A,B,D)
6. Explain the effectiveness of an infiltration in the mandible.(A,B,D)
7. Label diagrams at the end of the chapter.(A,B,D)
Chapter 10: Lymphatic System
1. Name the function of the lymphatics.(A,B,D)
2. Identify the main structures in which the lymphatic vessels parallel in the body.(A,B,D)
3. Identify the structures that lymphatic vessels have that control the flow of fluid.(A,B,D)
4. Name the term for the fluid that travels in the lymphatic vessels and drains from tissues.(A,B,D)
5. Describe the lymph nodes of a healthy individual.(A,B,D)
6. Name the type of vessel allows the lymph to flow into the lymph node.(A,B,D)
7. Name the type of vessel allows the lymph to flow out of the lymph node.(A,B,D)
8. Name the term that describes the depression on the side of the lymph node.(A,B,D)
9. Name another term for primary nodes.(A,B,D)
10. Name another term for secondary nodes.(A,B,D)
11. Compare the differences of the pathway of drainage in primary and secondary nodes.(A,B,D)
12. Identify the composition of tonsillar tissue.(A,B,D)
13. Compare lymphatic ducts with lymph nodes and lymphatic vessels.(A,B,D)
14. Name the major lymphatic duct that is found on the right side of the body.(A,B,D)
15. Identify what forms the major lymphatic duct on the right side.(A,B,D)
16. Name the major lymphatic duct that is found on the left side of the body.(A,B,D)
17. Identify what forms the major lymphatic duct on the left side.(A,B,D)
18. Name the superficial lymph nodes of the head and neck.(A,B,D)
19. Name the facial lymph nodes and relate their order from superior to inferior.(A,B,D)
20. Name the deep lymph nodes of the head and neck.(A,B,D)
21. Name the superficial cervical lymph nodes.(A,B,D)
22. Name the deep cervical lymph nodes.(A,B,D)
23. Name the location, how they are palpated, how they drain, and into what they empty for the following lymph nodes: .(A,B,D)
Occipital lymph nodes
Retroauricular lymph nodes
Anterior auricular lymph nodes
Superficial parotid lymph nodes
24. Explain how you palpate the facial nodes.(A,B,D)
25. Identify the lymph nodes in which all the facial nodes drain.(A,B,D)
26. Identify what the deep lymph nodes of the head drain into.(A,B,D)
27. Name the location and the areas into which the following lymph nodes drain: (A,B,D)
Deep parotid lymph nodes, Retropharyngeal lymph nodes, Submental lymph nodes, Submandibular lymph nodes, External jugular lymph nodes, Anterior jugular lymph nodes, Superior deep cervical lymph nodes Inferior deep cervical lymph nodes, Accessory lymph nodes, Supraclavicular lymph nodes
28. Name the composition of the tonsils.(A,B,D)
29. Describe the location of the palatine tonsils.(A,B,D)
30. Describe the shape of palatine tonsils.(A,B,D)
31. Describe the location of the lingual tonsils.(A,B,D)
32. Describe the shape of lingual tonsils.(A,B,D)
33. Describe the location of the pharyngeal tonsils.(A,B,D)
34. Describe another term used for the pharyngeal tonsils.(A,B,D)
35. Describe the location of the tubal tonsils.(A,B,D)
36. Identify the type of tonsil that is commonly enlarged in children.(A,B,D)
37. Describe lymphadenopathy and explain how it relates to the lymphatics.(A,B,D)
38. Describe metastasis and the role of the primary and secondary nodes.(A,B,D)
39. Describe nodes with cancer.(A,B,D)
40. Describe nodes with acute infection.(A,B,D)
41. Label diagrams at the end of the chapter.(A,B,D)
Chapter 11: Fascia and Spaces
1. Describe fascia and its function.(A,B,D)
2. Explain the function and composition of superficial fascia.(A,B,D)
3. Identify what the deep fascia consists of.(A,B,D)
4. Name the structures that temporal fascia covers.(A,B,D)
5. Describe the location of the masseteric parotid fascia.(A,B,D)
6. Describe the location of the pterygoid fascia.(A,B,D)
7. Name the term for the most external layer of the deep cervical fascia.(A,B,D)
8. Name the structures that the investing fascia surrounds.(A,B,D)
9. Name the structures that the carotid sheath houses.(A,B,D)
10. Name the structures that the visceral fascia surrounds.(A,B,D)
11. Name the structures that the buccopharyngeal fascia encloses.(A,B,D)
12. Name the deepest layer of the deep cervical fascia.(A,B,D)
13. Name the structures that the vertebral fascia covers.(A,B,D)
14. Name the structures that the space of the face and jaws communicate.(A,B,D)
15. Name the space that communicates with the maxillary molar teeth and tissues.(A,B,D)
16. Name the space that communicates with the mandibular teeth, mandibular tissues, and the mandibular space of the body.(A,B,D)
17. Name the space that communicates with the buccal space.(A,B,D)
18. Name the space that communicates with the canine space, pterygomandibular space, and the mandibular space of the body.(A,B,D)
19. Name the space that contains the entire parotid gland and almost all of the facial nerve.(A,B,D)
20. Name the space that includes the entire area of the mandible, as well as the muscles of mastication.(A,B,D)
21. Name the space that contains fat tissues and communicates with the infratemporal and submasseteric spaces.(A,B,D)
22. Name the space that contains a portion of the maxillary artery, the mandibular nerve, and the pterygoid plexus of veins.(A,B,D)
23. Name the space that contains the inferior alveolar (IA) nerve and vessels.(A,B,D)
24.
25. Name the space that contains the submental lymph nodes, as well as the origin of the anterior jugular vein.(A,B,D)
Name the space that contains the mandible, a portion of the IA nerve, artery and vein; the dental and alveolar branches, and the mental and incisive branches.(A,B,D)
26. Name the space that contains the submandibular lymph nodes, most of the submandibular salivary gland, and portions of the facial artery.(A,B,D)
27. Name the space that contains the sublingual salivary gland and ducts, the duct of the submandibular salivary gland, a portion of the lingual nerve/artery, and the twelfth cranial nerve.(A,B,D)
28. Identify the location of the cervical fascial spaces.(A,B,D)
29. Identify the space of the head and neck in which dental infections most dangerous.(A,B,D)
30. Label diagrams at the end of the chapter.(A,B,D)
Chapter 12: Spread of Dental Infection
1. Compare normal flora with pathogens.(A,B,D)
2. Name another term for dental infections.(A,B,D)
3. Give an example of a primary dental infection.(A,B,D)
4. Give an example of a secondary dental infection.(A,B,D)
5. Name the different types of dental infection lesions.(A,B,D)
6. Name the term that is used for an infection from the entrapment of pathogens with suppuration in a closed space.(A,B,D)
7. Name the passageway in the skin, mucosa, or bone that allows drainage of an abscess at the surface.(A,B,D)
8. Identify the opening of that passageway.(A,B,D)
10. Name a small, elevated, circumscribed suppuration-containing lesion of either the skin or oral mucosa.(A,B,D)
11. Identify where a pustule forms.(A,B,D)
12. Identify what serves as barriers to the spread of dental infections.(A,B,D)
13. Name the term for diffuse inflammation of soft tissue spaces.(A,B,D)
14. Name the clinical signs and symptoms of cellulitis.(A,B,D)
15. Name the term for bone marrow inflammation.(A,B,D)
16. Identify the location of the occurrence of osteomyelitis.(A,B,D)
17. Explain the complications that can occur with osteomyelitis.(A,B,D)
18. Name the term for an abnormal sensation from an area such as burning or prickling in the oral cavity.(A,B,D)
19. Give a dental example of when this abnormal sensation may occur.(A,B,D)
20. Give an example of a medically compromised patient.(A,B,D)
21. Relate the problem of opportunistic infections to medically compromised patients.(A,B,D)
22. Discuss infection resistance factors. When treating dental infections, what can result?(A,B,D)
23. List the ways that dental infection can spread.(A,B,D)
24.
Compare secondary sinusitis to primary sinusitis.(A,B,D)
25. Name the term for an abnormal hole in the wall of a sinus.(A,B,D)
26. Name what most often causes maxillary sinusitis.(A,B,D)
27. Name the signs and symptoms of maxillary sinusitis.(A,B,D)
28. Name the early radiographic evidence of maxillary sinusitis.(A,B,D)
29. Name the late radiographic evidence of maxillary sinusitis.(A,B,D)
30. Discuss the types of treatment for maxillary sinusitis.(A,B,D)
31. Describe how the spread of oral infection occurs when pathogens travel through the blood stream.(A,B,D)
32. Name the sinus that is likely to be involved in the possible fatal spread of dental infections.(A,B,D)
33. Describe bacteremia.(A,B,D)
34. Name the signs and symptoms of cavernous sinus thrombosis.(A,B,D)
35. Name the term for foreign material such as a clot that travels in the bloodstream.(A,B,D)
36. Identify what fills a venous sinus.(A,B,D)
36. Outline the communication pathway for the cavernous venous sinus.(A,B,D)
37. Name the term for an inflammation of the meninges of the brain or spinal cord.(A,B,D)
38. Compare a primary node with a secondary node.(A,B,D)
39. Outline the general pathway for a dental infection in a tooth. Then, for each dental arch, outline the specific pathway for both posterior and anterior teeth.(A,B,D)
40. Name a serious infection of the submandibular space.(A,B,D)
41. Outline the pathway for the spread of infection from the submandibular space.(A,B,D)
42. Name the signs and symptoms of Ludwig's angina.(A,B,D)
43. Describe what dental professionals can do to prevent the spread of dental infections.(A,B,D)
44. Discuss the link between systemic diseases and dental infections.(A,B,D)
45. Label diagrams at the end of the chapter.(A,B,D)
DHYG 1020 Head and Neck Anatomy Lesson Plan Thursdays 9:00am-10:50am
Fall Semester 2015
Week 2
| | Week 3 | | | | |
|---|---|---|---|---|---|
| 9/3 | | Chapter 3 | Skeletal System Lecture, Powerpoint, Group Discussion *Locate and Identify the Bones of the Head and Neck and their landmarks on a diagram, skull and a peer. *Discuss the skeletal system pathology associated with the Head & Neck. * Siggard Question Review Worksheet: Sphenoid Bones, Skull Anatomy Study Sheet | Read Chapter 3 prior to class Siggard TEXT: Read and complete exercises: Pages 6-15 Chapter Review Questions & Identification Exercises | CC 1,2,3,4 GC 1,3 |
| | Week 4 | | | | |
5/15 lvd
| | | | *Discuss pathology associated with the muscles. *Give handouts on nerve mnemomics and muscles of mastication and facial expression. * Siggard Question Review Worksheet: Muscular System | Chapter Review Questions & Identification Exercises | | |
|---|---|---|---|---|---|---|
| | Week 5 | | | | | |
| 9/17 | | Chapter 5 | Temporomandibular Joint Lecture, Powerpoint, Group Discussion *Locate and Identify the Landmarks of the TMJ on a diagram, skull and a peer. *Describe & Discuss the movements sof the TMJ and their muscle associations. *Discuss TMJ pathology and related patient care. * Siggard Question Review Worksheet: The TMJ Joint | Read Chapter 5 prior to class Siggard TEXT: Read and complete exercises: Pages 48-49 Chapter Review Questions & Identification Exercises | CC 1,2,3,4, 5,6 GC 1,3 | C 5,11 PC 1-4 HP 4-5 |
| | Week 6 | | | | | |
| 9/24 | | Chapter 6 | Vascular System Lecture, Powerpoint, Group Discussion *Identify the routes of the blood vessels of the head & neck on a diagram and skull. *Discuss vascular system pathology of the head & neck. * Siggard Question Review Worksheet: Arteries of the Head and Neck | Read Chapter 6 prior to class Siggard TEXT: Read and complete exercises: Pages 28-33 Chapter Review Questions & Identification Exercises | CC 1,2,3,8 GC 1,3 | C 5,11 PC 1-4 HP 4-5 |
Week 7
| 10/01 | | Chapter 7 | (Lecture following EXAM) Glandular Tissue Overview of Glandular Tissue Lecture, Powerpoint, Group Discussion *Locate and Identify the Lacrimal, Salivary, Thyroid, Parathyroid &Thymus Glands. *Discuss glandular pathology. * Siggard Question Review Worksheet: Salivary Glands, Glandular Tissue | Instructor will view student assignment for Unit 2 Exam #2 Chapters 4-6 **Complete ALL end of Chapter & Identification Review Questions and Siggard Text Book Assignments. Turn in at Exam time for Instructor Review. Read Chapter 7 prior to class Siggard TEXT: Read and complete exercises: Pages 50-53 Chapter Review Questions & Identification Exercises | CC 1,2,10 GC 1,3 | C 5,11 PC 1-4 HP 4-5 |
|---|---|---|---|---|---|---|
| | Week 8 | | | | | |
| 10/8 | | Chapter 8 | Nervous System Lecture, Powerpoint, Group Discussion *Describe the components of the central, peripheral and autonomic nervous system. *Discuss the components of a neuron and the divisions, function and innervation of each cranial nerve. | Read Chapter 8 prior to class Siggard TEXT: Read and complete exercises: Pages 34-41 Chapter Review Questions & Identification Exercises Complete Pain Control Assignment. Bring to class for discussion. | CC 1,2,3,7 GC 1,3 | C 5,11 PC 1-4 HP 4-5 |
| | Week 9 | | | | | |
| 10/15 | | Chapter 8 continued and begin Chapter 9 | *Describe the tissue and structures innervated by the trigeminal and facial nerves. * Siggard Question Review Worksheet: Central and Peripheral Nervous System Anatomy of Local Anesthesia Lecture, Powerpoint, Group Discussion *Discuss, Compare, Contrast Maxillary and Mandibular Nerve Anesthesia. *Discuss anesthetic block and infiltration techniques. | Read Chapter 9 prior to class Siggard TEXT: Read and complete exercises: Pages 54-69 Chapter Review Questions & Identification Exercises | CC 1,2,3, 7,8,10, 12,13 GC 1, 3 | C 5,11 PC 1-4 HP 4-5 |
Week 10
10/22
| 10/29 | | Chapter 10 | (Lecture following EXAM) Lymphatic System Lecture, Powerpoint, Group Discussion *Discuss and identify the Lymphatic System, lymphnodes of the head and neck, the tonsils and lymphatic drainage patterns. | EXAM 3 Chapters 7-9 **Complete ALL end of Chapter & Identification Review Questions and Siggard Text Book Assignments. Turn in at Exam time for Instructor Review. Read Chapter 10 prior to class Siggard TEXT: Read and complete exercises: Pages 42-43 Chapter Review Questions & Identification Exercises | CC 1,2,3, 9, 10,12 GC 1,3 |
|---|---|---|---|---|---|
| | Week 12 | | | | |
| 11/05 | | Continue Chapter 10 and begin Chapter 11 | *Describe and discuss lymphoid pathology. * Siggard Question Review Worksheet: Lymphatic System Fascia and Spaces Lecture, Powerpoint, Group Discussion *Identify and locate the Fascial Spaces of the Head & Neck. *Discuss the communication | Read Chapter 11 prior to class Chapter Review Questions & Identification Exercises COMPLETE: ETHICS EXERCISE on M: Drive and bring to class today “The Shy Patient” *Retrieve Ethics Framework Guideline and Rubric from M Drive Ethics Folder to use for this assignment. | CC 1,2,3, 9, 10, 11,12 GC 1,3 |
Chapter 9 Anatomy of Local Anesthesia
CC C 5,11
5/15 lvd
*This lesson plan is subject to change at the discretion of the instructor MAJOR COURSE COMPETENCIES (CC)
1. Terminology
2. Anatomic Landmarks
3. Osteology of the skull
4. Temporomandibular Joint
5. Muscles of Facial Expression
6. Muscles of Mastication
7. Nervous System
8. Blood Supply of the Head and Neck
9. Lymphatic System and Immunology
10. Endocrine and Exocrine Glands of the Head and Neck
11. Nasal and paranasal sinuses
12. Fascial Spaces and the spread of dental infections
13. Anatomy concerning local anesthesia
GENERAL CORE COMPETENCIES (GC)
1. The ability to utilize standard written English.
2. The ability to solve practical mathematical problems.
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Preventative care
Taking care of a senior pet can be difficult, but there are many things you can do to make the process a manageable one. Below are a few preventative tips to help manage the aging process.
Annual visits to the veterinarian for protection from distemper, hepatitis, leptospirosis, parvovirus and kennel cough. Annual heartworm and intestinal parasite checks are also important.
Good nutrition is critical to good health at all ages, so be sure your pet is on a proper diet.
For dogs, exercise is imperative to keeping them in good shape. Exercise can mean adding years on to a dog's life.
Other steps a pet owner can take to delay the onset of aging in their pets include: teeth cleaning to prevent gum disease; grooming to keep the skin and coat healthy and to be aware of any problems such as dry skin, thin or brittle coat, thin coat, body odor, or sore spots; and checking the ears for odor or gunk produced by infecting organisms.
Signs of aging
The first sign of aging is a general decrease in activity level, including lethargy, a tendency to sleep longer, a waning of enthusiasm for long walks and fun activities such as catch. These symptoms could also be indicative of an illness and may warrant a trip to the veterinarian.
Extremes in temperature and changes in surroundings can affect aging pets.
Hearing loss is a common consequence of aging, as is some deterioration of sight.
Skin and coat can also change as the skin loses pliability and the capacity of the oil-producing sebaceous glands diminishes. Wounds heal more slowly, allergies often worsen, non-malignant tumors may appear in the mouth or on or under the skin, and infestations of intestinal parasite may occur.
As aging advances, heart, liver, and kidneys lose their efficiency, and the immune system is less able to fight off attacks by bacteria and viruses. Bladder control may be affected, and muscles decrease in size and function.
Tips to keep your pet comfortable
If your pet is stiff, let them walk it out; don't rush them to get up. Be aware of when they last went to the bathroom and remind them when they need to go out.
Make sure your pet has a rug or bed. A comfortable place to lie makes a big difference in an older pet's life.
If your pet's coat and skin dry out, brush them more frequently to stimulate the production of natural oils and ask your veterinarian for shampoo and skin care recommendations.
Check your pet for fleas and ticks. Fleas can carry tapeworms and cause allergies; ticks can carry Rocky Mountain Spotted Fever and Lyme Disease. Older pets are more prone to these diseases since they have a decreased ability to fight off parasites.
Reduce calorie intake, if necessary, to prevent your pet from becoming overweight. Ask your veterinarian about a special diet if your pet needs to lose weight.
Use a baby gate to keep your pet away from the stairs or carpeted areas to avoid bathroom accidents and/or injury.
Most importantly, be aware of your pet's increased special requirements as an aging animal. Your pet may not remember to go to the bathroom outside or to eat, so you may need to remind them. And above all, be patient. With these simple tips, your pet may live years longer and better enjoy his/her time with the family. | <urn:uuid:5e490bab-7711-4ebc-b27f-29972d6e89b6> | CC-MAIN-2021-04 | https://alvaradoveterinaryclinic.com/wp-content/uploads/2015/02/SENIOR-PET-CARE-TIPS.pdf | 2021-01-21T23:32:09+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00081.warc.gz | 216,442,997 | 685 | eng_Latn | eng_Latn | 0.998655 | eng_Latn | 0.998604 | [
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Educator's Guide
Jewish Priorities
After viewing the seven videos about different Jewish priorities, use the following programming activities, discussion questions, and reflection questions to further engage your students or participants.
Link to videos
PROGRAMMING ACTIVITIES
1. TACHLIS - What are your Jewish priorities?
In small groups, give your students the following list of seven Jewish priorities:
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
Tell your students to read through the list of values and explain why each one is important. Then, ask them to rank them in order of importance. Once they have ranked them in order of importance, ask them to cut down the list by eliminating four values and maintaining what they believe are the three most important Jewish priorities. Each decision needs to be backed up with rationale. Finally, ask the groups to choose their number one priority from the list. Once each group has chosen their priority, ask them to share with the rest of the group what they chose and why. Finally, as a group, ask all of your students to vote (preferably anonymously so you can get genuine answers) for their top Jewish priority. If there is time, lead a discussion to debrief the activity.
2. 'Build your own Jewish community' activity — click HERE
1
3. Barometer — Taking a Stance
In your programming space, place a "strongly agree" sign on one wall and a "strongly disagree" sign on the opposite wall. Make clear rules about respecting diversity of opinions and call for students to display honesty while being kind to each other.
Next, read the following statements to your students and then ask them to stand along the line that represents their opinion. They can stand anywhere between the two extremes depending on how they feel about the statement. Once your students have chosen where to place themselves, ask them to explain why they chose to stand where they are standing.
Encourage students to keep an open mind and remind them that they are allowed to move along the barometer at any time, depending on the arguments they hear and their own thought process. After hearing a handful of opinions from different students, move on to your next statement and start the process over.
Statements:
* Judaism is a religion and not a nation.
* Antisemitism is the biggest challenge facing the Jewish community.
* Jews should be defined solely by Halakha (Jewish mother or conversion.)
* The best way to strengthen and preserve Judaism is by keeping the mitzvot/commandments.
* Tikkun Olam is the best expression of Judaism.
* My Jewish identity is my primary identity.
* There is nothing that all Jews have in common.
* It is a priority for my descendants to have a Jewish education, regardless of cost.
DISCUSSION QUESTIONS
1. Of the following seven Jewish pillars, which do you think should be Judaism's number one priority? Explain.
- Tikkun Olam
- Arts and Culture
- Community
- Holidays/Rituals/Shabbat
- Learning and Education
- Identity
- Safety and Security
2. In 1970, the State of Israel extended its immigration rights to anyone with a single Jewish grandparent (based on antisemitic Nazi era laws) so that anyone who fled the Nazis would have a place of refuge. Some critics asked, "are we letting Hitler define our definition of who is Jewish?" Do you agree with this decision by the State of Israel? Why or why not?
3. The Talmud says:
"These are the things for which you now enjoy the benefit of (in this world), and the principle remains for you (in the world to come), namely: honoring parents, doing acts of lovingkindness, going to pray night and day, welcoming guests, visiting the sick, celebrating with a bride, burying the dead, studying prayer, peacemaking between people including husband and wife; and the study of Torah is "k'neged kulam" (equal to all of them)."
Some interpret the phrase "k'neged kulam" to mean that the study of Torah is equal to all of the righteous deeds listed such as welcoming guests, burying the dead and making peace between people combined. Alternatively, others argue that "k'neged kulam" means that the study of Torah should lead to each of these good deeds and always be in mind when performing them. How do you interpret "k'neged kulam"? Is the study of Torah equal to all of these good deeds combined or do they go hand in hand?
4. In the Torah, there are two different ways of framing Shabbat within the Ten Commandments. Shemot (Exodus) focuses on the idea of "zachor" (remember it, be mindful of it and actively commemorate it). Dvarim (Deuteronomy) on the hand presents the idea of "shamor" (to guard) the Shabbat. Shamor has more of an emphasis on the ritual observance of Shabbat. With these various
perspectives of Shabbat in mind, explain which one resonates more with you and consider how you can incorporate either or both aspects into your life.
REFLECTION QUESTIONS
1. Rank your various identities in order of importance to you (ie. gender, nationality, political views, family, sports, religion). Determine where your Jewish identity ranks on the list and explain why.
2. What was your most meaningful Jewish educational experience? Describe it and explain why you think it was so impactful.
3. What are the three most important Jewish rituals in your life? What role do these rituals play for you?
4. The thought of Tikkun Olam, or repairing the world, can be overwhelming. If you had to choose one issue that is important to you that you wanted to fix or improve, which one would it be and why?
5. Have you ever experienced antisemitism in your own life? Please share your experience and how it impacted you.
6. Community is ultimately about a feeling of belonging. Where do you feel the most belonging?
7. Static and Ben El are popular Israeli artists. Drake (inappropriate language) is a popular Canadian Jewish hip hop artist. Listen to both artists and answer the following question: What makes music or art Jewish? Is it the artist, the content or something else? When listening to Static and Ben El and Drake, does one feel more Jewish than the other?
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Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
2. Recognise the place value of each digit in a three-digit number.
3. Compare and order numbers up to 1,000.
4. Identify, represent and estimate numbers using different representations.
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
©twinkl.co.uk. You may photocopy this page.
1
Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
a) Continue these sequences:
b) Write the correct number in each box:
2. Recognise the place value of each digit in a three-digit number.
| 58 |
|---|
| 136 |
| 257 |
|---|
| 3154 |
What is the value of each digit in this number?
3. Compare and order numbers up to 1,000.
Write these numbers in order of size, starting from the smallest.
4. Identify, represent and estimate numbers using different representations.
a) Circle the calculation which has the answer closest to 1000:
395 + 697 =
265 + 742 =
©twinkl.co.uk. You may photocopy this page.
2
413 + 506 =
2 marks
3 marks
1 mark
1 mark
b) Represent the number 523 by drawing the correct number of counters in each column.
Total for
this page
1 mark
1 mark
1 mark
1 mark
1 mark
a) Write the number four hundred and five in digits:
a) Look at the cm on the ruler; circle the number 4 on the ruler, then circle the number 10 more than 4.
b) Write the number 527 in words:
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
b) How much liquid is in the measuring cylinder?
ml
©twinkl.co.uk. You may photocopy this page.
3
Answer Sheet: Maths Assessment Year 3: Number and Place Value
question answer
marks notes
Hundreds
Tens
Ones
©twinkl.co.uk. You may photocopy this page.
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Pigeonhole Principle Problems And Solutions
Art of Problem Solving Pigeonhole Principle - Problem Solving Practice Problems ... Lesson 2: Solutions to the Pigeonhole Principle Problems Pigeonhole Principle Problems Solution Pigeonhole Problems - CS280 THE PIGEONHOLE PRINCIPLE Discrete Mathematics: Lecture 15 Pigeonhole Principle Welcome to the Los Angeles Math Circle (LAMC)! - UCLA Pigeonhole principle - Wikipedia Solution. S f g [Discrete Mathematics] Pigeonhole Principle Pigeonhole principle explained with examples ( v.easy to hard ) Art of Problem Solving Pigeonhole Principle Solutions Pigeonhole Principle: Level 3 Challenges Practice Problems ... 16 fun applications of the pigeonhole principle – Mind ...
Pigeonhole Principle Problems And Solutions Pigeonhole Principle - Solutions
Art of Problem Solving
Lesson 2: Solutions to the Pigeonhole Principle Problems 1: Show that at any party there are two people who have the same number of friends at the party (assume that all friendships are mutual). Solution: Let nbe the number of people at the party. Each person can have 0;1; ;n 2 or n 1 friends.
Pigeonhole Principle - Problem Solving Practice Problems ...
Pigeonhole Principle - Solutions 1. In the following fraction every letter represents a different digit. Knowing that the value of the fraction is a real number, find its value. Justify your answer! Solution: There are 10 different letters above and 10 different digits, so all the digits occur, but 0 can't occur at the
Lesson 2: Solutions to the Pigeonhole Principle Problems
Pigeonhole Principle CS 280 - Spring 2002. Some of these problems are from Mathematical Circles (Russian Experience) by Dmitri Fomin, Sergey Genkin, and Ilia Itenberg. There are 20 points within a 3-meter square. Show that some set of three of these points can be covered by a 1-meter square.
Pigeonhole Principle Problems Solution
The Pigeonhole Principle (also known as the Dirichlet box principle, Dirichlet principle or box principle) states that if or more pigeons are placed in holes, then one hole must contain two or more pigeons.. Although this theorem seems obvious, many challenging olympiad problems can be solved by applying the Pigeonhole Principle. Often, a clever choice of box is necessary.
Pigeonhole Problems - CS280
Pigeonhole Principle - Problem Solving In Melinda's messy dresser drawer, there is a jumble of 5 red socks, 7 blue socks, 7 green socks, and 4 yellow socks. If Melinda grabs a big handful of socks without looking at what she's taking, what is the minimum number of socks Melinda has to grab in order to guarantee that she has at least 4 socks of ...
THE PIGEONHOLE PRINCIPLE
The pigeonhole principle. The pigeonhole principle is a powerful tool used in combinatorial math. But the idea is simple and can be explained by the following peculiar problem. Imagine that 3 pigeons need to be placed into 2 pigeonholes. Can it be done? The answer is yes, but there is one catch.
Discrete Mathematics: Lecture 15 Pigeonhole Principle
Generalizations of the pigeonhole principle. A probabilistic generalization of the pigeonhole principle states that if n pigeons are randomly put into m pigeonholes with uniform probability 1/m, then at least one pigeonhole will hold more than one pigeon with probability − (),
Welcome to the Los Angeles Math Circle (LAMC)! - UCLA
Using the Pigeonhole Principle To use the pigeonhole principle: Find the m objects to distribute. Find the n < m buckets into which to distribute them. Conclude by the pigeonhole principle that there must be two objects in some bucket. The details of how to proceeds from there are specific to the particular proof you're doing.
Pigeonhole principle - Wikipedia
Pigeonhole Principle Problems 1. A party is de ned to be successful if one of two things happen: three mutual friends are reunited, or three mutual strangers are brought together. Prove that every party of 6 people is successful, but that there is an unsuc-cessful party of 5 people.
Solution. S f g
Pigeonhole Principle - Problem Solving Challenge Quizzes Pigeonhole Principle: Level 1 Challenges ... Are you sure you want to view the solution? Cancel Yes I'm sure. In 1969, Denise Long became the first female to be drafted into the NBA. In the previous year, she led the Union-Whitten High School basketball team to the state title, averaging ...
[Discrete Mathematics] Pigeonhole Principle
List the course you are currently taking (or just completed), such as Honors Geometry, Calculus BC, etc. Add courses that you took online (e.g., through Art of Problem Solving), competitions results (from American Math Competition, American Invitational Math Exam, Bay Area Math Olympiad, Math Kangaroo). Enrollment for continuing students
Pigeonhole principle explained with examples ( v.easy to hard )
Pigeonhole Principle Instructor: Arijit Bishnu Date: September 3, 2009 We start with a problem and see how a most innocuous looking principle has deep significance. This lecture is mainly based on [3, 4, 2, 5]. Problem 1 There are n ≥ 2 people in a room. They shake hands among themselves.
Art of Problem Solving
We introduce the pigeonhole principle, an important proof technique. Visit our website: http://bit.ly/1zBPlvm Subscribe on YouTube: http://bit.ly/1vWiRxW Lik...
Pigeonhole Principle Solutions
Page 1/2
Copyright : trumpetmaster.com
One of the simplest concepts in Math, but the number of uses it has are just bizarre. A must-know for any person doing competition math, or even just for people interested in math. Enjoy the video ...
Pigeonhole Principle: Level 3 Challenges Practice Problems ...
the principle asserts the existence of a box with more than one ob-ject, but does not tell us anything about which box this might be. In problem solving, the difficulty of applying the pigeonhole principle consists in figuring out which are the 'objects' and which are the 'boxes'.
16 fun applications of the pigeonhole principle – Mind ...
By the pigeonhole principle, since there are only 4 potential colorings, and 6 columns to color in, some two columns will agree on the rst 3 rows. This means that we'll have a subboard all of whose corners are white, as required. Case 2: 2 blue squares in the rst column. First, note that the
Pigeonhole Principle Problems And Solutions
The Pigeonhole Principle (also known as the Dirichlet box principle, Dirichlet principle or box principle) states that if or more pigeons are placed in holes, then one hole must contain two or more pigeons.. Although this theorem seems obvious, many challenging olympiad problems can be solved by applying the Pigeonhole Principle. Often, a clever choice of box is necessary.
Pigeonhole Principle - Solutions
the pigeonhole principle, one pair must contain two numbers from A, and those two numbers add to 104. 18. Solution. We assume that knowing is a symmetric relation: If person A knows person B, then person Bknows person A. Without this assump-tion, the problem is false, since we may have a party with two people
Copyright code : e3ba48fe00c330d61a1e927f0649ea28.
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REMEMBERING THE MURDOCK MILL
Background.
Peter "Schlosser" Gering and Maria Riess Graber with six children docked in New York on 13 November 1874. For both Peter and Maria this was a second marriage and Maria Riess Graber brought six Graber children with her from her first marriage. The three oldest of the Graber children were married in Russia and the other three were ages 17, 16, and 10 in the year 1874. They came with Peter and Maria Riess Graber on the ship along with three of their own Gering children with the ages of 9, 6, and 1. They docked 2 ½ months after the last of the four ships arrived. Peter and wife were members of the Waldheim Congregation and Peter was the son of a minister in that Congregation. Peter's father retired his ministerial obligations shortly before the emigration. That Waldheim congregation docked in New York on 24 th August 1874 and went to Dakota Territory. Peter and Maria did not follow the rest of the family and go to Dakota Territory however. They settled near Halstead, Kansas, in Harvey County. In 1886 Peter and his son Jacob built a water mill on the Ninnescah River southwest of Murdock, Kansas, In Kingman County. Murdock is southeast of Pretty Prairie.
Peter Gering, nickname "Schlosser." This family is listed in (SRM) as Petter Gieryng m Feb 15, 1864 Maria Ris 1. Jakob Gieryng, born Dec 20, 1864 2. Kataryna Gieryng, born Nov 27, 1867 3. Magdalena Gieryng, born Nov 17, 1872.
(Information from Brothers Keeper and Ship list information from David A. Haury's book, Index to Mennonite Immigrants on United States Passenger Lists 1872-1904 [HaDa 36] and James W. Krehbiel 2006)
Memories of Murdock Roller Mill recalled
Interview printed in Kingman Leader-Courier on Tuesday, July 26, 2005. Helen Brown talks with Dorothy & Eleanor, Sept. 5, 1980
(Helen Gering Brown was the daughter of Jake and May Gering; it was Jake and his father Peter Gering that built and operated the "Murdock Roller Mill." Interviewer Eleanor was a cousin to Helen Gering Brown. Helen Gering (1898-1982) and Harold Brown Sr. (1893-1957) spent most of their married life on a farm near the old mill and continued to farm the land owned by the Gerings. In 2005 the land is owned by Harold and Helen's son, Harold Jr. and wife Jeanne, which has kept the land in the family well over one hundred years. Although far from its glory days when Mary Gering cooked for the many men that came from a distance, the old house still stands near where the old mill once stood.)
Eleanor: Helen Brown and Jeanne have come over to spend a few hours with Dorothy and Eleanor, and we had lunch together. Now I am going to ask Helen a few questions and see if she can tell us some of the memories she has from childhood. Can you tell us about – first we would like to know a little bit about the mill your Grandfather and your Father had and operated. Can you tell us something? Your Mother was married in 1892?
Helen: The mill was built in about 1889. It was painted red. It had two stories and a cupalo, and it was a great joy to me to visit there with my Father, who was the miller. And his half brother was with him for a short
time. And then he took it over entirely with help most of the time.
Eleanor: Where did the people come from that brought grain there?
Helen: The people brought grain there from Murdock, Norwich, Cheney, Belmont, Hutchinson, near Wichita.
Eleanor: Did they grind the grain the day they came to make flour?
Helen: They usually came at night. Of course they had horses hitched to the wagon, or whatever they drove and had their grain in, and my father would grind flour, whatever they wanted, during the night. That was night work, for people who came from a distance.
Eleanor: Then would they go home the next day, and how did they get their meals?
Helen: Well, they always brought grain for their horses or mules, and they would feed them from the wagon at night, and mother would cook for these men, no matter where they were from, and the meals were always free gratis, and then they would sleep somewhere in the mill.
Eleanor: That was interesting. You went down there as a small child; you were around with your daddy you said a lot.
Helen: Oh yes. I was just big enough to take him a sandwich about four o'clock, and had very strict discipline to walk straight through the machinery so I wouldn't get caught. And I had to go up a back way, which had about four or five steps. And the mill wheel was right there, beside of the mill. Very little distance between, always the danger that I might slip and go into the millrace, or under the fall, below the mill wheel.
Eleanor: Which did they get the stone they used for grinding the wheat?
Helen: The stone for grinding the grain of different kinds, wheat, barley, corn, rye, or whatever it was. That stone came from France, for that kind that was needed could not be gotten in this country.
Eleanor: Do you still have the mill? Are there any remains there?
Helen: No, we no longer have the mill. There is an imprint of the race, and where the water drained down into the river, a short distance from it.
Eleanor: Do you still have the grindstone?
Helen: Yes, yes we still have the stone that ground the different grains.
Eleanor: And where is it today?
Helen: I have it in my home in the basement.
Eleanor: Do you have a picture of this mill?
Helen: Oh yes, we have a picture of this mill. In the early days it was called the New Murdock Roller Mill. But after a few years had passed they took the New off and made it Murdock Roller Mill.
Eleanor: You have a picture, a larger picture of it, do you?
Helen: Yes, we have a large picture of it, in our home and in the Historical Society in Kingman.
Eleanor: When we came out to visit you one time I was three years old. Was the mill still here then?
Helen: Oh yes, the mill was still here then.
Eleanor: And my brothers, Norman and Lawrence came along and I think they went back to the mill with you, didn't they?
Helen: Oh yes, they went back to the mill and we went down to the river where the water from the race—the water from the race turned the wheel at the mill to grind the grain, and that water was brought down from a mile and a half to the west to the mill race, and that race was dug with flat slips, horses pulling them.
Eleanor: And you say the impression of it is still there.
Helen: A slight impression, but a deeper impression where it emptied from the wheel into the river.
Eleanor: They used to drive through the river. Was that below the mill?
Helen: Yes, that was below the mill. The road there passes very close to the mill.
Eleanor: They drove cars through there even, didn't they?
Helen: Some, but cars weren't as numerous in that day.
Eleanor: I remember my sister Helen came out to Kansas for her honeymoon, Helen and Corwin, and they told that Corwin drove through the river with his car.
Helen: Yes, that is right; it was a rock bottom, but over at the south side the sand used to wash in pretty badly, and you took a chance on getting through that side.
Eleanor: And I was wondering, you had this cousin Edna that lived with you, didn’t you?
Helen: Yes.
Eleanor: And she came to you as a baby?
Helen: Yes.
Eleanor : Her Mother or was it her Father was a relative of Uncle Jake’s?
Helen: Her Father was a half brother.
Eleanor: Of your Father?
Helen: Yes his name was Graber, and ours was Gering.
Eleanor: Yes, I remember when I came here I had pleasant memories of being at your house.
Helen: In that day we didn't have things to fight the little animals and snakes and such. And my father kept a huge bull snake in the mill and she kept the different rooms clean of rats and mice. And
when people would come to get their grain ground he always warned them to not molest that snake.
Eleanor: That's very interesting. I had never heard that story.
Helen: And she lived long enough and got old enough that she finally got wound up in the machinery and it killed her.
Eleanor: Your father and mother once had a pet pig, I remember.
Helen: Yes, we had alfalfa fields; wonderful alfalfa and father also raised hogs. And this little pig's mother died, and when he found it, it was almost dead. It was a pure bred polandchina and it had its weekly bath, and got so mean that our help, the help that helped father would run from the barn to the house so the pig wouldn't get them.
Eleanor: Can you think of any more interesting things from your days at home?
Helen: There was a big shaft, the big shaft in the mill; there were some in the first story and some in the second. And after father had sold that mill a family moved in from western Kansas by the name of King. They had three children, two boys and a girl. One boy was about seven and he went up in the mill and jumped and got hold of one of those shafts to skin the cat. It almost skinned him till his crippled father got there and got the mill turned off. He never tried to skin the cat on the shaft again.
I might add, that often mother would have an evening meal prepared for one extra person and maybe she would have six extra men to feed that night. It was one of the things of the early age, being generous and dividing and sharing with others.
Often times when there would be a customer who failed to be able to make good bread they would bring that sack of flour back and mother would bake bread from that sack of flour and they couldn't believe it was the same sack.
I might mention that this roller mill at Murdock was the first mill on this side of Wichita that could make flour. There was another mill to the west of Kingman that folded up very shortly after, but they could not make flour.
Eleanor: Did the buffalo come through this part of the country?
Helen: Yes, there were buffalo a very short time before. Our pasture joining us on the east had a good number of buffalo wallows, which are still quite deep.
I might add, that father had to drain that mill wheel, mill race every so often to get it cleaned out and the wheel cleaned out. Then is when you could pick up fish along that race, and down in below the mill wheel the fish would collect in there, and so would the water moccasins. I would slide down that rod to get fish and quite often would try to climb back up the greasy thing to get away from the water moccasins.
I remember too that when a severe storm would come up in the night, unexpectedly, my daddy had to walk that mill race and then up the river a distance of about two miles to pull the boards to let the water flow go through so it wouldn't wash the dam out. And also pull the boards at the water gates to let the water go through to the river so it wouldn't wash them out. It really was a serious time for children, and we would lie awake until he got back home, to be sure that he had gotten back safely.
You might be interested in knowing that I really had precious parents. And when anyone would get sick in our community many of them would call mother and ask her to please make some fish soup. A soup that was so mild that you didn't know what it was, and so light on the stomach. And it made no difference what mother was doing, and also father, for he would go to a private pond and get a fish to make that soup. And mother would quit any work she was doing to prepare it for the sick. | <urn:uuid:f6922b4f-f265-4a31-8839-02c0267fd5ec> | CC-MAIN-2021-04 | https://swissmennonite.org/wp-content/uploads/2018/10/Murdock-Roller-Mill-recalled.pdf | 2021-01-22T00:17:08+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00084.warc.gz | 548,268,420 | 2,768 | eng_Latn | eng_Latn | 0.998484 | eng_Latn | 0.99935 | [
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The Formative Assessment Process
The Smarter Balanced Assessment Consortium is an organization of member states committed to providing tools and resources that support teaching and learning. The three core components of the Smarter Balanced Assessment System are summative assessments, interim assessments, and formative assessment practices.
Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies to improve students' attainment of curricular learning targets/goals.
There are four attributes in the Formative Assessment Process, represented graphically as a clover:
- Clarify intended learning
- Interpret evidence
- Elicit evidence
- Act on evidence
Two important components of clarifying intended learning, the first attribute of the Formative Assessment Process, are learning goals and success criteria. Learning goals state what students will know by the end of the lesson. They describe "big ideas" or concepts that are transferable and reflect the intent of the Common Core State Standards. Learning goals are written in student-friendly language, beginning with, "I understand." Success criteria define the evidence that teachers and students use to determine how students are progressing toward the learning goals. They are also written in student-friendly language, but begin with "I can."
The second attribute of the Formative Assessment Process, eliciting evidence, provides the information teachers and students need to determine where students are in their progress toward the intended learning. The evidence should be tightly aligned to the learning goals and is defined by the success criteria. Experts suggest that teachers and students consider student needs, interests, and learning styles when deciding how to elicit evidence so that students have a choice of different ways to meet the success criteria. It's also important to use multiple sources of evidence to draw accurate conclusions about student learning.
Teachers and students interpret the evidence they collect to determine where students are in relation to the learning goals and success criteria, identifying what students understand and don't yet understand. Students can independently analyze evidence of their own learning, though they benefit from sharing and discussing their interpretations with teachers and peers. Through careful analysis of the evidence, teachers and peers are able to provide actionable feedback. It is important to note that interpreting evidence is not a single event. Rather, evidence is interpreted in the Formative Assessment Process on an ongoing basis throughout instruction.
In the Formative Assessment Process, acting on evidence comes after teachers and students have clarified the learning and elicited and interpreted evidence of the learning. Once the evidence is interpreted, teachers and students use actionable feedback to determine next steps to continue to move learning forward. The steps may not be the same for all students and must take into consideration each student's readiness, interests, and learning preferences.
Learn More Visit the Smarter Balanced website: Follow us on Twitter: @SmarterBalanced
http://www.smarterbalanced.org | <urn:uuid:8f9ee1fb-2bcc-4475-9a43-43257879247e> | CC-MAIN-2017-13 | http://www.smarterbalanced.org/wp-content/uploads/2015/09/Formative-Assessment-Process.pdf | 2017-03-27T10:43:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00367-ip-10-233-31-227.ec2.internal.warc.gz | 691,260,553 | 568 | eng_Latn | eng_Latn | 0.997502 | eng_Latn | 0.997502 | [
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Marine Debris Impacts on Marine Animals and Wildlife
What is harmful marine debris?
Harmful marine debris consists of plastic garbage washed or blown from land into the sea, fishing gear abandoned by recreational and commercial fishers, and solid non-biodegradable floating materials (such as plastics) disposed of by ships at sea.
Under the International Convention for the Prevention of Pollution from Ships, overboard disposal of food, paper, glass, metal and crockery (but not plastics) is permitted from vessels more than 12 nautical miles from land. Plastic materials are defined as: bags, bottles, strapping bands, sheeting, synthetic ropes, synthetic fishing nets, floats, fibreglass, piping, insulation, paints and adhesives.
Entanglement
Entanglement in marine debris can cause restricted mobility, starvation, infection, amputation, drowning and smothering. Turtles, whales and sea birds may be severely injured and even die after entanglement with fishing lines, fragments of trawl netting or plastic packing straps. Seabirds caught up in marine debris may lose their ability to move quickly through the water, reducing their ability to catch prey and avoid predators; or they may suffer constricted circulation, leading to asphyxiation and death. Fishing line debris, nets and ropes cut into the skin of whales or turtles, leading to infection or the slow and painful amputation of flippers, tails or flukes.
Ingestion
Marine species confuse plastic bags, rubber, balloons and confectionery wrappers with prey and ingest them. The debris usually causes a physical blockage in the digestive system, leading to painful internal injuries. Turtles frequently eat plastic bags, confusing them with jellyfish, their common prey. Sea birds eat polystyrene balls and plastic buoys, confusing them with fish eggs and crustaceans, and the Humpback, Southern Right and Blue Whales eat plastic debris. Autopsies performed on marine species such as Grey Nurse Sharks have found that swallowed hooks have punctured the stomach, pericardial cavity and oesophagus causing infection and death.
Which species are particularly affected by ingesting or entanglement in marine debris?
The following endangered and vulnerable species listed under the Environment Protection and Biodiversity Conservation Act 1999 are adversely affected by the threatening process:
Endangered species
- Loggerhead Turtle
- Southern Right Whale
- Blue Whale
- Tristan Albatross
- Northern Royal Albatross
- Gould's Petrel
Vulnerable species
- Leatherback Turtle
- Hawksbill Turtle
- Flatback Turtle
- Green Turtle
- Wandering Albatross
- Humpback Whale
- Antipodean Albatross
- Gibson's Albatross
- Southern Royal Albatross
- Indian Yellow-nosed Albatross
- Grey Nurse Shark
- Grey-headed Albatross
- Blue Petrel
Source: Department of Environment & Heritage
Seals and sea lions are also particularly affected by derelict fishing gear and nets, and six pack rings, probably due to their very inquisitive nature. Entanglement rates in these animals of up to 7.9% of a population have been recorded.
An estimated 58% of seal and sea lion species are known to have been affected by entanglement including the Hawaiian monk seal, Australian sea lions, New Zealand fur seals and species in the Southern Ocean.
Source: Debris in the World's Oceans, Greenpeace Report | <urn:uuid:a73035f7-f95d-44f3-92d2-34cc42f2bfbd> | CC-MAIN-2017-13 | http://kab.org.au/wp-content/uploads/2012/06/4.-Marine-Debris-Impacts-on-Marine-Animals-and-Wildlife.pdf | 2017-03-27T10:35:57Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00368-ip-10-233-31-227.ec2.internal.warc.gz | 196,886,590 | 720 | eng_Latn | eng_Latn | 0.986064 | eng_Latn | 0.989646 | [
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2016-2017 Harmony School of Excellence- District Wellness Policy
Harmony Public Schools - Houston School of Excellence District shall follow nutrition guidelines that advance student health and reduce childhood obesity and shall promote the general wellness of all students through nutrition education, physical activity, and other school based activities.
Nutrition Education
The school shall implement, in accordance with law, a coordinated health program with nutrition education component and shall use health course curriculum that emphasizes the importance of proper nutrition.
In addition, the district establishes the following goals for nutrition education.
1- Students will receive nutrition education that fosters the adoption and maintenance of healthy eating behaviors.
2- Nutrition education will be a district wide priority and will be integrated into other areas of the curriculum, as appropriate.
3- Staff responsible for nutrition education will be adequately prepared and will participate in professional development activities to effectively deliver the program as planned.
4- The Child Nutrition staff, teachers, and other school personnel will coordinate the promotion of nutrition messages in the cafeteria, the classroom, and other appropriate settings.
5- Educational nutrition information will be shared with families and the general public to positively influence the health of students and community members.
Physical Activity
The district shall implement, in accordance with law, a coordinated health program with physical education and physical activity components and shall offer at least the required amount of physical activity for all grades.
In addition, the district establishes the following goals for physical activity:
1- The district will provide an environment that fosters safe and enjoyable fitness activities for all students, including those who are not participating in competitive sports.
2. Physical education classes will regularly emphasize moderate to vigorous activity.
3. The district will encourage teachers to integrate physical activity into the academic curriculum where appropriate.
4. The district will encourage parents to support their children's participation, to be active role models, and to include physical activity in family events.
School Based Activities
The district shall create an environment conducive to healthy eating and physical activity through implementation of the following policies.
- Students shall be allowed sufficient time to eat meals.
- The lunchroom facilities shall be safe, clean, and visually promote a message of healthy eating and wellness.
- Students shall have access to free potable water during mealtimes. The water may be provided through water fountains inside or directly adjacent to the cafeteria, water dispenser, or water pitcher and cups.
- Nutrition and physical activity shall be promoted to students and their families at suitable school sponsored events.
Nutrition Guidelines for All Foods Available
The nutrition guidelines for foods served by the district during the school day shall be adequate to advance students health and reduce childhood obesity and shall meet or exceed federal regulations and guidance, and that all foods available on each campus are in accordance with Texas Department of Agriculture policy and school‐established standards.
Fundraising Days
Exempt Days:
TDA policy allow for 6 days per school year for fundraising events that are exempt from the USDA Smart Snack Guidelines. These 6 days will be designated independently by the school principals and published in the school website.
1. October 21 &28, 2016
2. December 16, 2016
3. March 10, 2017
4. April 13, 2017
5. May 25, 2017
Fundraising Events Other Than Exempt Days:
Fundraising events other than exempt days must be in compliance with USDA Smart Snack Guidelines and Texas Department of Agriculture regulations. The dates for non-exempt fundraising events will be designated by school principals. These non-exempt fundraising events may occur one Friday per month from September to May.
Guidelines for Reimbursable Meals
The district shall ensure that nutrition guidelines for reimbursable school meals shall be at least as restrictive as federal regulations and guidance and that all foods available on each campus are in accordance with the Texas Department of Agriculture regulations.
Negative Balance Policy
All students in the district are allowed to carry a negative balance up to $10 in their lunch and breakfast accounts. Until each student reaches that dollar amount, he or she will continue to get regular lunch and breakfast service.
Measuring Implementation
The Superintendent or designee shall oversee the implementation of this policy and shall develop administrative procedures for periodically measuring the implementation of the wellness policy. The Wellness Committee will conduct a yearly review of implementation, with the results published on the schools' websites.
Revisions and Updating the Policy
The District Health Committee will update or modify the district wellness policy based on the results of the annual progress reports and triennial assessments, and/or as district policies and priorities change; community needs change; wellness goals are met; and new Federal or State guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years, following the triennial assessment.
Committee Members
The district shall also seek to involve parents, students, representatives of the school food authority, the Board, administrators, physical education teachers, school health professionals, and the public in the continued development and implementation of this school wellness policy.
2015-16 LOCAL WELLNESS POLICY END OF YEAR REVIEW MEETING
Meeting Minutes
Campus Name: 101858-001 HARMONY SCHOOL OF EXCELLENCE-HOUSTON
Date: 05/27/2016
ASSESSMENT OF LOCAL WELLNESS POLICY 2015-16
o District provided Boosterthon Fun Run activity that images a program wrapping Fitness, Leadership, and Character together in an unforgettable experience tailored for our school's campus.
o "Girls on the Run" activity was used to inspire and motivate girls, encourage lifelong health and fitness, and build confidence through accomplishment.
o Schools took K-5 grades outside for recess after lunch.
o The lunchroom facilities were safe, clean and visually promoted a message of healthy eating.
o Nutrition and physical activity was promoted to students and their families at suitable school sponsored events.
o District implemented 6 exempt fundraising days.
o Fundraising events other than exempt days were in compliance with USDA Smart Snack Guidelines and Texas Department of Agriculture regulations.
o The district ensured that guidelines for Reimbursable Meals were met.
o Negative balance policy worked very well district wide.
o The nutrition guidelines for foods served by district during the school day were adequate to advance student health and reduce childhood obesity, and met or exceeded federal regulations and guidance. All foods available on each campus were in accordance with Texas Department of Agriculture policy and schoolestablished standard.
GOALS FOR 2016-2017
o Invite a medical professional to speak with students about healthy lifestyle.
o Host a nutrition festival and art contest.
o PE Teachers shall instruct students about healthy eating habits. They will also do more physical activity.
o Advertise National Breakfast and Lunch Program in schools to increase participation.
o E-mail teachers to encourage them to incorporate physical activity into classroom time.
o Check smart snacks for future fundraising events.
o Use the School Bucks Program to bring down student meal balances.
o Communicate with Caterer for their best service.
o Parents will be informed about the school wellness policy by using school websites and Wednesday mails. | <urn:uuid:87e8ef2a-3ddc-4cbf-a3e3-dd30c09e121f> | CC-MAIN-2017-13 | https://hsehouston.org/webshare/web/wellness_policy.pdf | 2017-03-27T10:39:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00365-ip-10-233-31-227.ec2.internal.warc.gz | 814,876,505 | 1,436 | eng_Latn | eng_Latn | 0.992592 | eng_Latn | 0.995348 | [
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From Wikipedia, the free encyclopedia
Pig farming is the raising and breeding of domestic pigs. It is a branch of animal husbandry. Pigs are raised principally as food (e.g. pork, bacon, gammon) and sometimes for their skin.
Pigs are amenable to many different styles of farming. Intensive commercial units, commercial free range enterprises, extensive farming - being allowed to wander around a village, town or city, or tethered in a simple shelter or kept in a pen outside the owners house. Historically pigs were kept in small numbers and were closely associated with the residence of the owner, or in the same village or town. [1] They were valued as a source of meat, fat and for the ability to turn inedible food into meat, and often fed household food waste if kept on a homestead. Pigs have been farmed to dispose of municipal garbage on a large scale. [2]
All these forms of pig farm are in use today. In developed nations, commercial farms house thousands of pigs in climate-controlled buildings. [3] Pigs are a popular form of livestock, with more than one billion pigs killed each year worldwide, 100 million of them in the USA. The majority of pigs are used for human food but also supply skin, fat and other materials for use as clothing, ingredients for processed foods, [4] cosmetics [5] and other and medical use. [6]
The activities on a pig farm depend on the husbandry style of the farmer, and range from very little intervention (as when pigs are allowed to roam villages or towns and dispose of garbage) to intensive systems where the pigs are contained in a building for the majority of their lives. Each pig farm will tend to adapt to the local conditions and food supplies and fit their practices to their specific situation.
The following factors can influence the type of pig farms in any given region:
Available food supply suitable for pigs
The ability to deal with manure or other outputs from the pig operation
Local beliefs or traditions, including religion
The breed or type of pig available to the farm
Local diseases or conditions that affect pig growth or fecundity
Local requirements, including government zoning and/or land use laws
Local and global market conditions and demand
Traditional farming styles and methods
Pigs on a farm
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1 Use as food
2 Production and trade
3 Relationship between handlers and pigs
3.1 Negative interactions
3.2 Positive interactions
4 Pig farming terminology
4.1 Pigs for slaughter
4.2 Groups
4.3 Pig parts
4.4 Biology
4.5 Housing
5 See also
6 References
Almost all of the pig can be used as food. Preparations of pig parts into specialties include: sausage, bacon, gammon, ham, skin into pork scratchings, feet into trotters, head into a meat jelly called head cheese (brawn), and consumption of the liver, chitterlings and blood(blood pudding or black pudding).
Pigs are farmed in many countries, though the main consuming countries are in Asia, meaning there is a significant international and even intercontinental trade in live and slaughtered pigs. Despite having the world's largest herd, China is a net importer of pigs, and has been increasing its imports during its economic development. The largest exporters of pigs are the United States, European Union, and Canada. As an example, more than half of Canadian production (22.8 million pigs) in 2008 was exported, going to 143 countries. [7] Older pigs will consume eleven to nineteen litres (three to five gallons) of water per day. [8]
The way in which a stockperson interacts with pigs affects animal welfare which in some circumstances can correlate with production measures. Many routine interactions can cause fear, which can result in stress and decreased production.
There are various methods of handling pigs which can be separated into those which lead to positive or negative reactions by the animals. These
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reactions are based on how the pigs interpret a handler's behavior.
Negative interactions
```
Source: UN Food & Agriculture Organisation (FAO) (http://faostat3.fao.org/home/E)
```
Many negative interactions with pigs arise from stockpeople dealing with large numbers of pigs. Because of this, many handlers can become complacent about animal welfare and fail to ensure positive interactions with pigs. Negative interactions include overly-heavy tactile interactions (slaps, punches, kicks and bites), the use of electric goads and fast movements. These can result in fear in the animals, which can develop into stress. Overly-heavy tactile interactions can cause increased basal cortisol levels (a "stress" hormone). [9] Negative interactions that cause fear mean the escape reactions of the pigs can be extremely vigorous, thereby risking injury to both stock and handlers. Stress can result in immunosuppression, [10] leading to an increased susceptibility to disease. Studies have shown that these negative handling techniques result in an overall reduction in growth rates of pigs.
Positive interactions
Various interactions can be considered either positive or neutral. Neutral interactions are considered positive because, in conjunction with positive interactions, they contribute to an overall non-negative relationship between a stockperson and the stock. Pigs are often fearful of fast movements. When entering a pen, it is good practice for a stockperson to enter with slow and deliberate movements. These minimize fear and therefore reduce stress. Pigs are very curious animals. Allowing the pigs to approach and smell whilst patting or resting a hand on the pig's back are examples of positive behavior. Pigs also respond positively to verbal interaction. Minimising fear of humans allow handlers to perform husbandry practices in a safer and more efficient manner. By reducing stress, stock are more comfortable to feed when near handlers, resulting in increased productivity. [11]
Prohand for pigs is a training program that teaches handlers to interact with pigs in a way that promotes safe handling. It promotes the development of positive behaviors and elimination of negative behaviors. This program has been seen to improve productivity without any capital investment. [12]
Pigs are extensively farmed, and therefore the terminology is well developed:
Pig, hog or swine, the species as a whole, or any member of it. The singular of "swine" is the same as the plural.
Shoat, piglet or (where the species is called "hog") pig, unweaned young pig, or any immature pig.
Sucker, a pig between birth and weaning.
Weaner, a young pig recently separated from the sow.
Runt, an unusually small and weak piglet, often one in a litter.
Boar or hog, male pig of breeding age.
Barrow, male pig castrated before puberty.
Stag, male pig castrated later in life (an older boar after castration).
Gilt, young female not yet mated, or not yet farrowed, or after only one litter (depending on local usage). [13]
Sow, breeding female, or female after first or second litter.
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Pigs for slaughter
Suckling pig, a piglet slaughtered for its tender meat.
Feeder pig, a weaned gilt or barrow weighing between 18 kg (40 lb) and 37 kg (82 lb) at 6 to 8 weeks of age that is sold to be finished for slaughter.
Porker, market pig between 30 kg (66 lb) and about 54 kg (119 lb) dressed weight.
Baconer, a market pig between 65 kg (143 lb) and 80 kg (180 lb) dressed weight. The maximum weight can vary between processors.
Grower, a pig between weaning and sale or transfer to the breeding herd, sold for slaughter or killed for rations.
Finisher, a grower pig over 70 kg (150 lb) liveweight.
Butcher hog, a pig of approximately 100 kg (220 lb), ready for the market. In some market (Italy) the final weight of butcher pig is in the 180 kg (400 lb) range. This to have hind legs suitable to produce cured ham.
Backfatter, cull breeding pig sold for meat; usually refers specifically to a cull sow, but is sometimes used in reference to boars.
Groups
Herd, a group of pigs, or all the pigs on a farm or in a region.
Sounder, a small group of pigs (or wild boar) foraging in woodland
Pig parts
Trotters, the hooves of pigs (they have four hoofed toes, walking mainly on the larger central two).
Biology
In pig, pregnant.
Farrowing, giving birth.
Hogging, a sow when on heat (during estrus).
Housing
Sty, a small pig-house, usually with an outdoor run or a pig confinement.
Pig-shed, a larger pig-house.
Ark, a low semi circular field-shelter for pigs
Curtain-barn, a long, open building with curtains on the long sides of the barn. This increases ventilation on hot, humid summer days.
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Pig slaughter
List of pig breeds
Domestic pig
Extensive farming
Factory farming
Intensive farming
Exotic pet
Miniature pig
Flisser, Ana; Ganaba, Rasmané; Praet, Nicolas; Carabin, Hélène; Millogo, Athanase; Tarnagda, Zékiba; Dorny, Pierre; Hounton, Sennen; Sow, Adama; Nitiéma, Pascal; Cowan, Linda D. (2011). "Factors Associated with the Prevalence of Circulating Antigens to Porcine Cysticercosis in Three Villages of Burkina Faso". PLoS Neglected Tropical Diseases. 5 (1): e927. doi:10.1371/journal.pntd.0000927. PMC 3014946 . PMID 21245913. 1.
https://archive.org/stream/collectiondispos00morsrich/collectiondispos00morsrich_djvu.txt 2.
http://swine.missouri.edu/facilities/PIH-11.PDF 3.
http://www.motherearthnews.com/real-food/seasonal-recipes/cooking-with-lard-zmgz12djzkon.aspx 4.
http://cosmeticsinfo.org/ingredient/lard 5.
http://www.purdue.edu/uns/html4ever/0002.Badylak.SIS.html 6.
http://www.canadapork.com/en/industry-information/canadian-pork-exports 7.
http://www.ncsu.edu/project/swine_extension/healthyhogs/book1995/almond.htm 8.
.
Hemsworth, P.H (2003). "Human–animal interactions in livestock production". Applied Animal Behaviour Science 81 (3): 185–98. doi:10.1016/S0168-1591(02)00280-0. 9.
Hemsworth PH, Coleman GJ, Barnett JL, Borg S (2000). "Relationships between human-animal interactions and productivity of commercial dairy cows". Journal of Animal Science. 78 (11): 2821–31. PMID 11063304. 10.
Hemsworth, P.H.; Price, E.O.; Borgwardt, R. (1996). "Behavioural responses of domestic pigs and cattle to humans and novel stimuli". Applied Animal Behaviour Science. 50 (1): 43–56. doi:10.1016/0168-1591(96)01067-2. 11.
http://www.animalwelfare.net.au/~awsc/sites/default/files/Brochure%20Prohand%20Pigs.pdf 12.
Swine Study Guide (http://ucce.ucdavis.edu/files/filelibrary/1385/2027.PDF) from UC Davis 13.
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Categories: Pig farming
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1/3/2017 2:31 PM
Taboo meat
Iron Age pig | <urn:uuid:e71c954e-0c4b-431c-832f-f57b69ee425d> | CC-MAIN-2017-13 | http://ps-survival.com/PS/Farming/Pig_Farming-2017.pdf | 2017-03-27T10:42:44Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00368-ip-10-233-31-227.ec2.internal.warc.gz | 293,390,464 | 2,645 | eng_Latn | eng_Latn | 0.932858 | eng_Latn | 0.994463 | [
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RoboCupJunior 2012 Dance Interview Score Sheet
Team name………………………………………….. Secondary/Primary Judges Initials…………………
Robot Design & Construction: The appearance and construction of the robot shows… (13 marks)
Robots are designed and constructed by the students as opposed to using standard kits
Commercial robot (eg. AIBO) = 0; Commercial kit (eg. LEGO) = 1‐2; Using existing instructions = 3; Own design and hand‐built = 4‐5.
Note: Significant mentor involvement will cause points reduction.
/5
Gearing, linkages, pivots, motors (other non‐basic features) are used in design and drive mechanisms
Reward design forcomplexity IF it aids robot movement.
/5
Reliable and robust construction and problems of robot balance have been addressed
(eg. What have you done to prevent your robot(s) from falling over or breaking if they fall?, How did you stop x from becoming
loose during the performance? Have you taken risks with the construction? etc.)
/3
Sub‐Total /13
Programming (12 marks) Teams must bring a printed copy of all programs used to the technical interview
Students can explain, describe and understand their program thoroughly
(eg. What does this section of program tell the robot to do? If I changed this part/instruction to become x, what effect would that
have on the robot?)
/4
They are able to explain connections between the program and music selected
(eg: How do you get your robot to synchronize to music ? If your robot(s) performs in a Theatre style, how is the robot
programming related to the music? Limited programming so that robot is vaguely in time with music = 1; Robot programmed in
full sync. with the music/performance = 3.)
/3
Complex, innovative or original programming used appropriate to age and level of expertise
(eg. Simple commands = 1; Use of jumps/lands, loops, nested sections, creation of own icons or sequences = 2‐3; Use of multiple
languages/assembleranduse of interrupts = 4, innovative programming = 5)
/5
Sub‐Total /12
Electronics Hardware & Devices: Boards, Sensors & Other Technologies… (14 marks)
Understanding of electronics used and design and construction of own electronics
Use of kits such as NXT but understanding of its operation (inputs, outputs, power, memory and processor etc.) = 1‐2; Some home
built circuitry used alongside kits = 2; Teams build owns board and can describe their operation = 3. What is the function of each
board? How are the voltages regulated? How are motor speed/direction controlled (hardware)? What type of batteries are used?
/3
Effective use of sensors that aid the performance
(eg. What types of sensors are on the robot? How do they function? How does the robot know its direction? Is the robot
programmed to respond to sensors? Are sensors used to trigger next part of performance. How is the robot programmed to keep within the stage boundaries? How did the robot avoid obstacles or another robot? How effective are the sensors used? How did
you place your sensors? Did you encounter interference when the sensors were used? etc.)
/5
Innovative use of other technologies to aid performance
(e.g. communication between robots (using IR, Ultrasonic waves or other means) to trigger events, keeping in sync with other robots, novel use of technologies such as RFID, digital camera, built‐in timer to monitor duration of performance, construction and
control of non‐kitservo motors/sensors, etc.)
/6
Sub‐Total /14
Team Work and Evidence of Authenticity (6 marks)
Evidence of authenticity and evolution
Teams should bring the A4 summary sheet to the interview to provide a general summary of their robots plus documentation including photographs of different stages of development. Logbook, journal, photographic record or similar documents should be
presented to convey ideas tried and discarded, progressive evolution of students' design and original ideas.
/3
They shared the work and collaborated as a team
(eg: How did you work as a team? Share the tasks? How did you make decisions? How many were really active in
building/programming the robot? How did they solve problems as a team? Did they have sub‐teams? Ask how the team has
managed to complete multiple tasks. Did they get any help/support from adults or/and friends? If yes, ask what/how.)
/3
Sub‐Total
/6
Note:Significant mentor involvement will cause points reduction.
Keep this team in mind for an award for:
Programming Construction Use of Sensors
Choreography Costume
Entertainment Value
Electronics
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SNOW RURAL COMMUNITY DEVELOPMENT ORGANIZATION (SRCDO) ORGANIZATION INFORMATION
Vision Empowering the local communities to promote health, literacy, sustainable agriculture, peace awareness and conflict resolution and environmental conservation. Mission To merge efforts aiming at increasing education access at all levels, poverty alleviation, sustainable agricultural practices, prevention of violence and conserving the nature around the community.
HISTORY
Snow Rural Community Development is a Community Based Organization that was started by Bwamwithaghe Moses in 2006 after realizing that Kasese communities have remained poor due to poor health, illiteracy, environmental degradation, poor agricultural practices and political conflicts. Bwamwithaghe with other community members started the organization with a vision of empowering the local communities to promote health, education, environmental conservation, practicing sustainable agriculture and peace building. The organization is currently operating in 3 Subcounties of Kyondo, Kisinga and Kyarumba in Kasese district. Its offices are located in Kagando Parish, Kisinga Subcounty, Kasese District.
With funding from the Us Embassy in Uganda, the organization supplied 120 mature goats to People living with HIV/AIDS, orphans and vulnerable children. The organization raise funds for implementing its programs internally through membership subscriptions, sale of coffee, cocoa and assorted and grafted trees seedlings. The organization is also involved in maize growing on a large scale which they sell and raise funds to support program implementation.
PROGRAMS
HIV/AIDS – the organization is involved in awareness and prevention activities in the local community. It conducts counseling for people living with HIV/AIDS and links them to health facilities for treatment and other support services.
Education – The organization provides scholastic materials to orphans and children with special needs. It also supports out of school females youth with training in making hand crafts for sale.
Health under this program the organization implements activities under reproductive health, water and sanitation and Malaria prevention.
Small business development under this program the organization is implementing 3 projects:
Bee keeping - The organization has established 69 bee hives producing honey for medicine of people living with HIV/AIDS and the surplus is sold to the rest of the community members for income generation.
Nursery bed - seedlings for coffee, grafted mangoes, oranges, cocoa, acacia, and greveria are raised and sold to the community at subsidized prices. Communities are planting the seedlings to conserve the environment.
Village savings and credit Associations (VSLAs) – The organizations members are involved in savings and revolving fund among themselves. The savings are borrowed as loans and are used to establish small businesses to eradicate poverty.
CHALLENGES
Low man power. There is high demand for the services offered by the organization in the community. The organization is sometimes not able to respond to the demand due to low numbers in staff to implement the day to day activities.
Limited funding sources. This affects the implementation of some activities as planned. The organization need to be supported to research and access information about potential donors.
Limited skill in planning and implementation The organization staff and volunteers lack skills in planning and implementation of projects.
Limited skills in resource mobilization. The Board and staff lack adequate skills in resource mobilization, fundraising techniques and grant writing. If acquired, the organization can be in position to acquire more external funding and be able to implement activities effectively.
ACHIEVMENTS
Different trainings were carried out to the target group as a strategy to empower them with relevant knowledge in the respective fields of health, agriculture, nature conservation, economic empowerment among others.
The organization mobilized the youth in the sub counties of Kyondo and Kyarumba to form 4 groups with a membership of 50 youth each. The youth groups were supported with balls to engage them in sports after school to protect them from engaging in drug abuse and other negative peer pressures. The sports bring the youth together and create a platform for them to be involved in development initiatives.
69 bee hives were supplied to the farmers among who were the youth to create a sustainable income to the community and the organization as well .These apiaries acts as model places and are also used for learning purposes.
These model farmers only bring a commission to the organization after sale of the honey each season for project sustainability support.
The organization supplied maize seeds and fertilizers to 42 farmers after being trained in agro and post-harvest handling practices of maize. The farms of the 42 farmers were used as demonstrations of good agro and post-harvest handling practices which other farmers learnt from. The yields were good and the 42 farmers paid a commission of the sales to the organization for the project sustainability. The farmers have continued to apply the good practices of
maize planting and harvesting.
The organization established three nursery beds in which it raises grafted mangoes, oranges, coffee seedlings, cocoa and acacia .These have high demand in the community and are availed to them at subsidized prices. The income from the nursery beds has helped the organization to manage some of its expenses such as payment of staff salaries, transport, purchase of stationary, payment of office rent and facilitating extension services on a local basis among others.
11 orphans were supported with scholastic materials.
50 people living with HIV/AIDS and 70 orphans and vulnerable each received a mature goat through a grant from the American Embassy in Uganda. Some goats multiplied and the kids were passed on to other organization members. The organization has so far linked 50 people living with HIV/AIDS to the neighboring health facilities to get medical support. The 50 people are now accessing ARV treatment.
The organization has strengthened its corporation with other local development partners like Kasese District Development Network, Alpha Women Empowerment Initiative and Kasese District community Development office. This local linkage helps in experience and information sharing which eventually leads to efficient implementation and thus causing development to the community. | <urn:uuid:7751ff0c-c07b-4669-989f-beffa3c9695b> | CC-MAIN-2017-13 | http://internationalcommunitydevelopment.org/sites/default/files/how_we_do_it/SNOW_RURAL_COMMUNITY_DEVELOPMENT_ORGANIZATION.pdf | 2017-03-27T10:43:44Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00366-ip-10-233-31-227.ec2.internal.warc.gz | 183,969,368 | 1,194 | eng_Latn | eng_Latn | 0.994824 | eng_Latn | 0.996875 | [
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PART ONE The Globalization of Nature
The Causes and Consequences of Biological Invasions
CHAPTER 1
From Endemic to Generic
Feral Pigs and the Destruction of Hawaii's Native Forests
The hallways of Los Angeles International Airport are lined with posters— offering glimpses of faraway places—Bangkok, Kathmandu, Paris—each billed as uniquely exotic. I was rushing to catch an 8:30 flight to Honolulu when one of the destination posters caught my eye. It showed a lush ravine lined with flowering trees and shrubs, with a series of knife-edged ridges in the distance. Hawai'i. An exotic destination if there ever was one.
Or, more properly, an alien destination. It is unlikely that anything in that poster was native to the islands. The showiest of the flowering trees were African tuliptrees. The understory was mostly Indian kahili ginger. I was headed for a place that was largely no longer itself.
When the first Polynesian explorers arrived in the Hawaiian Islands about sixteen hundred years ago, upwards of 90 percent of the species they encountered were found nowhere else. This high level of endemism—the quality of belonging or being unique to a particular place—arguably made the islands the most biologically distinct place on the planet. These first Hawaiians converted some of the native lowland ecosystems to agriculture and caused the extinction of a number of species endemic to those habitats. However, because these people brought relatively few nonnative species with them on their 2,400-mile canoe voyage, the damage they did to Hawaii's native ecosystems was mostly limited to the lowland areas where they lived and farmed. (One notable exception is that a number of upland species of flightless birds were driven to extinction at least in part through overhunting.) Their impacts were not substantially different from those of any other agricultural people who settled a place where farming did not pre
viously dominate the landscape: they cleared land, hunted animals, and gathered plants. Beyond the margins of their fields, Hawai'i remained largely Hawaiian.
The wholesale transformation of the undeveloped Hawaiian landscape gained speed only in the nineteenth century, when European explorers and settlers began to introduce one species after another to the islands in an attempt to make what they saw as a strangely depauperate and seemingly fragile environment a little more bountiful and robust. The response of the ecosystem to this constant influx of nonnative species made apparent some of the fundamental differences between an isolated island ecosystem such as Hawai'i and a continental system elsewhere in the world. The islands' ecological history created an inherent vulnerability to invasion by introduced species. Subsequent human-induced degradation further promoted the eventual devastation of the islands' native communities by invaders. Species by species and acre by acre, native Hawai'i has been disappearing since the moment it first appeared on a map.
When I got off the plane in Honolulu, the smell of the breeze across the open-air concourse was instantly familiar. It reminded me of Panama, where I'd lived for two years as a Peace Corps volunteer. Both the feel and the substance of the Hawaiian landscape were generically tropical. Apart from the mountains in the distance, there was nothing within miles to distinguish this from any other coastal city in any other tropical country in the world. Much of Hawai'i—in fact, almost all of the inhabited portion of the state—is now as generic as a strip mall.
Below 2,000 feet elevation, nonnative species overwhelmingly dominate the Hawaiian landscape, and even at higher elevations many native species are losing ground. Overall, nearly 50 percent of the species found in the wild on the islands are introduced. A large and growing portion of the state—in 1999, about half of Hawaii's land area—is no longer a native system that has been invaded by alien species; it is an alien system with a few native hangers-on. This process of transformation is creeping steadily upslope, each year moving a little higher into the remaining native forests.
Though many introduced species are implicated in the conversion of native systems to alien ones, there is a strong consensus among scientists and land managers that feral pigs, more than any other invader, are now responsible for initiating and driving this process further into the state's remaining intact native forests. As direct agents of forest destruction, pigs root up the soil, trample native vegetation, and eat sensitive native species. But their indirect impacts are perhaps even more significant. By creating openings and rooting the soil, pigs open up forests to invasion by disturbance-adapted nonnative species—many of which are transported by the pigs themselves, as seeds in their droppings or in their coats.
I have come to the islands to document the many impacts of pigs on native forests, both directly and through the self-promoting complex of alien species that accompanies them. But I am also here to investigate the cultural and political implications of feral pig management, for this is an issue where the biological and the political are inseparable. Though the technology and the resources to control pigs are readily available, the issue of eradication— even in dedicated natural areas—is highly contentious. Whether any native forest still exists in Hawai'i a century from now depends to a significant degree on how feral pigs are managed over the next couple of decades.
A Refuge for Native Hawai'i
It takes at least a full day to hike into Kipahulu Valley. The mountains and cliffs that ring this valley in the highlands of eastern Maui comprise some of the most difficult terrain on the islands, and no public trails lead in from the outside world. But very few people have ever gone in on foot anyway. Kipahulu is a closed scientific reserve, and those with permission to enter generally do so via helicopter. Such rugged terrain has kept out more than just hikers and explorers. In this section of Haleakala National Park is some of the highest-quality forest remaining in Hawai'i—a forest where virtually everything is native, and almost all the historically recorded species still survive. This valley is the kind of place that has earned Hawai'i a reputation among conservationists as one of the most beautiful and most unusual places on Earth.
But no place in Hawai'i—not even Kipahulu—is entirely safe from invasion by nonnative species. The valley is crisscrossed by fences and laced with snares, the tools of a pig eradication campaign that began in the 1980s and that keeps the valley pig-free today. Even so, nearly a half century of pig presence prior to the eradication campaign allowed a number of nonnative plants to make inroads into the native vegetation, and the most frequent visitors to the valley today are Park Service weed control crews. It would now take, at most, only a decade or two of inattention even for Kipahulu, one of Hawaii's most pristine places, to fall into irreversible degradation.
Kipahulu's first systematic exploration came in 1945, when a pair of Park Service rangers ventured over from the Haleakala Crater to investigate the possibility of incorporating the valley into Haleakala National Park (at that time known as Hawai'i National Park). Chief Ranger Gunnar Fagerlund and Ranger-in-Charge Frank Hjort hacked through thickets of uluhe fern and
FPO Slide @ 317%
The Kipahulu Valley is one of the most isolated and pristine ecosystems left in the Hawaiian Islands. (Steve Anderson)
worked their way around cliffs on a five-day hike down to the coast. The forest was so dense and the terrain so rugged that even these experienced outdoorsmen covered only a mile or two a day. They reported seeing pigs just over the ridge from Haleakala Crater, but pig sign disappeared as they moved down into the valley. The valley was essentially free of alien plants all the way down to about 1,800 feet elevation. Fagerlund and Hjort described the valley as an ideal example of untouched "virgin wilderness" and strongly recommended that it be protected.
For the next twenty-two years, Kipahulu disappeared from the map. An occasional hiker might have ventured over the rim of the valley from Haleakala Crater and pig hunters probably worked the lower elevations, but there is little chance that anyone set foot in the heart of the valley until 1967, when a scientific expedition sponsored by The Nature Conservancy spent a month documenting the valley's biological richness. The 1967 expedition found that, unfortunately, while human attention was turned elsewhere, nonnative animals had been moving in from above and below. From the 7,350-foot-high valley rim down to about 6,300 feet elevation, the landscape showed serious pig and goat damage, and alien plant species were establishing and spreading wherever rooting and browsing were most severe. At the bottom of the valley, the upper limit of heavy pig activity had moved from 1,800 feet to 2,500 feet. And perhaps most significant, pigs were present even at the valley's once-pristine core. Though the expedition's report noted that pig disturbance in the central valley "appears to be minimal as yet," it emphasized in its recommendations that "immediate steps should be taken to reduce or eliminate the wild pig population. . . . Their damage to the vegetation is insidious but serious, and has in addition led to the establishment and spread of exotic plants in the valley."
The 1967 report provided the impetus for The Nature Conservancy to purchase a portion of the valley and transfer it that same year to Haleakala National Park. (The state of Hawai'i transferred ownership of the remainder of the valley to the Park Service in 1974.) The Park Service's initial management strategy was simply to designate the area as a closed scientific reserve and allow no public access whatsoever. However, reports from park rangers of serious weed infestations along the route of the main 1967 trail prompted the Park Service to send a small expedition into the valley in 1976 to ascertain whether human disturbance had opened up the area to invasion by alien plants. The 1976 expedition found that weeds had indeed spread significantly in some areas and that lower section of the 1967 trail—from about 3,500 feet elevation downward—was dramatically degraded. But the human impact of the earlier expedition was not responsible for the difference at lower elevations. Pig sign was everywhere in the area below 3,500 feet, and what had been mostly intact forest understory in 1967 was now a vast pig wallow. "It is impossible to determine what the effects of the 1967 expedition were in this area," the report stated, for "any effects have long since been masked by the effects of pigs."
The members of the 1976 expedition were worried not only by the presence of pigs but also by the spread of the strawberry guava tree into the valley from below. They also highlighted the possibility (confirmed in recent years) that "pigs may play a role in its spread, both in carrying seeds and in removing competing vegetation." Though earlier reports on the status of the valley had mentioned such a connection, the 1976 report was the first to note just how serious a threat the synergistic relationship between pigs and nonnative plants was to the integrity—and even the continued existence— of the native forest ecosystem of Kipahulu. Pigs were not only moving guava and other weeds up into the forest; the weeds were moving the pigs as well, for new infestations of guava trees served as higher-elevation food resources for pigs. "The current situation in the [lower] part of the valley . . . should probably be described as an emergency," the report concluded. In the strongest of language, it then urged that pigs be eliminated completely,
FPO Slide @ 317%
Nonnative feral pigs have devastated many of Hawaii's remaining natural areas. (Jack Jeffrey Photography)
before the pig-driven process of forest transformation degraded the valley beyond hope of recovery.
No action was taken, however, until after a 1982 study assessed pig population levels quantitatively and made explicit the consequences of failing to remove the pigs. Among other likely impacts of continued pig presence, the study predicted that strawberry guava stands would continue to replace native forest, the pool of alien species would increase, and water quality would decline. These concrete data persuaded Congress to provide funding for eliminating pigs, and as the 1982 study neared completion, plans for an eradication campaign began to take shape.
At the same time, the Park Service launched an interdisciplinary research project to document ecological changes in the valley as pigs were eliminated from the ecosystem. The valley was divided into three management units, and all but the lowest reach of the valley (the area already dominated by aliens) was fenced in with hog-proof wire. Permanent transects and study plots were established in the middle and upper reaches of the valley to monitor density and impacts of pigs, as well as the relative proportions of native versus nonnative vegetation as eradication progressed.
Pre-eradication population densities in the valley were 6.0 animals per
square kilometer in the upper (more isolated) unit and 14.3 per square kilometer in the lower unit—both significantly lower than in many other natural areas. The Park Service team maintained an average of nearly 2,000 snares in the field for the forty-five months of the control program, ultimately removing 53 pigs from the upper unit and 175 from the middle unit. By January of 1989, pig populations in both units had dropped to zero.
Four years after the last pig was killed, the Park Service team revisited two of the most heavily damaged study sites (one in the upper unit and one in the lower unit) of those that had been evaluated for pig impacts before control was initiated. In the upper unit site, 60 percent of the forest floor was bare ground and 40 percent was in native vegetation just before pig control. Four years after pig eradication, the forest floor in the upper unit was completely covered in native plants. In the middle unit site, 7 percent of the forest floor was bare ground, 3 percent was covered in native species, and 90 percent in alien grasses (all of which are significantly more tolerant of pig rooting than are native species) before the pig control program was initiated. Four years after pig eradication, 70 percent of the forest floor in the middle unit was covered in native species and 30 percent in alien grasses.
According to Steve Anderson, Haleakala National Park's Natural Resources Program Manager, the difference between areas that showed complete recovery of native vegetation and those that did not was probably related directly to the intensity and duration of pig impacts. In the upper unit, pig invasion was recent enough and of low enough intensity that there remained rhizomes of native pohole ferns in the soil. Though pigs had introduced nonnative Hilo grass even into these most remote sites, the fern rhizomes in the soil allowed native vegetation to resprout and overtop the grass soon after pigs were eradicated. In the lower unit, however, pigs had been present long enough and at high enough densities that significant areas were entirely devoid of native vegetation—even roots and rhizomes— when pig eradication began. As a consequence, nonnative species introduced by pigs were able to establish themselves in persistent pockets throughout the forest.
While the upper unit once again enjoys almost pure native cover, the fate of the lower unit remains uncertain. The difference in recovery between the upper and lower sites suggests that the postinvasion window of opportunity in which full recovery is possible may be quite short and that even relatively low pig densities can have significant effects on native vegetation. In fact, Steve Anderson is convinced that in the long run, there is no such thing as an acceptable pig population density in native Hawaiian forest, for even at very low population levels, pigs will decimate sensitive native plant populations, create disturbed areas in the forest, and bring in invasive weeds. "If you're managing for a full complement of native species," he said, "the only acceptable level is zero."
Much of Kipahulu was cleared of pigs within the window of opportunity that allows for full recovery of native vegetation. But many of Hawaii's other native forests have long since passed the point where the more sensitive native species are likely to recover to anything resembling preinvasion levels. For example, ongoing pig presence at the Big Island's Hakalau Forest National Wildlife Refuge may be driving to extinction the very native bird species and rare plants that the refuge was established to protect. Though this forest is also considered one of Hawaii's most ecologically valuable, the degradation it continues to suffer even under conservation management may prove irreversible. Whether Hakalau survives as a native forest community depends largely on how quickly the refuge is able to follow Haleakala's model and eliminate pigs.
Pigs and Birds in the Hakalau Forest
Jack Jeffrey doesn't like to spend much time in the office. He is a wildlife biologist, and there isn't much of biological interest in the vicinity of the U.S. Fish and Wildlife Service office in Hilo. When we met in the parking lot at 7:00 in the morning to head up to Hakalau Forest National Wildlife Refuge—the 33,000-acre tract of rain forest on the windward side of the Big Island that Jack is charged to protect from pigs, rats, weeds, and a horde of other threats—he didn't waste any time on administrative details. As soon as the rest of the expedition arrived, we jumped in his battered green Fish and Wildlife Service truck and headed up the road toward the refuge.
Hilo is at the center of what was once a major sugar-producing region. The abandoned canefields that stretch for miles out of town are now overgrown with a tangle of nonnative trees and grasses. It is only above the upper reaches of the former agricultural lands—around 2,500 feet elevation—that small native 'ohi'a trees begin to dominate the landscape. Past the old canefields, the road climbs through sparse, lava-strewn 'ohi'a forest for about half an hour, but at about 6,000 feet, native vegetation gives way once again to agricultural lands. The mamane-koa forest that once blanketed the shoulders of Mauna Kea at these upper elevations was destroyed many years ago by cattle, goats, and sheep, and has been maintained as pasture ever since.
We turned off the main road and cut across the pasture to the northwest. It was an hour-long drive on a bumpy gravel track to the Hakalau field station. As we bounced and swerved along the road, Jack generally managed to keep at least one hand on the wheel as he related the natural history of the forest and railed against the pigs that have invaded Hakalau. The two have been intimately linked since long before the refuge was established in 1985, and the continued presence of feral pigs is the single largest threat to the native species—even to the entire natural community—that the refuge is mandated to preserve.
"What is this refuge here for?" Jack demanded. The answer came in the same breath. "It's here for preserving habitat for endangered species," he exclaimed, with a clear emphasis on "endangered." Under this definition, nonnative feral pigs clearly do not qualify as legitimate beneficiaries of refuge management. However, Jack is frustrated by the fact that pig control efforts are proceeding slowly and sporadically and have yet to reach large portions of the refuge. Among Jack's primary responsibilities as refuge biologist (and what I was going to help him with today) are periodic surveys of pig activity at Hakalau. It is a part of his job he fervently wishes he no longer had to do.
We pulled into the field station around midmorning. From the station down to the forest edge, the dirt road wound between young koa trees that volunteers have planted by the thousands across the abandoned pastures that comprise the top portion of the refuge. Getting the trees to survive and establish was initially rather difficult, for open pasture is a much harsher environment than the small forest gaps to which koa seedlings are adapted. With a little experimentation, though, Jack and his colleagues developed a set of techniques that served as a surrogate for the protection that would have been offered by surrounding trees, and survivorship increased dramatically. Now birds are beginning to use the trees, and a few native plants— mostly tree ferns—have taken root in their shade. Over time, the planted koa trees will form a "nurse" environment that will allow the native ecosystem to move upslope into the old pastures. "Plant it, and they will come," Jack said. The strategy appears to be working. Some of the more common native birds have already been sighted in the young koa groves.
The immediate goal of reforestation is simply to begin the restoration of native vegetation on the degraded upper reaches of the refuge. Over the longer term, though, its purpose is more specific and in a sense far more urgent than overall ecosystem restoration: to reconnect the koa-'ohi'a forest in the refuge with the remnant forest of mamane trees further upslope. The goal of such a project is to reestablish an unbroken corridor from mid- to high-elevation forests, for it now appears that the survival of many of the refuge's birds may in the long run depend on access to higher-elevation habitat. While all of Hawaii's common endemic forest birds and five of the island's seven endangered forest birds are found on the refuge, today almost none of the rarer species are found below 4,500 feet. At lower elevations, there are nonnative mosquitoes that carry introduced diseases—avian malaria and avian pox—against which native birds have virtually no resistance. Below this invisible line, bird mortality increases sharply, and the endangered species are the first to go.
But all of this replanting may be too late for the endangered birds. Culex quinquefasciatus, the species of mosquito found on the islands, is distributed across the tropical, subtropical, and warm temperate regions of the world, and there is no biological reason why it can't survive at much higher elevations. Though surveys have so far found few adult mosquitoes in forests above 4,200 feet at Hakalau, incidence of disease is definitely moving upslope. As late as 1977, the Hawai'i creeper was found almost down to 2,600 feet, but in 1995 it was found only above 4,500 feet. Scientists studying avian disease believe that although breeding populations of mosquitoes are now established only at lower elevations, the species is such an efficient vector of avian disease that the small numbers of mosquitoes blown to higher elevations by onshore winds may be enough to infect and kill significant numbers of native birds well above the elevation where mosquitoes currently breed. The replanted koa forest might not establish itself quickly enough to provide mature habitat in time for the birds—especially given the pressures that are driving disease upslope through the refuge.
The most worrisome of these pressures are the habitat changes caused by feral pigs. We parked the truck at what is now the upwardmost edge of the forest and began our hike down into pig territory. For the first hundred yards or so, we followed a fence between a unit with many pigs and one with relatively few. The difference between the two was obvious: On the side of the fence with high pig density, pig sign was everywhere, and there was as much bare ground as grass (most of it nonnative). But on the other side, we had to work our way through and around and under downed logs and tree ferns and thickets of native shrubs. Unlike the highly disturbed tract on the other side of the fence, the matrix of this forest was still largely composed of native species.
Nonetheless, damage in the unit with fewer pigs was everywhere—the signs were simply harder to see. We stopped for lunch in a small clearing left by a downed tree fern-a sure sign of pig presence. The starchy cores of tree fern trunks are a preferred food for pigs, and toppled ferns are a common sight in this forest. Their hollowed trunks are the source of another subtle but catastrophic consequence of pig presence: Once a tree fern's core is eaten out, the trough that remains fills with water and becomes a perfect location
FPO Slide @ 317%
Well-maintained pig-proof fences are an essential component of the management of Hawaiian natural areas. (Jack Jeffrey Photography)
for mosquitoes to lay eggs. Though there is sometimes enough standing water in streambeds at Hakalau for mosquitoes to breed, pigs increase the availability of standing water in the forest. Given the efficiency of even very low densities of mosquitoes at transmitting avian disease, the habitat modifications that pigs cause are at least partially responsible for the fact that there are no endangered native birds below 4,000 feet at Hakalau.
According to Dennis LaPointe, a scientist who studies avian disease at the U.S. Geological Survey Pacific Island Ecosystems Research Center's Kilauea Field Station in Hawai'i Volcanoes National Park, the Hakalau Refuge is courting disaster by focusing its efforts on the top of the refuge. "Pig management should be from the lower boundary up, not from the upper boundary down," he said. No one can be sure how quickly disease will continue to move upslope, but pig disturbance in the lower reaches of the refuge can only make the invasion spread faster. Jack Jeffrey was just as emphatic about the urgency of the pig problem. "Time is of the essence with these birds, and we have to do something soon," he said. "If we don't have the backing of the public and the money to do control work, I see us still killing pigs twenty years from now. And by that time the birds will survive only at the upper reaches of the refuge—if they are still around at all."
Jim Jacobi, another biologist stationed at the Kilauea Field Station,
FPO Slide @ 317%
This native Hawaiian apapane is being bitten by a nonnative Culex mosquito, a species that carries diseases deadly to Hawaii's native birds. (Jack Jeffrey Photography)
agreed. He emphasized that there would be a significant lag time between the elimination of pigs and the disappearance of the breeding grounds they have created, for the cavities created by pig-toppled tree fern trunks may persist for years. "This is a desperate situation," he said, "and we've got to deal with these problems now."
In addition, there may be very little time left to save the critically endangered plants on the Hakalau Refuge. On the way back up to the truck, Jack pointed out a native lily growing high in the cleft of a tree. "Where there are no pigs, that plant is common on the ground," he said. Many of the endangered plants on the refuge are in trouble specifically because pigs find them particularly attractive. One such plant—Cyanea shipmanii, a palmlike understory species—is represented in the wild by only five known mature plants (and a hundred or so seedlings in Hakalau's plant nursery). Constant disturbance and predation by pigs prevents effective reproduction, and it is likely that the natural seed banks for these species are tremendously depleted. Chronic low-level pig impacts are not as dramatic as massive invasion, but for the most sensitive species, the long-term consequences can be equally catastrophic.
After a certain point—and at Hakalau that point may have already been passed—spontaneous recovery of such species becomes unlikely, even after many years of release from pig pressure. For example, the Waikimoi area on Maui was noted in the 1920s for the tremendous numbers of lobeliads (a group of native understory plants) that grew there. When pigs invaded the area some time around midcentury, the lobeliads were probably among the first to suffer significant damage. In 1983, The Nature Conservancy purchased Waikimoi as a nature preserve and promptly began a pig eradication program. But although pigs have been eliminated from most management units and are scarce in the remainder, some species of lobeliads are still rare, as are the native honeycreeper birds that rely on their nectar as a food source. At Hakalau, it is likely that many sensitive plant and animal species have already suffered similar long-term damage.
According to Dick Wass, the refuge manager for Hakalau, it will take at least twelve more years to clear the entire refuge of pigs. "We don't actually have a target date for complete eradication," he said. "We don't want to do this all at once." In the mid-1990s, control efforts were stalled for a year as the refuge wrote a "Feral Ungulate Management Plan" and prepared an Environmental Impact Statement for the plan. In 1998, control was just getting under way once again, but it will be years before lower remote sections of the refuge are even fenced, let alone cleared of pigs. The Fish and Wildlife Service has not developed nearly as much momentum or capacity in feral ungulate control in Hawai'i as has the Park Service, and its lack of experience shows in its reluctance to pursue with single-minded dedication its mandate to protect native species and ecosystems. "I'm really concerned," Jim Jacobi said, "because I don't think Fish and Wildlife has the staff or the money to deal with these problems." The future does not look bright for the birds and plants that Hakalau was established to protect.
The long-term consequences of continued pig impacts at Hakalau have the potential to extend well beyond the loss of native birds and understory plants. Scientific research in Hawai'i is just beginning to expand its emphasis from endangered species preservation to whole-ecosystem conservation, and a major focus of this work will be the impacts of the decline or loss of individual species on overall ecosystem integrity. Although work is in the early stages and no concrete evidence yet exists, it is conceivable that the loss of some key pollinator of a major native tree species could have cascading effects throughout the forest ecosystem. Perhaps most worrisome is that the ecosystemwide effects of the loss of this kind of key species would not be felt until long after it was too late to do anything about it. "If you've frayed the fabric too much," said Maui forester Bob Hobdy, "it falls apart." Where the point of such catastrophic change falls will vary with circumstances, but there is always a point beyond which recovery is not possible. Hakalau may still be a decade or two short of that point. But the longer pigs remain, the
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About half of the state of Hawai'i—the lightly shaded coastal areas on this map—are mostly or completely dominated by alien invasive species. (Hawai'i Natural Heritage Program)
more likely it will be that the forest will enter a long downward spiral of degradation from which there can be no return.
Many places in Hawai'i are already well past this catastrophic point. The Nature Conservancy's base map of Hawaii's remaining native communities leaves about half of the state blank. These are the places where most conservationists have given up, because the native ecosystem has essentially disappeared and any natives that remain are no more than isolated remnants. The conservation community has learned to let the few natives in these places go because, as Alan Holt of The Nature Conservancy put it, "No matter how much money you spent, you could not bring these places back." Places that are past the point of no return are of conservation interest only in that no one wants to see them grow any bigger. They are like a cancer that metastasizes, spitting out invaders into the still-healthy portions of the Hawaiian ecosystem. With dedication and consistent effort, the invaders might be contained indefinitely—but such places are themselves lost.
"The Hawaiian Tropical Paradise"
We could have been driving through the poster I saw at L.A. International Airport. The narrow coast road along windward east Maui was lined with gorgeous tropical foliage and jammed with tourists who should have been keeping a closer eye on the road. The views from this road are the kind that have earned Hawai'i status as a "tropical paradise" in the minds of visitors and residents alike. But like the scene in the airport poster, this paradise is Hawaiian only in the eyes of those who created it. Almost all of what is native to this place is gone. These are the blank places on the map.
Bob Hobdy and I wound our way across one lush tree-lined ravine after another, with mountains rising from the road's edge and ocean reaching out to the horizon. Bob has seen many changes in the island's forests—most of them for the worse—in his years as a forester and a naturalist on the island of Maui. We took a drive along the windward Maui coast on a sunny January afternoon to discuss the impacts of a century of management on the island's forests.
Forestry in Hawai'i began not out of concern for the forests themselves, but rather for the vast quantities of fresh water they provide. In a land of steep slopes and no lakes, forest foliage and root-bound soil are the islands' principal water storage system, holding water like a sponge and releasing it in a steady flow. As early as the late 1800s, agricultural interests began advocating forest protection, and many large private plantations and ranches set aside forested land above their fields in order to ensure an adequate water supply. The territorial government followed suit in 1903 with the creation of a Forest Reserve System, with the intention of maintaining permanent forest cover on territorial lands that were not used for other purposes. By 1939, more than a million acres of reserve land set had been aside, about 150,000 acres of which were on Maui.
While much of the land designated as reserves was still in native forest, significant portions had already been denuded by loggers and ranchers or by feral animals at the time they were incorporated into the system. As a consequence, tree planting was nearly as important an activity of the Division of Forestry as was protection of existing forests. The vast majority of the trees planted, however, were nonnative. In 1908, a massive unexplained dieback of native forest on flat-topped ridges in Maui caused great alarm throughout the islands and fueled the drive to plant nonnative tree species. Prevailing opinion in the early years of the twentieth century was that decline of native forests was inevitable and that replacement with fast-growing, aggressive introduced species was the only way to maintain forest cover. As a consequence, Hawaii's forests did not simply succumb to self-spreading introduced trees; in many cases, they were actively replaced by foresters who believed that just about anything was better than native forest that died inexplicably and left nothing but shrubs and ferns to hold the soil.
But Bob Hobdy is not convinced that the native forests were intrinsically that fragile. While research in the 1970s and 1980s demonstrated that 'ohi'a dieback is in many cases a natural, cyclical phenomenon, Bob suspects that this particular forest dieback may also have coincided with the first largescale invasion of these native 'ohi'a forests by feral pigs. In that case, the real cause of the "Maui forest disease" may have been a catastrophic alteration of basic ecosystem dynamics. In fact, Bob said, chances are good that rooting and compaction by large numbers of pigs could have made the wet soil on flat-topped ridges anoxic (greatly deficient in oxygen), killing tree roots and inhibiting the establishment of seedlings. While large feral mammals were considered vermin and pig control was a part of forest reserve management programs at the time, early foresters did not have the resources to eliminate pigs from the vast areas of forest that they had invaded. Pigs pushed the 'ohi'a into a steep decline, and the loss of native forest became a self-fulfilling prophecy as nonnative trees were brought in.
Bob has witnessed the loss of many thousands of acres of native forest in his years on Maui. He pointed over the mountains toward a remote area on Maui's far east end that he knows well. In the 1970s, he had flown over what had been a near-pristine 'ohi'a forest in that area just after it had been invaded by pigs. "The effect was really catastrophic," Bob said. The pigs had turned the whole place into a mudfield, and today, the entire area is a sea of alien weeds. In this case, the process of conversion to an alien system needed no help from humans. Even though many of the overstory trees survived the initial invasion, the forest ecosystem is on its way out, for the weeds prevent the establishment of native tree seedlings. The remaining mature trees are little more than standing ghosts.
Pigs are implicated in the destruction of native wet forest more often than any other introduced species. What they leave behind is the kind of semifunctional hodge podge of alien species that we drove through for hours along windward east Maui. "That's the stunning thing here," Bob said. "Most places you go in the world, you can find at least some natives mixed in. But here the domination is complete." We pulled off to the side of the road so I could take a few pictures. I asked if there was anything native within view of where we stood. Bob spent a minute surveying the vegetation before he answered. "No," he said slowly. He shook his head as we got back in the truck. This native forest has not simply been altered, he explained. It has been replaced. This is an entirely new ecosystem.
And this is a system that continues to change as more invasive species are introduced. A few miles down the road, we stopped at the Waikamoi Nature Trail, a popular tourist spot known for its 2- and 3-foot-thick eucaFPO Slide @ 317%
In some places, a second wave of even more aggressive invaders is replacing earlier nonnative arrivals. This stand of Australian black wattle trees is being smothered under a carpet of South American banana poka vines. (Hawai'i Division of Forestry and Wildlife)
lyptus trees (an introduced species) that were planted in the 1930s to control erosion. As we walked through the grove, Bob pointed out that there are virtually no young eucalypts taking hold among the thickets of ardisia—a large introduced shrub—that forms the understory along the trail. Ardisia and a handful of other relatively recent introductions appear to be the next wave of dominant invaders in Hawai'i. Since the environment they have invaded—the alien-dominated lowland forest—was itself composed of aggressive nonnative species, the plants that comprise this second stage of invasion are tougher still. Most are short-statured, shade-tolerant plants that in their native habitats are either understory or early successional species. Here in Hawai'i, these invaders tend to form impenetrable 10- to 30-foothigh single-species stands under which almost nothing else will grow. The result is a tangle of undergrowth so aggressive that it allows no overstory. Lowland east Maui may be turning into a forest without trees.
Bob is not optimistic about the future of Hawaii's remaining native forests. "I believe that we have set in motion biological processes over which we have scant control," he said. There are dozens, perhaps hundreds, of introduced plants present in Hawai'i that are waiting for an opportunity to invade a favorable environment and spread explosively. Healthy native forests can resist invasion by all but a handful of these introduced species— but only so long as they are free from nonnative disturbance. Wherever pigs and other introduced mammals incur upon native forest, that forest will suffer drastic losses of sensitive native plants, invasion by alien weeds, and in some cases a drop in native bird populations. Inevitably, that forest will be pushed toward the kind of generic ecological pandemonium that is already the rule in much of what once was Hawai'i.
The Making of a Vulnerable Ecosystem
Are Hawaiian ecosystems uniquely vulnerable to catastrophic change as a consequence of invasion by nonnative species? Do islands suffer from an intrinsic fragility unknown on the mainland? The evidence would seem to indicate that they do—or at least that Hawai'i does. For example, nonnative birds introduced to Hawai'i have successfully established at a much higher rate than is the rule for introductions on continents. While an average of only about 10 percent of continental introductions become naturalized, more than half of the birds introduced to Hawai'i by European settlers have breeding populations on the islands. And the fact that half of the state (including large stretches of uncultivated land) is dominated by nonnative species serves as evidence that introductions to Hawai'i have been remarkably successful.
The most commonly cited reasons for vulnerability to invasion in the Hawaiian ecosystem and in island ecosystems are ecological. For instance, many insular species are not as well defended against predation, disease, and herbivory as are their mainland counterparts, which means invaders are often presented with abundant, easily consumable food resources. (Jack Jeffrey said that from a nonnative feral animal's point of view, Hawaii's forests are "just like a salad bar.") The absence of many kinds of organisms in the native biota of most islands—few or no large predators or herbivores, for example, and few diseases and parasites—provides invaders with unoccupied niches in which to establish and frees them from the competition and predation that otherwise would keep them in check. As was noted in a recent analysis of Hawaii's predicament, "Isolated oceanic islands were predisposed to certain types of human-related invasions because of long isolation from the continual challenge of some of the selective forces that shape continental organisms."
But these sorts of intrinsic ecological factors are not the only reasons for Hawaii's vulnerability to invasion. Some kinds of vulnerability have been induced by the choices people have made about land use in an island ecosystem, and Hawaii's current state is as much a product of its history as of its biology. There are several ways in which human actions have served to exacerbate the intrinsic vulnerability of this isolated ecosystem.
First, Hawai'i was by no means a "pristine" environment when Europeans arrived and began to introduce large numbers of alien species. Polynesian settlers and their descendants had at one point farmed or burned almost all land below 2,000 feet elevation, and this kind of massive disturbance probably made these lands significantly more vulnerable to invasion than the undisturbed ecosystem would have been. In addition, Polynesian hunting pressure had already driven a number of bird species to extinction before European settlement, creating artificially open niches in bird communities that left them more vulnerable to invasion by introduced birds. In short, the fact that some Hawaiian ecosystems were significantly altered by humans for a thousand years before European-induced invasions began may have been just as responsible for the vulnerable condition of the Hawaiian biota as were the evolutionary effects of isolation.
Second, Europeans tended to discount the value and the hardiness of native island species, and as a consequence, the Hawaiian chain has been subjected to an inordinately large number of species introductions in historic times. State agencies and private individuals have brought in more than 80 species of game animals to provide sport in an environment that had almost nothing native that was worth shooting. Plant enthusiasts have imported showy ornamentals from across the tropics, and foresters have planted anything that might conceivably grow, together adding roughly 10,000 alien plant species to the islands' 1,000-species native flora. In the early 1900s, a group of Honolulu residents went so far as to form a club whose sole purpose was to import birds to Hawai'i, bringing in 52 nonnative songbirds over the course of several decades. Perhaps in part because European settlers saw Hawai'i as an empty place waiting to be filled, its native biota is outnumbered by attempted introductions to a degree not often seen in continental ecosystems.
Finally, existing invaders have begun to create opportunities for new invasion that have little to do with the inherent vulnerability to invasion of the original native ecosystem. For example, the spread of feral pigs into native forest has been driven at least in part by the range expansion of strawberry guava and other nonnative food sources such as introduced earthworms. There are dozens of such examples of ecological relationships between nonnative species that have eclipsed the constraints of the original system, where the rate of establishment of new nonnative species is increasingly independent of the characteristics of the native ecosystem. While
Hawaii's vulnerability has its origins in the islands' evolutionary ecology, the process of ecosystem transformation that threatens to destroy what remains of native Hawai'i has taken on a life of its own.
What this all means is that induced vulnerability to invasion may in the long run be at least as significant as intrinsic vulnerability in determining the pace and the path of ecosystem conversion to domination by alien species. As a consequence, continental ecosystems may under some circumstances become just as vulnerable to catastrophic transformation as are island ecosystems. Many different combinations of intrinsic and induced vulnerability can create an opening for the kind of invasion that can trigger a critical shift in some fundamental ecosystem process such as nutrient cycling, food webs, or disturbance regimes, thereby putting a broad spectrum of once-dominant native species at a general competitive disadvantage. This sets up a positive feedback cycle by which nonnative species rapidly take over both the dynamics and the composition of the system.
The Mechanics of Pig Control
While the consequences of this kind of positive feedback are sometimes largely irreversible, in other contexts there is still much harm to be prevented and much restoration that can be done. In any ecosystem—insular or continental—often the most powerful means of preventing or even reversing ecosystem transformation by invasive alien species is to eliminate the forces that fundamentally alter ecosystem processes. In Hawai'i, this above all means eliminating pigs from native forests. Pigs change the rules of the game, forcing native species to compete in a system whose dynamics no longer match those species' evolutionary history. As Alan Holt of The Nature Conservancy of Hawai'i has argued, the Hawaiian ecosystem is durable and viable only if "the fundamental rules don't change too much." Trying to protect native species without first getting rid of pigs and other feral ungulates is like trying to push water uphill—you would do much better to realign the terrain first. Therefore, while combating specific plant invaders is often useful and sometimes quite necessary, weed control alone is not as effective as eliminating the engine that opens up the system and drives in the weeds to begin with.
The technologies for eradicating pigs are well developed. Hawai'i Volcanoes National Park on the Big Island was a pioneer in feral pig eradication, and in the 1980s, the park showed that eliminating pigs was possible even in dense forest and extremely rough terrain. The key to its success was singleminded determination in pursuit of its goal. Beginning in 1980, park personnel fenced off tracts of land, used professional hunters and trained dogs to bring the pig population level down, and then set snares and traps and hunted by helicopter throughout the area to kill the few remaining pigs. Most of the pigs were killed during the first six months of the program, but complete eradication took about three years and required the use of snares and traps.
The extra effort required to kill the last few pigs—and it was a major effort, since the ones that consistently manage to evade hunters are tremendously wary and elusive—was absolutely crucial. Merely keeping pig populations suppressed through sporadic public hunting would have done little for the preservation of the park's sensitive natural areas, for at least 70 percent of a population must be removed each year in order to have any effect on pig numbers. (Between 1930 and 1980, over 11,000 pigs were killed in the park mostly through sporadic hunting, with no appreciable effect on long-term pig numbers.) Even a professional hunting program would have been a waste of both time and money if it had failed make complete eradication its goal. This kind of thorough, systematic approach has been the model for every one of the natural areas in Hawai'i that has been successfully cleared of pigs.
Given the political will, it would be possible to eliminate pigs from most if not all remaining natural areas on the islands within a decade or two. But while some progress is being made, eradication is not happening nearly as fast as it could. The most immediate reason for slow progress is lack of funds. However, the real impediment to eradication is not financial, but social. Pig hunting is of great cultural significance to a small but highly vocal segment of the state's population (some native Hawaiians, others descendants of more recent settlers). In addition, some animal rights groups have in recent years made pig snaring one of their key issues. So long as a significant portion of the population remains sympathetic to the notion that pigs are legitimate residents of native forests or believes that pig presence is preferable to snaring, Hawaii's native species will continue to disappear as pigs degrade the state's remaining natural areas beyond recognition.
Pigs and People
Pigs have been in Hawai'i for almost as long as people have been there. The second wave of Polynesian settlers probably brought pigs with them by canoe when they arrived around the twelfth or thirteenth century. However, the pig that the Polynesians introduced is not the same animal as the one that is destroying forests today. The modern feral pig is descended largely from
European pigs that escaped or were released from hog farming operations over the last few hundred years. While Polynesian pigs were generally rather small and rarely ventured far from the coastal villages where they were raised, their European cousins are much larger and more fecund and move readily into remote areas.
Unfortunately, very few people make any distinction between these two very different animals. They have transferred the cultural significance of the Polynesian pigs onto the mostly European hybrid that has replaced them— the only pig most hunters have ever known. The confusion is compounded by the fact that rural culture in Hawai'i has largely shifted from a subsistence to a cash economy. What is now largely sport is still suffused with the language of need, creating a strong emotional argument that plays well in the popular press. Articles with titles like "Oahu Pig Hunters an Endangered Species" and "As Preservation Efforts Rise, Hunters Fear Own Extinction" are common in Hawai'i newspapers, and any threatened loss of hunting ground is met with vigorous protest.
Many hunting advocates feel that they have already given up too much to a cause whose benefits they do not value. George Martin, a pig hunter on the Big Island, doesn't believe it can be proven that pigs are destroying the forests. The problem, he says, is that scientists have too low a threshold for what constitutes "destruction." He concedes that there is a role for fencing and eradication, but only of very small plots to protect representative samples of rare plants. Fencing pigs out of thousands of acres of forest, George contends, "is wrong." He believes that pigs in fact do a service to the forest by rooting out nonnative species—a contention any scientist will hotly dispute—and that the forest can adapt to pig presence.
The consequences of this culture are manifested in the patchwork of conservation areas and pig management areas that continue to vie for position on the Hawaiian landscape. For example, the two major units of Hakalau Forest National Wildlife Refuge are divided by a tract of state land that is managed specifically for a sustained yield of pigs. Statewide, there is one federal program that provides Hawai'i with funds to manage nonnative game animals and another that pays for fencing and eradication of these same animals, often on adjacent tracts of land. Even on land dedicated to native ecosystem preservation, pig control is sometimes too hesitant to be effective because pig hunters with little knowledge of ecology are allowed to influence decisions about ecological conservation. Until land managers feel they have a local as well as a national mandate to eradicate pigs, only the most creative and persistent among them will be able to muster the resources and the backing to get the job done.
Pig eradication is further complicated by an animal rights campaign that targeted The Nature Conservancy and the state of Hawai'i throughout the early 1990s for their use of snares. People for the Ethical Treatment of Animals (PeTA) launched a letter-writing campaign, picketed The Nature Company and other major corporate donors to the Conservancy, promoted antisnaring legislation in the Hawai'i legislature, and vandalized several Conservancy preserves in Hawai'i. Both the Conservancy and the state were forced to divert significant resources to countering the misinformation that was spread as part of the campaign. Ironically, some hunters joined forces at least temporarily with the animal rights campaign to ban snares. Their combined efforts set back pig control significantly in several natural areas at a time when there was no time to lose.
At the same time, the antisnaring campaign forced the conservation community to articulate the rationale for snaring in particular and for pig control in general, and to find ways to create a larger community of support for native forest protection. The Nature Conservancy took the lead in improving public appreciation for native ecosystems and public understanding of what it takes to protect them, but many other agencies and individuals did outreach work as well. The key was to make abundantly clear what was at stake: the survival of Hawaii's remaining native forests and of many of the species that comprise them.
For most people, the rationale for pig eradication makes sense once they learn something about the ecological consequences of inaction. Virginia Mead, a member of both The Nature Conservancy and PeTA, had initially been opposed to the use of snares, believing that there ought to be alternatives to snaring even in the most remote and rugged sites. "I went to the PeTA-TNC meeting pushing for an end to the snares," she explained. "I came out understanding that removing the snares before a viable alternative is implemented dooms the native animals to a cruel death and the extinction of their species." And Eddie Oliveira, an east Maui native and lifelong pig hunter, recognizes the importance of pig eradication as well. "To preserve our native forests, we need fencing to keep the pigs out," he said. His appreciation for native forests comes from a lifetime spent in the mountains, and the fact that he is on good terms with both the native forest and his human neighbors has done much to advance the cause of conservation in his east Maui community. Hawai'i needs many more like him.
The last time I was in Hawai'i, I stopped in at a small barbershop in the village of Mountainview on the Big Island to get a haircut. The shop was in the front room of a house on the only street in town. I sat down in the chair, and the woman who ran the shop asked me what brought me to town. I told her I was writing a book on the impacts of nonnative species on natural areas and was headed up to Hawai'i Volcanoes National Park to talk with a couple of biologists about pigs. "Oh, those pigs do a lot of damage," she said. And as she cut my hair, she talked about growing up on the island and about the native birds she used to see when she was young.
More than fences, more than snares, more than weed crews, Hawaii's forests depend on people like her. As much as it is driven by ecology, conservation is ultimately a human enterprise. The fight to protect Hawaii's native diversity from pigs and weeds must be won in barbershops and living rooms before it can hope to succeed in the remote valleys and mountains. | <urn:uuid:09122c24-49e1-4a2a-86fe-899aae870b3b> | CC-MAIN-2017-13 | http://www.hear.org/AlienSpeciesInHawaii/articles/noop-c1.pdf | 2017-03-27T10:48:39Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00368-ip-10-233-31-227.ec2.internal.warc.gz | 547,539,261 | 11,458 | eng_Latn | eng_Latn | 0.991139 | eng_Latn | 0.999036 | [
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Tibet Oral History Project
Interview #73 – Lhundup Dorjee (alias) July 4, 2007
The Tibet Oral History Project serves as a repository for the memories, testimonies and opinions of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers.
This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States.
Copyright © 2009 Tibet Oral History Project.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
INTERVIEW SUMMARY SHEET
1. Interview Number:
#73
2. Interviewee:
Lhundup Dorjee (alias)
3. Age:
78
4. Date of Birth:
1929
5. Sex:
Male
6. Birthplace:
Menjay
7. Province:
Utsang
8. Year of leaving Tibet:
1960
9. Date of Interview:
July 4, 2007
10. Place of Interview:
Interviewee’s Residence, New Camp No. 3, Dickey Larsoe Settlement, Bylakuppe, Mysore District, Karnataka, India
11. Length of Interview:
2 hr 33 min
12. Interviewer:
Rebecca Novick
13. Interpreter:
Tsering Dorjee
14. Videographer:
Ronny Novick
15. Translator:
Tenzin Yangchen
Biographical Information:
Lhundup Dorjee describes how his family gave him away in marriage to a woman whose family lived as tenants of Dechen Sangakha Monastery. This family acted as the ngotsap 'representative' of the monastery and performed various functions for it, including collecting butter and grain taxes. Lhundup Dorjee explains the roles played by genpo 'leaders' and ngotsap in collecting taxes on behalf of the government and private estates, in settling disputes, and in looking after villagers' welfare.
Lhundup Dorjee provides an account of increasing Chinese oppression after the occupation of his region, including the tactics the Chinese used to force Tibetans into conducting thamzing 'struggle sessions.' The person subjected to thamzing had his hands tied behind him and was ordered to kneel in front of a huge gathering of people, some who participated in the beating of the accused.
Lhundup Dorjee also describes the difficulties he and hundreds of other fleeing Tibetans faced when they reached Bhutan, including food shortages and death from heat exhaustion. Upon reaching India, he worked on road construction for eight years before moving to Bylakuppe.
Topics Discussed:
Childhood memories, local governance in Tibet, taxes, first appearance of Chinese, life under Chinese rule, Chinese oppression, thamzing, escape experiences, life as a refugee in India.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
Interview #73
Interviewee: Lhundup Dorjee [alias]
Age: 73, Sex: Male
Interviewer: Rebecca Novick
Interview Date: July 4, 2007
[Questions are asked by either interviewer or interpreter. In Interview #73, the interviewer directs questions to the interpreter, who then asks the questions of the interviewee.]
Question: What was his life like growing up in Tibet? Describe the life you led as a child?
Interviewee #73: To tell you my story as a young child, I was born in the village of Menjay in the district of Yamdok Lingzong. When I fled [Tibet] both my parents were alive. We were three sons and four daughters. I had two brothers and three sisters from the same set of parents. A son and a daughter were from my mother's previous marriage. I have not seen their father. The name of the village where I lived was called Menjay.
Q: Please continue.
#73: In those days my father was the genpo 'leader' of the village. My mother worked on the farm. When I was young there were no schools in our region. To tell you the truth, under the old system, except in the bigger towns, there were no schools. There was no school in my village.
However, since my parents were literate, I learned from my parents and also went to graze the animals. I went out to the forest and I also knew how to do field works. I studied a little. One of my older brothers, who was from a different parent, was engaged in practicing the dharma. Another brother, who was two years older than me and from the same set of parents, went to school and continued the leadership in the village. My older brother lived with his wife in our home in Menjay while I was given away in marriage at a village called Zi.
I lived in a different place [later] and I will continue to tell my story from then. In the earlier village where I lived with my parents, we were three sisters and two brothers from the same set of parents. The story about my older brother will unfold as we go along. Before I escaped, he was the leader in the village and the Chinese captured him and he finally passed away while in prison. He was arrested before I made my escape and I heard about his death after I reached here [India].
Q: Which brother was it?
#73: That was my older brother. He was the oldest and living with our parents. I was given away in marriage and he stayed home taking care of the family. Finally, when the Chinese arrived—they treated the leader particularly terribly—along with two others, the three of them were taken to prisons at Lhakhangzong, Dhuwazong and finally to Tsethang. My oldest brother died in the prison at Tsethang. I was sent in marriage to Zi before that happened, so the main part of my story starts from the other village. While I lived in my parents' home, I went to graze the animals and I learned some reading and writing from my parents. That was how I lived when I was younger in my village. I will continue to tell my life story after I arrived at the other village.
Q: He said his father was a group leader and what did that actually mean? Was that like an elected position within the village or was it because he was a natural leader that people turned to him for advice? How did he assume this position, first of all?
#73: We did not have the custom of electing a leader in my village. However, the people followed the tradition of unanimously appointing a person who was capable and reliable as the leader of the village. At times some other person might also be appointed; leaders changed. Most of the time, the people held a meeting and unanimously appointed the best person as their leader. The old custom was to appoint a capable person who could talk to others and listen well. There was no practice of electing a leader by casting votes. It was by unanimous agreement.
Q: Is this how it would work in every village?
#73: Everybody followed the practice of unanimous agreement. Certain villages had permanent genpo. It was not so in my village. An outstanding person might be the leader for a year or two and at times continue [to hold office] for two or three years; he could also be replaced by another person in a year as leader. Whoever it was, his appointment was through unanimous agreement of the people.
Q: His father would arbitrate disputes and things like that?
#73: Whatever disputes took place in a village, the case was first taken to the genpo. He called some of the outstanding members of the village and they tried to reach a verdict. If that did not come about, the case was forwarded to the Lingzong, the district office. If the district office was unable to reach a verdict, the case was further forwarded to the government. That was the system.
Q: Was there any crime in his village?
#73: Murders happened sometimes. When such things occurred, the district office had to be informed, as the local leader could not settle such cases.
Q: He said his story really started when he got to Zi. What happened when he got to Zi?
#73: I married into the family named Dongthon in Zi. The Dongthon family was the tenant of Dechen Sa-ngnakha. The Dechen Sa-ngnakha Monastery was located between Lhasa and Gaden Monastery. They [the Dongthon family] lived on the estate of the monastery. The estate was close to the village of my birth. It was just a mountain pass away. They were the tenants of that monastery. Since the monastery was located far away, the family Dongthon was the local representative of the monastery. The area came under the district of Lhopra Senge Zong. In case of legal matters, they approached the Lhopra Senge Zong, but their leader was the Dechen Sa-ngnakha Monastery.
There were two leaders in the village, a genpo and a ngotsap 'representative.' The ngotsap of the Dechen Sa-ngnakha Monastery was the family [I married into]. Since the Monastery was situated far away, the family acted as the local representative of the monastery. The district office informed the genpo of any orders that came from the Tibetan government. If the genpo could not reach a decision in certain matters, the district officer called both the genpo and the ngotsap. The genpo did all the work concerned with the district office. For orders that came from the monastery, the monastery's ngotsap took the responsibility.
My [wife's] family was the ngotsap, and that position was permanent. They were entitled to lands as their remuneration. The ngotsap performed the duties, but there was no salary that he could draw every month. They were provided with lands. They were entitled to extra lands in addition to their own as remuneration and they continued to work for the monastery. That was how it was.
The butter tax to the Dechen Sa-ngnakha Monastery in Lhasa was very heavy. Twice a year, a summer tax and a winter tax had to be taken to Lhasa. As the ngotsap of the village, it was my duty to collect all the taxes in the village. There were people who transported the tax [butter] to Lhasa, but my family was responsible for it. Therefore, I had to go to the monastery to give an account. Many years passed in this way.
Q: Was that a difficult job to do?
#73: That was how it was under the old system. We received orders [for taxes] from the [Tibetan] government through the district of Sengezong like serving in the army, labor tax as agricultural land tenants as well as payment of taxes to private [organization] like the monastery.
As I told you earlier there was the genpo named Zi Ushoe, a government official who was a permanent genpo. The Zi Dongthon was the monastery's permanent ngotsap. Those two people worked together to look after the welfare of the village and to collect taxes and bare all the responsibilities of the village. That was very difficult.
Q: The taxes that he collected didn't go directly to the monastery? It went to the Tibetan government in Lhasa?
#73: The [butter tax] was taken to the Dechen Sa-ngnakha Monastery in Lhasa. The journey took about ten days with animals from my village to reach there. I heard that nowa-days it is just a day's drive from Lhasa to my village. Motor roads are constructed now, but in the olden days we transported the goods on horses, donkeys and mules and the distance was great. The tax [in the form of butter or grains] had to be taken directly to Lhasa.
Q: What happened if people couldn't pay?
#73: There were many instances of people being unable to pay the annual taxes due to poor harvest. They might be granted a year or two extension, but if they couldn't pay gradually, they would face difficulties.
Q: Were most people able to pay quite easily or was it difficult for people to pay this tax?
#73: It was simpler for the tenants of the government lands since they had to remit [tax] only to the government. All the monasteries were considered private. The tenants of their lands were taxed by them as well as by the government who was the highest authority. The government taxes for the people involved serving as a soldier or constructing roads and other duties as proclaimed through the genpo and the district office. Therefore, the tenants of the government's agricultural land had it easier. The tenants of the private estates, were taxed by the government and the private leasers. The people faced a lot of difficulties.
Q: Did he think it was a fair system or did he ever question it?
#73: His Holiness the Dalai Lama knew that the people faced such problems. At the young age of 16, His Holiness took spiritual and temporal responsibilities. After he took the great responsibility at a tender age in the administration of the Tibetan government, His Holiness understood the difficulties of the people and so in 1951, the Tibetan government set up a committee called Lekchoe Legung 'Amendment Office.' They were to look into the source of the problems faced by the people and His Holiness tried the procedures of democracy but that could not be implemented. I feel very sorry about that. His Holiness has mentioned this in his speeches.
Q: Had there ever been any popular resistance to this system of tax paying before the Chinese came? Had there ever been any popular resistance or organized resistance?
#73: There were people in difficulties who owed taxes or were unable to repay their loans. In such cases, prominent people of the village sent an application to the government highlighting the hardships faced by the people and requested for an inquiry. Such customs used to be followed. As per the grievances of the people, investigations would be carried out in the village and a rebate on loans or changes in the taxes might be granted.
Q: This office that His Holiness set up in 1951 that he said didn't work, what was the exact purpose of the office? Was it to investigate the fairness of the system?
#73: There were citizens in many regions who could not pay their labor and other taxes. Some had huge debts with compound interests, while some taxpayers could not pay their taxes at all. People were facing many difficulties and the office was specially set up to investigate into those matters. Had the office carried out an in-depth investigation, to put it in a nutshell, the monasteries that owned estate would be affected. Since they would be affected, the monasteries sort of obstructed it and the Lekchoe Legung was not able to perform its full duties in the local areas. That was how I saw it.
Q: What did the monasteries actually do to stop it from working? Why were they able to?
#73: The tenants of the government received orders from the government. However, the majority of the people lived as tenants of the private estates and monasteries. The lands and people [who tilled the lands] belonged to them. The monasteries had high amounts of loans to receive back from the people and if the government transformed the system and wrote off the debts, they would be put to a lot of difficulties. So because of that, the monasteries sort of blocked it [the special office] from bringing about a complete change.
Q: How were the monasteries able to block them?
#73: For example, if a family takes a loan from a monastery, in this way a lot of the monasteries' capital was dispersed among its tenants. People took a lot of credit from the monasteries and the money lay with the people. If the government brought a change by writing off the debts of the people, the monasteries would not be able to get back their dues.
Q: How were the monasteries able to block them?
#73: Each monastery sent an application with the explanation about how important it was for the monastery to have those tenants, how the tenants were not facing any hardships from the monastery and how the monastery needed to develop. If the government amended [the law] in regard to the recovery of loans that lay with the people, the monasteries held the government responsible in the event the monasteries were not able to continue due to bankruptcy. So in that way, the path was sort of obstructed.
Q: Tell him this is really interesting to learn about. He has so much knowledge about how this is set out. It is unusual for us to hear this level of detail.
#73: [Nods]
Q: How old was he at this time?
#73: I was 30 years old when I left Tibet.
Q: When did he notice the Chinese coming into his area? Maybe he just wants to tell the story of what happened?
#73: There is a long story about my travel to Lhasa and other stories after I came to the village [Zi] in marriage. In 1959, we lost Tibet. It [the arrival of the Chinese] was almost immediate after Tibet was defeated. Around the time His Holiness the Dalai Lama left
[Tibet], the Chinese swarmed all over the country. The Chinese first came to my region in the district of Lhopra Lhakhang Zong. My area came under the district of Senge Zong, but we were closer to Lhakhang Zong. Several thousand Chinese arrived at Lhakhang Zong. Tibet was completely routed then. Actually it was sort of gradual because they couldn't come to my region before occupying other parts, so quite a lot of time elapsed.
After the Chinese arrived at Lhakhang, we received a message that everyone was to come there to attend a meeting. My family possessed two guns, a bora and a sakji. We sold the sakji gun earlier, but the bora gun was in the house. After receiving the message, we went to Lhakhang to attend the meeting. There was a big meeting at Lhakhang and we were told to spend the night there. The next day, first they put many people in a large hall saying that they were going to impart some education. I was also put in the house. The large house was filled with prominent people of the region and the abbots of the monasteries. They said we were to study and they provided us with books.
After a while I was called out and told, "We have made a mistake. You should not have been in there." I wondered why. Once a person was put in that house, it was for good. The education part was a ruse and the people were imprisoned. I was left there for quite a while and then taken out. They said, "Come out. You should not have been in there." I said yes and then went back home.
As I neared my village, I saw that it was filled with Chinese. My house was located on the other side of a hill and there were a few houses on this side. Several Chinese sat there and they had my gun with them. They [the Chinese] dreaded guns. In my village I was the only one who owned a gun. There was Oshoe, the genpo of the village, but he didn't possess a gun. If they [the Chinese] knew about the existence of a gun, they were very cautious. In order to take possession of the gun, I was called away to the meeting. Then they sent some people [to the house to remove the gun] and when I reached there, the gun was with them! I could see Chinese moving down the hills. They questioned me, "Whose gun is this?" We were many people returning from the meeting. I replied, "The gun is mine. If you are taking my gun, you have to give me a receipt for it. Who should I say I handed the gun over to?" They said, "You don't need a gun anymore. The great Chinese system is here and you don't need a gun." I said, "But I need a receipt for the gun." They conferred for sometime and gave me a letter. When I reached home, I heard that they had given my family a lot of trouble looking for the gun. They [the Chinese] entered the house and pointed a machine gun to the roof. Chinese soldiers were stationed around the hills. After they found the gun, they yelled to those on the hills, probably to say that they'd got the gun, and the Chinese came down the hills. The reason they suddenly appeared in our village was to get the gun.
Q: Please carry on.
#73: After they took away the gun, not even one Chinese remained in our village. After they occupied the whole country by violence, they began the "Liberation through Peaceful Way." There were no more Chinese military leaders or officials. Everybody was dressed in blue; the leaders were in blue and the servants were in blue. The sishung [non-military Chinese] arrived and we lived that way. They transformed everything. Our household
articles and whatever we possessed were to be divided as were the lands, which were given away to whomever they [the Chinese] wished. They allotted our family a share of land, one small piece from one end [of our earlier land] and another small piece from another end. That was how they did it and we continued to live.
Q: How did the Tibetan people respond to this? Did they try to resist?
#73: There was no resistance. Whatever they [the Chinese] told us to give, we had to give. They said, "You are not among the reactionaries. You are recognized as a tsap 'representative.' If you change your mind positively, in seven years you will receive your payment. The lands, farm tools and everything must be divided." They carried out the distributions. They added, "You will receive a payment called lubyon. If you are termed a rebel you will not receive anything. However, you are not a reactionary, only a tsap, so you will receive compensation later. If you have complete faith in the Chinese system, in six or seven years you will receive your money." They told me that, but I did not receive anything. [Laughs]
Q: Did he believe them?
#73: There was no way I could believe them at all. Tibet was lost in 1959 and I endured everything until the seventh Tibetan lunar month of 1960. Prior to the seventh month, we accepted all that they said we had to accept, but then they changed their policy. What was there to be divided was divided and we [people from the ruling class] were not even allowed to attend meetings with the common people. We were banned from mixing with the common people. That was to indicate that earlier we were the ngotsap and leaders of the village.
Then later the [Chinese] government changed their policy to kyarlok shiptsa 'reinvestigation.' When the change was implemented, they said "Earlier we have cut the branches of the trees. We have not uprooted the tree. Underneath the sky and above the ground is a bird called a raven. All the ravens are black in color; there are no white ravens. The people of your village and your servants all say, 'My employers are good. We do not want to thamzing 'subject to a struggle session' them.' There are such stories and that is a mistake on your part. All the ravens are black. There are no white ravens. Now the kyarlok shiptsa means that the trees must be uprooted." Thus they began the kyarlok shiptsa.
During that period all the officials dressed in blue were replaced. Military rule was back. The leaders were dressed in yellow [khaki] and officials were dressed in yellow [khaki]. The change was back to worse than it had been and the [new] policy indicated that all the earlier leaders in the village were to be uprooted like trees. Now I have come to the part where I am on the verge of escape.
[Tape change]
Q: I want to ask about the people in the blue uniforms and who came before the soldiers came. Did they have any weapons at all or were they completely unarmed?
#73: I think they probably did not need weapons. They were all common citizens and were called sishung. They were dressed in blue and did not have a hint of military. They lived in my home in the village. Higher up on the hill was a family called Tsiworshoe and they [the Chinese] later moved there and opened two offices. The Chinese lived in the homes of two families, one was the Oshoe family who was the permanent genpo and the other was Dongthoe, the ngotsap of the monastery.
Q: How were they able to persuade the richer people to give up their property without the threat of violence?
#73: There was no escape whatsoever once they started extolling the Chinese system, the greatness of Mao Zedong and organized day and night meetings. In the daytime we went to work and at around four in the evening, after drinking some tea, we assembled. There were discussions regarding the day's [activities] and continuous suggestions and no way to avoid it.
Q: So it was a process of gradual persuasion?
#73: Yes.
Q: Were people afraid of the Chinese? Was there a lot of fear? Or did they sort of think that this was maybe like a good idea?
#73: Among the people, majority of them supported us, irrespective of what it had been under the earlier leaders, saying that during our tenure as leaders they had not been illtreated. However, they [the Chinese] kept urging them [the common Tibetan people] day and night that they were in the wrong and said, "You must oppose these people [the ruling class]. It is impossible for these people not to be in the wrong. You are making a mistake." They kept saying that to the people day and night until finally it was our people who executed the beatings while none of them [the Chinese] did it. That was their policy. They kept urging our people day and night and appointed the silly ones to positions of power and in that way, they created problems.
Q: So the poor people who were appointed leaders participated in the organized thamzing?
#73: Yes, they were the people. There were no prominent people [in power]. They [the Chinese] appointed the poor to positions of power, gave them food and so it was our people who destroyed the country.
Q: Did he ever witness any thamzing sessions himself?
#73: I have seen many.
Q: Can he describe to us what it was like and what happened?
#73: When they subjected people to thamzing, for example in my village, during the first thamzing there were two people called Topgyal-la and Dorjee. When they were to undergo thamzing, first a message was sent to people living far and wide that if they did not assemble the next day at such and such a time and at such and such a place, they would be beheaded. The message was exceedingly urgent, so a huge number of people from every direction gathered at the appointed place. Soldiers stood with machine guns on rooftops surrounding the place of the gathering.
Posters written in Tibetan against them [the people to undergo thamzing] were pasted at the site of the thamzing. People were made to assemble at the ground. Then the person was led in. The person who brought him in was a Chinese soldier with a gun. Another soldier led him on a rope with his [the victim] hands tied at the back. The one with a gun accompanied them. He [the victim] was ordered to kneel down in front of the people. Once he knelt down, those that beat him were people of our village. People like the U-yon Tsukdang [poor people appointed as leaders by the Chinese] and the poor people were instructed to accuse the man [the victim] of having ill-treated and done things to them that he had never done.
They were made to say such things. They said that they were going to kill this man. When the shout went up, "Are we going to kill this man or not?" everyone had to raise their fists in unison and say, "Yes, we are going to kill him." There were [Chinese] people watching from behind in case someone failed to raise his fist. His name was noted and later he would be questioned as to why he did not raise his fist. So even if you did not want to say that the man should be killed, you were forced to agree. If they asked if we wanted that man to be driven out from the village, they forced everyone to say that they wanted it.
Our hearts were filled with sadness when the two persons underwent thamzing. Once beaten, the person fell there and the hairs on his head were gone. However, the man didn't die. He didn't die at all. At some point the Chinese themselves put a stop to it. Our people [the thamzing executors] were in a frenzy—those unfortunate people who were given positions. That was how we suffered. There were cases of people killed [during thamzing]; some who were almost dead and thrown in the waters.
In our village no one was actually killed. They were beaten in every way and finally imprisoned. They received medical treatment and I believe they were made to become well. They were subjected to suffering and then made to recover from that. They were not left to die at once. Thamzing was carried out at Lhakhang, thamzing was carried out at Dhuwazong and similarly thamzing was carried out at my village Menjay. There were cases of death during thamzing and cases of death by being shot on purpose by the Chinese.
Q: Did he know these people personally, Togyal and Dorjee?
#73: Yes, I knew them.
Q: Were they trying to say anything in their defense? Were they speaking? How were they responding to this experience?
#73: There was no way to say that. When a small mistake was made into an issue, there was no way to clear that.
Q: He said he saw a lot of struggle sessions. Are there others that he can describe to us?
#73: The actual beatings that I saw were on those two persons. Besides that at Khanyungsera—I wasn't there—which comes under Lhakhangzong and was very close [to my village], two people were subjected to thamzing and killed that very day. One was the nyepa 'shopkeeper' of Dharmazong and the other was named Khamtu. Those two people were beaten, killed that very day and thrown into the waters.
Q: What happened to the monks of the monastery, his local monastery?
#73: The nearest monasteries from my village were Dhang Gonpa and Khachu Gonpa. There was a small monastery in my original village called Lhatu Gonpa. Besides that there was a monastery in Dhuwazong. In particular, the monastery at Dhuwazong faced a lot of hardships.
In 1956, a large number of Chinese arrived at Dhuwazong and said that a U-yon Lhenkhang [office of leaders appointed by the Chinese] should be established there. After they [the Chinese] opened the U-yon Lhenkhang, they started screening various movies in the night. During a screening, some monks spitefully cut off the cables and some trouble arose. Finally the Ku-ngo [a respected person] of Bandhi, one of the two noble families who headed the monastery at Dhuwazong, was killed by the Chinese as were some monks. That was around 1956, before the invasion of Tibet. Much later the case came to the notice of the government and since Tibet was not lost yet, the Chinese U-yon Lhenkhang at Dhuwazong was packed up.
However, finally when Tibet was lost, they [the Chinese] were very hostile towards that monastery on account of the previous experience. There was nothing left of the monastery to be seen. At Khachu, the Lhopon, omze 'chant master' and other office holders of the Khachu Gonpa were subjected to thamzing and the monastery was destroyed. I heard that some renovations have been carried out to the monastery lately, though I haven't seen it. In monasteries like Dhang Gonpa, some [monks] fled. There was a lama who had a large nose and bushy eyebrows, which they [the Chinese] pulled at. The next day the lama passed away. There were many such stories that happened when the Chinese arrived. The monasteries faced a lot of hardships.
Q: These films that they were showing earlier, before the invasion of Tibet, they were like propaganda films?
#73: The films were about wars in China. They illustrated how wonderful China was. It was about how China would control all other countries and about its greatness. When such films were screened everyday, the monks did not like it and they cut the cables [of the projector]. They [the Chinese] clashed with the monks. They [the monks] couldn't kill any
Chinese because they didn't own guns. However, they [the Chinese] had guns and killed the Ku-ngo and five or six monks. That was big trouble in 1956. At that time the Chinese were stationed in Lhasa, but nowhere else in Tibet was a U-yon Lhenkhang established. They opened one in Dhuwazong.
[Disc 1 ends; Disc 2 begins]
Q: The sishung left his area and then the Chinese army soldiers came in. What happened then?
#73: The kyarlok shiptsa 're-investigation committee' arrived. When they came, all the influential people, whom they had earlier been in contact with established an army [resistance force] at Chatsa Digu called Defend Tibet Volunteer Force. We were able to send grains, firewood and hay for the animals of the army. Each village had to follow the orders that were received. Preparations for an army were on at Dhuwazong too and we collected firewood and fodder and sent them there. We were said to have been in contact with the reactionaries and supported the army. So in this way our "crimes" became more and more serious.
It was not just our having been leaders of the village, but supporting the army [resistance] that was opposing China by providing them with grains and hay for the animals. So during the daily meetings, it was mentioned that we should be arrested. The time for our capture had arrived. We were not allowed to attend the meetings along with the other people. Some people told us that guards were stationed around our house at night without our knowledge. They said, "You are being watched. At night they [the Chinese] are keeping watch over you without your knowledge to see if you will escape." During the daytime, of course, they could see. It came to such a pass that we could hardly move about.
Now the time had come when they would subject us to thamzing and imprison us. However, we could not leave as we were being watched. My wife and I possessed jewelry like gold earrings, soji [long dangling earring worn by wealthy men], tapo, women's buku khapshu [ornamental needle and thread case], gawu [type of necklace], a-long 'earrings,' etc., which rich families in Tibet owned. We offered all the gold and silver ornaments, including women's patu 'headdress' to their [the Chinese] office, as did the Oshoe family. The family of Oshoe was also to undergo thamzing, captured and beaten as well as mine.
We both discussed and planned to tell the Chinese. "We do not have any thoughts about escaping. If we have plans of fleeing, taking the gold and silver with us would feed us. Until now, we have had faith in the Chinese system. The army arrived; 'Liberation through Peaceful Way' was implemented. We never spoke whether in favor or against when you distributed the lands and properties. Still you do not trust us and instead make things worse and worse for us. We feel very sorry about this. If you still doubt us, please accept this gold and silver. If we were planning to escape, these would definitely bring us money and feed us. His Holiness the Dalai Lama and many people have fled successfully and we could certainly manage the same too. However, we have no wish to go."
Then both of us gave our gold and silver ornaments to their office. They discussed among themselves. Before them we made the firm decision that we had no plans to escape. So for a few days the guards around our houses were called off. After the surveillance was called off, on the night of the 17 th day of the seventh Tibetan lunar month we made our escape. Had we left on the 15 th night, the moon rose at the same time night fell. It was almost similar with the night of the 16 th , so on the night of the 17 th , before the moonlight fell on the ground, both [the families] fled.
Q: Was that the reason the day was chosen just because of the dark moon or was anybody consulted? Was there a mo 'divination/fortune telling' thrown or any kind of consultation about astrology to determine the date to leave?
#73: There was no mo consultation or anything. We had people looking after our animals at a nomadic camp. I discussed with the other family and we directly left for the [nomadic] place from our homes. We could not escape [towards India] immediately, as the Chinese guarded the bridge at Thing, near Yanjula. If we turned towards Dhang, the Chinese were also there. We had discussed that we would move up the rocky mountain and emerge only when things calmed down in the village. The other family had children and two women.
It's a long story that the man was delayed in the house that night. My two children and my wife were with me. We had a man, his wife and daughter at the nomadic camp. They loved their employers. I told them that they could leave the animals behind and escape with us and they were able to come to India. That's how we fled and there's still a long story left to tell.
Q: How long did he stay there for?
#73: We brought food with us and planned to stay there for a few days. However, that night Oshoe had not come along with the wives and children. One of their children was sleeping at home and they could not carry him. Two other children were with them but a young one was left at home. They had many relatives living in the house. The child was left there.
When the women and all of us arrived at the mountaintop, the man did not reach there. I asked them what had happened and they said, "We don't know. We started from the house [together] when he said that the doors were open and went back. He hasn't come still." That whole night he didn't join us and the next morning too he hadn't arrived. Though we planned to spend a few days at that place, we feared that he might have been captured by the Chinese. If he was, he knew our appointed place and would bring the Chinese with him. So the next night we moved to another place.
First, we were hiding up in the rocky mountains. We then moved lower into a forest and spend a night there. Then we fled towards Zakarla. As we were walking in the night, I could see a man coming towards us. It was a main road and many Chinese passed on that road which led to Lhakhang and Dharmazong. A man was approaching and I said [to my companions], "None of us must talk to him. If he asks us anything, we must kill him. He is alone and we must jointly try and kill him." In case the person saw us fleeing and if he reported it to the Chinese, we would be captured immediately. So we lay in wait for him armed with stones. However the man was the father of the other family! He was able to escape. He had been in a very difficult situation. When he walked back into his house, the child was crying. As he sat with the child, the doors were opened and the Chinese whose office was on the upper floor of his house came down. They found the child crying and asked him where the wives were. He replied that he didn't know where they'd gone. They insisted he tell them where the women were and he replied that he didn't know.
My house was a little further away. A group of Chinese immediately rushed to my house. I had already left the house by then. They searched the house and then yelled that the residents of my house had fled. They spoke among themselves and then they moved about with lamps and flashlights. The night passed that way. The man [Oshoe] told us this entire story.
There was a girl in his [Oshoe's] family who was of the same father as his wives, but from a different mother. Considering her like the child of a servant, the Chinese had promoted her to a U-yon Tsukdang. The girl thought of a plan and gave him [Oshoe] a bag of tsampa 'flour made from roasted barley' and telling him to go and feed the dogs, she sent him away. So in this way he was able to escape from their clutches. Many soldiers and officials were sent out in different directions to look for us, but none could locate us. That is the story. Thankfully, he was able to escape and we met up on the road. He passed away in Dharamsala. We were together up until Bhutan. There are still a lot more stories.
Q: How did they get out of Tibet? What country did they end up then? What part of the world did they end up then?
#73: We arrived at Kurdhoe in Bhutan. From our region, there were two mountain passes called Gangla and Bhoela. After crossing over the Bhoela [mountain pass on the Tibet side], one reached Gangla, the Bhutanese pass. Between the Gangla and Bhoela, we found about 500 to 600 Tibetan escapees stranded. We also reached there. We heard that the Bhutanese had blocked the way. Some people had something to eat. We had moved many places.
The bridge on the main road was flooded by the river, and we had to take a long detour. It took us 13 days from our village to reach Bhutan. We had nothing left to eat. They [Oshoe's family] had two small children and I had two with me. There were many people between Gangla and Bhoela. Some people had animals like goats, sheep and yaks. The Bhutanese did not permit the people to go further. They [the Bhutanese soldiers at the border] said that they had informed the Bhutanese government and if the Bhutanese government granted permission, we would be allowed to go and if not, we could not. Many people had escaped [from Tibet] and were camped between Gangla and Bhoela. We also reached there.
Q: Between Gangla and Bhoela?
#73: Yes, a huge empty spot between them [the two mountain passes] consisted of woods, pastures and water. There were Minduma, huge open grounds like Lhakang Kyirap where the nomads lived. We arrived at such a vacant spot. Once one reached there, it was considered simple to go into Bhutan, but no, the Bhutanese had blocked the way. They said the Bhutanese government had been informed and unless they received an order from the Bhutanese government, we could not come there. So we had to stay right there.
Q: Then what happened?
#73: Some people stranded there had things to eat. However, the other family and mine, we didn't have anything to eat. Although the Bhutanese soldiers ordered us that we couldn't come across, there was no way we could remain there. We heard that on the other side of the mountain pass were Bhutanese and also Tibetans that'd crossed over the Gangla earlier. They were in Bhutanese territory and we would surely find something to eat there.
Since we couldn't survive living where we were, we climbed over the mountain pass not heeding them [the soldiers]. Even though they said we were not permitted to come, the next day we crossed the Gangla pass. Over the mountain, we saw that the Bhutanese soldiers had put up tents. The army leader was called Lopon. We found that we could buy things to eat. We were forced to come here because we had nothing to eat [on the other side].
Just as we settled down, a leader arrived and said, "You were ordered not to cross the mountain pass. It is a very serious mistake on your part to do so." He scolded us very much. We replied, "We were told that we could not come, but we did not have anything to eat. We have children with us and there was no one who would help us with food. Once we are in this area, there is food we can purchase. We came here because we had nothing to eat." He said, "Tonight you can stay here, but come [to the office] tomorrow morning."
They made every preparation to beat us the next day. The Bhutanese leader was not moved by pleadings. His orders had to be followed and there was nothing else to do. That night we pleaded, "We are sorry. We came because we have nothing to eat. We fled from the Chinese due to fear for our lives. If we died here from starvation, that would be very pathetic. So we have come here as food is available on purchase and we may also receive alms. So we have come. We are very sorry. Please forgive us." He was very adamant and said a decision would be taken the next day.
Fortunately, before they came to a decision the next day, the order came from the Bhutanese government permitting the people [the Tibetans] to enter. Around 18 Bhutanese soldiers bearing guns and bags came yelling. The soldiers were very frank, "The order has come from the leader. You are permitted to proceed to Bhutan." If the entry permission had not arrived, they were going to hand us over to the Chinese. We faced a dilemma then. Just before we could receive the lashings, the order arrived and people could proceed.
Q: I wanted to ask when he said that they didn't listen to the Bhutanese Border Police, did they actually force their way in? Was there physical altercation with the Border Police?
#73: We did not pay heed to the order, which said that we could not cross the mountain pass. The officer was furious and he made big plans to punish us. However, he didn't do it immediately and set a time. Within that period the order [from the Bhutanese government] arrived and that was a way paved by the Gods, for we would have been lashed extensively. Such beatings had taken place earlier.
[Question is repeated]
#73: They [Bhutanese Border Police/soldiers] came to the area where the Tibetans were stranded and announced, "You cannot cross the mountain pass and enter [Bhutan]." They [the Bhutanese police/soldiers] were living in the tents on the other side and we found no soldiers blocking our way on the top of the mountain pass. They came and announced to all the Tibetans who were stranded there, "We have written to the Bhutanese government if you can be allowed to enter Bhutan or not. If the permission comes, you can enter and until then you cannot cross the Gangla mountain pass. You have to remain in the area between Gangla and Bhoela." However if we remained there, we had nothing to eat. So once they [Bhutanese Border Police/soldiers] left, the next day we crossed the mountain pass and climbed down into Bhutan where the soldiers were camped.
Q: Was it shocking for them to get to the border and not to be allowed in? Were they amazed that they weren't allowed to enter?
#73: We were able to escape from the control of the Chinese, but the Bhutanese, as an evidence of their being an independent country, blocked our way and did not allow us to enter. If the order didn't arrive from their government, we were to be returned [to the Chinese]. The mountain passes we came through are called Gangla and Bhoela, however, there was another route through La Gong from Lhopra Senga Guthok. I heard no stories about the Bhutanese soldiers blocking that route. We did not take that route, but came through Gangla and Bhoela and reached Kurdhoe in Bhutan. The route through Senga Guthok led one to the main area of Bhutan. There were two routes from Tibet to Bhutan. We were the unfortunate ones at the Bhutanese border.
Q: I'd like to ask him what happened when they got permission. They were still with this very large group I understand like 400–500 Tibetans. What happened after they got permission from the Bhutanese government?
#73: We received the permission and preceded on and reached Kurdhoe in Bhutan. We were told to come to receive aid at Lhonzizong. The message came from the district office. We were many people camped in a vacant area beside a bridge at Khomazong and it was very hot. The district office called us to receive aid. Some people went to get the aid while some didn't. "We have enough to eat now but surely one day they [the Bhutanese] will charge the Tibetan government for things that they haven't given us. That is very dangerous. Let's not go to get the aid," said some people foolishly. [Laughs] One country providing aid to another in times of need is customary and a very grateful thing. I told them, "I don't think there is any accounts record. We are on the verge of starvation and this is help from one government to another. If one does not need it, it's another matter.
Let's go and get it." So at Lhonzizing, we were given rice and other provisions. We rested for around 11 days at a place called Mengay near Kurdhoe.
Q: What does he feel that would have happened to him and his family had he remained in Tibet?
#73: My older brother died in prison and my parents were old even at that time. I had sisters and the one younger to me died around a year back, though not from Chinese persecution. [Had I remained] someone like me would be no more at this time. In whatever way they [the Chinese] looked at it, I would be in the wrong. They would either create it through the people, or it could be because of the way I functioned during the old system. Whatever it was, like leading the village under the old system, though I had done it in accordance with the custom and not something that I created. At that time when provisions were asked to be given to the resistance fighters, I had to do so, whether it was grains or firewood or fodder for the animals. I could not but collect the things and send them for the army. We had no idea what was going to happen. Had I been left in Tibet, even my rusted bones would not be there. That is what I think.
Q: How did he find out that his brother had died in prison?
#73: He died in the Tsethang prison. I heard the news a year after I arrived in India. My brother was in prison even before I escaped from Tibet. Initially I was in a more dangerous situation than my brother. Later my older brother found himself in a more dangerous situation while I found some respite. Ultimately they wanted to thamzing me and the result would be imprisonment. And then there never was any way of escape. Finally, with the grace of God, I told them [the Chinese] that I did not have any plans to go abroad, surrendered my gold and silver ornaments and pretended complete faith in the Chinese government, which made them relaxed and I managed to escape.
Q: How long did they stay in Bhutan for?
#73: Many Tibetans who'd escaped earlier had settled at Kurdhoe. Our group arrived during the summer heat, around the seventh and eighth Tibetan lunar months. We were terrified of the Indian heat and thought that we'd die if we went there. Even though His Holiness the Dalai Lama was in India, we approached the Bhutanese leader several times requesting him to allow us to remain in Bhutan and not go to India for the time being. We offered presents and requested that we be permitted to stay on in Kurdhoe and that we would obey the laws of Bhutan. Initially he said we might stay, but after 15-16 days, he ordered that we could not remain there and everyone must leave. Some [Tibetan refugees] refused to leave, but the [Bhutanese] soldiers arrived and cut off the ropes of the tents. The Bhutanese soldiers were very arrogant. Then we were not allowed to stay at Kurdhoe. Our pleas were in vain.
The Bhutanese then escorted us to Mongazong. We begged for food and stayed at Mongazong for 11 or 12 days. The district office of Mongazong ordered repeatedly that we leave and we prepared to do so. However, we were a large group of people, around 800 many of whom were old and sick. They were in no position to travel when asked to leave.
The problem faced by the sick and the old was reported to the Bhutanese leaders, but permission was never granted. The people urged me to once again approach the leader, so about 40 of us went to Mongazong to request the leader. However, the Mongazong leader said, "This is the fourth time that you have come here. If 700-800 of you disturb us so much, it seems to me that you will destroy the country of Bhutan. Everyone must leave. You seem to be the chief person." Saying so, they caught me from the group of 40 people who had come to voice our grievance and tied me up behind their house with a grass rope. We were about 40 people and they said everyone was to leave the next day. We faced such hardships.
An officer came where I was tied and said, "What do you have to say now?" I said, "I do not have anything to say. Our country was invaded by the Chinese. Since the Bhutanese and the Tibetans share the same religion, many Tibetans escaped to Bhutan and so did we. We requested that we be not ordered to go to a hot country and be allowed to stay here temporarily. We did not say that we will not obey the laws of Bhutan nor did we say that we will not pay taxes. In this hot season, the sick and the old are not able to travel and everybody asked me to make our grievance felt and that is what I did. Other than this I do not have anything to say whether you tie me or punish me in any way." There was much discussion while I was tied behind the office of the district at 10 o'clock.
The rest of our group was also questioned and they replied, "We will leave tomorrow or the day after whenever you tell us to. However, please take care of our sick and the aged. Those of us who are able-bodied will leave either today or tomorrow but you have to release our man with us." They [the Bhutanese] said, "He will not be let off. You can go either today or tomorrow. We will hand him over to the Bhutanese government who will then hand him over to the Indian government. He is the main culprit who has come here four times." There was such a lot of trouble.
Q: Then what happened?
#73: There were many sick people and some who were unable to walk. The next day the Bhutanese brought some doctors who checked the fever of the sick by placing [the thermometer] under their tongues and arms. Then they allowed those that could not go, to remain there and said, "Attendants whether spouses or children can stay back to care for the sick. All those that are able, should leave." So we decided to leave. Finally I was released. The next day we were escorted by their soldiers and reached Gyagodham. The sick and those who could not walk were allowed to remain for some more time. Gradually some of them left [Bhutan], while some stayed back and some went to Bomdila.
Q: How were they received in India?
#73: When we arrived at Gyagodham, the border area between Bhutan and India, the Bhutanese had constructed many huts for the Tibetans. There was quite a number of Tibetans staying at Dhungsam, an area at a mountain pass. We were made to stay at the huts, which were built near a river on the border. There was a Bhutanese border officer called Babu who gave us enough provisions. He said we had to construct roads as per order from the Bhutanese government. The river water was not good. It was said that something occurred there during the Second World War and the water was greasy. Then the weather turned hotter. We were given enough to eat, but perhaps it was the water; daily one or more people died. Though we had food to eat, we could not taste it.
The Bhutanese told us to construct roads. Some groups had built roads. There were more than 800 people. Those of us at Gyagodham did not plan to work on road construction. We said, "We cannot construct roads. We want to go to where His Holiness the Dalai Lama is. We want to go to Dharamsala." The Bhutanese spoke very rudely, "The Dalai Lama cannot take care of himself. Where will you go?" "That is not a matter of taking care of oneself. We are going with hope from country to country. We cannot stay here because daily someone is dying." Though we spoke thus, the Bhutanese were adamant and said we must construct roads.
Some people had worked for about a month. But they did not receive the promised wages with the excuse that the money was lost. People were not given the full salary. Probably the Tibetans did not work hard as there were instances of them being beaten by the Bhutanese. We did not have any wish to work there. People were dying and so we held a discussion. Then there was a meeting at Gyagodham between the Bhutanese and the Indians. Many Tibetan businessmen called Gyakar Khampa who lived in Kalimpong and Darjeeling for many years attended the meeting. They were thus consulted, "Many people [Tibetans] have arrived here and many are dying. His Holiness the Dalai Lama is so far away. What can we do? What is there for us to do?" They advised us, "There are representatives of the Tibetan government in Darjeeling and Kalimpong. It would be helpful if you go with your grievance there."
So we decided to do that. They said it was easier to go to Kalimpong than Darjeeling. We held a meeting and drafted a petition. Each one declined to go to put up the petition. Then they asked me to go to submit the letter. I told them, "I will go to submit the petition. However, I do not know a word of the language and have no knowledge how to travel from one place to the other. I need an interpreter." A person called Chodak who had lived for a long time in Kalimpong knew the Indian language. During the time we were living there, he [Chodak] would fetch the doctor if someone fell ill. He was a very helpful person, so he was sent as my interpreter. In the trains and buses, he spoke the language while I just pretended to be an Indian as I did not have any papers on me. At Kalimpong, in a small bungalow below a road, were the Chief Representative of the Tibetan government Mr. Namshel, some noblemen and representatives of the three provinces of Tibet. I went there to submit the petition.
Q: And then what happened?
#73: The Chief person Mr. Namshel and some government noblemen were there in Kalimpong. The petition said, "We are about 700 people who have arrived at Gyagodham. Though the Bhutanese are providing us with provisions, at least one person is dying everyday due to the heat. The weather is still turning hotter. Please advise us where we can go." I added, "The people's request to you is to help them go wherever His Holiness the
Dalai Lama is, but I don't know if that is possible or not. The people asked me to take our grievance to His Holiness, but I do not have the necessary papers to go. This is our petition." Then they said, "It is neither possible for you to go to His Holiness the Dalai Lama nor is it necessary. We will get in touch with him. At the moment the Bhutanese government and the Nepali government are facing difficulties because of the many Tibetans who are arriving there. The governments are in discussion. You two should wait here for a few days. We will direct your petition to Dharamsala and you can take back the reply with you if you wait a few days."
So we waited for 12 days in Kalimpong. The reply arrived on the 12 th day. The message said, "It is very good of you to follow His Holiness the Dalai Lama. However, you should maintain cleanliness and take care of your health. You should obey the laws of the land and be cordial to its citizens. You must and should help each other. We will maintain contact." Together with the reply were bunches of copies of His Holiness' speech given at Dalhousie and Dhuntsik Monlam prayers. After 12 days in Kalimpong, we both went back to Gyagodham.
Q: Did he read the speech?
#73: After that we did not hear for a very long time. Unable to bear the heat, most of the people fled to Darjeeling. It was once again a getaway. Some went towards Bomdila. I, along with a group of people stayed put at Gyagodham hoping that a message would arrive. The number of people became less and less and the message did not arrive. I had two children with me when I left Tibet. One was quite small, having been born when the Chinese were staying at my home.
The Chinese had named her. She was born during the days of "Liberation through Peaceful Way." They [the Chinese] asked me if the child was a boy or a girl and when I said it was a girl, she was named Shiwa Methok 'Peaceful Flower.' The Chinese leader named her so. She died in Bhutan due to malnutrition. The older one was a toddler. As we waited at Gyagodham hoping for the message, the older one also died. The child's mother was also ill and she turned insane [with grief]. So one night we left for Darjeeling.
There was a Representative of the [Tibetan] Government at Darjeeling also. He was Tsendon Yeshi Lhundupla and he took care of the people and issued permits. We were given two rupees every two weeks and some milk. Besides that we did not receive any provisions, so we begged in the villages of Darjeeling. We stayed in Darjeeling for sometime in this condition. Then a message came from the [Tibetan] government, which said that we were to go to Dhakla in Bhutan for road construction. It further mentioned that the message was delayed. We said, "We will never go to Dhakla as we have faced extreme hardships in Bhutan. We will never go to work in Bhutan. If possible, please send us to the settlement in Mysore [Bylakuppe]."
When we [along with interpreter Chodak] had gone to Kalimpong, we saw people being sent to Mysore Settlement. Those who had fled in 1959 were already in Kalimpong. The Mysore Settlement had started by then. We were the ones who escaped in 1960. In the morning on a slope in Kalimpong, we saw crowded busses going away and people wearing khata 'ceremonial scarves.' When I asked where they were going, I was told that they were leaving for the Mysore Settlement. Later we asked to be sent to the Mysore Settlement, but they said that the Mysore Settlement was full and if we didn't go to Dhakla in Bhutan, we were to go to Kulu [Himachal Pradesh in India] for road construction. Then we left to Kulu as road crew and lived there for eight years.
Q: And then what happened?
#73: We lived as road crew in Kulu Manali for eight years. Earlier there were about 15 Tibetan groups and later it rose to 35 or 36. In summer we had to go over the mountain pass and in winter we came back. We lived in this way for eight years. His Holiness the Dalai Lama visited often and said, "It is no use living as road crew. You must go to a settlement. It is very important to send your children to school. Crossing the mountain pass and moving every two or three months is very difficult for the elders. You must enlist to go to a settlement." After eight years, I came to the settlement in Mysore. I came here in 1969.
Q: What an exhausting journey. Is his wife still alive?
#73: Yes, she is.
Q: She got better?
#73: She became better at a hospital in Darjeeling. She is here with me and we have more children.
Q: Has Lhundup-la been back to Tibet since?
#73: My relatives in Tibet have written asking me to come to Tibet, but my family does not want me to go. The escape has not left a good impression on them and they say, "Father, if you go back and if you start rambling after drinking some chang 'home-brewed beer,' your relatives and you will be in trouble." They never wish to send me there, so I have not been back. I thought I would go back to Tibet with one of my children, so that I could introduce them. However, that is difficult.
Q: If the young Tibetans in exile would listen to him, what advice would he have for them?
#73: On my side, I have struggled a lot in Tibet as such was my livelihood. After arriving in India, I worked at road construction, and though I did not know the language, interpreters were appointed who were paid by the government. I was a group leader and I was entitled to an interpreter. In this way I worked for eight years as a group leader of the road crew.
Similarly after coming to the settlement, first I was named as Chukpon 'leader of ten' and then Gyapon 'leader of a hundred.' Whatever the position was, I served the people. In the same way I served as a Director of the Co-Operative Society, President of the Milk
Producers' Co-Operative Society, Camp Leader, Office of the Tibetan Freedom Movement. Whatever office I was elected to by the people, I considered it an opportunity for a person living in a [free] country, so whether I was capable or not, I took it as my responsibility and performed my duty with pride. In the future, the younger generation must do more than we have done under the old system. Here a child's education is taken care of from the age of two years onwards when he is admitted into the kindergarten. Such is the opportunity for education and I deem the government as most important and I say this all the time.
Q: It is very good advice. Thank you so much for sharing all his fascinating experiences with us.
#73: Thank you.
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English
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Information about Teno for Fishing Enthusiasts
Ministry of Agriculture and Forestry
LUKE/Natural Resources institute Finland/
Centre for Economic Development, Transport and the Environment/Fisheries Division
River Tenojoki Fisheries Research
2016
I Overview of the area
The Teno (Tenojoki in Finnish) is a 250 kilometres long subarctic river marking the border between Finland and Norway. The break-up of ice in the Teno River occurs at the end of May and is followed by great flooding since the water system lacks large lake basins to level out the peak of the flood. Rapid changes in water level are characteristic of the Teno River; they delay the start of salmon fishing in the spring and inconvenience locals as they fish with weirs during the summer.
The salmon populations of the Teno River reproduce naturally, and fishing restrictions are used as a means of preserving and developing the salmon stocks. The Teno is the biggest and the most productive of northern Europe's salmon rivers, and it still allows important river and coastal fishing. In recent years, the annual catch of salmon from the Teno has made up 15–20 percent of the salmon caught from European rivers. The best catches from the Teno water system (250 tonnes) were caught in 1975 and 2001. There is natural variation in the salmon population of the Teno, similar to the other northern salmon rivers. The variation is regular, giving a good catch every 8–9 years. Since 2003, the amount of salmon caught annually has been lower than the long term average (127 tonnes) and no clear peak year has been identified. A significant share of the salmon of the Teno is caught from the river because of restrictions in fishing on the sea and a decrease in salmon fishing. Teno River salmon migrate over a vast area in the North Atlantic. Most of the salmon, which spend several years in the ocean, grow in the waters of the Norwegian Sea, some in the area of the Faroe Islands and few populations as far away as the eastern coast of Greenland.
Teno River salmon are highly valued fish used for various purposes. They have adapted to these waters over thousands of years. The salmon spend about 4 years in the river environment as juvenile fish and migrate to the ocean as smolts weighing
30 g and measuring 17 cm in length. They grow fast in the ocean, reaching a "tiddy" weight of 1–2 kilos in one year, a "luossajuolgi" weight of 3–7 kilos in two years and the "luossa" salmon weight of about ten kilos in three years, when they measure one metre in length. They stay in the ocean for 1–5 years. In the 2000s, the percentage of salmon that have previously spawned has increased considerably, reaching 7 percent in 2011. Despite the heavy fishing, some individuals in the salmon stock are more than 10 years old. Several salmon that tip the scales at 20 kilos or more are caught in the Teno River every year.
The valley of the Teno River is an ancient stronghold of Sámi culture. Its economy was originally based on fishing and reindeer herding. Over the centuries, the Sámi people of the valley have developed various complementary ways of making a living that fit in with their natural environment and the seasons. Even today, people in the Teno Valley earn their living from several sources. However, service occupations are gaining ground: locals are selling salmon fishing instead of salmon, and grouse hunting as well as grouse breast.
Recreational fishing became more important to the area in the 1950s when road access to the Teno Valley improved considerably. Salmon is still a significant source of income for the local population although no one is able to make a living just by selling salmon meat any longer. All the same, the salmon is a very important staple in many local households and salmon fishing represents intangible values to which no price tag can be attached. For many recreational fishermen, the Teno River has become a tradition, almost an addiction, and they need a "fix" at least once every summer. The recreational fisherman dreams of catching a salmon, but many are happy with just the possibility of landing "the big one". More and more often, mental relaxation in a different environment and the physical exercise provided by rowing are the reasons that time and again entice people to return to the Teno River to fish.
II General fishing management fee
Fishers aged from 18 to 64 are liable to pay the fishing management fee in compliance with the new Fishing Act.
Registration and payment
The fishing management fee is personal. According to the Fishing Act, the payer and the transaction must be registered in the fishing management payment register. When making the payment, the fisher must also indicate their name, contact details and date of birth (no personal identity code).
You can also pay the fishing management fee on behalf of another person. In that case, the payer registers him/herself in the service and gives the requested data of the fisher(s) in question.
Fees:
* 12 € / 7 days
* 39 € / calendar year
* 5 € / day
Register and pay the fishing management fee at the Eraluvat.fi web shop, via the telephone service, or at your nearest sales point or R-Kioski. When paying your fishing management fee at R-Kioski, a service fee of 3 € will be charged.
All the most common payment methods can be used in the web shop.
In addition to the general fishing management fee, all fishers fishing on the Teno River (= the rower and everyone taking part in the fishing) must also purchase a separate Teno River fishing licence.
Those fishing on the Norwegian side of the Teno River are required to pay a general fishing management fee to the Norwegian government.
Fishing bailiffs on the Teno River:
Jorma Harlin 040 843 9093
Teno Info can also be found on the following website: www.ely-keskus.fi/lappi
III Regulations of the Teno River Fishing District for Non-resident Persons
The Teno River fishing district is subject to the agreement made in 1989 by Finland and Norway on common fishing regulations for the Teno River fishing district and related fishing regulations (Treaty series 94/89). Some of its provisions have been confirmed by law (1197/89).
Fishing
The regulations apply to the Finnish sections of the Teno River, Inari River and Skietsham River where they form part of the national border.
Fishing is permitted from 1 June to midnight on 20 August.
The fishing day starts at 7 p.m.
Fishing is closed each week from 7 p.m. on Sunday to 7 p.m. on Monday.
Fishing is permitted only with a rod and lure.
Use of shrimp, bait strap or artificial lures resembling them, or use of baitfish or worm bait is prohibited.
The minimum permissible size of salmon, trout or char is 25 cm. The minimum permissible size for grayling is 30 cm. Undersized fish must be returned to the water immediately. Please instruct younger fishermen in particular to release undersized fish.
Kelts are salmon that have spawned the previous autumn and migrate to the sea in the early summer. They are thin and in poor condition. Kelts are protected by law and must be returned to the water immediately.
Fishing licences
Every individual fishing or participating in fishing in the Teno River fishing district (including rowers) must have a fishing licence.
The Finnish and Norwegian citizens must purchase the Teno River fishing licence in their respective homelands.
1. Fishing on the Inari River above Matinköngäs, and on the Skietsham River, from a boat or the bank, 10 €/day (including Matinköngäs).
3. Fishing on the Teno River or the Inari River (below Matinköngäs), from the bank only, 25 €/ day.
2. Fishing on the Teno River and the Inari River (below Matinköngäs), from a boat or the bank, 40 €/day.
4. Spouse's licence (the spouse of a person who has purchased one of the licences described in sections 1–3 may participate in the same fishing session), 5 €/day.
Fishing in the Boratbokca fly-fishing area. See section B on the following page.
5. Youth licence Persons under 18 years of age, 5 €/week.
For locations selling fishing licences see the last page.
It is prohibited for non-residents to fish in the tributary rivers and streams running into the Teno River unless the statutory local fishery associations sell licences to them separately.
A: Fly-fishing from the bank
Finnish side
Fly-fishing from the bank is permitted within the common border area along the entire length of the Teno River, except those tributary river mouths (within a distance of 50 metres) into which salmon rise. These rivers are:
In Tenojoki: Vetsikkojoki, Utsjoki, Kuoppilasjoki, Niljoki, Akujoki
In Inarinjoki: Karigasjoki, Vuomajoki
Norwegian side
In Tenojoki: Laksjoki, Levajoki, Baisjoki, Valjoki, Karasjoki
In Inarinjoki: Iskurasjoki, Gorzejoki
Fishing is prohibited in the area starting 50 metres above the Karigasniemi bridge and continuing 150 metres below it.
Fly-fishing from the bank using a fly without a casting weight is permitted (see also sections B
and C). Persons under 18 years of age using fly and float are allowed to fish from the bank, except in the Boratbokca area.
B. Fly-fishing in the Boratbokca area
Below Alaköngäs, in the Boratbokca area, which starts from the Ala-Jalve cottages and ends at the mouth of the Galdujokka River running to the Norwegian side, fishing from the bank is only allowed from 7 a.m. to 7 p.m. between 20 June and 19 July. The area is signposted.
The Boratbokca fishing licence quota still applies on the Norwegian side of the border, and Finnish fishermen cannot purchase fishing licences there during the quota period.
C. Rod and reel fishing from the bank
Rod and reel fishing from the bank is permitted on the Inari River from Matinköngäs upriver, along the entire length of the Skietsham River, in Matinköngäs, Yläköngäs and Alaköngäs. The Alaköngäs bank fishing area is divided into two parts: the area from the lower part of the rapids 600 metres upstream may only be fished using a fly without a casting weight. The areas are marked out with signposts.
In areas for rod and reel fishing, it is allowed to fish with fly from the bank using float and casting weight.
Outside these areas, fishing from the bank is permitted only using a fly without a casting weight (fly and float are allowed for those under 18 years of age).
D. Fishing from a boat
When fishing from a boat, you may use no more than three rods at any one time. Only one fishing line and one lure per rod is allowed. This rule also applies to recreational fishermen who are using a local rower.
Fishing from a boat is permitted along the entire length of the river. However, at Alaköngäs in the area from Bildam to below Boratbokca, the rower must always be a local resident over 16 years of age.
Fishing from a boat at a distance of less than 50 metres from those tributary river mouths into which salmon rise (see section A on the previous page) is prohibited.
E. Fishing from a boat in the Boratbokca area
Non-residents are not allowed to fish from a boat in the Boratbokca from 7 a.m. to 7 p.m. during the entire fishing season in the area that starts above Vauhtikari and continues for about 600 metres downstream to the Storfossen holiday village in Norway and the corresponding location on the Finnish side of the border. The area is signposted.
Using a local rower
Fishing from a boat without a local rower is allowed from Monday to Sunday between 9 p.m. and 2 p.m. At all other times, fishing from a boat is forbidden without a rower who is a permanent resident in the Teno fishing district and over 16 years of age.
Fishing is also prohibited:
2. Inside leader nets and in the area less than 50 metres from the inlet of the dam or closer than 10 metres to its side nets.
1. From a boat with the motor running or anchored in midstream.
3. Less than 10 metres from a standing net.
5. Fishing from a boat or river bank at a distance of less than 50 metres from those tributary river mouths into which salmon swims to spawn.
4. Fishing from the bridge is prohibited.
Illustration. In the upper part, the weekly and daily hours when fishing from a boat by recreational fishermen is permitted on the Teno River during the fishing season. In the lower part, the weekly and daily hours when fly-fishing is permitted in the Boratbokca area from 20 June to 19 July.
IV Catch INFO
The Teno River annually receives 9,000 fishing tourists.
During the 2015 fishing season, the Teno-Inari River received about 7,800 fishing tourists and approximately 960 persons under the age of 18 with a youth licence. A total of 33,435 fishing days were purchased, of which approximately half were for fishing from a boat. The average fishing time for a fishing tourist in the Teno Valley was 4.3 days. In Finland, locals purchased 760 fishing licences for fishing in the Teno River. Local residents have a right to use traditional fishing methods: gill nets, drift nets and weirs.
The average salmon catch in the Teno River is 127 tonnes.
In summer 2015, the salmon catch on the Teno River was 78 tonnes, which was 38% lower than the average salmon catch during the statistical period (1972-2014). According to the statistics, 44% of the salmon catch in the entire water system was caught by traditional, local methods, 29% by rod by Finnish and Norwegian fishing tourists, and 27% by rod by local people. In Finland, the salmon catch in the Teno River was 43.1 tonnes in total. It was divided between local residents (20.1 tonnes), fishing tourists (20.3 tonnes), and other non-resident fishermen (2.7 tonnes).
The natural salmon populations in the Teno River are preserved through fishing restrictions.
International agreements, the fishing agreements between Finland and Norway and the North Atlantic Salmon Conservation Organization (NASCO) are obligated to collect monitoring data. In Finland, the Natural Resources Institute Finland (Luke) is responsible for collecting this data. Fishing statistics are an important part of the research on salmon populations. The research collects valuable information not only about the catch but also about the changes in salmon fishing.
THE FISHING AREAS
1
2
3
4
5
6
7
Nuorgam area
From the national border to “Renkku”
Vetsikko area
From upper “Renkku” to Lohikoski
Utsjoki village area
From upper Lohikoski to Patokos-
teensuvanto
Outakoski area / Teno River
From upper Patokosteensuvanto
to Karasjokisuu
Outakoski area / Inari River
From upper Karasjokisuu to
Ylä-Kuolna (boundary of municipality
in the Inari River)
Middle Inari River
From Ylä-Kuolna (boundary of
municipality) to lower Matinköngäs
Upper Inari River and Skietsham
River
From Matinköngäs to Skietshamjoki
Please remember to return your catch report!
* At the bottom of every fishing licence, there is a prefilled catch report to be returned. Please report your primary fishing area and whether you caught any fish. The data of individual licences are recorded in the Teno and Inari River licence selling points prior to purchasing a new licence.
* The catch report can be returned to any Teno River licence selling point.
* The report is licence-specific and anonymous, and only the barcode index links it to the licence purchased by the fisher.
* The report may also be returned to the feedback box at a licence selling point, if leaving in a hurry or very early in the morning.
An example of a prefilled report of fishing from a boat. The licence number, licence type (boat/ bank/spouse/Inari-Skietsham River or youth licence) are already filled in on the form, in addition to the validity of the licence.
FISHING AREA
For administrative reasons, the fishing areas mainly follow the borders of fishing cooperatives: Nuorgam (1), Vetsikko (2), Utsjoki town centre (3) and Outakoski (4). The Inari River area is divided into three areas on the basis of municipal borders, for example.
* Please indicate your primary fishing area by ticking the relevant box
CATCH
* The fishers must also indicate if they did not catch any fish by ticking the relevant box.
* The salmon caught and the fishing area must always be reported for each licence and each fisher.
An empty report will be considered as "not known", and an estimated catch is calculated for the fisher.
* The fisher must indicate whether the fish was caught "alone" or "together" with another fisher. Fish are caught alone if they have been caught from the bank or while rowing alone on a boat. If the salmon caught were included in a rowing/fishing service, they are considered as having been caught alone. Although the catch from fishing from a boat is often caught "together" with another fisher, both fishers report the catch. In this case, it is important that the correct alternative is indicated in the report: ---Caught together with a friend, a spouse or a family member (catch divided)
* The individual weight is reported as the total weight of the salmon (caught), preferably to a precision of 0.1 kilos.
---Caught together with a rowing service or a local friend (catch divided)
NOTE! The released salmon shall only be reported by the fisher who releases the fish. Spawn salmon, salmon that has stayed to winter in the river or escaped salmon are not reported.
* The individual weights of the released "catch and release" salmon caught must be reported, estimated to a precision of 1 kilo.
* Other catch (grayling, sea trout, pink salmon) will be reported in total weight by species.
Research on salmon fishing and salmon stocks of the Teno River is all related to the management and preservation of a valuable natural resource and coexistence of various forms of use in a sustainable way. Changes in the environment, culture and business life create new challenges to the monitoring of changes in local fishing and fishing tourism. For example, the increasing interest in fishing from banks, including the catch in the rowing service, and releasing the salmon caught are new forms of fishing culture in the Teno River area. The Natural Resources Institute Finland hopes for good cooperation from fishers in the management of our salmon stock.
V Fishing etiquette
Fishing from boats on the Teno River has become divided over the years into a number of rowing places known as 'pools'. These are not specially marked out; the locus consists of a given still water area, a deep place, rapids or an area of running water. Traditionally people gather upstream from the 'pool' and each boat sets out in turn to fish. Taking turns is the only way to allow everyone to fish, especially at busy times. The first to arrive at the starting place is the first to go on the river. There are other unwritten "gentlemen's rules" associated with fishing from a boat on the Teno River and it is best to ask about them before fishing is started.
Lures of almost every imaginable design are used to fish from boats. The most common types are flies and wobblers. You should pay attention to the length of line paid out. About 15 metres is sufficient. This makes it possible to float the lure as precisely as possible over likely-looking spots. When fishing from a boat, it is a good practice to take a few moments to see what those with more experience on the river are doing. A novice rower arriving on the Teno River for the first time can also turn to his lodge keeper for advice.
The most popular place for fly-fishing is the sandbanks below Alaköngäs, but Alaköngäs is by no means the only good place for fly-fishing.
The same rules of conduct for fishing from the bank as for fishing from a boat are in force during busy periods. Each takes a turn at a casting place, usually about 15 minutes at a time.
* Respect the rights and traditions of other fishermen and local people. Remember that you alone can have an impact on the pleasant atmosphere for yourself and the others by your own behaviour. Forget haste and stress and enjoy the unique landscape of the Teno River Valley, the ancient Sami culture and salmon fishing.
* One of the many traditions on fishing on the Teno River is that those fishing from the bank give way to those fishing from boats. Unnecessary wading,
particularly in popular rowing routes when fishing from the bank must be avoided. Salmon is often caught close to the river bank. Those fishing from the boats must also take the rights of those fishing from the bank into consideration and avoid unnecessary disturbing when rowing upstream.
* The shores of the Teno River are mainly owned by private people and general rules restricting access must be taken into account. Because of this, trespassing in gardens, for example, is forbidden without separate permission.
* The fishermen are requested to fish within moderation and take responsibility in protecting natural salmon stocks. Large female salmon should, in particular, be released.
VI Crossing the Finnish-Norwegian border
A recreational fisherman may land his boat on the Norwegian bank and stretch his legs while awaiting his turn to row. However, he is not permitted to camp there without a permit.
Those wanting to fish from the Norwegian bank must first pay the general fishing management fee and licence payable to the Norwegian State. A Teno fishing district licence purchased from Finland is valid for both the Finnish and the Norwegian side along the common section of the river, with the exception of the Boratbocka fly fishing area in Norway.
Fishing gear or other equipment that might spread fish diseases (boats, waders/wading trousers etc.) used in some country other than Norway or in some other river or water system proven to have or suspected of having a fish disease, absolutely must be disinfected or they must be completely dry. A certificate of disinfection of the gear must be shown. Disinfection certificates are available, e.g., at all the locations selling Teno River fishing licences on the Finnish side. The certificate is personal. You need the disinfection certificate even when landing the boat on the Norwegian bank to wait for your turn to row.
Disinfection requirements in Norway
VII Stop the spreading of Gyrodactylus salaris salmon parasite
The Gyrodactylus salaris salmon parasite does not bother the Baltic salmon but is a great threat to the salmon stocks of the Atlantic rivers. It is capable of wiping out natural salmon reproduction within a few years. The parasite was first encountered in Norway in 1975 and salmon stocks have been exterminated in about 40 rivers since then. The salmon parasite is an external fish parasite only half a millimetre in length, too small to be seen with the naked eye. The parasite mainly attacks salmon fry in rivers, and young migratory salmon. It damages the skin of the young fish, exposing them to bacterial and fungal infections. The parasite spreads as contact infection directly from fish to fish but also by the medium of water or fishing gear.
In Finland, it is obligatory to disinfect all the fishing gear and equipment, unless the gear is totally dry.
It is of the greatest importance that the spreading of the salmon parasite be stopped. For this, the help of every salmon fisher is needed (Ministry of Agriculture and Forestry/regulation 1376/2004).
A. Do not bring dead or live fish from other water systems into this region.
C. Use only clean fishing gear. Make sure your gear is totally dry or disinfected before using them.
B. Using baitfish in angling, ice fishing and lure fishing is forbidden in the water systems in the northern Lapland area (Ylä-Lappi).
Disinfection stations:
licences (see back cover).
All locations selling Teno River fishing
Inari Fishing Harbour
Ivalo SEO petrol station (Kerttuoja)
Inari Neste petrol station
Rajamotelli (Näätämö)
D. Gut the fish in the same water system where you caught it. Don't throw gutted fish remains into the river or onto the bank.
VIII Teno River fishing licences in
IX Respect for nature and the environment
Under the right of public access, hiking is permitted but vegetation and the trees regenerate slowly in the northern areas. About 90 percent of the Teno River bank area is privately owned. Landowner's permission is thus needed for camping and making a camp fire.
* Don't dump trash in nature.
* Remember everyman's rights and responsibilities.
* Be polite and take other people into consideration both in waters and on land.
Enjoy your visit to Teno! | <urn:uuid:cb17766c-75f8-4562-84f6-355d657cc031> | CC-MAIN-2017-13 | http://www.ely-keskus.fi/documents/10191/57368/Tenoinfo+ENG+2016+vedos2.pdf/03d40181-4abd-4afe-addd-dfbcdf0eff93 | 2017-03-27T10:48:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00370-ip-10-233-31-227.ec2.internal.warc.gz | 475,581,070 | 5,483 | eng_Latn | eng_Latn | 0.917149 | eng_Latn | 0.997338 | [
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Spatterdock, American Lotus, Yellow Lotus, Water Chinquapin, Grains à Volée (Nuphar species), Sacred Lotus (Nelumbo nucifera)
Spatterdock grows in open water along the edges of bayous, ponds, and lakes and produces alkaloids poisonous to grazers. Throughout its distribution in temperate areas of North America, Europe, and Asia, there are 10-12 species of spatterdock. Recent comparisons of spatterdock DNA samples suggest that there are probably eight species of Nuphar in North America.
Spatterdock leaves occur in three positions relative to the water surface: floating, submerged at the base of the plant, and (in some species) elevated out of the water. The large submerged leaves are thin like those of Divers. The flat, valentine-shaped, floating and raised leaf blades have shiny, waxed surfaces that shed water. Plant snorkeling (or pressurized ventilation) was first discovered in spatterdock leaves.
The single yellow spatterdock flowers reach above the water on peduncles that can be almost two meters (six feet) long. The center of each young flower contains a red-rimmed, greenish-yellow pod that resembles a bathroom shower head turned upward. Dozens of yellow, pollen-filled stamens surround the pod. The flowers are pollinated by several types of insects, after which, a many-seeded fruit develops above the surface of the water. As the seedpods mature and grow larger, they turn to the east and crook like a bishop's staff. By winter, the grape-sized seeds rattle inside the dark brown, woody pods and poke out of holes in the top.
Grains à volée, which means "flying seeds," is the French name for spatterdock. Despite the name, the seeds are too heavy for wind to carry them. Perhaps the name refers to seeds flying in the faces of boaters who run into the ripe pods. The colonies of many thousands of plants amassed in lakes and quiet waters may be the remnants of abandoned Native American spatterdock farms. The nutty-flavored flesh inside the hard covered seeds is a nutritious food source.
The lemon-yellow flowers of spatterdock, and the pale pink flowers of sacred lotus are the largest and most spectacular of any water plant. Sacred lotus can heat its flowers to 30°C (86°F) for as long as four days, which can be as much as 20°C (36°F) higher than air temperature. Heating releases a scent from flowers that attracts insect pollinators. On the first morning, petals of the warmed flowers open slightly to expose the stigmas and tips of stamens. Pollinators may bring pollen from other flowers to cross-pollinate. That night the petals close, trapping the pollinators inside, and the stamens shed pollen into the bowl-shaped base of the flower to feed the pollinators. The next morning, the flower opens wider. Pollinators are freed, covered with pollen, to visit other flowers or to self-pollinate the same flower. The flower remains open that day, available for self- and cross-pollination of any unfertilized eggs. Seedpods develop above the water surface.
Native to India, sacred lotus is widely cultivated. Buried seeds of sacred lotus found in Manchuria were able to germinate after 200 years, and seeds may survive hundreds or even a thousand years. | <urn:uuid:f13c86dd-c84d-4393-a814-2c3e8ac1a936> | CC-MAIN-2017-13 | http://www.pinyon-publishing.com/Spatterdock%20and%20Lotus.pdf | 2017-03-27T10:34:57Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00370-ip-10-233-31-227.ec2.internal.warc.gz | 618,827,429 | 715 | eng_Latn | eng_Latn | 0.99765 | eng_Latn | 0.998067 | [
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Dr. Dean Mooney Non-Verbal Learning Disabilities School Interventions:
Research (B.P. Rourke) has shown that 99%, or virtually all, of the individuals diagnosed with Turner Syndrome exhibit the strengths and weaknesses seen in individuals diagnosed with a Nonverbal Learning Disability.
Nonverbal Learning Disability is a term used to describe a specific learning profile. It is characterized by a number of cognitive strengths and challenges that impact a child's success in the academic and social settings.
What is accomplished in the resource room as the result of appropriate, and specialized instruction is nothing short of magic. Having the right list of strategies and instructional interventions is the key to working this magic.
The ability to verbalize ideas is the primary strength for the student with NLD. The difficulty occurs when the student is asked to translate these verbal ideas into a written product. Either the student feels overwhelmed by the ideas circulating in his or her head and cannot even begin the task, or they start immediately and are left with a jumble of ideas that have little continuity.
The student with NLD, however, cannot avoid the need to put ideas into a written format. The role of the special educator at this point is to put a structure in place for the child so that he or she can see that written discourse can closely parallel verbal thought.
The intervention strategy for written language begins by verbalizing and outlining what the final product will look like. The special educator begins by teaching the components of a sentence, a paragraph and then an essay. At times, using a math-like algorithm, a topic sentence + specific supporting details + a concluding sentence = a paragraph, gives the student with NLD the teacher's expectations up front. It is important to allow the student with NLD to understand the structure first so that, following this structure, a response can be formulated mentally.
While students with NLD are notorious reading decoders, the depth of their understanding of what they read can vary greatly. Fiction writing, where characters interact, can be very confusing for the student with NLD. Understanding personal interactions that play out in front of them is confusing enough. Extracting meaning from interactions that occur in text is even more difficult. Nonfiction writing, where fact upon fact is presented, can overwhelm the NLD student as they weigh what is the key concept and what are supporting details. If a number of photographs or charts are thrown in to support the material, such as in a history or math text, they can become visually distracted. Again the student with NLD needs to see the underlying steps that when put together, allows an individual to understand what has been read.
The special educator's job is both to get the information in and out, and also give the student an understanding of how his or her brain works and how to become an independent learner.
Of all the academic areas, mathematics can be the most challenging for the student with NLD. Math relies on the visual mode to communicate a large quantity of ideas in a limited amount of space. The more the task can be made into a verbal process, the greater the chance that the student with NLD will incorporate the ideas.
Often a variety of applications will be required of the student in a mathematical task. The student is asked to use visual information to determine which system or procedure to use.
When deciding which materials or texts will be used for math, choose those resources that develop the awareness of the concept prior to introducing the algorithm. A greater focus on language is used for these programs, allowing the student with NLD to verbally understand the idea before being presented with the system of how to complete the problem. The more language that is available to understand the underlying principals of an idea, the greater the probability of understanding for this student.
The thread that holds all of the coursework together is how the student brings his or her ideas together in an organized framework. The special educator cannot trust that the student with NLD will independently develop a system of organization that has the level of structure that is needed. Just as verbal thoughts are organized cognitively before they go from pen to paper; materials need to have a set location for storing and a system for retrieval. Once in place, the student has the confidence of knowing how to record information in class, store materials collected in class, set academic priorities once in the resource room, and keep completed work for class submission.
For the student with NLD, the binder system, while simple, meets the need for external structure. The method is not overwhelming as there are only three places to put materials; however, the sections allow for greater efficiency for taking in material and for returning the work completed to the teacher. After the student becomes comfortable with the system, efforts should be made to personalize the approach to meet specific needs.
Through specialized instruction, the student with NLD can become aware of his or her academic potential. With strategies and new skills in place, the student sees that the ideas that have been circulating in his or her mind can be translated to a format that others can appreciate and teachers can evaluate.
While the specialized instruction needs of the student with NLD may appear extreme, having the right balance of time for one-on-one instruction and access to the regular curriculum is important. The student with NLD has a need to be with age peers to access his or her verbal skills in class discussion, gain further knowledge, and practice socialization skills. However, these students also need time with the special educator to develop skills and to interpret the general curriculum. Establishing the right balance can be challenging, but neither environment can be short-changed by the other.
*This article contains excerpts from: Nonverbal Learning Disabilities: A Guide to School Success (Middle/High) by Dr. Dean Mooney et al. (2006) and Nonverbal Learning Disabilities: A Guide to School Success (The Teacher's Manual) by Dr. Dean Mooney and Sherry Newberry. | <urn:uuid:8b9b8ab3-3902-48bb-8de5-1888db2d2838> | CC-MAIN-2017-13 | https://www.turnersyndromefoundation.org/cushyUploads/nvld_4_3457189923.pdf | 2017-03-27T10:34:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00371-ip-10-233-31-227.ec2.internal.warc.gz | 997,620,890 | 1,213 | eng_Latn | eng_Latn | 0.998445 | eng_Latn | 0.998768 | [
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Tibet Oral History Project
Interview #91 – Ngawang Choseng July 7, 2007
The Tibet Oral History Project serves as a repository for the memories, testimonies and opinions of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers.
This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States.
Copyright © 2009 Tibet Oral History Project.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
INTERVIEW SUMMARY SHEET
1. Interview Number:
#91
2. Interviewee:
Ngawang Choseng
3. Age:
73
4. Date of Birth:
1934
5. Sex:
Male
6. Birthplace:
Gerdha, Lhatse
7. Province:
Utsang
8. Year of leaving Tibet:
1962
9. Date of Interview:
July 7, 2007
10. Place of Interview:
Sera Je Monastery, Lugsung Samdupling Settlement, Bylakuppe,
Mysore District, Karnataka, India
11. Length of Interview:
2 hr 27 min
12. Interviewer: Martin Newman
13. Interpreter:
Lhakpa Tsering
14. Videographer:
Jeff Lodas
15. Translator:
Tenzin Yangchen
Biographical Information:
Ngawang Choseng was born in the village of Gerdha in Utsang province. His family was a tenant of the Lhatse Chodhe Monastery and, as a form of tax, they sent Ngawang Choseng to the monastery to become a monk when he was 7 years old. His father was Chipon, the keeper of the horses of the monastery.
At the monastery Ngawang Choseng learned the Tibetan language and basic Buddhist scriptures. When he reached 13 years of age, he started studying Buddhist philosophical debates, which became the main focus of his education. At the age of 28, he went to Lhasa and enrolled in Sera Monastery. After the Chinese invasion, he witnessed the arrest and public beatings of many monks. Ngawang Choseng returned to his village after Lhasa was attacked in 1959.
Ngawang Choseng made his escape to India in 1962 with three other monks. Initially, Ngawang Choseng worked on road construction and later settled in Bylakuppe where he joined 300 other monks who labored to build Sera Monastery in Bylakuppe.
Topics Discussed:
Childhood memories, monastic life, first appearance of Chinese, life under Chinese rule, thamzing, escape experiences, life as a refugee in India, early life in Bylakuppe.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
Interview #91
Interviewee: Ngawang Choseng
Age: 73, Sex: Male
Interviewer: Marcella Adamski
Interview Date: July 7, 2007
Question: So we will begin.
Interviewee #91: [Nods]
Q: Please tell us your name.
#91: Ngawang Choseng.
Q: Do you give permission for the Tibet Oral History Project to use this interview?
#91: I give my permission.
Q: Thank you for offering to share your story with us.
#91: Yes, and I thank you for taking interest in our cause.
Q: Thank you. His Holiness the Dalai Lama requested that we record your experiences, so that we can share your memories with Tibetans for generations to come.
#91: Yes.
Q: And also to inform the world community, and the next generation of Chinese, about the true history, culture and beliefs of the Tibetan people.
#91: Okay.
Q: During the interview, if you wish to take a break or stop, please tell me.
#91: Okay.
Q: If you do not wish to answer a question or discuss something, also tell me.
#91: Okay.
Q: If this were shown in Tibet or China, would this be a problem for you?
#91: There is nothing. You can show it anywhere you like.
Q: We are honored to record your story and appreciate your participation in this project.
#91: [Nods]
Q: So I would like to ask first about your life in Tibet before the Chinese came and how you began your monastic life.
#91: Okay.
Q: Can you tell me where you were born?
#91: Lhatse.
Q: And that's in Utsang province?
#91: Lhatse is the name of the district.
Q: What is your village's name?
#91: Gerdha.
Q: How big a village was Gerdha?
#91: There may have been about 40 to 50 families.
Q: And what did your parents do for a living?
#91: In the beginning, we did not have any special livelihood and later started cultivation. We belonged to the estate of a monastery, so we requested [land from] the monastery and started farming.
Q: You were the tenants of a monastery?
#91: Yes, the Latse Choedhe.
Q: What kind of crops did they raise?
#91: They grew grains, peas and wheat; also pekam from which oil is extracted.
Q: Oil?
#91: It's called pekam from which oil is made. They have yellow flowers.
Q: Sunflowers?
#91: No, it's not sunflower. It has seeds, which are very small.
Q: Did they also have animals?
#91: Yes, they did.
Q: What animals did they have?
#91: They had oxen to plough the land. They also had a dzo, or two, and donkeys.
Q: A dzo is like a yak?
#91: There are two types of dzo; one which is bred from a yak and a cow and the other from an ox and a dri 'female yak.'
Q: So at what age did you go to the monastery?
#91: I must have been around 2 or 3 years old when it was a sort of tax levied on us to make me a monk. The reason they forced the tax was that the monk population at the monastery was low, so they requested the higher authorities about it and a tax was levied.
Q: What is the meaning of a tax to become a monk? I don't understand.
#91: They [the monastery authorities] say, you have to become a monk. To my parents they said that their son must become a monk at the monastery; that the monk population was dwindling. When there were no new entrants to the monastery, such taxes were imposed.
Q: The tax is that they offer their son to the monastery?
#91: However, I was about 7 years old when I actually joined the monastery and had to follow the rules. Until then I was with my mother.
Q: When did you become a monk?
#91: I must have been 2 or 3 years old because there was a ceremony at the monastery and during that ceremony, I was said to have been in my mother's lap. My name was enlisted [in the monastery] when I was 2 or 3.
Q: They said you would become a monk when you were 2 or 3 and you didn't join until you were seven?
[Interpreter to interviewer]: Yes.
Q: Who were the higher authorities? The higher authorities of the tax collectors? Who were the higher authorities?
#91: The monastery officials said that the number of monks was dwindling.
Q: To whom did they say that?
#91: They appeal to the Labrang 'Grand Lama's office,' the government and many other high leaders. In my case, it was someone called Tsashok and I was a direct tax from the monastery.
Q: And they said you should come because they sensed some special destiny for you or just because they needed more monks in the monastery?
#91: Because if there were no monks in the monastery, it would go to ruins. That was why they needed more monks; else the monastery would be ruined.
Q: You remember anything of your childhood before you were 7? Do you have any special memory before you went to the monastery?
#91: I don't remember anything. Even after becoming a monk at seven, I have only a faint memory of those days. I don't remember much.
Q: You remember the first day you went to the monastery when you were 7?
#91: I can't recall anything. What I remember is that we had to get up very early in the morning, it was maybe around 5 o'clock and that was very difficult for me. When I went to sleep at night, I remember I used to miss my parents. Other than that I do not remember much.
Q: So when you first entered the monastery you missed your parents?
#91: Yes, I used to miss my parents.
Q: There were many boys around your age there? There were other boys your own age?
#91: I was among the youngest. My father was the monastery's chipon, the keeper of horses, so that was the special reason they wanted me to become a monk.
Q: Your father looked after the horses, so you continued to see him while you were at the monastery?
#91: My father was at the monastery only at times. He had to take the horses to different places wherever there was grass.
Q: What was the name of the monastery you went to?
#91: Lhatse Choedhe Gaden Wongming.
Q: That was a Nyingma Monastery or what was the sect?
#91: Gelugpa sect.
Q: What was a typical day in the monastery life for you as a child? What kind of things did you do?
#91: I used to miss my parents and at times I found it difficult to follow the rules of the monastery. I remember those. As I became older, I had to learn the scriptures, which were difficult. I don't remember much else.
Q: When you were very young, you felt it was very hard for you?
#91: Yes, I used to find it very hard to get up early in the morning in the freezing weather and then having to attend the prayer session. I still remember that.
Q: Did you have to sit out in the snow and study sometimes, when it was snowing?
#91: When it snowed we sat inside to study. We didn't have to sit where it was snowing.
Q: Because I have seen monks in Tibet outside in the snow studying. That is why I asked this question.
#91: Yes. But it didn't snow that much in our region. It snowed a little in winter.
Q: It was just very cold.
#91: It was extremely cold.
Q: At what age did you have to start studying the scriptures?
#91: I was taught the alphabets from the age of 7.
Q: When did you study the scriptures?
#91: Before we start studying the debates, we have to memorize a lot of texts, which are chanted during the prayer sessions.
Q: What was the age?
#91: At about the age of 8 or 9 years old—after learning the alphabet.
Q: Did you have any idea what the scriptures meant at that age?
#91: I did not understand the meaning of the words. We had to recite out of memory and I memorized many prayers.
Q: Did any of your teachers ever hit you when you made a mistake?
#91: Yes, I have been beaten a little. I ran away from the monastery six times.
Q: That's because they hit you with their hand or stick. How did they hit? What did they hit you with?
#91: If the teacher became very angry, he would hit with a rope.
Q: With a rope? Did that make you very angry then, when they do that?
#91: I was too scared to get angry!
Q: You were memorizing scriptures—at what point did you actually start to find meaning in what you were studying?
#91: When I started understanding the meanings of the scriptures was when I was about 13 or 14 years old. That's when I started studying the Buddhist philosophical debates.
Q: And you remember that moment, when something you had first insight into the dharma or into what was being taught to you?
#91: We start learning the philosophical debates at age 13. The teachers teach us the meaning of the scriptures and we learn a little. It was not possible to know much.
Q: What was the first meaning that you felt you really understood? What was the first thing you thought you really understood?
#91: I did not fully understand the meaning of the dharma until I came to Sera Monastery.
Q: At what age?
#91: At the age of 18, I came to Lhasa from Lhatse.
Q: To Sera?
#91: Yes, Sera.
Q: So you moved from this monastery and then you went to Sera Monastery. When was that?
#91: When I came to Lhasa, I was 18 years old.
Q: So up until 18, it was basically memorization and studying without really understanding?
#91: No, we had to learn the philosophical debates, the tse-nyi.
Q: Tse-nyi is question-answer?
#91: We do it here. One will ask a question and it is replied to and then another question is asked.
Q: That you learned in… #91: Lhatse Choedhe.
Q: Did you become very good at that?
#91: I think I did quite well. I was promoted from the lower-grade to the upper-grade because I was good. We were about ten students in one class.
Q: So you must have gotten better at that?
#91: Yes, you can say that. However, our monastery was a small one and here [Sera Monastery in Lhasa], I think I was quite good.
Q: You think you were a better questioner or answerer?
#91: No, I don't think there is much difference between them. Whatever the teacher has taught you, you go and say it there and when you receive a reply, you have to think and recall what your teacher has taught you and say it. That's how you do it.
Q: Do you remember any particular questions that you enjoyed in particular?
#91: You have to go according to whatever is given there in the scriptures.
[Question is repeated]
#91: Yes, I used to be happy. I was very interested.
Q: Any particular question?
#91: You have to keep the scriptures as your base, and according to that, you question and receive an answer. You have to be really fluent in that—the meanings of whatever are there in the texts. You ask a question and receive an answer and at times you say that that is right, or at times that that is not right and the debate goes on. The texts have many sections, like Dhuera, Lodha, Dupton Sasum and so on. You have to know whatever is there in the scriptures.
Q: And before you went to Sera Monastery, did you do any particular meditations of any kind? Did they teach you or require you to do meditations?
#91: No, I did not know meditation. It was not in our rules to teach meditation; instead we had to learn the basics of philosophical debate. They tested us on that and also the scriptures that we memorized. Other than that, we did not know about meditation and such things like Lamrin. Except if a high Lama came and spoke on Lamrin, the study portion of our monastery did not cover meditations.
Q: Did you learn meditation? Did you learn to do sand mandalas at all or any of that kind of…
#91: No, I did not learn any of that kind.
Q: You only learned the debates?
#91: Yes, I concentrated on debates. I did not even learn to write well though I can read the Tibetan Ugyen script. I do not know to read or to write the other form of Tibetan script, Umay. We were not taught to.
Q: Did the Chinese come before or after you went to Sera Monastery?
#91: The Chinese had not come then. It was two or three years after I left for Sera Monastery that the Chinese arrived.
Q: So why did you go to…How did it come about that you went to Sera Monastery from the place you were?
#91: My going to Sera Monastery was mainly for education. My teacher had studied at Sera Monastery and returned to our monastery. He advised that I should go to Sera Monastery for my studies and that our monastery was too small for a good education. Sera Monastery being a big monastery was better for my education, so I was sent there.
Q: Were you happy to go to Sera with your teacher?
#91: My teacher did not go with me. He remained at our monastery.
Q: Were you happy?
#91: I went walking. It took me over 15 days from Lhatse to Lhasa. Early in the morning at around 3 a.m., I would start walking.
Q: You walked to Sera? Were you happy to go to Sera?
#91: I was very happy. My going to Sera Monastery was not a form of tax. It was only when I was made a monk that that was a tax. I went to Sera Monastery out of my own wish.
Q: What had you heard about Sera Monastery?
#91: My teacher told me that at Sera Monastery there were many good teachers to teach the scriptures. He said that at Sera Monastery there were more opportunities to learn and hearing about them, I wanted to go to Sera Monastery. When I went to Sera Monastery, it was not just walking, but I had to carry food, water and clothing on my back.
Q: How long did it take you on foot?
#91: It took me about 16 or 17 days.
Q: Who went with you?
#91: There was another student, my roommate and three other monks who had earlier studied at Sera Monastery and were returning after teaching at our monastery.
Q: And when you got to Sera Monastery, how was it different from your previous monastery?
#91: Concerning education, the opportunities were great at Sera Monastery, but where food was concerned, it was better at my previous monastery. At Sera Monastery, food was scarce.
Q: There wasn't enough food?
#91: At times there would not be enough tsampa 'flour made from roasted barley.' It was not like what it is here [in Bylakuppe] today. We ate pa 'kneaded dough from tsampa' and at times, I missed meals. Food was difficult to obtain at Sera Monastery.
Q: At the time you went there, how many monks were in Sera?
#91: At Sera Monastery? I do not have any figure to quote. They normally used to say that there were about 5,000 to 6,000 monks. In Sera Monastery, there are three datsang 'sections' named Jepa, Meypa and Ngagpa. I was in the Jepa Datsang. They say that there were around 5,000 monks.
Q: In Sera Je?
#91: Yes, in Sera Je. There was no custom of taking a count. However, after the battle in Lhasa, the Chinese took a census and said that there were over 5,000.
Q: In Sera Je alone?
#91: Yes, they said that there were over 5,000 monks in Sera Je alone. In the early days, we had no custom of head counting, but the Chinese wanted to find out the strength of the
monks after the war to learn whether the figure had increased or decreased and they counted 5,000.
Q: Is Sera in Lhasa or outside of Lhasa?
#91: It is outside Lhasa. It is located behind the Tse Potala Palace. It is towards the north of Lhasa.
Q: Did you go into Lhasa very much?
#91: When I reached Sera Monastery, the next day I went to Lhasa. I have something funny to relate.
On my first trip to Lhasa, someone helped me, but that day I did not meet the person I had to meet—I had to meet this person because some of my food was transported on his horses and mules. The next day my companion and I thought we could go by ourselves. We walked the whole day. We started from Sera Monastery at daybreak and by the time we returned from Lhasa it was night! We had gotten lost on the way. We were fools because we could have asked people the way to Sera Monastery, but we were ashamed to do so! I was a fool at that time!
Q: I guess everyone must learn to ask the way.
#91: That is right, but I didn't ask. The reason why I didn't ask was that they would realize that I was a new person around the area and I'd heard that there were cheaters and robbers. So I was scared and didn't ask the way.
Q: That's a difficult situation.
#91: Yes. In comparison to my village, Lhasa was a big town but comparing it with the cities in India, it's nothing. However, both my companion and I were lost. At one point, both of us became angry at each other. One would say that that was the way and the other would say that it wasn't. We walked up and down. [Laughs]
Q: After you learned the way, did you frequently go into Lhasa after that?
#91: Yes, I did go later, but only with someone who knew the way!
Q: Did you go to the Bakor in Lhasa?
#91: We circumambulated the Bakor most of the time. We would walk for a little distance and then get scared that we'd lose our way and return to the Bakor.
Q: After you returned to Sera Je, how were your studies different than what…how did you find the difference?
#91: Basically, it was the same because the basis was the scriptures. However, there were different grades and I had studied the lower grades at the earlier monastery. The higher grades were taught there and the teachers were also different. In the Sera monastery we had renowned teachers while we didn't have such in the village monastery.
Q: You were being taught the higher grades?
#91: For example, in the schools here you have grades one, two, three and so on. In the same way we had the Shung Kapon Nga, which was taught grade wise.
Q: So you had many examinations to pass?
#91: I suppose I know a little, but not much.
Q: Many exams or not many exams?
#91: Not many.
Q: At that point, were you introduced to any meditations or anything like that in Sera?
#91: Even at Sera Monastery, there were no special sections in meditations, which we had to learn within the study portion. It was there in the texts and we just followed it, but we did not sit meditating with our eyes shut. However, the scriptures contained lessons on how meditations should be done and how to control your mind.
Q: Is there a particular time when meditation is introduced into the teaching or is it different everywhere?
#91: While learning the basics of the scriptures, you automatically learn how to meditate, but there are no such special lessons like demonstration during a prayer assembly that that is how you meditate. While you are learning the scriptures, it contains in it how you control your mind. That is how you meditate. That's what you understood by way of learning the scriptures.
Q: I guess just for my own understanding because I don't know very much about this, I wonder, I have heard stories like in Dzogchen monastery, people would go often to caves and maybe spent four years in a cave or they would take a young boy and put him in a room and he would stay in the room for six months. Were you familiar with any of those practices and why would they be in some places and not in others?
#91: I have heard about those who meditate. There are many such people.
Q: You haven't seen them?
#91: I have seen them too. There are many around Dharamsala. In our village in Lhatse, there were nuns who spent their entire life in a room; they plaster the door with mud and leave just a small opening to take food in. I have seen them. I have been to them too.
Q: How long did she stay in the room?
#91: She stayed there her entire life, until she was brought out by the Chinese. She might have been in there for 20 or 30 years.
Q: They broke the door down and they stopped her from meditating and they put her in a jail?
#91: I don't think she was put in jail. I heard that she was taken out and not allowed to continue [her meditation]. After the defeat of Lhasa, I stayed only about three years and then escaped.
Q: When did you become aware that things started to change in Sera? What was the first kind of thing that you noticed that was changing in your life?
#91: Generally in terms of economy, there was no change whatsoever. But in my mind there was a change, since I learned the scriptures; my mind embraced the dharma and my mind learned to keep away from wrong things. Other than that I did not find any other way.
Q: That's what you learned in Sera—that materialistic life is not so important, that developing your heart was the most important thing.
#91: That is right.
Q: Last year, I was in Amdo and I was speaking to the Lama there in a monastery in Amdo Province and he was telling me that the monastery actually was acting as the court of law in that particular area. If there were problems between people and cases that had to be settled, they didn't come to the Chinese, they came to the lama, the monastery to settle these disputes. Is that how things worked then?
#91: If it was a dispute among the monks, then there was the Lachi the main body and there were the Shesay, Shango and Sinkhang, which settled them. Then there were various khangtsen 'houses' and datsang 'sections'.
Q: The laypeople?
#91: Not the general public. If the people belonged to the estate of the monastery, then perhaps they approached their particular head, but not the general public.
Q: When did you become aware of the Chinese?
#91: Perhaps it was two years after I joined Sera Monastery that people said that the Chinese were coming to Lhasa. One day I too went to see them come marching in. Other than that, I don't remember much.
Q: Two years after you joined Sera?
#91: I think it was around two years. I am not very clear.
Q: What did you see?
#91: I saw them come in a procession.
Q: You saw soldiers or civilians?
#91: Soldiers.
Q: Did they bother you at all? Did they come to Sera, to your monastery? Did they leave you alone there?
#91: No, they didn't come to Sera Monastery; perhaps they came just to see the monastery, but they didn't bother us. At that time the Chinese were trying to be really diplomatic. I have something to say. The Chinese were very much trying to be extremely diplomatic with the Tibetans at that time. They were trying to be gentle in words and in attitude.
Q: They were clever.
#91: No, not that. Peaceful. Caring. They were trying to be very gentle. What happened [one day] was that there was a narrow path leading from Sera Monastery to Lhasa with water on both sides. We were five or six of us walking on this narrow path and a Chinese was coming from the opposite direction. He was sounding loudly on a sort of bell to signal us and one of my companions became very angry. He pushed the Chinese into the water, but he [the Chinese] never quarreled with us nor did he get angry.
Q: Did you think the Chinese were good?
#91: No, they were not good, I knew that. They were being tactful in order to try to make the Tibetans like them.
Q: He wanted to get through and you were there and your friend just pushed the guy into the river? What was he ringing?
#91: Something like a cycle bell.
Q: The Chinese was shocked?
#91: The path was so narrow; there was hardly any space.
Q: What did he say after he was pushed?
#91: The Chinese didn't say anything. The monk said—though the Chinese wouldn't understand—"If we sidestep for you, who will sidestep for us?"
Q: Was this a soldier or just a…
#91: He was an ordinary official, dressed in blue.
Q: So at least in the beginning, the Chinese did not cause big problems. When did things start to get worse?
#91: A few years later after His Holiness the Dalai Lama went to India and returned to Tibet, around that time, and a little earlier than that. Mainly in Kham area, the Chinese began the so-called liberation and caused much suffering to the people there, which were heard in Lhasa. In Lhasa also the Chinese' actions became worse in regard to the leaders.
Q: The Chinese began to cause suffering after His Holiness left for India?
#91: No, no. His Holiness went to India on pilgrimage, a little earlier than that.
Q: Which year was it?
#91: Wasn't it 1957 when His Holiness went to India on pilgrimage? It was around that year.
Q: By doing what?
#91: In Kham they caused a lot of hardship and killed many people.
Q: Did they do anything in the monastery?
#91: They didn't do anything in the monastery.
Q: But you heard what was happening in Kham?
#91: Yes, we heard what was being done in Kham. The Chinese said they were bringing about reformation; that the old ways were not good and that they were going to bring about good ways. They started the reformation in Kham and it was very bad. A multitude of people from Kham, in the east were fleeing.
Q: Were the Chinese still friendly or were they changing?
#91: No special friendship. The monks had no relationship with the Chinese. We were in our place and they stayed where they were. No one spoke about politics. At times the Chinese tactfully made special offerings in the monastery and gave money to the monks.
[Inquiries about the comfort of those in interview room]
Q: So maybe it was the translation when you said first that they were not good and you said the Chinese were providing all this stuff. So I don't understand.
#91: Except for the battle, the Chinese didn't do anything nor torment [the monks at] Sera Monastery. They didn't come to Sera Monastery, except to make offerings.
Q: They mistreated the people in Kham?
#91: We heard that they mistreated the people in Kham. Many people fled from there and the monastery was filled with monks [fleeing from the East].
Q: When did you start to see trouble yourself in Lhasa or in Sera in front of you?
#91: We heard that people were being arrested in the East and to be frank, I did not have any interest in what the Chinese were doing there.
Q: Right. You didn't have any interest in those matters, but those matters were coming to you; you weren't coming to them.
#91: Yes, the Chinese were interested in us. They were cleverly giving money to the abbots. A song was sung in Lhasa with words like "dhayen 'silver coins' are being rolled inside the monks' robes." I don't know all the words of the song, but the gist was that money was being rolled in the monk's robes [paid as bribe].
Q: What the Chinese did first was to try diplomatically to make the Tibetans like them. When they were not successful in this, they changed their color? How did they change?
#91: The change was that they were harassing the government to accept the so-called "Democratization of Liberation" process. The Chinese started building houses and hotels and the citizens were raising a hue and cry. This is what I heard, as personally the Chinese have not said a word to me.
Q: But not in 1959?
#91: That was prior to 1959. In 1959, the actual war started.
Q: They were building hotels?
#91: Yes, they built hotels and houses in various places. The Chinese were everywhere. Not only that, when such a huge number of Chinese moved into Tibet, Tibet being a small country, there was a scarcity of food grains. The prices of grains escalated.
Q: Prices were going up.
#91: Every monastery has its own oracle, like the Nechung. When we consulted our oracle, he placed a 100 ngu-sang 'Tibetan currency' on a bo full of grains. The bo is a measuring can similar to a one kilogram weight here. It was a prediction that the price of grain would escalate.
Q: I don't understand. You consulted an oracle?
#91: The oracle predicted that in the future there would be scarcity of food grains and the price of food grains would be exorbitant; he placed the 100 Ngu-sang note on the bo to indicate that. Bo was a measuring device used when grains were sold.
Q: The oracle placed the note on that?
#91: Yes, it was to indicate that such a quantity of grain would cost a 100 ngu-sang. Those were the reasons no one liked the Chinese.
Q: That's why you didn't like them?
#91: Also they burned bones, garbage and such things. It was said that they ate dog's meat. It might be true that they ate dog's meat because there were many plump dogs in their army camps.
Q: They burned bones?
#91: It was said that they burned bones, but in truth perhaps those were garbage. At that time it was considered bad to burn bones.
Q: Whose bones?
#91: Every type of bones. The bones of the meat they ate.
Q: They ate the flesh of whom?
#91: That I don't know.
Q: You just heard they were eating flesh and burning the bones?
#91: Yes, bones and garbage.
Q: It was considered bad to burn garbage?
#91: In general, nobody would say anything if garbage was burned, but among the Tibetans, it was not the custom to burn garbage. However, when bones and such stuff were burned, we considered it very bad. It [the smoke] was said to harm the deities and so on.
Q: Okay, continue.
#91: Then it became worse and worse and the actual war started. The Chinese brought down the Tibetan government. They came to power and started imprisoning people. The earlier intellectuals, officials of the government, monasteries and estates, highly learned religious masters; doubting those people, they captured all of them.
Q: Did they come and arrest the lamas at your monastery?
#91: Many. Not just arrests, they [the monks] were subjected to thamzing 'struggle sessions' and beaten. The student monks were made to beat their teachers; parents their children and the children their parents. Such dreadful things happened.
Q: Did you witness that?
#91: Oh, yes, I saw that. I saw many times. Not only that, the Chinese would claim, "They [the Tibetans] did the beatings." The Chinese did not do any of the beatings. Our people were made to do it. The Chinese told the Tibetans who did not engage in beatings, "You are bad. You have not been indoctrinated enough. You are this and that," repeatedly, until in sheer frustration students beat their teachers and parents.
Q: Did anyone beat you or did you have to beat anyone or were you forced to do anything?
#91: I have neither beaten anyone nor been beaten. However, in our monastery, there were many elder lamas holding office that were beaten and imprisoned. Later, two monks of our monastery committed suicide by stabbing themselves.
Q: You heard about that or you saw that?
#91: I saw it. That afternoon they were subjected to thamzing and shoved to the ground. One fell, seriously injuring his hip. That night unable to bear the hardship, he found a small old knife in a room where normally prayers are offered to the protective deity and stabbed himself three times in the abdomen. The other cut his throat and I heard that people hung themselves in other places. [Shows action of hanging]
Q: When you saw them, were they dead?
#91: When I saw him, he was not dead. They took him to the hospital.
Q: You witnessed their suicide?
#91: No, I didn't see them do it. They did it at night. They were in prison.
Q: Did they succeed? Did they die?
#91: One died and the other didn't. He came back. Some people died in the nearby monasteries. Let me continue. The other thing that happened was this. The monk had stabbed himself in the night when he was imprisoned alone in a room. The next day, about 500 of us monks were divided into groups and the monk was brought out for thamzing. He was asked to confess what he had done and what he had said.
Q: The one who had stabbed himself?
#91: Yes, he'd stabbed himself the night before, but did not die. He had worn a pair of pants made of paktsa 'animal skin' in anticipation of the cold if he was taken to prison. We could see the blood and pus dribble down on the floor in front of us.
Q: Through the paktsa?
#91: Yes, blood and pus dribbled through the paktsa.
Q: He was in that situation that night? He was subjected to thamzing in front of the all the monks?
#91: Yes. He had stabbed himself in the night, and the next day he was brought out for the thamzing. He had been subjected to struggle session the day before too.
Q: Why did they put him in the center of the room? For what purpose? For another thamzing?
#91: Thamzing is the way of the Chinese. In order to arrest them [people] and take them away to prison, they needed a motive, so the Chinese instigated Tibetans to make accusations and taking that as a motive, they were taken away to prison. Otherwise, you just can't catch someone and…
Q: The person who was stabbed; did they thamzing him because he tried to kill himself?
#91: He stabbed in order to kill himself.
Q: So he was again subjected to the struggle sessions?
#91: Yes, because he was not dead, he was subjected to the struggle sessions again.
Q: You were there and you saw that?
#91: Yes, I saw it. The monk's name was Changchung Dorjeela.
Q: When you saw these things happening, these terrible things; what was going through your mind? What did you think?
#91: I started to hate the Chinese from the depth of my heart and then I thought about escaping.
Q: You decided to flee then or later?
#91: I decided to flee then. There is more. The Chinese needed evidence of an offense committed by the monk in order to arrest him; they had to put it down in writing and send it to say that was the reason he was arrested. Since there was no offense, the Chinese told the monks that they have to make such and such accusations [against the monk they wanted to arrest]. So there was one monk who was subjected to thamzing for about two hours and, finally, to all the accusations he admitted, "Yes, I did it!" He said "yes" to every accusation hurled at him. At the end of the meeting, the Chinese leader said that the meeting had been a great success. However, the accused said, "What I have said today are all lies. I said all that out of dread!" Everybody was so surprised!
Q: He was a monk?
#91: Yes.
Q: And then they beat him?
#91: They beat you until you accepted the accusations, so he said "yes" to all for fear of more beatings.
Q: This was in 1959? Is that right?
#91: It was after the war in Lhasa was lost; that was in the spring. It was around autumn of 1959. I fled from Lhasa and went to my old monastery at Lhatse.
Q: In 1959 you fled from Lhasa?
#91: When the war took place at Sera Monastery, I fled to my old monastery.
Q: While you were in Sera, what did you know what was going on in Lhasa and the developments with the Dalai Lama? Had you escaped already or were you still going to escape?
#91: When the war began in Lhasa, it was early morning at around 4 o'clock. If I looked out from my window, I could see the Norbulingka and the Potala Palace. A lot of artillery shells were being fired and I was very scared. I went to the top of the house and found many monks there. The monks were saying, "What would have become of His Holiness the Dalai Lama? Look there, the Norbulingka is being bombed." Someone told me, "His Holiness is not there. He has already left. Don't worry."
Q: It was 4 a.m. in the morning?
#91: Yes, it was around 4 o'clock in the morning.
Q: What did you feel when you heard that?
#91: Then I felt happy. I was wondering what would happen because a lot of shells were being fired. You could hear the sound of guns and artillery at Sera Monastery. I was sleeping at that time and was woken up by the sound of guns and shells.
Q: So then surely thereafter you fled back to your village?
#91: No, not until Lhasa was lost and it became hopeless. The Chinese fired a lot of artillery shells at Sera Monastery. Scared of being at Sera, I went to stay at a mountain cavern nearby. I was afraid to remain there too and fled to my village.
Q: To your own village?
#91: Yes, to Lhatse.
Q: What did you find when you got home to Lhatse?
#91: There were many monks at Sera and Drepung Monasteries who were originally from my village monastery. I was the first monk to return.
Q: From the village?
#91: No, from Sera Monastery to Lhatse Choedhe. I was the first to reach Lhatse from Sera Monastery among its many monks. I was the first to arrive there. Except for a few who had heard the news over the radio, most of the monks [in the village monastery] had not heard about the war, even 10 to 15 days later. A few monks had heard about it by listening to the radio. They had spent the nights reciting Dolma prayers for His Holiness the Dalai Lama. Majority of the people were ignorant about the war in Lhasa.
Q: What was the reaction when you personally told people what you had seen?
#91: People cried. When I returned, I was not in my monk's robes; instead I was wearing a layman's dress. People were very surprised and everyone came to see me.
Q: They believed you?
#91: Yes, they believed me. The senior monks had heard it over the radio, but they dare not reveal it to the people.
Q: Why?
#91: They were afraid as to what would happen later.
Q: Then what happened?
#91: As I was the first to return, our monastery's officials gathered for a meeting. The discussions were: what to do with me, as I had come from the war area; what would they tell the Chinese if they were questioned regarding me. Some felt that if the Chinese ask anything, they could just say the person is here and talk to him directly while some had the opposite opinion and they couldn't come to an agreement. The next day, they called me to the office. There was something called the Zendi or a prophecy for which you consulted the deity; that procedure was done for my case.
Q: They were deciding to hand you over to the Chinese because they were afraid the Chinese would come and then harm everyone?
[Interpreter to interviewer]: Yes.
Q: Did you use the bowl for fortune telling?
#91: It was like this: you wrote the options on notes, which were rolled in pa 'tsampa dough.' Those [the dough balls] were rotated [in a bowl] and whichever ball fell out was the chosen one.
Q: That's how they decide what to do? They threw it on the ground and read how it scatters?
#91: The pa would keep moving in front of the deity and then you chose which fell out. The one meant for me said, "Don't do anything to him." They [the other monks] were trying to be tactful with me. When they planned to carry that out [consulting the Zendi] the next day, I heard it in the evening. Some monks warned me that there were some bad people who were going to do that to me and that I was to be careful the next day, but they did it very cleverly. They called me the next day and enquired as to what happened in Lhasa, as though that was the reason they had called me.
Q: There were bad people in the monastery?
#91: There were different types of people. They were not actually bad, but were afraid of the consequences, as I had come from the war area.
Q: Then they said don't harm you, don't turn you over to the Chinese, just leave you alone?
#91: That's right and nothing happened. It was good for me. Later many monks arrived from Lhasa.
Q: You must have been very relieved?
#91: I became very happy, but I didn't want to stay there. I wished to come here [to India].
Q: So how were you able to flee? This was still 1959 and you said earlier that you did not; I think you did not flee until 1962? What happened in those three years?
#91: I fled in 1959.
Q: When was it when you fled to India?
#91: That was in 1962.
[Question is repeated]
#91: In those three years, I could not find a good travel companion. I did not know the way to India. There were some of us who discussed among ourselves and we spoke to someone who knew the way and then we decided to escape. That was the delay.
Q: So you had to wait for two to three years to be able to flee?
#91: I remained there with the thought that I would make my escape when I found a good travel companion.
Q: Yes, but I want to know, did you have to wait two years before you were able to do that?
#91: Yes, I had to wait.
Q: What did you do in that time? Where were you?
#91: The Chinese made us cultivate the fields. I don't know why, but that year the crops grew abundantly. At the time of harvest, they [the Chinese] didn't let us stay at the monastery. They drove us out to the village. They selected a monk or two whom they were suspicious of and made them stay back at the monastery. They said, "You can stay here and have the freedom to practice religion." The majority of us were ousted. They did that twice. The first time they did that, we did not budge.
Q: Were you driven out of the monastery?
#91: Yes, they wouldn't let us stay in the monastery.
Q: After you had harvested?
#91: No. First they said that the so-called revolution was on and conducted a lot of thamzing. When that was over, they expelled the monks.
Q: They allowed two or three monks to remain in the monastery?
#91: We stayed for one year.
Q: Where were you for one year?
#91: In the monastery.
Q: You mean you were growing crops?
#91: During that time they didn't make us cultivate. We were at the monastery for one year while the thamzing were going on.
Q: Who were there?
#91: All of us monks of Lhatse Choedhe were there.
Q: So for one year the Chinese carried out thamzing?
#91: Yes, for one year they carried it out and let the monks stay at the monastery. Then they expelled a part of the monks. About 93 or 95 of us resolutely remained there, though the Chinese told us to leave.
Q: Did the Chinese come and carry out thamzing?
#91: Yes, they conducted thamzing.
Q: Did you cultivate land the following year? Where was this?
[Interpreter to interviewer]: At Lhatse.
Q: You are still in Lhatse.
#91: Yes.
Q: And then they came to your Lhatse Monastery and then you went through another series of thamzing there and then after that was over, you had to cultivate the fields?
#91: Yes, thamzing for over a year. Then the majority of the monks were expelled and there were just a small number of us left.
Q: The monks were expelled?
#91: The majority were expelled. They were not allowed to remain in the monastery. The Chinese verbally said that there was freedom of religion and we could stay in the monastery. In actual fact, they said religious education was not good and expelled the monks.
Q: They took some monks away and put them in prison?
[Interpreter to interviewer]: They allowed only a few monks to stay in the monastery.
Q: And you were one of the monks left in Lhatse Monastery?
#91: The first time I was not expelled, as I was determined to stay on. The second time it was not possible to stay for they [the Chinese] were very strict, so I had to leave.
Q: To work in the fields?
#91: Yes.
Q: And the thamzings you saw in Lhatse, were they similar to the ones at Sera?
#91: They were similar. At Sera Monastery, I did not see the thamzing because I fled immediately after the war, but the methods adopted for thamzing were similar.
Q: So then you were sent to the fields and then you heard some people; were there people passing through or how did you finalize your plans to escape to India?
#91: We discussed among ourselves—one of my companions is the previous abbot of Sera Je Monastery here [in Bylakuppe], another one is now in France and the third is a Lama now living in Germany. We were four of us.
Q: Initially where did they come from, these other people?
#91: We came from the same village.
Q: Were they all monks?
#91: Yes. The Lama was from another monastery, who had escaped to our monastery. There was great suspicion on him as he was a Lama.
Q: So you were four monks from the same monastery?
#91: Yes, we were all monks.
Q: You were all monks there together working in the fields of Lhatse?
#91: Yes. However, those monk officials who'd been imprisoned and we, the common monks, were not put together. We were not allowed to mix.
Q: But you and your friends who were monks also decided to flee to India together?
#91: That is right.
Q: So tell us about how you made your escape?
#91: Initially, I was waiting for a companion to make my escape. Incidentally, I visited the room of one of the [future] escapees and learned about their plan. I requested them to take me with them and not to leave me. Earlier many others had left me behind because I was poor. I pleaded with them to let me join them.
Q: Because you were poor they didn't want to take you with them?
#91: It was because they wanted the group to remain small. They feared capture if word leaked out.
Q: So ultimately they let you come with them?
#91: I learned that they were planning to escape because I noticed that some of the things that they planned on taking to India were missing in the room. I knew that, so I told them, "You are planning to leave and you have to take me with you." Then they said, "We are leaving tomorrow, so how will you come?" I replied, "Tomorrow? I would come even if you said you were leaving just now." So that night I went to my home and early the next morning, we fled.
Q: I don't understand the first response when they said, "How can we take you, you are poor?" What does that mean?
#91: They didn't say that they wouldn't take me. They wouldn't reveal to me that they planned to escape. When I was expelled from the monastery, I was living in my mother's village.
Q: They didn't tell you that you were poor and couldn't accompany them?
#91: They were suspicious of me. They feared that if more people spoke about it [the plan to escape], they'd be captured. Earlier we had discussed escaping.
Q: Did they say that you were poor and shouldn't come with them?
#91: No, they didn't say that.
Q: What did they say earlier?
#91: Because I was poor, they suspected me.
Q: Suspected that you were with the Chinese?
#91: No, not that I was with the Chinese. They thought I would talk about the escape and if more people learned about it, the Chinese might come to know of it.
Q: That it would put them at risk?
#91: Yes. I did not tell my mother that I was going to escape.
Q: You didn't tell anybody; not even your mother. You just packed and then you were ready to go.
#91: I did not have many things. The others had things to take. That was how I came to know they were planning to escape when their things were missing in the room. I did not speak a word of it to my mother.
Q: Then you made your escape?
#91: Yes, we escaped.
Q: How did you escape?
#91: From my village I went to the place where my companions were. They gave me some of their belongings to carry. So I left alone with the things on my back.
Q: They let you go first and the three of them came later?
#91: No. One of them had left the day earlier. It was through their missing belongings that I came to know of their plan to escape.
Q: So you escaped with their effects?
#91: There was a village ahead called Thathok. There I reached the home of the person who had left the day earlier.
Q: Where is Thathok?
#91: Thathok is…I cannot measure the distance in kilometers, but on foot it took us two hours from Lhatse Zong.
Q: Then where did you go?
#91: That night the two of us stayed there. The other two were yet to arrive. In the nights the Chinese used to play films for the people. Everyone came out to watch the film and our two companions did too. Otherwise, no one dared to come out of the monastery for fear of the Chinese. On the pretext of going to watch the film, our two companions made their escape. They reached [Thathok] at around midnight and all four of us were together.
Q: Where did you go from Thathok?
#91: We were in extreme fear at Thathok. The house in which we stayed belonged to a very well-to-do family in the early days. It was full of Chinese soldiers.
Q: At Thathok?
#91: There were many soldiers in the house where we were staying. Friends and relatives of one of my companions came to plead with him not to go to India. We were full of fear that night.
Q: The relatives told him not to go?
#91: Yes, they told my companion not to go. There was no one to tell me not to go. I did not have any relatives there.
Q: Because?
#91: They were relatives and they didn't know what India was like and the problems he might face, which was why they persuaded him not to go.
Q: They thought he would face a bigger problem in India than he already had?
#91: That might be it. He didn't know the country, the language and the food. While in Tibet they could somehow manage to get something to eat and India was so far away. In other words, they didn't want to be separated; they wanted to remain together.
Q: Who didn't want to be separated?
#91: The relatives.
Q: Then where did you go from Thathok?
#91: We left in the night at around 1 o'clock. There were many Chinese soldiers, but they didn't take much notice of us; they were engrossed in their own duties. It was the Chinese officials who were alert, but not the Chinese soldiers. The Lama who was with us had bought a horse to carry his belongings. The horse had a sore on its back and early in the morning when we loaded the things on it, it started jumping and neighing, throwing down the load. The two senior companions left.
Q: From the four of you, two had already left?
#91: The seniors moved ahead because of the fear of being captured by the Chinese. We were left to bring the horse.
Q: So two persons left earlier and two later? It was 1 o'clock in the night?
#91: We left at the same time. It was the horse's sore and throwing of the load…
Q: It had a sore on its back, so it was in pain?
[Interpreter to interviewer]: Yes.
Q: The two left earlier?
#91: The two seniors went ahead leaving us to our fate.
Q: Then you two left?
#91: Then we left with the horse. They had gone ahead because of fear for the Lama's safety.
Q: The one with you was a Lama?
#91: Yes, he is the one who now lives in Germany.
Q: He was with you?
#91: He was. No, he was not the one who remained with me [and the horse]. He was one of the two who went ahead because there was fear [for his safety].
Q: So you mean from the first two, one of them was a Lama or both were Lamas?
#91: They were both monks, but one was a Lama or a reincarnate.
Q: And there was a fear that the Chinese would really want to capture this Lama, so that's why you sent him out front, to go first?
#91: Yes, because of fear.
Q: So they went on ahead and then what happened?
#91: Then we met up at around noon. They were waiting for us at a deserted place.
Q: You caught up with them?
[Interpreter to interviewer]: Yes.
Q: Then where did you go then?
#91: We walked on for many days. Then one day fearing that the villagers might capture us, we became separated. There was a place called Dhopta, which we reached at dusk. We could find no grass for the horse to eat, so we went to buy grass from the village and found that the entire village of people had fled and the village was deserted. That village was located on a hill and there was another village down at the base of the hill.
#91: At Dhopta? The hill was empty?
#91: That village was empty. However, there were inhabitants in the other village situated further down. They had seen us arrive and taking us to be robbers who'd come to rob them, they came rushing towards us. That was when we became separated.
Q: Wow! So you were not dressed as monks? You were dressed in regular clothes?
#91: Yes, we were wearing regular clothes, not monk's robes. I hadn't worn monk's robes since living at the village.
Q: So they thought you were thieves?
#91: The villagers on the lower area thought we had come to rob the things from the deserted village. We were in need of grass for the horse as we had walked for many days.
Q: So you scattered and what did you do?
#91: We the two junior monks met up once again. However, we got separated from the seniors and did not meet them until at a place called Dongkhuk on the Indian border.
Q: You met up at Dongkhuk, the younger ones?
#91: The two of us were together and the villagers surrounded us, some even had guns and they questioned us.
Q: Did they capture you?
#91: No, they didn't capture us. They didn't come close to us, but encircled us. There were 15 to 20 people. They questioned us and we told them the truth that we were escaping.
Q: Did they let you go?
#91: We [also] told them a lie.
Q: To whom?
#91: To those many people. Our horse was lying down there. So we told them, "Our horse is exhausted and it can go no further. Tonight we will come to your village. We have lost our two companions because of the fear that you might capture us. Perhaps they will slowly come back here. Please return to your village and then perhaps they will return."
Q: Did you ask them to capture all four of you together?
#91: We were not asking them to capture us. We said we would come to their village.
Q: You told them that you were escaping.
#91: There were some villagers among them who sympathized with us and said we were travelers and should be allowed to go on. Some advised us against leaving, but no one said they were going to capture us.
Q: When you told them that they believed you?
#91: They believed we were trying to escape, but they saw that our horse couldn't go further. The horse was lying there.
Q: Then what happened?
#91: Now it was just the two of us. We each had a load to carry; we agreed that in case we faced difficulties on the way, we would drop some of the things and carry some. However, our two companions had left behind their effects and even their caps! So we had more to carry now, but we left behind most of it, right there.
Q: The older ones left their things behind and now you had to carry their stuff too?
#91: Yes, and lead the horse. It didn't have grass to eat, but it was not completely exhausted though the villagers believed otherwise, as it was lying there.
Q: Did they think the horse was dead?
#91: No, they didn't think it was dead. It was tired and couldn't walk.
Q: Then where did you reach?
#91: Then we reached Dhopta and met up there after two days.
Q: You've already been to Dhopta, you're going back to Dhopta?
[Interpreter to interviewer]: Not going back, they were scattered.
Q: I thought you already made it to Dhopta?
[Interpreter to interviewer]: No, no. Dhopti and Dhoptuk.
Q: Okay. I was confused. So you met up again at Dhopta?
#91: We met at Dongkhuk, on the Indian side.
Q: You are on Indian soil?
#91: Yes. That place [the village on the hill] where we ran away from was not on Indian soil.
Q: Dongkhuk is on Indian soil?
#91: Yes. It is on the border.
Q: Oh, that's on the border? Okay. Then what happened?
#91: We met up [with the senior monks] and then we continued. We sold the horse, as there was no proper road. The Indians were just constructing roads then. We carried the belongings ourselves. The two seniors did not have anything to eat and they had pledged the few things that were on their body to a family saying, "When our companions arrive we will pay you and in case they do not, please keep these things" and received some things to eat.
Q: Then what happened?
#91: Then we reached Gangtok. There was a police officer who spoke very good Tibetan, perhaps he was a native of Gangtok and he asked us where we wanted to go. While in Tibet we had heard the name Darjeeling often and Kalimpong too so we said we wanted to go to Darjeeling.
Q: Then what happened?
#91: The person was a high official. He told us that if we went to Darjeeling, we would not receive the aid that was made available [for the Tibetan refugees]. If we went to Kalimpong, we would receive aid and he asked, "Wouldn't that be better for you?"
Q: So you went to Kalimpong?
#91: Then we reached Kalimpong.
Q: So now they knew you were monks?
#91: Who?
Q: The people there.
#91: In Kalimpong, except for one person from my village, I knew nobody.
Q: How long did you stay in Kalimpong?
#91: About 10 to 15 days.
Q: And then I think you said you went to Dharamsala from Kalimpong?
#91: From Kalimpong, I went to Buxa. At Buxa, I didn't receive the aid. I was not accepted in.
Q: You were not included?
#91: No, because inclusion was strictly regulated by the Indian government, though our [Tibetan] side was flexible.
Q: Then where did you go?
#91: Then I went back to Kalimpong. From Kalimpong, we went to Dharamsala; all of us together. There were two more people that joined us.
Q: Then?
#91: From Dharamsala we went to Kulu Manali for road construction work.
Q: So you had to work on the road crew too? Even monks had to work on the road crew?
#91: There were many monks on the road crew. We were eight monks in a separate group.
Q: Was there anyone who was willing to help you find a monastery where you could then continue to be a monk? Why had you to go on to the road crew?
#91: There was no one [who could help] because such a great number of monks kept arriving. None [of the monks] could work in an office nor did they possess special skills, so most went as road crew. It was mostly monks who worked at the road construction site at Chamba.
Q: I see. Okay, and you worked how long on the road crew?
#91: I think I worked there for around three years.
Q: Three years and did you find…I mean you came from a life in which you lived most your life in a monastery. How difficult was it for you to stand the labor of road crew?
#91: I didn't find it hard. Recalling the hardships I suffered in Tibet, I felt happy with the freedom. There was a lot of fear and uncertainty in Tibet.
Q: It didn't matter to you. You were just happy to be free?
#91: That is right.
Q: So three years on the road crew and then what?
#91: Then I went to Buxa. We were accepted there.
Q: How long did you stay in Buxa?
#91: Perhaps I was there for three or four years; I am not sure.
Q: Three or four years? What did you do there?
#91: At Buxa I studied the scriptures like I do here [Sera Monastery in Bylakuppe]. His Holiness the Dalai Lama had requested that the Indian government set up a monastery for the large number of monks who escaped from Tibet to continue with their religious education.
Q: A monastery was set up?
#91: Yes, that is right.
Q: Then you became a monk again?
#91: I was a monk all along. The only difference was the dress.
Q: Then you became a monk again?
[Interpreter to interviewer]: Yes.
[Discontinuity in interview]
#91: I have not been able to say everything. I still have so many things left to say.
Q: So you said actually your monk clothes were underneath and when you took off the other clothes you were what you really are?
#91: That is right. I have taken the vows and except for the layman's clothes…
Q: You were a monk.
#91: Yes, I was a monk, except for the dress.
Q: Your true nature is to be a monk. You were three years in Buxa in a monastery there and then you came to Bylakuppe after that?
#91: Then I came to the settlement.
Q: Was this monastery built then? When was Sera Monastery built?
#91: I don't exactly remember the year.
Q: When you arrived here, was the monastery already built?
#91: No, when we came here there was no monastery. We lived in tents. The area used to be a jungle, but most of it was cleared.
Q: So there were still trees that had not been cut down and there were still elephants here?
#91: There were many elephants, which came at night to eat the crops. We watched out for elephants during the night.
Q: The crops and not the elephants! And the elephants scared you?
#91: Yes, very much. They are very fearful. We went out in the night and the corn crops were tall and at times unknowingly we would come close to the elephants! I was very scared.
Q: You couldn't see them because the corn was so high? You couldn't see if you were close to an elephant or not?
#91: If the elephants were really close, you could see them, but if they were at a little distance away, you couldn't see them. We were shorter than the tall corn stalks and couldn't see the elephants.
Q: Then you can't see it.
#91: We went very quietly, so that we could listen to the sounds of the elephants eating the corns. If we made any noise then we would not be able to hear it.
Q: You were living in tents. Was the monastery first established in tents before you could build the buildings?
#91: First, we began work on building the houses. You see those houses? [points with finger] They were built through aid that we received. We labored hard building those houses for over two years, a little less than three years.
Q: All those houses?
#91: Not every house here. That [points with finger] is one of the houses built during that time. This [points to house in which interview is taking place] was built much later when I had many students and we could not fit in the old house.
Q: So houses were built by the government?
#91: Yes, you could say they were built through aid.
Q: They gave funds for you to build houses?
#91: Initially there were almost 300 monks who came here from Buxa. We built 13 or 14 such houses; I can't remember the exact figure. No, no it was not 13, but 30-something houses that we built. It was 39. That's it.
Q: Provided by the administration?
#91: Yes, every eight monks were allotted a house.
Q: Here in Bylakuppe?
[Interpreter to interviewer]: Here in Bylakuppe.
Q: Right up here?
#91: Yes, here.
Q: So you were living here from the beginning? Eight monks to a house?
#91: One part of the house had four monks and the other side four, so eight to a house. [Continues gesturing] This is one whole house and there is the partition in the middle. On one side were four people and the other side had four.
Q: And so here you are.
#91: Yes, I am still here.
Q: After all that here you are. Then you resumed your life as a monk here. Is that true?
#91: Yes.
Q: What I want to ask you from the very beginning of this interview was you seem like a very happy person and I am wondering where do you think this happy spirit of yours comes from?
#91: My thoughts never dwell on the past troubles and I am always satisfied with whatever I have. That is why I am happy.
Q: But you said like when you were in Sera in Tibet; that there was a time when you hated the Chinese and do you still hate them now?
#91: There is no reason to hate all the Chinese, but to be frank, I am still angry at some of their leaders. [Laughs]
Q: You just hate the bad ones?
#91: Yes, I am angry with some, like their leaders.
Q: How do you reconcile that you hate some of them with the dharma that says compassion for all sentient beings?
#91: I will never harm them like taking a knife and stabbing them, but the fact that I am angry at them for causing us suffering remains. I will never harm them. I will not even be able to get to where they are.
Q: You are not going to kill them. That is a good answer.
#91: [Laughs]
Q: Suppose you could go back and face some of those people who were cruel to you. Would you want to kill them?
#91: No, I would never kill. [Laughs] I am not a person who is capable of killing nor would I kill. [If I killed], then I would no longer be a monk. It is not good to kill. What is the use of killing one person, which is not going to help us? Even if 10 [Chinese] were killed, we would still be left in India.
Q: In all your years now of studying the dharma, what do you think its greatest teaching has been for you personally?
#91: You mean what I have learned as a monk? I have learned what I have studied from the scriptures and nothing much besides that. I have learned the Tibetan script fairly well. In Tibet I didn't know it because we were not taught that; however, during my time on a road crew, I studied it. Here I taught Tibetan script and the scriptures to a large number of students. I have taught a large number of children.
Q: That's one of the things you do here? What is your title here? What are you considered?
#91: You could call me an ordinary monk. Considering my age and other developments, I am among the senior monks.
[Somebody speaks to interviewee from off camera]
#91: Yes, I was a gekoe 'disciplinarian' earlier. I have held many other responsibilities [in the monastery]. One job I undertook was to farm the monastery fields.
Q: You had been a gekoe once?
#91: I have been a gekoe. I looked after the dairy farm too, hoping that the monks would get to drink good milk. I worked as a teacher at the school for seven years. I have done quite a lot of work.
Q: Discipline for whom?
[Interpreter to interviewer]: To the monks.
Q: What does the gekoe do?
[Interpreter to interviewer]: A gekoe has to look after the monks [discipline]; those who break the rules, they have to look after them.
Q: I want to ask this question: if I were living here, if I were a monk here, let's say I was a bad monk—maybe I ran off to play snooker or something, smoke cigarettes and get tattoos and things like that—what would you do?
#91: I will tell you that those are not permitted. When I was a gekoe I made rules forbidding monks from riding motorbikes and driving cars. There was even a fight because of this. I also restructured the examination system, which is still being followed to this day. I found that the earlier way of taking examinations was not favorable, so I changed that for the better.
Q: Do you have any regrets that you never had a family or lived the life of a regular person?
#91: No, never, not at all. That is because right from the beginning that leaning was never there in me. There is never regret that one does not have a wife. There is no regret that there are no children. Even if there are no children, living in the monastery is adequate.
Q: Is there anything about monastery life that you really don't like?
#91: Yes, there are things I don't like. There are certain monks—I don't mean all the monks, but a few monks in the monastery whose actions bring a bad name to the entire community of monks, lamas and geshe 'monks with philosophy degrees.' I love reading newspapers and when I read articles against the monks, I feel very sad. I never like those types of behavior in the monastery.
Q: When such things are written about in the newspapers?
#91: I am not angry that the articles are written in the newspapers, after all they are writing the truth.
Q: You mean when one or two monks break the rules?
#91: Yes, that is right. I do not like that.
Q: You feel bad because it makes the monastery look bad?
[Interpreter to interviewer]: It will bring the reputation of the monastery down.
Q: So that's why you like to be disciplined, so the monks will be good.
#91: I have made a set of rules in writing for our datsang. I worked very hard for over a year drafting that and also prepared a record of all the assets of the datsang. When the rules were completed, many [monks] did not like them and for two nights, stones were pelted at my house, which is why those shutters had to be made. They did that twice in the night within a gap of about seven days. There were about six of them. All the window panes were broken.
Q: What happened to those monks?
#91: Nobody knows who they were.
[Someone speaking off camera]: Some who like freedom did not like the rules.
Q: But what happened to them after they…Did you know the monks that threw the rocks? What happened to them?
#91: I don't know who they were though I have my suspicions about one person. On both occasions, it happened around 3 o'clock in the night. I guess there were around six of them considering the amount of stones that were hurled.
Q: So you never knew who they were?
#91: I suspect one person. The Indian Intelligence Officers came and questioned me, and also the monastery officials and I told them that I have my doubts about one person. This person was interrogated by the Indian Intelligence Officers and within one month, he left the monastery. That was it.
[Someone speaking off camera]: Whatever Ngawang Choseng has done for this monastery has been very useful and for the betterment of the monastery. Whether he worked with the cows, in the field, as a disciplinarian or a teacher; whatever he did, he did it wholeheartedly.
Q: Yes, I can see that. So one more question, which is, what advice would you like to give to the younger generation of Tibetans?
#91: My advice is that a person must be kindhearted and possess integrity. Of course, one should have education, without education there is nothing. But if a person has education and no integrity, with his education he can create suffering and problems for the people. So along with education, one should have integrity. And together with that there should be unity.
Q: Do you think there is any chance of regaining freedom for Tibet?
#91: It is very difficult to talk about freedom. The Chinese are creating so many hassles just to negotiate, so it is hardly possible that they will give us independence, that's what I think. However, it is certain that Tibet was an independent nation. The future is unpredictable and nothing is sure.
Q: Do you miss anything, especially about Tibet?
#91: I miss Tibet very much. I love listening to the songs of Tibet and at times, I shed tears hearing the words of the songs. Some Tibetan singers in Tibet put words like, "Tibetans are united" and when I hear such songs, I cry.
Q: I think that's enough for today. I really want to thank you very much for sharing with us your story. I think it is very meaningful for Tibetans to be able to hear it.
#91: This is for our cause. I would like to thank you for doing this work, which is our cause and not yours. I don't need "thank you"s, it is for our cause.
Q: No, thank you!
#91: [Laughs]
Q: What is the name of the Lama who went to Germany?
#91: He is called Zongtse Tulku. I don't remember his actual name, but we call him Zongtse Tulku.
Q: Is he alive?
#91: Yes, he is. He left the monkhood. I don't know what he does, but he lives in Germany. We don't have contact.
Q: What about the one in France?
#91: The one in France is called Tenzin Dorjee.
Q: Is he a monk?
#91: Yes, he is a monk. He is pock-marked. He was ill and his face has scars. There are still two more who escaped with us.
Q: You still talk to them?
#91: No, I don't have contact with them. I am the only one here.
Q: Do they ever come here and visit?
#91: No.
Q: So you know, because of the way you just spoke about how you missed the music, and I know how music is very important to me—so I have the CD of Tibetan music that I would very much like you to have.
#91: Thank you. I am very happy.
Q: I hope you enjoy it.
#91: I love music. I listen to it and hearing the words, I shed tears. The Tibetans in Tibet strongly stress that we should all remain united.
Q: Unity of what?
#91: Unity of the Tibetan people.
Q: So this is the time for…
#91: The words [of the songs] are like a message.
Q: It is a message sent from Tibet in the form of song.
#91: They can't send a direct message, so we have to dig for a meaning. We the [Tibetan] people in India should try to understand that.
Q: And then, because this is the day of giving, so in gratitude for your sharing your story with us, this is from the entire Tibetan Oral History Project, in appreciation for your telling your story. We'd like you to have this White Tara [picture].
#91: Thank you.
[Interpreter explains the release form.]
#91: I have no objection, so I am going to sign it.
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WHEN A CLASSROOM IS NOT JUST A CLASSROOM: BUILDING DIGITAL PLAYGROUNDS IN THE CLASSROOM
Gwo-Dong Chen Department of Computer Science and Information Engineering National Central University, Taiwan firstname.lastname@example.org
Chi-Kuo Chuang
Department of Computer Science and Information Engineering National Central University, Taiwan email@example.com
Nurkhamid Department of Computer Science and Information Engineering National Central University, Taiwan Faculty of Engineering, Yogyakarta State University, Indonesia firstname.lastname@example.org
Tzu-Chien Liu Graduate Institute of Learning & Instruction National Central University, Taiwan email@example.com
ABSTRACT
In the context of classroom, it is possible to create a playground with digital technology beneficial for learning in spite of rising enthusiasm in incorporating educational games in classroom. This paper is an essay to describe a learning playground called Digital Learning Playground (DLP). It is essentially an application of digital technology to build a Mixed Reality environment with game-based-learning-like ingredient for classroom context. A learning theory that could be used to describe the learning process is that of experiential learning by Kolb. Meanwhile, Total Scenario Response (TSR) can be used for its learning design. Although the experiment was applied in the context of learning English, it may open a possibility to extend for the purpose of learning other subjects, such as Math.
Keywords: Digital Learning Playground (DLP), Total Scenario Response (TSR), experiential learning theory, game-based learning.
INTRODUCTION
Recently, there has been growing interest in the application of new digital technology to improve playing, learning and education. For example, Seitinger, Sylvan, Zuckerman, Popovic, and Zuckerman (2006) reported a design and testing experience of their prototype work on interactive pathway for kid outdoor playground. As another example, Intelligent Playgrounds (Sturm, Bekker, Groenendaal, Wesselink, & Eggen, 2008) were proposed to enhance playground experience with advanced technologies as an effort to overcome the impact of computer games and televisions on reduced social interaction due to children's time spent in gaming and television viewing, and children's health because of reduced physical movement. An example in e-learning is the use of animated pedagogical agent as an emphatic avatar to emotionally encourage students to keep on their learning (Chen, Lee, et al., 2011). In the context of classroom, it is possible to create a playground with digital technology beneficial for learning in spite of rising enthusiasm in incorporating educational games in classroom. Educational games in classroom may be classified based on the use of devices into three types as follows:
1. Without using any IT devices: This type uses a minimum of teaching aids, and the aids sometimes are the lightest and cheapest. This method has been widely adopted by classroom teachers, and most classmates can be involved in the game at the same time. Or some are playing while others are learning through observation and imitation. However, these simplest teaching aids constrain the complexity and variety of games; consequently affect students' deep of learning and chances of practicing their learned knowledge.
2. Using vertical screen as TV games or computer games: In classroom, the screen can be big enough for every student watching it while using a project. However, only few students can play the game with or without teacher's instructions. Rest of the classmates can only observe aside. Teachers could not allow more students to be involved in the playing at the same time. Involvement and learning effect on those observers might be deficient.
3. Using horizontal table as board games: Using a horizontal table as a playground is the common feature of
these games. More students can sit around the table and compete excitingly. Compared to the first type (without using any IT devices), the plot and some game aids on the table could offer higher complexity and extensibility of learning results. Compared to the second type (using vertical screen), the horizontal table can gather students around and involves them in game playing.
Vertical screen and horizontal table however have different strengths. If providing avatars to communicate with students, using vertical screen is recommended. If requiring group discussion or movement of something concrete on the game plot, a horizontal table should be adopted. Similarly, if we want to create an experiential learning (Kolb, 1984) environment, a vertical screen synchronized with a horizontal table might be of great help to students involvement in situation and learning.
Compared to conventional game-based learning for classroom use, DLP can provide an alternative way. Although game-based learning is believed as capable of making an engaging learning environment (Garris, Ahlers, & Driskell, 2002), it is not always convenient to use in classrooms where teachers oftentimes need to directly guide their students during learning process. Thus this paper offers a design that can make game-based learning be put into classrooms, i.e., how to make classrooms become learning playgrounds. Total Scenario Response (TSR) is devised to design learning activities in the digital playground where all of its game scripts proceed by using the learning materials. When the learners apply the knowledge required in the scripts, they can experience its effect. As a learning place, DLP can involve teachers and students in the learning playground activities while the teachers can act as learning guides and the learners can experience the effect of the knowledge in the playground.
The structure of the paper is as follows. Next section describes the improvements of classrooms followed by a section on theoretical principle behind DLP, the experiential learning. Finally, before discussion and conclusion section, the connection between DLP and Total Scenario Response is explained.
IMPROVEMENTS OF CLASSROOMS WITH DLP
Classrooms are almost always the major learning environments for students. However, in the past, learning in classroom does not change too much. Even so many technologies have been introduced into classroom (Westera, 2010), such as whiteboards, overhead projects, and instructional television, most students still sit in line and learn from teachers' lectures. Recently, the design-based research approach (Wang & Hannafin, 2005) and rapid development of technology make the revolutionary change of the learning in classrooms become possible.
Traditionally, when students were prepared for industrial labors, classroom learning was instructionism. Later finding from cognitive sciences, deep learning has gradually been applied in classrooms (Sawyer, 2006, pp. 1– 16). Deep learning requires not merely transfer of knowledge from the teacher to students, but it is dynamic interaction and transaction among the teacher, knowledge and the students. Change also happen in computer and technology use and innovation for learning, from the role of expert to deliver knowledge into a facilitator to give experience to enable deep learning. And according to Kolb in Zull (2004), deep learning can be attained through an integration and progression of experiential learning cycle: experiencing, reflecting, abstracting (thinking), and active testing (acting). A classroom moves from static to more dynamic nature.
Recent technological support for dynamic interaction can be found in touch technologies, for example, tablet PC, touch screen monitors, and interactive whiteboards. A notion of engagement emerges due to touching activities by a teacher or students made possible from this innovation. With the tablet PC, students can dynamically interact with the digital learning content, and then participate by touching the screen for hands-on practice. In digital board game learning design based on the DLP, SMART board for easy objects manipulation by touching was also used (Chen, Wu, & Chen, 2011).
Another tool to enhance classroom learning is simulation, especially computer simulation. An example in engineering education is a network growth simulator program (SONG) that was shown to increase understanding of the subject matter and improve higher-order thinking skills of the students (Chen & Levinson, 2006). When real experiment cannot be done in real physical settings due to its size that is too small or too big, its dangerous nature, or its being invisible, or its being too expensive, oftentimes simulations can help (Steinberg, 2000). With simulation as an experiential knowledge generator (Ören, 2011), learners can learn by experiencing, through doing, interacting, and thus engaging their motivation to learn (Chen & Levinson, 2006). While a simulation is usually done with a computer with standard I/O facilities, such as a keyboard, a mouse, and an LCD Monitor, there are also other growing interests in extending simulation effect and capabilities by using other ways to improve learning effect. The choice of 2-D or 3-D visualization for simulation interface may
facilitate students to create meaning, to interpret, and to express that influence their learning. Limniou, Roberts, and Papadopoulos (2008), for example, visualized chemical phenomena designed for CAVE TM that could increase student's learning interest and motivation. Moreover, when Mixed Reality (MR) technology is applied to education and used in a classroom, an idea to create near authentic learning environment may be realized (Chang, Lee, Wang, & Chen, 2010). Knowledge construction is accommodated by this MR-based learning environment because the environment may support constructivism and experiential learning, social/collaborative learning, presence, immersion, and interactivity (Liu, Cheok, Mei-Ling, & Theng, 2007). The enhancement becomes a kind of a simulation with extra benefits; and a term simulation++ may be coined to this, which is an MR technology to simulate an authentic learning environment to produce (near) authentic learning effects. In another case of MR use is a work by Schaf, Müller, Pereira, and Bruns (2008) where MR is designed for learning environment of remote labs and distributed workspaces. In this setting, collaborative learning is achieved with reduced cost because no duplication in real hardware.
When robot technology is also included, some possibilities occur, for example, collaborative learning can be realized using robots. Experiments or demonstration in physics, such as lesson in motion, can be done with robots specifically designed for this. Collaboration might be facilitated due to the tangible nature of robots, in which a shared space for collaborative transaction can be designed. (Marshall, 2007). Moreover, direct interaction by seeing each other's gaze is possible, thus speeds up the understanding of meaning communication. In this case, collaboration, as opposed to independent learning, is indeed one characteristic in meaningful learning (Jonassen, Howland, Marra, & Crismond, 2007).
While robots become increasingly more accessible, they have also been incorporated into the design of DLP. As in Chang, Lee, Chao, Wang, and Chen (2010), robots can be used to play some roles in the classroom, and it was analyzed that some characteristics of robots match with some instructional goals. These robot characteristics include repeatability, flexibility, shareability and preservability, existence with human-like, body movement, interaction, and suspension humanity; each or some of these can be mapped into one or some instructional goals, such as to gain attention, to recall prerequisites, to present objectives, to present new content, to support visual examples, to elicit student response, to provide feedback, to enhance retention and transfer, or to assess performance. It was also identified that robots plays three roles in instruction: learning/teaching tools, teacher's assistant, and learning companions/pets (Chang, Lee, Chao, et al., 2010). In DLP, these robots can also be used as partner/delegation of a team. The benefits of robot as physical and tangible interface were explored. Authentic learning is more supported with robots than virtual characters due to learners' preference in interacting with robots (Chang, Lee, Wang, et al., 2010).
Advances in new digital technology indeed help in realizing authentic learning environment because more complex interactions and thus learning experiences can now be designed (Reiser, 2001). However, as can be seen in Jurassic Park movie, learning experientially a dinosaur in a Jurassic Park can be dangerous because a real complex adaptive system like a dinosaur may behave unpredictably (Katerndahl, 2009). In this case, to save students from any possibility of unwanted risks, a simulated environment may be needed. An effort to do this is by creating a Digital Learning Playground (DLP). Besides as a simulated environment, DLP has been designed to investigate the possibility of creating an authentic learning environment in the classroom (Wang et al., 2010). In a DLP, a "dinosaur" (everything not possible to learn directly and experientially) may be safely brought into a classroom and learned. While meeting the experiential learning requirements, the DLP can be a safe place for a teacher to teach and students to learn. DLP is a kind of enhancement or transformation for a classroom. It integrates and merges various components to provide an experiential near authentic learning environment.
The DLP has somehow been capable of moving Jurassic park into a classroom with the "dinosaurs" are readily provided to learn simultaneously by the teachers and students, in which case the dinosaurs represent real world that oftentimes complex, dangerous, or impossible to learn experientially and in situated manner. The DLP provides simulation++ learning environment by using target knowledge in context, with a mission to be completed by students, and a set of learning events to facilitate performing actions that are required by target knowledge.
In DLP, the perspective is different from the one used in game-based learning, in that DLP starts from fun learning first point of view. The point is to have fun while learning instead of to learn while having fun such as in game based learning, and this is possible due to digital technologies. In DLP, digital technologies are used to build a near authentic learning environment in the classroom. Digital technologies, as predicted by Moore's Law ("Moore's law - Wikipedia, the free encyclopedia," n.d.), continue to grow, improve, and become increasingly more available to everyone, including for every classroom. E-books, Kinect, voice and video recognition, pervasive computing, mixed reality, augmented reality, virtual reality, etc., will become available in classrooms
soon. As an illustration, a similar program, called One Laptop Per Child (OLPC), has been in operation since 2007 (http://one.laptop.org/). It is envisioned that game-based learning will become digital playground based learning played in classrooms.
In DLP, the word "learning" means putting learning content into the environment in which the playground is set to convey the context for knowledge while activities/tasks are designed to use target knowledge as the commands (Chang, Lee, Wang, et al., 2010). The word "play" requires that the learning activities should be fun and engaging. Finally, "ground" indicates that the environment is created to let the students be involved in or stood on it.
While in game based learning, learning effect is tried to be obtained by students' playing game. Thus gamebased learning is a kind of "a medicine pill coated with sugar", whereas DLP by design may represent "delicious and nutritious food beneficial for health and curing illnesses" prepared from the beginning. However, as in Kiili (2005), DLP shares the characteristics of the experiential gaming model where there are three components that need to be available: immediate feedback, obvious goals and suitable challenges. These are what play or game characteristics in order to be fun, including also fantasy, competition (no user elimination), challenge, control/command (immediate response), curiosity, randomness (surprise), recognition, and users' involvement and engagement (Malone, 1980).
To conclude the section, advances in technology from time to time has influence on teaching and learning activities in classrooms. As another application of current technology, the DLP is designed to become a platform for classrooms. Required equipments for the DLP have already been available in classrooms. Thus the technology is affordable and it may provide a near authentic learning environment and experiences to conventional classrooms. Moreover, as suggested by Jonassen et al. (2007, pp. 2–5), learning with technology in order to become meaningful learning, required 4 characteristics – active, constructive, cooperative, authentic, and intentional – may be fulfilled in DLP.
THE DESIGN METHOD OF DLP
In following sections, the method for designing and developing DLT is addressed and several DLP implementations that are designed according to this method are introduced.
Total Scenario Response (TSR) design method
When Confucius (ca 450 BC) says "Tell me and I will forget; show me and I may remember; involve me and I will understand," this now coincides with the essence of experiential learning theory (Kolb, 1984) which is based on the constructivism philosophy. The definition of learning in experiential learning theory is "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Thus an efficient and long-lasting form of learning is to involve the learners by creating a meaningful learning experience. Learning is the process whereby knowledge is created by the transformation of experience.
Figure 1 is a review of the four stage process model of experiential learning cycle by Kolb (1984). The learners go through a circular process from Concrete Experience: act, reflect, conceptualize, apply, and go back to act. The learners act by starting with concrete experience, followed by reflection, followed by abstraction or generalization, and lead to application to more concrete experiences. And this cycle goes repeatedly. Vertical line as perception continuum represents experience grasping mode – Concrete Experience (CE) and Abstract Conceptualization (AC), whereas horizontal line as processing continuum represents experience transforming mode – Reflective Observation (RO) and Active Experimentation (AE). The learning process in the model happens in clock-wise direction.
In terms of design of learning activities, the DLP can use this model of four-stage learning cycle where learners' direct experiences and reflections on learning are considered as important. Each learning activity is derived into three components: act, respond, and reflect, as follows: (1) Act – Learning contents are converted into robot commands by which students can communicate with the robot and the stage; (2) Respond – every command accepted by the system from the student is immediately responded in multimedia display; (3) Reflect – by experiencing the command and immediate response, students can reflect the situated knowledge via system feedback and they can decide whether they use knowledge correctly or not. This leads to Total Scenario Response (TSR) design method.
TSR method could be used as the basis for learning design in DLP. It is named after Total Physical Response (TPR) method previously developed by Asher (1969) for second language learning. The principle of TPR is "to have the students listen to a command in a foreign language and immediately obey with a physical action." In other words, students respond to commands that require physical movement. Analogue to this, TSR requires that the scenario (learning context environment) respond to the commands of the learners. As a result, learners should readily understand from the response of the scenario. In TSR, the following principles (Table 1) could be applied
Table 1: Principles of Total Scenario Response (TSR) Design Method
| Component | Principles |
|---|---|
| Total | Total means complete to include the following: • The effect of the command (based on the knowledge) from learners should be responded in the Scenario so that the learners understand the effect of the knowledge • All knowledge to be learnt is transformed into commands • Immediate responses are provided and affordance of the response is acceptable |
| Scenario | • The interactive contextual environment is built in the classroom by using digital technologies • Scenario can have proper and understandable response of the effect of the knowledge • Scenario contains a mission that can be broken down into learning activities, tasks, or commands |
| Response | • The commands from the learners should be based on the knowledge to be learnt. • Each learning activity consists of input and output where the input is a knowledge command and the output is the effect or representation of the knowledge • Output is immediately shown as a response to input |
The TSR in practice is derived further into the following tasks for teachers and students: (1) Teachers: They do
knowledge orientation/demonstration to teach how to use the DLP and how to apply knowledge by interacting with the system in the environment to accomplish learning tasks; in which case, commands represent knowledge. They demonstrate how to interact with DLP to construct knowledge. (2) Learners: They attend to orientation and demonstration from teachers, experience knowledge application, do reflective observation, for example, by watching others actions (knowledge observation), discuss practical experience of other students, and do active experimentation. Thus the DLP facilitate demonstration/orientation, application, and observation of knowledge.
As previously mentioned that Act-Respond-Reflect cycle is devised for experiential learning in DLP, in order to be able to do these cycle for classroom learning, the DLP provides appropriate context for experiencing knowledge (microworld) and tasks to let student use knowledge to move towards to the goals of authentic tasks. Context may be derived from Scenario component whereas tasks from Total and Response components (Table 1). Therefore, Total Scenario Response is proposed to design a DLP for students to recognize problems, use knowledge to solve them, and experience the effect of knowledge.
The DLP designed based on TSR
Figure 2 shows the basic form of DLP realization with TSR design method. In this arrangement of dramatic stage metaphor, the vertical screen of DLP presents situational scenarios for designing the learning content and the table forms a learning space that classroom teachers and students can stand around and perform tasks. Digitalization of a dramatic stage into a DLP gives benefit that it can provide immediate responses for the actions learners did so they can learn by experiencing. This is not always the case in a real context: upon doing one thing based on learners' knowledge, the learners may not immediately get reaction from the environment for their action. Figure 3 represents another example of DLP.
To learn experientially in DLP, a situation comprising of learning context and mission for experimenting the target knowledge is created. The mission can be broken down into learning activities that can be further broken down into tasks and then commands (Table 1). The learning context may be represented in many ways: It can be a contextual environment designed according to learning subject where technology like Kinect and tangible interaction can be used. It can be a real field where students interact in the context as if they were in real environment. It can also be a simulated or emulated (mixed reality) environment. Learning activities then can be designed based on knowledge and knowledge map, in which learners can do activities and knowledge experiment.
The situation created in DLP provides situated learning, learning that requires context to apply the knowledge. It is when situated learning is combined with play elements that it may become a learning playground. To create learning context representing the situation needs to design contextual environment based on learning subject. The environment can be a real field or a simulated or emulated (mixed reality) environment. Learning activities are then designed based on the knowledge or knowledge map, which could be activities or knowledge experiments. Finally, tasks or mission needs to be found so the activities will be oriented to this. These three elements – learning context, learning activities, and task or mission – build a learning playground environment. In the environment, learners will interact with contextual field and this is not a new thing but this interaction has gone through an evolution in some phases. The first phase is Windows Icon Menus Pointers (WIMP), which is later called Graphical User Interface (GUI), when windows, icon, menus, and pointers kind of interaction are used. The second phase is delegation or virtual partner such as by using robots or avatars. The third phase is human emergent in the field with natural interaction (via body movement, hand gesture, and voice) or tangible interfaces. The DLP anticipates this third phase of interaction because tangible things like robots are believed to give more benefits than virtual agents (Chang, Lee, Wang, et al., 2010). Wainer, Feil-Seifer, Shell, and Mataric (2007) found that an embodied robot was more appealing and perceptive of the world than non-embodied robots. Moreover, the embodied robot was seen as most helpful, watchful, and enjoyable when compared to a remote tele-present robot and a simulated robot.
To end this section, our works based on the DLP have been related to robot, board game, and users' direct involvement with interactive card (Jiang, Chen, Wu, & Lee, 2011). In the beginning before the digital stage was built, the research examined the educational use of a robot in a classroom, e.g. Chang et al. (2010), in which the
classroom setting was used as the context. Later research, a digital stage, as a stage based learning game, was built for the robot (Wang et al., 2010). Another development adopted board game in horizontal stage with vertical screen was used for simulative context (Chen, Wu, & Chen, 2011). Another experiment using the DLP, a robot functioning as a learning partner/companion was shown to engage students in learning English (Chen, Chi, Huang, Fan, & Wu, 2011).
DISCUSSION AND CONCLUSION
A digital playground, called Digital learning playground, as a platform is aimed at building a near real context field that the knowledge is to be used to achieve mission and complete tasks. With this platform, experimenting with and making explicit of the process of authentic learning, learning by doing, or situated learning by using technology is possible.
The Digital Learning Playground involving robot has been created to help students learn in authentic environment. Currently, a modified version of the playground utilizes digital board game in its tabletop featuring touch enabled pad in which the students learning are also engaged and satisfied by means of a gaming flow (Chen, Wu, & Chen, 2011). Another finding (Chang, Lee, Wang, et al., 2010) confirms that robot character is better than virtual character in terms of authenticity, engagement, and motivation; thus this may increase learning performance. These hopefully may motivate future researches in the use of similar computerized tangible technological products for learning. In other words, this may inspire other educational researchers to innovate further so that learners can learn by doing and playing.
Viewed from the context of learning researches and innovations, robot itself has potential to be used as an instructional tool in the context of classroom setting due to its beneficial characteristics in supporting instructional goals (Chang, Lee, Chao, et al., 2010). Furthermore, by including a robot on the tabletop in DLP context, as compared to using virtual character, the finding suggests that learners' preference to interact with is robot (Chang, Lee, Wang, et al., 2010). This implies that physical things have higher potential to engage and to support authentic and possibly experiential learning due to its higher sense of being and reality. Although the experiment was applied in the context of learning English, it may open a possibility to extend for the purpose of learning other subjects, such as Math.In another context, with current existing technology support, affordable near authentic learning environment can be brought to classrooms. However, this may have implication that teachers may find it difficult to prepare lessons with DLP by themselves until a mechanism such as a "DLP authoring tool" is developed or invented in the future. The tool is supposed to be easy to learn and to use by the teacher. Alternatively, there might be an educational company developing and providing a complete set of DLP hardware and teaching-ware available for every subject or lesson.
Future development of the platform will be working toward constructing natural tangible interaction for the learners and trying to consolidate theory base of Digital Learning Playground and Total Scenario Response method. Besides, as previously mentioned, another possibility is to investigate the application of the platform to different courses.
ACKNOWLEDGEMENT
We would like to thank the researchers, teachers and students who participate in the system design, implementation and experiment. We are also grateful for the support of the National Science Council, Taiwan, under NSC 100-2631-S-008-001. We would also like to thank the support from Research Center for Science and Technology for Learning, National Central University, Taiwan.
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Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 1. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
DRAWING EVALUATION FORM
PAINTING EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 2. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials and color |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
PHOTOGRAPHY EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 3. Weak 2. Fair 3. Average 4. Very Good 5. Excellent | RATING 1 2 3 4 5 |
|---|---|
| 1. Quality. Photo technically well done (Balance, proportion, focal point) | |
| 2. Project appropriate to the category entered or skill of participant | |
| 3. Creativity | |
| 4. Composition (Simplicity, used rule of thirds, good use of lines, good use of balance, minimal distraction from the focal point) | |
| 5. Overall neatness and presentation of finished project | |
| Comments: | |
| TOTAL SCORE: | |
____________________________________________________
ARTS AND CRAFTS EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 4. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
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Yenton Primary School
SCIENCE POLICY
1 Aims
1.1 Science teaches an understanding of natural phenomena. It aims to stimulate a child's curiosity in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way in which science will affect the future on a personal, national, and global level.
.
1.2 The objectives of teaching science are to enable children to:
* ask and answer scientific questions;
* actively explore the environment;
* plan and carry out scientific investigations, using equipment (including computers) correctly and safely;
* know and understand the life processes of living things;
* know and understand the physical processes of materials, electricity, light, sound, and natural forces;
* know about the nature of the solar system, including the earth;
* evaluate evidence, and present their conclusions clearly and accurately.
2 Teaching and learning style
2.1 We use a variety of teaching and learning styles in science lessons. Our principal aim is to develop children's knowledge, skills, and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in an enquiry-based research activity. We encourage the children to ask, as well as answer, scientific questions. They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They use ICT in science lessons because it enhances their learning. They take part in role-play and discussions, and they present reports to the rest of the class. They engage in a wide variety of problem-solving activities. Wherever possible, we involve the pupils in real scientific activities, for example, investigating a local environmental problem, or carrying out a practical experiment and analysing the results.
2.2 We recognise that in all classes children have a wide range of scientific abilities, and we ensure that we provide suitable learning opportunities for
all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways:
* setting tasks which are open-ended and can have a variety of responses;
* setting tasks of increasing difficulty (we do not expect all children to complete all tasks);
* grouping children by ability in the room, and setting different tasks for each ability group;
* providing resources of different complexity, matched to the ability of the child;
* using classroom assistants to support the work of individual children or groups of children.
3 Science curriculum planning
3.1 The school uses the national scheme of work for science as the basis of its curriculum planning. The national scheme has been adapted to the local circumstances of the school in that we make use of the local environment in our fieldwork, although we choose a locality where the physical environment differs from that which predominates in our immediate surroundings.
3.2 We carry out our curriculum planning in science in three phases (longterm, medium-term and short-term). The long-term plan maps the scientific topics studied in each term during the key stage. The science subject leader works this out in conjunction with teaching colleagues in each year group. In some cases we combine the scientific study with work in other subject areas, especially at Key Stage 1; at other times the children study science as a discrete subject.
3.3 Our medium-term plans, which we have based on the national scheme of work in science, give details of each unit of work for each term. The science subject leader keeps and reviews these plans.
3.4 The class teacher is responsible for writing the weekly lesson plans for each lesson (short-term plans). These plans list the specific learning objectives and expected outcomes of each lesson. The class teacher keeps these individual plans, and s/he and the science subject leader often discuss them on an informal basis.
3.5 We have planned the topics in science so that they build on prior learning. We ensure that there are opportunities for children of all abilities to
develop their skills and knowledge in each unit, and we also build progression into the science scheme of work, so that the children are increasingly challenged as they move up through the school.
4 The Foundation Stage
4.1 We teach science in reception classes as an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the scientific aspects of the children's work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to developing a child's knowledge and understanding of the world, for example through investigating what floats and what sinks when placed in water.
5 The contribution of science to teaching in other curriculum areas
5.1 English
Science contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that the children study in the Literacy Hour are of a scientific nature. The children develop oral skills in science lessons through discussions (for example of the environment) and through recounting their observations of scientific experiments. They develop their writing skills through writing reports and projects and by recording information.
5.2 Mathematics
Science contributes to the teaching of mathematics in a number of ways. When the children use weights and measures, they are learning to use and apply number. Through working on investigations they learn to estimate and predict. They develop accuracy in their observation and recording of events. Many of their answers and conclusions include numbers.
5.3 Personal, social and health education (PSHE) and citizenship
5.4
Science makes a significant contribution to the teaching of PSHE and citizenship. This is mainly in two areas. Firstly, the subject matter lends itself to raising matters of citizenship and social welfare. For example, children work collaboratively in the Earth, Sun and Moon work where they incorporate the key principles of the Personal Capabilities Project. Secondly, the subject gives children numerous opportunities to debate and discuss. In upper Key Stage 2 for example, there is a focus on making decisions and choices with regards to Health matters such as smoking and taking drugs, also looking at the peer pressures associated with it. Science thus promotes the concept of positive citizenship.
5.4 Spiritual, moral, social and cultural development
Science teaching offers children many opportunities to examine some of the fundamental questions in life, for example, the evolution of living things and how the world was created. Through many of the amazing processes that affect living things, children develop a sense of awe and wonder regarding the nature of our world. Science raises many social and moral questions. Through the teaching of science, children have the opportunity to discuss, for example, the effects of smoking, and the moral questions involved in this issue. We give them the chance to reflect on the way people care for the planet, and how science can contribute to the way we manage the earth's resources. Science teaches children about the reasons why people are different and, by developing the children's knowledge and understanding of physical and environmental factors, it promotes respect for other people.
6 Science and ICT
6.1 Information and communication technology enhances the teaching of science in our school significantly, because there are some tasks for which ICT is particularly useful. It also offers ways of impacting on learning which are not possible with conventional methods. Software is used to animate and model scientific concepts, and to allow children to investigate processes which it would be impracticable to do directly in the classroom. Data loggers are used to assist in the collection of data and in producing tables and graphs in Key Stage 2. Children use ICT to record, present and interpret data, to review, modify and evaluate their work, and to improve its presentation. Children learn how to find, select, and analyse information on the Internet and on other media.
7 Science and inclusion
7.1 At our school we teach science to all children, whatever their ability and individual needs. Science forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our science teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see
individual whole-school policies: Special Educational Needs; Disability NonDiscrimination; Gifted and Talented; English as an Additional Language (EAL).
7.2 When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child's attainment and progress against expected levels. This ensures that our teaching is matched to the child's needs.
7.3 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to science.
7.4 We enable all pupils to have access to the full range of activities involved in learning science. Where children are to participate in activities outside the classroom (a trip to a science museum, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
8 Assessment for learning
8.1 Teachers will assess children's work in science by making informal judgements during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress. Older children are encouraged to make judgements about how they can improve their own work.
8.2 At the end of a unit of work s/he makes a summary judgement about the work of each pupil in relation to the National Curriculum levels of attainment. The teacher records the attainment of learning objectives on assessment sheets. We use these grades as the basis for assessing the progress of each child, and we pass this information on to the next teacher at the end of the year.
8.3 Teachers make an assessment of the children's work in science at the end of Key Stage 1. Children take the national tests in science at the end of Key Stage 2. We report the results of these tests to parents, along with
the teacher assessments which we make whilst observing children's work throughout the year.
9 Resources
9.1 We have sufficient resources for all science teaching units in the school. We keep these in a central store, where there are cupboards of equipment for all units of work. The library contains a good supply of science topic books and computer software to support children's individual research.
10 Monitoring and review
10.1 It is the responsibility of the subject leader to monitor the standards of children's work and the quality of teaching in science. The subject leader is also responsible for supporting colleagues in their teaching, for being informed about current developments in the subject, and for providing a strategic lead and direction for science in the school. The subject leader gives the headteacher an annual summary report in which s/he evaluates strengths and weaknesses in science, and indicates areas for further improvement. The subject leader has specially-allocated time for fulfilling the vital task of reviewing samples of children's work, and visiting classes to observe science teaching.
10.2 This policy will be reviewed at least every two years. | <urn:uuid:44b52596-38f2-4fd8-b8de-0fab1eb9c000> | CC-MAIN-2017-13 | http://yenton.bham.sch.uk/pdfs/policy-science.pdf | 2017-03-27T10:46:32Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00373-ip-10-233-31-227.ec2.internal.warc.gz | 766,777,234 | 2,355 | eng_Latn | eng_Latn | 0.997667 | eng_Latn | 0.997905 | [
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PEST CONTROL ADVICE SHEET TEXTILE PESTS
INTRODUCTION
There are a number of pests which will attack clothing and furnishings in the home. They fall into two basic categories: moths and beetles.
Due to the industrial mothproofing of carpets, the threat of damage by moths has reduced markedly, but they can still be found in older houses where carpets have not been treated. However, the incidence of beetle varieties has increased due to the installation of central heating and wall-to-wall carpeting in many modern houses.
There are many species of textile pest, but we shall concentrate on the most common types: clothes moth, the varied carpet beetle and the fur beetle.
WHAT DAMAGE DO THEY DO?
Textile pests can cause a considerable amount of damage to many fabrics. The adult insect does not feed, but the larvae will chew their way through the fibres of carpets and clothing causing clean irregular holes. In feeding they show a preference for textiles of an animal origin including carpet, woollens, skins and furs. However, they will damage other fabrics by simply biting through and discarding the fibres without consuming them.
In all cases it is not the adult, but the larval form that causes the damage. It is therefore appropriate to describe the appearance of both the adult and the larva.
WHERE TO LOOK FOR TEXTILE PESTS
In a heavily infested home they may be found anywhere where there are carpets or woollens etc. The larvae are commonly found in dark undisturbed places such as beneath furniture, inside cupboards, in drawers and in airing cupboards. The adults are attracted to light and tend to be found on window sills and around lamp shades. Infestations of the varied carpet beetle and the fur beetle often originate from old birds' nests in a loft space and then spread through the home by following hot water pipes etc.
HOW TO TREAT AGAINST TEXTILE PESTS
The job of controlling textile pests is not an easy one as immediate results are rarely achieved and much perseverance and patience is required. Below is a suggested course of action:
1 Remove any birds' nests and carpets/fabric stored in the loft as these act as a reservoir of infestation.
2 Treat carpets and clothing with recognised mothproofer, carefully following the manufacturer's instructions.
3 Use an insecticidal dust to treat between the floorboards, around the skirting boards and in the loft if any nesting material is found.
4 In the case of the moth it may be necessary to remove the fabric from beneath upholstered furniture and spray with an insecticide suitable for the purpose.
As stated, textile pests can be persistent, and it is often best to contact a professional pest controller.
SAFETY ADVICE
Carefully follow the manufacturer's instructions when using insecticides. Care should be taken not to spray near uncovered food. Insecticides should be stored in a cool and dry place where children cannot reach, and always wash your hands after using an insecticide. | <urn:uuid:c4d7e36e-cb3d-4227-a6f2-dfe6b8e84718> | CC-MAIN-2017-13 | http://www.bracknell-forest.gov.uk/textile-pests-pest-control-advice-sheet.pdf | 2017-03-27T10:41:48Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00376-ip-10-233-31-227.ec2.internal.warc.gz | 431,114,621 | 609 | eng_Latn | eng_Latn | 0.997847 | eng_Latn | 0.999121 | [
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Pilgrimage prayers
These prayers are designed to be used during a short local pilgrimage. Explain that while we walk, we encourage people to use the time to focus on all they see around them. Pilgrimage can be a time of fellowship, of slowing down to appreciate the world around us, of prayer.
Aim to pause for prayer at particular spots, each time focusing on an appropriate issue. You can use the ideas below to help plan a walk that will take in a variety of places where you can stop and pray on specific topics, whether those below or your own. Our ideas are just a starting point – do share your ideas.
If you wish you can post photos and details of your pilgrimage on the People's Pilgrimage website to inspire others.
This prayer could be used at both the beginning and/or the end if appropriate:
Pilgrimage Prayer
Water
Water is such a blessing. We take it for granted that clean, safe water will come out of our taps at any time of night or day. We pray now for those people around the world who may only have water for an hour each day – and for those who have no taps in their home, just a pump or water source that may be far away and dangerous to reach. In many areas, access to water is at risk because of climate change. Climate change will bring increased risk of both droughts, which will dry up water sources, and of flooding, which may pollute existing water supplies. We pray for those whose water supplies may be affected and for all who are working to protect their supplies from such risks.
And we thank you for life giving water. May we never take it for granted.
Farmland
Farmers work very hard to produce the food we eat, coping with unpredictable weather and often battling with supermarkets that pay unfairly low prices. Climate change is already making weather patterns even more unpredictable, affecting people's ability to grow traditional crops. We pray for farmers – both in this country and around the world. Pray for protection against climate disaster.
And we pray for a fairer food system, which will pay farmers appropriate prices and enable them to earn a good living and which will support those on low incomes to access healthy food.
Butterflies and bees
Butterflies and bees are always a joy to see. fluttering around flowers and grassland or gathering pollen to make honey whenever the sun shines. They appear to be carefree, but actually life is quite tough for them. Indeed the UK's butterflies and bees are in trouble. Over two thirds of British butterflies have decreased in numbers in the past 10 years. A few migrants like Painted Ladies and Red Admirals appreciate the warming climate, but most species are suffering. And according to DEFRA, the UK has suffered the greatest decline in wild bees of anywhere in Europe, losing 20 species since 1900 with a further 35 under threat of extinction.
Lord, we thank you for the joy of watching butterflies and their beauty. We thank you for the busyness of bees, so vital for pollinating our crops. We thank you for the organisations working to preserve special areas and reserves. And we pray that we might do all we can by planting appropriate flowers in our gardens and leaving wildflower areas in our churchyards, verges and gardens.
Allotments or vegetable plots
'Growing your own' can be a very satisfying thing to do- though less satisfactory when slugs, mice, pigeons or caterpillars want to share the produce! It increases awareness of the challenges and the joys of growing food crops and helps connect us with God's gift of the natural world. Lord, we pray for all who work to grow the crops we eat. May they seek to work in harmony with nature, and to adjust to less predictable weather conditions.
Cemetery
Cemeteries remind us that life is short and precious. May we use our time well and be a blessing to others.
Cemeteries are increasingly sanctuaries - not only providing places for people to pause a while and pray for loved ones, but also for wildlife. We give thanks for the Caring for God's Acre charity and the support and inspiration it provides for churches wanting to develop their churchyards with nature in mind.
Churches and meeting places
It is a blessing to meet together in prayer and worship – and one for which we give thanks, aware that there are many people for whom meeting openly is not a possibility. We pray for them and for all our brothers and sisters in Christ around the world.
Churches also have a vital role to play in helping people to think how we live in right relationship with God, our neighbour and the planet. We give thanks for recent encouragements. Last year the Quakers led the way in announcing complete disinvestment from fossil fuels. The Methodist Conference voted overwhelmingly this July to divest from coal and tar sands by 2017. It also asked its ethical investment board to report back on possible further divestment in 2016. The Church of England's General Synod adopted the Ethical Investment Advisory Group's climate change policy, which calls for immediate divestment from coal and tar sands. And we give thanks that Synod also passed a motion saying that the church is "called to protect the earth now and for the future." But we also pray for more 'prophets' to stand up and speak out clearly and decisively within the churches, so that more and more believers are spurred to prayer and action.
A chemist
The World Health Organisation is very concerned about the impact of climate change on health. Older people and young children and babies are particularly vulnerable to times of very high temperatures. We're grateful to live in a country where we have access to cool water and ice creams during hot weather. But we pray for many countries around the world where recent searing high temperatures have resulted in many deaths. Over 2,500 died from heatstroke and related health issues during the Indian heat wave this summer.
Trees
Lord we give thanks for trees. Trees 'root us' as we reflect on their beauty, their age and the 'homes' they provide for wildlife. Scientists know of the many benefits that living near trees can bring, such as improving air quality and air moisture and providing shade. In the Bible trees are used as a symbol of well-being, faith and healing (Psalm 1:3, Jeremiah 17:8 and Rev 22:1-2). So let's give thanks for, appreciate and enjoy the trees in our area, learning more about their names and qualities and doing all we can to protect them and to plant new trees. And pray for people who are fighting logging that threatens some of the world's oldest and most diverse forests.
Playgroup/nursery
The impacts of climate change will increasingly affect the generations that follow us. Lord we pray for the babies and young children in our community. May we do all we can to preserve this beautiful world for them to inherit.
Viewpoint, park – or any attractive place
"How many are your works, Lord!
Psalm 104: 24, 31 and 33-34 (NIV)
In wisdom you made them all; the earth is full of your creatures.
May the glory of the Lord endure forever; may the Lord rejoice in his works.
I will sing to the Lord all my life; I will sing praise to my God as long as I live.
May my meditation be pleasing to him, as I rejoice in the Lord".
Café or restaurant
Lord, we thank you for the rich variety of foods that we can enjoy from all around the world. Thank you for the people who grow our food and those who prepare it. We pray for farmers who don't make enough money to feed themselves and their families, and ask your blessing on all who seek to help them. And we pray that you will make us conscious of the way our choices in food affect other people. Help us to eat in ways that are friendly to people and the planet. | <urn:uuid:6b071232-6974-4509-9928-da94083376fb> | CC-MAIN-2017-13 | http://www.prayandfastfortheclimate.org.uk/wp-content/uploads/2015/07/PAFFTC-pilgrimage-prayers-final.pdf | 2017-03-27T10:31:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00374-ip-10-233-31-227.ec2.internal.warc.gz | 662,177,909 | 1,647 | eng_Latn | eng_Latn | 0.998614 | eng_Latn | 0.998743 | [
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Using quotations and quotation marks in college writing
Written by Jay Brandes. Updated 9/8/2011. This material was prepared as part of the Troy University class presentation Writing a Plagiarism-free Research Paper.
Always follow the writing style prescribed by your instructor. For American Psychological Association (APA) style, the guidebook is the Publication Manual of the American Psychological Association, Sixth Edition. For Modern Language Association (MLA) style, use the MLA Handbook for Writers of Research Papers, Seventh Edition.
Using quotation, paraphrasing, and summarizing to integrate information sources into a research paper takes time and practice. The handout you are reading now focuses on many of the technical aspects of quotation. To better understand when, why, and how to use these three methods of integrating information sources, the following resources are recommended:
From the Troy University Writing Center, the publication, Quoting, Paraphrasing, Summarizing <http://troy.troy.edu/writingcenter/research.html>. From the Purdue University Online Writing Center (OWL), the handout also titled, Quoting, Paraphrasing, Summarizing <http://owl.english.purdue.edu/owl/resource/563/1/>.
CONTENTS
Overview
Terminology
Basics
Block quotations
Quoting secondary (indirect) sources
Additional use of the style manuals
Other uses of quotation marks
Misuses of quotation marks
Tips for Microsoft Word
Examples of cited quotes and their corresponding entry in a works cited list or reference page
SUMMARY
A quotation is exact (word-for-word) use of what someone has written or said.
Document all information sources you quote. To document means to include citations in the body of the paper, and the corresponding reference or works cited entry at the end of the paper. (Note that information that is not quoted word-for-word must also be documented.)
Know that there is a specific way to document indirect (secondary) information sources (a source from within another source). See the Quoting Secondary Sources section of this handout.
Always put direct quotations in quotation marks. The only expectation is for long quotes— see the Block Quotations section of this handout.
Double quotation marks are used to enclose a quotation.
Will Rogers is often quoted as saying, "I never met a man I didn't like."
Single quotation marks are used only to enclose a quotation inside another quotation.
Susan said to me, "Will Rogers is often quoted as saying, 'I never met a man I didn't like.'"
In the United States, in all forms of writing (not just college writing), punctuation marks almost always go inside closing quotation marks. But, citation information goes outside the quote mark and before a period. (See your style manual for what to do if the quote ends in a question mark or exclamation point.)
Example of a cited quote that ends in a period: "I'm trying to figure out where I can go that the cops won’t be looking for me” (Palahniuk 187).
For the citation above, the long entry at the end of a paper would look like this:
MLA style: Palahniuk, Chuck. Fight Club. New York, Norton, 1996. Print.
APA style: Palahniuk, C. (1996). Fight club. New York, NY: Norton.
Microsoft Word will allow you to set its default to the curly, professional looking " " smart quotes instead of the older, typewriter look of " " straight quotes. Likewise, Microsoft Word can be set to check that punctuation marks are set inside of closing quotation marks (as they most frequently should be).
TERMINOLOGY
What terms might people use to refer to the idea of quotation?
They might use words or phrases such as quote, quoting, direct quotation, putting in quotes, or using quotation marks. They may incorrectly use the term ditto marks to refer to quotation marks.
What it means to quote is that you are using words that were previously written or spoken, exactly as they were originally written or spoken. Or, you are copying exactly, a translation of how they were originally used. The words you are using are word-for-word … exactly the same as in your information source. A quote is not a paraphrase; a quote is not a summary; a quote is exact and unaltered (even if the information being quoted contains typographical or grammatical errors).
What are quotation marks?
Quotation marks are punctuation. Quotation marks are always used in pairs; one to begin a quotation, the other to end a quotation. This use of quotation marks is also called opening and closing a quote. Enlarged view of the marks…
" " double quotation marks
' ' single quotation marks
An opening quotation mark, shown just above, looks somewhat like the number 6. A closing quotation mark, shown above, looks somewhat like the number 9. Think of the curves of the quotation marks as wrapping around the quoted words.
Example use of quotation marks:
In the motion picture, The Wizard of Oz, the character Dorothy
Gale, played by actress Judy Garland, says to her dog, "Toto,
I've got a feeling we're not in Kansas anymore."
One more thing you should know—punctuation that looks like a quotation mark but is not a quotation mark. An apostrophe is punctuation typed with the same key on a computer keyboard as a single quotation mark. The apostrophe can be used to make words that are contractions, for example, the word can't. The apostrophe can also be used to type words that are possessive; words that show belonging to. For example, Li's book.
BASICS
All information sources, including quotes, must be documented. To document means to include citations in the body of the paper, and the corresponding reference or works cited entry at the end of the paper.
Quotations are placed in quotation marks.
The only time a direct quotation is not placed in quotation marks is when it a long quote. What is meant by long is defined by the style manual you are using for your writing. In cases of long quotes, the way you, the writer, present the quote in your research paper, is in what is termed a block quotation. Information about writing a block quotation is presented next.
Quotations are enclosed in double quotation marks.
The only time single quotation marks are used is to indicate a quote inside another quote.
One of my favorite lines in literature comes from the novel Moby Dick by American author Herman Melville. He writes, "'Give way!' cried Ahab to the oarsmen, and the boats darted forward to the attack; but maddened by yesterday's fresh irons that corroded in him, Moby Dick seemed combinedly possessed by all the angels that fell from heaven" (ch. 135).
BLOCK QUOTATIONS
Long quotes are not placed in quotation marks; they are set off as block quotes.
The Publication Manual of the American Psychological Association defines a long quote as forty words or more (171).
The MLA Handbook for Writers of Research Papers (94) states that a quote should be presented as a block quote if it "…extends to more than four lines when run into the text…."
The presentation for block quotes varies between MLA and APA style. Each style has rules such as those for use when quoting just one paragraph, and for use when quoting more than one paragraph.
QUOTING SECONDARY SOURCES (also called INDIRECT SOURCES)
You have book ABC. You are reading book ABC. Book ABC includes a great quote (or even paraphrased material) from another information source—journal article 123.
How do you quote the article 123 in your research paper?
How do you document the quotation from 123 in your research paper?
In other words, you want to cite 123, but you do not have 123; you only have ABC.
What you have is termed a secondary source or an indirect source. While it is always best to use original sources, this is not always possible. In some cases, it may be acceptable to use an indirect source—but it must be documented as such.
It is critical that you never write as if you have an information source that you do not actually have. To create a quotation or to otherwise imply that you directly used 123 as an information source is a lie. It is plagiarism. It is always academic dishonesty.
You may use indirect sources, but you must document your use of the information properly—indicating (using the proper documentation style) both the indirect source and the other information source—the one you actually had.
For instructions on how to use indirect sources:
In the Publication Manual of the American Psychological Association defines, see section 6.17 on page 178.
In the MLA Handbook for Writers of Research Papers, see section 6.4.7 on page 226.
ADDITIONAL USE OF THE STYLE MANUALS
Always follow the writing style prescribed by your instructor. For American Psychological Association (APA) style, the guidebook is the Publication Manual of the American Psychological Association, Sixth Edition. For Modern Language Association (MLA) style, use the MLA Handbook for Writers of Research Papers, Seventh Edition.
In addition to showing the proper form of block quotations and using secondary/indirect sources—topics previously covered in this handout—style manuals help you address the following situations/answer questions such as:
* What to do if there is or appears to be a typographical or grammatical error in the material being quoted.
* What to do if additional information is needed to explain or clarify information within the quoted material.
* How do you indicate that you, the writer, have removed a portion of a sentence, or even an entire sentence, from the material being quoted?
* What are the circumstances in which you, the writer, may make minor changes to the information being quoted, e.g., change the case (upper-case/lowercase) of a letter that begins a quote, or change the closing punctuation?
OTHER USES OF QUOTATION MARKS
Quotation marks are used to indicate the titles of some types of information sources. For example, in the following MLA-style entry in a Works Cited list, the title of the journal article is placed in quotation marks.
Smith, Mark, et al. "Clinical Benefit and Preservation of Flavonols in
```
Dark Chocolate Manufacturing." Nutrition Reviews 66.11 (2008): 630-41. Print.
```
Other than quoting information sources and writing references/works cited lists for a research paper, you should almost never be using quotation marks in a college paper. The main exception would be if you were writing a work of literature, for example, a play.
Nevertheless, there are times in the course of writing (usually writing of a more casual nature than as in a college class) where quotation marks may be used. We don't want to tell you that there are no other uses for quotation marks, but we do want to stress that a research paper should not typically include language of this type, e.g., language that indicates irony or sarcasm.
Examples of how quotation marks are sometimes used in writing.
To indicate a nickname as part of a full name: Pete "Maverick" Mitchell is a character in the motion picture Top Gun.
To indicate a nonstandard use of a word: Anthony grabbed his "guitar;" it looked a lot like a tennis racket to me.
To indicate irony or sarcasm: When it came time to pay the bill, Jim told me he had "forgotten" to bring any money.
To indicate well-known sounds that aren't actual words: He tried to "Sssshh" me in my own library. When it is cold, I rub my hands together and say, "Brrr."
MISUSES OF QUOTATION MARKS
Misusing quotation marks is very common both in college writing and in everyday writing.
Never use single quotation marks unless it is for a quotation inside another quotation. This is a very common mistake. For college writing, in American English, there are no exceptions to this rule.
If you need to refer to a word or letter as a word or letter, use italics, not quotation marks:
Correct: When typing, I am careful not use the letter O when I should be using the numeral, zero.
Incorrect: When typing, I am careful not use the letter "O" when I should be using the numeral, zero.
College writing should rarely, if ever, include the use of quotation marks to indicate irony or an unusual use of a word. In all forms of writing, use extreme caution when using quotation marks to add meaning to a word … most of the time (virtually all of the time), it is not necessary. Never use quotation marks when the meaning of a word or phrase is known, even if the meaning is not literally what the words say.
Correct: Before you put quotes around a word, put on your thinking cap. Incorrect: Before you put quotes around a word, put on your "thinking cap."
Correct: Authentic, Mexican food.
Incorrect: "Authentic," Mexican food.
Incorrect: Authentic, "Mexican" food.
Incorrect: Authentic, Mexican "food."
When you add quotation marks to a word or phrase, you change its meaning. If you say that you are serving authentic, Mexican "food;" by putting quotes around the word food, you are somehow indicating that it is something less or other than good-tasting food.
Correct: If it means what it says, do not add quotation marks. Incorrect: If it "means" what it "says," do not add quotation "marks."
For a fun way to learn about how not to misuse quotation marks, see the appropriately named Web site, the "blog" of "unnecessary" quotation marks, online at http://www.unnecessaryquotes.com/
TIPS FOR MICROSOFT WORD
Tip #1. In the United States, in all forms of writing (not just college writing), punctuation marks almost always go inside closing quotation marks. Word will help check that you are typing that correctly. In Word, look in the Word Options, then look under Proofing, then look for "When correcting spelling and grammar in Word," and select Settings. One of the choices is for "Punctuation required with quotes." For that choice, select inside.
Tip #2. Microsoft Word's proofreading tools do not check for pairs of punctuation marks such as parenthesis and quotation marks. When proofreading a research paper, you can check these by hand (by reading what you have written carefully and slowly), but you can also have Word help you. Control+F (hold down the control key and tap the letter f), is a Windows command to find. If you tell Word to find a quotation mark, it will show them to you one at a time; making it easier to spot them (to check if they are all in pairs). Caution! If you accidentally type a blank space before you type a close quote, Word will type it as an open quote. Look carefully.
Tip #3. Formal publishing has long used curvy quotation marks that look like the numerals 6 and 9, but most mechanical typewriters were not built with these types of marks. Instead, most mechanical typewriters include straight marks, both in single and double formats. These straight or vertical marks are used by the typist as single or double quotation marks; as an apostrophe (the single mark); or as symbols for units of measurement—feet (the single mark)—and inches (the double mark).
Early word processing software continued this simplified use of single and double straight marks.
Contemporary word processing software, such as Microsoft Word, allows the user to choose between using straight quotes and what are termed smart quotes (the curly quotes seen in most books and journals). In Word, look in the Word Options, then look under Proofing, and finally, under AutoCorrect.
Straight quotes
"Toto, I've got a feeling we're not in Kansas anymore."
Smart quotes (look more professional and modern than straight quotes)
"Toto, I've got a feeling we're not in Kansas anymore."
EXAMPLES
The following are two examples of MLA style citations, written within the body of a paper.
Weber (352) suggests that moving beyond "one's own environment begins with understanding how one fits into the social world."
"Transcending one's own environment begins with understanding how one fits into the social world" Weber 352.
The following are two examples of APA style citations, written within the body of a paper.
Weber (2010) introduces this concept by stating that "transcending one's own environment begins with understanding how one fits into the social world" p. 352.
"Transcending one's own environment begins with understanding how one fits into the social world" (Weber, 2010, p. 352).
When writing in MLA style, the detailed list of information sources at the end of the paper is named a Works Cited list. The following is the entry in a works cited list for the information quoted, and cited, above.
Weber, Christina D. "Literary Fiction as a Tool for Teaching Social Theory and Critical Consciousness." Teaching Sociology 38.4 (2010): 35061. SAGE Journals Online. Web. 15 June 2011.
When writing in APA style, the detailed list of information sources at the end of the paper is named a Reference list. The following is the reference for the information quoted, and cited, above.
Weber, C. D. (2010). Literary fiction as a tool for teaching social theory (4), 350-361.
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Insects:
* Now that it is getting colder, crickets, spiders, sow bugs, and stink bugs will be trying to get into your home. Keep them out by applying Summit Mosquito and Gnat Barrier Spray or Bonide Eight around the house. Also, fleas in the lawn can be controlled with these same products.
Amaryllis:
* Now is the time to shop for Dutch amaryllis. The best blooming amaryllis to buy are Orange Souvereign, Prince Carnival, Apple Blossom, Christmas Gift, and Susan. When planting a Dutch amaryllis, use a pot approximately 2" larger than the bulb. Use Bacto light potting soil, and water with luke warm water one time after potting. Keep the potted amaryllis in a warm place. Light is not important right after potting, but heat is.
* After the amaryllis' flower stem is 5" tall, resume watering the amaryllis. Every time you water the amaryllis, feed with Seamate. Use an electronic moisture meter to determine when to water the amaryllis. If you do not use a moisture meter, you will probably over water the plant because the watering needs to be done based on the moisture near the roots. The moisture at the top of the soil is a poor indicator of the root moisture.
* When the flower stem is 5" tall, it needs to be moved to a cooler, well lit place to display and enjoy your amaryllis' bloom.
Flower bulbs:
* An interesting fall blooming flower bulb is the winter aconite. Plant this bulb this month, and it will bloom later this fall with beautiful yellow flowers. This bulb will re-bloom every fall.
* To keep existing clumps of daffodils and newly planted bulbs strong enough to rebloom year after year, you need to fertilize them with Garden Trust Fertilizer this month or when planting new bulbs. Do not put GardenTrust in the planting hole. Place the Garden Trust on top of the bed after planting, and sprinkle the Garden Trust in areas that you believe bulbs have been previously planted.
* Do not rely on Bonemeal to feed your spring blooming Dutch flower bulbs. Cool soil temperatures do not allow organic fertilizers to be effective. Spring blooming bulbs need lots of fertilizer when rooting in the late fall and early spring to prepare for the spring bloom and subsequent years of re-blooming. Bonemeal is better used in spring as a supplemental fertilizer for the summer blooming flowers bulbs, like gladiolus or dahlias.
* Also check the pH with your luster leaf Ph tester when planting or growing flower bulbs. The average pH for spring flowering bulbs is 6.5. If the pH is too low add Bonide Hydrated Lime.
* Dutch flower bulbs are now available at your local garden center. Select medium to large bulbs from bulk/loose displays. Do not select pre-packaged bags of bulbs because they are usually smaller sized bulbs. For instance, 12+up cm size tulips are
* sold in bulk displays; 11-12cm sized bulbs are often sold in pre-packaged packages.
Trees:
* Deciduous trees and shrubs that drop their leaves in the fall should be fed with Plant Trust Professional Tree and Shrub Fertilizer one time in October/November, preferably as soon as possible. For pear trees, use 1/2 ounce of Plant Trust for every foot of the height of the tree. For apple trees, use 1 ounce of Plant Trust for every foot of the height of the tree. For the remaining fruit , shade, flowering trees, and shrubs use 2 ounces of Plant Trust for every foot of the height of the plants. Remember these trees and shrubs only need to be fed Plant Trust one time a year.
* White pine trees that are over 15 feet and look dull are probably dying because of overwatering from the excessive rain, non-draining clay soils, or sprinkling systems. These trees are at risk for secondary infections such as pine tree borers or nematodes. If you are seeing holes in the trunk of the tree, it is likely that the tree is infected with pine tree borers. You will not see the damage from the nematodes because they work below the ground, damaging the tree's root system.
* Arborvitae, pines, and cypress that show yellowing of the inner needles/foliage do not need treated if the yellowing is less than 50%. This is normal and these yellow needles/foliage will drop. If the yellowing is more than 50%, it is an indication that the plant has not grown enough because it was under fed. Feed all evergreens in early spring with Plant Trust Professional Tree and Shrub Fertilizer. | <urn:uuid:ff98beb9-ccda-4d45-a2ac-95a6000960b3> | CC-MAIN-2017-13 | http://radiogardensense.com/yahoo_site_admin/assets/docs/1010_2014_.282200622.pdf | 2017-03-27T10:40:45Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00379-ip-10-233-31-227.ec2.internal.warc.gz | 296,356,163 | 1,025 | eng_Latn | eng_Latn | 0.997272 | eng_Latn | 0.997462 | [
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Tips and Troubleshooting
- Do not use a rain barrel for drinking water.
- A small amount of dish soap or vegetable oil in your barrel will prevent mosquitos.
- If you use your rain barrel to water your fruits and vegetables, rinse them with tap water before eating.
- Empty your barrel often
- Use at least a 10 foot hose on the overflow.
- Do not use a rain barrel with a roof that has been treated with moss killer.
- Use soaker hoses and watering cans with your rain barrel. There is not enough pressure to use a sprinkler.
About NJWSA
The New Jersey Water Supply Authority was formed in 1981 to manage Spruce Run and Round Valley Reservoirs, Manasquan Reservoir and the Delaware & Raritan Canal as drinking water supplies. The Watershed Protection Division was formed in 1999, and works with partners in the Raritan and Manasquan Basins to protect these water supplies.
For more information about rain barrels, please contact:
New Jersey Water Supply Authority
Heather Desko
1851 State Route 31
P.O. Box 5196
Clinton, NJ 08809 (908) 730-0270 x231
email@example.com www.raritanbasin.org
www.njriverfriendly.org
Native grass restoration at NJWSA Administration Facility
Benefits, Use, and Care of Rain Barrels
Keep the Rain from the Drain!
New Jersey Water Supply Authority Watershed Protection Programs
1851 State Route 31 P.O. Box 5196 Clinton, NJ 08809 (908) 730-0270 www.raritanbasin.org
Why Rain Barrels?
- Rain barrels are used to store rainwater collected from a roof that might otherwise carry pollution (like trash, pesticides, oil and other heavy metals) to the stream.
- Collecting rain water cuts down the volume of water that reaches the stream and can help prevent erosion.
- Rain barrels can help save money on water bills and stress on wells.
- Use rain barrels to water garden beds with a soaker hose.
- Use rain barrels for non-drinkable uses including:
- watering lawns and plants
- washing cars, dirty boots, lawn chairs, etc.
Rain Barrel Care
During the season (early April to mid-October)
- Empty your rain barrel regularly—do not let water sit for more than one week.
- Empty your rain barrel before big storms.
- Keep your gutters clean.
- Check for leaks or clogs.
- Attach a hose to your overflow (to keep water away from the house and to keep mosquitoes out).
- Place rain barrel on a stable surface, off of the ground. A full rain barrel can weigh more than 400 lbs.
Visit www.raritanbasin.org to learn more and to find out about Rain Barrel Workshops in your area
- Empty and rinse your rain barrel (use vinegar or other non-toxic cleaner). Scrub if needed.
- Disconnect your rain barrel from gutters to prevent ice and cracking.
- Store your rain barrel upsidedown (outside your house) or keep it inside your house, garage, or shed. | <urn:uuid:5522e03f-88a8-4706-9fb7-b5449d4edd76> | CC-MAIN-2017-13 | http://raritanbasin.org/Projects/rain_barrel/files/rainbarrels_benefits_use_2015.pdf | 2017-03-27T10:47:22Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00378-ip-10-233-31-227.ec2.internal.warc.gz | 291,979,316 | 659 | eng_Latn | eng_Latn | 0.986902 | eng_Latn | 0.994015 | [
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IGNITE
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PIECES
IGNITE
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THOUGHT
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why we n eed hands on learn i to change educat i on today Des i gn Th i nk Mak e r Mov e m e why the c onferen res i l i ence
ng ng
ntce
Essentially, one of the most fundamental flaws within the current education system is that we are implementing teaching techniques developed during the industrial revolution to tackle the problems that we are facing in the world today. While all other industries have adapted, evolved, and grown with time, education has remained rather stagnant. However, through extensive scientific research and time multiple new teaching techniques and mech Design Thinking is a structured, team- based approach to innovation. The inspiration for design thinking originates from Thomas Edison. Edison is recognized not for inventing elec tricity, but recruiting a team of skilled individuals to develop a product that utilizes an ex istent technology to address a real world need. Design thinking is an embodiment of Edi The core tenet of the maker movement is the usage of technology and new developments that have been taking place in the world to make new inventions that could be used to address further world problems. A Maker Space is an environment in which students tinker with pieces of technology such as 3D printing and woodworking to design and create their own inventions. This movement is a result of shift in pedagogical practices where instead of focusing on research and developing more technol Join education thought leaders in New York City this spring to share ideas about new ap proaches to disrupt STEM learning environments in high school, university, nonprofit and corporate arenas. With significant backing by Princeton and Columbia universities, Ignite STEM is a pioneering conference to provide participants with take-home skills and leading Resilience—the ability of each of us to "bounce back stronger, wiser, and more personally powerful" (Nan Henderson); "not only survive, but also learn to thrive" (Bonnie Benard); or even to "bungy jump through the pitfalls of life" (Andrew Fuller)—is more than a trait: it's a process that can and should be taught, learned, and required. Being resilient helps youth navigate the world around them, and schools and classrooms are becoming more attuned to providing the cognitive, emotional, and developmental supports needed for resilience to prosper and grow in each of us.
edge ideas through hands-on teaching methods such as hackathons, maker spaces and numerous technological resources available to create innovative solutions to these needs.
anisms have been developed. son's philosophy and actively teaches students to identify people's needs and leverage the ogy, it is shifting to actually employing the plethora of technology that is currently available to tackle design thinking approaches. In The Power of Resilience, Drs. Robert Brooks and Sam Goldstein explain:
Education disruption is a movement to incorporate many of the advances that have been In other words, students are inculcated with a thought process of: inspiration, ideation, im plementation. simply instruction. Resilient individuals are those who have a set of assumptions or attitudes about themselves that influence their behaviors and the skills they develop.
real world issues. Furthermore, it abides by the principle that it is better to learn via doing rather than made in pedagogy to develop students from simplyjust containers full of knowledge to ac tual leaders and thinkers that have the capabilities to tackle real world problems. Hands on learning and actively practicing "innovation" will allow children to set right expectations of Multiple schools have already implemented design thinking processes and have found great the maker space Network of education disrupters Resilience is a key skill acquired through hands on learning - especially hackathons.
success. Through a combined effort led by IDEO and researchers at Stanford University, hands on learning works workshops into their day-to-day activities and have found their students to be more adept problem solvers and innovators. quite versatile in regards to its size, complexity, and purpose. For instance, it is possible to have a 'maker space' solely dedicated to woodworking with a lot of machinery and materials. On the other end of the spectrum, one could also have a maker space about robotics and all they would need are simple circuit boards and Lego sets. you will have a constant support staff in your endeavor to implement many of the ideas and concepts you will be exposed to even after the conference concludes. Children look up to the adults around them for guidance and, good or bad, accept those adult behaviors as the standard, and pattern their own speech and actions after those adult models.
themselves and actually learn "how to think". an active global network is maintained of such schools ranging from South Korea, Brazil, to New York City. All of these schools have incorporated design thinking techniques or The most fundamental aspect of the maker movement is a physical space, the 'maker space', containing multiple tools and equipment that students utilize to make their imagination into reality. Furthermore, a maker space is This conference provides a unique opportunity to meet thought leaders in the STEM educational com munity. Develop relationships with people from your local neighborhoods and also across the nation from high schools, universities, and corporate spaces. Through smaller teams within the conference mentors are crucial for resilience
For instance, there was a study conducted at Stanford University that measured the impact of design thinking upon students. Their results found that students developed a diverse understanding of the problem and created projects that actually addressed these problems in a myriad of ways. One of the biggest findings was that such a methodology of teaching significantly improved metacognition with in students and instead of just rote problem solvers they were actually becoming thinkers. Types of Projects Maker spaces are not limited to STEM fields either. It is possible to have a literary/art space where there are mul timedia projects playing, art pieces displayed, basic materials such as notebooks, pencils, and pencils. Students could critique these pieces, generate their own pieces, use other works as inspiration, or simply brainstorm ideas with each other. Actually 'hack' education The conference itself will be conducted (in part) like a "mini-hackathon" where attendees can experi Brooks and Goldstein refer to these models as charismatic adults. These people could be teachers, administrators, coaches, parents, older siblings or friends, but the important thing is that the student forms a meaningful relationship with the charismatic adult. When that happens, the student has a resource when questions arise. He or she has a support when work gets difficult or life presents challenges. At hackathons, schools can bring in dozens of eager and encouraging volunteers to help make a difference in students' experiences by augmenting their resilience by letting kids grow through partial failure and then ultimately success.
test the different approaches. Through a process of iteration and modification students will eventually
Not only do these disruptive forms of thinking develop parts of students that have never been looked at before, but they are also more effective than the role of current teaching techniques. According to a study conducted at Purdue, when eighth graders were taught about water quality through hands on In more concrete terms, a sample design thinking process would look at a particular type of problem such as most effective way to improve word problem solving skills. Through design thinking, students would first learn to appreciate the problem and understand how it is applicable to the real world. Then utilizing the mathematical skills they have learned, develop potential approaches to the problem and educational impact A natural question that may arise is over the purpose of the 'maker space' in the educational development of ence "hacking education" in a non-traditional style. The hackathons will employ many of the strategies of design thinking and maker movements. Through these hands-on engaging workshops participants will be able to actually visualize what such disruption would look like within their own educational institutions and the impact it could have on the student body. Hackathons are not just for coders building resilience takes personal growth
The conference is simply the seed to ignite the journey towards disrupting traditional educational Providing choice to students is critical. In Why We Do What We Do: Understanding Self-Motivation, author Edward Deci argues:
learning vs. conventional techniques, the students "showed higher comprehension of the concepts, particularly among those students where English was not their first language." relevance to ignitestem learn the best course of action and can then validate their results with the teacher. This is significantly different from simply being told a type of problem and the method to solve it. While the latter simply involves memorization and mindless practice, the first actually instills a thinking style to follow when faced with any problem that could be applicable in real life. children. Through maker space workshops conducted in the past, teachers expressed overwhelming support and excitement behind the maker space. In their experience, the maker space generated an actual love and enthusiasm for 'tinkering' with available resources to innovate something that could potentially serve a purpose in the commu nity. Additionally, it answers the question: what's the point? Often students find theoretical concepts learned to be a waste of time since they do not see their direct applications till much later in time. The maker space provides a natural environment for students to employ their learnings into pragmatic projects. they're powerful learning experiences for everyone, and you'll see why. the never-ending experience Another factor in supporting resilience in a student is the concept of personal control. As students develop an understanding of their own compe tence, they feel more in control. They feel like they can make more of their own decisions and take pride in their accomplishments. Students who are allowed to make significant choices regarding their own educations are more likely to feel some control or ownership of their own lives. This sense of control is powerful in supporting a resilient mindset. At hackathons, students come up with an appealing idea entirely on their own. The whole hackathon is there to help edit, tweak and improve on their idea.
At this conference we present many of the cutting edge innovations in education and also help you design a strategy to actually implement these developments into your day-to-day school curricu relevance to ignitestem models. We will equip participants with many tools to maintain a long-term relationship, to provide as much support as is needed and to see their ideas and endeavors come to fruition. In addition to The main thing about meaningful choice is that it engenders willingness. It encourages people to fully endorse what they are doing; it pulls them into the activity and allows them to feel a greater sense of volition; it decreases their alienation.
effectiveness and usefulness of such techniques. Together, we hope to revolutionize education to develop the leaders that we need today. approaches to tackle these issues. Such a skillset can only be developed by actively practicing such a thinking pattern on a day-to-day basis. At this conference, you will have the ability to experience design thinking strategies first hand and learn how to incorporate these teaching styles into daily class activities. individuals who have actually implemented maker spaces within their educational institutions, and partake in a workshop inside an actual maker space. Through these immersive experiences participants will be able to decide for themselves the potential impact that the maker movement could have. In a classroom, there are many variables that a teacher cannot control, such as parental involvement, poverty, nutrition and chemical influences. However, within the classroom, a teacher can become a charismatic adult and model a resilient mindset, and give them a sense of autonomy and choice in the work they do. A teacher can instill this resilient mindset but facilitating hands on learning events for their students. Come join us at IgniteSTEM this April 8th to learn more!
lum. Through many speakers we develop a theoretical foundation for many of the hands-on-learning strategies and instead of just taking their word for it, we provide an opportunity to explore hands on learning through active workshops as well. Participants will be able to decide for themselves on the The purpose of education is to prepare the leaders of tomorrow. One of the core competencies of any leader is to be able to identify the needs of the people around and to be able develop a multi-faceted At the conference we provide participants an opportunity to experience and witness the power of the maker movement first hand. Participants will interact with leaders within the maker movement, hold discussions with an actual support team, participants will be provided with a collegiate mentor and will receive a takehome "Hack-In-A-Box" - a simple Do-It-Yourself kit enabling you to host a future hackathon that best fits your community. A choice may be as simple as giving options on how to complete an assignment or letting students choose the topics of their writing assignments. That sense of autonomy helps them feel like they are involved.
In a classroom, there are many variables that a teacher cannot control, such as parental involvement, poverty, nutrition and chemical influences. However, within the classroom, a teacher can become a charismatic adult and model a resilient mindset, and give them a sense of autonomy and choice in the work they do. A teacher can instill this resilient mindset but facilitating hands on learning events for their students. Come join us at IgniteSTEM this April 8th to learn more!
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Suggested Curriculum Areas
Civics
Social Studies
Environmental Studies
Suggested Grade Levels 2 –12
Key Concepts
Watershed Non-Point Source Pollution Natural Heritage
Key Skills
Map Reading Scientific Inquiry Philosophical Analysis
Discovering
labama
Teacher's Guide
Bear Creek Watershed
Synopsis
his video presents the natural qualities of the Bear Creek
Watershed in northwest Alabama and tells the story of how local residents rallied together to address pollution problems affecting the creek. The success of this effort, known as the Bear Creek Watershed Project, has gained wide recognition as a model partnership in correcting "non-point source" water pollution problems. T
The video features many of the local landowners, agency representatives, and others who participated in the Bear Creek Watershed Project as they describe their concerns for the Bear Creek area. The video also highlights the assistance made available to the
project via Section 319 of the Clean Water Act.
Discovering Alabama is a production of the Alabama Museum of Natural History in cooperation with Alabama Public Television. For a complete list of titles in the Discovering Alabama series, as well as for information about ordering videos and accompanying Teacher's Guides, contact us at either: Discovering Alabama, Box 870340, Tuscaloosa AL 35487–0340; phone: 205–348–2036; fax: 205–348–4219; or email: firstname.lastname@example.org. Also visit our website: www.discoveringalabama.org.
This program was produced with support from the following organizations:
The Solon and Martha Dixon Foundation
A
Before Viewing
Consider the many environmental issues (local, state, and national) that are often marked by angry conflict between different interest groups—environmental groups against industry groups, preservationists battling developers, private-property owners versus government regulatory agencies, etc. Such conflict is often fueled by human difficulties in achieving effective communication. Therefore, the Bear Creek Watershed Project is a special story, not only because of its environmental success, but also because of the project's uncommon level of local cooperation among interest groups. This presents an opportunity to actively engage students in exploring the environment and the human dimensions of the Bear Creek story.
Conduct a role-play simulation in which your students can experience difficulties that often hinder communication and cooperation between differing interests. Begin by preparing written descriptions of such key roles as, for example, a) a landowner/farmer committed to guarding his/her "private property rights" and "freedom to make a living," and opposed to "costly environmental regulations"; b) an environmental activist committed to "the rights of nature" and "saving endangered species," and opposed to profiteers that "poison the Earth"; c) a politician committed to "growth" and "economic development," and opposed to "tree-hugger extremists"; and d) an agency official committed to "helping the community" and "following the law," and opposed to "opposing anyone." Develop the written descriptions to amplify each role's stereotypical beliefs/attitudes such that each role is devoted entirely to expressing and defending its own special interests. Distribute the role descriptions to the class so that no one knows another's assigned role and so that the number of students representing each role is roughly equal. 1.
Next, arrange the class in small groups, taking care that all the various roles are represented in each group. Explain that each group of students should pretend that 2.
they are a mix of people who live in a large rural area with lots of wild woodlands, pleasant countryside, and a beautiful stream flowing for miles through the heart of the area. The water in the stream has become badly polluted and a solution must be found to the problem. Ask the students in each group to assume their assigned roles and spend 10–15 minutes a) discussing their concerns about the problem and b) trying to reach consensus on what should be done about the problem.
This simulation is, of course, designed to pose built-in obstacles to cooperation among the different roles. Predictably, students should feel a sense of frustration over the difficulties experienced in trying to communicate and reach consensus. Discuss with the class their thoughts regarding why real-life situations are often plagued by similar difficulties and how these barriers to cooperation might be overcome. 3.
While Viewing
Have students a) identify people featured in the video who fit such careers as farmer, landowner, agency official, etc. and b) watch for how these people have dealt with their local pollution problems.
Video Mystery Question: The video reveals that, for many years, Bear Creek suffered from serious water pollution. Why then did this problem require a land solution? (Answer: As the video explains, the quality of water in a stream is directly affected by the environmental quality of the land in the surrounding watershed. To correct pollution affecting Bear Creek, landowners sought to improve land practices pertaining to soil retention, crop production, and animal waste disposal.
After Viewing
List the different roles/interests represented in the video. Discuss how and why they put aside immediate selfinterests to seek a solution to Bear Creek's pollution problems. 1.
Discovering
Return students to small groups. This time, however, ask them to work cooperatively in trying to understand each other's concerns and in developing a written step-wise plan for addressing their stream's pollution problem. Have each group present its plan to the class. 2.
Extensions
Invite representatives of local interest groups and organizations, similar to those in the video, to visit the class and present their perspectives on environmental quality and economic development. Help the class be prepared with a list of probing (even difficult) questions.
Philosophical Reflections
There are different philosophies of how best to protect lands with appealing natural qualities. For example, one view maintains that property held in common, i.e., property that is publicly owned rather than privately owned, inevitably meets with deterioration and ruin. This view suggests that property "owned" by everyone is, in effect, owned by no one, and therefore susceptible to neglect and even to public vandalism and abuse. Such perspective is often shared by interest groups who argue against designating special lands to the public domain as parks, nature preserves, etc.
Countering this perspective is another view maintaining that native, natural lands, when left entirely to the free market system, are often of little worth until these lands and their natural values become diminished or in short supply, whereupon the opportunity to secure their protection is no longer available. This view is frequently central to the arguments of interest groups working to add special lands to the public domain.
In the US, our way of life is based on a free-market system, yet our national policies have historically enabled public domain protection for lands of special natural qualities. How might this seeming philosophical contradiction be justified? Is this justification reflected in the Bear Creek Watershed Project?
Nature in Art
The video presents several natural settings— mountainous terrain, valleys, lakes, forestlands, creek scenes, waterfalls, etc.—that are among popular subjects for photographers and landscape artists. Also shown in the video are various settings shaped by human presence—fields, pastures, roadways, farm buildings, homesites, etc.—that can often provide additional richness and appeal to artistic renderings of local landscapes. In fact, much art is inspired either by nature itself or by human relationships with nature. Have your class organize and conduct a photography project capturing both aspects of your local area/community.
Community Connections
Obtain a topographical map for your school area (see Additional References and Resources). Determine the primary stream associated with the watershed in which your school is located. Invite the assistance of local agencies in helping the class assess the environmental conditions of the land in the watershed and the environmental quality of the water in the stream.
Complementary Aids and Activities
Project Learning Tree: Environmental Education Pre-K–8 Activity Guide: activities: early elementary: "Pollution Search"; upper elementary and middle students: "Every Drop Counts?", "We Can Work it Out." Contact: Alabama Forestry Association, 555 Alabama Street, Montgomery AL 36104; also visit their website: www.ptl.org; email: email@example.com
Project WET: activities: elementary students: "A-maze-ing Water"; upper-elementary/ middle-school students: "Rainy Day Hike," Sum of the Parts"; secondary students: "Color Me a Watershed." Project Aquatic WILD: activities: elementary students: "Wetlands Metaphors"; middle school to secondary students: "Living Research: Aquatic Heroes and
Heroines," "Facts and Falsehoods." Project WILD: activities: middle students: "Water's Going On?"; middle and secondary students: "Riparian Zone." For all three, contact: Alabama Department of Conservation & Natural Resources, 64 N. Union Street, Montgomery AL 36130; website: www.dcnr. state.al.us/administrative/ie/edprograms.html
Additional References and Resources
* Legacy, Inc. Lots of water and environmental information; see their Water Sourcebooks (for different age groups), and water-related posters. Contact: Legacy, Inc., P.O. Box 3813, Montgomery, AL 36109; website: www. legacyenved.org
* Geological Survey of Alabama. Topographical maps and "Special Map #241: Rivers and Streams of Alabama including Mobile Basin Tributaries in Adjacent States," 1998. Contact: GSA, Box 869999, Tuscaloosa AL 35486–6999; (205) 349–2852; website: www. gsa.state.al.us/
* Discovering Alabama. Related videos and Teacher's Guides: "Cahaba River Watershed," "Locust Fork River," "Village Creek," "Sipsey River Swamp," and others (check www. discoveringalabama.org for a complete list).
River and Watershed-Related Websites
Alabama Environmental Education Resource Database www.alenviroed.com
Cahaba River Society www.cahabariversociety.org
Environmental Protection Agency www.epa.gov/owow/index.html
National Wildlife Federation www.nwf.org/wetlands
US Army Corps of Engineers, Mobile District Water Management Section water.sam.usace.army.mil
US Geological Survey (USGS) ga.water.usgs.gov/edu/index.html
Discovering
Parting Thoughts
As the video presents, the restoration of water quality in Bear Creek is an impressive story of local leaders and landowners working together to correct pollution problems affecting the creek. However, a complete portrayal of change in the Bear Creek Watershed involves additional concerns that could not be fitted into the limited time available for the video.
For example, there are the painful recollections of landowners like Larry Bailey, who endured great anguish as portions of his family farm were taken by government condemnation to meet Tennessee Valley Authority (TVA) plans for the region. Anguish was again experienced by these landowners as they watched their confiscated farmlands and woodlands inundated to become government-controlled impoundments.
Also missing from the video are the private apprehensions of area residents such as Dale Baker. Mr. Baker is representative of local folks who feel a personal bond with the untamed landscapes of Bear Creek and who worry that modern trends of growth and development might eventually erode a special way of life enriched through daily closeness to the native wilds.
These concerns, though missing from the video, are nevertheless of significant relevance to the future of the Bear Creek Watershed. Protecting the native qualities and native landscapes in the watershed will require enlightened government leadership, aided and informed by the values and insights provided through citizen participation. Congratulations to those who have demonstrated the effectiveness of such collaboration in correcting past problems in the Bear Creek Watershed. May local officials, landowners, and residents be equally successful in addressing new challenges that lie ahead.
Oh yeah, I almost forgot. Every Alabama community is within a watershed of a nearby creek or river. And, every Alabama community has access to the expertise of the US Natural Resources Conservation Service, the Alabama Department of Environmental Management, and local conservation districts. Therefore, every Alabama community can pursue opportunities to organize partnerships similar to the successful Bear Creek Watershed Project. Contact local conservation district officials to learn more about such opportunities.
Happy outings,
Discovering
A
labama
Activity/Information Sheet
Bear Creek Watershed
As you have seen in the video, Bear Creek is a model of how a community, even one with very diverse viewpoints, can band together to solve a mutual problem. The key, of course, is communication—actually talking to one another and helping each other solve a complicated problem.
Discovering Alabama recognizes the special contributions and support of the following organizations in the production of "Bear Creek Watershed."
Alabama Department of Environmental Management Bear Creek Development Authority Bear Creek Millennium Group Franklin County Water Service Authority Russellville Water & Sewer Board USDA Natural Resources Conservation Service Colbert County Soil & Water Conservation District Franklin County Soil & Water Conservation District Marion County Soil & Water Conservation District Winston County Soil & Water Conservation District US Environmental Protection Agency Tennessee Valley Authority
If you are considering a watershed project, the lead agency for soil and water conservation projects is the Natural Resources Conservation Service (NRCS, formerly the Soil & Water Conservation Service). Contact them through your local Soil & Water Conservation District.
To find out where your nearest district office is, look in your local telephone book under:
US Government–
Agriculture Department of– Natural Resources Conservation Service– Area Office
Conservation Districts are also listed on the Alabama Soil and Water Conservation Committee website at www.swcc.state.al.us/directory.htm. Those Alabama districts that have websites are also listed on the National Association of Conservation Districts website at www.nacdnet.org/resources/ al.htm and on the Alabama Association of Conservation District website at www.swcc.state.al.us/ aacd.htm. You may also contact the Alabama state NRCS office at:
US Department of Agriculture Natural Resources Conservation Service P.O. Box 311 Auburn AL 36830 telephone: 334–887–4500 www.al.nrcs.usda.gov | <urn:uuid:adf1d6b2-4be5-42e9-b84b-3786aa3b5c63> | CC-MAIN-2018-30 | http://cullmanswcd.com/images/bear_creek.pdf | 2018-07-16T14:10:25Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00012.warc.gz | 89,235,862 | 2,894 | eng_Latn | eng_Latn | 0.9786 | eng_Latn | 0.992626 | [
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Eight styles of Learning
| Likes to | Is good at |
|---|---|
| Read, write, tell stories | Memorizing names, dates, places, trivia |
| Conduct experiments, figure things out, work with numbers, ask questions, explore patterns and relationships | Math, reasoning, logic, problem solving |
| Draw, build, design and create daydream, look at pictures, watch movies play with machines | Imagine, sensing things, mazes and puzzles, reading maps and charts |
| Sing, hum tunes, listens to music, play an instrument, respond to music | Picking up sounds, remembering melodies, noticing pitches and rhythms, keeping time. |
| Move around, touch and talk, use body language | Physical activities, sports, dancing, acting, crafts |
| Have lots of friends, talk to people, join groups | Understanding people, leading others, organizing, communicating, manipulating, mediating conflicts |
| Work alone, pursue own interests | Understanding self, focusing inward on feelings and dreams, following instincts, pursuing interests and goals, being original |
| Physically experience nature, conduct observations, respond to patterning in nature | Exploring natural phenomena, seeing connections, seeing patterns, reflective thinking |
What is "Differentiated Instruction"?
Essentially, the aim of differentiation instruction is to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to student's varied needs. Learning activities and materials may be varies by difficulty to challenge students at different readiness levels, by topic in response to students' preferred ways of learning or expressing themselves.
This is not the individual education program-IEP- approach where there are different experiences for all 20-30 students in the class. Typically two to four different learning experiences are offered by the teacher, or students are given opportunities to make their own choices. Teachers undertake differentiation in a variety of ways.
As a teacher, you can use numerous strategies and tools to differentiate instruction. Regardless of the specific combination of techniques you might choose, there are several key characteristics or elements that form the foundation of effective differentiated learning environments:
*
* Teachers and students accept and respect one another's similarities and differences.
Assessment is an ongoing diagnostic activity that guides instruction. Learning tasks are planned and adjusted based on assessment data.
* All students participate in respectful work-work that is challenging, meaningful, interesting, and engaging.
* The teacher is a coordinator of time, space, and activities rather than a provider of information. This helps students become self-reliant learners.
* Students and teachers collaborate in setting class and individual goals.
* Time is used flexibly in the sense that pacing is varied based on student needs.
* Students work in a variety of group configurations, as well as independently. Flexible grouping is evident.
* Students have choices about topics they wish to study, ways they want to work, and how they demonstrate their learning.
* Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins.
* The teacher uses a variety of instructional strategies to help target instruction to student needs. | <urn:uuid:0a3a3f45-8062-4915-ab57-d0c2766caa57> | CC-MAIN-2018-30 | http://mercer-k12.wvnet.edu/bhs/wp-content/uploads/sites/6/2015/06/Lesson_10-20_Handout_5.pdf | 2018-07-16T14:05:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 247,689,083 | 658 | eng_Latn | eng_Latn | 0.998035 | eng_Latn | 0.998035 | [
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10 Reasons to Say NO to Animal "Gifts"
www.awfw.org/no-animal-gifts
Introduction & Summary
During the holiday season, popular gifts include donations to programs that send live farm animals as "gifts" to help alleviate hunger and poverty in low-income countries.
Our purpose here is to make the criticisms of these campaigns public and to encourage alternatives that are more effective and more compassionate.
We examine the flaws in concept and practice with animal-gifting groups in general, and with Heifer International in particular (since they are the largest and most well-known).
In short, we explain why animal gifting doesn't necessarily help, and sometimes harms, the recipients, and how these programs may be misleading to donors.
1. Most recipients are lactose intolerant and harmed by dairy…
Increased dairy production is frequently touted as one of the greatest successes of animal gifting programs. However, 75% of the world is lactose-intolerant, and 90% of Asian and African populations (toward whom dairy programs are aggressively targeted) are lactose intolerant.
Most mammals (including humans) become lactose intolerant after weaning. Mothers' milk is very specifically created for infants, not adults.
As such, both small- and large-scale dairy programs can negatively affect the health, well-being, and productivity of people in lactose intolerant populations. Widespread digestive ills include stomach pain, gas, bloating, cramps, diarrhea, and even vomiting. Consuming milk from other animals is also associated with allergies, asthma, and a host of autoimmune disorders.
While dairy is "a" source of calories, the resources used to produce it may be better spent on alternatives that provide a higher quality and quantity of calories, protein and calcium.
2. More farmed animals does not mean less hunger…
Pro-meat biases mean that sustainable plant crops that actually provide better nutrition and more income are often overlooked. Teff, for example, is one of Ethiopia's oldest grains. It is drought and heat tolerant, while also being packed with protein and calcium. In Food Choice and Sustainability (2013), Dr. Richard Oppenlander writes:
"In Ethiopia, over 40 percent of the population is considered hungry or starving, yet the country has 50 million cattle (one of the largest herds in the world), as well as almost 50 million sheep and goats, and 35 million chickens, unnecessarily consuming the food, land and water…. [P]oorly managed cattle grazing has caused severe overgrazing, deforestation, and then subsequent erosion and eventual desertification. Much of their resource use must be focused on these cattle.
Instead of using their food, water, topsoil, and massive amounts of land and energy to raise livestock, Ethiopia, for instance, could grow teff, an ancient and quite nutritious grain grown in that country for the past 20,000 to 30,000 years. Teff…is high in protein, with an excellent amino acid profile, is high in fiber and calcium, (1 cup of teff provides more calcium than a cup of milk), and is a rich source of boron, copper, phosphorus, zinc, and iron.
3. More farmed animals mean more mouths to feed…
Many recipients of animal gifts struggle to provide basic care to the animals they receive. Animals do not magically produce milk and meat or just "live off the land" by grazing. They must be given food and water in areas where these resources are already scarce.
Having another mouth to feed can significantly add to a family's burden, and the animals frequently suffer from neglect, malnutrition, dehydration, lack of veterinary care, and lack of shelter from temperature extremes.
4. Farmed animals do not just "live off the land"…
While it's tempting to believe, farmed animals do not just "live off the land" consuming only grass and scraps that don't compete with human consumption.
In response to criticism that promoting animal agriculture in regions already plagued by desertification and drought is irresponsible, Heifer International and other animal gifting organizations now have "zero-grazing" requirements. Zero-grazing means that animals are confined and must have food and water brought to them. This food and water can be in direct competition with human consumption.
Zero-grazing is not only bad for the animals who are confined, it is also bad for the people (often children) who must use their time, labor and resources to feed and water the animals.
5. Farmed animals use a great deal of water…
Raising animals requires up to 10 times more water than growing crops for direct consumption. Yet, organizations such as Heifer International promote inherently water-intensive animal farming, even in areas identified as water-scarce. This means that already limited freshwater supplies are diverted to animals for their hydration, sanitation, and the cultivation of the forage used to feed them.
These uses of water are in direct competition with the drinking water needs of local communities, as well as with the supply of water available to grow foods for direct human consumption.
Additionally, in many arid communities, water is only available from a communal well or reservoir, in which case hydrating animals is a labor-intensive process for adults and children who must travel by foot and can only carry limited amounts at a time.
6. Experts disapprove of animal gifting…
The World Land Trust calls animal gifting programs "madness… environmentally unsound and economically disastrous."
They conclude that "now that the grave consequences of introducing large numbers of goats and other domestic animals into fragile, arid environments is well documented, WLT considers it grossly irresponsible… to continue with these schemes … as a means of raising quick money for charities over the Christmas season."
Sean O'Neill of the Times of London explains that animal gifting organizations "are wooing the ethical shopper with pictures of cute goats wearing Christmas hats and promises of helping the poor in developing countries." But organizations such as the World Land Trust and Animal Aid deem that "it is 'madness' to send goats, cows and chickens to areas where they will add to the problems of drought and desertification."
7. Animal gifting programs mislead the public…
Heifer International and similar organizations spend exorbitant amounts of money on colorful, glossy catalogs depicting cute children hugging and kissing happy, healthy animals. From these catalogs, well-meaning donors choose which animal they would like to send as their giftdonation.
But in reality, donations may not go toward the purchase of the selected animal. Quoting from Heifer International, "monies from any… animal fund can be used where needed most."
Vegetarians and vegans especially beware: bee and tree gift-donations can support any animal program, fundraising, or overhead.
8. Animal gifting organizations may have questionable spending…
Concerns about the priorities and appropriate use of donations apply to all animal gifting programs, but Heifer International raises particular concerns because of their annual budget, which exceeds $250 million a year, and luxury spending such as on their headquarters.
Heifer International consistently spends more than a million dollars a year on professional fundraising fees. Those are just the "fees." The figure jumps to more than $20 million when printing, distribution, processing, and other fundraising-related costs are included.
According to Heifer International's 2012 taxes, they spent $20,328,394 on fundraising alone.
Former Indian minister for social welfare and animal protection, Maneka Gandhi, stated: "Nothing irritates me more than charities abroad that collect money and purport to give it to women or children or for animals in Asia or Africa. Very little reaches the country or the cause for which it is meant. Most of it goes toward their own 'infrastructure,' which means rent, staff, travel and 'investigation'… This is cynical exploitation of animals and poor people."
9. Some animal gifting programs raise concerns from charity raters…
GiveWell charity rating organization deemed in their evaluation of Heifer International that the organization lacked sufficient transparency and priority programming for a recommendation.
Quoted from the GiveWell website are concerns about animal gifting in general: "We have not found a livestock-distribution charity that has published either evidence of impact… or clear answers to these questions:
- Are the livestock in good health? Will they meet recipients' expectations, or will they die or underproduce, potentially causing people to make bad plans and investments?
- Do the recipients of livestock gifts have the ability, in terms of knowledge and resources, to take care of the livestock well?
- Are gifts successfully targeting those in need within a community? Is there a risk of fostering jealousy and/or economic instability?
- Might recipients benefit more from different valuable gifts, such as cash?"
10. There are better feeding & gift-donation programs…
Due to popular demand, we have created a special Plants-4-Hunger program to provide a compassionate and highly effective alternative to animal gifting: www.awfw.org/gifts.
We send 100% of your donation to four hand-picked groups with low overhead and proven successes in high need areas. These hunger relief projects provide both immediate assistance and long term community solutions that feed families without harming animals. | <urn:uuid:cfa393f2-bba0-4472-804a-2ccee4dd9ea0> | CC-MAIN-2018-30 | https://awfw.org/wp-content/uploads/SayNOtoAnimalGifts.pdf | 2018-07-16T14:18:55Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00009.warc.gz | 613,746,263 | 1,872 | eng_Latn | eng_Latn | 0.998309 | eng_Latn | 0.998338 | [
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Executive Summary
HEALTH CARE NEEDS OF CHILDREN AND YOUTH
Course Title: IN THE CHILD WELFARE SYSTEM
Outline of Training:
Trainees will understand the complexities of health care issues and concerns for children and youth in the child welfare system, which include preventative healthcare, common health care problems, and timely referrals. Trainees will understand the statewide health care resources and how to access them for children and youth in the child welfare system. Trainees will work with case examples in small group activities to develop a foundational knowledge of foster care health needs.
Target Audience:
New Child Welfare workers as part of the California Common Core Curricula for Child Welfare Workers
Outcome Objectives for Participants:
K1. Trainees will be able to recognize the need for and their role in preventive health care, including periodicity of medical and dental exams, immunization schedules, and early intervention programs.
K2. Trainees will be able to identify common health care issues of children and youth involved in the child welfare system.
K3. Trainees will be able to identify resources available to promote health and wellness for children and youth involved in the child welfare system.
K4. Trainees will be able to explain the role of care providers and foster care public health nurses in the prevention, care, treatment, advocacy, and follow-up of health care needs for children and youth in their care.
K5. Trainees will verbalize an understanding of the purpose and duties involved in developing and maintaining the Health Passport.
K6. Trainees will explore a holistic approach to health care and understand the connection between mind, body, and spirit, and the ways this approach can promote children's wellbeing.
K7. Trainees will be able to recognize racial and ethnic disparities in health and access to health care, and how such disparities parallel fairness and equity issues in the child welfare system.
Values:
V1. Trainees will value that overall health and wellness involves the care of the mind, body, and spirit, and includes the integration of a family's cultural practices.
V2. Trainees will value working in partnership with Foster Care Public Health Nurses and other health care providers to promote well-being for children and youth
Ways that Supervisors can support the Transfer of Learning from the classroom to the job…
BEFORE the training
1. Review job duties as related to the task of monitoring and supervising the health care needs of youth in foster care.
2. Find and read the county protocols for children with special health needs.
3. Identify two or three cases from case load that need particular attention to health supervision. Have new child welfare worker begin to formulate a care plan for health needs and identify gaps in knowledge.
AFTER the training
1. Worker should meet with PHN's to hear first hand about the role of the PHN in their county and make a plan for how to work together effectively.
2. Use the same two or three cases identified before the training that need particular attention to health supervision. Review the cases with a PHN and discuss appropriate medical referrals and follow up including the role of the PHN and the role of the worker. | <urn:uuid:8c9bb879-5ddc-4998-a41d-093af83a745d> | CC-MAIN-2018-30 | http://bayareaacademy.org/wp-content/uploads/summaries/Health%20Care%20ES.pdf | 2018-07-16T14:23:05Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00012.warc.gz | 40,683,059 | 632 | eng_Latn | eng_Latn | 0.997519 | eng_Latn | 0.997613 | [
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natural and cultural and the need for its preservation.
l to promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process.
l to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community.
l to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations.
l to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms- cooperating with others, taking initiatives and providing leadership in solving others' problems.
l to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.
COURSE STRUCTURE CLASS IX
Time: 3 Hrs.
Marks: 90
| No. | Units | Term I |
|---|---|---|
| I | India and the Contemporary World - I | 23 |
| II | Contemporary India - I | 23 |
| III | Democratic Politics - I | 22 |
| IV | Economics | 22 |
| V | Disaster Management (Through Project & Assignments) | - |
The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the schools. The Summative Assessment will comprise of Theory paper as per the prescribed design of the Question Paper.
Note: The text of OTBA for SA-II will be from Unit-2; Chapter 4: Climate for session 2016-2017.
Unit 1: India and the Contemporary World - I 40 Periods
Themes
Objectives
Two themes from the first sub-unit and one each from the second and third sub-units could be studied.
Term I
Sub-unit 1.1 : Events and processes:
In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.
Two themes of the following: I. The French Revolution:
(a)The Ancient Regime and its crises. (b) The social forces that led to the revolution. (c) The different revolutionary groups and ideas of the time. (d) The legacy. (Compulsory Chapter-1)
II. Socialism in Europe and the Russian Revolution: (a)The crises of Tzarism. (b) The nature of social movements between 1905 and 1917. (c) The First World War and foundation of Soviet state. (d) The legacy. (Chapter 2)
III. Nazism and the Rise of Hitler:
(Chapter 3)
(a)The growth of social democracy (b) The crises in Germany. (b) The basis of Hitler's rise to power. (c) The ideology of Nazism. (d) The impact of Nazism.
Map Work-Theme one only(3 marks)
l In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.
l Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
l Show how written, oral and visual material can be used to recover the history of revolutions.
l Explore the history of socialism through a study of the Russian revolution.
l Familiarize students with the names of people involved, the different types of ideas that inspired the revolution.
l Discuss the critical significance of Nazism in shaping the politics of modern world.
l Familiarize students with the speeches and writings of Nazi leaders.
Term II
The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.
Sub-unit 1.2: Livelihoods, Economies and Societies:
Any one theme of the following:
(a)Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism.
IV. Forest Society and Colonialism:
Case studies : Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)
V. Pastoralists in the Modern World:
(a)Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What happens to pastoralism under colonialism and modern states?
groups, one from Africa and one from
Case studies: Focus on two pastoral
India. (Chapter 5)
VI. Peasants and Farmers:
(b) Changes within rural economies in the modern world.
(a) Histories of the emergence of different forms of farming and peasant societies.
Case studies: focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6)
l Discuss the social and cultural world of forest communities through the study of specific revolts.
l Point to the varying patterns of developments within pastoral societies in different places.
l Understand how oral traditions can be used to explore tribal revolts.
l Look at the impact of colonialism on forest societies, and the implication of scientific forestry.
l Show the different processes through which agrarian transformation may occur in the modern world.
l Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.
l Understand how agricultural systems in India are different from that in other countries.
l Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.
Map Work Based on theme 4/5/6. (Internal choice will be provided)
(3 marks)
Term II
Politics:
Sub-unit 1.3: Everyday Life,Culture and
The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.
Any one of the following:
VII. History and Sport: The Story of Cricket:
(a) The emergence of cricket as an English sport. (b) Cricket and colonialism. (c) Cricket nationalism and de-colonialization. (Chapter 7)
VIII. Clothing: A Social History:
(a) A short history of changes in clothing. (b) Debates over clothing in colonial India. (c) Swadeshi and the movement for Khadi. (Chapter 8)
l Suggest how sports also have a history and that it is linked up with the politics of power and domination.
l Introduce students to some of the stories in cricket that have historical significance.
l Show how clothing has a history, and how it is linked to questions of cultural identity.
l Discuss how clothing has been the focus of intense social battles.
Unit 2: Contemporary India - I
| Themes | Objectives |
|---|---|
| Term I 1&2. India - Size and Location & Physical Features of India: relief, structure, major physiographic unit.. (Chapter 1&2) 3. Drainage: Major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3) Map Work (3 marks) Term II 4. Climate: Factors influencing the climate; | To understand the major landform features l and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types. To identify the various factors influencing l the climate and explain the climatic variation of our country and its impact on the life of the people. To understand the river systems of the l country and explain the role of rivers in the evolution of human society. |
monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life.
(Chapter 4)
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures.
6. Population: Size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs. (Chapter 6)
l To explain the importance and unifying role of monsoons.
l To find out the nature of diverse flora and fauna as well as their distribution.
l To develop concern about the need to protect the biodiversity of our country.
l To analyse the uneven nature of population distribution and show concern about the large size of our population;
l To understand the various occupations of people and explain various factors of population change;
l To explain various dimension of national policy and understand the needs of adolescents as under served group.
Map Work(3 marks)
Project/Activity: Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.
Posters:
River pollution
Depletion of forests and ecological imbalance.
Unit 3: Democratic Politics - I 40 Periods
(Part 1.3 and 1.4 (pages 10-18 of prescribed NCERT Textbook) will be assessed through formative assessment only)
3. Constitutional Design:
How and why did India become a democracy?
How was the Indian constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India?
(Chapter 3)
Term II
4. Electoral Politics:
Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens' participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)
5. Working of Institutions:
How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)
6. Democratic Rights
Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)
l Develop respect for the Constitution and appreciation for Constitutional values
l Recognise that constitution is a living document that undergoes changes.
l Introduce the idea of representative democracy via competitive party politics
l Familiarise with our electoral system and reasons for choosing this
l Develop an appreciation of citizen's increased participation in electoral politics
l Recognise the significane of the Election Commission
l Provide an overview of central governmental structures
l Sensitise to the key role of the Parliament and its procedures
l Distinguish between nominal and real executive authorities and functions
l Understand the parliamentary system of executive's accountability to the legislature
l Develop citizens awareness of their rights
l Introduction to and appreciation of the Fundamental Rights
l Recognition of the ways in which these rights are exercised and denied in real life situations.
l Introduction to judicial system and key institutions like the Supreme Court, High Courts and National Human Rights Commission.
Themes
Term I
1. The Story of Village Palampur: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1)
2. People as Resource: Introduction of how people become resource / asset; economic activities done by men and women; unpaid work done by women; quality of human resource; role of health and education; unemployment as a form of non utilisation of human resource; sociopolitical implication in simple form. (Chapter 2)
Term II
3. Poverty as a Challenge: Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples)why people are poor ; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation. (Chapter 3)
40 Periods
Objectives
l Familiarising the children with some basic economic concepts through an imaginary story of a village.
l Familiarisation of a few population related concepts and sensitization of child that people as asset can participate and contribute in nation building.
l Appreciation of the government initiative to alleviate poverty;
4. Food Security in India: Source of Foodgrains, variety across the nation, famines in the past, the need for self sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (Chapter 4)
l Understanding of poverty as a challenge and sensitization of the learner;
l Exposing the child to an economic issue which is basic necessities of life;
l Appreciate and critically look at the role of government in ensuring food supply.
Suggested Activities / Instructions:
Theme I: Give more examples of activities done by different workers and farmers. Numerical problems can also be included.
Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.
Theme II: Discuss the impact of unemployment.
Debate on whether all the activities done by women should be included or not.
Is begging an economic activity? Discuss.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated. Visit a nearby ration shop and collect the details of goods available.
Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.
Unit 5: Disaster Management
25 Periods
| Themes | |
|---|---|
| Term I | |
| 1. Introduction to Disaster Management | (Chapter 1) |
| 2. Common Hazards - Prevention and Mitigation | (Chapter 2) |
| Term II | |
| 3. Man made disasters - Nuclear, Biological and Chemical. | (Chapter 3) |
| 4. Community Based Disaster Management | (Chapter 4) |
Note: Projects, activities and other exercises in Unit 5 should encourage students to place 'disasters' and "disaster management" in:
(i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X.
(ii) Other problems faced by our country and the world from time to time.
PRESCRIBED BOOKS:
1. India and the Contemporary World - I History - Published by NCERT
2. Contemporary India - I Geography - Published by NCERT
3. Democratic Politics - I Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE
QUESTION PAPER DESIGN FOR SOCIAL SCIENCE (CODE NO. 087) Class-IX (2016-17)
Time: 3 Hours
Max. Marks: 90
| Typology of Questions | Very Short Answer (VSA) 1 Mark | Short Answer (S A) 3 Marks | Long Answer (LA) (5 Marks) | Total Marks |
|---|---|---|---|---|
| Remembering (Knowledge based simple recall questions, to now specific facts, terms, concepts, principles, or theories, Identify, define or recite, information) | 2 | 2 | 2 | 18 |
| Understanding (Comprehension - to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) | 2 | 1 | 2 | 15 |
| Application (Use abstract information in concrete situation, to apply knowledge to new situations, use given content to interpret a situation, provide an example, or solve a problem) | 2 | 4 | 2 | 24 |
| High Order Thinking Skills (Analysis & Synthesis - Classify, compare, contrast, or differentiate between different pieces of information, Organize and/or integrate unique pieces of information from a variety of sources) | 2 | 2 | 2 | 18 |
| Creating, Evaluation and Multi-Creating Evaluation and Multi-Disciplinary (Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) | - | 3* | - | 9 |
| Map | - | 2 | - | 6 |
Note: The question paper will include a section on Open Text based assessment (questions of 10 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students.
*One question of 3 marks will be included to assess the values inherent in the texts. | <urn:uuid:b01b6cc9-18de-4f9c-94f7-751dce8f0649> | CC-MAIN-2018-30 | http://studykamaal.com/wp-content/uploads/2016/05/class-9-sst-full.pdf | 2018-07-16T14:00:37Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 351,613,826 | 3,902 | eng_Latn | eng_Latn | 0.993475 | eng_Latn | 0.995113 | [
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How to Record EVP's
For many the best evidence of life after death is the EVP (electronic voice phenomenon). EVP is defined as a sound or voice that is recorded on audio or video recording devices. While not heard at the time of recording EVP's are only heard later at playback. We use three basic classifications for EVP's that help us to develop interpretations.
* Class A: Easily understood by almost anyone with little or no dispute. Th ese are also usually the loudest EVPs.
* Class B: Usually characterized by warping of the voice in certain syllab les. Lower in volume or more distant sounding than Class A. Class B is t he most common type of EVP.
* Class C: Characteriz ed by exc essive warping. They are the lowest in v olume (often whispering) and are the hardest to understand.
The protocols below are basic and will help you to establish contact with spirits.
EVP Protocols
The following rules should be followed to ensure the validity and accuracy of any anomalies discovered during playback.
- Use new name-brand audio tapes.
- Open and load all tapes in front witnesses.
- An external microphone is required for an alog recording dev ices. An external microphone is not required for digital record ers but the use of one will greatly aid in recording.
- Pop tabs on all cass ettes after recording to eliminate the chan ce of accidental over-recording.
- Only record on one s ide of the t ape to prevent bleed- through and never ov errecord on tapes.
- Obtain a s ample voic e print of t eam members and c lients at the beginning of recording.
- Record the date, time and location on the cassette label, as well as verbalize it at the beginning of recording.
- No distorting your voice during recording. This inclu des whispering which may be confused for EVP during playback.
- No whistling, deliberate rust ling of papers or clothing or creating any noises that might be c onfused fo r EVP d uring playbac k. Clearly and voc ally id entify any accidental noises to eliminate them as possible EVP during playback.
- EVP's will often be re corded during normal team conv ersation, so no shouting, abusive language, or inflammatory topics ar e allowed. Keep s ide converstations to a minimum.
- Vocalize to identify any background noises, including t he conversations of other team members.
- For Analog recorders, make a c opy of each cassette and store t he original in a safe climate controlled place. Copies may be used for repeated playback.
- For digital recorders, transfe r your recordings to your computer. This will a llow you to make copies as needed or to isolate certain portions.
- Ask permission of the spirits to record t heir voices and encourage them to speak into the microphone.
- Each time you move to a new location, verbalize the time, change of location and the names of persons present in the location.
.
- For EVP recordings, allow a quiet time of 15-20 second s between each question to allow th e spirit to answer. Record for 4 to 5 minutes before playback Playback is essential for spirit interaction.
Analog Recording Device
1) Always use fresh new tapes.
3) Only record on one side of the tape.
2) Only use name brand tapes.
4) Always use an external microphone.
6) Label tape with location, date and time.
5) Always pull tabs on tapes following recording.
7) Store original tape in a safe place and make a copy for playback.
Digital Recording Device
1) Always use an external microphone.
3) Use free audio recording software such as Audacity to isolate portions of the recording.
2) Use computer compatible recording device.
4) Store original recording in a safe place and make a copy for playback.
Samples of EVP Questions
The best questions are normally those that can be verified or can be answered simply. Each question should be asked two or three times. (Allow at least 20-30 seconds between your questions for answers)
**Introduce yourself and whoever is assisting you. Ask for permission and ask spirits to help you.
- Is there anyone here?
- What are their names?
- What is your name?
- Would you like to talk to us?
- Are there children here?
- What is your gender?
- What year it is?
- How are you feeling?
- What is today's date?
- What is my name?
- Are you a spirit?
- Are you here all the time?
- Are you resting here?
- Is there anyone else with you?
- Are you happy?
- Is there anything you want to say?
You can also ask personal questions to get additional responses.
- What are your children's names?
- What kind of car did you drive?
- What did you do for a living?
- What is your favorite color?
- When is your birthday?
- How old is your wife?
- What color is your daughter's hair?
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The Declaration of Independence: About the Signers
(Continued)
The Signers of the Declaration of Independence
All of the colonies were represented in Philadelphia to consider the delicate case for independence and to change the course of the war. In all, there were fifty-six representatives from the thirteen colonies. Fourteen represented the New England Colonies, twenty-one represented the Middle Colonies and twenty-one represented the Southern Colonies. The largest number (9) came from Pennsylvania. Most of the signers were American born although eight were foreign born. The ages of the signers ranged from 26 (Edward Rutledge) to 70 (Benjamin Franklin), but the majority of the signers were in their thirties or forties. More than half of the signers were lawyers and the others were planters, merchants and shippers. Together they mutually pledged "to each other our Lives, our Fortunes and our sacred Honor." They were mostly men of means who had much to lose if the war was lost. None of the signers died at the hands of the British, and one-third served as militia officers during the war. Four of the signers were taken captive during the war and nearly all of them were poorer at the end of the war than at the beginning. No matter what each of these men did after July 1776, the actual signing of the Declaration of Independence which began on August 2 ensured them instant immortality. The following gives a bit of information about each signer AFTER the signing of the Declaration of Independence.
Connecticut
Samuel Huntington (1731-1796)—Samuel Huntington was a self-made man who distinguished himself in government on the state and national levels. He was the President of Congress from 1779-1781 and presided over the adoption of the Articles of Confederation in 1781. He returned to Connecticut and was the Chief Justice of the Superior Court in 1784, Lieutenant Governor in 1785 and Governor from 1786-1796. He was one of the first seven presidential electors from Connecticut.
Roger Sherman (1723-1793)—Roger Sherman was a member of the Committee of Five that was chosen to write the Declaration of Independence. He and Robert Morris were the only individuals to sign the Declaration of Independence, the Articles of Confederation and the Constitution. He was the Judge of the Superior Court of Connecticut from 1766-1789, a member of the Continental Congress from 1774-81; 1783-84 and a delegate to the Constitutional Convention in 1787. Sherman proposed the famed "Connecticut Compromise" at the convention and represented Connecticut in the United States Senate from 1791-93.
William Williams (1731-1811)—William Williams was a graduate of Harvard, studied theology with his father and eventually became a successful merchant. He fought in the French-Indian War and returned to Lebanon, Connecticut where he served for forty-four years as the town clerk. He was elected to the Continental Congress from 1776-1777, and after signing the Declaration of Independence, Williams was a member of the committee that was instrumental in framing the Articles of Confederation. He was a delegate to vote on the ratification of the Federal Constitution and also served as a Judge of the Windham County Courthouse.
Connecticut (Continued)
Oliver Wolcott (1726-1797)—Oliver Wolcott was as much a soldier as he was a politician and served as a brigadier general in the New York campaigns from 1776-1777. As a major general, he was involved in defending the Connecticut coast from attacks by the Royal Governor of New York. He was Commissioner of Indian Affairs in 1775 and from 1784-89, a delegate to the Continental Congress from 1775-76 and 1778-84, Lieutenant Governor of Connecticut from 1786-96 and Governor from 1796-97.
Delaware
Thomas McKean (1734-1817)—Thomas McKean was the last member of the Second Continental Congress to sign the Declaration of Independence. He was a delegate to the Continental Congress from 1774-81 and served as a delegate to the Congress of the Confederation from 1781-1783. After 1783, McKean became involved in the politics of Pennsylvania becoming Chief Justice of Pennsylvania and the Governor of Pennsylvania from 1799-1812. He retired from politics in 1812 and died at the age of 83 in 1817.
George Read (1733-1798)—George Read was the only signer of the Declaration of Independence who voted against the proposal for independence introduced by Richard Henry Lee of Virginia. He was elected to the Continental Congress from 1774-1776, was a member of the Delaware Constitutional Convention in 1776, acting Governor of Delaware in 1777, a Judge on the Court of Appeals in 1780, State Senator from 1791-92, a United States Senator from 1789-1793 and Chief Justice of the State of Delaware from 1793-98.
Caesar Rodney (1728-1784)—aesar Rodney took a strong stand in favor of independence and because of that, was not reelected to Congress because of the conservatives in the state of Delaware. They also blocked his election to the state legislature and his appointment to the state's constitutional convention. He was interested in military affairs and was involved in action in Delaware and New Jersey during the Revolutionary War. He was reelected to Congress in 1777 and was nominated as state president from 1778-1781. He died in 1784 while serving as Speaker of the Upper House of the Delaware Assembly.
Georgia
Button Gwinnett (1735-1777)—After the Governor died in 1777, Button Gwinnett served as the Acting Governor of Georgia for two months, but did not achieve reelection. His life was one of economic and political disappointment. Button Gwinnett was the second signer of the Declaration to die as the result of a duel outside Savannah, Georgia.
Lyman Hall (1724-1790)— Lyman Hall was one of four signers trained as a minister and was a graduate of Princeton College. During his life he also served as a doctor, governor and planter. During the Revolutionary War, his property was destroyed and he was accused of treason. He left Georgia and spent time in South Carolina and Connecticut to escape prosecution. When the war was over, he went back to Georgia and began to practice medicine. He served as Governor of Georgia from 1783-1784.
Georgia (Continued)
George Walton (1741-1804)—George Walton was elected to the Continental Congress in 1776, 1777, 1780 and 1781, Colonel of the First GeorgiaMilitia, in 1778, Governor of Georgia from 1779-1780, Chief Justice of the State Superior Court of Georgia from 1783-89, a presidential elector in 1789, Governor of Georgia from 17891790 and a United States Senator from 1795-1796. During the Revolutionary War, Walton was captured by the British in 1778 during the attack on Savannah and released within the year. He was the founder of the Richmond Academy and Franklin College which later became the University of Georgia.
Maryland
Charles Carroll (1737-1832)—Charles Carroll was one of the wealthiest men in America and was the oldest and longest surviving signer of the Declaration. From 1789-1792 he served as one of Maryland's two United States Senators. He retired from politics in 1804 and spent the rest of his life managing his 80,000 acres of land in Maryland, Pennsylvania and New York.
Samuel Chase (1741-1811)—Samuel Chase was called the "Demosthenes of Maryland" for his oratorical skills. In 1785 he represented Maryland at the Mt. Vernon conference to settle a dispute between Maryland and Virginia concerning navigation rights on the Potomac River. He served as an Associate Justice of the United States Supreme Court from 1796-1811. He was the only Supreme Court justice to be impeached in 1805. He was charged with discriminating against supporters of Thomas Jefferson, and he was found to be not guilty.
William Paca (1740-1799)—William Paca was elected to the Continental Congress from 1774-78, appointed Chief Justice of Maryland in 1778, Governor of Maryland from 1782-1785 and Federal District Judge for the State of Maryland from 1789-99. He was also a planter and a lawyer, but was a relatively minor figure in national affairs. William Paca also served as a delegate to the Maryland ratification convention for the Federal Constitution.
Thomas Stone (1743-1787)—Thomas Stone was one of the most conservative of the signers along with Carter Braxton of Virginia, George Read of Delaware and Edward Rutledge of South Carolina. He was elected to the Congress from 1775-78 and again in 1783. He was chosen to be a delegate to the Constitutional Convention in Philadelphia in 1787 but had to decline because of the poor health of his wife. Shortly after she died in 1787, a grief stricken Stone died a few months later before making a trip to England.
Massachusetts
John Adams (1735-1826)—John Adams was the first Vice-President of the United States and the second President. He was a member (along with Thomas Jefferson, Benjamin Franklin, Robert Livingston and Roger Sherman) chosen to draft the Declaration of Independence. He was the first President to attend Harvard University and the first to have a son become president.
Samuel Adams (1722-1803)—Samuel Adams was known as the "Firebrand of the Revolution" for his role as an agitator between the colonists and the British prior to the outbreak of hostilities on April 1775. He served in the Continental Congress until 1781 and was a member of the Massachusetts State Senate from 1781-1788. Because he was opposed to a stronger national government, Adams refused to attend the Constitutional Convention in 1787. He served as Lieutenant Governor of Massachusetts from 1789-1793 and Governor from 1794-1797.
Elbridge Gerry (1744-1814)—Elbridge Gerry served for a time as a member of the state legislature of Massachusetts. Although he attended the meetings in Philadelphia to write a new Constitution, at the end he was opposed to it because it lacked a bill of rights. However, after a "change of heart," he was a member of the House of Representatives for the first two Congresses from 1789-1793. He was Governor of Massachusetts in 1810 and 1811 and died in office as Vice-President under James Madison in 1814.
John Hancock (1737-1793)—John Hancock was the President of the Second Continental Congress when the Declaration of Independence was adopted. He, along with Samuel Adams, were the two most wanted men in the colonies by King George III. He served as a major general during the Revolutionary War. He was elected Governor of Massachusetts from 1780-1785 and 1787 until his death in 1793. He was the seventh President of the United States in Congress assembled, from November 23, 1785 to June 6, 1786. John Hancock was one of the original "fathers" of U.S. independence.
Robert Treat Paine (1731-1814)—Robert Treat Paine was elected to the Continental Congress, in 1774 and 1776, Attorney General for Massachusetts from 1777-1796, Judge, Supreme Court of Massachusetts from 1796-1804 and State Counselor in 1804. During his time in Congress, Paine concentrated primarily on military and Indian concerns. Because of his opposition to many proposals, he was known as the "Objection Maker." Paine was one of the original founders of the American Academy of Arts and Sciences.
New Hampshire
Josiah Bartlett (1729-1795)—Josiah Bartlett served in Congress until 1779 and then refused reelection because of fatigue. On the state level he served as the first Chief Justice of the Common Pleas (1779-1782), Associate (1782-1788) and Chief justice of the Superior Court (1788-1790). Bartlett founded the New Hampshire Medical Society in 1791 and was the Governor of New Hampshire (1793-1794).
Matthew Thornton (1714-1803)—Matthew Thornton served as Speaker of the New Hampshire House of Representatives, was an Associate Justice of the Superior Court and was elected to the Continental Congress in 1776. He was one of six members who signed the Declaration of Independence after it was adopted by the Continental Congress. He left Congress to return to New Hampshire to become an Associate Justice of the State Superior Court. He spent his remaining years farming and operating a ferry on the Merrimack River.
William Whipple (1730-1785)—William Whipple was a former sea captain who commanded troops during the Revolutionary War and was a member of the Continental Congress from 1776-1779. General Whipple was involved in the successful defeat of General John Burgoyne at the Battle of Saratoga in 1777. He was a state legislator in New Hampshire from 1780-1784, Associate Justice of the New Hampshire Superior Court from 1782-1785, and a receiver for finances for the Congress of the Confederation. He suffered from heart problems and died while traveling his court circuit in 1785.
New Jersey
Abraham Clark (1726-1794)—Abraham Clark was a farmer, surveyor and politician who spent most of his life in public service. He was a member of the New Jersey state legislature, represented his state at the Annapolis Convention in 1786, and was opposed to the Constitution until it incorporated a bill of rights. He served in the United States Congress for two terms from 1791 until his death in 1794.
John Hart (1711-1779)—John Hart became the Speaker of the Lower House of the New Jersey state legislature. His property was destroyed by the British during the course of the Revolutionary War, and his wife died three months after the adoption of the Declaration of Independence. During the ravaging of his home, Hart spent time in the Sourland Mountains in exile.
Francis Hopkinson (1737-1791)—Francis Hopkinson was a judge and lawyer by profession but also was a musician, poet and artist. When the Revolutionary War was over, he became one of the most respected writers in the country. He was later appointed Judge to the U.S. Court for the District of Pennsylvania in 1790.
New Jersey (Continued)
Richard Stockton (1730-1781)—Richard Stockton was trained to be a lawyer and graduated from the College of New Jersey. He was elected to the Continental Congress in 1776 and was the first of the New Jersey delegation to sign the Declaration of Independence. In November 1776 he was captured by the British and was eventually released in 1777 in very poor physical condition. His home at Morven was destroyed by the British during the war and he died in 1781 at the age of 50.
John Witherspoon (1723-1794)—John Witherspoon was the only active clergyman among the signers of the Declaration of Independence. He was elected to the Continental Congress from 1776-1782, elected to the state legislature in New Jersey from 1783-1789 and was the president of the College of New Jersey from 1768-1792. In his later years he spent a great deal of time trying to rebuild the College of New Jersey (Princeton).
New York
William Floyd (1734-1821)—William Floyd had his estate in New York destroyed by the British and Loyalists during the Revolutionary War. He was a member of the United States Congress from 1789-1791 and was a presidential elector from New York four times. He was later a major general in the New York militia and served as a state senator.
Francis Lewis (1713-1802)—Francis Lewis was one who truly felt the tragedy of the Revolutionary War. His wife died as an indirect result of being imprisoned by the British, and he lost all of his property on Long Island, New York during the war. When his wife died, Lewis left Congress and completely abandoned politics.
Philip Livingston (1716-1778)—Philip Livingston was not in Philadelphia to vote on the resolution for Independence, but did sign the actual Declaration of Independence on August 2, 1776. During the Revolutionary War, the British used Livingston's houses in New York as a navy hospital and a barracks for the troops. He was the third signer to die after John Morton of Pennsylvania and Button Gwinnett of Georgia.
Lewis Morris (1726-1798)—Lewis Morris was a delegate to the Continental Congress, from 1775-77, a county judge in Worchester, New York from 1777-1778, served in the New York state legislature from 1777-1781 and 1784-1788 and was a member of the Board of Regents of the University of the State of New York. During the Revolutionary War, Morris was a brigadier-general in the New York state militia, and all three of his sons served under General George Washington.
North Carolina
John Hewes (1730-1779)—John Hewes was a merchant who was one of the most conservative signers of the Declaration of Independence. He was a graduate of Princeton College, and he along with John Adams helped to establish the Continental Navy. He was a member of the state legislature from 1778-1779 and was eventually reelected to the Continental Congress. He died a month after his reelection.
William Hooper (1742-1790)—William Hooper was a graduate of Harvard College and was highly successful in law and politics. Because of his family situation and financial difficulties, he resigned from Congress to return to North Carolina. During the war he was separated from his family for ten months and his property was destroyed. After the war, he was elected to the state legislature and served there through 1786.
John Penn (1740-1788)—John Penn was one of sixteen signers of the Declaration of Independence who also signed the Articles of Confederation. He was a member of the Continental Congress from 1775-77; 1779-80 and a member of the Board of War in 1780 which shared responsibility for military affairs with the governor. In 1784 he became a state tax receiver under the Articles of Confederation. After retiring from politics, he practiced law until his death in 1788.
Pennsylvania
George Clymer (1739-1813)— George Clymer had a great deal of financial talent and signed both the Declaration of Independence and the Constitution. His home was vandalized by the British in 1777 during the American Revolutionary War. He served in the Pennsylvania state legislature from 1784-1788 and was a member of the United States House of Representatives from 1789-1791. He was later appointed as "collector of taxes" on alcoholic beverages (especially whiskey) in Pennsylvania from 1791-1794.
Benjamin Franklin (1706-1790)—After the signing of the Declaration of Independence, Benjamin Franklin helped to negotiate the Treaty of Alliance with France in 1778 and the Treaty of Paris which ended the Revolutionary War in 1783. He was one of the framers of the Constitution and was known as the "Sage of the Convention." He was also elected President of the Pennsylvania Society for the Promoting of the Abolition of Slavery.
Robert Morris (1734-1806)—Robert Morris has been considered the "Financier of the Revolution," and contributed his own money to help such causes as the support of troops at Valley Forge and the battles of Trenton and Princeton. In 1781 he suggested a plan that became the Bank of North America and was the Superintendent of Finance under the Articles of Confederation. Morris was a delegate to the Constitutional Convention, and was later offered the position of Secretary of the Treasury under the administration of George Washington. He declined the position and suggested Alexander Hamilton who became our first Secretary of the Treasury. He served as a United States Senator from Pennsylvania from 1789-1795.
Pennsylvania (Continued)
John Morton (1725-1777)—John Morton was the first signer of the Declaration of Independence to die and was one of nine signers from Pennsylvania. He was elected to the Second Continental Congress from 1774-77, and was the chairman of the committee that reported the Articles of Confederation. He contracted an inflammatory fever and died in Ridley Park, Delaware County, Pa., in April 1777, and is buried in St. Paul's Burial Ground in Chester, Pennsylvania.
George Ross (1730-1779)—George Ross was elected to the Second Continental Congress from 1776-1777, was a colonel in the Continental Army in 1776; was Vice President of the Pennsylvania Constitutional Convention in 1776 and Judge of the Admiralty Court of Pennsylvania in 1779. He was not a member of Congress when it voted for independence on July 2, 1776. Because of illness, he was forced to resign his seat in Congress in 1777.
Benjamin Rush (1745-1813)—Benjamin Rush was elected to the Continental Congress in 1776, appointed Surgeon General in the Middle Department of the Continental Army in 1777, instructor and physician at the University of Pennsylvania in 1778, Treasurer of the U.S. Mint from 1779-1813, and professor of Medical Theory and Clinical Practice at the University of Pennsylvania from 1791-1813. During the Revolutionary War, Rush was part of an unsuccessful plot to relieve General George Washington of his military command. He was the most well-known doctor and medical instructor in the United States. He was a trustee of Dickinson College, helped to found the Pennsylvania Society for Promoting the Abolition of Slavery and was a member of the American Philosophical Society.
James Smith (1719-1806)—James Smith was elected to the Continental Congress on July 20, 1776 after the votes had been taken on the resolution for independence and the adoption of the Declaration of Independence. From 1779-1782 he held a number of state offices including one term in the state legislature and a few months as a Judge of the state High Court of Appeals. He was also appointed a brigadier general in the Pennsylvania militia in 1782.
George Taylor (1716-1781)—George Taylor came to the colonies as an indentured servant and eventually was an Ironmaster at the Warwick Furnace and Coventry Forge. He was a member of the Continental Congress from 1775-1777. He returned to Pennsylvania and was elected to the new Supreme Executive Assembly, but served for a very short period of time because of illness and financial difficulties. His Durham Furnace manufactured ammunition for the Continental Army during the Revolutionary War.
James Wilson (1742-1798)—James Wilson was elected to the Congress from 1775-77 and 1785-87, chosen to be one of the directors of the Bank of North America in 1781, a member of the Constitutional Convention in 1787 and appointed by President George Washington to be an Associate Justice to the US. Supreme Court from 1789-1798. He experienced personal and financial difficulty in his later years and spent time in debtor's prison while serving on the Supreme Court.
South Carolina
Thomas Heyward, Jr. (1746-1809)—Thomas Heyward was a planter and lawyer and was one of three signers from South Carolina captured and imprisoned by the British. He signed the Articles of Confederation while a member of the Continental Congress. He returned to South Carolina and became a judge and a member of the state legislature. The British destroyed Heyward's home at White Hall during the war and he was held prisoner until 1781. After the war, he served two terms in the state legislature from 1782-1784. Thomas Heyward became the first President of the Agricultural Society of South Carolina.
Thomas Lynch, Jr. (1749-1779)—Thomas Lynch, Jr. was an aristocratic planter who was the youngest signer of the Declaration of Independence to die at the age of thirty. He was trained as a lawyer and graduated from Cambridge University in England, and was elected to the Second Continental Congress to carry on the duties of his ill father. Thomas Lynch Sr. and Thomas Lynch Jr. were the only father and son team to serve concurrently in the Continental Congress. Thomas Lynch, Jr. and his wife were enroute to France in 1779 when their ship was lost at sea.
Arthur Middleton (1742-1787)—Arthur Middleton was chosen to replace his more conservative father in the Continental Congress in 1776, but failed to attend most of the sessions. He was captured by the British and was held captive for over a year in St. Augustine, Florida. During the time of his incarceration, the British destroyed most of his property. After his release in 1781, Middleton returned to politics and served in the Virginia state legislature and was a trustee of the College of Charleston.
Edward Rutledge (1749-1800)—Edward Rutledge was elected to the Continental Congress from 1774-76 and 1779, a captain in the Charleston Battalion of Artillery from 1776-1779, a state legislator from 1782-1798, College of Electors in the presidential elections of 1788, 1792, 1796 and elected Governor for South Carolina in 1798. He was the youngest of the signers of the Declaration of Independence. During the Revolutionary War, Rutledge was a military captain involved in the campaigns at Port Royal Island and Charleston, South Carolina. He was captured by the British in 1780 and held as a prisoner until 1781. From 1782-1798 Rutledge was a member of the state legislature and was elected Governor in 1798.
Rhode Island
William Ellery (1727-1820)—William Ellery served with distinction in the Congress of the Confederation until 1786 when he accepted the post of Commissioner of the Continental Loan Office of Rhode Island. He served in that position until 1790 when he was appointed Customs Collector in Newport. Although the British destroyed his home during the American Revolution, Ellery was later able to rebuild his fortune.
Stephen Hopkins (1707-1785)—Stephen Hopkins was the second oldest signer of the Declaration of Independence (next to Benjamin Franklin). He served on the committee that was responsible for the creation of the Articles of Confederation. He was forced to resign from the Congress in 1776 because of health problems, but was elected to the state legislature of Rhode Island upon his return.
Virginia
Carter Braxton (1736-1797)—Carter Braxton was elected to the Virginia state legislature after the signing of the Declaration of Independence and also served on the Governor's Executive Council. The American Revolutionary War caused him great hardship and he died in financial ruin in Richmond, Virginia.
Benjamin Harrison (1726-1791)—Benjamin Harrison was nicknamed the "Falstaff of Congress" and was the father of President William Henry Harrison and great-grandfather of President Benjamin Harrison. He was the Speaker of the Lower House of the Virginia state legislature from 1777-1781 and served three terms as Governor of Virginia from 1781-1783. He was originally in opposition of the new Federal Constitution, but later favored it when it was decided to add a bill of rights.
Thomas Jefferson (1743-1826)—Thomas Jefferson was the chief author of the Declaration of Independence. He was a member of the Virginia House of Delegates from 1776-79, elected Governor of Virginia in 1779 and 1780, the Associate Envoy to France in 1784, Minister to the French Court in 1785, United States Secretary of State from 1789-1793, Vice President of the United States from 1791-1801, President of the United States from 1801-1809 and established the University of Virginia in 1810. He was one of the most brilliant men of his time.
Francis Lightfoot Lee (1734-1797)—Francis Lightfoot Lee was the younger brother of Richard Henry Lee. He signed both the Declaration of Independence and the Articles of Confederation as well as serving on both the military and marine committees during his time in Congress. He left Congress in 1779 and served a few years in the Virginia state legislature.
Richard Henry Lee (1732-1794)—Richard Henry Lee introduced the resolution for independence to the Second Continental Congress in June 1776. He was a Virginia state legislator from 1780-1784 and served in the national Congress again from 1784-1789. He was initially opposed to the Constitution because it lacked a bill of rights, but he was elected Senator from Virginia from 1789-1792. However, Lee was forced to resign in 1792 due to poor health.
Thomas Nelson, Jr. (1738-1789)—Thomas Nelson, Jr. had his Congressional career shortened because of health problems. He served as the commanding General of the Lower Virginia Militia during the Revolutionary War. He was a delegate to the Continental Congress from 1775-77; 1779 and was elected Governor of Virginia in 1781 after Thomas Jefferson declined reelection. He spent his remaining years handling his business affairs.
Virginia (Continued)
George Wythe (1726-1806)—George Wythe was more well-known as being a classical scholar who taught such great men as Thomas Jefferson, James Monroe, John Marshall and Henry Clay. He was elected to the Continental Congress from 1775-76, Speaker of the Virginia House from 1777-78 and judge of the Chancery Court of Virginia from 1789-1806. He was also appointed the first chair of law at the College of William and Mary. Wythe died mysteriously in 1806 by being poisoned.
To learn more about the Constitution — the people, the events, the landmark cases — order a copy of "The U.S. Constitution and Fascinating Facts About It" today!
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Hustle bustle on the floor…
The month of January embarked with field trips, sleepover and special days, which kept children in motion.
Night Out
Full of smiles and buzzing with excitement, Sr. Kg children had a night out with their friends and teachers.
Fun at Pizza Express
The evening started off with a visit to Pizza Express, where they watched the chef roll out the base, spread the sauce & cheese and bake the delicious pizza in the oven and later relished it. The fervor continued through dinner and while watching a moving during bedtime.
Children left in the morning with bagful of memories.
Rhyme Recitation
Rhymes help children to understand and learn about different sounds and also develop early literacy skills. Jr. Kg and Sr. Kg children presented a rhyme in class doing actions and using various props.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
Picnic
On the move
Picnics are always memorable trips for kids.
Role Play at KidZania
Fun at Little Monsters
Children from Nursery to Sr. Kg had a fun filled time at KidZania, while the tiny tots of Playgroup had a wonderful day at Little Monsters.
Parent – Teacher Meeting
Parents had an opportunity to interact with the teachers during the meeting to gain a report on their child's progress in all areas.
Post a Letter
The little ones from Nursery coloured a picture for their parents. They enjoyed posting it at the nearest post box.
Playgroup children enjoyed riding their tricycles on school ground with their friends.
Republic Day Celebration
Our young patriots came dressed in Tricolour attire and savored tricolour snacks as a part of Republic Day Celebration.
Puzzle Day
Whether it's a crossword, jigsaw, trivia, word searches, Puzzles put our minds to work and provide many skills, cognitive learning benefits and opportunities to toddlers & young
children. Our little geniuses of Playgroup to Sr. Kg solved age appropriate 2 – 10 pieces jigsaw puzzles with their friends and celebrated this day.
Chefs in making
Children from Playgroup to Sr. Kg prepared and relished for crispy Chinese bhel, cornflakes bhel, Ladybug sandwiches and puri chaat respectively.
The more I see the more I learn
Field visit – Lion's Community Garden Jr. Kg children gathered information about different plants, flowers and the gardening tools while they visited the Lion's Community Garden.
Children were overjoyed playing on the slides and swings later.
Wankhede Stadium and Taraporewala Aquarium
Sr. Kg children had an extensive tour of Wankhede Stadium.
The next stop was a visit to Taraporewala Aquarium and they returned to school via the Bandra – Worli Sea Link.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
match played by India's Women Cricket team.
6. Let them get messy and wear mismatched clothes
Regional Specifications
Looking at the picture of a penguin on the class bulletin board, Aarav Shah of Playgroup B said," It lives in Antarctica."
Ways to make your child feel loved
1. Dance with them.
2. Tell stories from your life
3. Teach them to do something – read, tie their shoes, shoot a bow and arrow
4. Use the words "no matter what" – I love you no matter what.
Right from the stands to the commentator's box & cricketer's lounge, they were thrilled to witness a
5. Maximize time at the dinner table with great dinner conversations
Plot No. 153, Garodia Nagar, Ghatkopar (E), Mumbai - 400 077. Tel.: 2506 1133, 2506 3157. E-mail: firstname.lastname@example.org
7. Spend time in nature together – camping, hiking, biking, boating…
8. Put down your phone
9. Do a fun run together
You can read the entire article on https://ericalayne.co/42-ways-makekids-feel-absolutely-loved/
10. Watch out for their natural talents
Health Tip
7 ways to boost your child's immunity
1. Serve more fruits and vegetables
2. Boost sleep time
3. Breast – feed your baby
4. Exercise as a family
5. Guard against germ spread – ensure kids wash hands regularly with soap
6. Banish secondhand smoke
7. Don't pressure your pediatrician for common cold or sore throat
February frenzies with...
| Date | Day | Level | Event |
|---|---|---|---|
| 6th | Tues | All | Doodle Day |
| 13th | Tues | All | Holiday – Mahashivratri |
| 14th | Wed | Playgroup | Valentine’s Day with Grandparents |
| 19th to 23rd | Mon to Fri | Sr. Kg | Story Narration | | <urn:uuid:b97472dc-f06b-4486-9570-cea8f7da6fa3> | CC-MAIN-2018-30 | http://www.garodiasacademy.org/wp-content/uploads/2018/04/Newsletter-Issue-9-Jan18.pdf | 2018-07-16T14:19:43Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00011.warc.gz | 463,851,857 | 1,054 | eng_Latn | eng_Latn | 0.996518 | eng_Latn | 0.996966 | [
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Using Multivariate Data as a Focus for Multiple Curriculum Perspectives
Jim Ridgway, James Nicholson and Sean McCusker Durham University, UK
www.durham.ac.uk/smart.centre
Statistics and School Statistics
* Statistics
– data and problem driven
– modelling targeted towards particular problem areas (biometrics, demography, and econometrics)
– creating models to fit interesting problems NOT fitting interesting problems into standard models
»
from (da Silva 2006)
www.durham.ac.uk/smart.centre
Barriers
* Access to technology
* Beliefs about what is 'hard'
* (maths) teacher concerns about 'messy data'
www.durham.ac.uk/smart.centre
Structure
* Professional statistics and school statistics
* Ambitions and Barriers
* MV data analysis for 13 year-olds
* Towards powerful weak methods
www.durham.ac.uk/smart.centre
Statistics in School
* From Teaching statistics despite its applications » (Ridgway et al 2007)
– In England, 'statistics' = 'technical mastery'
– Uni or bivariate data ONLY
– Analyses toy data via standard (1920s) models
– Little use of computers
– Quite unlike 'real' statistical practice
* i.e. difficult, dull, and pretty useless
www.durham.ac.uk/smart.centre
SMART Centre
* BIG ambition - to promote statistical literacy at school and in adults
* Engage everyone on the process of 'reasoning with evidence'
– To support the democratic process
– For better political decision making
– For better personal decision making
www.durham.ac.uk/smart.centre
1
*
*
SMART Centre
Creating novel interactive displays
– Generic shells as freeware
– Uploading interesting data sets
* Theory
– What is worth knowing?
– How does it develop?
– How powerful are 'weak' methods? • when do qualitative and quantitative analyses clash?
Research
– Studying user interactions
– Studying user understandings – Empirical studies on difficulty
* Collaborating with data providers on better data displays – Raising adult literacy via Web 2.0 activities
*
Curriculum development - Embedding MV data into curriculum materials
www.durham.ac.uk/smart.centre
Curriculum Development and Research
* Wellcome Trust project with the Geographical Association
– Reasoning with BioMedical Evidence – Understanding Risk
* CCEA project
– Data focussed cross-curricular materials for new curriculum for 11 – 14 year olds
* Becta project
– What are the barriers to reasoning with multivariate data presented via ICT, and how can they be overcome?
www.durham.ac.uk/smart.centre
Pupil Responses
* Yes, between 11 & 15 the level of drinking goes up and there is a big difference. At the ages of 12-13 the girls start to catch up with the guys.
* Boys drank more than the girls when they were younger but as they got older the girls drank much more than boys. There is a big difference between 11 & 15 year olds. Because girls are trying to act more grown up.
www.durham.ac.uk/smart.centre
Our Ambitions
* Working with teachers with very limited mathematical skills (and little confidence)
– use realistic data to aid understanding
– engage students - to aid understanding and personal behaviour
– (promoting statistical literacy across the curriculum)
www.durham.ac.uk/smart.centre
Contexts and Data Sets
* Alcohol
* Poverty
* Drugs
* Obesity
* Pensions and savings
* Sexually transmitted diseases
* Tobacco
* Voting systems
www.durham.ac.uk/smart.centre
Informal Feedback
* Pupils
– High levels of engagement observed
– Prefer 'discovery' over 'preaching' about sex, drugs and alcohol
* Teachers
– High levels of pupil engagement
– Much more focussed discussions on 'difficult' topics
– Much better written work than before BUT still big gaps between oral and written explanations
www.durham.ac.uk/smart.centre
2
Contexts and Data Sets
* Alcohol
* Poverty
* Drugs
* Obesity
* Pensions and savings
* Sexually transmitted diseases
* Tobacco
* Voting systems
www.durham.ac.uk/smart.centre
Towards Statistical Literacy
Describe and explore before you explain and model
– Critique the quality of the data
– Check that the effect size is a lot bigger than the likely error of measurement
* Focus on effect size not significance level
* Identify variables that have the strongest effects
* Look at absolute levels – are they big enough to be worth worrying about?
* Look for non-linear relationships
– Explore the effects over different values of each variable
* Look for changes over time
* Look for interactions, and think about 'data surfaces'
* Think about possible confounding variables
* Disaggregate data, are the patterns the same?
* Is it worth quantifying?
– Can you justify your strong assumptions?
* Look for the 'dog that didn't bark'
* Be cautious of claims about causality – especially in observational data
www.durham.ac.uk/smart.centre
Using Multivariate Data as a Focus for Multiple Curriculum Perspectives
Jim Ridgway, James Nicholson and Sean McCusker Durham University, UK
www.durham.ac.uk/smart.centre
Conceptual and Research Issues
* What is the 'right list' for literacy?
– What key ideas are needed to understand different data sets? • For any data set
– What are the vices and virtues of applying quantitative methods?
– What are the vices and virtues of applying qualitative methods?
* Defining and describing attainment
* How do ideas develop?
* Student (and teacher) misconceptions are? – diagnostic actions should be?
www.durham.ac.uk/smart.centre
Data references
* Alcohol data in Drug use, smoking and drinking among young people in England in 2005.
– http://www.ic.nhs.uk/datasets
* Pension annuity rates available from:
– http://www.fsa.gov.uk/tables/
www.durham.ac.uk/smart.centre
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INSPIRA MANIFESTO
Opening spaces for girls and women in science and technology
We live in a global, diverse world where equality has not yet been achieved in many aspects. One that occupies us all and is also a cause for concern is the gender and technology gap.
It is a fact that far fewer women choose technological careers; that far fewer women work in science and technology; that women reach lesser positions and earn lower salaries in positions of equal responsibility.
This does not mean they have a lesser liking, lesser training; or that they are less career-focused or have poorer performance. It is the social, cultural and educational factors that empower, recognise and encourage women to a lesser extent than men. It is precisely the stereotypes, socialization processes, gender roles and covert sexist attitudes that help us build the education and society that lead women into believing they are less capable, and even cause women to be less socially and economically valued.
Yet this reality can be changed, and doing it is a must. There is much at stake. And it is something that concerns society at large and each individual and entity that form it.
This manifesto is a commitment of the people and organisations adhering to it, to working actively for equality between women and men in science and technology through the following lines of action:
Reflect and review the false belief that equality already exists. Know the facts that show this equality does not exist yet and there is still much work left to achieve it. 1.
Publicly acknowledge that women and men have the same capabilities, rights and responsibilities and, therefore, they both deserve the same recognition. 2.
Publicise the consequences of the existing lack of equality and work to raise public awareness in society of the need for positive action to avoid them, promoting a responsible, diverse scientific/technological system. 3.
Make past and current women working in science and tech visible by enhancing their work and creating new benchmarks. 4.
Overturn social stereotypes, demystifying beliefs about gender; providing information on scientific and technological careers; and disseminating the wide range of career opportunities provided by STEAM (Science, Technology, Engineering, Art and Mathematics). 5.
Promote a social and educational context where girls are encouraged, capable and recognised so that they can be free to choose their own future. 6.
Contribute to empowering women, by developing actions in all dimensions to achieve it. 7.
Taking a gender approach leads us to reviewing equality as a whole. This is only but one of all the actions that need to be taken. We are sensitive to other actions being taken and starting here and now, we aim to continue moving forward and taking further steps towards equality at all levels.
http://inspirasteam.net/manifiesto/
#inspiraSTEAM | <urn:uuid:74cd7265-82fb-4005-996f-7c7ab5a22308> | CC-MAIN-2018-30 | http://inspirasteam.net/wp-content/uploads/2017/11/InspiraManifestoEN.pdf | 2018-07-16T14:43:03Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00013.warc.gz | 179,586,484 | 561 | eng_Latn | eng_Latn | 0.997655 | eng_Latn | 0.997655 | [
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January 1: Betsy Ross (1752)
If you were raised in the U.S., you have probably heard the story of Betsy Ross in one form or another. Visited by General Washington, tasked with sewing the first flag, designing it herself. Sorry, that's probably not an accurate story! It's closer to a revolutionary myth, spun by her grandson a century later. But that doesn't mean that Betsy Ross isn't an admirable historical woman.
To begin with, the story of her immediate families illustrates a common situation at the time. She was one of seventeen children, and eight of her siblings died in early childhood. She herself went on to have seven children (all daughters), two of whom died as young children. While the death of these children was of course traumatic for everyone involved, the brunt of childhood mortality fell on the women who gestated, birthed, and raised these children, without the benefit of modern medicine.
While she is traditionally referred to by her first married surname (Ross), Betsy was actually married three times. Her marriage to her first husband, John Ross, estranged her from her Quaker family. He died during the Revolutionary War. She went on to marry Joseph Ashburn, who was imprisoned by the British for treason and died in jail. A few years later, she married John Claypoole, who died from illness decades later.
Throughout tumult, war, and widowhood, Betsy continued to survive. She was a successful businesswoman, starting an upholstery company with her first husband that she continued on with for the rest of her life, ten years past the death of John Claypoole, when it then passed on to her eldest daughter. During the Revolutionary War, she supported the Continental Army with her upholstery skills. And it is likely that she did influence the design of the flag to have 5pointed stars rather than 6-pointed ones, which is still seen in the U.S. flag today.
Elizabeth Phoebe "Betsy" Ross Ashburn Claypoole, née Griscom, died on January 30, 1836, at the age of 84. Today is the 265th anniversary of her birth. Happy birthday, Betsy Ross!
For more information about Betsy Ross:
http://www.ushistory.org/betsy/flaglife.html http://www.ushistory.org/betsy/news/state0605.htm
http://womenshistory.about.com/od/rossbetsy/a/betsy_ross.htm http://www.history.com/topics/american-revolution/ b et sy-r o ss | <urn:uuid:e06630f8-27f0-4c42-9552-5f8c91a1a8ac> | CC-MAIN-2018-30 | http://write.nora-bailey.com/wp-content/uploads/2017/01/Jan-1-Betsy-Ross-1752.pdf | 2018-07-16T13:58:58Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00014.warc.gz | 416,181,878 | 528 | eng_Latn | eng_Latn | 0.998733 | eng_Latn | 0.998733 | [
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Introduction
Part 1:
Understanding transformations requires students to use spatial reasoning skills. The activity discussed in this article is a task that challenges students to visualize slides, flips, and turns of a shape using electronic pattern blocks. As identified by Clements and Sarama (2000), the use of on-screen manipulatives ensures that all students have enough pattern blocks to use and encourages students "to act on manipulatives in ways that are more in line with the mental actions that we want students to learn" (p. 460). During this task, students used an electronic set of Pattern Blocks created by Jacobo Bulaevsky and made available here with his permission. When using this electronic set, students determine how moving a piece at a time will situate the shape instead of clicking on a button to do the desired move.
Several teachers tried this activity with their students. After the task is presented, we will discuss the trends identified by our examination of teachers' reflections and their students' results.
The Activity - Virtual Shape Turning
Students begin the activity by creating a shape using at least three pattern blocks. They use multiple representations of the shape as they record their pattern-block creation on isometric grid paper. Students will record their transformed shape on grid paper and on the electronic mat. To facilitate their exploration, teachers should make sure that students practice using the electronic pattern blocks before attempting the problem. To work with the blocks, click on them and drag them to a place on the grid. Click on buttons at the top to see what they will do. The instructions button at the bottom of the page also describes how each button is used.
Using at least three different pattern blocks, create a solid shape by placing each block next to another block so that they share an edge. Make the shape irregular so that not all the opposite sides will match if shapes are folded over on each other. Draw the shape on isometric grid paper.
* Transformation ONE: On your grid paper, draw what your shape would look like if you moved it halfway across the paper from its original place. After drawing it, create the figure on the electronic mat. Does your drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a slide. Label your drawing "slide." Now slide your shape back to its original position.
* Transformation TWO: On your grid paper draw what the shape would look like if you turned it over. After drawing it, create the figure on the electronic mat. Does the drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a flip. Label your drawing "Flip." Now flip your shape back to its original position.
* Transformation THREE: On your grid paper, draw what the shape would look like if you turned it 180 degrees or if the top was turned to where the bottom was and vice versa. After drawing it, create the figure on the electronic mat. Does the drawing look like the figure on your electronic mat? Why or why not?
The kind of move you just made is called a turn. Label your drawing "Turn." Now turn your shape back to its original position.
Part 2:
Fool a friend! Create a move with your shape that combines both a flip and a turn. Have a friend tell you which transformations were used and in what order. How did they do? Is there more than one way to describe how it was moved? Hint: You may want to try different turns, not just a 180 degree turn.
Lessons from students' work
Part 3:
Are there shapes that are harder to manipulate? Are there shapes that are easier to manipulate? What makes some harder than others to slide, flip, and turn?
Thoughts on writing such a problem
As the authors wrote this activity, some questions arose:
* Would the amount of reading required to do this activity limit its availability for use by some of the children?
* Would the children be comfortable with the technology?
* Is the technology being used in a meaningful way or just as an add-on?
* Is this a meaningful activity situation that helps children develop a better understanding of transformations or just an excuse to use some fun technology?
* Would we know more about students' thinking with regard to transformations as a result of the interaction?
We hoped to have answers to these questions after having students try the activity.
To gain a better understanding of how this scenario would proceed, we asked twelve teachers in New York and Iowa to use this activity in their classrooms during June. Several of the questions above were answered as the teachers and students shared their many valuable insights. A summary of the answers and insights are included here.
Students in grades 1 through 7 completed this investigation. Their work showed that an activity posed electronically could be accessible to different-aged students. Several teachers expressed that the students caught on much more quickly than the teachers thought they would. Students confidently determined how the program worked and explored the activities posed with the applet. The students appeared to be comfortable with the technology. Some of the students said that they would like the software to do the transformation for them and thus allow them to check their work. Other students were confident that their solutions were correct without having the computer check their solutions. It would be interesting to have the students who felt the need to have their work checked talk with those who knew they were right. A discussion of the reasoning behind knowing if the transformation was right could prove meaningful for those who were unsure.
The reading did prove to be an issue with some of the students. For some the amount of reading was overwhelming. Where there was a need for support, the teacher stepped in and helped the children with reading. Other children chose to skip some of the reading. A further conversation with the students would help in rethinking the wording of the activity.
One interesting result came from the language the children chose to use in discussing the activity. While the terms slide, flip, and turn were included, some children chose to use other rich language to describe the movements their shapes were doing. For example, one teacher commented that a child in her class was comfortable using the language of the 180 degree turn that they were doing with the shape. Although the half turn was referred to alternately as a 180 degree turn in the activity, the teacher was surprised that the child used the language so comfortably. Another child brought some descriptive language of motion into the conversation as he used the term "tipping" when he was doing a slide. That child was talking about how there were times when he was supposed to be sliding and instead he was envisioning tipping the shape on its side. His language nicely captured the notion of turning the shape. Some of the older students discussed vertical symmetry or using a line of symmetry as an important characteristic of the figure that helped in flipping the tile. Lindquist and Clements (2001) describe how the Principles and Standards for School Mathematics "call for even the youngest children to be introduced to mathematical language but in a natural way that connects with their informal language" (p. 411). The teachers and authors were able to see some examples of children being able to incorporate the
language of geometry into their discussions and writing while inventing their own language and attaching meaning to it based on the activity. They were connecting the language of transformations to their own informal language.
The use of a visual pattern was beneficial when doing transformations. One group of younger students described using a "blue wave" to help them focus on how the tile would move during a flip or a turn. In this situation, there was a snake of blue rhombi (create this model here) through the tile. The snake helped with orientation. If the blue rhombi were placed correctly, the other pieces were relatively easy to place.
Two aspects of the activity interfered with students' understanding or generated alternative solutions. One aspect involved what was meant by a flip. One error made by some of the students was to interpret a flip as meaning that each piece was flipped separately instead of flipping the whole shape. Another thing that interfered was the labeling. Some students drew the flips and turns in the right way but labeled them backward, perhaps indicating some confusion over which was which. If students labeled the drawings after the fact, it may have been harder to distinguish between the two movements. In those instances, further conversation with the students about their understanding would have been very helpful.
Lessons from the teachers
Before the students worked on the activity, the teachers expressed their concern that students would have difficulty figuring out the technology. Some teachers were surprised with how quickly students became comfortable with it. In some cases, the students were more comfortable with the technology than their teachers.
Teachers' misconceptions surfaced in their reflections about using this activity. Some felt that the flip needed to be done in one particular way. They were not comfortable with the range of flips that were generated. Some teachers said that a button that would do the transformation would be preferable, thus not seeing the need for the students to model what the transformation would look like.
Teachers' comments also provided suggestions for future use of this activity. One teacher stated that indicating a specific range for the number of tiles would have helped her class finish the drawing task. They had a limited amount of time to work on this activity. Some students' interpretation of "at least three" meant fifteen tiles. Students spent so much time drawing and coloring their elaborate figures that they did not have time to do the entire activity. Another teacher felt that having students use colors to draw their figures and to record the results facilitated the students' work with the activity.
Lessons from looking at several sets of work
Examination of several sets of students' work found that this activity gave students opportunities to communicate mathematically, use various mathematical representations, reason mathematically, and problem solve. Students communicated their thinking as they drew pictures and used their own language as they wrote about the activity. The use of isometric grid paper by some students made it easier for them to represent their tiles when drawing. Had others had the grid paper, instead of plain paper, it might have led them to be able to compare their drawings with the electronic tiles more easily. Tied to this was the importance of using various forms of representations—pattern-block manipulatives, paper drawings, and electronic drawings. Each representation required the use of spatial reasoning.
The degree to which students engaged in problem solving depended on students' previous experiences and teachers' comfort level. The students' prior knowledge determined whether this activity was new and different or not. For some students, this activity was an investigation. For others, it was an application of previously learned information. Some teachers were more comfortable letting the students try things on their own. Their students, in turn, seemed to be more comfortable with experimenting and were more confident about their results without needing to check them. The teachers who wanted to give more guidance viewed this experience as being much less successful. The teachers who wanted to provide more guidance were not necessarily those at the lower grades.
Conclusions and opportunities
Students' work also generated interesting variations of the original activity. One group of students created a treasure hunt with the electronic pattern block board. They hid pieces behind others, and students had to figure out what pieces were hiding. The students talked about how you could use strategies to figure out which pieces were hidden from what was known about the shapes.
One sixth grader used the pattern blocks to create a shape that actually appeared to be a threedimensional figure. Positioning the tan rhombi was the key for highlighting the three-dimensional nature of the picture. The student's ability to model and draw this connection produced a powerful illustration of her knowledge.
To build a shape: move the pattern blocks into the shape you desire on the electronic mat. Now select pairs of blocks by either dragging a rectangle that selects two blocks or by pointing with the arrow tool to a block, holding down the shift key, then pointing to the next block and releasing the shift key. Once a pair of blocks is selected, click on the GLUE tool and the blocks become one shape. Keep doing this until all blocks are connected into your shape. If you want to start over, erase your shape using the lightning tool.
We saw again, as in the past, that when students were in control of the situation rather than having the teacher guide them, the students did well, were creative, and were successful. Students were also more independent in their reasoning about results when they were in control.
The information from students' exploration of this activity and the creation of the Illuminations Shape Tool (http: illuminations.nctm.org/mathlets/ shapetool/index.html) provide us with opportunities to further explore the activity posed in this article. We would like you to try this activity with your students using the Shape Tool applet and the following guidelines.
Practice using the Shape Tool applet: select a pattern block by clicking it, and then clicking again at the place on the grid where you want the block to appear. (If you keep clicking on blocks, new ones will appear.) To erase a block, click on the lightning bolt tool, then click on the block you want erased. To move a block around the grid, click on the arrow tool, < then click on the block you wish to move. Place one or more blocks on the electronic mat. Try some of the action tools along the left column of the applet to see how they transform the blocks.
To help students understand and visualize different transformations, have them create a shape and then try sliding, flipping, and turning the shape. First, students should predict how the transformation works on paper, then, using the Shape Tool applet, they can see it work dynamically on the computer's screen.
As your students are working, when possible, let them figure out what they think is being asked with little help from you. It would be fine if they worked with a partner. If you would, share the following information after you observe the children solving the activity by emailing firstname.lastname@example.org.
* What went well as the children solved this activity?
* What did they seem to struggle with?
* Describe whether the children liked the interactive Shape Tool mat.
* What surprised you about how the children solved the activity?
* This activity involved a good deal of reading. Did that seem to be problematic?
* What recommendations would you give to change or improve the activity?
For other opportunities to explore problems using electronic pattern blocks, see the references section.
about the authors
Lynae Sakshaug
Kay A. Wohlhuter
Lynae Sakshaug is invovled in research on learning mathematics through meaningful problem solving. She is also involved in action research in urban education in the Rochester City School District, Rochester, NY. Lynae teaches mathematics education at SUNY Brockport.
references
Clements, Douglas H., and Julie Sarama. "Tech Time: Predicting Pattern Blocks on and off the Computer." Teaching Children Mathematics 6 (March 2000): 458–62.
Lindquist, Mary M., and Douglas H. Clements. "Principles and Standards: Geometry Must Be Vital." Teaching Children Mathematics 7 (March 2001): 409–15.
National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston, Va.: NCTM, 2000.
Sakshaug, Lynae. "Problem Solvers: The Mathematics of Motion." Teaching Children Mathematics 6 (December 1999): 250–51.
Kay Wohlhuter, email@example.com, teaches at the University of MN Duluth, Duluth, MN 55812. Her professional interests include the teaching and learning of geometry, the examination of the use of technology in the mathematics classroom, and the professional development of preservice and inservice teachers. | <urn:uuid:8107c0fd-4bb3-4c94-9c30-30c609e867a1> | CC-MAIN-2018-30 | http://lesage.blogs.uoit.ca/wp-uploads/2010/08/Transformation-virtual-lesson-NCTM-2003.pdf | 2018-07-16T14:07:35Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00012.warc.gz | 221,891,867 | 3,239 | eng_Latn | eng_Latn | 0.97974 | eng_Latn | 0.999085 | [
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Health Education, Grade 7-8
First Six Weeks :: The student is expected to...
* analyze the interrelationships of physical, mental, and social health;[1.A]
* use critical thinking to analyze and use health information such as interpreting media messages;[4.A]
* develop evaluation criteria for health information;[4.B]
* demonstrate ways to use health information to help self and others[4.C]
* describe personal health behaviors and knowledge unique to different generations and populations[9.A]
* describe characteristics that contribute to family health.[9.B]
* explain the role of media and technology in influencing individuals and community health such as watching television or reading a newspaper and billboard[8.A]
* explain how programmers develop media to influence buying decisions.[8.B]
* predict the consequences of refusal skills in various situations;[12.D]
* examine the effects of peer pressure on decision making;[12.E]
* develop strategies for setting long-term personal and vocational goals[12.F]
* demonstrate time-management skills.[12.G]
* identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability[1.C]
* describe strategies to show respect for individual differences including age differences;[11.C]
* describe methods of communicating emotions;[11.D]
* identify information relating to abstinence;[5.D]
* analyze the importance of abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age;[5.E]
* discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy, sexually transmitted diseases, and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity;[5.F]
* analyze positive and negative relationships that influence individual and community health such as families, peers, and role models[7.A]
* develop strategies for monitoring positive and negative relationships that influence health.[7.B]
* describe the application of effective coping skills;[10.B]
* appraise the importance of social groups.[10.E]
* discuss the legal implications regarding sexual activity as it relates to minor persons.[4.D]
* identify strategies for prevention and intervention of emotional, physical, and sexual abuse;[5.C]
* interpret critical issues related to solving health problems;[12.A]
* relate practices and steps necessary for making health decisions;[12.B]
* appraise the risks and benefits of decision-making about personal health;[12.C]
* describe the application of strategies for controlling the environment such as emission control, water quality, and waste management.[6.B]
Second Six Weeks :: The student is expected to...
* explain the impact of chemical dependency and addiction to tobacco, alcohol, drugs and other substances;[5.H]
* identify ways to prevent the use of tobacco, alcohol, and other drugs such as alternative activities;[5.J]
* describe techniques for responding to criticism;[11.A]
* demonstrate strategies for coping with problems and stress;[11.B]
* describe the effect of stress on personal and family health[11.E]
* describe the relationships between emotions and stress.[11.F]
* describe the life cycle of human beings including birth, dying, and death.[1.D]
* compare and contrast changes in males and females;[2.C]
* describe physiological and emotional changes that occur during pregnancy[2.D]
Health Education, Grade 7-8
* explain how differences in growth patterns among adolescents such as onset of puberty may affect personal health;[2.A]
* describe the influence of the endocrine system on growth and development;[2.B]
* examine physical and emotional development during adolescence.[2.E]
* differentiate between positive and negative peer pressure;[10.A]
* summarize the facts related to Human Immunodeficiency Virus (HIV) infection and sexually transmitted diseases.[3.D]
* explain the role of preventive health measures, immunizations, and treatment in disease prevention such as wellness exams and dental check-ups;[3.A]
* analyze risks for contracting specific diseases based on pathogenic, genetic, age, cultural, environmental, and behavioral factors;[3.B]
* distinguish risk factors associated with communicable and noncommunicable diseases[3.C]
Third Six Weeks :: The student is expected to...
* analyze and demonstrate strategies for preventing and responding to deliberate and accidental injuries;[5.A]
* describe the dangers associated with a variety of weapons;[5.B]
* demonstrate basic first-aid procedures including Cardiopulmonary Resuscitation (CPR) and the choking rescue; [5.G]
* apply strategies for avoiding violence, gangs, weapons and drugs[5.K]
* explain the importance of complying with rules prohibiting possession of drugs and weapons.[5.L]
* relate physical and social environmental factors to individual and community health such as climate and gangs [6.A]
All TEKS :: The student is expected to...
* analyze the interrelationships of physical, mental, and social health;[1.A]
* identify and describe types of eating disorders such as bulimia, anorexia, or overeating;[1.B]
* identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability[1.C]
* describe the life cycle of human beings including birth, dying, and death.[1.D]
* explain how differences in growth patterns among adolescents such as onset of puberty may affect personal health;[2.A]
* describe the influence of the endocrine system on growth and development;[2.B]
* compare and contrast changes in males and females;[2.C]
* describe physiological and emotional changes that occur during pregnancy[2.D]
* examine physical and emotional development during adolescence.[2.E]
* explain the role of preventive health measures, immunizations, and treatment in disease prevention such as wellness exams and dental check-ups;[3.A]
* analyze risks for contracting specific diseases based on pathogenic, genetic, age, cultural, environmental, and behavioral factors;[3.B]
* distinguish risk factors associated with communicable and noncommunicable diseases[3.C]
* summarize the facts related to Human Immunodeficiency Virus (HIV) infection and sexually transmitted diseases.[3.D]
* use critical thinking to analyze and use health information such as interpreting media messages;[4.A]
* develop evaluation criteria for health information;[4.B]
* demonstrate ways to use health information to help self and others[4.C]
* discuss the legal implications regarding sexual activity as it relates to minor persons.[4.D]
* analyze and demonstrate strategies for preventing and responding to deliberate and accidental injuries;[5.A]
* describe the dangers associated with a variety of weapons;[5.B]
* identify strategies for prevention and intervention of emotional, physical, and sexual abuse;[5.C]
* identify information relating to abstinence;[5.D]
Health Education, Grade 7-8
* analyze the importance of abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age;[5.E]
* discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy, sexually transmitted diseases, and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity;[5.F]
* demonstrate basic first-aid procedures including Cardiopulmonary Resuscitation (CPR) and the choking rescue; [5.G]
* explain the impact of chemical dependency and addiction to tobacco, alcohol, drugs and other substances;[5.H]
* relate medicine and other drug use to communicable disease, prenatal health, health problems in later life, and other adverse consequences;[5.I]
* identify ways to prevent the use of tobacco, alcohol, and other drugs such as alternative activities;[5.J]
* apply strategies for avoiding violence, gangs, weapons and drugs[5.K]
* explain the importance of complying with rules prohibiting possession of drugs and weapons.[5.L]
* relate physical and social environmental factors to individual and community health such as climate and gangs [6.A]
* describe the application of strategies for controlling the environment such as emission control, water quality, and waste management.[6.B]
* analyze positive and negative relationships that influence individual and community health such as families, peers, and role models[7.A]
* develop strategies for monitoring positive and negative relationships that influence health.[7.B]
* explain the role of media and technology in influencing individuals and community health such as watching television or reading a newspaper and billboard[8.A]
* explain how programmers develop media to influence buying decisions.[8.B]
* describe personal health behaviors and knowledge unique to different generations and populations[9.A]
* describe characteristics that contribute to family health.[9.B]
* differentiate between positive and negative peer pressure;[10.A]
* describe the application of effective coping skills;[10.B]
* distinguish between effective and ineffective listening such as paying attention to the speaker versus not making eye-contact;[10.C]
* summarize and relate conflict resolution/mediation skills to personal situations[10.D]
* appraise the importance of social groups.[10.E]
* describe techniques for responding to criticism;[11.A]
* demonstrate strategies for coping with problems and stress;[11.B]
* describe strategies to show respect for individual differences including age differences;[11.C]
* describe methods of communicating emotions;[11.D]
* describe the effect of stress on personal and family health[11.E]
* describe the relationships between emotions and stress.[11.F]
* interpret critical issues related to solving health problems;[12.A]
* relate practices and steps necessary for making health decisions;[12.B]
* appraise the risks and benefits of decision-making about personal health;[12.C]
* predict the consequences of refusal skills in various situations;[12.D]
* examine the effects of peer pressure on decision making;[12.E]
* develop strategies for setting long-term personal and vocational goals[12.F]
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Number Facts & Mental Math
Even though we are in an age of awesome technology,
Mental Math is a critical necessity for student confidence.
Being able to apply Addition & Multiplication Facts is a basic empowerment along with Calculators & Computers .
Number Facts & Mental Math
Before, during, and after this presentation, I am sure a few will wonder about Number Facts for 6 th Grade Students. Keep in mind, every successful & prolific school program starts with lower grades. If your 6 th Grade Students don't need Number Facts then create a mentor program for them to work with younger students within their school building.
Addition Facts
Addition Facts are necessary for student confidence. Tables are common and efficient ways to learn facts. Columns of problems is another practical method! Before, During, After Tables & Columns use Problems!
Multiplication Facts
Multiplication Facts are pathways for student success. Tables are effective and practical ways to learn facts. Problems arranged in columns are ways to support! Use Problems, Before, During, After Tables & Columns!
Number Facts
Number Facts in
TraditionalTable!
Students need to create
Tables!
Students check Table for errors!
Number Facts
Number Facts in useful Columns!
Students need to create Columns!
Students check for Column errors!
Subtraction Facts
Subtraction Facts are needed to augment other Facts. Addition and Multiplication are fundamental Facts! Subtraction Problems require Analytical Thinking! Subtraction Facts reinforce & support Addition Facts!
Division Facts
Division Facts are very useful for easy Mental Math. Addition and Multiplication are fundamental Facts! Division Problems require Analytical Thinking! Division Facts support & sustain Multiplication Facts!
12 / 3 = ___
15 / 5 = ___
18 / 3 = ___
24 / 4 = ___
35 / 7 = ___
42 / 6 = ___
Mental Math
Facts in a
Garden Approach encourage Mental Math.
Facts arranged in ordered groups is very diagnostic! Facts arranged in a disarray are actually challenging! Facts viewed as Problems prepare students for future!
Patterns & Sequences
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|
| 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 |
Sequences & Patterns
| (X) | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 2 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 |
| 3 | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 |
| 4 | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 |
| 5 | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 |
| 6 | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 |
| 7 | 7 | 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 |
| 8 | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 |
Creating & Constructing
Students need to be assessed on Tables!
Students need to be graded on Columns!
Mastery of Facts includes retakes!
Mental Math
Proficiency in Mental Math creates confidence to Learn!
Students deficient in Mental Math always seem behind!
Efficiency in Mental Math provides success in Basics!
Student can't be held back due to lack of Mental Math!
Always allow the use of Tables & Columns for success!
Algebra Addition
Algebra Facts differ very much from Number Facts! Number Facts give parts and want answers! Algebra Facts give answers and want parts! Algebra Facts encourage & promote Creative Thinking!
___ + 3 =5
3 + ___ =8
___ + 3 =7
2 + ___ =5
___ + 5 =8
4 + ___ =7
Algebra Subtraction
Algebra Facts are almost opposite of Number Facts. Number Facts give parts and want answers! Algebra Facts give answers and want parts! Using Algebra Subtraction supports All Addition Facts!
Algebra Multiplication
Algebra Facts differ very much from
Number Facts
Number Facts give parts
and want an answer
Algebra Facts give the answer.
!
and want a part!
Algebra Facts encourage & promote
Creative Thinking!
Algebra Division
Algebra Facts are almost opposite of Number Facts. Number Facts give parts and want an answer! Algebra Facts give the answer and want a part! Algebra Division supports All Multiplication Problems!
Algebra Facts
Algebra Facts as a Garden Approach is Mental Math. Facts arranged in ordered groups is very diagnostic! Facts arranged in a disarray are very challenging! Facts presented as a Garden are exciting & enjoyable!
```
9 - ___ = 4 5 + ___ = 8 ___ / 8 = 2 ___ x 9 = 36 ___ x 7 = 28 10 -___ = 3 12 / ___ = 2 8 + ___ = 13
```
Number & Algebra Facts
The Garden Approach promotes using Mental Math. Facts for Numbers in ordered & disarray are provided! Facts for Algebra in ordered & disarray are provided!
Activity Sheets for Ordered & Disarray Problems with answers encourage & empower Student Mental Math. Calculators & Computers are always encouraged too! Traditional Tables & Columns will be provided!
Number & Algebra Facts
The Garden Approach promotes using Technology. Handheld Calculators solving problems is essential! Using a Basic Calculator in PC window is encouraged!
Activity Sheets for Number and Algebra Problems with answers stimulate & motivate Student involvement. Internet & WWW activities are also always encouraged! Traditional Calculator Activities will be provided!
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For issue on or after: 13 March 2012
AS GCE CHEMISTRY B (SALTERS)
F332 Chemistry of Natural Resources
ADVANCE NOTICE
Duration: 1 hour 45 minutes
NOTES FOR GUIDANCE (CANDIDATES)
1 This leaflet contains an article which is needed in preparation for a question in the externally assessed examination F332.
2 You will need to read the article carefully and also have covered the learning outcomes for Unit F332 (Chemistry of Natural Resources). The examination paper will contain questions on the article. You will be expected to apply your knowledge and understanding of the work covered in Unit F332 to answer these questions. There are 20 marks available on the paper for these questions.
3 You can seek advice from your teacher about the content of the article and you can discuss it with others in your class. You may also investigate the topic yourself using any resources available to you.
4 For the examination on 23 May 2012 you will be given a fresh copy of this article, together with a question paper. You will not be able to bring your copy of the article, or other materials, into the examination.
5 You will not have time to read this article for the first time in the examination if you are to complete the examination paper within the specified time. However, you should refer to the article when answering the questions.
This document consists of 8 pages. Any blank pages are indicated.
INSTRUCTION TO EXAMS OFFICER / INVIGILATOR
* Do not send this Advance Notice for marking; it should be retained in the centre or destroyed.
Plastic Fantastic
From RSC's Education in Chemistry 'Infochem' supplement, Jan 2005.
You can't miss the addition polymer poly(ethene) (PE, polythene). It's in your house, in the streets and roads, in supermarkets, in your garden and maybe even in you. The list of PE products is endless – shampoo and detergent bottles, gas and plumbing supply pipes, electrical insulation, car wheel arches and petrol tanks, food packaging and crates, and milk, ketchup and healthcare bottles. Poly(ethene) is also used in bullet proof vests, in hip and bone replacements, and as a waterproof coating on skis, sail boards, and canoes. So ubiquitous is this plastic – PE is the most widely used plastic, commanding ca. 36 per cent of the total European market – that it's hard to imagine life without it. And yet, like many other products we have come to rely on for our current lifestyles, poly(ethene) was discovered by accident.
A serendipitous discovery
In 1933, Reginald Gibson and Eric Fawcett, two research chemists at ICI's Winnington Laboratory in Cheshire, were working on high pressure and high temperature reactions. They were trying to develop new products for ICI's rapidly growing dyestuffs industry. They tried to react ethene and benzaldehyde (benzenecarbaldehyde) at 2000 atm (1 atm = 101325 Pa) and 170 °C in the hope of producing potential intermediates in the manufacture of dyes.
The high pressure apparatus had a mercury gas compressor. Benzaldehyde was contained in an inverted glass tube, sealed with mercury and placed in a steel tube in a reaction vessel. The vessel was sealed and put in an oil thermostat, regulated to 170 °C. Ethene was bubbled through the mercury into the benzaldehyde – mercury separated the gas from benzaldehyde rather like a piston.
Gibson and Fawcett started the experiment on Friday afternoon, and left it to run over the weekend. On the Monday morning, they found that the pressure in the system had fallen to ca. 500 atm because of a small leak in the oil system. Ethene had expanded and forced the benzaldehyde through the mercury into the oil system. They couldn't replace the benzaldehyde so, having fixed the leak, they restored the pressure by adding more ethene. After a few hours they stopped the reaction and allowed it to cool. No liquid product had formed, but instead a trace amount – 0.2 g – of a waxy solid had formed on the inside wall of the glass tube. Spectroscopic analysis revealed that this contained only hydrogen and carbon in the same ratio as ethene. They had discovered poly(ethene).
Unfortunately, when they tried to repeat the experiment, decomposition of ethene to carbon occurred, which being exothermic caused an explosion, bursting a pressure joint near the oil thermostat and setting it on fire. ICI management immediately stopped high pressure work on ethene until safer premises could be found. That might have been the end of the story but …
Poly(ethene) – rediscovered
Two years later, and in an isolated building with walls one-foot thick, Michael Perrin, another research chemist, decided to do some more experiments with ethene.
Frank Bebbington, now 94 years old and one of Perrin's research assistants at the time, told Education in Chemistry, 'On 20 December 1935 I assembled equipment in a deliberate attempt to polymerise ethylene [ethene] under the same conditions that Gibson and Fawcett had used, but on a smaller scale. Immediately we put the pressure up to 2000 atm the pressure in the reaction vessel started to fall away very slowly, and again we thought there was a small leak in the system. I felt embarrassed because I had assembled the equipment. I compressed more ethylene to take the pressure back up to 2000 atm. At 1.00 pm everybody, except me, went to lunch; I was left to keep the pressure at 2000 atm. When they came back we stopped the experiment, and cooled the vessel. We opened it up, and to our amazement, it contained white powder – 8.5 g of the stuff to be precise. We had rediscovered poly(ethene). We immediately called the research director, Dr J. Swallow, who took the powder in his fingers and said "I wonder if it's a plastic?"'.
The next couple of attempts to repeat the experiment, however, gave only 0.5 g, 1 g and an explosive decomposition reaction. 'But', says Bebbington, 'once you've made 8.5 g of something, you know you can do it and we were determined to find out how'.
Bebbington remembers, 'after about 200 experiments, we discovered that the key to the successful polymerisation of ethylene [ethene] was an impurity in the ethylene – ie oxygen. Too much O 2 – ca. 500–1000 ppm (parts per million) – led to decomposition of the ethylene, 20–200 ppm of O 2 gave polyethylene, and no oxygen – no polyethylene'. 'Oxygen', explained Bebbington, 'was acting not as a catalyst but as an initiator because it was being used up during the polymerisation reaction'.
The role of oxygen in the polymerisation process
It has since been shown that oxygen reacts with some of the ethene to give an organic peroxide. Organic peroxides are very reactive molecules containing oxygen–oxygen single bonds that are quite weak and that break easily to give free radicals, represented here as Ra • .
The free radical, Ra • , uses one of the electrons in one of the C=C bonds to form a new bond between itself and the left hand carbon atom. The other electron returns to the right hand carbon.
This can be shown using 'half curly arrow' notation:
This produces a bigger free radical – lengthened by CH 2 CH 2 – that can react with another ethene molecule in the same way:
So now the radical is even bigger. It can react with another ethene – and so on and so on. The polymer chain gets longer and longer.
The chain doesn't grow indefinitely. Sooner or later two free radicals will collide together.
That immediately stops the growth of two chains and produces one of the final molecules in the poly(ethene). It is important to realise that the poly(ethene) is going to be a mixture of molecules of different sizes, made in this sort of random way.
Moving on
By April 1936 the first pound of poly(ethene) had been made. It was sent to the Nobel Division of ICI in Ardeer, Scotland, where the only injection moulding machines existed, and a few small pill boxes were made. Back at Winnington, Perrin and his team made more poly(ethene) and started testing their new material. The PE that they had made was low density polyethene (see Figure 2). Its excellent insulating properties at high frequencies soon attracted the telephone industry, which was quick to spot it as a replacement for gutta-percha to insulate telephone cables. (Gutta-percha – latex from rubber trees in the Far East – was becoming increasingly difficult to obtain because of the imminent war.) On 1 September 1939 poly(ethene) became an official product of ICI.
During World War II all PE was made for the Government, specifically for high frequency experimental radar cable. The successful development of radar is said to have shortened the war by years. A poly(ethene) tube, called Pluto, was also laid across the Channel for transferring petrol from the UK to France.
Since its discovery over 70 years ago, there have been many improvements to the synthesis of poly(ethene). These have centred on the development of several types of catalyst – notably Ziegler– Natta catalysts in the 1950s and metallocene catalysts in the 1970s – so that the polymerisation can be done at lower pressures and temperatures, thus using less energy and making the process more environmentally acceptable.
Poly(ethene) – it's so useful
In its simplest form poly(ethene) consists of a long backbone of carbon atoms with two hydrogen atoms attached to each. This is called linear poly(ethene) or high density poly(ethene) (HDPE). Sometimes the hydrogen atoms are replaced by other PE molecules, which gives branched or low density poly(ethene) (LDPE) – the molecules don't pack together so well.
Approximately two thirds of all injection moulded PE items are made from HDPE – industrial containers, such as crates and pallets, gas and water pipes, canoes, car parts, and food containers, carbonated bottle bases and caps; LDPE is used mainly for food packaging films, waterproof films, and electrical cable insulation.
As well as poly(ethene), many other polymers can be made from alkene monomers. These include poly(propene), which is used to make drain pipes and crates and poly(chloroethene), or PVC, which is used to make the coating for electrical wires.
END OF ADVANCE NOTICE ARTICLE
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BLANK PAGE
7
BLANK PAGE
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The Royal Arsenal Co-operative Society's Chalk Mine and the Building of the Bostall Estate
R. F. LeGear
This paper has been downloaded from www.kentarchaeology.ac. The author has placed the paper on the site for download for personal or academic use. Any other use must be cleared with the author of the paper who retains the copyright.
Please email email@example.com for details regarding copyright clearance.
The Kent Archaeological Society (Registered Charity 223382) welcomes the submission of papers. The necessary form can be downloaded from the website at www.kentarchaeology.ac
Introduction
In 1899 the Royal Arsenal Co-operative Society embarked on a massive building project, a venture very different from its retail activities. A small town or settlement was to be built suitable for 'the industrial classes'. The Bostall Estate in south-east London was constructed by the R.A.C.S. works department, which moved in its entirety from the Society's headquarters in Woolwich to the site, which was to the south-west of Abbey Wood station and north of Bostall Heath. A feature of the building works was the centralisation of the various workshops where much of the work could be prefabricated. Items such as doors, window frames, etc., as well as bricks and other material, were transported on 50 tip-wagons running on a total of four miles of light tram lines from the workshops to all parts of the construction site.
This temporary location of the works department was wisely chosen for the natural resources available on site: sand, ballast, chalk and water also, as the setting was uphill from the construction areas, gravity could be utilised when transporting materials on the tramways.
The mine was dug to provide chalk for the building operations: most was burnt in a kiln to give lime, which was suitable for internal plasterwork. Un-burnt chalk was used as a foundation for the estate roads.
The Building of the Bostall Estate
The story of the Bostall Estate began in 1886 when, at a quarterly general meeting, the committee of the Royal Arsenal Co-operative Society was given the go ahead to purchase Bostall Farm, a small holding to the east of the town of Plumstead. The following year the 52 acres of agricultural land was obtained by public auction for £6,200, an average of £129 per acre. The land was unfortunately in poor condition and a great deal of money was invested in bringing it into a good state of cultivation.
Three old cottages were pulled down and a single new one erected and the existing cowsheds were converted into piggeries. In 1889 new piggeries were constructed and the farmyard was paved and properly drained. Other improvements made at this time included a field irrigation scheme and the erection of two greenhouses for the production of cucumbers and tomatoes.
For many years the farm provided vegetables for the Co-op shops and food for the Society's horses and pigs.
By 1899 Plumstead was expanding and development progressed eastward towards Bostall Heath. Land values rose sharply and the R.A.C.S. decided to expand their land holding in the area and change from market gardening to property development.
On April 13 th 1899 a provisional agreement was made to purchase the neighbouring Suffolk Place Farm (122 ½ acres) from the New England Company for £30,000. In the 16 th century Suffolk Place had been a hunting lodge for the Duke of Suffolk up until 1535. Charles Brandon, Duke of Suffolk, then sold it to Sir Martin Bowes of Woolwich. By 1720 it had passed into the possession of the New England Company, which, being an old philanthropic society dating from the reign of James 1 st , had its transactions overseen by the Charities Commission. This created some inconvenience for the R.A.C.S. as the Commission insisting on advertising the sale of Suffolk Place. This had the effect of bringing a competitor, a Mr Turner, against the Society.
A private auction was held on November 1 st 1899 in the offices of the Charities Commission, with Mr Mcleod bidding for the Society and Mr Taylor, a solicitor, bidding for Mr Turner. The R.A.C.S. finally outbid their rival by £100 and secured Suffolk Place for £40,000. This gave a purchase price of £318 per acre, almost three times that of Bostall Farm when acquired some eleven years before.
The Society planned to use the land to build an estate of about 3,500 houses, "suitable for the industrial classes", (1) with prices ranging from £255 to £405 for a 99 year lease. Tenancy agreements with options of purchase would also be available as well as a few on a weekly tenancy.
A pamphlet put out by the Society to promote the new estate describes the location and method of building,
'…The Society's Bostall Estate is pleasantly situated, adjoining the well known Bostall Heath and Woods, which cover an area of 232 3 /4 acres and form one of the most attractive of the open spaces of London.
It is close to the Abbey Wood Railway Station, and the main road (along which it is expected the tram service will shortly be continued) runs through the estate. It covers an area of about 120 acres, which it is intended shall be laid out in houses suitable to the requirements of the locality. These houses will be of various frontages from 15ft to between 17 and 18ft, the smaller houses being intended for occupation by one family, whilst in the larger full provision is made for their occupation by two families. The work, including the surveying and plotting of the estate, the designing of the houses, the road making and the sewer construction (2) in connection with the erection of the houses, has been done through the Society's Works Department, and the houses are in consequence, constructed in a thoroughly substantial manor by labour directly employed by the Society. Trade Union hours have been observed, and the wages paid are in no case less than a halfpenny per hour above the recognised trade union rate prevailing in the district.
For the purpose of the development of the estate, extensive workshops have been erected, fitted with the latest machinery and most modern labour saving appliances, no pains having been spared to ensure that the houses, when finished, shall be thoroughly well constructed, at as cheap a rate as it is consistent with good work.
A shaft has been sunk from which chalk is being obtained for use as a foundation of the roads. From the shaft also a plentiful supply of water is obtained, which is used for the mixing of mortar and other manufacturing purposes. The window and door-sills, steps, coping, paving flags etc., are composed of granolithic artificial stone, manufactured on the estate, the durability of which can be guaranteed, and which also possesses other advantages over the natural stone commonly used in similar positions…'
The workshops were erected at the south-eastern portion of the estate in February of 1900, although the shaft for the chalk mine had been sunk the previous month. A description of a visit to the works area appeared in the R.A.C.S magazine in May 1901, (3)
'…Visited in working hours, the first place to be seen is the great carpenter's shed, lofty, lit by electric light, about a hundred feet square. In one corner the van making is still being carried on, but this will have a building to itself, the great shed being all required for the woodwork of the houses. On the opposite, the south of the shed, is the engine, one of 16 horsepower, built by Marshal and Son of Gainsborough. By means of 90ft of shafting this little engine works a whole series of planing, sawing and other wood-cutting machines, a drilling machine and a lathe, the hoist of the chalk pit and the water pump attached to the same. It also works the dynamo, which supplies the electric light. The different woodcutting machines are arranged in a long row, and each is connected with a suction air pump, so that the sawdust and shavings are sucked through a series of wooden channels into a central receptacle.
Immediately adjacent to the carpenter's shed, again on the south side of it, is the Smith's shop, at which all the iron work for the vans (4) is done; while just outside is the chalk pit, beside the chalk pit the mortar mill, and just beyond the lime kiln. From this centre starts our system of tramways, which traverse the field of building operations.
The chalk pit descends 60ft perpendicularly, from that level four galleries extend horizontally about 100ft each, and from these the chalk is being continually raised. The water that percolates into the pit is pumped up and distributed where needed. Some of the chalk is straightway carted off on the tramlines for making the roads, but most of it is first burned in the lime kiln, then slaked, then mixed with the fine sand, which by the way, overlies the chalk, to make the plaster for internal walls. The grey lime necessary for making mortar has to be purchased.
A little to the west of the carpenter's shed is the shed in which artificial stone is made. This is composed of Portland Cement and fine granite chippings, mixed, run into wooden moulds, which are made on the spot, deposited in a tank to set, and finally used for sills, copings, pier caps, etc.. In the same shed the plaster decorations are made, the cream-like plaster being poured into gelatine moulds. Everywhere about these sheds telephones are fitted up and connected with the drawing office and the central office, whence Mr Bethell directs the labours of his 450 assistants. ………'
The first brick of the estate was laid on May 28 th 1900, and a tablet to commemorate the event was erected in the following October at the corner of Mcleod Road and Bostall Lane. When the R.A.C.S. Abbey Wood Branch Store was built on the spot some time later, the tablet was moved and fixed to the wall facing Bostall Lane.
Although natural resources were utilised on site, i.e. sand, gravel, chalk etc., no suitable brickearth was present in the immediate area so that bricks had to be purchased from local brickfields. The most probable source was the brick fields along Wickham Lane some 1.5 Km to the south-west of the new estate. At the end of the 19 th century three brickworks were in full operation in that area, producing the distinctive yellow London stock bricks. (5)
By the latter half of 1903, 350 houses had been leased and 70 let on a weekly tenancy. The London County Council bought a parcel of land along Bostall Lane from the Society, and in 1903, built a school for 1000 children. [IMAGE PRICES]
Building continued on the estate until about March 1908 when the Society's committee did not wish to proceed with the development faster than the state of the district demanded. By October 1909 all building work had stopped on the estate. The chalk mine had ceased operation three years before, although it features in the Inspector of Mines Reports until1912. (From 1907 to 1912 both workforce and output were given as nil)
As demand built up, building work re-started in 1912 and continued until 1914. The chalk mine, however, did not re-start during this period. It is probable that the site had a stockpile of previously excavated chalk, which was sufficient for the new demand. When completed a total of 1,052 houses had been erected on the estate. With the estate finished all the workshops were dismantled, the shaft to the chalk mine was capped with a steel grill and the Works Department moved back to their headquarters in Powis Street, Woolwich. The works canteen was, however, not demolished but left to the new local community and named the Co-operative Hall. It was later re-named Federation Hall and used for many years by the local authority social services department as a day centre. The London Borough of Greenwich, who had leased the Hall and adjacent land, finally purchased the land from the R.A.C.S. in 1975.
The building of the Estate was a bold venture for a relatively young Cooperative society in the 1900's, and was a 'model' estate when completed. The houses and roads of the estate have now been absorbed in the urban expansion between Plumstead and Abbey Wood and little remains to remind modern visitors of its origins. Only the road names give a clue to Co-operative movement's involvement – Federation Road, Congress Road, Conference Road, etc.
The Chalk Mine
The 8ft (2.4m) diameter shaft was sunk in January 1900 in a corner of the works area near to the mortar mill and limekiln. (NGR TQ 4717 7852) Four main headings were driven from the base of the 53ft (16.17m) deep shaft to commence mining operations. At that time the floor of the mine was on or just below the water table as the mine was also used to supply water for the manufacturing processes on the surface.
The mine was drained by pumps driven by the 16hp surface engine, which also powered the winding hoist and provided electric power for lighting the underground tunnels. This was a most unusual feature as most mines of this period were worked by the illumination of candles or oil lamps.
In the first full year of operation four men worked underground cutting out the chalk with picks and wheeling the excavated material to the shaft bottom in barrows. Two men were employed on the surface to unload the chalk from the tub and barrow it either to the limekiln or to a nearby dump for collection by the road building gangs.
By 1902 the workforce had increased to six men underground and four on the surface. From 1903 until 1906 the figures were five below and two above ground. After 1906 the mine had ceased operation. (6)
For the first two years of its life the mine was recorded in the Inspector of Mines Reports as 'Suffolk Place Mine'. From 1902 it was shown as the Bostall Estate Mine. Originally the mine had been named after the land on which it was situated – Suffolk Place Farm, one of the two parcels of land that made up the development. The committee of the R.A.C.S., however, finally chose to name the estate after the first farm they hade purchased in 1887 – Bostall Farm. This dual naming of the mine has, in the past, lead to erroneous fears that another deep mine existed under the estate.
In 1914 the underground galleries of the mine were converted into an air-raid shelter by the addition of a sloping entrance by the side of the Co-operative hall. The shaft provided excellent ventilation but, as the floor of the mine was wet, boards had to be laid on the floor. Electric lighting was provided and the local residents considered the chalk caves a very safe refuge. With the coming of the Second World War the mine was once again considered as a shelter and Howard Humphreys and Sons of Westminster made a detailed plan of the workings for the local authority. Despite strong protests from the local residents who all wished to use the deep caves as in WW1, it was decided by the controlling authorities that the mine was no longer suitable as a deep shelter due to the lack of a second exit.
The underground galleries remained accessible up until the 1960's when it was still possible to crawl into the now rubbish filled 1914 entrance adit. Harry Pearman of the Chelsea Speleological society entered by this method in 1960 and produced a quick survey plan (7) . Shortly after this time the sloping entrance was completely filled by the local authority following fears that children, who were known to explore and play in the caves, could become lost or injured.
1967 Investigation
The next visit to the site was in 1967 when, with the kind permission of the R.A.C.S. and the Local Authority, a small group of mining archaeologists lead by the writer made an examination and re-survey of the underground galleries. The strong steel grill sealing the top of the shaft was removed by workmen from the London Borough of Greenwich, (the principle Lessee of the site) in order to gain access.
The mine was found to be in excellent condition with no roof falls or signs of stress in the walls. The galleries averaged 10ft (3m) wide and 18ft (5.5m) high with an arched roof profile, which gave a mechanically strong cross section. The junctions of galleries were cut with great care to ensure that weight of the land above was spread correctly. The highest tunnels were to the south of the shaft where the main development of the mine took place, with the roof being 20ft (6m) high in this section.
Only three galleries were dug to the north of the shaft and were much lower, in the order of 11ft (3.3m) high. In that part of the mine the depth of the roof below the surface is only about 17ft (5.18m). The excavators wisely did not extend the mine further in this direction as the surface slopes down to the north and the roof cover would have been decreased to a point when the risk of subsidence would have become acute.
The mine proceeded forward in a series of steps or benches, the miners cutting away their working platform as the adit was extended. Such working benches can be seen in any chalk mine and their presence has lead to tales of Druid's altars in some tourist caves.
The final layout of the mine developed from the four original galleries radiating from the shaft. From these main driveways other adits were cut at right-angles to be joined by cross passages which created large pillars of chalk to support the ground above, a style of mining known as 'Pillar and Stall'. From a careful study of the
underground galleries and the tool marks left by the miners, it is possible to reconstruct the probable development sequence of the mine.
The last section of the mine to be worked was an extension to the south when a further 180ft (54.8m) of passages were excavated in 1906, the last year of operation.
The final addition to the mine was made in 1914 when the sloping drift entrance was dug at the side of Federation Hall to enable the underground tunnels to be used as an air-raid shelter. The sloping tunnel from the surface was intercepted by another dug from the main east driveway of the mine to create the shelter entrance. Although the water table had dropped since the mine was abandoned, it was found necessary to put boards and gravel on the floor, as parts of the mine were wet. In 1967 no water was present, although a long period of dry weather had preceded the date of the investigation. The metal pipes used to pump water to the surface when the mine was in operation were found to be still in situ in the south east quadrant of the circular shaft.
By 1939 parts of the entrance drift had fallen in and it was declared unsafe. This instability, plus the lack of a second exit, stopped the mine being used as a shelter in the Second World War, despite vigorous protests from the local residents.
Upon completion of the two-day investigation of the mine in 1967, the shaft was re-sealed and made safe. The original steel grill was replaced by a strong reinforced concrete slab to stop any unauthorised access.
2004 Survey
In February 2004 the mine was re-entered by members of the Kent Underground Research group on behalf of Stonechart Developments Ltd, a building development company, who had purchased the parcel of land containing Federation Hall and the shaft top from the local council. At the time of this visit most of the mine was found to be flooded to a depth of 0.5 to over 1.0m in depth. Apart from the water, no significant changes in the condition of the mine since 1967 could be detected. After the visit the shaft was once again sealed and made safe and at the time of writing (April 2004), plans for the redevelopment of the surface land were well advanced.
(1) 'Comradeship' No 14 May 1900
(2) As well as the house sewers, a 24-inch (60cm) main sewer was laid along the length of Mcleod Road.
(3) 'Comradeship' No 26 May 1901
(4) As the whole of the Society's Works Department had moved to the construction site, normal work was carried out at the new location, such as the construction of delivery vans etc.
(5) The three brickfields were: Wickham Lane (also known as Gregory's), South Metropolitan and Cemetery. Each had its own deep chalk mine.
(6) H. M. Inspector of Mines Reports 1900 to 1906
(7) Chelsea Speleological Society Records vol. 6 p53 | <urn:uuid:4eea883b-6a1c-4675-b6b0-9a853b296833> | CC-MAIN-2018-30 | http://www.kentarchaeology.ac/authors/006.pdf | 2018-07-16T14:37:38Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00018.warc.gz | 493,538,327 | 4,400 | eng_Latn | eng_Latn | 0.998815 | eng_Latn | 0.999311 | [
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What is Condensation?
Condensation occurs where moist air comes into contact with air, or a surface, which is at a lower temperature.
Air contains water vapour in varying quantities, its capacity to do so is related to its temperature warm air holds more moisture than cold air. When moist air comes into contact with either colder air or a colder surface, the air is unable to retain the same amount of moisture and the water is released to form condensation in the air or on the surface.
Condensation is generally noticeable where it forms on non-absorbent surfaces (I.e. windows or tiles) but it can form on any surface and it may not be noticed until mould growth or rotting of material occurs.
Conditions for Condensation
In Britain, condensation in houses is mainly a winter problem particularly where warm moist air is generated in living areas and then penetrates to the colder parts of the building.
The moisture in the air comes from a number of sources within the house. Water vapour is produced in relatively large quantities from normal day to day activities - a 5 person household puts about 10 kg of water into the air every day (without taking into account any heating) - i.e.
- breathing (asleep) 0.3 kg
- breathing (awake) 0.85 kg
- cooking 3 kg
- personal washing 1.0 kg
- washing and drying clothes 5.5 kg
- heating - especially paraffin and flueless gas heaters. For every litre of paraffin burnt over one litre of moisture vaporises into air. Every carbon fuel produces some amount of water from combustion.
- (1 kg of water equates to about 1 litre)
Moisture can also be drawn from the structure of the building into the internal air; from below the floor or through the walls/ceilings.
Problems with the structure of the building can mean that its moisture content is unnecessary high. This can either be due to the method of original construction or as a result of structure failures.
Older houses may not have a damp proof course (DPC) which prevent soil moisture from rising up into the living areas, lack of a DPC can occur in walls or under solid floors.
Buildings may also lack or have insufficient air bricks to allow adequate underfloor ventilation.
Structure failures can range from bridged DPC's (either externally or within the cavity of the wall) to damaged roofing or gutters/down pipes.
The effect of moisture generation is made worse by keeping the moist air in the house - it is theoretically possible to avoid condensation by adequate ventilation. Usually in certain areas of a house (such as bathrooms and kitchens) the warm air contains a lot of moisture, if that air then spreads to cooler parts of the house, it will condense on any colder surface.
Up until the middle/late part of the twentieth century, most house had high natural ventilation as the level of home insulation was low. Conservation then became popular and natural ventilation was greatly reduced by the introduction of double glazing, draught excluders, fitted carpets (which prevent air movement up through suspended wooden floors) and the removal of open fire places with the introduction of central heating.
Houses have become more effectively sealed, keeping any moisture produced within the house and providing better conditions for condensation to occur. Ventilation is only effective if consistent throughout the whole envelope of the house. Condensation is encouraged by poor air circulation where stagnant air pockets form (behind furniture and in cupboards) and the first evidence is often the appearance of mould growth.
Modern life styles mean that many houses remain unoccupied and unheated throughout the greater part of the day, allowing the fabric of the building to cool down. The moisture producing activities are then concentrated into a relatively short periods (morning and evening) when the structure is relatively cold while the building is still warming up.
To control condensation
First of all, you need to ensure that the amount of moisture in the air is not excessive.
Check the structure of the building:
- Check that the walls are not suffering from rising damp.
- Ensure that there is damp-proof course, that it is not bridged or damaged. A new damp course can either be installed by removing a brick at a time and inserting a physical DPC, or a chemical DPC can be injected into existing walls.
- The damp-proof course should be at least 6 inches above any outside concrete to avoid heavy rain from bouncing back up and soaking the brickwork above the DPC - consider lowering the outside surface where necessary.
- Check that any wall cavities are clear of rumble, debris can accumulate over the years and to remove it normally requires removal of a brick at each corner and racking the cavity clean. Where the dampness is restricted to one area and no other reason can be identified, it is a relatively easy task to check/clean inside the cavity.
- Check that all airbricks are clear, consider fitting additional airbricks to ventilate under suspended floors (modern practice is to fit a duct across the cavity so that the cavity itself is not vented). Older buildings may not have airbricks, consider fitting them if there are internal suspended floor.
- Consider applying a surface finish to outside walls to prevent rain penetrating them. Either a clear waterproofing finish which can be brushed on or a paint/textured finish which will cause most of the rain to run down (check that you are allowed to change the outside appearance of your house before you start doing so).
- Check the roof, make sure that it is sound and directing rain into the guttering, not into the structure of the building.
- Check the guttering and down pipes, make sure that they are carrying the water away and that there are no damaged/blocked guttering or drainpipes causing the external wall to become soaking wet.
- Check solid floors to ensure that damp is not coming up through it, if it is, you may need to introduce or replace a damp proof membrane underneath it (potentially a big job) or fit a more suitable floor covering.
- Check that there are no leaking water pipes or tanks within the house.
Once you are happy with the structure of the building, look at your life style within the building:
- Try not to breath (NO - just joking !!)
- After a bath or shower, try to ventilate the room to the outside, not to the rest of the house - just opening a window (and closing the door) will help.
- Dry clothes out of doors or in a cool area of the premises - this latter suggestion may sound strange, it will take longer but less moisture will be held in the air at any one time.
- While drying clothes indoors, ventilate the room.
- When people come in with wet coats, hang them outside the living area to dry. A good reason for a porch.
- Try to increase the change of air in the premises - increase ventilation. Add forced ventilation/extraction to areas which produce a lot of moisture (kitchen, bathroom). Extractor fans are available with an air-moisture switch so that they operate automatically while the moisture in the air is above a set amount. Other units (more expensive/complicated) are available which remove the moist air but reuse the thermal energy which would otherwise be wasted.
- Consider changing the fuel you use, electric is the driest, paraffin probably the wettest.
- Consider using a dehumidifier - domestic types are now available and can remove a surprising amount of water from the air.
If condensation persists after you have sorted out the basic structure of the building and your life style, there are still some other changes to try.
- In Britain, condensation will almost always occur with single glazed windows. The inside surfaces of these windows can be almost the same as the outside temperature, overnight in winter their temperature can drop below freezing; often the inside window sill will be awash first thing in the morning.
- Simple secondary glazing consisting of little more than a sheet of glass (or plastic) screwed to the window frame with a seal in between can be fitted. This is relatively cheap (especially if purchased second hand - remember that window frames tend to be a standard size, so the chap down the road having double glazing fitted, may have secondary glazing which will fit your windows). Fixed secondary glazing must not be installed on all opening windows in a room as some ventilation is essential. DIY kits are available which allow the secondary glazing to be temporary removed or opened to allow the original window to be opened for ventilation.
- Alternatively new double-glazing windows can be considered. Although much more expensive than simple secondary glazing, there are additional benefits; existing wooden or metal windows will need continuous maintenance and repair - with new double glazed
windows, you get new window frames which will probably be low maintenance or maintenance free.
- Although secondary or double-glazing is unlikely to eliminate all condensation, they should reduce it to an acceptable amount.
- Some decorative materials always have cold surfaces, (i.e. ceramic tiles, mirrors etc.) and are well known for the formation of condensation. Unfortunately we tend to use tiles in the kitchen and bathroom, two rooms where high humidity are likely. There is not much you can do where this occurs other than keeping the room (and so the tiles) evenly heated throughout the day or improve ventilation.
- Some wall surfaces can also be a problem. Where the wall is papered the situation may be made worse if there are many layers of paper, (this can just acts like blotting paper) so strip off all the layers and re-paper the wall.
- Things can also be improved by lining the wall with thin expanded polystyrene (normally available from your wallpaper stockist) before you hang new wallpaper.
- Painted walls can also have a cold surface. If you do not want to paper it, consider lining it with wooden panelling or another material such as cork tiles. Alternatively a wall can be insulated by fitting a false wall with a layer of insulation behind and the front either being panelled or covered with plasterboard so that the new surface can be papered. However, remember that with all these 'covering up' methods, they possibly just hide and do not cure the problem. If the wall is suffering from rising or other damp problems, with the passage of time, the damp will cause damage to the lining (wet rot to the timber etc.) and this will not be seen until it is really serious.
- Ceilings under the roof should not suffer too much from condensation providing adequate roof insulation is fitted. If there is no or little roof insulation, additional insulation should be installed (for some groups of people, there are financial grants in the UK for such work check with the Local Authority or advice centre for details). Additional insulation will not only reduce condensation, but also reduce energy loss and so save money.
- Where ceilings have a high gloss finish, consider covering with cork or fibre tiles; alternatively wooden panelling can be installed.
- Solid floors (i.e. a slab of concrete) are often cold because of their large thermal mass (they take a long time to warm up). Even vinyl floor tiles tend to be cold, however there are a number of 'warm' flooring available such as cork or cushion tiles. Thin wood flooring can be fitted on most existing solid floors.
It is unlikely that a British home can be condensation free, however by keeping your property properly maintained and thinking about your lifestyle and decoration, you should be able to live with condensation without it ruining your life. | <urn:uuid:78034ef3-8f8b-413d-b647-efa2edb4d885> | CC-MAIN-2018-30 | http://www.andura.com/LiteratureRetrieve.aspx?ID=128288 | 2018-07-16T14:02:56Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00018.warc.gz | 423,448,629 | 2,363 | eng_Latn | eng_Latn | 0.999077 | eng_Latn | 0.999164 | [
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by Carl Haensel photos by the author
Structure
Fishing for panfish in spring is one of the true joys of the season. Warm spring days with brilliant sunshine and new growth all around make for beautiful days on the water. The fishing can often be some of the most memorable of the season. Panfish concentrate in shallow waters, making them easier to find, access and catch. Big panfish, often hard to come by, are visible in shallow water and make for exciting angling.
Finding good structure can be the key to catching spring panfish. Wood is often the most important component. Trees that have fallen in the water next to the shoreline offer branches for panfish to hide among and are excellent areas to target. While structure can snag a lure from time to time, it often produces the biggest fish as well. Wood that has degraded and is merely a log on the bottom can hold fish, but is not as good an option. When the water begins to warm slightly, the fish will start to move into deeper water. Habitat structures that have been installed in lakes and reservoirs, like the porcupine cribs created by the Pennsylvania Fish & Boat Commission, can be great options, especially if they are shallow enough in the spring.
Tips and tricks
When I'm out on the water searching for spring panfish, I'm usually not alone. Plenty of people get the itch to go fishing in the spring, and with good access to nice fish, you will often find plenty of people on the water. More often than not, they're not catching a lot of fish. Here are some tips to find the fish and get finicky fish to bite and make your spring panfish outing successful.
Pennsylvania Angler & Boater•May/June 2018
Fish dark bottomed areas
When on your local lake or impoundment, look for shallow areas with dark bottoms to hold the most fish. If it's truly early in the season, try to find locations on the north side of the water body. These areas will not be shaded and warm up quickly. While you will find plenty of dark-bottomed areas on large flats, look for spots that are closer to deep water. Fish are more likely to head to these spots first, and don't like to cross these larger flats.
Look for downed trees near shore, like this spot on the Lehigh Canal near Allentown, to provide great fishing opportunities for spring panfish. Turtles resting on logs are a good sign that the water is deep enough to hold fish.
Think light weight
When you're fishing for spring panfish, think light. First, your rod and reel set-up should be lightweight. It's important to emphasize that light does not mean small. Longer, lightweight rods cast light baits better than short rods. Larger spinning reels have less resistance when casting and can cast further. Use 4-pound-test line to spool your spinning reel. Some anglers like to use 2-pound-test line, but it's hard to bring in a large fish when you hook one. A 2-pound crappie can put up quite a fight on light line. Next, use small hooks, lures and bobbers. It's a rare day when hooks larger than size 10 will bring in more fish than smaller ones. If you're fishing with a bobber, you can use a heavier bobber to get a greater casting distance, just make sure to weight the line below the bobber so the fish have the least amount of resistance to pull it underwater.
Sunfish
Sunfish are found in almost all good panfish waters. They're fun to catch and easy to target. Use
In waters without lots of wood, look for spring panfish around emerging aquatic vegetation like this yellow pond lily. Lilies and other emergent vegetation hold panfish throughout the spring and into summer. Panfish are easiest to fish in the spring.
www.fishandboat.com
Black Crappies spawn in the spring. Look for darkly colored males as a sign that Black Crappies are spawning.
small hooks to get them to bite consistently. Tiny jigs work well in the spring, and using 1/80 or 1/64-ounce models will bring more fish to hand. If cold weather sets in, use small baits like waxworms to entice sunfish. Using bobbers is more important with sunfish than other types of panfish. Often, a slower presentation with an ultralight bobber can make the difference.
Crappies
Some of the most popular spring panfish to target early in the year are black and white crappies. Crappies are particularly drawn to brushy cover, and finding a good "crappie tree" in a local lake can lead to years of good fishing. Crappies hit small jigs well, particularly feather or marabou versions. To draw crappies out of the brush, use a small Fathead Minnow on a plain hook. Set it below a bobber without any weight on the line. As spring progresses, crappies will hold under shallow-growing lily pads, sometimes in as little as 1 foot of water or less. A light presentation can take these fish as well.
Yellow Perch
While a popular winter panfish, Yellow Perch are often an afterthought in the spring. Perch are great table fare and good fun on light tackle. Look for perch to cruise flats in schools and be out in the open more than either sunfish or crappies. Yellow Perch will take both minnows and other small baits like waxworms or maggots. Small spoons can also take perch as the water warms.
Pennsylvania Angler & Boater •May/June 2018
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College of Computing and Information Technology
Lecturer: Dr. Nahla Belal
Course: Computing Algorithms (CS312)
TA: Eng. Mohammad Badawy
Sheet 3
1. Implement and analyze the bubble sort algorithm.
2. A stack of fake coins: There are n stacks of n identical-looking coins. All of the coins in one of these stacks are counterfeit, while all the coins in the other stacks are genuine. Every genuine coin weighs 10 grams; every fake weighs 11 grams. You have an analytical scale that can determine the exact weight of any number of coins.
a. Devise a brute-force algorithm to identify the stack with the fake coins and determine its worst-case efficiency class.
b. What is the minimum number of weighings needed to identify the stack with the fake coins?
3. Alternating disks: You have a row of 2n disks of two colors, n dark and n light. They alternate: dark, light, dark, light, and so on. You want to get all the dark disks to the right-hand end, and all the light disks to the left-hand end. The only moves you are allowed to make are those which interchange the positions of two neighboring disks. Design an algorithm for solving this puzzle and determine the number of moves it makes.
4. Determine the number of character comparisons made by the brute-force algorithm in searching for the pattern GANDHI in the text THERE_IS_MORE_TO_LIFE_THAN_INCREASING_ITS_SPEED (Assume that the length of the text–it is 47 characters long–is known before the search starts.
5. How many comparisons (both successful and unsuccessful) are made by the bruteforce string-matching algorithm in searching for each of the following patterns in the binary text of 1000 zeros?
a. 00001
b. 10000
c. 01010
6. Consider the problem of counting, in a given text, the number of substrings that start with an A and end with a B. (For example, there are four such substrings in CABAAXBYA.)
a. Design a brute-force algorithm for this problem and determine its efficiency class.
b. Design a more efficient algorithm for this problem.
7. Let x1 < x2 < … < xn be real numbers representing coordinates of n villages located along a straight road. A post office needs to be built in one of these villages.
a. Design an efficient algorithm to find the post-office location minimizing the average distance between the villages and the post office.
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Life
L-Arginine
Arginine is a semi-essential amino acid that has shown promise in the prevention of atherosclerosis (blockage of the arteries). L-arginine is pure 100% free form arginine and is the precursor for endothelium-derived nitric oxide (EDNO). Three scientists were awarded the Nobel Prize In Medicine in 1998 for discovering nitric oxide's role as a vasodilator. In a healthy endothelium (inner wall of a blood vessel), nitric oxide (NO) will keep vessels pliable and elastic, dilate (open up) blood vessels keeping blood flowing smoothly, relax blood vessels, keep platelets and white blood cells calm and prevent them from sticking to the vessel wall, prevent oxidation, slow plaque growth, suppress atherosclerosis and melt away plaque that already exists.
After arginine is consumed in foods and in supplements, it makes its way into the bloodstream and circulates throughout the body. As it enters the endothelial cells that line the smooth muscle walls of blood vessels, an enzymatic reaction occurs that converts arginine to nitric oxide. As the levels of arginine rise in the body, so does your production of nitric oxide, which in turn can have a dramatic and positive effect on your cardiovascular health.
There are over 85,000 medically published clinical studies attesting to the fact that arginine will help lower blood, lower cholesterol and triglycerides, improve diabetes, improve sexual function, reduce blood clots and strokes, improve congestive heart failure, improve wound healing, improve liver and kidney function, improve memory and cognitive functions, increase human growth hormone (HGH), improve muscle growth and performance, and much more.
L-Citrulline
An amino acid which promotes energy, stimulates the immune system, and detoxifies ammonia, which damages living cells. L-citrulline is closely related to L-arginine and is found in many of the same protein-rich foods. In your body, L-citrulline is converted into L-arginine, which in turn increases the production of nitric oxide. This "turbo-charging" effect of the L-citrulline/L-arginine recycling pathway can, in fact, substantially increase nitric oxide production.
Vitamin D3
Vitamin D, calciferol, is a fat-soluble vitamin. D3 is normally produced in the skin by the action of sunlight, but is also obtained from certain foods. Dietary source are limited however, according to the American researchers. A glass of milk, for instance, contains only 100 units of the vitamin.
The major biologic function of vitamin D is to maintain normal blood levels of calcium and phosphorus. Vitamin D aids in the absorption of calcium, helping to form and maintain strong bones. It promotes bone mineralization in concert with a number of other vitamins, minerals, and hormones. Without vitamin D, bones can become thin, brittle, soft, or misshapen. Vitamin D prevents rickets in children and osteomalacia in adults, which are skeletal diseases that result in defects that weaken bones.
Researchers found the "natural" form of the vitamin, known as D3, can dramatically reduce the chances of developing breast, ovarian and colon cancer, as well as others. Taking 1000 international units of the vitamin daily could lower an individual's cancer risk by 50-per cent, they said. A new study has linked a lack of sunshine, the body's most natural source of vitamin D, to the prevalence of cardiovascular disease, especially among people of color.
Factors that affect sunlight, and therefore vitamin D production, are tied to a patient's cardiovascular risks. In other words, the more sunlight you get, the better your cardiovascular health will be. These factors can include time of year, altitude, and geographical location.
There are a number of physiological mechanisms triggered by vitamin D production through sunlight exposure or dietary supplementation that act to fight heart disease, according to the study:
- An increase in the body's natural anti-inflammatory cytokines.
- The inhibition of vascular smooth muscle growth.
- The suppression of vascular calcification.
Getting the right amount of vitamin D treats and prevents a variety of ailments and diseases including:
- Protection against multiple sclerosis (MS)
- Prevention of diabetes
- Signals colon, breast and prostate cells to stop growing and succumb to programmed cell death.
- Prevents hip and knee arthritis, infertility, PMS, fatigue, depression, obesity, Autoimmune Disorders - Multiple Sclerosis, Sjogren's Syndrome, Rheumatoid Arthritis, Thyroiditis and Cohn's Disease.
Vitamin E
Is a powerful fat-soluble antioxidant that protects cell membrane from environmental pollution and from dietary and metabolic free radicals. This prevents the oxidation of polyunsaturated fatty acids and cholesterol. By decreasing LDL cholesterol and plaque deposits on the walls of the arteries, it is one of the most important nutrients in reducing probability of heart attack, stroke and atherosclerosis. Vitamin E also helps alleviate respiratory problems and boost your immune system's ability to fight off infectious disease.
Vitamin C (50% ascorbic acid & 50% Ester C)
Unlike most animals we cannot manufacture our own vitamin C and we must obtain it through our diet or in the form of supplementation. Also, stress – whether chemical, emotional, or physiological – depletes the body of vitamin C at a significantly increased rate.
Vitamin C works both inside and outside cells as your body's first line of antioxidant protection. Not only does it neutralize harmful free radicals, it also prevents the formation of free radicals that initiate artery blockage by damaging artery walls. Studies at UCLA have shown that vitamin C inhibits the oxidation of the LDL cholesterol that leads to the buildup of plaque in the arteries, thus reducing heart attacks in men by 50%.
Vitamin C protects against the harmful effects of pollution, helps to prevent cancer, protects against infection, and enhances immunity. Vitamin C is essential in the formation of collagen and protects against blood clotting and bruising, and promotes the healing of wounds and burns.
Vitamin C is also a key link within important enzymatic reactions, it helps regenerate oxidized vitamin E, increases the absorption of iron, and is involved in the production of hormones that regulate stress and inflammation, including adrenaline and corticosteroids.
At present, the weight of evidence concerning the bioavailability of Ester-C seems to indicate it is different from that of normal vitamin C, and it is appears to benefit from the presence of the threonate and other vitamin C metabolites which help improve its absorption and tissue uptake. Ester C gives 24 hour immune system support without any stomach irritation.
B1 (thiamine)
This vitamin enhances circulation and assists in blood formation, carbohydrate metabolism, and the production of hydrochloric acid, which is important for proper digestion. Thiamine also optimizes cognitive activity and brain function. It has a positive effect on energy, growth, normal appetite, learning capacity and is needed for muscle tone on the intestines, stomach, and heart. Thiamine also acts as an antioxidant, protecting the body from the degenerative effects of aging, alcohol consumption, and smoking.
B2 (riboflavin)
This vitamin is necessary for blood cell formation, antibody production, cell respiration and growth. It alleviates eye fatigue and is important in the prevention and treatment of cataracts. It aids in the metabolism of carbohydrates, fats, and proteins. Vitamin B2 is essential for energy production and in regenerating glutathione, one of the main cellular protectors against free-radical damage.
B3 (niaciniamide)
This vitamin is needed for proper circulation and healthy skin. It also aids in the functioning of the nervous system. This vitamin is an antioxidant and is involved in the regulation of blood sugar and detoxification. It has been shown to exert a favorable effect on cholesterol levels.
B5 (pantothenic acid)
This vitamin is involved in energy production and is considered the ―anti- stress‖ vitamin because of its importance for optimal adrenal function. It is required by all cells of the body and is concentrated in the organs. It is also involved in the production of neurotransmitters.
B6 (pyridoxine)
This vitamin is involved in more bodily functions than almost any other single nutrient. It affects both physical and mental health. Vitamin B6 is extremely important for the formation of proteins and structural compounds, neurotransmitters, red blood cells and prostaglandins. It is also critical in maintaining hormonal balance and proper immune function. Vitamin B6 plays a role in cancer immunity and aids in the prevention of arteriosclerosis. It inhibits the formation of a toxic chemical called homocysteine, which attacks the heart muscle and allows the deposition of cholesterol around the heart muscle. Vitamin B6 is also helpful in the in the treatment of allergies, arthritis, and asthma.
B12 (methylcobalamin)
This vitamin plays a critical role in proper energy metabolism and immune and nerve function. It is essential to the manufacture and normal functioning of blood cells and for the production of nucleic acids, which make up DNA. B12 also helps maintain proper mental functioning and mood. Vitamin B12 is needed to prevent anemia. It aids folic acid in regulating the formation of red blood cells, and helps in the utilization of iron. It aids cell formation and cellular longevity. Vitamin B12 is linked to the production of acetylcholine, a neurotransmitter that assists memory and learning. Only tiny doses of B12 are needed to experience its benefits, but it is essential that you get enough B12 every day.
Cyanocobalamin is the most commonly supplemented form of vitamin B12, but you might be surprised to discover that this form of vitamin B12 does not actually occur in plants or animal tissues. In other words, outside of the chemically synthesized cyanocobalamin that you encounter as B12 in most vitamin supplements, you would be extremely hard pressed to find this compound in nature (in fact you would not be able to find it). As the name implies, cyanocobalamin contains a cyanide molecule. Most people are familiar with cyanide as a poisonous substance. Although the amount of cyanide in a normal B12 supplement is small and from a toxicology point, viewed as insignificant, your body will still need to remove and eliminate this compound. This removal is accomplished through your detoxification systems with substances like glutathione being very important for the elimination of the cyanide.
Compared with cyanocobalamin, it appears that methylcobalamin is better absorbed and retained in higher amounts within your tissues. In simple terms, they are used much more effectively. In general, methylcobalamin is used primarily in your liver, brain and nervous system.
Methylcobalamin is the specific form of B12 needed for nervous system health. Because of this it should be the first form of this vitamin thought of when interested in attempting to optimize the health of the nervous system with vitamin supplementation. Indications of a potential deficiency of B12 in the nervous system might include numbness, tingling, loss of feeling sensation, burning sensations, muscle cramps, nerve pain and slowness of reflexes.
So if you experience:
- Tiredness and feelings of weakness
- Less-than-optimal nervous system functioning
- Hard time sleeping
- Less-than-optimal eye health
- Loss of appetite and unintended weight loss
- Occasional constipation and gas
- Feelings of mild moodiness
- Less-than-optimal memory
- A tendency toward nervousness
- Less-than-optimal balance
- Less-than-optimal liver or heart health
- Premature grey hair
- Occasional digestive issues
…you may need to supplement with vitamin B-12
Folic Acid
This vitamin is considered a brain food and is needed for energy production and the formation of red blood cells. It is the most commonly deficient vitamin in the world. Studies have demonstrated that it is difficult to get an adequate amount of folic acid from food alone because it only 50% absorbed. As a supplement, however, folic acid is 100% absorbed. Taking supplemental folic acid, along with B6 and B12, will substantially reduce your homocysteine levels. When homocysteine builds up inside cells and spills into the bloodstream, it damages arteries and reduces the integrity of vessel walls, laying the groundwork for the accumulation of deposits and blockage of the arteries.
Elevated homocysteine levels are likely responsible for 30% to 50% of the heart attacks and heart deaths that occur each year. Vitamins B6, B12 and folic acid play a crucial role in preventing the buildup of this toxic substance. Folic acid is especially important for women of childbearing age to guard against one of the worst tragedies a new mother can face – giving birth to a child with spina bifida or other neural tube defects. Only folic acid, taken as a supplement, has been shown to substantially reduce the risk. Folic acid may also help depression and anxiety.
CoQ10
Coenzyme Q10 is involved in energy production at the cellular level, is vital for sustaining life and is found in greatest abundance in the heart. The heart requires more CoQ10 to provide energy needed to pump blood throughout the body. It is also most sensitive to CoQ10 deficiency. Numerous clinical trials have shown that patients with congestive heart failure have low CoQ10 blood levels. Generally, the worse the heart condition, the lower the CoQ10 level. In addition, studies have shown that when administered orally, CoQ10 is an effective therapeutic agent in the prevention and treatment of heart disease.
Clinical studies have also shown that CoQ10 can treat periodontal disease. CoQ10 is also being investigated in treating cancer, diabetes, neurodegenerative diseases like Parkinson's, Huntington's and Alzheimer's and even immune system disorders including AIDS.
Omega 3
Omega EFA's (essential fatty acids) are vital to good health, but they must be acquired through our diets or supplementation because the body is unable to manufacture EFA's itself. Leading doctors estimate that upwards of 80% of North Americans are deficient of these Omegas and there is a direct correlation with this deficiency in Omegas and the modem proliferation of fat-related diseases such as heart disease, cancer and adult onset diabetes.
Furthermore, these doctors believe that by simply supplementing the Omegas into one diet can dramatically reduce the onset of these deadly diseases.
Over 2,000 scientific studies have demonstrated the wide range of problems associated with Omega-3 deficiencies. The American diet is almost devoid of Omega 3's, except for certain types of fish. In fact, researchers believe that about 60% of Americans are deficient in Omega-3 fatty acids, and another 20% have so little that test methods cannot even detect any in their blood.
The human brain is more than 60% structural fat, just as your muscles are made of protein and your bones are made of calcium. But it's not just any fat that our brains are made of. It has to be certain types of fats, and we no longer eat these types of fats like we used to.
Worse, we eat man-made trans-fats and excessive amounts of saturated fats and vegetable oils high in Omega-6 fatty acids, all of which interfere which our body's attempt to utilize the tiny amount of Omega-3 fats that it gets.
Symptoms of fatty acid deficiency in our brain include irritability, attention deficit, hyperactivity, violent behavior, depression, food cravings and dyslexia. Imagine a child in school learning math. The act of learning requires the brain to form new neural pathways. The Omega 3 fatty acid called DMA is needed, especially for the delicate neural synapses, which are composed entirely of DMA. This child, like the vast majority of U.S. children, eats almost no Omega-3 fatty acids. What does the brain do?
Again, it struggles and finally uses other types of fats, which are the wrong shape. The neural network develops slowly and is defective. The child has learning and memory problems as well as behavior problems. In Japan parents have been giving their kids DMA supplements for years to improve their grades.
Other parts of our bodies also need Omega-3 fatty acids. Symptoms of fatty acid deficiency include a variety of skin problems such as dry skin, eczema, thick patches of pale skin, cracked skin on heels or fingertips, dandruff, alligator skin and "chicken skin" on back of arms.
Signs of fatty acid deficiency elsewhere in our bodies include frequent urination, brittle (easily frayed) nails, dry, unmanageable hair, dry eyes, poor wound healing, frequent infections, excessive thirst, fatigue, lowered immunity and allergies.
Extensive and strong evidence has shown that omega-3 fats can be very highly effective at helping to:
- Prevent heart disease and stroke
- Prevent & reverse arrhythmias (irregular heart beat)
- Prevent sudden cardiac death (SCO)
- Prevent cancer-breast, ovarian, colon, prostate and pancreatic
- Fight depression
- Prevent diabetes
- Fight inflammatory diseases
Fight weight gain
- Fight eczema
-
- Fight arthritis
- Fight allergies
- Fight memory problems
- Fight lupus
- Fight learning disorders—dyslexia, ADD, ADHD
- Fight ulcerative colitis
- Fight violent behavior
Within the next 5 or 10 years the population at large will become familiar with the issue of fatty acid deficiency and the harm caused by transfats, and there will be significant changes in the way food is formulated and marketed.
Regularly consuming fish oil and clean, healthy fish is usually one of the strongest recommendations I can advise, as most of you reading this report are dangerously deficient in omega-3s from marine life. However, be warned that fish would be one of the planet's healthiest foods and best sources of
Omega fatty acids, except for one very dangerous and sad issue-nearly ALL fish from ALL sources (ocean, lakes, rivers, & farm-raised) are now highly contaminated by mercury and other toxins.
Therefore, I strongly urge you NOT to eat any fish unless you are absolutely certain it has been proven free of dangerous levels of mercury, PCBs, etc.
CardioForLife™ contains exciting new plant oil called Perilla oil (4:1) that packs a real punch. Perilla is a rich source of Omega 3 fatty acids and phytochemicals. Gram for gram, Perilla oil contains more Omega 3 (alpha-linolenic acid) than flaxseed oil and fish oil and without the gastrointestinal side effects. CardioForLife™ has 500 mg of Perilla oil per serving.
Resveratrol
The answer to the so-called "French Paradox" may be found in red wine. More specifically, it may reside in small doses of resveratrol, a natural constituent of grapes, pomegranates, red wine and other foods, according to a new study by an international team of researchers.
Writing in the online, open-access journal Public Library of Science One, the researchers report that low doses of resveratrol in the diet of middle-aged mice has a widespread influence on the genetic levers of aging and may confer special protection on the heart.
Specifically, the researchers found that low doses of resveratrol mimic the effects of what is known as caloric restriction - diets with 20-30 percent fewer calories than a typical diet - that in numerous studies has been shown to extend lifespan and blunt the effects of aging.
In short, a glass of wine or food or supplements that contain even small doses of resveratrol are likely to represent "a robust intervention in the retardation of cardiacaging," the authors note.
That finding may also explain the remarkable heart health of people who live in some regions of France where diets are soaked in saturated fats but the incidence of heart disease, a major cause of mortality in the United States, is low. In France, meals are traditionally complemented with a glass of red wine.
This new resveratrol study is also important because it suggests that caloric restriction, which has been widely studied in animals from spiders to humans, and resveratrol may govern the same master genetic pathways related to aging.
"There must be a few master biochemical pathways activated in response to caloric restriction, which in turn activate many other pathways," explains Prolla. "And resveratrol seems to activate some of these master pathways as well."
The new findings, according to Weindruch and Prolla, provide strong evidence that resveratrol can improve quality of life through its influence on the different parameters of aging such as cardiac function.
Potassium
This mineral is important for a healthy nervous system and regular heart rhythm. It helps prevent stroke, aids in proper muscle contraction, and works with sodium to control the body's water balance.
Potassium is important for chemical reactions within the cells and aids in maintain stable blood pressure and in transmitting electrical chemical impulses. It also regulates the transfer of nutrients through cell membranes.
Chromium Polynicotinate
Because it is involved in metabolism of glucose, chromium (sometimes called glucose tolerance factor or GTF) is needed for energy. This essential mineral maintains stable blood sugar levels through proper insulin utilization, and can be helpful for people with diabetes and those with hypoglycemia.
A deficiency of chromium can lead to anxiety, fatigue, glucose intolerance (particularly in people with diabetes), inadequate metabolism of amino acids and an increase in arteriosclerosis.
Chromium has been used successfully to control blood cholesterol and glucose levels. It also promotes the loss of fat and an increase in lean muscle tissue. Studies also show chromium may increase longevity and help fight osteoporosis.
Magnesium
Magnesium is essential for healthy heart function. It is crucial to produce the high-energy bonds that drive the energy machinery of your cells. More specifically magnesium will:
- Magnesium reduces blood pressure. Magnesium is nature's channel blocker. Calcium channel blockers alter the access of calcium into the cell, relaxing the smooth muscle in the artery wall and causing blood pressure to fall. Magnesium functions in much the same way—without dangerous side effects. Numerous studies have shown that supplementation with magnesium often causes a significant drop in blood pressure.
- Magnesium controls the skipping heart. Cardiac arrhythmia is a most frightening and dangerous manifestation in patients with heart disease. Given intravenously, magnesium is a powerful stabilizer of heart rhythm. Infusions have been shown to eliminate dangerous cardiac arrhythmias when more routine drugs have failed, and they are exceptionally safe. In a study published in the Journal of the American Medical Association (1992), researchers at the Tufts University School of Medicine in Boston demonstrated that intravenous infusions of two grams of magnesium to patients undergoing heart surgery dramatically improved their condition. The magnesium-treated patients had significantly decreased cardiac arrhythmia (16% compared to 34% for placebo) and had significantly stronger hearts after surgery as measured by the amount of blood the heart is able to pump. Patients who had very low magnesium levels after surgery had marked difficulty with breathing, and required mechanical assistance with a ventilator much more frequently than patients who had more normal magnesium levels.
- Magnesium increases survival of heart attack victims. A heart attack patient should routinely get intravenous magnesium as soon as he hits the emergency room. Studies show that when a heart attack occurs, there is a massive dumping of magnesium from the heart muscle. This weakens the heart, making it vulnerable to fatal cardiac arrhythmias. Used appropriately, magnesium can be given without toxicity, with amazing survival benefits. In addition, intravenous magnesium can often eliminate cardiac arrythmias when far more dangerous, conventional drugs fail. Dr. Michael Shechter found that magnesium added to the intravenous fluids of patients suffering from a heart attack improved survival by more than 800%! In the magnesium infusion group, there was only one death out of 50 patients, while in the 53 patients receiving a placebo there were nine deaths.
- Magnesium helps shuttle potassium and sodium into and out of cells, maintaining proper membrane balance (homeostasis).
Selenium
Studies now show that people living in areas with low levels of selenium in their soil have increased incidences of cancer and heart disease.
- Selenium has important antioxidant properties. It is essential for generating glutathione, which mops up hydrogen peroxide, a potent free radical produced in your body by normal metabolic processes.
- Studies have shown a link between low levels of Selenium and a high rate of heart
disease and that individuals suffering from heart disease responded well to Selenium supplementation.
- Selenium facilitates the quick repair of free radical damage to the DNA molecule. Our current understanding of cancer is that a damaged DNA molecule replicates, carrying with it a ―spark‖ that ignites growth of a tumor. If adequate selenium is present, however, the DNA molecule is repaired and normal cellular function ensues.
- Selenium initiates apoptosis, or cell death, in cancerous and precancerous cells. Cancer cells generally divide rapidly and early. Selenium appears to kill cancer cells before they replicate, thereby short-circuiting the generation of malignancy, tumor growth and cancer spread.
OPCs
Oligomeric proanthocyanidins (OPCs) are naturally occurring substances found throughout plant life; however, the two main sources are pine bark extract (Pycnogenol) and grape seed extract. They are unique flavonols that have powerful antioxidant capabilities and excellent bioavailability. Clinical tests suggest that OPCs may be 50 times more potent than vitamin E and 20 times more potent than vitamin C in terms of bio-available antioxidant activity. In addition to their antioxidant activity, they strengthen and repair connective tissue, including that of the cardiovascular system, as they moderate allergic and inflammatory responses by reducing histamine production.
Because they neutralize free radicals, antioxidants are considered nitric oxide's watchdogs, stabilizing and protecting nitric oxide during its brief existence (nitric oxide only has a life span of a couple of seconds)—even extending its life!
Fulvic Minerals
A natural extract from ancient plant deposit that was created 75 million years ago in the upper cretaceous period, consist of an immense arsenal and array of naturally occurring phytochemicals, biochemicals, supercharged antioxidants, free-radical scavengers, super oxide dismutases, nutrients, enzymes, hormones, amino acids, antibiotics, antivirals, and antifungals.
Fulvic Acids greatly enhance the bioavailability of important trace minerals. Regenerate and prolong the residence time of essential nutrients in the cells. Modify the damage or toxic compounds such as heavy metals and free radicals. Enhance the permeability for digestive, circulatory, and cell membranes. As the most powerful, natural electrolyte known, fulvic acid restores electrical balance to damaged cells, neutralizes toxins and can eliminate food poisoning within minutes. To the science of living cells, fulvic acids are vital in bringing substantial amounts of nutrients and minerals into water solution and delivering their living energies to the living cells.
Fulvic acid minerals are thought, by leading natural health experts, to be one of the most important "missing links" in the modern food chain. Medical and agricultural research continues to conclusively point to one fact: fulvic acid minerals either directly or indirectly hold the keys and solutions to many of the world's health problem.
Fulvic mineral complexes are the world's finest electrolyte, which improves energy function, increases assimilation, stimulates metabolism, restores electrochemical balance, reduces high blood pressure, enhances nutrients, and helps rebuild the immune system.
AstraGin™
AstraGin™ is the first and only natural food ingredient that has shown in cell, animal and human clinical studies to significantly improve the absorption of many life supporting and health promoting nutrients; such as, amino acids, glucose, and vitamins, into cells, by allowing greater amount of these nutrients to pass from the blood stream into cells.
AstraGin™ provides for truly improved bioavailability and hence improvement in overall health, fitness, energy, endurance, sense of well being, blood sugar balance, and lean body mass.
AstraGin™ is a proprietary, all natural plant based formulation derived from highly purified Panax notoginseng and Astragalus membrenaceus, using pharmaceutical grade extraction and processing technology. AstraGin™ increases chemicals in the human body called ―transporter‖ and ―mRNA‖. These chemicals determine how much or how little specific nutrients are absorbed into the intestinal cells and thus are available to support and promote our health and well being.
AstraGin™ is clinically proven to:
- Increase amino acid absorption by 62%
- Increase glucose absorption by 57%
- Increase vitamin absorption by 50%
- Increase insulin sensitivity by 38%
- Decrease blood sugar by 19%
- Increase ATP production by 18%
- Increase glycogen in muscle (24 hours after strenuous exercise) by 60%
Fructooligo Saccharide
Fructooligo Saccharide is a unique prebiotic fiber blend with various sweet characteristics. Fructooligo Saccharide is a clean white powder with a sweet perception that imparts no flavor to a formulation and no perceptible aftertaste.
Fructooligosaccharides (FOS) refer to a class of non-digestible carbohydrates or sugars that occur naturally in a wide variety of foods throughout the plant kingdom. Since they are non-digestible, they pass through the human digestive virtually unchanged. When the fructooligosaccharides reach the colon, they are used by the good or beneficial bacteria found there (known as bifidobacteria or bifidus) for growth and multiplication. A healthy population of these beneficial bacteria in the digestive tract enhances the digestion and absorption of nutrients, detoxification and elimination processes, and helps boost the immune system.
Since fructooligosaccharides are non-digestible, they provide almost no calories and are thus used as substitute sweeteners. Fructooligosaccharides have approximately onehalf the sweetness of sugar. They are also being added to a variety of food products because they provide a combination of sweetness and low calories plus the additional health benefits that have been mentioned.
Fructooligo Saccharide is manufactured using a unique blend of dietary fiber, proprietary soy extract, and glycolate (potato starch). The soy segment is naturally derived from the soy bean plant and is certified non-genetically modified and grown under biological conditions.
The active principle of Fructooligo Saccharide, is non-digestible short-chain polymer that is a nutrient, or prebiotic, to the ―beneficial bacteria,‖ particularly bifidobacteria and lactobacillus, located in the large intestine. This bacteria growth helps maintain and stabilize intestinal flora. One to three grams will produce a five times increase in beneficial bacteria.
Intestinal flora provides many benefits including:
- Nutritionally support digestive transit time and thus support regularity
- Help protect the intestine through the barrier effect of bifidobacteria
- Assist and strengthen the immune system
- Assist in controlling the formation of free radicals
In addition, the bifidobacteria metabolize the dietary fiber and produce short-chain fatty acids that have many beneficial effects, such as:
- Help provide B vitamins
- Help balance lipid and cholesterol metabolism
- Help in the improved absorption of calcium
- Help produce beneficial enzymes
Stevia
Stevia Rebaudiana is an herb in the Chrysanthemum family which grows wild as a small shrub in parts of Paraguay and Brazil. The glycosides in its leaves, including up to 10% Stevioside, account for its incredible sweetness, making it unique among the nearly 300 species of Stevia plants.
There are indications that Stevia (or Ca-he-he) has been used to sweeten a native beverage called mate since Pre-Columbian times.
However, a Natural Scientist names Antonio Bertoni first recorded its usage by native tribes in 1887.
The crude Stevia leaves and herbal powder (green) are reported to be 10-15 times sweeter than table sugar. The refined extracts of Stevia called steviosides (a white powder, 85-95% Steviosides) claim to be 200-300 times sweeter than table sugar.
Stevia has virtually zero calories and may lower blood sugar levels making it safe for diabetics.
About the Author:
Harry Elwardt is a naturopathic doctor with a PhD in Health & Nutrition. He is also the author of the book, ―Let's STOP the #1 Killer of Americans TODAY!" Dr. Elwardt has declared war on heart disease and travels the country lecturing on what Americans can do to prevent and reverse this merciless killer. If you would like to schedule Dr. Elwardt to lecture and conduct heart screenings in your church or business establishment, email him at firstname.lastname@example.org | <urn:uuid:5e92e419-51a3-4071-9eb2-70a603219dc3> | CC-MAIN-2018-30 | https://www.healthguardian.com/site/article-pdfs/Cardio%20For%20Life%20Report.pdf | 2018-07-16T14:43:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00015.warc.gz | 917,179,289 | 6,875 | eng_Latn | eng_Latn | 0.996598 | eng_Latn | 0.997307 | [
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Geography of Canada
Grade 9 Academic & Applied CGC1D/CGC1P
Activity – Design a Sea Turtle Pamphlet
Ontario Curriculum Expectations
Activity/Lesson Plan Sequence
Specific Expectations
Understanding Concepts
By the end of the course, students will SSI.01B - demonstrate an understanding of the terms and concepts associated with regions (e.g., bioregion, ecozone, ecological footprint, boundaries, transition zone, ecumene);
SSI.02B - demonstrate an understanding of the characteristics of natural systems (e.g., climate, and forms, soils, natural vegetation, wildlife);
SSI.03B - demonstrate an understanding of how natural and human systems interact within ecozones;
Human-Environment Interactions Overall Expectations
By the end of the course, students will: HEV.01D - analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of these interactions;
Classroom Resources Required for Activity/Lesson:
Activity Handout (photocopies for the class), Evaluation Rubric
Assessment Strategy
Diagnostic Assessment – addressing class questions & concerns about material Formative Assessment - examining research materials & pamphlet rough sketches
Evaluation
Summative Evaluation – submitted pamphlets are evaluated using the poster rubric, students must be able to address questions posed about their pamphlet
Homework/Class Reminders: Complete a rough sketch of the pamphlet, begin research
CANADIAN ORGANIZATION FOR TROPICAL EDUCATION AND RAINFOREST CONSERVATION
-Begin the lesson by distributing the student handouts and the evaluation rubric
-Assign a due date (approximately one to two weeks from the handout distribution date)
-Students can work individually or in pairs. You may decide to assign species of sea turtle to the students randomly (e.g. draw for the name) or to allow them to conduct research about various species of sea turtle. Some possibilities include:
Hawksbill sea turtle, Green sea turtle, Leatherback sea turtle, Loggerhead sea turtle, Flatback sea turtle, Olive Ridley sea turtle, Kemp's Ridley sea turtle
-Address any questions posed by the students
-If time permits, a library research period would allow students to conduct independent research on their particular sea turtle.
Design a Sea Turtle Pamphlet
Save Sea Turtles!
Name:__________________________________________
Assignment Due Date:______________________________
Time is running out. Sea turtles from around the world are facing a habitat crisis. Increased development, climate change, hunting and pollution are hurting these beautiful creatures. It is your job to help them by designing an inspirational pamphlet to get the word out. The sea turtles do not have a voice to speak for themselves, so it is up to you to speak for them!
Pamphlet Design:
1. Be creative and compelling. How would you feel if your home was slowly disappearing before your eyes? Think from the sea turtle's perspective. Use colour and illustrations to analyse what is happening to sea turtles around the world.
2. Describe, using proper geographic terms, where your sea turtle is found (e.g. ecozone, climate, habitat, etc.).
3. What does your turtle need to survive (what does it eat, where does it reproduce, etc.)
4. How do humans impact or interact with the turtle's ecozone? Are these interactions helpful or harmful to the turtle?
5. Make future predictions about human-turtle interactions in the ecozone.
6. What can be done to help the turtle?
In addition to making your pamphlet, you must be prepared to address any questions that your teacher may pose about the information or organization of your assignment. Properly reference any information sources or illustrations used.
Good Luck!
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL
EDUCATION AND RAINFOREST CONSERVATION
| | Criteria | | Level 4 | | Level 3 | | Level 2 | Level 1 |
|---|---|---|---|---|---|---|---|---|
| Knowledge | | Student(s) can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. | | Student(s) can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. | | Student(s) can accurately answer some questions related to facts in the brochure and to technical processes used to create the brochure. | | |
| | | All facts in the brochure are accurate. | | 90-99% of the facts in the brochure are accurate. | | 80-89% of the facts in the brochure are accurate. | | |
| Communication | | The brochure has exceptionally attractive formatting and well-organized information. | | The brochure has attractive formatting and well-organized information. | | The brochure has well-organized information. | | |
| Sources | | Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. | | Careful and accurate records are kept to document the source of 85-94% of the facts and graphics in the brochure. | | Careful and accurate records are kept to document the source of 75-84% of the facts and graphics in the brochure. | | |
Activity – Sea Turtle Research & Presentation Project
Ontario Curriculum Expectations Specific Expectations Understanding Concepts
By the end of the course, students will SSI.02B-demonstrate an understanding of the characteristics of natural systems (e.g., climate, landforms, soils, natural vegetation, wildlife); SSI.03B-demonstrate an understanding of how natural and human systems interact within ecozones;
Human-Environment Interactions Overall Expectations
By the end of the course, students will: HEV.01D-analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of these interactions;
Specific Expectations Understanding Concepts
By the end of the course, students will: HEI.02B-demonstrate an understanding of how human activities (e.g., agricultural and urban development, waste management, parks development, forest harvesting, land reclamation) affect the environment;
HEI.03B-demonstrate an understanding of how natural systems (e.g., climate, soils, landforms, natural vegetation, wildlife) influence cultural and economic activities (e.g., recreation, transportation, employment opportunities);
Methods of Geographic Inquiry Developing and Practising Skills
By the end of the course, students will: MI2.01D-use geographic terms correctly in written and oral communication (e.g., location, place,region, pattern, urban, suburban, rural, wilderness);
CD-ROMs, Internet) to research a geographic issue;
Activity/Lesson:
Activity Handout (photocopies for the class),
Evaluation Rubric
Assessment Strategy
Diagnostic Assessment – addressing class questions & concerns about material Formative Assessment - examining research materials at set check points
Evaluation
Summative Evaluation – Presentations are evaluated using rubric
Activity/Lesson Plan Sequence
-Assemble students into groups of three to four
-Assign each group one the following sea turtles found in the Caribbean:
Green Sea Turtle, Leatherback Sea Turtle, Hawksbill Sea Turtle, Loggerhead Sea Turtle, Olive Ridley Sea Turtle, Flatback Sea Turtle, Kemp's Ridley Sea Turtle
-Read out loud the handout and assign a due date for the presentations
MI2.02B-develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a geographic inquiry; MI2.03D-locate and use effectively geographic material from primary sources (e.g., field research, surveys, interviews) and secondary sources (e.g., mainstream and alternative media,
-Assign Formative Assessment Checkpoints to examine student group progress with project
-You may decide to designate one or more library research periods
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL EDUCATION AND RAINFOREST CONSERVATION
Email:
Sea Turtle Presentation Project
Name:____________________________________
Group Members:____________________________
Sea Turtle:_________________________________
Presentation Due Date:_______________________
Sea turtles are one of the most fascinating and beautiful creatures found in the ocean. In many parts of Central America, sea turtles come ashore to nest on beaches. You will prepare a well-researched presentation for your class about your assigned sea turtle. The following research aspects must be incorporated:
1. A detailed ecological description of your sea turtle and its habitat using proper geographic terms
2. How do humans impact your sea turtle's range/habitat?
3. What are the outcomes of human-sea turtle interactions? Can they be minimized?
4. What is the economic value of your sea turtle? For example, is the turtle hunted for food? Is it used for some other purpose? Does ecotourism revolve around your sea turtle? Can the presence of this turtle somehow create employment?
5. Your research information must come from at least one primary data source and at least two secondary data sources.
6. Your presentation will be evaluated for proper vocabulary, detailed information and creative approach.
7. Your group must also prepare a one page summary about your sea turtle (include your references, highlight the one primary data source).
Good luck and have fun!!
**Please note that the clip art present is from Microsoft Word.
CANADIAN ORGANIZATION FOR TROPICAL
EDUCATION AND RAINFOREST CONSERVATION
Email:
| | Criteria | | Level 4 | | Level 3 | | Level 2 | Level 1 |
|---|---|---|---|---|---|---|---|---|
| Knowledge | | Shows a full understanding of the topic. Presentation is very creative. | | Shows a good understanding of the topic. Creativity evident. | | Shows a good understanding of parts of the topic. Some creativity is evident. | | |
| | | Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. | | Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. | | Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. | | |
| Communication | | Speaks clearly and distinctly all (95-100%) the time, and no mispronunciations. | | Speaks clearly and distinctly all (95-100%) the time, but mispronounces some words. | | Speaks clearly and distinctly most (85- 94%) of the time. Mispronounces no more than one word. | | |
| | | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | | Stands up straight and establishes eye contact with everyone in the room during the presentation. | | Sometimes stands up straight and establishes eye contact. | | |
| | | Presentation is 5-6 minutes long. More than two primary & secondary data sources included | | Presentation is 4 minutes long. One primary and two secondary data sources included | | Presentation is 3 minutes long. One primary and one secondary data source | | | | <urn:uuid:42e32b94-102e-4421-961b-167e268f8cfc> | CC-MAIN-2018-30 | http://www.coterc.com/uploads/1/6/1/8/16182092/teachersmanual_grade9geography.pdf | 2018-07-16T14:01:46Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00019.warc.gz | 424,504,248 | 2,434 | eng_Latn | eng_Latn | 0.981574 | eng_Latn | 0.990218 | [
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Excerpt from A Generation Removed, written by Margaret Jacobs, pp. xxvii-xxviii, 127-161.
[There was considerable opposition to ICWA.] As one woman put it in an anti-ICWA letter to Congress in 1977, "Surely the type of white parents who are glad to adopt an Indian child are the type who would have the child's best interests at heart. Furthermore, I think [adoption] is an encouraging effort towards unifying Indians and whites…. American Indian families and communities saw it differently. They experienced heartbreak and trauma and deeply mourned the loss of their children. They saw state intervention into their families and the placement of their children in non-Indian families as one of the most egregious violations of their rights. Their campaign to reclaim the care of Indian children … led to the uncomfortable question: Have white Americans been complicit in an unjust practice? (pp. xxvii-xxviii)
Grassroots Indian activists, Indian social service providers, and advocates … achieved the passage of the Indian Child Welfare Act in 1978, a radical piece of legislation that enabled tribes to take unprecedented sovereignty over child welfare. ICWA acknowledged that past policies and practices of child removal had deeply wronged Indian people and empowered them to reclaim the care of their own children.
To thousands of non-Indian Americans, the testimony of Indian activists and the passage of ICWA came as a shock. Many social workers, adoptive families, and nonprofit agency directors were accustomed to seeing themselves as caring rescuers. Now some perceived themselves anew through Indian eyes: as child snatchers. (p. 128)
ICWA embodied Indian self-determination through recognizing the jurisdiction and sovereignty of Indian tribes. Its primary provision affirmed tribes' rights to take unprecedented sovereignty over most child welfare matters involving Indian children … either a tribal member or a minor eligible for membership in a tribe. This rendering of the law meant that tribal courts held jurisdiction over not only children on tribal lands but also children who lived off the reservation. ICWA granted the right of the Indian custodian or tribe to intervene in the state court proceedings and to request transfer of child welfare proceedings to the child's tribal court under certain conditions.
ICWA sought to provide strong legal protections to Indian families to prevent the abuses that had led to the Indian child welfare crisis.
ICWA sought, too, to strengthen rather than tear asunder Indian families. It contained a number of provisions that were aimed at providing services to Indian families—through Indian tribes and organizations—that would prevent Indian children from being removed.
An optimistic mood swept through Indian country … after ICWA passed.
[T]here were also signs that the problems surrounding Indian child welfare had not vanished overnight. (pp. 158-59, 161)
http://upstanderproject.org/firstlight/icwa/ | <urn:uuid:c456bbe3-1683-4069-a38d-b6a00a1f288a> | CC-MAIN-2018-30 | https://static1.squarespace.com/static/54f8b4cfe4b0b230c7abfe97/t/56f1841db654f997bdfaeb99/1458668574188/ICWA+A+Generation+Removed+EXCERPT+March2016.pdf | 2018-07-16T14:14:54Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00020.warc.gz | 790,614,517 | 579 | eng_Latn | eng_Latn | 0.997716 | eng_Latn | 0.997716 | [
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Macedon Grammar School
Macedon Grammar School
Details of this project can be found below
The images will take a minute to fully download
Arrows to left and right allow you to progress and return
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[smooth=id:148]
This project involved working with Senior Art students from Macedon Grammar School, a Victorian rural school located in a natural bush setting. It should be cross-referenced to the exhibitions titled Stone Sculptures in Nature and the exhibition on the tragic bushfires in the hills around Melbourne in early 2009 titled Bushfire: Out of the Dark (both found under the Exhibition file – see side menu).
Two major tasks were set
Each student was to construct an installation made entirely from natural 1. items found in the surrounding bush location. The found objects were to be arranged in an order that still suggested the natural setting (that is they were to appear as though they might be found that way). Nothing from
the bush setting was to be broken or destroyed.
Students were to combine with one or more students to undertake the same 2. task in a cooperative venture. Students chose with whom to work and most groups were 3 in number. While the task was similar to the first one, there were various levels of negotiation and decision-making employed. Photographs of these works are still be uploaded.
The decision-making was observed and this included selecting working partners, deciding what to do and how to work, and making on-going evaluations about the works in progress.This made the project more than an art education activity although that was its major focus.
The installations were to be left as arranged. As a result the importance of each of the ideas explored was critical and needed to reflect what was already natural and observable in the area rather than appear as though they had been constructed.
There was an important and intended tension established for students so that they were confronted by what might be considered 'natural aesthetic appeal' and 'constructed aesthetic appeal'… and the relationships they were building between those two things.
References were made to the works of Australian artists including John Davis and John Wolseley.
The site of the student works, located in the bush at the back of the school. Students were free to wander and work in locations they selected.
The relationship between the bush and art is one worth pursuing whenever the opportunity arises. | <urn:uuid:9d8fc55f-ac6d-4d6f-b7a4-b8d95886df6e> | CC-MAIN-2018-30 | http://artseducationguru.com/macedon-grammar-school/?print=pdf | 2018-07-16T14:47:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00020.warc.gz | 28,613,983 | 523 | eng_Latn | eng_Latn | 0.999512 | eng_Latn | 0.999531 | [
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Office of Emergency Management
Cuyahoga County
Together We Thrive
Chemical Threats
At-A-Glance
Chemical agents are poisonous vapors, aerosols, liquids and solids that have toxic effects on people, animals or plants. They can be released by bombs or sprayed from aircraft, boats and vehicles. They can be used as a liquid to create a hazard to people and the environment. They can have an immediate effect (a few seconds to a few minutes) or a delayed effect (2 to 48 hours). While potentially lethal, chemical agents are difficult to deliver in lethal concentrations.
Before a Chemical Threat...
* Build an Emergency Supply Kit. Be sure to include:
Did You Know?
* A roll of duct tape and scissors
* Make a Family Emergency Plan. Your family may not be together when disaster strikes, so it is important to know how you will contact one another, how you will get back together and what you will do in case of an emergency.
* Plastic for doors, window, and vents from the room you will shelter in place. To save critical time during an emergency, pre-measure and cut the plastic sheeting for each opening.
During a Chemical Threat...
* Quickly try to define the impacted area or where the chemical is coming from, if possible.
* If the chemical is inside a building where you are, get out of the building without passing through the contaminated area, if possible.
* Take immediate action to get away.
* If you can't get out of the building or find clean air without passing through the area where you see signs of a chemical attack, it may be better to move as far away as possible and shelter-in-place.
After a Chemical Threat…
The presence of many dead insects or birds may indicate a chemical agent release.
For additional information on chemical threats, go to www.ready.gov.
Source: Federal Emergency Management Agency (FEMA)
* Decontamination is needed within minutes of exposure to minimize health consequences. Do not leave the safety of a shelter to go outdoors to help others until authorities announce it is safe to do so.
* Use extreme caution when helping others who have been exposed to chemical agents.
* Decontamination guidelines are as follows:
* Remove all clothing and other items in contact with the body. Contaminated clothing normally removed over the head should be cut off to avoid contact with the eyes, nose and mouth.
* Decontaminate body areas likely to have been contaminated. Blot (do not swab or scrape) with a cloth soaked in soapy water and rinse with clear water.
* Flush eyes with water.
Facebook.com//CuyahogaOEM
@CuyahogaOEM | <urn:uuid:4942262b-8fc0-49fb-8622-dedc95e495e4> | CC-MAIN-2018-30 | http://ready.cuyahogacounty.us/pdf_ready/en-US/Be%20Ready/At-A-Glance/ChemicalThreats.pdf | 2018-07-16T14:43:15Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00020.warc.gz | 295,836,897 | 550 | eng_Latn | eng_Latn | 0.99885 | eng_Latn | 0.99885 | [
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Toss the Paste!
AND RETURN TO NEW, IMPROVED TOOTHPOWDER
by Santosh Krinsky
Until the early years of the last century, toothpowders were the primary mode of providing teeth-cleaning power. Then the convenient "toothpaste" form was invented and marketed, and over the years, toothpaste took over. Eventually, people forgot about toothpowders. Today, hardly anybody recalls Peppermint Tooth Powder, and why should they? The powders then were not very good.
Meanwhile, the quality of toothpaste has worsened to the point where it contains several detrimental ingredients. Fluoride, particularly, has become very controversial. The element is a waste by-product from the manufacture of industrial electrical plating and other very toxic chemicals such as gases. The chemical industry sought to find a way to get rid of this waste but in a profitable manner. Research determined that fluoride could reduce tooth decay. Too much fluoride, however, is toxic, and the multiple sources of fluoride (fluoridated water, fluoride treatments at the dentist's office and fluoridated toothpastes and mouthwashes) eliminates any control over the amount of fluoride we ingest. In addition, excess fluoride can discolor or "mottle" teeth, and there has been a dramatic increase in mottled teeth over the last few decades. The apparent connection is obvious. This discoloration causes more people to try to correct the problem with teeth-whitening treatments, which can harm enamel, causing long-term tooth sensitivity.
Artificial sweeteners found in many commercial toothpastes (to avoid sugar) are a cause for concern as well. Some of them have apparent links to hormonal activities, creating emotional and psychological imbalance and stress. Others, such as saccharin, have been the subject of studies showing an apparent link to various forms of cancer. Moreover, toothpastes that use various sugars are simply adding food for the bacteria in the mouth that thrive on sugars and help create decay.
Additionally, the toothpaste industry has sought to develop a stable formula that will maintain consistency over time while not providing a bed for bacterial growth. As a result, most toothpastes wind up having something of a chemical soup. Various forms of disease, including cancer, have increased dramatically over the last century, as the exposure the doctors’ prescription for healthy living
to chemicals all around us have increased dramatically, pointing to a serious linkage between our environmental health and our bodies' health.
Finally, just about all commercial toothpastes use abrasives that can actually weaken tooth enamel. Whether they call it calcium carbonate or chalk, by using it as their primary cleaning ingredient, most toothpastes can be actually quite abrasive.
One has to ask: "Are there any viable options?" The answer is a resounding "Yes!"
There were reasons why the toothpowders of old lost favor: They generally did not taste very good. They were hard to use. And they were inconvenient. But today there are toothpowders available that solve all these issues: They are great tasting, providing a refreshing, clean feeling. They are easy to use, with an effervescent action for effective brushing in hard-to-reach places. And they have been shown to clean teeth effectively without fluoride.
Eco-Dent has revolutionized toothpowders. Eco-Dent DailyCare Toothpowders are all based on a formula of baking soda and sea salt. While most baking-soda toothpowders of old were not pleasant to use, Eco-Dent has a refreshing taste and leaves the breath fresh and the mouth feeling clean.
Baking soda is a superior cleaning agent that is virtually nonabrasive compared to traditional toothpastes. Eco-Dent has been tested and found to be an effective lowabrasive cleaner compared to leading natural and commercial toothpaste brands. It comes in a variety of flavors (provided by natural essential oils), including the very popular mint, as well as cinnamon, anise and the mint-free lemonlime for those who are working with homeopathy. The easy-pour cap makes it simple to sprinkle just a pea-sized amount of toothpowder onto a moistened toothbrush. Eco-Dent foams up nicely and provides a great brushing experience. One 2-ounce bottle provides approximately 200 brushings (around three months' supply), making it much more economical than toothpaste as well.
So, if you are ready for a new and better solution to oral hygiene, toss the paste. Try something new—or, rather, old. It will give you something to truly smile about.
Santosh Krinsky has been in the book industry for 29 years, specializing in body/mind/spirit titles. He started Lotus Light Enterprises, a wholesaler of natural health and wellness products; Lotus Brands, a majority woman-owned company that offers products inspired by nature; and Lotus Press, a publishing company that focuses on alternative health and wellness information. | <urn:uuid:533f25a7-97da-4737-a65d-9b747d08a6fa> | CC-MAIN-2018-30 | https://www.eco-dent.com/media/eco-dent/pdf/EcoDent_HealthyViewpoints-m8910.pdf | 2018-07-16T14:13:04Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00022.warc.gz | 907,123,423 | 998 | eng_Latn | eng_Latn | 0.998525 | eng_Latn | 0.998525 | [
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Parker dam and reservoir offer hope for thirsty Colorado communities
To handle projected population growth, planners aim to build more reservoirs to hold more water before it flows out of state
Chimney Hollow, Glade among reservoirs being proposed
Denver Post November 2, 2015 By Bruce Finley
PARKER — The recent rain sent a surplus surge of 6,000 gallons a minute, diverted from Cherry Creek, gushing under semi-arid high plains into the West's newest major water stash. And even though the $170 million Rueter-Hess Reservoir southeast of Denver remains less than a third full — after 4½ years of waiting for moments like this — suburbs are celebrating their vision and tenacity in simply getting it — and a $50 million water treatment plant — done.
"This is why we have reservoirs: taking advantage of a wet period," Parker Water and Sanitation District manager Ron Redd said. "Now, 75 families for an entire year will have their water needs met. If we didn't have this reservoir, that water would be leaving Colorado and on its way to the Gulf of Mexico."
Colorado water planners facing a projected 163 billion-gallon statewide annual shortfall by 2050 now are aiming to emulate water-stressed Parker (population 50,000), which labored for three decades to build its 185foot-high Frank Jaeger dam, reservoir and plant. Parker's leaders were driven by a desire to enable population growth up to 120,000 people without pumping more from dwindling underground aquifers.
Colorado officials have begun re-working a controversial state water plan — designed to support 10 million people — by including more details and targets for construction of reservoirs.
Boosting the statewide capacity to store an additional 130 billion gallons (400,000 acre-feet) would go a long way, along with everybody using less, to sustain a growing population, Colorado Water Conservation Board director James Eklund said.
Among the dam-and-reservoir projects Front Range water providers are proposing:
* Chimney Hollow, southwest of Loveland (90,000 acre-feet).
* Glade, northwest of Fort Collins (170,000 acre-feet).
* Galeton, northeast of Greeley (45,000 acre-feet);
* A bigger Gross Reservoir, west of Boulder (72,000 acre-feet).
* And possible new reservoirs in western Colorado.
But completing any new reservoir has proved difficult, compared with the dam-building feats of the 20th century that enabled massive settlement across the arid western United States.
A confluence of factors — huge costs, political opposition, environmental laws — complicate efforts to develop new water supplies.
Beyond inundating land, dams and reservoirs require federal government approvals from the Army Corps of
Engineers, Bureau of Reclamation and other agencies. States, too, are obligated to ensure water quality and minimize environmental harm.
Drought-prone California in 1999 completed the $1.9 billion Diamond Valley reservoir between Los Angeles and San Diego, adding the capacity to store an additonal 800,000 acre-feet. Metropolitan Water District of Southern California operators, diverting from the Colorado River, finally filled it in 2003.
Parker officials began their project in 1985 after anticipating a water shortfall as suburban development exploded. Longtime Parker Water employee Frank Jaeger scouted sites, filed for permits and obtained rights to divert water. Town leaders initially planned a reservoir to hold 16,200 acre-feet of water.
At first they focused on flooding Castlewood Canyon State Park. Courts rejected this.
Jaeger then negotiated with landowners for the current site, between Parker and Castle Rock. Environmental studies started in 1997. Designs were done in 2002. Construction began in 2004. In 2008, Jaeger and other suburban officials decided to make it a bigger reservoir, holding 75,000 acre-feet.
The reservoir was completed in 2012. And an adjacent water-cleaning plant last summer began operating — bringing reservoir water to residents who long have relied on declining underground water.
Any state push to build reservoirs will require determination and patience, said Jaeger, now retired. "You'll need state sponsorship," he said. "And you'll need somebody who is going to stay around for the whole deal. They're going to take a lot of heat."
More dams and reservoirs likely would cost hundreds of millions and, if off the main stem of a river, require huge amounts of electrical power to pump water.
Parker installed five grid-powered motors — three 1,250 horsepower, two 500 horsepower. These move water from headwaters of Cherry Creek, at a diversion point near Stroh Road, through a 3-mile, 48-inch-diameter steel pipe that runs up a 250-foot-high hill before it reaches Rueter-Hess. Then there's the matter of obtaining enough water to fill Rueter-Hess, factoring in annual evaporation losses of about 3 percent.
Parker secured limited junior rights to surface water and, in May 2011, began diverting to fill the reservoir. When senior rights holders call for water in dry times, Parker's diversions must stop. Today, Rueter-Hess holds 21,000 acre-feet.
The water treatment plant uses state-of-the-art filtering and chemical treatments to remove algae and minerals such as phosphorus so that the reservoir water is safe.
As Parker Water's team formally opened the plant last month, Redd said state planners will need to get started soon.
"It took Parker Water 25 years," he said. "They'll probably need more storage than what they are indicating. ... You're never disappointed with more storage." | <urn:uuid:1a4ef3c2-de3d-4d44-a969-01ba4e959dd6> | CC-MAIN-2018-30 | http://www.northernwater.org/docs/NISP/NISPNews/MediaCov2015/ParkerDam_D_Post_11-02-2015.pdf | 2018-07-16T14:42:52Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00022.warc.gz | 547,018,949 | 1,171 | eng_Latn | eng_Latn | 0.99855 | eng_Latn | 0.998655 | [
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Art Words
Art Words
The following words are commonly used in art and in art classes.
Teachers and students can include new words or variations of words as they are discovered and used.
A
abstract art
Art which stresses elements of composition, rather than subject. The subject usually is unidentifiable or, if identifiable has been simplified or rearranged.
accent
A distinctive feature that accentuates or complements the overall design of a work of art.
acrylic
Paint composed of pigments bound by acrylic resin, a type of plastic. Acrylic paints are water soluble before they dry.
actual texture
A texture that can be perceived through the sense of touch.
additive sculpture
Process of creating a three-dimensional artwork by adding separate parts to create a whole. Materials could include paper, wood, clay, found objects, metal, etc.
aesthetics
The theory of the artistic or the beautiful; pertaining to work philosophically pleasing to the emotional nature of humans.
amorphous
Without definite form.
analogous colors
Colors that are next to each other on the color wheel (for example, yellow, yellow-orange, and orange). Also called related colors; similar or alike.
architect
Structural design professional who designs buildings and supervises their construction.
architecture
The art and science of designing building and other largescale, aesthetically pleasing, functional structures.
armature
A frame made of wire or other materials and used to hold up a sculpture.
art criticism
Process of thinking and learning (making discriminating judgments) about a work of art in order to be able to draw informed conclusions about its quality or meaning.
art history
Study of the historical and cultural contexts of art.
artifact
An object created by human beings. Most artifacts are originally produced to serve a function. They acquire aesthetic value over time.
artist's intention
An artist's purpose or reason for creating a particular artwork; often difficult to know.
artistic elements
Visual properties of color, line, shape, form, texture, and value. Sensory properties are immediately visible in a work of art.
artistic perception
Using awareness, sensitivity, and intuition to gain insight and knowledge regarding natural and human-made environments.
artwork
An object or image resulting from imaginative conception and creation that invokes a feeling of pleasure or another emotional response in the viewer and that may convey meaning.
assemblage
Type of three-dimensional art built by combining and connecting a variety of objects and found materials to create
a unified whole.
asymmetrical balance
Type of balance in which two sides of an artwork are not alike, but carry equal or nearly equal visual weight. Also known as informal balance.
B
background
Part of an artwork that appears to be farthest from the viewer, or in the distance of the scene.
balance
The impression of equilibrium in a pictorial or sculptural composition. Balance can be symmetrical, asymmetrical, or radial. Balance is a principle of design.
bird's-eye view
View from above or from a high vantage point.
bisque
Unglazed fired ceramic clay.
block printing
Method of printing in which a raised design or image is created on a flat surface. The design is covered with ink or color and then paper is pressed onto it.
book designer
An artist who designs and creates the layout of a book's cover and its pages.
border design
Design that creates a framelike edge around a shape.
brayer
In printing, a hand-held rubber roller used to spread ink over a surface. A small hand roller used to spread printmaking ink thinly and evenly.
C
calligraphy
The art of beautiful handwriting, often for decorative purposes.
cartoon
The term has two well-defined meanings. Originally a cartoon was a full-scale and detailed preparatory rendering for a painting, tapestry, or fresco. Now a cartoon is a drawing that shows people or things in a humorous situation and that is often accompanied by a caption.
carving
Creation of a three-dimensional artwork by cutting away unwanted parts of a block of hard material, such as wood or stone. This is the subtractive method.
centre of interest
Part of an artwork the viewer notices first; most important part of an artwork.
ceramic clay
Type of clay that, after being formed, is fired at a high temperature in a kiln to harden and produce ceramic artworks.
cityscape
An artwork showing a view of a city or skyline.
classical
Term applied to artwork that exhibits the characteristics of ancient Greek and Roman art, such as proportion, balance, and idealized forms and themes.
clay
Substance found in the earth that is pliable when moist and hardens when baked. Clay is used to create artworks such as sculpture and pottery.
close-up
Point of view in which objects in an artwork appear to be very near the viewer.
collage
A two-dimensional artwork created by arranging and gluing pictures or photographs, or pieces of paper, fabric, or other materials onto a flat surface.
colour
Also referred to as hue, color is the appearance of an object created by the quality of light it reflects or emits. Colours all come from the three primaries and black and white. Colour has three properties – hue, value, and intensity. The term colour can also refer to a paint, dye, pigment, or other substance that imparts color. Colour is an element of art.
colour family
A group of related colours, for example, warm colours and cool colours are colour families.
colour scheme
A plan for combining colours in a work of art.
colour wheel
Circular chart that shows primary, secondary, and intermediate colours in an order that illustrates progression through the spectrum and relationships among coluors.
complementary colour scheme
Colour scheme made from colours that are directly across from one another on the colour wheel.
complementary colours
Colours that are directly across from one another on the colour wheel. These colours contrast strongly with one another.
compose
To plan or create an artwork so all parts are arranged to make a unified whole.
composition
The arrangement of the elements of art. Composition may also refer to any work of art using the principals of art to create a unified artwork.
computer-assisted art
Artworks created with the help of computer software.
construct
To build or make something by putting materials together; additive art.
context
The varied and interwoven circumstances in which a work of art is or was created. These can include factors that pertain to the artist, the intended function of the work of art, the historical period when the art work was produced and its reception and interpretation at that time.
contour
Outline of a shape or the surface of a form. A line that represents such an outline.
contour line
Lines that represent the outer edge and undulating surfaces within a form, such as shapes or wrinkles and folds.
contrast
Difference between two unlike things, such as a dark color and a light color.
converging lines
Actual or implied lines that move toward one another and conjoin at a point in space.
cool colors
Greens, blues, purples, and related colors; cool colors suggest cold and seem to move away from the viewer. Cool colors suggest cool objects, places, and feelings.
creativity
Simply stated, the ability to create. However the word has connotations of originality, productivity, imagination and
innovation.
credit line
Information that accompanies a reproduction of a piece of fine art. It usually includes the artist's name, title of the artwork, date the artwork was completed, medium used, and the artwork's current owner or location.
critique
A close examination; a critical review.
cross-hatched lines
Parallel, crossed lines drawn in more than one direction gradually creating a denser and denser pattern; often used to create a darker value in drawings or printmaking.
culture
Customs, beliefs, arts, and a way of life of a community or a population.
curator
Administrative director of a museum. A person who conducts research for a museum. Curators select artworks among a museum's permanent collection for display and recommend additional artworks for purchase by a museum.
D
depth
Perception of spatial distance between objects in a twodimensional work of art.
design
The creative, organized, and methodical arrangement of lines, spaces, colors, shapes, textures, and other elements in an artwork. Also, the act of planning and arranging the parts of an artwork using the principals of design.
detail
The small parts of a larger structure, object, or image.
diorama
A three-dimensional, often miniature scene. In a diorama, modeled figures are displayed against a realistic, painted background.
distance
In art, the illusion of the third dimension (depth, or near to far) created in a two-dimensional artwork.
distortion
The twisting or exaggerating forms from their normal shape, often done to express strong emotion.
drawing
An artwork consisting of lines and shapes sketched on paper with materials, such as pencils, pens, chalk, or pastels. Also, the process of creating a line or shape on paper using a drawing implement.
Type of art in which the completed artwork is made from and becomes an important part of the environment in which it was created. Also called earthwork.
elements of art
Basic components of an artwork, including line, shape, form, color, value, texture, and space.
embossing
A designed surface in which parts are raised.
emphasis
Refers to the created center of interest, the place in an artwork where your eye first lands. Emphasis is a principal of design.
engrave
To use a sharp tool to carve letters or pictures into hard materials, such as metal or wood. Also called etching.
etching
Printmaking process in which a metal place is coated with wax or a like substance, a design is cut into the coating, and the metal place is submerged in acid. The acid burns the metal long the lines of the designs, creating grooves that hold the ink for printing.
exaggeration
Showing something in a way that enlarges or overemphasizes its importance.
express
To communicate one's thoughts or feelings through words, gestures, or art.
fantasy
Art inspired by the creative imagination; unrestrained fancy.
femmage
Type of collage that includes fabric art traditionally made by women.
fiber arts
Artworks created out of yarn, thread, or cloth (for example, stitchery and weaving).
fired
Hardened by great heat; usually refers to clay. For example, in ceramics clay objects are fired in a kiln.
firing
Process of using extreme heat to harden objects made of clay.
fixative
A substance that is sprayed over charcoal, pastel, or pencil drawings to make those materials adhere permanently to the paper and to prevent smearing.
focus
The central aspect of an image or that which draws the viewers attention.
foreground
The part of an artwork that appears to be nearest the viewer, or in the front of the scene.
form
Form has depth, length, and width, and resides in space. It is perceived as three-dimensional. Form is an element of art.
formal balance
Type of balance in which the visual properties or features on both sides of a center line (vertical, horizontal, ore diagonal) are similar or identical. Also known as symmetrical balance.
found object
Any item that an artist finds and uses in an artwork. Found objects can be manufactured items, such as clock parts or natural objects, such as tree bark.
fresco
Painting technique, often used for murals, in which waterbased paint is applied to wet plaster. As it dries, the plaster absorbs the paint and the painting becomes part of the wall.
functional
Something that is designed with a specific purpose in mind.
G
galleries
Buildings or areas devoted to the exhibition of artworks for viewing or for sale.
geometric
Term used to describe shapes or forms that are mathematically defined or regular in appearance, such as circles, spheres, squares, or cubes (shapes that have names).
gesture drawing
A drawing done quickly to show main action lines or paths of movement.
glaze
Melted glass coating fired onto pottery; applied as liquid.
graphic art
Design and production of commercial artworks, such as signs, posters, advertisements, book jackets, and computer software.
greenware
Any clay form that has not been fired.
H
handbuilding
Working the clay with hands only; coiling, pinching, and slab building are three basic techniques.
heritage
History, culture, and traditions of a group of people.
hieroglyphics
System of writing, such as that of the ancient Egyptians, that uses pictures or symbols rather than words or letters.
horizon line
The line created in an artwork by the meeting of sky and ground, usually on the viewer's eye level.
horizontal
Moving straight across rather than up and down. For example, the top edge of a piece of paper is horizontal.
hue
Another word for color.
I
illusion
An image that tricks the eye or seems to be something it is not.
illustrate
To create or design pictures for books, magazines, or other printed works.
illustrator
An artist who creates pictures for books, magazines, or other printed works.
imaginary
Of or having to do with the imagination; not realistic.
implied
Something that is suggested or inferred, rather than directly apparent.
impression
Indentation in a material. A single copy of a print done in a set.
informal balance
Type of balance in which two sides of an artwork are not alike but carry equal or nearly equal visual weight. Also known as asymmetrical balance.
intensity
Brightness or dullness of a color. A color's intensity is highest, or most pure, when it is not mixed with another color. Colors that contain traces of other colors or of black or white have lower intensity.
intermediate colors
Colors created when a primary color (red, yellow, or blue) is mixed with a secondary color (orange, green, or violet).
irregular
Term used to describe shapes and forms that are not geometric. Also known as organic or amorphous (shapes that do not have a name).
K
kiln
In art, an oven which reaches very high temperatures used to harden clay.
landscape
An artwork depicting an outdoor scene or scenery.
line
Line is the path of a point moving through space. Lines vary in width, length, direction, color, and degree of curve and can be two-dimensional or implied. Line is an element of art.
linear perspective
Technique that makes use of line to create the illusion of depth on a two-dimensional surface. If the lines in an artwork created with this technique are extended, they converge on an imaginary point on an imaginary line that represents the eye level of the viewer. This point is called the vanishing point.
loom
Tool or device used to create fabric by weaving fibers together.
M
medium
Material with which an artwork is created (for example, charcoal, pastels, oil paints, or clay). Medium also refers to the technique used to make an artwork, such as painting, sculpture, or etching. (plural – media or mediums)
middle ground
The part of an artwork that appears to lie between objects in the foreground and background.
mixed media
An artwork created by using more than one medium. For example, a collage mixing drawing and painting can be a mixed-media artwork.
model
Someone or something that serves as a subject for an artist. Small replica of another larger object, usually built to scale. Also, to create an artwork by shaping a malleable substance such as clay.
modeling clay
Plastic material used for making forms. It usually comes in a variety of colors and can be reused since it does not harden. It cannot be fired and should not be used for permanent artworks.
monochrome
Color scheme limited to different values of one hue. Also, an artwork that is monochromatic.
monoprint
A single printing made from a plate, after which the plate needs to be reworked in order to pull another monoprint.
mood
The feeling or emotion created in a work of art.
mosaic
An artwork created by setting tesserae (small pieces of glass, tile, stones, paper, or similar material) into mortar or onto another adhesive background to create a unified pattern or image.
motif
An element that is repeated often enough to be an important feature of a design.
movement
Refers to the suggestion of motion through use of various elements in an artwork.
mural
A large artwork, usually a painting, applied directly to a wall or ceiling. Murals often appear on or in public buildings.
museum
An institution designed for the acquisition, presentation, study, and exhibition of works of artistic, historical, and cultural value.
N
negative space
An enclosed empty space which helps define forms and makes an essential contribution to the composition.
neutrals
Term used for black, white, tints, and shades of gray. Some designers also consider browns to be neutrals.
nonobjective
Style of art that does not represent actual objects, scenes, or figures; nonrepresentational.
nonrepresentational
Term used to describe art in which the artist expresses ideas, thoughts, or feelings without depicting a realistic object; nonobjective.
O
objective art
Representational; has recognizable subjects.
oil pastels
Oil-based drawing crayon.
opaque
Not allowing light to pass through; the opposite of transparent.
organic
Term used to describe irregular shapes, particularly those resembling objects found in nature.
original
An artwork that is singular and distinctive from other artworks. Also, the actual, authenticated artwork, rather than a reproduction or copy of it.
painting
An artwork created by using a brush or other tool to apply tempera, watercolor, oil, acrylic, or another kind of paint to a surface. Also, the process of creating an artwork with paint.
palette
A flat board on which an artist mixes colors.
papier-mâché
Process of creating forms by covering an armature or other base with strips of paper that have been soaked in watery paste, and then molding the strips. The form hardens as it dries.
pastel
Drawing tool, similar in shape to a crayon, made from a paste of finely ground pigment. Also refers to a tint of a color.
pattern
Refers to the repetition or recurrence of a design element, exact or varied, which establishes a visual beat. Pattern is a principle of design. Also, a plan or model to be followed when making something.
perspective
Techniques for showing three-dimensional objects or scenes on a flat or nearly flat surface.
photograph
An image recorded by a camera on film and then printed on photosensitive paper. An image recorded digitally, and read and printed by a computer.
photorealism
An international movement in painting and sculpture arising in the late 1960s and early 1970s characterized by the precise, observation of subject matter, such as street scenes or portraits, often taken from actual photographs.
pictograph
A highly simplified symbol of an object or action, i.e., Egyptian hieroglyphics.
picture plane
A term used to describe the surface of the picture that can be imagined like a plane of glass behind which the elements of the image are arranged. Through the use of various techniques such as perspective and overlapping of objects the artist creates an illusion of depth receding away from the picture plane.
pigment
Very fine, colored powder that is mixed with a liquid base such as oil or water to make paint.
pinch method
Method of shaping clay into pottery by pinching, pressing, and pulling it with the fingers and hands.
plane
A flat surface.
plate
In printmaking a piece of flat material, such as metal, stone, clay, or wood, with a design on its surface used to print an impression of the design.
portfolio
Collection or sampling of an artist's artwork, arranged in a protective cover or folder for review or display.
portrait
An artwork that features a person, an animal, or a group of people, usually placing emphasis on the face.
positive space
The space that a form or shape occupies in an artwork.
pottery
Functional objects such as vases, bowls, pots, and dishes that are modeled from wet clay. Pottery is usually fired in a kiln.
primary colors
The three colors (blue, red, and yellow) from which other colors are made. The primary colors cannot be made from other colors.
principals of design
Set of guidelines for the arrangement of the elements of art. Principals of design include unity, emphasis, balance, proportion/scale, pattern, and rhythm/movement.
print
An artwork created by pressing a design onto paper or another flat surface using a block or other object coated with wet color. Multiple copies of a print can often be made by reinking the block and repeating the process. See printmaking.
printing block
In printing, a piece of material, such as clay or wood, into which a design has been carved. Ink or paint is applied to the surface of the block, paper is pressed onto the block, and an impression of the design is created. Also known as a plate.
printmaking
Process of creating prints, or multiple copies of a single image, using one of several techniques or media, i.e., a woodcut, an engraving or etching, transfer paper, photograph, or a monoprint.
proportion
Relationship between the size of a part when compared to that of another part or of the whole. For example, an artist drawing a head will keep in mind the size relationship of the nose to the face, an architect the door to the building. Proportion is a principle of design.
Q
quilt
In art, a bedcover made from two layers of cloth which have been arranged and stitched together in a colorful design. Also, the process of creating a quilt.
quiltblock
A square, usually of fabric, that is decorated in some way and combined with other quiltblocks to create a quilt.
radial balance
A sense of balance created when lines or shapes spread out from a center point in regular patterns.
radial design
Circular design radiating from a center.
raku
A fast firing, spontaneous clay method derived from the Japanese Raku dynasties of potters (1500 to present).
realism
Style of art that seeks to reproduce reality exactly, rather than to idealize or interpret them.
related colors
Colors that are next to each other on the color wheel (for example, yellow, yellow-orange, and orange). Also called analogous colors.
relief print
A print made by covering a printing block with ink and then pressing paper onto the block.
representational
Term used to describe art that depicts a subject as it appears.
reproduction
Copy or replica of an original artwork; photograph of print of an artwork.
resist medium
Material applied to a surface to protect it from liquids such as paint or dye.
rhythm
Refers to the suggestion of motion or beat through the use of the elements in an artwork. Rhythm is a principle of design.
rubbing
Copy of a textured or raised surface made by placing paper over the surface and rubbing the paper with chalk, pencil, or crayon.
S
scale
Proportional relationship between an object represented in an artwork and the real object. Something drawn 1/3 scale means all parts are drawn 1/3 the size of the original.
score
To use an instrument to roughen or scratch joints of a clay sculpture prior to joining them. To scratch a line in order to easily bend a paper.
scoring
Inscribing or scratching with a tool in any medium.
sculptor
An artist whose primary medium is three-dimensional art or sculpture.
sculpture
An artwork made by modeling, carving, casting, or joining materials into a three-dimensional whole. Also, the process of making such an artwork. Clay, wood, stone, and metal are common materials used for sculpture.
seascape
An artwork that represents the sea, ocean, or shore.
secondary color
A color created by mixing two primary colors in equal proportions. The secondary colors are orange (made from red and yellow), green (made from blue and yellow), and violet (made from red and blue).
self-portrait
An artwork showing a likeness of the artist who created it.
senses
The faculties of hearing, sight, smell, touch, and taste. An artwork may appeal to one or more of the senses.
shade
A dark value of a color created by adding black to the color.
shading
A way of showing gradual changes in lightness or darkness in an artwork. Shading helps make an artwork appear more threedimensional.
shape
Implies spatial form and is usually perceived as twodimensional. It is distinguished from its surroundings by its outline. A shape encloses space and can be geometric (such as a circle or square) or organic (having an irregular outline). Shape is an element of art.
silhouette
Images showing no interior detail set against a contrasting background.
sketch
A quick drawing that contains little detail but captures the main features of a subject. A sketch is often used to explore a theme or to plan another, more detailed work.
slip
Creamlike mixture of clay and water that acts as glue to join scored pieces of clay.
space
Refers to the area in which art is organized. Shapes and forms are defined by the empty space surrounding them (negative space) and by the space they occupy (positive space). Space is an element of art.
stencil
Piece of paper, cardboard, plastic, or another material with a cutout design; an image is made when paint or ink is applied through the design to a surface underneath.
still life
An artwork showing an arrangement of inanimate objects.
story quilt
A quilt showing pictures that tell a story.
style
An artist's unique way of creating is referred to as his/her particular style. Style can also be characteristic of a group of artists, a culture, or a period in time. An artwork's style includes all the features that make it different from or similar to other works.
subject
Person, object, or scene represented in an artwork; the recognizable topic of an artwork.
subtractive
Removing material from the starting form to create a sculpture.
subtractive method
Process of creating a three-dimensional artwork by removing, or subtracting material, as in carving a form from a plaster block.
symbols
A form, image, icon, or subject that represents an idea or meaning other than its outward appearance.
symmetrical balance
Type of balance in which the visual properties or features on both sides of a center line (vertical, horizontal, or diagonal) are similar or identical and feels balanced. A human face, for example, is symmetrically balanced (although not identical) along a vertical line. Also known as formal balance.
tempera
Water-soluble paint, also known as poster paint.
texture
Refers to the tactile qualities of a surface (actual) or to the visual representation of such surface qualities (implied). Texture is an element of art.
theme
The artist's particular interpretation of a broad or abstract topic such as nature, love, or beauty.
three-dimensional
A form in space which can be measured in three directions; having height, width, and depth; not flat. Also, the illusion of depth.
tint
A light value of a color created by adding the color to white.
tradition
Knowledge, beliefs, or activities handed down from one generation to the next.
translucent
Allowing the passage of light but not the perception of distinct images.
transparent
Able to be seen through clearly; the opposite of opaque.
two-dimensional
Flat, on one plane; can be measured in two directions.
U
unity
Appearance of oneness; it is the design continuity that eliminates confusion. Unity is a principle of design.
utilitarian art
Art created primarily for a practical purpose. A quilt, for example, can be a utilitarian artwork.
V
value
Relative lightness or darkness of a color and is perceived in terms of contrast. For example, pink is a light value of red, while navy is a dark value of blue. Value is an element of art.
vanishing point
In an artwork using linear perspective, the point at which converging lines meet.
variety
Use of different elements of art to add interest to an artwork. Variety is a principle of design.
vertical
Upright, at right angles to the horizon.
viewpoint
An angle or side from which an object can be seen or depicted in an artwork.
visual texture
Texture that is perceived by sight rather than by touch, as in an artwork (implied texture).
W
warm colors
Reds, oranges, and yellows; warm colors suggest warmth and seem to move toward the viewer. Warm colors suggest warm objects, places, and feelings.
warp
In weaving, fibers stretched vertically on a loom and across which the weft is woven.
watercolor
Paint composed of a water soluble pigment. A painting with watercolors plays with levels of transparency.
weaving
Process of interlacing strands of fiber, such as thread or yarn, on a loom to create a piece of fabric or an artwork.
weft
In weaving, fibers woven from side to side and through the warp on a loom.
wet on dry
A watercolor technique in which a wet paintbrush on dry watercolor paper which causes sharper and dark edged brush strokes.
wet on wet
A watercolor technique in which the pigment is applied to wet paper resulting in undefined shapes and slightly blurred brush strokes.
woodcut
A print made by inking a carved block of wood and pressing it onto paper or another flat surface. Piece of wood into which a design is cut and from which prints are made. | <urn:uuid:469655c2-c760-430f-b86c-0bf524cc5318> | CC-MAIN-2018-30 | http://artseducationguru.com/art-words/?print=pdf | 2018-07-16T14:45:40Z | crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00023.warc.gz | 27,790,821 | 6,893 | eng_Latn | eng_Latn | 0.998402 | eng_Latn | 0.998691 | [
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Minnesota Paint Stewardship Program
Each year about 780 million gallons of architectural paint is sold in the United States. Did you know that about 10 percent goes unused and is available for recycling?
Minnesota's Paint Stewardship Law requires the paint manufacturing industry to develop a financially sustainable and environmentally responsible program to manage postconsumer architectural paint.
The program includes education about buying the right amount of paint, tips for using up remaining paint and setting up convenient recycling locations throughout the state.
Paint manufacturers established PaintCare, a nonprofit organization, to run paint stewardship programs in states with applicable laws.
PaintCare Products
These products have fees when you buy them and are accepted for free at drop-off sites:
* Interior and exterior architectural paints: latex, acrylic, water-based, alkyd, oil-based, enamel (including textured coatings)
* Primers, sealers, undercoaters
* Deck coatings, floor paints (including elastomeric)
* Stains
* Waterproofing concrete/masonry/wood sealers and repellents (not tar or bitumen-based)
* Shellacs, lacquers, varnishes, urethanes (single component)
* Metal coatings, rust preventatives
* Field and lawn paints
Leaking, unlabeled and empty containers are not accepted at drop-off sites.
Non-PaintCare Products
* Paint thinners, mineral spirits, solvents
* Auto and marine paints
* Aerosol paints (spray cans)
* Art and craft paints
* Paint additives, colorants, tints, resins
* Caulk, epoxies, glues, adhesives
* Wood preservatives (containing pesticides)
* Asphalt, tar and bitumen-based products
* Roof patch and repair
* 2-component coatings
* Traffic and road marking paints
* Deck cleaners
* Industrial Maintenance (IM) coatings
* Original Equipment Manufacturer (OEM) (shop application) paints and finishes
For information about recycling and proper disposal of non-PaintCare products, please contact your garbage hauler, local environmental health agency, household hazardous waste program or public works department.
Places to Take Old Paint
Paint recycling is more convenient with PaintCare. We set up paint drop-off sites throughout Minnesota. To find your nearest drop-off site, use PaintCare's search tool at www.paintcare.org or call our hotline at (855) 724-6809.
How to Recycle
PaintCare sites accept all brands of old house paint, stain and varnish — even if they are 20 years old! Containers must be five gallons or smaller, and a few types of paint are not accepted. See back panel for a list of what you can recycle.
All PaintCare drop-off sites accept up to five gallons of paint per visit. Some sites accept more. Please call the site in advance to make sure they can accept the amount of paint you would like to recycle.
What Happens to the Paint?
PaintCare will make sure that your leftover paint is remixed into recycled paint, used as a fuel, made into other products or properly disposed.
Who Can Use the Program?
People bringing paint from their homes can bring as much latex or oil-based paint as the site is willing to accept.
Businesses (painting contractors and others) can use this program with one restriction: If your business produces more than 220 pounds (about 20-30 gallons) of hazardous waste per month, you may use the drop-off sites for your latex paint only but not for your oil-based paint. Contact PaintCare to learn more about this restriction.
Make sure all containers of paint have lids and original labels, and load them securely in your vehicle. Take them to a drop-off site during their regular business hours. We'll take it from there.
Large Volume Pick-Up
If you have at least 200 gallons of paint to recycle at your business or home, ask about our free pick-up service. Please call for more details or to request an appointment.
PaintCare Fee
PaintCare is funded by a fee paid by paint manufacturers for each can of paint they sell in the state. Manufacturers pass the fee to retailers, who then apply it to the price of paint. Stores can choose whether or not to show the fee on their receipts. Fees are based on the size of the container as follows:
$ 0.00 Half pint or smaller
$ 0.49 Larger than half pint and smaller than 1 gallon
$ 0.99 1 gallon up to 2 gallons
$ 1.99 Larger than 2 gallons up to 5 gallons
Not a Deposit
The fee is not a deposit — it is part of the purchase price. The fees are used to pay the costs of running the program: recycling, public education, staffing and other expenses.
Contact Us
To learn more or find a drop-off site, please visit www.paintcare.org or call (855) 724-6809.
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July 2015, Newsletter
Volume VI Number VI
July Dates in 4-H History
July 8, 1948
International Farm Youth Exchange Program (IFYE) officially initiated in 1948 with 17 U.S. delegates visiting seven European countries and six Europeans coming to the US.
July 20, 1925
National 4-H Supply Service fills its first order – 20 dozen 4-H club paper hats – ordered by Alex R. Moffatt, county Extension agent, Donnellson, Iowa (90 years ago!).
July 24, 1948
Norman Rockwell painting, "The County Agent," appears on the cover of Saturday Evening Post.
July 26, 1893
M. Buisson of the French Ministry of Education, speaking at the International Congress of Education at Chicago said: "Let the school teach, we say, what is most likely to prepare the child to be a good citizen, an intelligent and active man... not by the means of the three Rs, but rather by the means of the three Hs – head, heart and hand – and make him fit for self-government, and control, and selfhelp, a living and thinking being."
Beginning of IFYE (International Farm
Youth Exchange)
The following story is taken from the National Compendium of 4-H Promotion and Visibility on the National 4-H History Website at http://4-HHistory.com/?h=4-H_Promotion
As reported in the Wessel book, 4-H: An American Idea, in the fall of 1946 Ed Aiton (a member of the National 4-H Staff at USDA) had been assigned to look into the possibility of international farm youth exchange programs. At nearly the same time, O. T. Norris of the Young Farmer's Clubs of Great Britain was visiting in Washington. Prior to the war, the United States and Great Britain had exchanged dairy judging teams and Norris was interested in seeing the exchange renewed. Very quickly the two ideas coalesced into a general exchange of farm youth.
Until more plans could be made, the two agreed that a visit of several young English farmers to the National 4-H Congress in Chicago would be a good interim idea. The young men traveled to Chicago and were very much impressed with the Congress and discussed the idea of a general international exchange. At the Stevens Hotel (later Conrad Hilton), Aiton invited the gathered state 4-H winners to donate funds in order to send seven American farmers to Great Britain the next year. The delegates were enthusiastic with the suggestion and started taking up a collection right there during the assembly; from the balcony surrounding the auditorium 4-H'ers from across the country were dropping dollar bills, showering down on the delegates below, supporting the effort. The generosity of the 4-H delegates provided the initial contribution for sending the Americans to Great Britain in 1948, starting the International Farm Youth Exchange (IFYE) which officially began in July of that year.
No longer administered by National 4-H Council, IFYE is coordinated by the States' 4-H International Exchange Programs, 1601 Fifth Avenue, Suite 2230, Seattle, WA 98101, Phone 206-462-2200, Toll-free 800-407-3314, Fax 206462-2199, email@example.com
For more information about the history of 4-H International Programs please visit http://4HHistoryPreservation.com/History/International_Progra ms/
What did the 4-H Supply Service Sell 90 Years Ago?
What was your first image of the 20 dozen paper hats that were the first item ordered from the National 4-H Supply service? The editor of this Newsletter was thinking of something like this:
But when we looked in the 1926 4-H Handy Book, which was the National 4-H Catalog at the time, we found that not only was this paper hat available. But there were also these then-fashionable wonders:
The paper hat on the left is described as "being suitable for either boys or girls. Makes fine appearance in a parade or at a 4-H club banquet."
The one on the right is "A nifty design, especially suitable for girls. May be used in stunts, 4-H club parades, parties, banquets or on achievement days." The hat at the top was also in the 1926 catalog and 10 were advertised for $ .50, 25 for $1.20 or 50 for $2.10. The hats at the bottom were both priced at 10 for $ .90, 25 for $2.10 or 50 for $4.00.
1926 4-H Handy Book 1937 4-H Handy Book
As we looked through the 1926 4-H Handy Book we found that it was a lot like today's smart phone. It was designed to be the size and shape to fit into a pocket or a lady's purse and included the following information:
Club Work — What It Is
The National Club Emblem
The National Club Motto
The National 4-H Club Colors
4-H Club Pledge
Ritual (review of what the emblem means)
Flag Salute (Pledge of Allegiance)
Facts About Club Work
4-H Club Initiation Ceremony (2 page description)
4-H Club Songs (36 of these)
4-H Equipment (7 pages of 27 items)
Achievement Day Suggestions (2 pages)
The Handy Book continued to be produced by the National 4-H Supply Service until sometime in the 1940's when it became only a catalog. PDF files of the contents of several of the handy books as well as more history of the National 4-H Supply Service are available at http://4-
HHistoryPreservation.com/History/Supply_Service/
Norman Rockwell Painting
The following story is taken from the National Compendium of 4-H Promotion and Visibility on the National 4-H History Website at http://4-HHistory.com/?h=4-H_Promotion
The artist used real people as models, and in this case it was a real County Agent named Herald K. Rippey who served as agent in Jay County, Indiana.
A Nebraska 4-H Development Foundation pamphlet written by Clarice Orr provides an interesting piece of history. It follows, in part:
"Artist Rockwell followed County Agent Herald K. Rippey around Jay County, Indiana, and, according to the story, ended up 'worn to a nubbin,' but chock-full of farm cooking, tips on how to cull chickens and test soil and warm admiration for his subject."
Clint Hoover, director of the Nebraska Center Hotel, spotted Mr. and Mrs. Rippey, one summer day, standing in the lobby in front of the painting. Enroute home from a West Coast vacation, they stopped to see the painting in its permanent home at University of Nebraska/Lincoln. Rippey reminisced about 4-H and his brush with fame with Norman Rockwell. Purdue's School of Agriculture had picked Herald Rippey as the county agent and Rippey selected the Don Steeds, an active 4-H family of Portland, Indiana, as subjects. When Mr. and Mrs. Rockwell arrived in Indiana, he was well pleased with the plans for the setting except for the barn - it was white and he wanted a red one. Although he planned for a spring scene on the canvas, preparations were actually done in the fall. Faithful to detail, Rockwell changed the boy's winter cap to the proper spring attire. And after Rockwell's farmer neighbor reminded him that all calves have heavier coats than spring calves, Rockwell repainted the calf.
In 2010, Gama Fuller, the model for the 14 year old 4-H girl in the painting, recalled the experience in an interview with Portland, Indiana's The Commercial Review. Gama, now 73, a resident of Redkey, Indiana, and her sister, Sharon Smith (also a former 4-H'er), are the only two surviving models portrayed in the painting. Gama's brother, Larry Steed, is in the painting, as is County Agent Herald Rippey and hired hand Arlie Champ. All three Steed children were active in 4-H, members of the Jefferson Livewires 4-H Club.
The original painting is now housed in the lobby of the Nebraska Center for Continuing Education at the University of Nebraska/Lincoln.
Two hundred full color collotype proof prints were made and 60 were signed in pencil by Norman Rockwell. The National 4-H Youth Conference Center in Chevy Chase, Maryland, has a numbered signed print, a special gift to the Center.
"Map Your 4-H History" to be featured at International Geospatial Conference
In San Diego, California, July 16-22, 2015, the National 4-H Geospatial Leadership Team will introduce the "Map Your 4-H History" program – which they developed – at the Esri International Users Conference to be attended by 12,000 users of
geospatial technology from more than 100 countries around the world.
At the 2014 Conference the National 4-H Geospatial Leadership Team, a group of ten 4-H youth who were selected for their leadership and technology skills, recommended the development of an interactive map that could be used by 4-H families traveling across the United States, to explore and discover historically significant locations to 4-H. The youth design team proposed an approach that could be used on mobile technology such as portable tablets and smart phones. The youth want 4-H families to be able to access photos, web-based descriptions, and brief explanations on why the location is significant to 4-H history, and the address of the location, should people want to visit it.
For the past 12 months, the youth and their volunteer adult leaders, have been designing, testing, redesigning and retesting an internet-based map that can be accessed from anywhere in the world from a portable mobile device. The 2015 team of youth are from three states: New York, North Carolina and Tennessee. The youth will be demonstrating their new "Map Your 4-H History" to geospatial technology experts from across the planet. They will also be attending courses and visiting exhibits of geospatial technology from all over the world. The 4-H youth will be exhibiting their "Map Your 4-H History" project alongside hundreds of innovative maps developed by professional problem solvers, whose maps visualize solutions to economic, environmental and social problems.
You can take a sneak preview of the 4-H team's interactive map by accessing the following website with your computer, tablet or smart phone at http://arcg.is/1QBM4qf
We hope you will use the navigation tool (+ /-) to zoom in on your state and county to see if anyone has nominated any locations near you. If not, why not think about nominating a site significant to your 4-H history. Even if someone has nominated a site you may want to nominate one or more to be added.
In the coming months, the youth team hopes to get 4-H clubs, members, staff, volunteers, supporters and alumni, to nominate locations that were significant in their 4-H history. To learn more about the project access the process, visit Http://4HHistoryPreservation.com/History_Map or email Tom Tate firstname.lastname@example.org or Jason Rine email@example.com
"Hands On 4-H" Photos Preserve 4-H History
In the digital age we can easily capture a special moment with a smart phone, tablet, camera or even a watch. At the turn of the 20 th century when 4-H was starting, amateur photography was gaining popularity thanks to recent innovations of smaller cameras and photographic film.
An article in the July/August, 1938, National 4-H News entitled "Thrills for Camera Fans" recounts the experiences of delegates to the recent National 4-H Club Camp in Washington, DC, taking pictures of famous buildings, historic sites and camp life.
The article notes that lots of photos – and even a few movies – were taken at Mt. Vernon. Delegates took a boat ride on the Potomac to George Washington's home. The Capitol, Lincoln Memorial and other Washington, DC, monuments were also popular.
Before departing, delegates promised their new friends that they'd get prints made to send after returning home.
Over the years, photography became a popular 4-H project. Kodak was a partner in developing national 4-H project guides, and they sponsored the 4-H Photography National Awards program. National 4-H Council invited 4-H photographers to send their best photographs for the National 4-H Photography Contests; winners were featured in the National 4-H Calendars and displayed at events across the country. In recent years video has been included in the 4-H project portfolio.
Hands-on 4-H History
We rely a lot on photos to help tell the stories of the people, places and events in our 4-H history. Does your club have someone like a 4-H Historian to take photographs of your club members, meetings and special events? Often these photos are compiled into a club scrapbook. National 4-H Week and 4-H Achievement Nights are great times to make displays of your 4-H club photos. Leaders and parents can bring their 4-H photos to tell the club about their special 4-H memories. Always be prepared to capture your 4-H history in photographs. If your club has scrapbooks from past years it might also be interesting to compare the photos from past years with those from this year. Or you could make an exhibit of your club's history at the local library, county fair or achievement night.
Early Roots of 4-H Education Philosophy
The following story is taken from the National Compendium of 4-H Promotion and Visibility on the
National 4-H History Website at http://4-HHistory.com/?h=4-H_Promotion
During the 1890s, progressive educators were beginning to promote the idea that teachers need to be teaching more than the three Rs (readin', 'ritin' and 'rithmetic). In fact, M. Buisson of the French Ministry of Education, speaking at the International Congress of Education at Chicago on July 26, 1893, said: "Let the school teach, we say, what is most likely to prepare the child to be a good citizen, an intelligent and active man. Not by the means of the three Rs, but rather by the means of the three Hs – head, heart and hand – and make him fit for self-government, self-control and self-help, a living, a thinking being." (Page 263 of the proceedings of the National Education Association for 1893)
A few educators were beginning to grasp what Buisson was talking about. Liberty Hyde Bailey, a naturalist at Cornell, was offering nature studies to young people in the 1890s that closely resembled 4-H work of later years. Perry Holden, known as the father of hybrid corn and the nation's first agronomist, first at the University of Illinois and then at Iowa State College, was almost evangelical in his quest to get small businessmen and bankers involved in financially supporting young people with project loans. At the turn of the century, a few superintendents of schools and some of the landgrant colleges were coming on board. In 1902, W. M. Beardshear, President of Iowa State College and President of the National Education Association, gave a speech on "The Three Hs in Education" and stated "We are coming to embody Buisson's definition of education, and harmoniously build up the character of the child." Yet, there was no organized plan, no organized movement. It seems almost as if it happened through "little clusters of people" standing around talking about these three Hs, nodding their heads up and down and saying, "this is a good idea," but it was moving ever so slowly. What they drastically needed was a great public relations person, a person who could present their case to the media. But 4-H promotion and visibility was not yet on the horizon.
To make a contribution to the National 4-H
History Preservation Program;
please go to http://4-HHistoryPreservation.com
to see your options, or mail a check payable to
National 4-H Council to:
National 4-H History Preservation Program
National 4-H Council
PO Box 37560
Baltimore, MD 21275-5375
Please write 4-H History Preservation on your check.
Teen Filmmakers Exhibit and Learn at 2015 FilmFest 4-H
This national 4-H film festival, in its 5 th year, and the new "Map Your 4-H History, described above," are examples of "Contemporary 4-H History:" programs which are now creating 4-H history.
Teenage filmmakers from 14 states exhibited 24 youth-produced films at this year's FilmFest 4-H in St. Louis, June 14-17. Teens and leaders participated in the educational programs at the festival which included viewing on an actual theater screen and discussing the teen-produced films and joining in a series of workshops conducted by film industry professionals.
Among the many highlights:
- Special pre-release screenings of "Bat Kid" and "Marshall the Miracle Dog;"
- Director Jay Kanzler and Actors Bill Chott, Cyndi Willenbock and the star 'Marshall the
Miracle Dog' demonstrated taking the film from conception to the screen;
- Erica Ibsen, 4-H alum from Montana shared her experience of working as an actress in Hollywood;
- Patrick Voss of VFX Productions and his team showed participants what they do with creature creation and sculpture to digital animation to create special effects for movies and television;
- Jeff Lewis, makeup artist and six-time Emmy nominee put youth into the role of the makeup artist; and
- Trish Seifried, animal trainer, taught youth how to prepare their own dog or cat for a starring role.
were recognized during the program along with a vote for the audience favorite.
According to Tom Tate, the History Team's representative at the festival, "2015 FilmFest 4-H prepared future leaders to communicate more effectively in changing times." An attending adult said "From my perspective as a mom and as a 4-H advisor, this was the best 4-H event that I have ever attended, in 10 years as a 4-H'er myself and 20 years as an advisor — inspirational, encouraging yet realistic, empowering, and just plain cool. Getting to see "Bat Kid" and "Marshall the Miracle Dog" before nearly everyone else was so neat!" And a youth participant joined in with "The amount of information you learn from the guests and the privilege of screening new films is wonderful. What can I say? Even if you don't think you are interested in film making, if you go they will reel you in."
The two top place films from the "Voices of 4-H History" category were selected for viewing at this year's festival:
- Emmy Beck-Aden, (OH), "Generations Coming Together;" and
- Brian Sailors and Kristen Khlifi, (GA), "Interview with Doris Belcher."
The National 4-H History Preservation Program provides sponsorship to FilmFest 4-H as part of its "Voices of 4-H History" initiative. For more information, visit http://4HHistoryPreservation.com/voices/
The 24 films were pre-selected by judges to be viewed at the festival in five categories: Narrative, 4-H Promotional, Animation, "Voices of 4-H History," and Documentary. The top three in each category
Contact the 4-H History Preservation Team:
Sue Benedetti, Chair; 4-H National Headquarters, USDA, retired
Larry L. Krug, Vice Chair; National 4-H Council, retired
Eleanor L. Wilson; 4-H National Headquarters, USDA, retired
Jim Kahler; 4-H National Headquarters, NIFA, USDA
Chad Proudfoot; West Virginia University
Kendra Wells; University of Maryland 4-H, retired
Tom Tate; Extension Service, USDA, retired
Melvin J. Thompson; National 4-H Council, retired
Ron Drum; National 4-H Council
David E. Benedetti, Secretary; National 4-H Council, retired
Rick Moses, Webmaster.
Visit:
Tweet:
Email: firstname.lastname@example.org
http://4-HHistoryPreservation.com
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Sons
"This book makes the five practices accessible for high school mathematics teachers. Teachers will see themselves and their classrooms throughout the book. High school mathematics departments and teams can use this book as a framework for engaging professional collaboration. I am particularly excited that this book situates the five practices as ambitious and equitable practices." Robert Q. Berry, III NCTM President 2018-2020 Samuel Braley Gray
Professor of Mathematics Education, University of Virginia Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your high school classrooms and learn to apply them with confidence. This follow-up to the modern classic, 5 Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in
action in high school classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions. The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiryoriented classroom. This book will help you launch meaningful mathematical discussion through · Key questions to set learning goals, identify high-level tasks, anticipate student responses, and develop targeted assessing and advancing questions that jumpstart productive discussion—before class begins · Video excerpts from real high school classrooms that vividly illustrate the five practices in action and include built-in opportunities for you to consider effective ways to monitor students' ideas, and successful approaches for selecting, sequencing, and connecting students' ideas during instruction · "Pause and Consider" prompts that help you
reflect on an issue—and, in some cases, draw on your own classroom experience—prior to reading more about it · "Linking To Your Own Instruction" sections help you implement the five practices with confidence in your own instruction The book and companion website provide an array of resources including planning templates, sample lesson plans, completed monitoring tools, and mathematical tasks. Enhance your fluency in the five practices to bring
powerful discussions of mathematical concepts to life in your classroom. Basic Algebra and Geometry Made a Bit Easier Lesson Plans Larry Zafran Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to support
teacher learning and development, this edited volume reveals how teachers can best engage in teaching that supports meaningful learning and understanding in elementary science classrooms. Divided into three sections, this book demonstrates the skills, knowledge bases, and research-driven practices necessary to make a fundamental shift towards a focus on students' ideas and reasoning, and covers topics such as: An introduction to sensemaking in elementary science; Positioning students at the center of sensemaking; Planning and enacting investigation-based science discussions; Designing a practicebased elementary teacher education program; Reflections on science teacher education and professional development for reform-based elementary science. In line with current reform efforts, including the Next Generation Science Standards (NGSS), Sensemaking in
Elementary Science is the perfect resource for graduate students and researchers in science education, elementary education, teacher education, and STEM education looking to explore effective practice, approaches, and development within the elementary science classroom. Techniques and Enrichment Units Mark Twain Media Kaplan's TASC Prep provides expert strategies, online practice, and video tutorials to help you pass all five subjects. Our book and online resources are designed for self-study so you can prep at your own pace, on your own schedule. Kaplan is so certain that TASC Prep offers the guidance you need that we guarantee it: after studying with our book, you'll pass the TASC—or your money back. The Best Practice More than 1,000 practice questions with detailed explanations One full-length practice test A diagnostic pretest in the book to help identify your strengths
and weaknesses so you can focus your study Essential skills you'll need to pass the reading, writing, social studies, science, and math subject areas Effective strategies for all questions, including the essay More than 40 instructional videos available online or through your mobile device Expert Guidance Kaplan's expert teachers make sure our tests are true to the TASC The previous edition of this book was titled TASC Strategies, Practice, and Review 2017-2018. The
TASC is a high school equivalency test that is an alternative to the GED test and the HiSET exam. To find out whether your state uses the TASC for high school equivalency tests, contact your state's department of education. Practice Tests + Proven Strategies + Online Guitar Lesson World The primary aim of this book is to provide teachers of mathematics with all the tools they would need to conduct most effective mathematics instruction. The book guides teachers through the all-important planning process, which includes short and longterm planning as well as constructing most effective lessons, with an emphasis on motivation, classroom management, emphasizing problemsolving techniques, assessment, enriching instruction for students at all levels, and introducing relevant extracurricular mathematics activities. Technology applications are woven throughout the text.A unique feature of this book is the second half, which provides 125
highly motivating enrichment units for all levels of secondary school mathematics. Many years of proven success makes this book essential for both pre-service and inservice mathematics teachers. Supporting Teacher
Learning Carson-Dellosa Publishing John Gabrielson developed a mathematics lesson designed to give the students practice in measuring the distance between large objects, as well as the height of large objects. The student
creates a sight tool as part of the lesson. Gabrielson lists the required materials and highlights the lesson procedures. This lesson is best suited for use with high school geometry classes. The Illinois Institute of Technology in Chicago, Illinois, provides the lesson online as part of the Science and Mathematics Initiative for Learning Enhancement (SMILE) program. Mathematics The Princeton Review This edited volume will help educators better analyze methodological and practical tools designed to aid classroom instruction. It features papers that explore the need to create a system in order to fully meet the uncertainties and developments of modern educational phenomena. These have emerged due to the abundance of digital resources and new forms of collective work. The collected papers offer new perspectives to a rising field of research known as the Documentational Approach to Didactics.
This framework was first created by the editors of this book. It seeks to develop a deeper understanding of mathematics teaching expertise. Readers will gain insight into how to meet the theoretical questions brought about by digitalization. These include: how to analyze teachers' work when they prepare for their teaching, how to conceptualize the relationships between individual and collective work, and how to follow the related processes over the long term. The
contributors also provide a comparative view in terms of contrasting selected phenomena across different educational cultures and education systems. For instance, they consider how differences in curriculum resources are available to teachers and how teachers make use of them to shape instruction. Coverage also considers the extent to which teachers make use of additional material, particularly those available through the global marketplace on the
Internet. This book builds on works from the Re(s)sources 2018 Conference, Understanding teachers' work through their interactions with resources for teaching, held in Lyon, France. An Investigative Approach. Teaching and worksheet masters Springer Nature Many students continue to struggle in high school math courses because they failed to master the basic mathematical skills. REA's new Ready, Set, Go!
Workbook series takes the confusion out of math, helping students raise their grades and score higher on important exams. What makes REA's workbooks different? For starters, students will actually like using them. Here's why: Math is explained in simple language, in an easy-tofollow style The workbooks allow students to learn at their own pace and master the subject More than 20 lessons break down the material into the basics Each lesson is fully devoted to a key math concept and
includes many step-bystep examples Paced instruction with drills and quizzes reinforces learning The innovative "Math Flash" feature offers helpful tips and strategies in each lesson—including advice on common mistakes to avoid Skill scorecard measures the student's progress and success Every answer to every question, in every test, is explained in full detail A final exam is included so students can test what they've learned When students apply the skills they've mastered in our workbooks, they can do better in class, raise their grades, and score higher on the all-important endof-course, graduation, and exit exams. Some of the math topics covered in the Geometry Workbook include: Basic Properties of Points, Rays, Lines, and Angles Measuring Line Segments and Angles Perimeter of Polygons Triangles Circles Quadrilaterals and more! Whether used in a classroom, for home or self study, or with a tutor, this workbook gets
students ready for important math tests and exams, set to take on new challenges, and helps them go forward in their studies!
Merrill Geometry Oxford University Press, USA Explores the aesthetic, emotional, artistic and philosophical significance of geometric figures, scientific patterns and mathematical formulas Houghton Mifflin Math Central The Princeton Review While current educational technologies have the potential to fundamentally
enhance literacy education, many of these tools remain unknown to or unused by today's practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
TASC Prep The Princeton Review This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format that will be useful for both new and experienced teachers. Applications and
Connections. Course 1-3 [Grades 6-8] World Scientific Eureka Math is a comprehensive, contentrich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location,
unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a selfstudy professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource
valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 8 provides an overview of all of the Grade 8 modules, including Integer Exponents and Scientific Notation; The Concept of Congruence; Similarity; Linear
Equations; Examples of Functions from Geometry;
Linear Functions;
Introduction to Irrational Numbers Using Geometry.
Related with Lesson Practice A Similar Figures Wikispaces:
© Lesson Practice A Similar Figures Wikispaces Silva Method 4 Day Training
© Lesson Practice A Similar Figures Wikispaces Simplify Complex Fractions Worksheet
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Child Nutrition Programs During Disaster
Natural disasters, such as hurricanes, tornadoes, and floods, can be devastating to communities and require a quick response. Schools, child care centers, and summer sites that operate the National School Lunch (NSLP) and School Breakfast Programs (SBP), the Child and Adult Care Food Program (CACFP), or the Summer Food Service Program (SFSP) can help minimize disruptions to families.
Children in households receiving D-SNAP benefits are eligible for free meals regardless of income. Children identified as homeless by a school or emergency shelter official are also eligible for free meals regardless of income. Eligibility for free meals will continue for the rest of the school year under the NSLP and SBP or for a full year through CACFP or SFSP.
Food Banks and The Emergency Food Assistance Program (TEFAP)
Food banks are an important resource to help meet the food needs of those affected by emergencies and disasters. For food banks that participate in TEFAP, one effective way to address disaster food needs is to enroll affected individuals and families in this program. Under certain conditions, food banks may also work through their State agency to request approval from FNS to operate a household disaster food distribution program using USDA Foods.
TEFAP and household disaster feeding are two separate and distinct programs that can be used to respond to emergencies and disasters.
Contact information for TEFAP in your State can be found at:
Contact information for State Child Nutrition Programs can be found at:
www.fns.usda.gov/fdd/contacts/sdacontacts.htm www.fns.usda.gov/fdd/contacts/sdacontacts.htm
Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) During Disaster
While WIC is not designed to be a disaster assistance program or first-response option for disaster survivors, WIC policies allow State agencies flexibility in program design and administration to support continuation of benefits to participants during times of natural or other disasters. WIC State agencies are encouraged to work with FEMA as well as their own State and local emergency services offices to assist participants during a disaster.
Disaster-related participants/evacuees who seek WIC benefits should receive expedited certification processing. Participants/evacuees may be able to use their original WIC checks or vouchers in the State to which they have relocated. The WIC State agency will inform participants if this is the case, usually through a toll-free telephone number and/or other public announcement.
Contact information for State WIC agencies can be found at:
www.fns.usda.gov/wic/contacts/statealpha.htm
Buying, selling, or otherwise misusing benefits from USDA's nutrition assistance programs is a crime. To report suspected abuse call (800) 424-9121, email: firstname.lastname@example.org, or write the U.S. Department of Agriculture, Office of the Inspector General, PO Box 23399, Washington, DC, 20026-3399.
USDA is an equal opportunity provider and employer.
Food and Nutrition Service | FNS-483 | February 2015
Disaster Nutrition Assistance Programs
Food is essential when people find themselves suddenly, and often critically, in need following a storm, earthquake, flood, or other disaster emergency.
The United States Department of Agriculture (USDA) ensures that people have enough nutritious food to eat. USDA's Food and Nutrition Service (FNS) coordinates with State, local, and voluntary organizations to:
* Provide food for shelters and other mass feeding sites.
* Distribute food packages directly to households in need in limited situations.
* Approve operation of the Disaster Supplemental Nutrition Assistance Program (D-SNAP).
As part of the Federal Emergency Management Agency (FEMA) National Response Framework, FNS provides nutrition assistance to those most affected by a disaster or emergency.
When State agencies that run USDA's nutrition assistance programs notify USDA of the types and quantities of food that relief organizations need for emergency feeding operations, FNS supplies food to organizations such as the American Red Cross and the Salvation Army for mass feeding or household distribution.
Using USDA Foods During Disasters
* USDA Foods include a variety of canned, fresh, frozen, and dry products including fruits, vegetables, meats, and whole grains.
* Disaster organizations request food through State agencies. States, in turn, notify USDA of the types and quantities of food that relief organizations need.
* USDA does not set aside food specifically for disasters.
* In an emergency, disaster organizations may use existing inventories of USDA Foods stored at State, local, and school warehouses.
Disaster Foods for Mass Feeding Sites
* States have authority to release USDA Foods to disaster relief agencies for mass feeding when the President of the United States issues a major disaster declaration, and in certain other types of emergencies.
* USDA Foods intended for the USDA National School Lunch Program are most often used for mass feeding. Under special circumstances, FNS may provide supplemental infant formula and baby food following a major disaster, in coordination with FEMA and disaster relief organizations, to support the care of children in mass care shelters and emergency congregate care facilities.
Disaster Foods for Direct Distribution to Households
Disaster relief organizations sometimes make USDA Foods available in smaller sizes to individual households for preparation and consumption at home. These are most often obtained from State and recipient agency inventory intended for The Emergency Food Assistance Program, the Commodity Supplemental Food Program, and the Food Distribution Program on Indian Reservations. States must always get prior approval from FNS to distribute USDA Foods from these programs to disaster survivors.
It is also important to note that a household cannot receive both disaster distribution of USDA Foods and Disaster Supplemental Nutrition Assistance Program (D-SNAP) benefits at the same time. States must take reasonable steps to prevent households from participating in both programs.
Contact information for State food distribution programs can be found at: www.fns.usda.gov/fdd/contacts/sdacontacts.htm
D-SNAP
Through D-SNAP, FNS is able to quickly offer short-term food assistance benefits to families suffering in the wake of a disaster. Here are some important points to consider about D-SNAP:
* Eligible households receive 1 month of benefits, equivalent to the maximum amount of benefits normally issued to a SNAP household of their size. Benefits are issued via an electronic benefits transfer (EBT) card, which can be used to purchase food at most grocery stores.
* Through D-SNAP, affected households use a simplified application. Benefits are issued to eligible applicants within 72 hours, speeding assistance to disaster survivors and reducing the administrative burden on State agencies operating in post-disaster conditions.
* FNS approves D-SNAP operations in an affected area under the authority of the Robert T. Stafford Disaster Relief and Emergency Assistance Act when the area has received a Presidential disaster declaration of individual assistance (IA) from the Federal Emergency Management Agency.
* State agencies request FNS approval to operate a D-SNAP within the disaster area. FNS approves program operations for a limited period of time (typically 7 days), during which the State agency may accept D-SNAP applications.
Contact information for State SNAP Hotlines can be found at:
www.fns.usda.gov/snap/contact_info/hotlines.htm. | <urn:uuid:4c9c5e7a-2d7e-4f8b-ace2-e3f4f249caf2> | CC-MAIN-2024-38 | https://de.pr.gov/aesan/wp-content/uploads/2021/10/Disaster-Brochure.pdf | 2024-09-10T19:58:35+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00242.warc.gz | 182,839,120 | 1,474 | eng_Latn | eng_Latn | 0.987034 | eng_Latn | 0.987166 | [
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U.S.C.G. Merchant Marine Exam
Mobile Offshore Drilling Units
Q440 BCO – Deck General – Safety
(Sample Examination)
Choose the best answer to the following Multiple-Choice Questions.
1. An air mass that has moved down from Canada would most likely have which symbols?
A. cTk
B. cPk
C. cTw
D. mTk
Correct answer: B
2. What must be provided on a MODU helicopter deck that is equipped with fueling facilities?
A. Fire alarm
B. Foam fire protection system
C. Foam testing station
D. Fuel testing station
Correct answer: B
3. Control of fire on a MODU should be addressed __________.
A. following establishment of fire boundaries
B. immediately after restoring vital services
C. following control of flooding
D. immediately
Correct answer: D
4. The size of fire hydrant hose connections must be either 1-1/2 inches or __________.
A. 3-1/2 inches
B. 2-1/2 inches
C. 3 inches
D. 1 inch
Correct answer: B
5. After using a CO2 extinguisher on a MODU, it should be __________.
A. put back in service if some CO2 remains
B. retagged
C. hydrostatically tested
D. recharged
Correct answer: D
6. Each fire hydrant serving machinery spaces containing oil fired boilers, internal combustion machinery, or oil fuel units must be equipped with a __________.
A. marine strainer
B. fireman's outfit
C. pick axe
D. low-velocity spray applicator
Correct answer: D
7. Each fireman's outfit and its spare equipment on a MODU must be stowed __________.
A. in a separate and accessible location
B. in a locked cabinet in the machinery space
C. at a fire hydrant location
D. in an unlocked cabinet in the machinery space
Correct answer: A
8. A fire in a ballast pumproom can be brought under control with minimal impact on stability by __________.
A. cooling the outside bulkheads with water
B. closing the sea chest
C. flooding the compartment with salt water
D. shutting all sources of air into the compartment
Correct answer: D
9. What is best suited for fighting a fire in a ballast control room?
A. Dry chemical system
B. Carbon dioxide system
C. Steam smothering system
D. Automatic sprinkler system
Correct answer: B
10. The record of tests and inspection of firefighting equipment on board a MODU must include
__________.
A. recommendations for the next test
B. the weight of the charge
C. the name of the person conducting the test
D. All of the above
Correct answer: C
11. Smoking in bed on a MODU is dangerous __________.
A. at all times
B. during drilling operations
C. unless another person is present
D. during evening hours
Correct answer: A
12. A man has suffered a burn on the arm. There is extensive damage to the skin with charring present. How is this injury classified using standard medical terminology?
A. Lethal burn
B. Dermal burn
C. Third-degree burn
D. Major burn
Correct answer: C
Q440 BCO-Deck General - Safety
Mobile Offshore Drilling Units
U.S.C.G. Merchant Marine Exam
Illustrations: 0
13. What can you do if a person gets something in his or her eye and you see that it is not embedded?
A. Remove it with a moist, cotton-tipped applicator
C. Get them to rub their eye until the object is gone
B. Remove it with a piece of dry sterile cotton
D. Remove it with a match or toothpick
Correct answer: A
14. What is the most useful drug to reduce a high fever?
A. Paregoric
C. Aromatic spirits of ammonia
B. Aspirin
D. Bicarbonate of soda
Correct answer: B
15. Unless there is danger of further injury, a person with a compound fracture should not be moved until bleeding is controlled and what action is taken?
A. Radio advice has been obtained
C. The wound has been washed
B. The bone has been set
D. The fracture is immobilized
Correct answer: D
16. What are the symptoms of sugar diabetes?
A. Gain in weight
C. Increased appetite and thirst
B. Decreased appetite and thirst
D. Elevated temperature
Correct answer: C
17. What is an effective method for moving patients with spinal injuries onto a spine board?
A. pack-strap carry
C. fireman's drag
B. four-man log roll
D. two-man extremities carry
Correct answer: B
18. When giving first aid, in addition to conducting primary and secondary surveys, what should you be familiar with?
A. How to set broken bones
C. The limits of your capabilities
B. Which medications to prescribe
D. How to diagnose an illness from symptoms
Correct answer: C
Q440 BCO-Deck General - Safety
Mobile Offshore Drilling Units
U.S.C.G. Merchant Marine Exam
Illustrations: 0
19. What can be caused by severe airway burns?
A. complete obstruction of respiratory passages
B. nausea
C. reddening of cheeks
D. nosebleed
Correct answer: A
20. What must the rescuer be able to do in managing a situation involving multiple injuries?
A. Accurately diagnose the ailment or injury
B. Provide the necessary medication
C. Rapidly evaluate the seriousness of obvious injuries
D. Prescribe treatment for the victim
Correct answer: C
21. How does bleeding from a vein appear?
A. Dark red and has a steady flow
B. Dark red and spurting
C. Bright red and slow
D. Bright red and spurting
Correct answer: A
22. The Muster List ("Station Bill") shows each person's lifeboat station, duties during abandonment, basic instructions, and __________.
A. all emergency signals
B. instructions for lowering the lifeboats
C. the time each weekly drill will be held
D. work schedule
Correct answer: A
23. An offshore drilling unit must have enough inflatable liferafts to accommodate at least what percentage of the persons allowed?
A. 20%
B. 30%
C. 50%
D. 100%
Correct answer: D
24. When a davit-launched raft is lowered from a MODU, upon becoming waterborne, the raft is released by __________.
A. releasing the boarding flap and the bowsing lines
B. the effects of buoyancy removing the weight of the raft from the hook
C. activating the release lock of the hook
D. pulling smartly on the knobbed cocking lanyard
Correct answer: B
25. Prior to boarding from a MODU, a davit-launched liferaft should be well ventilated of excess
__________.
A. carbon monoxide gas
B. hydrocarbon gas
C. freon gas
D. carbon dioxide gas
Correct answer: D
26. After being launched from MODUs, totally enclosed survival craft which have been afloat over a long period require __________.
A. use of ear plugs to dampen engine noise
B. frequent flushing of the water spray system with fresh water
C. regular checks of bilge levels
D. frequent opening of hatches to permit entry of fresh air
Correct answer: C
27. The person assigned to command a lifeboat or inflatable liferaft on a MODU shall have a list of the persons assigned to the lifeboat or liferaft. The list shall include each person's __________.
A. home phone number
B. home address
C. duties
D. nearest relative's address
Correct answer: C
28. The instructions for launching lifeboats and liferafts on a MODU are a requirement of the __________.
A. person-in-charge of the unit
B. Coast Guard
C. lease operator
D. Minerals Management Service
Correct answer: B
29. On offshore drilling units, the lifeboat motors shall be operated in the ahead and astern position at least once each __________.
A. day
B. week
C. month
D. year
Correct answer: B
30. According to the MODU regulations, the capacity of a liferaft is required to be marked __________.
A. on the Muster List ("Station Bill")
B. in the Operations Manual
C. on the Certificate of Inspection
D. on a sign next to the liferaft
Correct answer: D
31. The muster list shows each rig hand's muster station, his duties during abandonment, basic instructions, and __________.
A. all emergency signals
B. the time each weekly drill will be held
C. instructions for lowering the survival craft
D. work schedule
Correct answer: A
32. The procedures to be used during evacuation of the MODU are shown in the __________.
A. Muster List ("Station Bill")
B. operating manual
C. official log
D. control room under glass
Correct answer: B
33. The signal to man emergency stations on MODU's is __________.
A. a rapid succession of short soundings of the general alarm and whistle
B. 30 seconds on/30 seconds off alternating signal
C. announced over PA system
D. continuous ringing of general alarm signal
Correct answer: A
34. The MODU has suffered a casualty which requires an orderly evacuation of the unit using the lifeboats and liferafts. Among the items to accomplish in preparing to evacuate the unit is __________.
A. taking a soil sample of the bottom
B. distributing self-contained breathing devices
C. securing the unit as in preparation for a severe storm
D. All of the above
Correct answer: C
35. A muster list change must be revised by the __________.
A. person in charge
B. owner
C. Coast Guard Officer approving the bill
D. safety officer
Correct answer: A
Q440 BCO-Deck General - Safety
Mobile Offshore Drilling Units
U.S.C.G. Merchant Marine Exam
Illustrations: 0
36. Where would you find the FCC authorization for transmitting on your rig's EPIRB?
A. In the radio log
B. On the Ship Station License
C. On the side of the EPIRB transmitter
D. On the Certificate of Inspection
Correct answer: B
37. Where would you find the "call sign" or "call letters" of the radio station on your rig?
A. On the Ship Station License
B. On the Certificate of Inspection
C. In the rig safety manual
D. On the rig Watch Bill
Correct answer: A
38. What agency issues the Ship Station license for the VHF marine radio on a mobile offshore drilling unit?
A. U.S. Coast Guard
B. Department of Transportation
C. Federal Broadcast Authority
D. Federal Communications Commission
Correct answer: D
39. What is the international calling and distress channel found on all VHF-FM equipped drilling rigs?
A. Channel 1
B. Channel 10
C. Channel 16
D. Channel 68
Correct answer: C
40. Offshore drilling units that are on an international voyage must have a portable radio apparatus that meets specific requirements. Which of the following organizations mandates these requirements?
A. Minerals Management Service
B. American Bureau of Shipping
C. U.S. Coast Guard
D. Federal Communications Commission
Correct answer: D
41. You cannot operate a VHF or SSB radiotelephone aboard a rig unless that station is licensed. Which of the following organizations issues the license?
A. Department of Energy
B. Minerals Management Service
C. Federal Communications Commission
D. U.S. Coast Guard
Correct answer: C
Q440 BCO-Deck General - Safety
Mobile Offshore Drilling Units
U.S.C.G. Merchant Marine Exam
Illustrations: 0
42. A man aboard a vessel, is signaling by raising and lowering his outstretched arms to each side. What does this signal indicate?
A. Danger, stay away
C. All is clear, it is safe to pass
B. All is clear, it is safe to approach
D. A distress signal
Correct answer: D
43. You are underway in mid-ocean when you hear a distress message. The position of the sender is 150 miles away. No other vessel has acknowledged the distress. Your maximum speed is 5 knots and due to the seriousness of the distress, you cannot arrive on scene to provide effective assistance. What action should you take?
A. Transmit a message as though your vessel was in distress.
C. Do not acknowledge the distress message.
B. Use the signal MAYDAY RELAY and transmit the distress message.
D. Send an urgency message about the distress.
Correct answer: B
44. When a vessel signals its distress by means of a gun or other explosive signal, the firing should be at approximately which time intervals?
A. 1 minute
C. 3 minutes
B. 10 minutes
D. 1 hour
Correct answer: A
45. What is the spoken emergency signal for a distress signal over a VHF radio?
A. Mayday
C. Red Alert
B. Security
D. Pan
Correct answer: A
46. What should you do if you have transmitted a distress call a number of times on channel 16 and have received no reply?
A. Turn up the volume on the receiver before transmitting again.
C. Report the problem to the head electrician.
B. Key the microphone several times before transmitting again.
D. Repeat the message using any other channel on which you might attract attention.
Correct answer: D
47. You are underway in mid-ocean, when you hear a distress message over the VHF radio. The position of the sender is 20 miles away. What action should you take?
A. Immediately acknowledge receipt of the distress message.
C. Do not acknowledge because you are too far away to take action.
B. Do not acknowledge receipt until other ships nearer to the distress have acknowledged.
D. Defer acknowledgment for a short interval so that a coast station may acknowledge receipt.
Correct answer: A
48. Which is TRUE of a distress signal?
A. It may be used individually or in conjunction with other distress signals
C. It shall consist of 5 or more short blasts of the fog signal apparatus
B. It is used to indicate doubt about another vessel's intentions
D. It shall consist of the raising and lowering of a large white flag
Correct answer: A
49. Distress signals may be __________.
A. smoke signals
B. red flares
C. sound signals
D. Any of the above
Correct answer: D
50. All of the following are recognized distress signals under the Navigation Rules EXCEPT which signal?
A. A green star signal
B. Red flares
C. The repeated raising and lowering of outstretched arms
D. Orange-colored smoke
Correct answer: A
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Section 7 Putting supports into practice
Environmental supports
Your first discussion—introducing the manual
Key principles and techniques
* Begin with strengths—what your relative is good at.
* Use their own words to describe problems.
* Discuss how cognitive problems affect everyday tasks.
* Answer any questions that arise.
Here's an example of what you could say to the person you are supporting:
I know you have wanted something to help you get better. You have been through a lot and you have a great deal of courage. I'm interested in seeing whether this program involving environmental supports will help you to get even better.
When people have schizophrenia, sometimes they have trouble paying attention, remembering things and making plans. This environmental support program talks about using signs and technology to help you with your everyday tasks so that things become easier, and you can start to move on with your life plans.
The program suggests that you and I put up signs and use alarms that will let you know when it's time to do certain tasks. The program also gives ideas about how we can organize your room so it will be easier for you to get going in the morning and do your everyday activities. You know how I am always nagging you to pick up your dirty clothes? Well, the program actually has a plan that will make tidying up easier for you without my having to keep telling you to pick up after yourself.
For example, you know how you take your clothes off next to your bed and leave a pile there. The program suggests that we put two laundry baskets in your bedroom—one for clean clothes and one for dirty ones. That way you are sorting them as you go along, and it will be easier to do laundry because they will already be in baskets.
We can also work on other things like what to do in your spare time, how to take care of the dog, and maybe ways to get a job.
Talk to your relative about what he or she sees as the most important things to work on. Compare the situation now with how things used to be before the person got ill. For example, you might say, "You used to get out so much with your friend Janelle. Maybe you would feel better if you started doing that again. Every time I see her she asks how you are doing."
You can begin to look at what supports you can introduce once you have:
* explored the person's goals
* figured out the first steps to getting there
* agreed about where the person has the most difficulty (e.g., trouble getting started).
You could begin with one of the supports that applies to most of the strategies (e.g., a calendar) as well as a few specific strategies that apply to a particular task (e.g., organizing hygiene supplies in a small basket).
It is usually best to begin with a simple strategy, like brushing teeth, because your relative needs to master some basic steps before working toward larger goals like getting a job or dating. Here's how you could address brushing teeth.
OK, so brushing your teeth is bit of a problem because, if you don't brush, your teeth hurt. Then you don't brush because your teeth hurt. What I can do is buy some tooth paste that is made especially for sensitive teeth and an extra soft brush. You can start to use that to help your teeth hurt less. We could also attach a cup to the bathroom mirror for your toothbrush and toothpaste. Then you'll see it whenever you go in there. How does that sound?
If your relative doesn't like the plan or it won't work for some reason (e.g., they live in a board-and-care home, where other residents may use the brush if it is in a public place), you can suggest an alternative. The main thing at the beginning is to start with something that you agree about and can get going with, so you both feel you are accomplishing something.
Select supports for two or three problems and set a time, within a few days, for you and your relative to set them up. Depending on your situation, you may want the person to accompa ny you to the store to buy the supplies you selected. For examples of how this first visit could go, see the first meetings of Videos 3 to 6 at www.schizophreniafamilystrategies.com.
Second visit—about a week later
Key principles and techniques
* Remind your relative about what you discussed in the first visit.
* Show your relative the things you brought.
* Have your relative help you set up the supports.
* Explain and demonstrate the use of each item.
For each support that you put in place, try to use an approach like this:
Caregiver: Remember last time we talked about how it was hard for you to get going, and that one thing you have trouble with is brushing your teeth? Let's put up the cup on the mirror. Now put in your brush and toothpaste. [Tape instructions to the mirror, along with a checklist]. Also, after you have brushed, you can check it off on this "to do" list for each day. Did you brush your teeth today?
Relative: No.
Caregiver: Why don't you do that now, and then we can check off Tuesday. Use the dental caddy for your supplies and the checklist to remind you to brush every day. This is one of the first steps in your goal to get out more and feel better about how you look.
Toward the end of this second visit, you can select one or two other things to work on. Repeat the process described for the initial discussion.
Caregiver: Now, let's talk about what other supports we can pick up for next week. I remember you told me you were tired of bland, starchy food. What do you think about working on varying your diet?
Relative: Sure, that could be good.
Caregiver: Maybe we could take a look at what you have in the fridge and in your cup boards. Do a bit of an inventory. Then we could look online for a few simple recipes to begin with. Next we could figure out a shopping list and budget how much the groceries might cost. Maybe we could shop together the first time for you to get into the swing of things, and go from there?
Relative: That sounds OK. I used to cook a lot and I miss doing that.
Schedule the next time you will work on this—ideally a few days or a week from now, and then at the same time each week. If you have given your relative a calendar or they already had one, make sure they write down the time and date of each activity (e.g., throwing out spoiled food; looking up a new recipe and writing down the ingredients).
[For examples of how the second visit could go, see "one week later" in Videos 3 to 6 at www.schizophreniafamilystrategies.com.]
Subsequent visits
In all subsequent visits, you will need to check the strategies put in place in the home on the last visit. Then identify any problems the person has had in implementing specific supports or strategies, and make alterations as needed. Then work with the person to select new targets for attention.
Key principles and techniques
* Review the supports set up on the previous visit.
* Troubleshoot any difficulties.
* Make necessary changes.
* Have your relative help you set up the supports.
* Explain and demonstrate the use of each item.
Address any immediate problems or concerns first before working on environmental supports.
How did last week go?
Your relative may have new concerns, or you may know that things did not go well. If you know, acknowledge the difficulties. For example, you could say:
I know things didn't go too well for you last week. Let's talk about what we can do differently this week.
Next, review the supports set up the previous week. Find out which ones were used, and which did not seem to work. Use the troubleshooting guide (page 95) to identify what went wrong. If an aspect of the plan needs to be changed weekly (e.g., colour of sign to capture attention, updating a social activity list), do so.
If a checklist was not used, discuss with your relative whether they did the task and forgot to write it down, or did not do the task. If they simply forgot to write it down, have them check the appropriate boxes, and try again with next week's checklist.
Caregiver: I notice that you checked off that you brushed your teeth every day. That's great! So this basket and checklist are working.
Or:
I notice that there are no check marks on this. Did you brush your teeth last week?
Relative: Yes.
Caregiver: OK. Then go ahead and make check marks on each day that you brushed. Good. Now, let's put up the new list. See if this week you can make a check when you brush, all right?
If they did not do the task, review with your relative the reasons they thought the task was important and explore other options from the manual that may work.
Caregiver: So this didn't work to help you brush your teeth. How about if we try some thing else? I can get an alarm that records your voice. You can make it say, "I need to brush my teeth." We could put it in the bathroom and set it for a specific time.
Relative: That might be better, because I'd have to go in the bathroom to shut it off.
Caregiver: Right, and while you're in there, you could brush your teeth. In fact, it might be better to let it keep going off until you're done brushing.
Relative: OK. I can try it.
Add new interventions when the ones already established are working. Repeat the process described for the end of the second visit.
Caregiver: Well, it looks like you did a great job with these things. What would you like to work on next week?
Relative: Well, my wallet is where I keep all these important papers. It's getting too full. Can I get a new wallet?
Caregiver: It looks like you may need a file box for all those papers. That way you wouldn't have to carry them around all the time, and you would know where to find them when you needed them. How about we pick one out for next week and we can work together on filing your important papers?
Repeat this process as you move through the steps toward the person's goal. Remember that this is an experiment that you are doing together. Some things will work and some won't. What we hope you see is that areas that might have required a lot of support early on become more automatic later. Over time, we hope you can move together toward the higher order goals of life—playing, working, having loving relationships—so the person is as fully engaged in the recovery process as they can be and the illness takes up less and less space in all your lives.
For example of how a follow-up visit could go after several weeks of implementing the supports together, see "several weeks later" in Videos 3 to 6 at www.schizophreniafamilystrategies.com .
Troubleshooting
Here are some questions to ask yourself when an intervention is not working.
Is your relative convinced of the importance of the targeted problem?
If your relative is not convinced of the need to address the problem, you will need to go back over the benefits of doing the task and the consequences of not doing it. Work with your relative to see if they recognize that the target problem is an important one. If this goal is one they do not care about, you may want to shift to another goal they see as more important as a way to keep them engaged. You can attempt to return to the original area later. If your relative is committed to working on a specific problem, you should together be able to come up with a support that will help.
Is the support set up in the wrong location?
If you have set up a support too far from where the targeted activity takes place, you may need to move it closer. For example, if the person undresses by the bed and you put laundry baskets in the closet, you may have empty hampers in the closet and piles of dirty clothes by the bed. Move the baskets to the foot of the bed where your relative gets undressed.
Would another type of support work better?
If your relative prefers voice alarms to signs, or vice versa, try to set up interventions for more difficult problems according to their preference. Initially, both voice and visual reminders may be used together.
Are distractions getting in the way of the task?
If there are too many distractions in the area of the environmental support, you will need to clear the area or move the support to another location. For example, your relative may not notice a pill container if it is on a counter with many other objects, and it won't have the desired effect of helping to remind them about taking medication.
Does your relative have the supplies needed to complete the task?
If, for example, you have signs asking your relative to check his or her shirt for stains, you need to be sure the person has some shirts that are not stained. If they don't, you may need to provide some so that the intervention can work.
Does your relative have the skills required to complete the task?
Make sure your relative has the knowledge needed to successfully complete the task you have set up. You may need to have your relative try the activity while you are there. Teach the skills needed to be successful, providing any information or reminders about the steps, if that proves helpful.
Frequently asked questions
In the strategies listed in Sections 5 and 6, several supports address the same problem. How do I pick one?
Several interventions are presented as options because not all of them will work in every case. For people who have fewer challenges, you can go over the options and they can select which one to try first. For those who need more assistance, you may want to select the option you think would be easiest for them in their environment. Another reason why several options may be presented is to allow for different types of interventions for different problems. For example, using alarms for many different problems could get confusing, so you may want to use an alarm for one problem and a sign on the refriger ator for another.
How do I know whether an intervention is working? And what do I do if it isn't working?
The most obvious answer is that an intervention isn't working if nothing is changing or improving. However, you'll need to continually assess the supports. At each visit, ask which interventions are being used, and find out if any problems have arisen that you'll need to adjust. For example, if a sign is placed on the refrigerator and your relative never opens the refrigerator, they may not see the sign. The sign may have to be moved to the person's bedside or bathroom to be noticed. You may need to troubleshoot (see the previ ous subsection).
How many problems should we work on at one time?
This depends in part on how similar the problems are and how much support is needed for each. One daily checklist can prompt the person to take medication, as well as to carry out hygiene and household tasks. See what the environment can tolerate. You do not want 10 signs on the refrigerator, or four alarms going off. The idea is to make the environment user friendly—not to bombard the person. We suggest beginning with two to three prob lems and selecting interventions for those. Once these are being used with ease, you can then try two or three more interventions. Whenever you can, use the same intervention to address several behaviours at once. For example, one daily checklist can help remind someone to carry out hygiene tasks, take medication and try different leisure activities.
Are some environmental supports good for everyone?
Yes, everyone should have a calendar, a watch and an alarm clock or cell phone that they know how to use. If they do not have these items, you need to provide them and explain how to use them.
Can an intervention be taken away after a while?
That depends on the person. Your relative may tell you she does not need a sign any more because she always does a specific task. You can suggest taking the sign down, and then check in with her at the next four visits to make sure the task continues to be done. If the person does not tell you they want something removed, the easiest thing to do is just keep it up.
How does a person explain to neighbours and friends about the supports being put in place?
You can suggest they tell visitors that they have trouble remembering things, and so they are setting up their house to help them. You can use the example of a bell that rings when you leave your car lights on. It reminds you to turn your lights off. Your relative can say that they decided to use that strategy in a lot of areas of life so that everyday tasks are easier. If your relative is concerned about others seeing the environmental supports, you will need to place them inconspicuously. For example, you could put toothbrush and toothpaste in an obvious place without a sign, and checklists on the back of a door.
Where do I buy supplies?
Most drug stores, grocery stores or local discount stores will have the supplies you need. You can buy voice alarms and recorders online. | <urn:uuid:bc9981d6-fe9f-4941-b1de-5d780f677da2> | CC-MAIN-2024-38 | https://www.camh.ca/-/media/files/professionals/cat-manual-supporting-a-family-member-schizophrenia/sfm_section7-pdf.pdf | 2024-09-10T21:27:41+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00245.warc.gz | 651,379,209 | 3,562 | eng_Latn | eng_Latn | 0.998866 | eng_Latn | 0.999362 | [
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EYFS
Curriculum Overview
In EYFS our curriculum is child led where we follow the interests of the children. We do not have set topics however we do have key objectives that are taught throughout the year. These objectives underpin the children's learning through a range of different learning activities and through continuous provision. Our curriculum is split into seven core areas;
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
- Literacy
- Mathematics
- Understanding of the World
- Expressive Arts and Design.
Below you will find more information on each area, the skills that we focus on as well as some sample activities.
Communication and Language
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. It is split into three key areas;
- Listening and Attention
- Understanding
- Speaking
Listening and Attention
The children will be given lots of opportunities to develop their listening skills through various activities. The children will focus on maintaining their attention in different situations and be able to respond appropriately to questions, when listening to stories or instructions as well as responding with relevant comments. The children will engage in conversations with adults and their peers through 1:1 sessions, group work and whole class discussions.
Understanding
All children will develop their understanding skills by following instructions, as well as answering 'how' and 'why' questions in different situations. The children will interact with others through their play and during conversations and will be asked to follow instructions and requests. The children will answer questions about their own experiences and respond to stories and events.
Here are some sample activities:
- Key person time (talking about feelings, sharing news and listening to stories).
- Floor books (asking and answering questions as well as sharing what we would like to learn about).
- Taking registers and messages to the office/other classes.
- Providing instructions to make a model, programme toys, washing hands.
- Whole class learning inputs such as Phonics.
- Memory games.
- Listening games such as musical statues, corners, Chinese whispers and Simon Says.
Speaking
Throughout the year the children will develop skills to help them express themselves effectively and will work on being aware of the listeners needs. We will help the children to use past, present and future forms when talking about things that have/are going to happen. The children will work on developing their vocabulary and understand the meaning of new words. The children will develop skills to help them clarify their thinking and be able to give reasons and explain their ideas.
Physical Development
Physical development involves providing opportunities for children to be active and interactive; to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food. It is split into two key areas;
- Moving and Handling
- Health and Self-Care
Moving and Handling
The children will be provided with activities to develop their coordination in large and small movements. The children will develop running, jumping, hopping, balancing skills as well as practising throwing and catching. The children will be able to move confidently in a range of ways as well as safely negotiate space by changing direction and being aware of their own space. They will develop skills to handle equipment and tools safely including pencils for writing. The children will work on strengthening muscles in their shoulder, elbow, wrist and fingers and hold writing tools with the correct grip. The children will practise forming letters correctly ensuring that they start each letter from the correct point.
Health and Self-Care
Throughout the year we will talk about the importance of good health, physical exercise, a healthy diet and learn about ways to keep healthy and safe. Children will manage their own basic hygiene and personal needs such as dressing and undressing themselves for PE and going to the toilet independently. A big focus will be put on self-care where the children will develop being responsible for their own belongings and ensure that they keep themselves and others safe when using and transporting tools, equipment and resources. Children will be taught about road safety and will develop skills to communicate their own needs in relation to toileting, being thirsty/tired as well when they need help from others.
Here are some sample activities:
- PE lessons linked to balancing, developing fundamental movement skills (e.g. jumping, running, throwing, hopping etc)
- Exploring movement through dance activities.
- Construct and build models using lego, stickle bricks.
- Using tweezers to pick up objects.
- Obstacle courses.
- Hand washing
- Opportunities to try different foods.
- Observing the effects of exercise on our bodies.
Personal, Social and Emotional Development
Personal, Social and Emotional development involves helping children to develop a positive sense of themselves and others as well as form positive relationships and respect for others. Children will develop social skills and learn how to manage their feelings and understand what behaviour is and is not appropriate. It is split into three key areas;
- Self-confidence and Self-awareness
- Managing Feelings and Behaviour
- Making Relationships
Self-confidence and Self-awareness
Children will develop a sense of what they like and do not like as well develop skills to talk about their opinions, interests and share their achievements with others. Activities will be planned to develop their independence by selecting their own resources and carrying out tasks without support. We will also focus on developing the children's confidence when making choices and trying new activities and taking responsibility for themselves and their belongings.
Here are some sample activities:
- Sharing achievements, qualities and skills.
- Taking responsibility for their belongings at different times of the day.
- Have classroom jobs.
- Children to make choices at snack-time, making their own snack and talk about their likes and dislikes.
- Take on the role of characters from different stories
- Talk about what makes a good friend and why.
Managing feelings and behaviour
Children will develop their ability to express their feelings in a range of situations. A focus will also be put onto understanding different feelings and explain why they are feeling a particular way. All children will develop their communication skills by making choices, communicate what they need and listen to others. A big focus is also put on children understanding and following rules, sharing with others and understand how others may be feeling.
Making Relationships
Throughout the year, children will build friendships with adults and peers. They will also develop skills to work together, to share, to take turns and be considerate to the needs of others. The children will develop their use of language to negotiate, co-operate, plan and organise play as well as resolve conflict. Children will also develop communication verbally and nonverbally. They will develop the use of facial expressions, body language, listening and recalling events, making suggestions and respond to experiences.
Literacy
Literacy development involves encouraging children to link letters and sounds and begin to read and write. It is split into two key areas;
- Reading
- Writing
Reading
Reading is split into Phonics, Word Reading and Comprehension. During the year children will be taught how recognise sounds, and will use this knowledge to develop skills to decode and blend sounds together to develop their reading ability. They will also be taught to recognise a variety of tricky words where phonics cannot be used. We will work with the children to help them read simple sentences and recognise some capital letters and lower case letters. Focus will also be put onto the children's comprehension skills. During carpet sessions and group tasks we will learn how to hold books correctly and recognise key features within a text. Children will also make predictions and talk about events of stories.
Here are some sample activities:
- Retelling stories.
- Interviewing 'characters' from stories.
- Matching word cards to pictures.
- Word hunts.
- Talk about what characters are thinking and feeling.
- Making signs, cards, recipes, writing letters etc.
- Draw pictures and mark make.
- Handwriting sessions.
- Picture hunts to record initial sounds/letters.
Writing
Throughout the year we focus on mark making, children will be encouraged to give meanings to the marks they make, use writing in their play as well as use recognisable letters. Children will also be encouraged to write the initial sounds in words and supported to build words using letter sounds. The children will build up to writing simple words through segmenting into sounds and writing simple sentences that make sense. We will work with the children to help them orally compose their sentences before writing and teach them about the use of capital letters and full stops. The children will learn how to accurately write her name and spell taught tricky words accurately. The children will focus on forming letter correctly, starting and finishing in the right place.
Mathematics
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers. They will also be taught to calculate simple addition and subtraction problems and to describe shapes, space and measures. It is split into two key areas;
- Number
- Shape, Space and Measure
Number
Children will be able to count forward and backwards from a given number up to 20 as well be able to recognise numerals 0-20. Activities will be planned to develop counting skills and the children will predict how many are in a group of objects and then use 1:1 correspondence to count objects. Children will be taught to solve simple addition and subtraction sentences, up to 10, and identify one more and one less from a given number. We will focus on developing children's skills when doubling and halving, both quantities and numbers, as well as learning to count in groups of 2s, 5s and 10s.
Here are some sample activities:
- Counting songs and rhymes.
- Outdoor hunts to collect objects and count (can also be used for adding and subtracting).
- Pegging numbers on a numberline.
- Bingo games.
- Number hunts.
- Shop role play.
- Shape hunts.
- Make potions.
- Measuring ingredients.
Shape, Space and Measure
Children will be taught to recognise and name some 2d and 3d shapes and use them to create patterns and make models. Children will also sort the shapes into different groups. We will focus on using language to describe position and understand and carry out activities linked to length, height and weight. We will teach the children about weight and distance and encourage children to compare and order items using the terms longer, shorter, taller, shorter, heavy and light. Children will also learn about money and recognise a 1p coin and use this to pay for items. The children will be taught the days of the week and use language linked to time.
Understanding the World
Understanding of the World involves helping children to make sense of their physical world and their communities. This is through providing opportunities to explore, observe and find out about people, places, technology and the environment. It is split into three key areas;
- People and Communities
- The World
- Technology
People and Communities
The children will learn to express their feelings and opinions about events in their own lives, as well as talking about their families and the lives of those around them. They will look at the lives of others and learn to respect themselves as well as the ideas, feelings, beliefs and possessions of others. The children will talk about key events as well as finding out about the lives of themselves and their family members which will also include ordering simple experiences.
The World
Children will develop skills when observing and talking about changes in the world around them. The children will be encouraged to ask questions and learn how to explain why things happen or occur. Over the year, we will work on developing skills to help children test out their own ideas, whilst using different equipment. The children will also talk about the features of different places and even start to make simple comparisons by identifying similarities and differences.
Here are some sample activities:
- Have a circle time to share successes with the class.
- Learn about celebrations and share photographs of their own experiences of celebrations.
- Look at objects from the past and present.
- Explore objects that can pushed/pulled, float/sink.
- Explore seasonal weather changes and test out objects during this time e.g. using a kite, making umbrellas etc
- Planting and going on plant and tree hunts.
- Using computer programmes.
Technology
Throughout the year, children will develop basic skills linked to IT for example knowing what a mouse and keyboard are. Children will also use an interactive board to play selected activities, mark-make and will be taught how to make something happen on the screen using simple tools. The children will be given the opportunity to use a variety of electronic communication tools e.g. walkie talkies and learn how to record sounds and speech using a recording device.
Expressive Arts and Design
Expressive arts and design involves providing opportunities for the children to explore and play with a variety of media and materials as well as giving the children chance to share their thoughts, ideas and feelings through art, music, movement, dance, role-play and design and technology. It is split into two key areas;
- Exploring Media and Materials
- Being Imaginative
Exploring Media and Materials
Children will learn to observe the world through their experiences and objects. They will talk about colours, patterns, shapes and textures as well as manipulate and control a range of tools and equipment. All children will be given the opportunity to use a range of construction resources and to build and make models. The children will evaluate their work by talking about what they like/dislike and identify how they would change them. On top of this, a focus will be put on listening to sounds in the environment and instrumental sounds. They will follow a steady beat, follow rhythms and patterns and learn familiar songs and make their own music.
Here are some sample activities:
- Colour mixing.
- Printing with different materials e.g. wool, sponge, net, bubble wrap, hand, finger etc.
- Making decorations out of salt dough.
- Creating collages using a variety of materials.
- Den building.
- Making models such as boats, cars etc
- Ring games and learning songs.
- Role Play areas.
- Puppet making.
Being Imaginative
All children will be given the opportunity to explore media and materials and to communicate their own ideas, thoughts and feelings in a variety of ways such as talk, gestures, actions and performance. Children will also be shown how to recreate familiar experiences, familiar activities and familiar stories. The children will be taught how to represent their own ideas through making choices and decisions. This will be through using objects, media, materials, their own voice, dance, instruments and props. | <urn:uuid:889ad4f1-1e4c-4a2b-a655-cb2321b91ff3> | CC-MAIN-2024-38 | https://files.schudio.com/stgregoryscpschorley/files/EYFS_Curriculum_Overview.pdf | 2024-09-10T21:43:37+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00243.warc.gz | 232,993,209 | 2,977 | eng_Latn | eng_Latn | 0.995153 | eng_Latn | 0.996122 | [
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Tìtìtòrea
Equipment
> Tìtìtòrea (make sticks out of rolled magazines).
> Tàku Papawira (available online).
Fundamental skill
> Balancing.
Achievement objectives
> Practise movement skills and demonstrate the ability to link them in order to perform movement sequences. (2B1)
> Describe how individuals and groups share characteristics and are also unique. (2C2)
Learning outcomes
> Keep in time to rhythm and beat.
> Demonstrate and practise hand and eye co-ordination.
> Work co-operatively to learn simple action songs/movements.
> Discuss elements of their own culture that are the same as others' and unique.
> Appreciate another culture and own.
Suggested assessment
> Students demonstrate Tàku Papawira song and tìtìtòrea actions.
> Students assess themselves using a smiley face chart (big smile – did well, straight smile – okay, slight downturn smile – could do better):
– How well did I keep in time to the beat?
– How was my hand/eye co-ordination?
– How well did I work co-operatively with others?
– What could I do to improve next time?
Health & Physical Education Activity Card
Level 2 (easily adaptable for other levels)
Notes
> Learning tìtìtòrea actions and song will take practice and can be developed over a series of lessons.
Before this lesson
> Focus on tikanga and understanding the origins of tìtìtòrea (See Traditional Màori and Pàkehà Games and Pastimes activity card). Students could learn actions to words/instructions such as:
– Ki runga – up
– Ki raro – down
– Ki mua – front
– Ki muri – back.
Teaching and learning
> Share learning intentions with students and together discuss success criteria.
> Make own sticks with rolled magazines and tape.
> Students learn the song Tàku Papawira by repeating the words after the teacher.
> Discuss the meaning of the words.
> Learn tìtìtòrea actions (see below). Break the movements down and teach small elements at one time. Model actions or get students to model.
> Discuss games from own culture and compare to tìtìtòrea such as the beats, co-ordination, skills, keeping in time/rhythm, hand and eye skill.
Tìtìtòrea actions
Students are in pairs, in rows or two circles (inner circle and outer circle), and with their two sticks lying in an 'A' shape on the ground. A leader calls 'tìmata!' ('begin!').
Students pick up sticks.
Actions to match the tune Tàku Papawi ra could include:
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right and left of own sticks (two beats).
Chorus
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right of their stick with their partner's right and then the left of their stick with their partner's left (two beats).
Repeat the above for the duration of the chorus (three times).
(Activity based on Kimihia Resources, Te Reo Kori, Volume 1, 1990)
What to watch for
> Are students watching the stick as they throw and as they catch?
> Do they have their hands open ready to catch the stick?
> Can they throw the stick at an appropriate height and speed?
> Do they keep in time with the music?
Ways to adapt
> Learn other songs and create tìtìtòrea actions such as Kei te Ako Au (Kiwi Kidsongs, 14).
> Adapt actions, for example tapping more slowly, for those less able students.
> Make poi and learn poi action songs.
> Mahi whai (string games). Learn basic patterns: two to four diamonds and design own string game and teach another person.
> Elastics. Learn a basic pattern and design own movement patterns.
> For more ideas see Te Ao Kori resource available on www.health.tki.org.nz/ key-collections/exploringte-ao-kori
Tìtìtòrea
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Household Emergency Plan [www.readyscotland.org]
IF YOU OR YOUR PROPERTY ARE IN IMMEDIATE DANGER CALL 999
If a major emergency happens it may be some time before help arrives.
It's very important that you and your family get together to prepare.
Agree a plan in advance with those in your home.
Complete this template together and keep it safe in case you need to use it.
If the emergency means it is not safe to go out, the advice is usually to:
GO IN Go indoors and close all windows and doors
STAY IN Stay indoors
TUNE IN Tune in to local radio, TV or the Internet, where public information and advice from the emergency responders will be broadcast.
These stations are also broadcast on-line, on Smartphone applications, and via DAB [Digital Audio
Broadcasting] or Digital Radio. Use your car radio if you can't get a signal in your house. Remember your internet and landline will not work in a power cut. Consider getting a cheap conventional plug-in phone which doesn't need mains power.
If you have to leave your home, get out, stay out, and take others with you.
Think of two meeting places, one near home and one further away, in case you can't get home:
Pick someone to call who lives out of the area, to say you're OK, or where you could meet.
If it is safe to do so you should check on your neighbours and vulnerable people living close by. Have a think about who they are in advance:
Meeting Place 1 (Near Home)
Location:
Meeting Place 1 (Near Home)
Location:
Friend or Relative to call to let people know that you're OK
Name:
Tel:
Name:
Address:
Tel:
Name:
Address:
Tel:
Name:
Address:
Tel:
Important Telephone Numbers:
Your important numbers: Scottish Water 0845 600 8855
Police –
Non-emergency 101
SEPA Floodline
0345 988 1188
NHS 24 - 111
Power Failure
0800 300 999
Gas Leak
0800 111 999
Roads Issues - Aberdeenshire Council Roads 03456 081205 8am -6pm. After 6pm Police on 101
Your Important Telephone Numbers:
Schools/Colleges:
Carers/Childminder:
Work Contact:
Vet:
Doctor:
Plumber:
Gas Supplier:
Electrician:
Gas Boiler Breakdown:
Electricity Supplier:
House Insurance:
Other:
Policy No:
HAVE YOU IDENTIFIED A PLACE OF SAFETY ?
Have an Emergency Kit ready
Whether you have to stay in or get out, packing a small Emergency Kit will help you get through.
Keep it in a safe place at home where you can reach it easily. Your kit should be kept in a waterproof bag.
If possible include:
[x]Battery radio and torch with spare batteries, or a wind up radio and torch
[x]First aid kit, details of essential medicines, if possible include some essential medicines
[x]Important documents e.g. Birth Certificates, Passports, and Insurance policies
[x]Bottled water and ready-to-eat food that won't go off, pack enough for at least 3 days, plus can opener
[x]Spare keys to your home and car
[x]Toiletries and toilet paper
[x]Spare glasses or contact lenses
[x]Pencil & paper, penknife, whistle
[x]Pet food and pet carrier
[x]Ensure you have a supply of Longlife Milk and Bread, Please don't panic buy!
If you have to leave your home, plan to take the following
But only if there is time to gather them safely:
[x]Essential medicines
[x]Mobile phone and charger
[x]Cash and credit cards
[x]Spare clothes and blankets
[x]Pets
[x]Games, books, a child's special toy
For further advice on being prepared for emergencies see www.readyscotland.org more information and advice on flooding, including how to sign up to receive flood warnings direct to your phone, can be found on the Scottish Environmental Protection Agency website: www.sepa.org.uk The latest information on the weather and warnings of severe weather can be accessed by downloading the Met OfficeWeather App. Available on Android, iPhone, Windows Phone 8 and Kindle tablet at www.metoffice.gov.uk/mobile
For more information please email : email@example.com
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Agroforestry
November 7, 2020
Agroforestry is considered to be the backbone of marginal farming for a self-reliant and sustainable agriculture. The varied agroforestry systems in India form a strong feasible option to counter climate change. But these approaches are an attempt to reduce the ecological footprint focused at the farm scale, and not at the larger landscape level.
Placing it in syllabus: Agroforestry Dimensions
What is agroforestry 1.
National Policy on agroforestry 2.
Advantages of agroforestry 3.
What is social forestry 4.
Advantages of social forestry 5.
Different types of social forestry 6.
Content:
What is agroforestry?
Agroforestry is the cultivation of trees and shrubs as crops or for animal rearing with a view towards the environment, their utility or other social benefits.
It can include either farmland or forest farming, where cultivation takes place within managed forests.
Its benefits include the diversification of agricultural income, cleaner environmental surroundings, provision of habitats, maintenance of soil quality, food sources, carbon storage, increased agricultural incomes, and sustainability.
National Policy on agroforestry:
The National Agroforestry Policy of India was launched in 2014 – the first of its kind in the world.
Highlights of the Policy:
1) establishment of Institutional setup at National level to promote Agroforestry under the mandate of Ministry of Agriculture;
2) simplification of regulations related to harvesting, felling and transportation of trees grown on farmlands;
3) ensuring security of land tenure and creating a sound base of land records and data for developing a Market Information System (MIS) for agroforestry;
4) investing in research, extension and capacity building and related services;
5) access to quality planting material; institutional credit and insurance cover to agroforestry practitioners;
6) increased participation of industries dealing with agroforestry produce;
7) strengthening the marketing information system for tree products.
Maharashtra, Rajasthan, Madhya Pradesh and Karnataka are the states having highest total agroforestry area as compared to other states (FSI 2017).
Advantages of agroforestry:
Agroforestry can play a vital role in meeting the diverse needs of people – 6Fs, i.e. food, fruit, fodder, fuel, fertiliser and fiber.
It has both productive and protective potential to meet the demands of the human and livestock populations.
It act as a shield against poor production during drought and other stress conditions.
Agroforestry provides nutritional security because of diverse production systems which include fruit, vegetables, oilseed crops, medicinal and aromatic plants in addition to normal food crops grown by the farmers.
Crops like peas and cowpeas can be grown successfully during winter and summer months respectively under trees and these crops can also fix the atmospheric nitrogen and improve the fertility status of the soil.
Khejri, an indigenous tree grown in the tropical dry and thorn forests of North-western parts of India, by agroforestry has multiple benefits in conserving the fragile desert ecosystem.
It plays an important role in optimising nutrient cycling, organic matter production and reducing a need for the external input of fertilisers.
It improves livelihood security as a cover against crop failure due to climatic aberrations, particularly in arid and semi-arid regions.
Other activities like sericulture, animal husbandry, apiculture can be integrated with agroforestry to reap maximum benefits.
It increases employment opportunities and triggers a substantial increase in the number of small-scale industries dealing with wood and wood based products.
Trees and shrubs often contribute substantial amounts of leaf fodder in whose importance increases with the severity of drought and progression of the drought season.
Trees with potential as biofuel include Jatropha curcas,
Simarouba, Azadiracta indica, etc… can be intercropped with annual crops such as cowpea, sesame, sunflower, French bean, black gram, green gram and groundnut.
The promotion of oil crops also provides a poverty alleviation option in rural areas, as vacant waste and marginal land can be used for these trees, providing annual produce and income. The increased green cover will also benefit the environment. These oils are also CO2 neutral, mitigating the GreenHouse Effect.
What is social forestry?
Social forestry can be defined as forestry of the people by the people and for the people. It is implemented in wastelands, panchayat lands, village commons and roadsides, canal banks, railway lines etc…
The main objectives of Social Forestry include:
a) To meet the fodder, fuel and small timber requirements of the rural people.
b) Providing employment to rural people by raising plantations in wastelands and creating assets for village panchayat to increase their income.
c) To protect the farmland against water and wind erosion.
d) To improve the financial position of individuals and community.
e) To avoid using cow dung cakes and agricultural waste as fuel and to make use of it as manure in the farmlands.
g) To improve the ecology and environment of the area.
h) To improve Carbon stock in the tree cover outside the forest.
The National Commission on Agriculture (NAC) suggested certain guidelines in 1976 to encourage the widespread adoption of social forestry. The guidelines include pastoral requirements; household, cottage and small-scale requirements for raw materials; employment for rural poor through social forestry activities; rejuvenation of degraded forest lands; providing recreation or tourism; and improvement of the aesthetic value of landscapes.
Advantages of social forestry:
Increased Biodiversity – Growing of trees in barren lands within the community helps to increase
biodiversity value.
Carbon removal – In the fight against the global warming
effect, trees play an essential role in the removal of carbon from the environment.
Tree roots prevent soil erosion by holding soil in
place, mitigating the negative effects of soil erosion.
Bringing trees to human habitats can contribute to
better health and improved general wellbeing.
Trees also absorb tailpipe pollutants that can have a negative effect on people's health such as carbon dioxide, nitrogen oxides, volatile organic compounds, and particulate matter.
Trees reflect and absorb sound energy reducing noise pollution.
Social forestry helps to create inviting and cool areas for relaxation and recreation such as parks and playgrounds thus increasing the aesthetic value.
Types of social-forestry:
1. Agroforestry
Agroforestry involves the growth of trees and agriculture in the same setting to provide landowners with agricultural and tree products on a commercial basis.
2. Farm Forestry
The objective is to manage trees for a specific purpose within a farming context. The common purpose is usually timber plantations on private land, but the setup can be applied to a range of enterprises that are managed in a variety of ways using different parts of the trees.
3. Extension Forestry
Extension forestry involves the planting of trees on the sides of canals, roads, and railways as well as on wastelands. This type of social forestry is beneficial in the creation of forests on the common village lands, panchayat lands, and government wastelands.
4. Community Forestry
Community forestry refers to the management of communal land. The village members collectively decide and implement projects on the communal land. The local population takes part in the planning, managing, and harvesting of forest crops. The population also shares a proportion of the socio-economic and ecological benefits from the forest.
Mould your thought:
What is social forestry and its types? Explain the 1. importance of National Agroforestry policy of India.
Approach to the answer:
Define social forestry
Write the types
Define agroforestry and its benefits
Write the objectives of the National Agroforestry policy
Conclusion | <urn:uuid:64f4a610-35fa-4926-91bd-76e3c747a00e> | CC-MAIN-2024-38 | https://journalsofindia.com/agroforestry/?print=pdf | 2024-09-10T20:35:05+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00243.warc.gz | 306,074,410 | 1,869 | eng_Latn | eng_Latn | 0.979549 | eng_Latn | 0.993959 | [
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The point of this lesson is to make a distinction between reading the Bible and studying the Bible. Many times, we read the Bible while brain dead – just reading words because we should. Studying is work; it requires effort; it is tiring; it requires time.
A. Joshua 1:8
This Book of the Law (God's Word) shall not depart from your mouth, but you shall
meditatein it day and night, that you may observe to do all that is written in it.
B. Deut. 11:18
Therefore you shall store up these words of mine in your heart and soul…
C. Deut. 11:19
And you shall teach these words of mine to your children when you are walking or sitting and when you are standing up or laying down.
D. Psalm 119:11
Your word have Ihiddenin my heart, that I might not sin against You.
E. Psalm 119:105
Your word is a lamp to my feet and a light to my pathway.
F. Proverbs 2:1
My son, if you receive My Words….., you will understand the fear of the Lord.
G. Proverbs 3:1-2
My son,do not forgetmy law, but let your heart keep my commands; so that your will
receive length of days, long life and peace.
H. Matthew 4:4
Jesus said to the devil, “It is written – man shall not live by bread alone, but by every word That proceeds from the mouth of God”.
I. James 1:22
But bedoersof the word, and not hearers only, deceiving yourselves.
1. Using the verses above, match these statements to them. (Write the letter by the verse.)
a. __ Do it.
f. __ Receive it.
b. __ Don’t forget it.
g. __ Carry it while walking.
c. __ Chew on it.
h. __ Teach it.
d. __ Feed on it.
i. __ Hide it.
e. __ Store it up.
2. Analyze the statements here. (What do you think?)
a.
__Yes __No
"Do it" means to live a godly life, not just pretend.
b. __Yes __No
"Don't forget it" means to remind yourself of what's in it everyday.
c. __Yes __No
"Chew it" means to be eating something while you are studying.
d. __Yes __No “Feed on it” means to take it in to your life just like real food.
e. __Yes __No "Store it up" means to memorize & remember the verses.
f. __Yes __No “Receive it” means you accepted it when you first became a believer.
g. __Yes __No
"Carry it" means to obey it in all parts of your daily living.
h. __Yes __No “Teach it” means to share the verses & stories with your kids.
i. __Yes __No “Hide it” means to trust it & hold on tight to it in your heart & mind.
j. __Yes __No "Hide it" means to never tell anyone the secrets contained in it.
k. __Yes __No "Store it up" means to stack the Bible on a high shelf.
l.
__Yes __No
"Do it" means that you heard it & will obey it & trust it.
2 CORINTHIANS 4:4 THE DEVIL HAS BLINDED THE MINDS OF THE PEOPLE WHO ARE NOT BELIEVERS SO THAT THEY WILL NEVER SEE THE LIGHT OF THE GOSPEL.
3. What promises is the devil trying to keep from the unbelievers so that they will never have the opportunity to become believers?
a. Match the promises with the verses.
a. John 3:16
___ You can be saved from the penalty of your inherited sin.
b. Luke 24:6
___ You can be forgiven from the guilt of your daily sins.
c. Romans 6:23
___ Jesus is the only Way to heaven.
d. Romans 10:9
___ There is a heaven and we can go there.
e. John 14:6
___ Jesus is God’s Son; Jesus is God.
f. John 14:1
___ The penalty for sin is death but Jesus will pay the bill.
g. 1 John 1:9
___ Jesus is alive; He rose from the dead as He say He would.
h. John 19:30
___ The control of Satan over you is finished.
DID I MENTION THAT SATAN DOES NOT WANT YOU TO KNOW ANY OF THIS?
* He wants you to go to hell where he will be.
* He wants your battle with sin, defeat, and hopelessness to never end – never – never – never.
* He wants you to think that Jesus was some weak martyr who is now dead – dead – dead.
* He does not want you to know that YOU ARE FORGIVEN – TOTALLY FORGIVEN.
* He does not want you to k n o w tha t H e has a plan for you.
Write out Jeremiah 29:11. ____________________________________________ __________________________________________________________________ __________________________________________________________________
* He wants you to know that , desp i te t he horrible things that have happened in your life, He wants only GOOD for you. and if yo u let H i m – He will make that GOOD happen.
Write out Psalm 84:11. _______________________________________________ __________________________________________________________________ __________________________________________________________________
Write out Romans 8:28. _______________________________________________ __________________________________________________________________
* He wants you to know that you are valuable to Him; your sins, rebellion, evil, and running away have not taken away any of your value to Him.
Write out Luke 15:24. ________________________________________________ __________________________________________________________________ __________________________________________________________________
We were once separated from God ("dead") = We were "lost". (Yes, we were valuable to God even then). We turned to God ("alive") = We were "found". We can be forgiven; we can hug a Holy God in prayer; we can take His hand anytime; we are loved & valued. SATAN DOES NOT WANT US TO KNOW THIS. QUIT WASTING TIME – STUDY THE BIBLE EVERYDAY – THERE'S LOTS YOU NEED TO KNOW. | <urn:uuid:a3f37679-f433-41cb-a710-88faf98ee5e0> | CC-MAIN-2024-38 | https://rememberthose-inprison.org/wp-content/uploads/2022/04/A-Time-to-Study-the-Bible.pdf | 2024-09-10T21:36:25+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00245.warc.gz | 460,266,030 | 1,318 | eng_Latn | eng_Latn | 0.996591 | eng_Latn | 0.999415 | [
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Key Assessment Criteria: Being a speaker
A year 4 speaker
A year 5 speaker
* I ask questions to clarify or develop my understanding.
* I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
* I show that I understand the main point and the details in a discussion.
* I adapt what I am saying to the needs of the listener or audience (increasingly).
* I show that I know that language choices vary in different contexts.
* I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
* I can justify an answer by giving evidence.
* I use Standard English when it is required.
* I cam perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.
© Focus Education UK Ltd. 2014
* I can engage the listener by varying my expression and vocabulary.
* I adapt my spoken language depending on the audience, the purpose or the context.
* I can develop my ideas and opinions, providing relevant detail.
* I can express my point of view.
* I show that I understand the main points, including implied meanings in a discussion.
* I listen carefully in discussions. I make contributions and ask questions that are responsive to others' ideas and views.
* I use Standard English in formal situations.
* I am beginning to use hypothetical language to consider more than one possible outcome or solution.
* I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.
* I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.
* I begin to select the appropriate register according to the context.
A year 6 speaker
* I talk confidently and fluently in a range of situations, using formal and Standard English, if necessary.
* I ask questions to develop ideas and take account of others' views.
* I explain ideas and opinions giving reasons and evidence.
* I take an active part in discussions and can take on different roles.
* I listen to, and consider the opinions of, others in discussions.
* I make contributions to discussions, evaluating others' ideas and respond to them.
* I can sustain and argue a point of view in a debate, using the formal language of persuasion.
* I can express possibilities using hypothetical and speculative language.
* I engage listeners through choosing appropriate vocabulary and register that is matched to the context.
* I can perform my own compositions, using appropriate intonation, volume and expression so that literal and implied meaning is clear.
* I can perform poems and plays from memory, making deliberate choices about how to convey ideas about characters, contexts and atmosphere.
Key Assessment Criteria: Being a reader
A year 5 reader
Word reading
* I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
* I can read further exception words, noting the unusual correspondences between spelling and sound.
* I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
* I can re-read and read ahead to check for meaning.
© Focus Education UK Ltd. 2014
Comprehension
* I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
* I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are.
* I can identify significant ideas, events and characters; and discuss their significance.
* I can recite poems by heart, e.g. narrative verse, haiku.
* I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Key Assessment Criteria: Being a writer
A year 5 writer
Transcription
Spelling
* I can form verbs with prefixes.
* I can convert nouns or adjectives into verbs by adding a suffix.
* I understand the rules for adding prefixes and suffixes.
* I can spell words with silent letters.
* I can distinguish between homophones and other words which are often confused.
* I can spell the commonly mis-spelt words from the Y5/6 word list.
* I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
* I can use a thesaurus.
* I can use a range of spelling strategies.
Handwriting
* I can choose the style of handwriting to use when given a choice.
* I can choose the handwriting that is best suited for a specific task.
© Focus Education UK Ltd. 2014
Composition
* I can discuss the audience and purpose of the writing.
* I can start sentences in different ways.
* I can use the correct features and sentence structure matched to the text type we are working on.
* I can develop characters through action and dialogue.
* I can establish a viewpoint as the writer through commenting on characters and events.
* I can use grammar and vocabulary to create an impact on the reader.
* I can use stylistic devices to create effects in writing.
* I can add well chosen detail to interest the reader.
* I can summarise a paragraph.
* I can organise my writing into paragraphs to show different information or events.
Grammar and punctuation
Sentence structure
* I can use relative clauses.
* I can use adverbs or modal verbs to indicate a degree of possibility.
Text structure
* I can build cohesion between paragraphs.
* I can use adverbials to link paragraphs.
Punctuation
* I can use brackets, dashes and commas to indicate parenthesis.
* I can use commas to clarify meaning or avoid ambiguity.
Key Assessment Criteria: Being a mathematician (full version)
A year 5 mathematician
Number, place value, approximation and estimation/rounding
* I can read, write, order and compare numbers to at least 1,000,000.
* I can count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.
* I can determine the value of each digit in numbers up to 1,000,000.
* I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10000 and 100000.
* I can read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.
* I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.
* I can solve number problems and practical problems with the above.
Calculations
* I can add and subtract whole numbers with more than 4 digits, including using formal written methods.
* I can add and subtract numbers mentally with increasingly large numbers.
* I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
* I can identify multiples and factors, including finding all factor pairs or a number and common factor pairs of two numbers.
* I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
* I use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.
* I recognise and use square numbers and cube numbers, and the notation for squared and cubed.
* I can establish whether a number up to 100 is prime and recall prime numbers up to 19.
* I can multiply and divide numbers mentally drawing on known facts.
* I can multiply numbers up to 4 digits by a 1-digit or 2-digit number using a formal written method, including long multiplication for 2-digit numbers.
* I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
* I can divide numbers up to 4 digits by a 1-digit number using the formal written method of short division and interpret remainders appropriately for the context.
* I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
* I can solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes.
* I can solve problems involving multiplication and division including scaling by simple fractions and problems involving simple rates.
Fractions, decimals and percentages
* I can write mathematical statements >1 as a mixed number.
* I can recognise mixed numbers and improper fractions and convert from one form to the other.
* I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.
* I can add and subtract fractions with the same denominator and denominators that are multiples of the same number.
* I can compare and order fractions whose denominators are multiples of the same number.
* I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.
* I recognise and can use thousandths and relate them to tenths, hundredths and decimal equivalents.
* I can read and write decimal numbers as fractions.
*
I can round decimals with 2 decimal places to the nearest whole number and 1 decimal place.
* I can solve problems involving numbers up to 3 decimal places.
* I can read, write, order and compare numbers with up to 3 decimal places.
* I recognise the percent symbol and understand that percent relates to 'number parts per hundred'.
* I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator or a multiple of 10 or 25.
* I can write percentages as a fraction with denominator hundred, and as a decimal.
© Focus Education UK Ltd. 2014
Measurement
* I can convert between different units of metric measure.
* I can solve problems involving converting between units of time.
* I understand and use approximate equivalences between metric units and common imperial units, such as inches, pounds and pints.
* I can calculate and compare the area of rectangles (incl squares), and including using standard units (cm 2 and cm 3 ) to estimate the area of irregular shapes.
* I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.
* I can estimate volume and capacity.
* I can use all four operations to solve problems involving money using decimal notation, including scaling.
Geometry – properties of shapes
* I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
* I can use the properties of rectangles to deduce related facts and find missing lengths and angles.
* I can identify 3D shapes, including cubes and other cuboids, from 2D representations.
* I can estimate and compare acute, obtuse and reflex angles.
* I know angles are measured in degrees.
* I can identify angles at a point and one whole turn.
* I can identify other multiples of 90º.
* I can identify angles at a point on a straight line and ½ a turn.
* I can draw given angles and measure them in degrees.
Geometry – position and direction
* I can identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.
Statistics
* I can solve comparison, sum and difference problems using information presented in a line graph.
* I can complete, read and interpret information in tables, including timetables.
Key Assessment Criteria: Being a mathematician (consolidated)
A year 5 mathematician
Number
* I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.
* I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.
* I recognise mixed numbers and improper fractions and can convert from one to the other.
* I can read and write decimal numbers as fractions.
* I recognise the % symbol and understand percent relates to a number of parts per hundred.
* I can write percentages as a fraction with denominator hundred and as a decimal fraction.
* I can compare and add fractions whose denominators are all multiples of the same number.
* I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.
* I can round decimals with 2dp to the nearest whole number and to 1dp.
* I recognise and use square numbers and cube numbers; and can use the notation 2 and 3 .
* I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.
* I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.
* I can divide numbers up to 4-digits by a 1-digit number.
* I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.
* I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.
* I can solve problems involving numbers up to 3dp.
© Focus Education UK Ltd. 2014
Measurement, geometry and statistics
* I know that angles are measured in degrees.
* I can estimate and compare acute, obtuse and reflex angles.
* I can draw given angles and measure them in degrees.
* I can convert between different units of metric measures and estimate volume and capacity.
* I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.
* I can calculate and compare the areas of squares and rectangles including using standards units (cm 2 and m 2 ).
* I can solve comparison, sum and difference problems using information presented in a line graph.
Key Assessment Criteria: Being a scientist
A year 5 scientist
Key Assessment Criteria: Being an historian
A year 4 historian
A year 5 historian
* I can plot events on a timeline using centuries.
* I can use my mathematical skills to round up time differences into centuries and decades.
* I can explain how the lives of wealthy people were different from the lives of poorer people.
* I can explain how historic items and artefacts can be used to help build up a picture of life in the past.
* I can explain how an event from the past has shaped our life today.
* I can research two versions of an event and explain how they differ.
* I can research what it was like for children in a given period of history and present my findings to an audience.
© Focus Education UK Ltd. 2014
* I can draw a timeline with different historical periods showing key historical events or lives of significant people.
* I can compare two or more historical periods; explaining things which changed and things which stayed the same.
* I can explain how Parliament affects decision making in England.
* I can explain how our locality has changed over time.
* I can test out a hypothesis in order to answer questions.
* I can describe how crime and punishment has changed over a period of time.
A year 6 historian
* I can place features of historical events and people from the past societies and periods in a chronological framework.
* I can summarise the main events from a period of history, explaining the order of events and what happened.
* I can summarise how Britain has had a major influence on the world.
* I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently).
* I can identify and explain differences, similarities and changes between different periods of history.
* I can identify and explain propaganda.
* I can describe a key event from Britain's past using a range of evidence from different sources.
* I can describe the features of historical events and way of life from periods I have studied; presenting to an audience.
Key Assessment Criteria: Being a geographer
Key Assessment Criteria: Being an artist
Key Assessment Criteria: Being a designer
Key Assessment Criteria: Being a musician
Key Assessment Criteria: Being a sports person
A year 4 sports person
A year 5 sports person
Games
* I can throw and catch accurately.
* I can catch with one hand.
* I can hit a ball accurately with control.
* I can vary tactics and adapt skills depending on what is happening in a game.
* I can keep possession of the ball.
Gymnastics
* I can include change of speed and direction.
* I can work in a controlled way.
* I can include a range of shapes.
* I can work with a partner to create, repeat and improve a sequence with at least three phases.
Dance
* I can use dance to communicate an idea.
* I can take the lead when working with a partner or group.
Athletics
* I can sprint over a short distance.
* I can run over a long distance.
* I can throw in different ways.
* I can jump in different ways.
* I can hit a target.
Outdoor and adventurous
* I can follow a route within a time limit.
* I can follow a map in a (more demanding) familiar context.
© Focus Education UK Ltd. 2014
Games
* I can pass in different ways.
* I can gain possession by working a team.
* I can use forehand and backhand with a racket.
* I can choose a tactic for defending and attacking.
* I can field.
* I can use a number of techniques to pass, dribble and shoot.
Gymnastics
* I can combine action, balance and shape.
* I can make complex extended sequences.
* I can perform consistently to different audiences.
Dance
* I can perform to an accompaniment.
* I can compose my own dances in a creative way.
* My dance shows clarity, fluency, accuracy and consistency.
Athletics
* I can throw with accuracy.
* I cam controlled when taking off and landing.
* I can combine running and jumping.
Outdoor and adventurous
* I can use clues and a compass to navigate a route.
* I can follow a map in an unknown location.
* I can change my route to overcome a problem.
* I can use new information to change my route.
A year 6 sports person
Games
* I can explain rules.
* I can play to agreed rules.
* I can umpire.
* I can lead others in a game situation.
* I can make a team and communicate plan.
Gymnastics
* I can link sequences to specific timings.
* I can combine my own work with that of others.
Dance
* I can choose my own music and style.
* I can develop sequences in a specific style.
Athletics
* I can demonstrate stamina.
Outdoor and adventurous
* I can plan with others taking account of safety and danger.
* I can plan a route and a series of clues for someone else.
Key Assessment Criteria: Being a computer user
A year 4 computer user
A year 5 computer user
Algorithms and programming
* I can give an on-screen robot specific instructions that takes them from A to B.
* I can experiment with variables to control models.
* I can make an accurate prediction and explain why I believe something will happen (linked to programming).
* I can de-bug a program.
Information technology
* I can collect and present data.
* I can select and use software to accomplish given goals.
* I can produce and upload a pod cast.
Digital literacy
* I recognise acceptable and unacceptable behaviour using technology.
© Focus Education UK Ltd. 2014
Algorithms and programming
* I can use technology to control an external device.
* I can combine sequences of instructions and procedures to turn devices on and off.
* I can design algorithms that use repetition & 2-way selection.
Information technology
* I can evaluate information.
* I can analyse information.
* I understand how search results are selected and ranked.
* I can edit a film.
Digital literacy
* I understand that you have to make choices when using technology and that not everything is true and/or safe.
A year 6 computer user
Algorithms and programming
* I recognise that different solutions can exist for the same problem.
* I can design a solution by breaking a problem up.
* I can use logical reasoning to detect errors in algorithms.
* I can work with variables.
* I can use selection in programs.
* I can explain how an algorithm works.
* I can explore 'what if' questions by planning different scenarios for controlled devices.
Information technology
* I can use a range of technology for a specific project.
* I can select, use and combine software on a range of digital devices.
Digital literacy
* I can identify how to minimise risks.
* I can discuss the risks of online use of technology.
Key Assessment Criteria: Being a computer user
Key Assessment Criteria: Being an international speaker
Reading
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Language for ...
informal conversations
Age: Adult
Level: Intermediate
Time: 45–60 minutes
Language focus: types of informal conversations and key phrases within them
Skills: speaking, listening
Materials: audio and worksheets, internet access Aims: to provide students with language to describe and participate in short informal conversations
What are red words?
Ninety per cent of the time, speakers of English use just 7,500 words in speech and writing. These words appear in the Macmillan Dictionary in red and are graded with stars. One-star words are frequent, two-star words are more frequent, and three-star words are the most frequent. 'Language for' lessons are based on red words and encourage students to improve their English through communicative tasks using collocation and commonly used phrases.
1 Ask students to look up the word conversation in the Macmillan Dictionary , read the whole entry carefully, and find three key verbs that this noun often occurs with. NB. steps 1 and 2 in the lesson could easily be given to students to carry out individually before class, as an alternative to doing them at the start of the lesson.
Teaching Tip: Students could be invited to note their findings in a word cloud platform (e.g. https:// answergarden.ch/), which could be displayed as the class begins – do they all agree on the three verbs conversation regularly occurs with? (= have, make and get into)
2 Ask students to follow the thesaurus link within the same entry: (www.macmillandictionary. com/thesaurus-category/british/informalconversation-about-other-people-or-
unimportant-things) and look at the words for describing different kinds of informal conversation – are there equivalents in their own languages? How might they translate them?
3 Hand out copies of the worksheet to each student.
4 Exercise 1 consolidates the three phrases students should have found when preparing for the lesson. Start by reading the sentences and asking students how they think the bold phrases differ in meaning (see the Key. Return to the Macmillan Dictionary entry for conversation if necessary, though if students have looked at it in advance, they should have an idea). Then explain that, following on from what they've also read in the thesaurus, the lesson is going to look at different types of informal conversation in English.
5 Tell students that they're now going to listen to four speakers describing different types of informal conversation. Ask them to read the questions in exercise 2a and circle the answers they think are correct. Then play the audio. Do they now want to change any of their answers? Check the answers as a class. You might like to point up some fixed phrases the speakers use: behind someone's back = without someone knowing; someone's business = something that involves a particular person and no one else; make fun of = make jokes about.
6 Play the audio again, and ask students to complete exercise 2b. As a class activity, invite four pairs of students to role-play each of the short conversations as shown.
7 Ask students to look at the phrases in exercise 3a and then work in pairs to complete the exercise. Encourage them to first complete any answers they immediately know so that they can be eliminated. Check the answers as a class. Take a
1
Language for ...
informal conversations
moment to explore students' own experiences – have they heard these short phrases in informal conversations? Have they used them themselves? Can they think of any others? Elicit ideas and if necessary add a few other common examples (e.g. Of course; Cool; That's great/terrible; How awful/exciting; I see/know what you mean; What a shame; Oh dear). Some other suggestions are also given in exercise 4.
8 Before starting exercise 3b, explain to students that it's important to know which of these conversational phrases is appropriate in a particular situation. For instance, if someone said to you, 'My grandfather's very ill,' and you replied, 'Oh well' or, 'Never mind' then you'd be considered impolite. Ask students to complete the exercise in pairs and then check the answers as a class.
Teaching Tip: As an extension activity, ask students to look again at the incorrect options in each case and think of simple conversational statements for which they could be (part of) a response, e.g. for Q.1: A: I've got a new job. B: Cool, where? — A: I think I've lost my keys. B: Oh no! When did you last see them?
9 Exercise 3c is a vocabulary exercise which returns to the Macmillan Dictionary thesaurus panel from step 2 of the lesson, putting some of the words there into context. Tell students to first re-read the panel, paying careful attention to the definitions and also remembering what they learnt about some of the words in earlier exercises. Ask them to complete the exercise and check answers as a class. (NB. though conversation can plausibly fill more than one gap, it's the only correct option for question 7; i.e. it might be helpful to point out that, unlike conversation, chat cannot be used with get into, or make).
10 Divide students into pairs for exercise 4. Tell them to spend a few minutes noting down ideas and to then take it in turns to informally tell their partner a
piece of news, or to respond to their partner's news. Remind students to look at the conversations and phrases in earlier exercises to help them, as well as the useful phrases box.
11 As a brief wind-up activity, play a charades-type game in which two students are secretly given the words gossip, banter or small talk. These students then act out a short conversation (e.g. no more than six turns), and the rest of the class have to guess which of the three conversation types the students are attempting to illustrate.
Answer key:
1 make conversation = to talk to someone you don't know well in order to be polite (and not because you really want to talk to them) have a conversation = to talk with one or more people, usually privately and informally get into conversation = to start talking to someone you haven't met before
2a 1 friendly; anytime
2 other people
3 friends; the same
4 don't know; serious
4, 5 students' own answers
2b 1c
2d
3a
4b
3a1a
4b
7d
2e
5c
3g
6f
3b 1 Oh well.
4That's great. 7Sure.
2Oh no!
5Take care.
3Really?
6Never mind.
3c1banter
4gossip
7conversation
2chatter
5chat
3 small talk
6repartee
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Year 4: Saving Our World
1. Key Vocabulary
English — dystopian, utopian, society, adventure, instructions, poetry, literary device, water cycle apparatus, percent, notation, continuous, totality, rectilinear,
Maths —
polyhedron, improper, prime, scaling, non-unit fraction, watch
Humanities — industry, consequence, revolution, mill, impact, factory, transportation, effect, Industrial Revolution, groundwater, consume, conserve, non-renewable energy, renewable energy, solar energy, turbine, food miles, import, produced, turbine, fertile, precipitation, evaporation
Science— sustainable, disposal, classification, hibernate, environment, consequences, objective, boiling point, consistent, state change, evaporation, water cycle.
PSHE — intermediate, framework, military, corporate , concentration, published, attributed, deduction, conference
DT — reuse, synthetic, repurpose, brand, renew, seam, reduce, hem, canvas, running stitch, woven, lining
Art — wood cut, harsh, controlled , removed, comparison, jagged, monochrome, blurred, faded, slanted, edition, relief print
Spanish — hace, abrigo, calor, chaqueta, frio, camisa, viento, vestido, sol, botas, las estaciones, zapatos, lluvia, falda imagery, animation, HTML, URL, websites
Computing —
PE —
Music — medieval, musical detail, renaissance, soundscape, pace, pentatonic, baroque, transition, classical, impact, tribal celebrate
Elevated, confined, banned, respiration, kinaesthetic, tense.
3. English
Fiction Units:
In Summer 1, children will learn/study stories set in real places,. In Summer 2, children will learn about dystopian literature, and study such written as adventure stories.
Non-Fiction Units:
In Summer 1, children will learn about The Water Cycle, by writing nonchronological reports. Following this, in Summer 2, they will be learning instructional writing, and will learn how to create a reusable bag.
Poetry:
Across the two terms, children will be studying poems by a significant poet, Jamaican poet Valerie Bloom. They will learn her techniques and attempt to emulate them in their own poems.
2.
Curriculum Knowledge
- To write and perform poetry inspired by Valerie Bloom.
- To read, write and partition decimals up to two decimal places.
- To use knowledge of addition and subtraction to solve problems.
- To investigate different nets that will make an open cube.
- To build and evaluate series and parallel circuits.
- To identify the importance of evaporation and condensation in the water cycle.
- To locate and follow the routes of key rivers in the United Kingdom using different mapping skills.
- To investigate the impact of pollution on the water cycle.
- To use a range of primary and secondary sources to find out what occurred during the Industrial Revolution.
- To explore the social impact of the Industrial Revolution.
- To experiment different printing techniques.
- To identify what healthy relationships look like.
4. Maths
5. Science
- Children will be taught number bonds to 10 &100 to support understanding of decimals
- Children will be taught how to use words to describe the time and be confident at telling the time as half past/to or quarter past/to the hour
- Children will add or subtract amounts of money (using £ and p) using whole multiples of £1 and 10p ( i.e. 50p+20p=70p £14.50 +£5=£19.50)
- Children should understand and recall the relationship between hours, days, months, years
- Children should be confident reading pictograms where one picture represents 1, 2, 5 or 10 , as well as tally charts.
- Children should be able to calculate how many minutes to the next hour using mental methods or the inverse operation by subtracting from 60
- Children should be able to recognise and name 2D and 3D shapes, types of lines and angles
- Children will be learning how to read and write co-ordinates in the first quadrant.
- Children should be able to identify the x and y axis on a graph from learning statistics
Through research, investigations and enquiries the children will:
- Recognise that living things can be grouped in a variety of ways
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- Recognise that environments can change and that this can sometimes pose dangers to living things.
- Find out how to group different materials together, according to whether they are solids, liquids or gases.
- Observe that some materials change state when they are heated or cooled.
- Identify the importance of evaporation and condensation in the water cycle.
6. History/ Geography
History
Children will be learning more about the Industrial Revolution, how this developed and its impact on the world. They will consider how the world's climate has changed over time.
Children will look in depth at:
The timeline of the Industrial Revolution; an understanding of British, local and world history. Children will explore how the Industrial Revolution was a significant turning point in British history and the impact the Industrial Revolution had on climate change.
Geography
For their topic "Saving Our World", the children will learn about the Water Cycle and will think about the needs of the planet as a whole. The children will find out where resources such as power and food come from, and look at ways in
which natural resources can be conserved. Children will think about the carbon footprint and consider how their actions impact others in the world and the changes they could make to try and ensure natural resources are shared and there is enough for everyone.
10. Spanish
The weather/ the seasons
Children will learn the Spanish words to describe the weather. They will also use the names of the seasons and the weather associated with each season.
The clothes and the seasons
Children will recap the names of the seasons and the weather for each season. They will look at names of clothes and what they will wear in the different seasons.
7. RE
Buddhism.
This term, the children will learn all about Buddhism. They will start by looking at The Buddha, and understand what is a Buddha? They will look at how the Buddha taught people how to live and what is the importance of a temple or
a Buddhist centre? They will also focus on, why
do Buddhists have images of the Buddha?
8. PSHE
Summer 1: Managing mental wellbeing
Pupils will be taught the facts about legal and illegal harmful substances and associated risks, specifically focusing on alcohol. They will also be focusing on mental wellbeing, understanding it is a normal part of daily life, in the same way as physical health. They'll learn that there is a nor-
mal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. They'll learn how to recognise and talk about their emotions, including having simple selfcare techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
Summer 2: Changes
Children will discuss the concept of change and understand the different kinds of change that they may experience. They will discuss their own personal experience of change, different emotions that they may feel in response and learn different coping strategies. In upper KS2, pupils will identify and discuss different physical and emotional changes through puberty, as well as learning the scientific names for all body parts.
11. Computing Digital Imagery
Children will be learning how to animate digital images to create short animations that show how climate change has affected the planet .
Programming, Coding and Controlling
Devices (Computer Science) Children edit websites using HTML
9. Art/ DT
This term in Art the children will be learning about Print making. They will be exploring a range of prints from the printmakers Katsushika Hokusai, Elizabeth Catlett and Pablo Picasso. Children will be working towards practicing techniques, planning, designing and evaluating their own personal print on a bag for life
In DT they will be focusing on creative processes and mastering techniques, children will be safely exploring a range of sewing techniques and having a go at attaching textiles and components. They will be applying all the skills learnt and attempt to create their own personalised bag for life.
12. Music
Music History 1 (Up to Mozart) / Visual Music 2
Children will begin to identify and describe the different purposes of music and the history of music, including Mozart.
13. PE
Cricket
Children will be taught how to bowl and bat and the basic rules of circlet.
Rounders
Children will be taught how to be the pitcher, batter and fielder. Children will learn the basic rules to rounders, building up to playing a full game. | <urn:uuid:51645e5b-cb91-49a6-9542-d6f37b7a3691> | CC-MAIN-2024-38 | https://www.stockwell-pri.lambeth.sch.uk/wp-content/uploads/2024/04/Y4-Saving-Our-World.pdf | 2024-09-10T20:34:33+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00246.warc.gz | 930,790,496 | 1,849 | eng_Latn | eng_Latn | 0.995181 | eng_Latn | 0.996506 | [
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First Grade Resource Guide for Manu, the Boy Who Loved Birds by Caren Loebel-Fried
Manu, the Boy Who Loved Birds is a story about extinction, conservation, and culture, told through a child's experience and curiosity. Readers learn along with Manu about the extinct honeyeater for which he was named, his Hawaiian heritage, and the relationship between animals and habitat. An afterword includes in-depth information on Hawaiʻi's forest birds and featherwork in old Hawai'i, a glossary, and a list of things to do to help. Illustrated with eye-catching, full-color block prints, the book accurately depicts and incorporates natural science and culture in a whimsical way, showing how we can all make a difference for wildlife.
Overarching Understandings:
Students will become aware of how our actions have helped cause extinctions and what actions we can do now to help birds thrive.
Overarching Essential Questions:
How am I impacting the native species around me?
How can I help our native species?
Content Standard Connections and Classroom Connections:
| Nā Hopena Aʻo | | CCSS | NGSS |
|---|---|---|---|
| Belonging | Key Ideas and Details: RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their | | |
| Know who I am and where I am from | | | |
| Care about my relationships with others | | | |
| Manu‘ō‘ōmauloa’s name was an | | | |
important part of his identity. Have you ever wondered about your name? Ask your family to tell you more about your name!
o What is the story behind how you were given your name?
o What is the meaning behind your given (first) name?
o What is the meaning behind your family name (surname)?
o What special traditions are associated with names in your family?
Hawaiʻi
Learn the names, stories, special characteristics and the importance of places in Hawai'i
Share the histories, stories, cultures and languages of Hawai'i
o Why are names important?
o What are the names of the native birds that live on your island?
o Why are/were these birds important?
o Why are native Hawaiian Birds different from other birds?
o Listen to the Symphony of birds https://www.youtube.com/watch? v=zvpBAipoyPc&feature=emb_logo
central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Pre-Reading:
o What do you see on the cover?
o What do you think the book is going to be about?
o When you look at Manu's face, what do you think he is thinking?
o Title Page-Have you ever seen a bird like this?
Reading the Book:
o Dedication Page-What does the author mean when she writes "forests full of diverse birds"?
o Pg. 1-Where in Hawaii do you think Manu lives?
o What clue/s did you get from looking at the pictures?
o What does extinct mean?
o Pg.2-How were bird feathers used?
o Where do you think all the ʻōʻō went?
o Pg. 5-What did Manu and his dad learn about the ʻōʻō?
o Pg. 7- Why do the birds on this page look different?
o Pg. 9-What is Manu dreaming about?
o Have you ever had a dream that
organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
o Inspired by Nature Video
o What did Manu and his father find out about the habitats and habits of the ′Ō′ō bird? What did they learn about their tongue?
o Students can build a beak like the ʻōʻō (straw shaped with a small brush) and see how to suck up nectar (water in a glass).
o How can you use external part of a bird to solve a human problem Lesson
o Structure and Function Matching Gamewhat structures match the function? Show different pictures with the name of the function.
o Students can take a virtual huakaʻi to Hawaii Volcanoes National Park to see a rainforest
o https://artsandculture.withgoogle.co m/en-us/national-parksservice/hawaii-volcanoes/nahukulava-tube-tour
o Listen to the birds in their habitat at Hakalau Forest National Wildlife Refuge
o https://www.youtube.com/watch? v=8sZ5dRwJfVI
o Students can create their own art project about their favorite native bird
o Students can take a virtual huakaʻi to Hawaii Volcanoes National Park to see a rainforest
o https://artsandculture.withgoogle.co m/en-us/national-parksservice/hawaii-volcanoes/nahukulava-tube-tour
seemed real and when you woke up you were confused?
o Pg. 16-Why is Manu so excited about traveling to Hawaiʻi Island? What do you think he is feeling in the picture?
o Pg. 18-19-How do the birds look different on these pages?
o Pg. 21- How did Manu feel once we realized that the ʻōʻō were really gone?
o Pg. 26-What did Manu learn about himself?
After Reading:
o Who are the characters in this book?
o What do we know about them?
o What happened in this story?
o What was the problem in this story?
o Describe the setting of this story.
o
What was the outcome of this story?
o If you told a friend about this story, what will you say?
o Why do you think the author wrote this story?
o What might the author want you to know?
Students can create a Flow Map to retell the story with pictures and sentences. Then they can take it off the map by describing their thinking orally. Students can create a short
o https://www.facebook.com/watc h/?v=910332879415292
o What is the function of the bird song?
o Protecting Native Forests Lesson
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
o LS3.B: Variation of Traits: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
o Introduction to Traits
o Compare and contrast how birds look different depending on which island they live.
o How do birds from different islands look similar or different?
o Why might they look different?
o How do baby birds look like their mother and how do they look different? Show pictures of the same species, mom and young and have them match. Read "Are You My Mother?" (by P. D. Eastman)
o If you lived in a different area, how would you be different? Compare different areas/habitats and decide how you would be different.
video on Flipgrid.
Students can also use pictures to put the story in chronological order to show beginning, middle, end. Students can act out the story to show their understanding. Puppets could be made for props.
Craft and Structure:
RL.1.6 Identify who is telling the story at various points in a text.
o Who are the characters in this story?
o Who is telling the story at this part?
o Who is talking?
o Which character is sharing their thinking?
Play a game, where they must identify who is speaking. Is it Manu, Mom, Dad, Teacher, ʻōʻō singing?
Integration of Knowledge and Ideas:
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
o What is an illustration?
o What do you learn about the character in this picture?
o What is going on in this illustration?
o What did the author choose to use this illustration?
o What might Manu be thinking in this picture?
o Pg. 7-Why do the birds on this page look different?
o What structures do we see in the illustrations of the bird?
o What might the functions of those structures be?
Students can draw a picture of the ʻō’ō (scientific drawing) and label the parts of the bird and tell the function of each structure.
Text Types and Purposes
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
o Write an opinion piece to give an opinion about the book. What was your favorite part? What was your favorite illustration?
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
o Write an informational text about native Hawaiian Birds. Describe their structures and functions.
o Why do some birds of the same species look different depending on where they live?
Educational Guides Developed by: Joanna Philippoff, Seanyelle Yagi, Maria DaSilva, Vera Glushenko, College of Education Curriculum Research & Development Group, University of Hawaiʻi at Mānoa
Laura Warner, Volcano School of Arts and Sciences
Compiled, edited, and designed by Leayne Patch-Highfill, Instructional Coach & Curriculum Designer
Manu, the Boy Who Loved Birds is published by: University of Hawai'i Press https://uhpress.hawaii.edu/title/manu-the-boy-who-loved-birds/ with assistance from Conservation Council for Hawai'i https://www.conservehawaii.org/ | <urn:uuid:49a11076-8838-44a0-bf45-52258aae9bef> | CC-MAIN-2024-38 | https://www.carenloebelfried.com/_files/ugd/d464d1_7dbdc1814a52450984fe5d9c0691aa6f.pdf | 2024-09-10T19:41:59+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00249.warc.gz | 648,678,449 | 2,109 | eng_Latn | eng_Latn | 0.952967 | eng_Latn | 0.969638 | [
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Once there was a king called Sudhdodana and a queen named Maha Maya. They lived in India in a place called Dabadiwa. When the queen was pregnant she dreamed of a white elephant bringing her a water lily. The queen told the king about the dream. The king asked a wise man why the queen had that dream. He said "the queen will give birth to a boy who will be famous".
One day the queen went to her mum's house and on her way she saw a Sal garden. It's name was Lumbini Sal Uyana. The queen went into the garden to look at the Sal flowers. Then she was in pain. Then she gave birth to a baby boy. They were 7 Sal flowers on the ground the baby boy stood up and walked on the 7 flowers. He walked 7 steps and then he said "I will be the greatest in the whole world".
his name should be "Sidhartha".
Now the prince is bigger and is married to princess Yasodara. The prince goes on afternoon walk. One day he sees an old man. The next day he sees a sick man. The next day he sees a body of a dead man. The next day he sees a monk. Then he felt he had enough of being a prince and wanted be a monk instead. He went to the palace and looked at his wife and new born son for the last time. He went to the jungle and became a monk.
He spent a few years meditating and finally realized how we can find the peace in our life. We called it enlightenment. Now the prince is enlightened and we call him "Buddha". Buddha travels around India to teach people and came to Sri Lanka 3 times. The people who believe in Buddha's teaching are Buddhist. When Buddha was 80 years old he passed away.
The day the Buddha was born, enlightened and passed away are full moon days of the month May. The Buddhist celebrates the birth, enlightenment and death of Buddha on a full moon day in May known as Vesak Day.
The queen passed away 7 days after the birth of the prince. The prince was looked after by his stepmother. The king and new queen Prajapathi could not think of a name for the prince. They went a wise man and showed him the prince. The prince put his feet on the wise man's head. The wise man said "this means he will be a very special person to the world and
Full moon day comes every 28 days in our calendar. So Vesak Day comes in a different days of May in every year. In 2007 Vesak day is on the first of May and you know it is very special for me this year. IT IS MY BIRTHDAY.
Hasani Ganewatta
Year 3
ks¾udK ndr.kakd wjidk Èkh 2007 uehs 31
jeo.;a
ks¾udK túh hq;= ,smskh fmnrjdrs l,dmfha i|ykaj ;snqfKa je/Èhg h¡ ksje/È ,smskh my; ±lafjhs¡ lreKdlr Tfí ks¾udK my; ,smskhg tjkak¡ fuhg fmr fjk;a ,smskhlg Tfns ks¾udK fhduq lf<a kï lreKdlr tys msgm;la kej; fuu ksjeros ,smskhg tjd wmg iyh jkak¡
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jhia iSudjlska f;drj ´kEu Y%S ,dxlslfhl=g újD; wxYhg iyNd.s úh yels h'
flá l;d fmdÿ fldkafoais
1 flá l;d i|yd jpk iSudjla ke;'
2 ;ukag leu;s f;audjla hgf;a ks¾udK bÈßm;a l< yels h'
3 tla wfhl=g ;uka leu;s ks¾udK ixLHdjla yels h'
4 flál;dj ;udf.au ks¾udKhla nj;a ;r. fldkafoais j,g tlÕ jk nj;a i|yka ,smshla iEu ks¾udKhla u. túh hq;=h'
ldjH ks¾udK fmdÿ fldkafoais
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2 ;ukaf.a wNsu;h mßÈ i|eia fyda ksi|eia ks¾udK bÈßm;a l< yels h'
3 tla wfhl=g ;uka leu;s ixLHdjla ks¾udK bÈßm;a lsÍug wjir we;'
4 ks¾udKh ;ukaf.au nj;a ;r. fldkafoais j,g tlÕ jk nj;a i|yka ,smshla iEu ks¾udKhla iu.u túh hq;=h'
ish¿u wxY i|yd fmdÿ fldkafoais
1 ieu ks¾udKhlau msgm;a ;=klska hq;=j túh hq;= h'
2 ;r.hg bÈßm;a lrk ks¾udK fuhg fmr m%ldYs; tajd fkdúh hq;= h'
3 ;r.hg tjk ks¾udK kej; wdmiq tùug yelshdjla ke;s nj i<lkak'
4 ks¾udK ndr.kakd wjidk Èkh 2007 uehs 31 fjhs'
5 ;r.h ms<sn| u;=jk .eg¿ j,§ ikaki ixialdrlf.a ;SrKh wjika ;SrKh nj i<lkak' ikaki jd¾Isl idys;H ;r.h
2007
Sannasa 22 Lorne Street Lalor Vic 3075
Walking School Bus
Every Wednesday morning I wake up about 6:00 am. Then I wash, eat my breakfast and get dressed. I go to Robertson Park at 8:00 in the morning to join the Walking School Bus. There is another one at Jack Cook Park too. But Robertson Park is closer to me. My Mum, two brothers and I always get there first because my Mum is a volunteer Walking School Bus leader. So we have to be there first. We wait till the others come. When one child comes, the parent signs them up for the walking school bus. When we are there we put on our bright vests and we line up in twos and start walking to school. The leader reminds us when he blows the whistle twice to go and one to stop. It takes us about 20 minutes from the park to school.
While we walk we get exercise and get to know new people. I already have made some new friends. When we get to school the oldest child goes up to the office and asks someone to check us out. After we are called out we can go put our bags away and play until the bell goes to start school. The main rule in the walking school bus is when we get to the crossing you stop, look and listen. WE HAVE FUN! Around my school there is alot of traffic. So there will be less traffic around the school when you join the walking school bus.
You too can think about having a Walking school bus.
Sathumi Wijesooriya
8 years old Ironside State Primary School, St. Lucia, Brisbane
SRI LANKAN TOPS WA IN
(Tertiary Entrance) - TEE
RESULTS
by
Swarnamali Seneviratne in Perth
Sri Lankan boy Arosha Dissanayeka of Perth has topped the State of WA at the Tertiary Entrance Exams 2006.
Arosha a perfect-scorer got extraordinary results, rising above all students in the State in Applicable Math, and Chemistry as well as English and with an extraordinary TER score of 99.95 he has brought fame and pride to the Sri Lankan community in WA. He has proved that working at a quiet table and dedication to the task helps achieve the best.
Arosha is studying medicine at the University of Western Australia aiming one day, to become a neurosurgeon. His story is one of rare and great inspiration to all students who should try and achieve their best at exams.
f;areu fidhkak
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White Mold Facts
White Mold of Soybeans
Impact on Crop
* Also known as Sclerotinia stem rot
* Caused by a fungus, Sclerotinia sclerotiorum, that can attack hundreds of plant species
* Is an annual threat to soybeans in northern and near-northern states from Minnesota and Iowa to the Atlantic coast, as well as Ontario and Quebec
* Many yield-enhancing production practices that result in early, dense canopy formation increase disease incidence
* Often, the better the establishment and growth of the crop, the more likely it will be damaged by white mold
* Wet, cool conditions during flowering favor development
* Wet weather and temperatures from 68 to 78 degrees F are ideal for disease spread
Disease Cycle
* Persists in soybean fields by production of survival structures called sclerotia
* Function much like seeds, surviving for years in the soil and eventually germinating
* Sclerotia produce apothecia, which in turn produce millions of spores
* Spores must colonize dead plant tissue before moving into the plant
* Senescing flowers provide a ready source of dead tissue for colonization
* Infection results in a water-soaked stem lesion that develops white mold in humid conditions
* Disease can spread directly to other plants by contact with this moldy tissue
* Sclerotia are formed within the moldy growth and inside the stem to complete the disease cycle
* Yield loss is the primary effect on the crop
* Yield losses depend on disease severity, varietal susceptibility and degree of lodging
* With high severity, yield losses may approach 40 to 50 percent
* Soybean standability may be reduced
* Seed quality may be diminished
Disease Symptoms
* Infection begins with a water-soaked lesion originating at a node
* If lesion stays wet, it can become overgrown with white mold
* Sclerotia are formed inside and outside the stem within the cottony white mold mass
* Sclerotia are dark, irregularly shaped bodies ¼ to ¾ inches long containing hardened mycelia
DuPont Pioneer Agronomy Sciences
All products are trademarks of their manufacturers. The DuPont Oval Logo is a registered trademark of DuPont.
®, TM, SM
Trademarks and service marks of Pioneer. © 2013, PHII
Management of White Mold
Variety Selection
* There is no absolute resistance available (all varieties can get white mold under severe pressure), but differences in tolerance exist between varieties
* Pioneer plant breeders select resistant varieties in multiple locations where white mold commonly occurs
* Pioneer rates its varieties and makes ratings available to customers
* Ratings reflect varietal differences in the rate at which infection develops and the extent of damage it causes
* Ratings are based on multiple locations and years
* Ratings range from 2 to 7 ( 9 = resistant)
* Your Pioneer representative can help you select suitable varieties for your farm
Disease Avoidance
* Sclerotia move from field to field in harvest equipment or contaminated seed
* Harvest equipment should be thoroughly cleaned when moving from infected to non-infected fields
* Harvesting infected fields last provides additional safety
Weed Control
* Lambsquarters, ragweed, pigweed, velvetleaf and other weeds are alternate hosts for white mold. Weeds can also increase canopy density, which favors disease spread.
Chemical Application
* DuPont TM Aproach TM is a new fungicide labeled for white mold control. In research trials in OH, MI and IL, Aproach fungicide reduced white mold severity and increased yield by 7.2 bu/acre vs. no treatment 1,2 .
* Apply Aproach in a minimum volume of 10 gal/acre. Penetration of spray droplets into the lower canopy is critical to achieve optimum efficacy 3 .
* Topsin ® fungicide and Cobra ® herbicide have demonstrated efficacy against white mold, but some studies have shown inconsistent results.
Production Practices
* Early planting, narrow row width and high plant populations encourage early canopy formation and white mold risk. These practices also increase yield.
* Abandoning practices that increase yield most years to reduce white mold (which does not occur every year) may not be a favorable economic trade-off.
Crop Rotation
* Rotation is only a partial solution, as sclerotia survive in the soil for up to 10 years
* More than one year away from soybeans may be required to see a benefit
1 See Pioneer Crop Insights Vol. 23, no.13, Integrated Management of White Mold in Soybean Production for more information and study details.
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Chapter 5
Psychological Grounds of the Development of Ideal Actions and Concepts
Outline of Lecture 5
Galperin starts by reminding that the development of mental actions comprises two parts, orienting and executive, and both are transferred to the learner's mental plane. The orienting partof the action has a guiding function that is needed to perform the action; therefore, the executive part of the action is connected to the orienting part. The orienting part includes four main purposes or tasks: (i) evaluating the present situation; (ii) identifying the potential of the objects present in the situation for meeting the actual needs of the learner; (iii) creating a plan for the action; and (iv) controlling the action's execution according to the created plan. Each of these four tasks or purposes of the action's orienting part can become separate areas of study. Galperin points out that it is important to trace the development of the action's orienting base as well as the changes that this process may undergo during the development of the action. The phases in the development of the action can be used to identify what was overlooked in the learning process and to make the required corrections. Such corrections may include changes to the orienting and executive parts of the action, which are particularly important if (i) a completely new action is developed with learners, and (ii) if an action developed with learners requires corrections.
The development of mental actions begins in the materialised form during learners' interactions with material or materialised resources, followed by the transfer of the action to communicative thinking, where for the first time the action acquires the form of an objective thought. During these transformations, the action is transferredtothelearner'smentalplanewheretheactionundergoesfurtherchanges.These transformationsleadtotheappearanceofamentalphenomenonthatisusuallystudied usingtwoapproaches:(i)examiningthephysiologicalaspectsofthelearningprocess, and (ii) studying the objective logic relationships that are manifest in a thought. Galperin emphasises that in the near future, psychologists may be able to study psychological phenomena by examining the physiological processes in the brain.
The method of logic allows for studying psychological phenomena only in their final phase, but it does not provide any information about the origin of these phenomena. Galperin argues that researchers should not study phenomena as such, but they should study their ontological grounds as well as the causes and the processes behind these phenomena. He suggests that psychological phenomena should be understood as internal actions that have been transformed from external actions with objects. How the actions are performed indicates whether they have been developed correctly. Therefore, psychologists should study the development of mental actions.
The discussion of the development of mental actions is continued by considering the development of concepts.Galperin indicates that concepts constitute one of the two main forms of reflecting on the real world; the second form is sensory images. The development of concepts is central to learning in schools and higher education.
Previous research examined the development of concepts by learners in schools: scientific concepts and under laboratory conditions, artificial concepts. In school learning, the concept was explained by the teacher, and the learners mastered the characteristic features of the concept by reading relevant texts and solving problems. Under laboratory conditions, the learners identified the characteristic features of the concept by examining a set of objects that encapsulated its features. The results showed that the process of the development of artificial concepts was challenging for learners. These two methods of developing concepts were used in many subject areas and in different countries; however, they had similar mediocre learning outcomes. In both methods, the learners used substantial amounts of time to develop their understanding of the target concepts.
Galperin concludes that first, the development of concepts in learners happens gradually and over time. Second, generalising the target concept also happens over time. By applying the concept in various situations, learners enrich it with features thatarederivedfromtheireverydaylifeexperiences.However,becausesuchconcepts lack structure, the essential (scientific) and inessential (everyday life features) are given equal weight, and students struggle to identify the primary and secondary features of the concept. In addition, the development of conceptual understanding is possible in 11 and 12-year-old students. Galperin suggests that the development of scientific concepts is possible in 6 and 7-year-old students by identifying the characteristic features of the target concept and introducing them to the learners. First, learners must identify the presence or the absence of the characteristic features of the target concept in the object and then determine whether the object belongs to the target concept. Second, the characteristic features of the target concept must be presented to the learners on an orienting card and arranged in a column where each feature is under its number. Third, different tasks should be offered to learners (based ontheprincipleofcontrast),suchassubject-specific,logical,andpsychologicaltasks. By following this approach, learners develop an understanding of the target scientific concept, and the difference between their achievements becomes insignificant. The learning process happens quickly without memorisation, and the learners are able to apply the target concept in various situations.
Lecture 5
I would like to briefly remind you of the content of our previous lectures. We touched upon the subject of psychology, which is of particular importance for contemporary psychology. We argued that psychology should study a person's orienting activity. The orienting part of an action has a guiding function that is needed to perform an action; therefore, the executive part of an action depends on and is inherently connected with the orienting part. Usually the orienting part is developed spontaneously under the influence of some visible final outcomes of the action. Such an approach is insufficient to ensure the action's desired properties. The orienting part of the action carries four main tasks or purposes: (i) evaluation of the present situation, (ii) identifying the potential of the objects present in the situation for the actual needs of the learner, iii) creating a plan of the action and iv) control of the action's execution according to the created plan. Sometimes, the control of the action's execution may turn into an evaluation of our understanding of the present situation.
The four tasks or purposes of the action's orienting part are quite straightforward, though sometimes each of these tasks can turn into separate areas of study. For example, what we call evaluation of the present situation can turn into an investigation of the surrounding world and a human being as a part of this world. Such an investigation can be divided into several independent areas. This is an example of how one part of the orienting activity can turn into several independent areas of study.
A similar situation is when we create a plan. Sometimes creating a plan can turn, as for example, with animals, into a study of an action's trajectory from its start to its final point. It is absolutely necessary to single out this trajectory, and to sketch it so that it can be turned into a sequence of necessary activities. Each of these activities can take different forms but there are always four main tasks (mentioned above) that ultimately ensure a successful action performance.
It is very important to trace in an expanded form the development of an action's orienting base, and what changes this process may undergo during the development of the action. We have traced specifically the process of the development of mental actions. We did so because this process comprises two parts, orienting and executive, and both are transferred to the learner's mental plane, where the action undergoes changes and acquires certain properties. If we are aware of the development process of an action and the changes the action undergoes in its various phases, we can use this action's development phases to identify what has been overlooked to make the required corrections. Such corrections may include changes to the orienting and the executive parts of the action, which may have been created spontaneously or under insufficient control. This is particularly important if (i) this is a completely new action, because following the phases of an action's development can ensure the development of a new action with the desired properties, and (ii) if we need to make some corrections to the action that had been developed incorrectly by learners.
I would like to touch upon an extremely important statement: we begin the development of mental actions with the process of interaction with material or materialised objects—materialised action. Materialised action implies interactions with models, signsanddiagrams,whichmeansinteractionswithmaterialisedobjects.Forexample, if we deal with mathematical signs, they can be transferred from one part of a mathematical equation to another, as these signs can be summed up or crossed out—we can interact with these signs like with material objects. You can also check your answer to the problem by performing certain operations with signs. Therefore, we always begin to develop a new action in a materialised or material form and then the action is transferred to communicative thinking, where for the first time the action acquires the form of an objective thought. By going through these phases, the action can be transferred to the learner's mental plane, where the action undergoes further changes. These sequential transformations reflect how an action with material or materialised objects may turn into a thought about this action, though this thought cannot be easily expressed in words. However, it is important that in the cause of these transformations there appears a mental phenomenon. If we were not aware of the process that leads to this phenomenon (mental action), it would be impossible to study the phenomenon of a mental action using objective methods. The question then arises of how researchers can study a mental action. They do so usually in two ways: either by examining physiological aspects of learning processes, or by studying the objective logic relationships that manifest in a thought.
These two methods of studying the learning process are quite common in modern psychology. It is considered that psychological phenomena cannot be subjects of science, as they can only be described. Further, this description is never objective; it is rather an experience which can barely be expressed in words. Therefore, we have a phenomenon, but how can we study it? It would be quite sensible to approach this phenomenon (mental action) by studying the processes that happen in the brain. It might happen that in fifty years, scientists will discover how to trace the processes that happen in the brain. This is a valid method and most psychologists pursue this method to study psychological phenomena. Other scientists approach psychological phenomena by using the logic method. If we were not aware of the development phases of mental actions, we would not have a choice other than to pursue the method of logic, since we can observe the development process of mental actions only in its final phase and we do not know its origin. However, science does not and should not study phenomena, but the causes behind these phenomena, the processes that lead to the observed phenomena.
Yet, what causes the phenomenon of a mental action? As I have already said, if we were not aware of the development phases of mental actions, we would think that mental actions were caused by physiological processes and, therefore, these physiological processes have to be carefully examined to develop our understanding of mental actions. However, we are aware that we are dealing with an internal action that has been transformed from an external action with objects. We have developed this action and make use of it in various situations. We need to control the flow of this action and, in fact, we can sense whether the action is being performed properly. From studies on the physiology of the process of control, we know that this sense appears by comparing the actual flow of the action with the action scheme that we have created. If we get a sense that the actual action flow corresponds to the created action scheme, this means that we should not interfere in the action and everything is going well. If we get a sense that the actual action flow does not correspond to the created action scheme, then we should pause the action and look for mistakes. If the correct action has been developed with learners, then the whole action is performed automatically. Therefore, how the action is performed indicates whether the action has been developed correctly and we get this indication by examining the correspondence of the action flow with the created action plan. This makes us consider that it is not a physiological process, but an action that has been developed with learners that lies behind the phenomenon of mental action. The physiological processes may actually assist the performance of the mental action. If a person is ill or tired, then the physiological processes can hinder the action's performance. Therefore, psychology should study the development of mental actions, and not physiological processes. This is an extremely important point related to the main subject of psychology.
Development of Concepts
The topic development of concepts logically continues the topic development of mental actions, which we have just talked about. Concepts constitute one of the two main forms of reflection of the real world, with sensory images as the second form. We will start with the process of the development of concepts, because concepts are more concrete and, to some extent, easier to understand than sensory images.
All sciences study certain concepts, and developing an understanding of these concepts is one of the most important tasks of the learning process in primary, secondary and higher education. The development of concepts with learners is considered an important characteristic of learners' mental development and we are very much interested in the age when students are able to engage in learning different concepts. In addition, we are interested in the structure of the learning process aimed at the development of concepts with learners.
Studies that examine the development of concepts with learners pursued two approaches: examining the development of concepts during school learning, and of so-called artificial concepts in laboratory conditions. The process of the development of artificial concepts was examined to avoid the influence of the experience concerned with learning in school. In school learning the teacher explains the concept's content to the learners in an appropriate and understandable way, then the learners master the characteristic features of this concept by reading relevant texts in the suggested textbook, and by applying the concept to solve various problems. In laboratory conditions, the following way of learning was pursued: the learners were offered a set of objects that had to be combined in a concept according to their common characteristic features. The combination of these common features was defined by an artificial concept. In doing so, the researchers wanted to trace the development process of concepts with learners. It turned out that it was quite complicated for the learners to create an artificial concept.
These two methods of examining the development process of concepts were completely different, because under the laboratory conditions, the learners had to develop their understanding about the examined objects, and formulate a concept that would combine the characteristic features of the target objects. In school learning, the concept was explained to the learners by the teacher to be memorised and applied to solve various problems. It seemed that these two means of developing concepts with learners completely differed from each other. However, these approaches' results appeared to be similar in different subject areas: specifically, in mathematics, geography, history and grammar. In addition, these approaches to studying concepts were similar in different countries and even on different continents. What was similar in these approaches to the development of conceptual understanding was that the achieved learning outcomes were quite mediocre. This was particularly true for learning school concepts, the content of which was presented to the learners at the beginning of the learning process and repeated by the students for several years. It turned out that only after 5–7 years of studying the same concepts the learners developed their understanding about the concepts that were explained to them many years earlier. The students slowly developed their understandings about the characteristic features of the target concept. A similarly slow development of concept happened under laboratory conditions: the learners were able to develop their understandings about one or two characteristic features of the target concept at a time, and then after some time the learners developed their understanding about other characteristic features of the concept, despite that all characteristic features of the target concept were presented to the students at the very beginning of the learning process several years earlier.
Therefore, first, we can conclude that the development of concepts with learners happens gradually over time. Second, generalising a target concept with learners also happens gradually and the learners over time become able to apply the target concept in various situations. It is interesting that in the process of the development of conceptual understanding, learners enrich the concept with other characteristic features that come from their everyday experiences in interacting with the world. Therefore, for a long time, learners might maintain a so-called hybrid understanding of a concept that comprises scientific characteristic features and the features that come from their everyday life experiences. For some time, psychologists admired such a combination of scientific and everyday life features in the target concept that learners maintained, because they considered this an individual approach to learning. However, the presence of the features that stem from everyday life experiences in the learners' understanding of the target concept implies that the concept is lacking structure, and the essential (scientific) and inessential (everyday life features) are given equal weight. Such an understanding on the part of the learners results in the absence of a feature hierarchy, and the inability of the students to identify the target concept's primary and secondary features. Similar results were reported in several studies at different times and in different subject areas; it was therefore concluded that such a process of the development of concepts with learners is inevitable and should be adopted in education.
For a long time, it was considered that the development of conceptual understanding is only possible with 11- and 12-year-old students. First, such an understanding resulted in the idea that learning concepts before the age of 11/12 was not recommended and even forbidden. It was considered that children develop so-called quasi- and pseudo-concepts, as they are unable to develop their true understanding of the target concept. Therefore, teachers must introduce incomplete concepts, or a "simplified" version of a concept, and when the children reach the age of 11/12 years old they are able to develop their true understanding of the target concept. On the other hand, why do children of exactly 11/12 years old become able to develop their conceptual understanding? This is the age of adolescence and some think that there is a direct connection between this age and the ability to develop conceptual understanding. This suggestion has had consequences for the practical organisation of the learning process, and it was almost impossible to make changes to such a learning process until we developed the method involving the phases of the development of concepts with learners.
We approached the process of the development of concepts by considering two actions: first, a mental action is only one constituent part of the process of the development of conceptual understanding, and second is the images of objects and the meanings they carry. The students develop their understanding of these meanings when interacting with these objects. Therefore, we need to shift our focus from the development of actions to the development of the images of the objects learners interact with. We have approached this issue in this way: every concept consists of distinctive characteristic features and these features must be identified and introduced to the learners.
First,thelearnersmustidentifythepresenceortheabsenceofconceptuallydistinct features in the object they interact with and determine if the object belongs to the target concept. The characteristic features identified in the object must be excessive and necessary to conclude that the object belongs to the target concept. There should not be any other features that the learners simply memorise and do not use. Sometimes, in mathematical concepts studied in school, learners are introduced to features they cannot use. The question then arises, why are these features introduced to the learners? Just to complicate the learning process? We do not accept such general knowledge, and instead select such characteristic features of the target concept that learners are able to use for solving problems.
Second, the characteristic features of the concept must be presented to the learners on the orienting card arranged in a column, each characteristic feature under its number. This is not an easy thing to do, because very often teachers want to explain the target concept in a comprehensive way by introducing the concept features that the learners are not going to use. This should not happen. In addition, we select different types of tasks (subject-specific tasks, logical-type tasks and psychologicaltype tasks) to be solved by the learners. 1 The order in which these tasks are presented to the learners has to be carefully thought through.
The tasks should be selected based on a psychological principle which was first suggestedbyPavlovanddiscoveredinhisexperimentswithdogs.Thisistheprinciple ofcontrast.Forexample,learnerscanfirstbepresentedwithaveryeasytask,followed by a very difficult task that will enhance full attention on the part of the learner. The teacher presents the characteristic features of the target concept necessary to solve
1 Galperin presents these types of tasks in detail in Lecture 3.
this task. At this point, the orienting card with the characteristic features of the concept is available to the learner. When solving the next tasks, the orienting card is removed, and the learner repeats aloud the characteristic features of the target concept when approaching the task. When solving other tasks, the teacher might indicate the number of characteristic features of the target concept that the student needs to use to solve the task. This means that the learner does not need to repeat all characteristic features of the target concept but solve the task mentally. In doing so, we control the internal learning process of the student. Further in the process, the teacher introduces a task and the learner solves the task mentally, then presents the result to the teacher. Such an approach to the development of concepts with learners, produced totally unexpected results.
First, it turned out that the school concepts that were intended to be developed with 11/12-year-old students, could be developed with children of 7 and even 6 years old. In addition, it turned out that all students in the class developed their understandings of the target concepts. When the concepts are introduced to the learners through traditional teaching, there is always a large spectrum of achievements among the learners: some students learn very fast, other students learn very slowly and some students do not succeed in the learning process at all. To summarise, in a traditional school teaching, we observe different learners: from those who learn fast and easily, to those who struggle and fail in their learning process. Such a difference among the learners' achievements is often explained by the students' different abilities, which seems a reasonable explanation. However, in our approach, we discovered almost no difference between the students' achievements. Of course, some students learned faster than others, but all students developed their conceptual understandings and the difference between the learning outcomes of the individual students was truly insignificant. In traditional school teaching, different learning outcomes are evaluated by marks awarded to the students and, usually, the range of marks in one class is quite wide. When we applied the phases of the development of concepts, we did not observe such a difference between the students' learning outcomes. The learners followed the instructions on the orienting card and they could not miss a single characteristic feature of a target concept when solving a task. In doing so, the learners did not develop any hybrid concepts, though true scientific concepts were developed with the learners which contained the whole set of characteristic features. The learning process happened fast, and the students did not need to memorise the target material. The essential features of the target concept were available for the learners on the orienting card and they could use the orienting card until they did not feel the need to use it when solving the tasks. Only then was the orienting card removed from the learners. The learners developed their understandings of the target concept, and they became able to recall this concept not orally, but to use it to solve various problems.
In traditional school teaching, the learning process is not visible to the learners: it happens in the heads of the individual learners and, therefore, teachers do not have access to this process and cannot control it. For example, a teacher explains the concept, and then checks how the students have understood this concept by asking questions. The students respond to these questions usually by recalling the content of the teacher's explanation. Then, the students memorise the content of the concept, but how this happens remains out of the teacher's sight, so the teacher cannot control the learning process. In the next lesson, the teacher checks the students' understanding and it usually turns out that the students demonstrate quite a wide spectrum of understanding of the target concept, which is often explained by the students' different abilities. However, the learning process that led to the development of the students' conceptual understanding was totally uncontrolled and the students were confused by applying both scientific and their everyday experience features of the target concepts. If we create a more rigid framework around this process, it begins to flow quite differently. We do not attempt to explain how the age of adolescence is linked with an ability to develop conceptual understanding, but we are convinced that the students' achievements depend on how the learning process is structured and organised.
In traditional teaching, a new concept is first explained, then memorised, then applied for solving typical problems. After that the concept is applied by learners in other situations. If teachers are unaware of any other methodologies, then such an approach seems quite reasonable, so we should not develop a totally neglectful attitude towards traditional teaching methods. First, the teacher explains a new concept and to be able to apply it in various situations, the learners must develop their understanding of this concept. To achieve this, the learners have to memorise the concept, and then engage in solving various tasks that apply the target concept. This is a logical way to go, but reality, as we know, does not always correspond to the laws of logic.
In our method, students do not need to memorise the target concepts; however, they remember the essential features of these concepts involuntarily. In addition, if the teacher explains the characteristic features of the target concept presented on the orienting card to the learners, and elaborates on how to engage in the learning process by using the orienting card, then the information presented in the orienting card will be memorised very quickly, in 1–1.5 h, and the students may continue solving other problems without the orienting card. Learning happens quickly and without any special efforts from students.
Several researchers are very cautious about such involuntary memorising. American scientists call such memorisation accidental, meaning that it happens by itself, without any effort on the part of the learners. However, we cannot structure the whole learning process on accidental, uncontrolled and chaotic processes. In our method, we can enhance the learners' involuntary memorisation by presenting the characteristic features of the target concepts on the orienting cards, and by having the learners use these orienting cards to solve various problems.
Now, a few words about the outcomes of the learning process that follows the phases of the development of mental actions. Several studies reported that after learners had been exposed to learning through phases, when they encountered a new material or object, they could identify if this material or object belonged to the target concept. For example, a learner comes across a noun in a sentence. The learner sees the word and he is able to identify that it is a noun, and thus demonstrate his conceptual understanding. This phenomenon has been described previously; however, the learning process that has led to such a phenomenon happened spontaneously, without interference on the part of the teacher. How does a student identify that the word he/she has come across is a noun? The learner follows the process of identifying the essential characteristic features in the examined object (a word in our case) and concludes that the examined word belongs to the noun concept. When we systematically examine an object that belongs or does not belong to the target concept, we identify a set of features that comprise a so-called dynamic stereotype model. This dynamic stereotype model was first introduced by Pavlov, who suggested that it can imply a different order of the concept's characteristic features. For example, the learner identifies a feature that was presented in the middle of the list of all characteristic features on the orienting card. The dynamic stereotype model is then triggered, and the learner identifies that the examined object belongs to the target concept. However, in this case, a learner can express his understanding by using such words as it seems that this word is a noun. In the later learning process, the student develops his ability to identify all essential characteristic features and conclude that the examined object belongs to the target concept. The learner develops such an ability by interacting with the objects that encapsulate the essential characteristics of the target concepts.
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
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Human Resources
TEACHING QUALITY STANDARD
BACKGROUND
Westmount teachers exemplify the qualities outlined in the Teaching Quality Standard as follows:
"Quality Teaching occurs when the teacher's ongoing analysis of the context, and the teacher's decisions about which pedagogical knowledge and abilities to apply, result in optimum learning for all students."
The following six teaching competencies and indicators comprise a repertoire of selected knowledge, skills and attributes from which teachers will be able to draw as situations warrant, in order to meet the Teacher Quality Standard throughout their careers. Reasoned judgment is used to determine whether the Teacher Quality Standard is being met in the context of Westmount's Charter mandate. The competencies and indicators are not outlined in order of importance.
PROCEDURES
1. Fostering Effective Relationships
A teacher builds positive and productive working relationships with students, parents/guardians, peers and others in the school and local community to support student learning.
Achievement of this competency is demonstrated by indicators such as:
1.1 acting with fairness, respect and integrity;
1.2 demonstrating empathy and a genuine concern for others;
1.3 providing culturally appropriate and meaningful opportunities for students and for parents/guardians, as partners in education, to support student learning;
1.4 inviting First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, cultural advisors and local community members into the school and classroom;
1.5 collaborating with community service professionals, including mental health, social services, justice, health and law enforcement; and
1.6 honouring cultural diversity and promoting intercultural understanding.
2. Engaging in Career-Long Learning
A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and learning, and completes professional learning on the code of professional conduct for teachers and teacher leaders.
Achievement of this competency is demonstrated by indicators such as:
2.1 collaborating with other teachers to build personal and collective professional capacities and expertise;
2.2 actively seeking out feedback to enhance teaching practice;
2.3 building capacity to support student success in inclusive, welcoming, caring, respectful and safe learning environments;
2.4 seeking, critically reviewing and applying educational research to improve
practice;
2.5 enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs, languages and values; and
2.6 maintaining an awareness of emerging technologies to enhance knowledge and inform practice.
3. Demonstrating a Professional Body of Knowledge
A teacher applies a current and comprehensive repertoire of effective planning, instruction and assessment practices to meet the learning needs of every student.
Achievement of this competency is demonstrated by indicators such as:
3.1 planning and designing learning activities that:
3.1.1 address the learning outcomes outlined in programs of study;
3.1.2 reflect short, medium and long range planning;
3.1.3 incorporate a range of instructional strategies, including the appropriate use(s) of digital technology, according to the context, content, desired outcomes and the learning needs of students;
3.1.4 ensure that all students continuously develop skills in literacy and numeracy;
3.1.5 communicate high expectations for all students;
3.1.6 foster student understanding of the link between the activity and the intended learning outcomes;
3.1.7 consider relevant local, provincial, national and international contexts and issues;
3.1.8 are varied, engaging and relevant to students;
3.1.9 build student capacity for collaboration;
3.1.10 incorporate digital technology and resources, appropriate, to build student capacity for:
* acquiring, applying and creating new knowledge;
* communicating and collaborating with others;
* critical thinking; and
* accessing, interpreting and evaluating information from diverse sources;
3.1.11 consider student variables including:
* demographics, e.g. age, gender, ethnicity, religion;
* social and economic factors;
* maturity;
* relationships amongst students;
* prior knowledge and learning;
* cultural and linguistic background;
* second language learning;
* health and well-being;
* emotional and mental health; and
* physical, social and cognitive ability;
3.2 using instructional strategies to engage students in meaningful learning activities based on:
3.2.1 specialized knowledge of the subject areas they teach;
3.2.2 an understanding of students' backgrounds, prior knowledge and experiences;
3.2.3 a knowledge of how students develop as learners;
3.3 applying student assessment and evaluation practices that:
3.3.1 accurately reflect the learner outcomes within the programs of study;
3.3.2 generate evidence of student learning to inform teaching practice through a balance of formative and summative assessment experiences;
3.3.3 provide a variety of methods through which students can demonstrate their achievement of the learning outcomes;
3.3.4 provide accurate, constructive and timely feedback on student learning; and
3.3.5 support the use of reasoned judgment about the evidence used to determine and report the level of student learning.
4. Establishing Inclusive Learning Environments
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.
Achievement of this competency is demonstrated by indicators such as:
4.1 fostering equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms;
4.2 using appropriate universal and targeted strategies and supports to address students' strengths, learning challenges and areas for growth;
4.3 communicating a philosophy of education affirming that every student can learn and be successful;
4.4 being aware of and facilitating responses to the emotional and mental health needs of students;
4.5 recognizing and responding to specific learning needs of individual or small groups of students and, when needed, collaborating with service providers and other specialists to design and provide targeted and specialized supports to enable achievement of the learning outcomes;
4.6 employing classroom management strategies that promote positive, engaging
learning environments;
4.7 incorporating students' personal and cultural strengths into teaching and learning; and
4.8 providing opportunities for student leadership.
5. Applying Foundational Knowledge about First Nations, Metis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the benefit of all students.
Achievement of this competency is demonstrated by indicators such as:
5.1 understanding the historical, social, economic and political implications of:
5.1.1 treaties and agreements with First Nations;
5.1.2 legislation and agreements negotiated with Métis; and
5.1.3 residential schools and their legacy;
5.2 supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education;
5.3 using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and
5.4 supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.
6. Adhering to Legal Frameworks and Policies
A teacher demonstrates an understanding of and adherence to the legal frameworks ad policies that provide the foundations for the Alberta education system.
Achievement of this competency is demonstrated by indicators such as:
6.1 maintaining an awareness of, and responding in accordance with, requirements authorized under the Education Act and other relevant legislation;
6.2 engaging in practices consistent with policies and procedures established by the school authority; and
6.3 recognizing that the professional practice of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.
Cross Reference:
AP-423 Teacher Growth, Supervision and Evaluation
Date of Adoption:
January 3, 2024
Date of Revision:
Due for Review:
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For additional information contact:
Two Lick Creek
Indiana County Parks & Trails 1128 Blue Spruce Rd. Indiana, PA 15701
Phone: (724) 463-8636
Fax: (724) 463-8740
Waterworks Conservation Area
The Waterworks Conservation Area is a 10-acre site located next to Two Lick Creek, 3 miles south of Indiana, Pennsylvania. The site was donated to Indiana County by Consol Energy.
The site combines recreational opportunities with environmental restoration. This restoration includes an acid mine discharge (AMD) treatment system and an artificial wetland.
Planned recreational opportunities include a pavilion, trail circuit, fishing access and canoe/kayak launch.
Waterworks is located on a portion of the former Rochester & Pittsburgh Coal Company Lucerne 3A deep mine, which operated until the mid-1960's.
The Indiana County Conservation District and other partners are assisting in the development of the Waterworks Conservation Area.
Acid Mine Discharge
Acid mine discharge (AMD) results from mining coal or mineral deposits. Water flowing from the mines is acidic, which means the pH is below 6. Acidic water is harmful to fish and other organisms that live in streams.
The water becomes acidic because of a chemical reaction with the mineral pyrite (FeS2). Pyrite contains iron and sulfur, which are released into water through the chemical reaction.
Acid mine discharges are treated with both active and passive treatment systems. These treatments result in cleaner and healthier streams. Fish and other organisms return to these clean waters.
The discharge at Waterworks has a flow rate of 100 gallons per minute and a pH of 2.7. To treat this, a 75-ton lime dosing silo has been installed over the mine discharge.
Powered by water, premeasured amounts of hydrated lime are released into the stream, which will raise the pH of the water and help restore it to natural conditions.
Mining History
In 1904, Lucerne mines opened in Indiana County. The three mines (#1, 2 & 3) were all in the Upper Freeport Seam. The mines were owned and operated by the Rochester & Pittsburgh Coal & Iron Company (R&P).
At one time, R&P was one of the largest producers of bituminous coal in the United States. In 1998, Consol Coal Group (Consol Energy) acquired R&P.
Waterworks is located at the Lucerne 3A mine. Lucerne 3A was in operation from around 19071967.
There were 1,069 employees at the Lucerne mines. The capacity of the mines was 6,000 tons/day, or the equivalent of 150 freight cars. 900,476 tons of coal were mined while the Lucerne mines were in operation.
While there is an acid mine discharge treatment facility at Waterworks, it is not the first. In 1967, R&P installed an acid neutralizer to treat water at the #3 mine. Here, limestone was added three times a day. Iron was also removed.
Park Information
Planned features include:
Pavilion with observation deck overlooking Two Lick Creek
Canoe and kayak launch
Fishing access to Two Lick Creek
Trail circuit around wetlands with interpretive signage
Path along Two Lick Creek
Public restroom and parking area
Directions:
From Indiana, head south on 6th St. (PA 954) for approximately 2 miles. Turn left onto Lower Twolick Dr. Follow this road for around 0.2 mile, and turn right onto Waterworks Rd. As you follow the road downhill, the entrance will be on your right.
Hours:
Waterworks Conservation Area is open to the public from sunrise to sunset.
Indiana County Parks & Trails:
Indiana County Parks & Trails is a natural resource-based park system located in southwest Pennsylvania. We operate 2,600 acres of parks, natural areas, historic sites and covered bridges, along with an extensive regional trail system.
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Federal
Aviation
Administration
Fly Safe: Prevent Loss of Control Accidents Fly Safe: Prevent Loss of Control Accidents
The FAA and general aviation (GA) groups' #Fly Safe national safety campaign aims to educate the GA community on how to prevent Loss of Control (LOC) accidents this flying season. The FAA and general aviation (GA) groups' #F|y Safe national safety campaign aims to educate the GA community on how to prevent Loss of Control (LOC) accidents this flying season.
What is Loss of Control (LOC)? What is Loss of Control (LOC)?
A Loss of Control (LOC) accident involves an unintended departure of an aircraft from controlled flight. LOC can happen because the aircraft enters a flight regime that is outside its normal flight envelope and may quickly develop into a stall or spin. It can introduce an element of surprise for the pilot. Contributing factors may include: poor judgment/aeronautical decision making, failure to recognize an aerodynamic stall or spin and execute corrective action, intentional regulatory non-compliance, low pilot time in aircraft make and model, lack of piloting ability, failure to maintain airspeed, failure to follow procedure, pilot inexperience and proficiency, or the use of over-the-counter drugs that impact pilot performance. A Loss of Control (LOC) accident involves an unintended departure of an aircraft from controlled flight. LOC can happen because the aircraft enters a flight regime that is outside its normal flight envelope and may quickly develop into a stall or spin. It can introduce an element of surprise for the pilot. Contributing factors may include: poor judgment/aeronautical decision making, failure to recognize an aerodynamic stall or spin and execute corrective action, intentional regulatory non—comp|iance, low pilot time in aircraft make and model, lack of piloting ability, failure to maintain airspeed, failure to follow procedure, pilot inexperience and proficiency, or the use of over-the—counter drugs that impact pilot performance.
Message from FAA Deputy Administrator Mike Whitaker: Message from FAA Deputy Administrator Mike Whitaker:
The FAA and industry are working together to prevent Loss of Control accidents and save lives. You can help make a difference by joining our Fly Safe campaign! Each month on faa.gov we're providing pilots with a Loss of Control solution developed by the team of experts. They have studied the data and developed solutions – some of which are already reducing risk. We hope you will join us in this effort, and spread the word. Follow #FlySafe on Twitter, Facebook and Instagram. I know that we can reduce these accidents by working together as a community. The FAA and industry are working together to prevent Loss of Control accidents and save lives. You can help make a difference byjoining our Fly Safe campaign! Each month on faa.gov we're providing pilots with a Loss of Control solution developed by the team of experts. They have studied the data and developed solutions — some of which are already reducing risk. We hope you will join us in this effort, and spread the word. Follow #F|ySafe on Twitter, Facebook and lnstagram. I know that we can reduce these accidents by working together as a community.
Did you know? Did you know?
Loss of Control is the number one cause of these accidents. Loss of Control is the number one cause of these accidents.
Approximately 450 people are killed each year in GA accidents. Approximately 450 people are killed each year in GA accidents.
Loss of Control happens in all phases of flight. It can happen anywhere and at any time. Loss of Control happens in all phases of flight. It can happen anywhere and at any time.
There is one fatal accident involving LOC every four days There is one fatal accident involving LOC every four days
Learn more Learn more
Watch an FAA video "Taking control: How we can address the leading cause of general aviation accidents." (4:47). Watch an FAA video "Taking control: How we can address the leading cause of general aviation accidents." (4:47).
FAASTeam Learning Center Library FAAST FRAT. FAASTeam Learning Center Library FAAST FRAT.
You Can Take it With You, FAA Safety Briefing, July/August 2012 (PDF), page 4. You Can Take it With You, FAA Safety Briefing, July/August 2012 (PDF), page 4.
The Voice of Reason: Partnering for Safety and Risk Management, FAA Safety Briefing, July/August 2014 The Voice of Reason: Partnering for Safety and Risk Management, FAA Safety Briefing, July/August 2014
Aircraft and Owner's and Pilot's Association (AOPA) Flight Risk Evaluator Tool. Aircraft and Owner's and Pilot's Association (AOPA) Flight Risk Evaluator Tool.
National Business Aviation Association (NBAA) Flight Risk Analysis Tool. National Business Aviation Association (NBAA) Flight Risk Analysis Tool.
AOPA online course: do the right thing, decision making for pilots. AOPA online course: do the right thing, decision making for pilots.
FAA's Aviation Risk Management Handbook (PDF) (FAA-H-8083-2) FAA's Aviation Risk Management Handbook (PDF) (FAA—H-8083-2)
FAA Information for Operators (InFO) (PDF) 07015 on Flight Risk Assessment Tool. FAA Information for Operators (|nF0) (PDF) 07015 on Flight Risk Assessment Tool.
The WINGS Pilot Proficiency Program helps pilots build an educational curriculum suitable for their unique flight requirements. It is based on the premise that pilots who maintain currency and proficiency in the basics of flight will enjoy a safer and more stress-free flying experience. The WINGS Pilot Proficiency Program helps pilots build an educational curriculum suitable for their unique flight requirements. It is based on the premise that pilots who maintain currency and proficiency in the basics of flight will enjoy a safer and more stress—free flying experience. | <urn:uuid:1e251eff-a941-45d7-9b94-369a37b0e4b4> | CC-MAIN-2024-38 | https://alphasystemsaoa.com/assets/PDFs/faa/FAA-targets-Loss-of-Control-Accidents-2016.pdf | 2024-09-10T21:22:55+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00252.warc.gz | 74,562,949 | 1,212 | eng_Latn | eng_Latn | 0.997032 | eng_Latn | 0.997032 | [
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Availability of E-Learning Skills among Computer Teachers in the North-Eastern Badia Education Directorate
Mariam Hamad Odeh Dahilan
Jordanian Ministry of Education Directorate of Education for Northeastern Badia
Abstract
The study aimed to reveal the Availability of Skills E-learning for Computer teachers in the North Eastern Badia Education Directorate Inin addition to the Availability of Skills Design of electronic courses Sub: (Skills Planning، Skills Managing and implementing the decision, Skills Design and setting). The descriptive survey method was used and prepared Researcher The questionnaire Skills to ensure the sincerity and stability of the tool, and the study sample was formed from (246) members and faculty members in North-Eastern Badia Education Directorate They were randomly selected. The results showed that Skills the use of computers cameto In first place. Upstairs My average account was (3.96), and came Skills Internet use ranked second with an average account of 3.92, while Skills Design of electronic courses In the last place, with an average account of ()3.84), and the arithmetic average Total degree (3.89). The results showed that Skills Design of electronic courses Sub, onecomet in order، (Skills Planning، Skills Managing and implementing the decision, Skills Design and setting), the arithmetic average for skills Design of electronic courses as a whole (3.84). The results showed Variation ً outwardly In calculation averages and standard deviations Availability Skills E-learning due to different categories of sex variables، experience, and to the existence of statistically significant differences between both professors, and lab values On the one hand and computer teacher, On the other hand, the differences came in favor of Computer teacher. And to There are differences. Statistical function Between less than five years, و10-15 years old The differences came in favor of fewer than five years.
Keywords: E-learning, teaching skills, Availability among faculty members, North Eastern Badia Education Directorate, Hashemite Kingdom of Jordan.
Introduction
Efficiency and efficiency in performance and production can be achieved by training and practice, which is used as a tool for development. Training also plays a key role in the growth of culture and civilization in general, and the importance of this is highlighted, in that training is the basis of all learning, development, and development of the human element, and thus the progress and construction of society. Training is also an important factor that helps administrative creativity and distinctive functionality, especially since organizations, with their various activities, face multiple changes and developments in the face of increasing trends towards globalization (Shawaf, 2000).
The role of the teacher is changing in an ever-changing era, as the new roles of the teacher require a new look at the philosophy and objectives of teacher preparation programs to suit the nature of these roles.
The rapid and successive development of technology and e-education has made the Researcher in the field of education in constant need to look for new educational methods that fit the features of development and help the learner to learn.
Educators were interested in modern technology at the level of planning and curriculum development, moving from tactics to strategy, from partial ways to solve topical problems to be one of the key components of the education strategy (Jabr, 2007).Teachers had to have many electronic skills in order to keep up with those innovations and the ability to use them consciously and knowingly.
One of the basics of e-learning skills is the use of computers and their various software, whether on closed networks, shared networks, or the Internet, and e-learning has become the most common form of flexible learning, which is flexible, open, and remote, including information, communications, education and training, and e-learning is not just a means of e-training but is used for purposes. Many others, such as knowledge management, performance management, virtual office construction, and other activities, e-learning depends on technology, organization culture, leadership and change management, and e-learning cannot succeed without the commitment and conviction of senior management, implementers and training, as it complements traditional training (Galagan), 2001).
As a result of the spread of e-learning in universities with the increasing progress and expansion of information, universities have to adopt this type of education in order to reach the student's self-learning (Sharawi, 2008). The development of curricula, courses, and educational activities has led to the development of the roles of teachers and learners, and to refine the skills of learners, and to make them able to face different situations in everyday life easily and efficiently (Richards & Rodgers, 2001).
Thus, the teacher's use of educational methods, methods and e-learning techniques has become urgent in achieving communication between him and his students because e-learning brings together elements of the educational system, which has become a way of working and thinking, and a way of thinking and solving problems. Although e-education has traditionally become the result of the tremendous development of technology and technology, and traditionally in developed countries, in developing countries, we still talk about e-education as an urgent need, the need to employ it in the educational process, and the Availability of its skills among teachers, part of the many challenges and constraints that developing countries continue to suffer from, and are trying to overcome them in the great efforts of universities and public education.
Teaching skills reflect the new and new roles of the teacher on the one hand, and as the main starting point for developing a clear vision of teacher preparation and training programs on the other, and these programs must include the teaching skills necessary for teachers on which the process of training in the course of service depends, to follow the process of preparation and advancement of performance levels, including pedagogical knowledge, education strategies, learning environment, communication, planning for teaching, evaluation, technology, thinking, Professional growth, cooperation, ethics, and relationships.
In order to be able to perform the main and basic tasks assigned to him, the teacher must have a number of elearning skills that qualify him to perform his role as required.
Theoretical framework
Use of e-learning in university education
There is a growing demand for higher education, and the widespread of ICT and modern technology has become an influential variable in the present era, whose effects have been reflected on the educational institution in particular, and educational problems have become realistic and require non-traditional solutions, and these variables have led to the inability of traditional educational institutions and their staff to cope with these problems, putting increasing pressure on current educational systems, which have led to the adoption of new patterns of education, the most important of which is e-learning.
The use of e-learning has spread significantly, and the growing growth of e-learning has faced many challenges to its application in university education, including providing an electronic learning environment with human requirements, forming a diverse and experienced team that collaborates with each other in the performance of specific and planned functions, and the success of e-learning depends on the university's readiness and acceptance of such adoption through a number of components. The most important of which is the readiness of its faculty members and the extent to which they have the values, beliefs, and skills necessary for this type of education; the higher the level of ownership, the higher their level of readiness and the greater the claim to the success of eeducation (Masilehi and Mohammed, 2007; Sword, 2009; Sonhwa, 2006).
The levels of use of e-education in university education include the enriching level, where electronic media and the Internet are used to describe this level as a source of general and specialized information, which makes it a source of general and specialized information, which makes it a failure to acquire the learner and acquire various skills, including research skills, computer and Internet skills to do so. The second level is complimentary; all the characteristics of the enriching level are used to ensure that the electronic media and the Internet are used as a vessel for teaching and learning sources and expertise for the course or its content, as a key element of the educational process through the Availability of online programs and applications by the faculty, and guidance and guidance on the course, so that education becomes integrated into more than one educational pattern.
There is a basic level, where this level expands in reliance on the Internet, the construction and design of electronic courses and the provision of their requirements, interactions, activities, and tests, and the faculty member through the system provides interaction interfaces that guide the teacher in his educational path, direct him to the tools of interaction, communication, and request of an address, and provide the faculty member with the tools of communication with the learner and follow-up and various calendar images. The integrative levelis not limited to teaching and learning; it also includes online teaching through digital photography and lesson explanation by the faculty member himself, which allows learners to communicate over the site and access materials, whether simultaneous or non-synchronized and to benefit from sources (Al-Saif,2009; Abdul Hamid, 2005:54).
Al-Hadi (2007:6) defined e-learning as a comprehensive system as "multimedia e-learning that includes academic content and accompanying activities that are prepared, designed and produced in the form of an electronic program in the light of codified standards and specific educational purposes, focusing primarily on positive interaction with the learner."
Al-Musa and Mubarak (2005:113) also defined e-learning as "a way to teach using modern communication mechanisms from a computer and its networks, its multiple media of sound and image, drawings, search mechanisms, and electronic libraries, as well as internet portals, whether remote or in the classroom, which is the use of technology of all kinds in communicating information to the learner in the shortest time, least effort and most useful."
Accordingly, the university professor has become a new role in the light of e-learning and the innovations of constantly developed technology, as the university professor must be able to teach using modern techniques, design the digital course, and adapt teaching methods to the characteristics of learners and the possibilities available, as it changes from teacher to simplified content and facilitator of educational processes and mentor and wave, requiring him to acquire special knowledge, skills, and experience through the Availability of his e-learning skills.
E-learning skills of university faculty
Sufficiency is the skill, ability, or ability to perform a particular work, or it is the actual practice of performing a task with a certain level of mastery, or it is a specific level of performance for the purposes of achieving the desired results according to predetermined objectives. Thus, performance skills within the field of work, which from others cannot be assured of the results achieved (Hazani, 2005).
The World Council for Training, Performance, and Learning Standards defined sufficiency as "the knowledge, skills, and tendencies that make someone able to effectively perform a job or job at a level of required and expected specifications" (Hazani, 2005:27).
Song Moy (SoWing-Mue, 2004) referred to a number of perceptions of the concept of sufficiency: 1) conduct or performance to do something independently to achieve a particular goal. 2) Knowledge and skill that requires the choice of the best, namely, a person's possession of a number of skills, performance, knowledge, good behavior, and motivations.
One of the most important inputs of the educational system is that the Availability of the necessary educational skills requires two basic elements: knowledge and performance, knowledge here is essential and necessary for the performance that shows the degree of adequacy, and knowledge is important because it largely determines the patterns of educational behavior of the teacher, as it relates to the knowledge of the teacher with the scientific subject in which he teaches The characteristics of learners and the demands of their physical, mental and cognitive development, the methods of learning and the underlying theories of education, knowledge of the good planning of the educational process, the use of appropriate teaching methods, the organization of teaching positions and other factors that guide and define educational behavior (Ershid, 2001).
Al-Shahri, 2008; Al-Saif, 2009; Al-Ajrami, 2012; Salam, 2013) noted that the most important skill's that faculty must have are (basics of computer use and accessories, internet use and services, design of electronic courses, and management of electronic courses).
The teacher's acquisition of educational skills increases his professional performance, abilities, skills, and trends, depending on his possession and practice in the educational situation, in order to carry out his educational tasks with mastery and effectiveness, and determines the required skills and then trains the teacher and prepares him with training programs in order to master the use and production of multiple mediations and various software, and shows the process of mastering his performance and behavior when presenting and producing various educational materials and then evaluating them (Sinidi, 2000).
Bani Domi (2010)pointed out the need for the teacher to have the capabilities and skills in e-learning that he practices in the field of various education technology, especially the design, production, use, and evaluation of educational materials. Education cannot be good and meaningful without a well-trained teacher who is well equipped to use techniques in education in educational situations, and the teacher must have the ability and competence to use e-learning and technological innovations so that he can play his role effectively in education (Flampan, 2005).
To link the relationship, multiple studies such as the study(Al-Sharif, 2005;Al-Saif, 2009; Baird & Love, 2003),have shown a weakness in electronic educational skills, especially in the production of electronic educational materials prior to the training program, and the ability of teachers to use and produce them after the application of the training program, and this It demonstrates the need for teachers to train in educational and technological skills, and some results have shown that teachers have the educational skills of teachers due to the change in experience in all areas of skills, particularly with long experience, sex, and bachelor's degree, and that there is interest among teachers in skills related to the production of materials and means, and ways of maintaining them and their work tool.
Countries that are trying to achieve a comprehensive renaissance in all aspects of life need teacherswith multiple skills, including rigorous planning, effective and modern teaching methods, and evaluation, and successful class management. A successful teacher is a teacher who can handle many mistakes, which can appear in the elements of the learning process effectively and efficiently (Habib, 2003).
Mr.(2002) identified four types of skills:
Cognitive skills: It is referred to the information and mental skills necessary for the performance of the individual (teacher)in various areas of his educational and learning work.
Emotional skills: It refers to the preparations, inclinations, trends, values, and beliefs of the individual, and these skills cover many aspects such as the teacher's sensitivity, self-confidence, and attitude towards his profession.
Performance skills: It refers to the performance competencies shown by the teacher, including motor self-skills, such as the recruitment of teaching methods and technology, and practical presentations, so the performance of these skills depends on the teacher's cognitive skills.
Productivity skills: It refers to the impact of the teacher's performance of previous competencies in the field of education, i.e., the impact of the teacher's skills on learners and their adaptability in their future learning.
E-learning has differently developed the educational process, following the impact of technological innovations on education, and with the spread of this technology, the form of electronic educational design has come to need to be changed in proportion to the new technology.
Al-Shahrani (2009)pointed out the importance of the role of the teacher in determining the level of skill of his students in using the computer in the electronic course, determining their previous requirements when using it, continuing to present their skills and trends towards the computer, diversifying educational components, and providing students with technical support, the electronic course put in front of the teacher modern challenges and rapidly changing, and imposed on him more knowledge and the ability to develop oneself to keep up with the times.
Studies have classified: Ayad (2005),Shaqfa (2008), and Abdul Ati (2001)technological technical skills as follows:
- Communication technology skills: a set of skills that enables the individual to communicate with others, using orderly and conscious of all modern technological capabilities and means, such as the Internet, cell phone, and satellite communication.
- Computer skills: a set of skills that enable the individual to manage and perform the computer tasks necessary for contemporary humans, such as skills to use operating systems, knowledge of the physical components of the computer (hardware) and non-physical (software),internet and-mail skills, and the skill of using computer accessories, such as printers, scanners, cameras, etc.
- Engineering drawing skills: a set of skills in which ideas, information, and technological and scientific designs are clarified, identified and transmitted, in a language, terminology, and universal symbols understood by different nationalities.
Al Saif (2009: 39) added e-learning skills with electronic course design skills that are concerned with analyzing the needs of the course and then designing and developing it, and the skills of managing the course and activating it on the Internet, which summarizes the stages of educational design (analysis, design, development, implementation, evaluation, and management of a course).
It is no longer hidden the role played by modern technologies and educational programs, especially in improving the performance of the teacher, developing the skills of the learner and increasing his achievement, and influencing his orientations, especially ifthe form in which the information appears is designed in a clearly arranged way, increases the student's motivation and attention (Sharawi, 2008).
The teacher became required to achieve the superior ability and renewed awareness of him in dealing with information, as the role of the teacher in the school of the future is no longer limited to indoctrination and measuring the extent to which this information is stored in the minds of his students and their recovery in the test, but has become the facilitator of the process of self-learning to access information, and training students to search for it, in the easiest, fastest and most recent ways (Rizk, 2008).
The teacher is the most targeted element in the educational process for its development and reform and has a key and effective role in advancing scientific, technological, and civilizational progress, so he must be qualified to perform his role as a technologically educated teacher, who is proficient in the use of technology leading to educational objectives, so that his role, not only as a conveyor or distributorof information but also as a facilitator and provider of students with diverse technology sources, is highly efficient(Al-Sarhan,2012).
It has become necessary to prepare teachers and give them the knowledge, skills, abilities, and directions in the light of specific foundations to master educational experiences by training and practice.
He pointed out that the preparation of the technological teacher is based on the skills and skills needed, in proportion to the spirit of the times and scientific and technological changes, to become the leader of the educational process, and to design education and produce various educational materials and software, and uses the appropriate materials, tools, and educational devices to carry out the required tasks, and follows the innovative technological developments of all kinds.
Educational technical and technological innovations in keeping with the age and development work to raise the level of the teacher, as well as satisfy the needs of the learner, increase his positive participation, develop his abilities to meditate and creative scientific thinking in reaching problem-solving, arrange ideas and organize them in an acceptable manner, raise his level of learning quickly and deeply, improve the quality of education and increase its effectiveness, and achieve educational goals aimed at developing new trends, and modifying different behavior patterns (Abdul Jalil, 2003).
Al-Husari (2002)pointed out the need to prepare learners with skills and experience to deal with the data and challenges of the times, as well as the need to employ technological innovations and invest their potential in the field of education, in order to achieve these trends. This requires identifying the most important features of elearning technology, its electronic educational media, and various tools, which in turn require recognition of their use in educational institutions in order to achieve trends in the preparation of individuals capable of dealing with the variables of this era.
Al-Qurashi (2013) pointed out that the techniques are educational means, they are part of an integrated system is the educational process, and began to pay great attention to them in the educational process learning, it has become called educational techniques or the system of multiple means, it does not mean just the use of modern machines and devices, but means more comprehensively, taking into account all human potential, educational resources, level of learners and their needs and educational goals.
There are IT tools in e-learning where appropriate skills are obtained to master the use of technology elements. The CPU, which can be counted by the computer mind, has three parts that specialize in calculations, logic, controls, and storage processes. As well as special or sub-volumes, the most famous of which are CD ROM and Flash Memory.
And there, as al-Mubarak and Moses(2005) mentioned, Software: Which carries instructions that allow the operation of devices and includes: operating systems drivers), interpreters Compilers, application software, the most important of which are word processing software, and account tables software Spread Sheet ( Excel), Database Software, Presentation Software, Graphics Software, Communication Software, Games Software, educational software.
It should be noted that there are several factors involved in the manufacture, development, and widespread of different media and software technology: the tendency of computers to accelerate processes more effectively in the performance of their functions, greater capabilities in their capabilities, the use of digital systems instead of analog signals and, as a result, the equipment can be connected to the computer, with performance quality, work accuracy, cheaper cost, and speed. Support the change in the pattern of handling equipment so that one machine performs multiple tasks, especially if itis easy to handle. Benefit from ARTIFICIAL INTELLIGENCE RESEARCH, ACHIEVEMENTS IN THE FIELDS OF PROGRAMMED MACHINE MOVEMENT TECHNOLOGY, COMPUTER VISION, CHARACTER RECOGNITION, AND SPEECH RESEARCH.Trade, wars of economic domination, and internet growth (Shafiq, 2006).
The study sees e-learning skills as a necessity at present, and it is necessary to measure the Availability of elearning skills among faculty members and their preparations for e-learning to determine the need for more training to gain faculty members sufficient skills and experience. Sufficient skills, and therefore the role of universities in preparing training programs for training faculty.
The problem of the study and its questions
The success of e-learning depends on teachers' possession of skills related to this type of education, their ability to provide this type of modern education to students, and the problem of study comes from a lack of research and disclosure of the Availability of e-learning skills among faculty members in the Hashemite Kingdom of Jordan universities, knowledge of their e-learning skills enough to exercise the basic role of teachers of education technology, basic skills in computers and the Internet, the production of electronic educational materials, the designof electronic courses, or the use of software that benefits the learning process.
Although there are many studies that have given many results in this aspect, the Researcher believes that it is necessary to reveal the Availability of e-learning skills in computer teachers in the Directorate of Education of the North Eastern Badia- according to the science of the Researcher- there is no study in the Hashemite Kingdom of Jordan that revealed this aspect, and thus to identify the performance of teachers, and their professional skills in eeducation, and studies that referred to the skills of education E-staff in terms of Availability of e-learning skills; study (Sword, 2009; Monthly, 2008; Sharif, 2002; Ajrami, 2012 Salam, 2013). In answering the following questions:
1- How well are the e-learning skills available to the faculty members of the northeastern Badia Education Directorate in the Hashemite Kingdom of Jordan?
2- Are there statistically significant differences at the level of significance (≤ 0.05) among faculty members in the Availability of e-learning skills attributable to variables (sex, experience).
Study objectives
The study sought to achieve the following objectives:
1- Revealing the Availability of e-learning skills among faculty members of the northeastern Badia Education Directorate in the Hashemite Kingdom ofJordan.
2- To know the level of Availability of e-learning skills among faculty members in theNorthEastern Badia Education Directorate in the Hashemite Kingdom ofJordan compared to gender variables and experience.
The importance of the study
The importance of the study lies in the following:
1- Statement of the need to keep up with the progress and employment of educational, technological innovations, including e-education in university education.
2- Identify e-learning skills and Availability among faculty members as they have a significant impact on the learning process.
3- The results of the current study may benefit university specialists from the need to prepare training programs to qualify and acquire e-learning skills from faculty members, from the necessary experience and skills in education.
4- Encourage other researchers to build programs in e-learning,modern technologies, andvarious subjects.
The limits and limitations of the study
1- The study was limited to revealing the Availability of e-learning skills among faculty members.
2- The study was limited to the Northeastern Badia Education Directorate in theHashemite Kingdom ofJordan in the second semester of 2020/2021.
3- The study is specific to the tools used and to the extent to which these tools are true and stable.
Procedural definitions
- E-learning: "An educational system that uses information technologies and computer networks to strengthen and expand the educational process through a range of means including computers, the Internet, and electronic programs prepared by specialists in the ministry or companies"(Glum, 2003:3).
The Researcher defines e-learning as "the teacher's ability to use and deal with the educational system, which relies on electronic and technical sources such as computers, multimedia, the Internet and others, provides an interactive learning environment with multiple sources and rules of information that provides university students with diverse information in all areas that can be used through direct communication through the Internet, devices, and media, and can be retrieved and saved electronically, as well as the possibility of managing this learning, its content electronically and its production."
- E-learning skills: a certain level of information, skills and trends that are committed to having e-learning technology teachers with the aim of bringing the educational process to a degree of competence and effectiveness" (Age, 2009: 14).
- Adequacy: "Knowledge, skill or direction that enables individuals to perform a task or function with a level of effectiveness that corresponds to the standards of the individual's organization"(Richey, Fields & Foxon, 2001: 31).
The Researcher defines it procedurally as "the minimum e-learning skills needed for faculty members in the North Eastern Badia Education Directorate in the North Eastern Badia Education Directorate in the Hashemite Kingdom of Jordan to perform the teaching profession with a level of effectiveness and competence within the procedures for applying e-education at the university."
- Faculty: A person who works in teaching at the university level and works as a professor, laboratory curator or computer teacher and holds a degree in a scientific or humanitarian discipline" (Hamdi, 2001: 510).
The Researcher defines faculty members procedurally as "a science with a degree in a human or scientific discipline, and holds a position of scientific rank."
Previous studies
Al-Ajrami Study (2012) the study aimed to identify the Availability of e-learning skills among technology teachers in schools in Gaza governorates in the light of some variables. The results showed that teachers have elearning skills in the field of basics of computer use at 82%, in the service of the network 76%, in the design and construction of electronic courses by 66%, and in the management of electronic courses, 64%, and the results did not show statistically significant differences in the degree of availability Adequacy is due to the variable of scientific specialization, or years of experience, while statistically significant differences have emerged due to the variable of the study stage in all areas of study except the field of basics of computer use, and for the benefit of experienced (5) years and over, as opposed to experienced people less than (5) years.
Ahmed Al Baddah Study (2013) aims to identify the Availability of e-learning skills among faculty members at Al-Majma University. Scientific findings are also recommended to help develop and formulate a setof practical proposal and procedures that will help improve the skills and skills of faculty members suitable for the use of elearning. The results showed the Availability of e-learning skills among faculty members at medium rates, as well as the validity of the second assumption that there are no significant statistical differences in the responses of the study sample due to the following variables: sex, age, specialization, and training courses.
Salam Study (2013) The study aimed to identify the degree of Availability of e-learning skills among faculty members at the University of Ibb in the Republic of Yemen. The results showed that faculty at Ibb University in the Republic of Yemen have e-learning skills in the axis of computer use and accessories, and the axis of the use of networks and the Internet is high, while they have skills of e-learning culture and the design and management of learning for electronic to an average degree, and the results did not show statistically significant differences in the degree of Availability is due to academic rank, or the number of years of teaching experience, while showing differences in the axes and accessories of the computer, the use of networks and the Internet due to the change in college, and for the benefit of scientific colleges, as well as statistically significant differences in all axes of the tool due to the change in the number of courses For e-learning training.
Comment on studies
The current study was distinguished from previous studies because, according to the Researcher's knowledge, it may be the first of its kind in the Hashemite Kingdom of Jordan in relation to the subject, despite the Availability of relevant studies and relationship, but in the Hashemite Kingdom of Jordan it is few, where the current study revealed the Availability of e-learning skills among faculty members in the Directorate of Education of the Northeastern Badia in the Hashemite Kingdom of Jordan and has benefited from previous studies in terms of the sample, methodology and statistical methods, in addition to being used to prepare the current study tool.
- Method and procedures
Curriculum
The research adopted a descriptive survey method that is concerned with presenting the measured phenomenon as it is, as this approach is appropriate for the objectives and purposes of the current research and its variables.
Study community
The study community is made up of all the 680 faculty members of the Northeastern Badia Education Directorate in the Northeastern Badia Education Directorate of higher education in the Hashemite Kingdom of Jordan for the 2020/2021 academic year, which included (416) faculty members.
Sample study
The research sample was made up of (246) members and faculty members of the Northeastern Badia Education Directorate, randomly selected for the second academic year 2020/2021.
Table (1) Repetitions and percentages by study variables
| | Categories | Iterati on | Ratio |
|---|---|---|---|
| Sex | male | 148 | 60.2 |
| | female | 98 | 39.8 |
| Years of experience | Less than five years. | 140 | 56.9 |
| | 5-10 years ago, | 70 | 28.5 |
| | 10-15 years old | 36 | 14.6 |
| | Total | 246 | 100 |
Study tool
The Researcher prepared a questionnaire to reveal the e-learning skills of the faculty members of the Northeastern Badia Education Directorate in the Hashemite Kingdom of Jordan, and after reviewing previous research and studies including (Al-Saif, 2009; Monthly, 2008; Salam, 2013), the scale is two parts, the first: the inclusion of general and basic information on the sample including sex, years of university experience; and part 2: elearning skills.
Believe the study tool
The Researcher to ensure the validity of the tool to measure virtual honesty by presenting it to a number of arbitrators specialized in curriculum and education technology in order to ensure that the appropriateness and affiliation of the paragraphs are measured, the clarity of the phrase, and the integrity of its formulation, and submit proposals for amendment, addition or deletion, the arbitrators have expressed the appropriate observations and opinions, and have been taken and made formal adjustments in the formulation, and to produce the questionnaire in its final form.
Stability of the study tool
To ensure the stability of the study tool, the test-retest method was verified by applying the scale and reapplied after two weeks to a group of30outside the study sample, and the Pearson correlation factor was calculated between their estimates both times.
The stability factor was also calculated in the internal consistency manner by the Cronbach Alpha equation, and table2shows the internal consistency factor according to the Cronbach Alpha equation, and the stability of the replay of the areas and instrument as a whole, and these values were considered appropriate for the purposes of this study.
Table (2) The internal consistency factor Cronbach alpha and the stability of the replay for the fields and the overall
degree
| Domain | Stability of replay |
|---|---|
| Computer skills | 0.92 |
| Internet skills | 0.91 |
| Electronic course design skills | 0.9 |
| Total degree | 0.91 |
Statistical standard
The pentagram ladder was adopted to correct the study tools, giving each of its paragraphs one in five grades(very large, large, medium, very weak, weak)and representing digitally (5, 4, 3, 2, 1) respectively, and the following measure was adopted for results analysis purposes:
From 1.00- 2.33 a few
From 2.34- 3.67 medium
From 3.68- 5.00 large
And so on.
The scale was calculated by using the following equation:
Upperscale(5) - minimum scale (1)
And then add the answer (1.33) to the end of each category.
Search execution procedures
To achieve the research objectives, the following steps and actions were followed:
Set up the search tool and present it to arbitrators to take advantage of their feedback and take it.
Identify a random sample of the entire community of faculty members in the North Eastern Badia Education Directorate.
The Researcher distributed the questionnaire to a reconnaissance sample of faculty members in the Northeastern Badia Education Directorate, and then after the extraction of honesty and stability, the questionnaire was distributed to the sample.
The Researcher unloaded the questionnaires and conducted a statistical analysis using appropriate statistical treatments to present, discuss and make recommendations.
Statistical treatment
In the light of the study's questions, the Researcher used appropriate statistical treatments by analyzing them on spas,and the Researcher used mathematical averages and standard deviations, internal consistency factors, alpha Cronbach and the stability of replay and repetitions, as well as analysis of quadruple variability to show the variables of the study, and the use of the Chevy method for remote comparisons of the impact of variables.
Presentation and discussion of results
Question 1: "What is the Availability of e-learning skills among faculty members of the northeastern Badia Education Directorate in the Hashemite Kingdom of Jordan?".
To answer this question, arithmetic averages and standard deviations of the Availability of e-learning skills have been extracted among faculty members of the northeastern Badia Education Directorate in the Hashemite Kingdom of Jordan, and the table below shows this.
Table(3) Arithmetic averages and standard deviations for the Availability of e-learning skills among faculty members of the northeastern Badia Education Directorate in the Hashemite Kingdom of Jordan ranked downwards according to calculation averages
| Rank | figu re | Domain | Arithm etic average | Standa rd deviati on |
|---|---|---|---|---|
| 1 | 1 | Computer skills | 3.96 | 0.563 |
| 2 | 2 | Internet skills | 3.92 | 0.615 |
| 3 | 3 | Electronic course design skills | 3.84 | 0.629 |
| | | Total degree | 3.89 | 0.583 |
Table (3) shows that the calculation averages ranged from(3.84-3.84),where computer use skills came first with the highest average calculation (3.96), and came Internet usage skills ranked second with an average calculation of 3.92, while electronic course design skills came in the last place with an average account of3.84and a total score of 3.89.
This result is due to the fact that the faculty members of the North Eastern Badia Education Directorate at the university have high skills due to the awareness of the faculty of the importance of possessing those skills, especially computer skills and then the skills of using the Internet and designing electronic courses, and this indicates that the faculty try to keep up with technological development through the use of computers, the Internet and design in public life to overcome difficulties and provide For time and effort, since these special computer use skills are basic skills that cannot use the computer without mastering it, and therefore the need to master the use of the Internet because it prepares the network between member and student, the dissemination of courses, browsing and the use of engines and others, this means the need to master the design of electronic courses, and with the use of the Internet has become an integral part of scientific life and The process of integrating communications with technology has become a requirement for academics to learn the skills needed to use them, especially the basic ones, a comprehensive and integrated process in which faculty members seem to know, making their performance high.
The results of the current study agreed with the study (Saif, 2009; Sharif, 2002; Al-Ajrami, 2012) in terms of the Availability of skills, especially the use of computers and the Internet to a high degree, and differed with the study (Salam, 2013) in terms of the degree of design and management of e-learning was at peace (2013) Medium while in the current study is high, and the results of the current question differed with the study (Ahmed al-Badah, 2013) in terms ofskill grade was medium, and current studies are high.
The calculation averages and standard deviations of the study sample members' estimates were calculated on the design skills of the sub-courses, as follows:
Table (4)
Calculation averages and standard deviations of the study sample members' estimates on sub-e-course design skills ranked downwards by calculation averages
| Rank | figu re | The efficiency | Arithmeti c average | Standard deviation |
|---|---|---|---|---|
| 1 | 1 | Planning skills | 3.89 | 0.698 |
| 2 | 3 | Decision management and implementation skills | 3.84 | 0.649 |
| 3 | 2 | Design and preparation skills | 3.81 | 0.655 |
| | | Electronic course design skills | 3.84 | 0.629 |
Table4 shows that the calculation averages ranged from (3.81-3.81), with planning skills ranked first with the highest computational average of(3.89),while design and preparation skills came in the last place with an average calculation of (3.81),and the computational average of electronic course design skills as a whole (3.84). This indicates that the level of performance is similar to that of faculty skills as a result of the practice and experience of faculty members in the design stages of their courses on a daily basis. This result was agreed with the study (Sword, 2009) in terms of the Availability of planning skills to a high degree, and differed with the current study in terms of the degree of Availability of design and preparation skills and came to an average degree while the result of the current study was high, while the skills of managing and implementing the course came in the current study high, while the study (Sword, 2009) came with an average degree.
Question 2: States: "Are there statistically significant differences at the level of significance (≤ 0.05) among faculty members in the availability of e-learning skills attributable to variables (sex, experience)?"
To answer this question, arithmetic averages and standard deviations have been extracted for the Availability of elearning skills according to gender variables, experience and the table below shows this.
Table 5 Arithmetic averages and standard deviations for the Availability of e-learning skills by gender variables, experience
| | | Arithmetic | Standard | |
|---|---|---|---|---|
| | | | | Number |
| | | average | deviation | |
| | male | 3.91 | .585 | 148 |
| Sex | | | | |
| | female | 3.87 | .582 | 98 |
| | Less than five years. | 3.98 | .536 | 140 |
| Years of | | | | |
| | 5-10 years ago, | 3.87 | .621 | 70 |
| experience | | | | |
| | 10-15 years old | 3.62 | .608 | 36 |
Table5showsa a seeming variation in arithmetic averages and standard deviations in the Availability of e-learning skills due to different categories of sex variables, experience, and to indicate the statistical differences between mathematical averages.
Table7 Analysis of triple variation of sex effect, experience on Availability of e-learning skills
| Source of contrast | Total squares | Degrees of freedom | Average squares | Value in | Statistic al significa nce |
|---|---|---|---|---|---|
| Sex Years of experience Error Total | .260 3.061 74.640 83.219 | 1 2 240 245 | .260 1.531 .311 | .836 4.922 | .362 .008 |
Table7showsthe following:
- The lack of and existence of statistically significant differences (0.05 = 0.05) due to the impact of sex, with a value of 0.836 and a statistical allowance of 0.362,and the differences came in favor of males.
- The existence of statistically significant differences(0.05) due to the impact of years of experience, with a value of 4.922 and a statistical allowance of 0.008, and to indicate the statistically significant marital differences between mathematical averages, remote comparisons were used in a chevy manner as shown in table(9).
Table (9) Remote comparisons in a chevy way to the impact of years of experience on the Availability of e-learning skills
| | Arithmetic average | Less than five years. | 5-10 years ago, | 10-15 years old |
|---|---|---|---|---|
| Less than five years. | 3.98 | | | |
| 5-10 years ago, | 3.87 | .10 | | |
| 10-15 years old | 3.62 | .36* | .25 | |
* Function at the semantic level (≤ = 0.05).
Table9shows statistically significant differences (0.05) between less than five years and10-15 years and differences in favor of fewer than five years. This finding is due to the fact that experienced members under five years ofage are the most available for their e-learning skills as a result of their young age, often more in line with technology and techniques and their applications, more aware of e-learning and their knowledge skills, more receptive to technology and its innovations, and a desire to acquire skills and experiences more than others. This finding is consistent with the study (Sword, 2009) and the current result differed from the study (Ajrami, 2012) where no statistically significant differences were shown due to the change of experience.
List of references
Arabic references:
Ahmed, Sarah and Al-Baddah, Munira (2013). Availability of e-learning skills among faculty at Al-Majmaa University.
Ersheed,Ibrahim Arshid, (2001), teaching skills for high school Islamic culture teachers in Mafraq province,unpublished master's thesis, Al-Bayt University, Mafraq, Hashemite Kingdom of Jordan.
Bani Domi, Hassan Ali Ahmed (2010). The degree of appreciation of science teachers for the importance of educational technologicalskills in improving their professional performance. Damascus University Magazine,26(3): 439-481.
Jabr, Wahib Wajih(2007).The impact of computer uses on the achievement of seventh-grade students in mathematics and the tendencies of their teachers towards its use as an educational tool. Graduate School, National University of Success, Nablus, Palestine.
Habib, (2003). Teaching mathematics (methods, methods, entrances and strategies). i1, Cairo: Egyptian Renaissance House.
Al-Hadifi, Khaled bin Fahd (2007). The impact of the use of e-education on the level of educational attainment, mental abilities and the trend towards science in middle school students. King Saud University Journal, Educational Sciences and Islamic Studies 20 (3): 1-41.
Exclusive, Ahmed Kamel (2002). Vr patterns, characteristics and opinions of student teachers in some of its onlineprograms. Cairo: Egyptian Society of Education Technology.Volume 12, Book 1: 3-46.
Hamdi, Nargis (2001). Towards a contemporary technological model for the preparation of a university faculty member in the field of information technology. Journal of Educational Science Studies,28(2): 502-521.
The Trick, Mohamed Mahmoud (2004). Education technology between theory andapplication. Fourth edition, Amman: Dar al-Serrah.
Rizk, Hanan bint Abdullah (2008). The impact of the employment of construction learning in mathematics software on the achievement of middle first grade students inMecca. An unpublished doctoral thesis in mathematics curricula and teaching methods, Faculty of Education, Um al-Qura University.
Al-Sarhan, Jamila Awesi (2012). The reality of the use of Arabic language teachers for the Internet in teaching in Mafraq governorate and their attitudes towards it. Unpublished master's thesis in Arabic language curricula and teaching methods, Al-Bayt University, Mafraq.
Salam, Marwan Hassan (2013). Degree of Availability of e-learning skills among faculty at Ibb University in The Republic of Yemen.Unpublished Master's Letter, Faculty of Education, Republic of Yemen.
Al-Sunidi, Said (2000). Theteaching technicalskills of the faculty members of the Faculty of Education at Sultan Qaboos University and the extent to which they practice it. Unpublished Master's Letter, Faculty of Education, Yarmouk University, Jordan.
Mr. Mohammed (2002). Education technology and educational means. Cairo: Arab Thought House.
The Sword, Manal Bint Suleiman (2009). The Availability of e-learning skills, obstacles and methods of development from the point of view of faculty members at King Saud University's Faculty of Education.
Sheriff, Bassem. (2005). The degree to which middle school teachers in Medina possesstechnologicalskills and practice. Unpublished Master's Thesis, Yarmouk University, Irbid, Jordan.
Al-Sharif, Khaled (2003). The extent to which faculty members at Saudi universities possesstechnologicalskills, practice and difficulties theyface.
Al-Sharawi, Hazem Ahmed (2008). The multimedia program has affected the promotion of the values of national belonging and environmental awareness among ninth graders. Unpublished master's thesis in manga and teaching methods, education technology, Faculty of Education, Islamic University, Gaza.
Shafiq, Hassanein (2006). Multimedia and its applications in the media. First Edition, Egypt: Rahma Press Printing and Publishing.
Shaqfa, Ramzi (2008). A technical program in light of technical innovations to develop some electronic skills in the technology curriculum for the 10th grade primary student in Gaza. Unpublished Master's Letter,Faculty of Education, Islamic University.
Al-Shahrani, Nasser bin Abdullah Nasser (2009). The demands of using e-education in the teaching of natural sciences in higher education from the point of view of specialists. Unpublished PhD, Department of Curriculum and Teaching Methods, Faculty of Education, Um al-Qura University, Saudi Arabia.
Monthly, Bandar (2008). Assessing the performance of teaching faculty members in the e-learning environment at the Arab Open University. Unpublished Master's Letter, King Saud University, Riyadh.
Shawaf, Said(2000).Challenges and expectations in the third millennium.Training and Technology Magazine,(13).Riyadh, General Foundation for Technical Education and Vocational Training.
Abdul Hamid, Abdul Aziz (2005). The difference in both the educational style and academic specialization has affected the acquisition of some of the teaching design skills of e-learning software among students' teachers at the Faculty of Education.
Abdul Ati, Hassan (2001) proposed program to train assistant teachers and teachers at the Faculty of Education Alexandria University on some uses ofthe Internet according to their trainingneeds. Unpublished Master's Thesis, Faculty of Education, Alexandria University.
Abdul Jalil, Hanin(2003).Arabic teachers in basic schools in the governorates of northern Palestine acquire the concept of education technology and the reality of their use of it in their dailyteaching. Unpublished Master's Letter, National University of Success, Nablus, Palestine.
Al-Ajrami, Sameh (2012). The Availability of e-learning among technology teachers in schools in gaza governorates in light of some variables. Al-Najah University Journal of Research (Humanities),26(8): 1724-1760.
Amasha, Mohammed Abdo Ragheb(2009). Informatics Magazine,Saudi Ministry of Education, (24): 1-16.
Al-Omari, Ali Bin Mardad (2009). E-learning skills and Availability among secondary school teachers in Mocha Educational Governorate.Unpublished Master's Thesis, Um al-Qura University, Saudi Arabia.
Ayad,Fouad. 2005) Proposed curriculum in technological education for the preparatory stage in light of global trends andthe needs of Palestiniansociety.
Glum, Mansour (2003). E-learning in education schools in the HashemiteKingdom of Jordan.
Flampan, Amima Bint Ayoub (2005). The effectiveness of a proposed program to train educational supervisors in the use of multimedia in the teaching of natural sciences in the citiesof Mecca andJeddah. An unpublished master's thesis in the Division of Educational Supervision, Um al-Qura University.
Al-Qurashi, Fawaz bin Sweilm bin Khader (2013).The skills needed for mathematicians to teach deaf students and their degree of practice.
Kamal, Amineh Abbas al-Hurr, Abdul Aziz (2003).Faculty of Education Magazine, United Arab Emirates University, 18(20): 35-101.
As his cancer, Ihsan bin Mohammed (2007). The extent to which um al-Qura University faculty have technological skills, practice and difficulties. Center for Educational and Psychological Research, Educational and Psychological Research Series,Umal-Qura University, Mecca, 1-56.
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Hazani, Noura (2005). Proposed program to develop study skills through e-learning systems for girls' college students.Unpublished PhD, Princess Noura Bint Abdul Rahman University, Riyadh.
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Baird, J., & Love, K. (2003). Teaching purposes, learning goals, and multimedia production in teacher education. Journal of Educational Multimedia and Hypermedia, 12(3), 243-265.
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Join (1)
| figure | Paragraph | Too big. | Big | Medium | Weak |
|---|---|---|---|---|---|
| Domain 1: Computer skills | | | | | |
| | Open and close the computer correctly. | | | | |
| | Dealing with computers easily and easily. | | | | |
| | Use input, output and storage tools. | | | | |
| | Store files on volumes (hard drives, CDs, flash). | | | | |
| | Deal with files and folders, whether by deletion, transfer, or modification. | | | | |
| | The ability to handle desktop icons and taskbar. | | | | |
| | Use accessories such as: printer, scanner, speakers correctly. | | | | |
| | Connecting computer connections and accessories. | | | | |
| | Download ready-made software throughCD. | | | | |
| . | Use multimedia software video, sound, flash. | | | | |
| . | Insert tables, graphs, and hard images of documents. | | | | |
| . | Use Word Text Editor software, edit and coordinate documents efficiently and effectively. | | | | |
| . | Check volumes and make sure they are virus-free through antiviral software. | | | | |
| . | Use presentations to create presentations and add kinetic effects, text, images, and hyperlinks. | | | | |
| . | The ability to compress or decompress files using WinZip and WinRAR. | | | | |
| . | Use publishing programs such as Acrobat Reader & Writer to convert documents to a publishable format, and distinguish files by extension. | | | | |
| . | Evaluation of educational software ready-made from an educational point of view. | | | | |
| Domain 2: Internet skills | | | | | |
| . | Use email and send attachments through it. | | | | |
| . | Connect to the Internet easily, whether from the phone, wireless or space. | | | | |
| . | Use menus for different internet browsing programs effectively and efficiently. | | | | |
| . | Download files and programs from the network and upload them to it. | | | | |
| . | Use the Internet as support in conducting research, documenting it and linking it to its original source. | | | | |
.
.
Send and receive files using instant chat programs such as
Messenger.
| . | Use and supply of electronic libraries. |
|---|---|
| . | Connect with universities and research centers to take advantage of their potential. |
| . | Use video and audio conferences. |
| . | Use electronic information bases such as eric educational information base for information that serves the educational process. |
| . | Follow-up on professional development in the field of educational technologies and web applications. |
| Area 3: Electronic Course Design Skills | |
| | Planning skills: |
| . | Identify the overall objectives of the decision and the sub- objectives it achieves. |
| . | Divide the course into units by sub-objectives and formulate them in a clear and measurable manner. |
| . | Set a timetable for the completion of different tasks to prepare the course. |
| . | Identify the physical and human requirements for building the course. |
| . | Determine the appropriateness of the decision to be presented over the networks. |
| . | Identifying students' characteristics. |
| | Design and preparation skills: |
| . | Identify effective teaching strategies to achieve goals. |
| . | Choose a variety of learning and learning strategies such as: collaborative learning, lecture, discussion, problem solving, simulation, projects. |
| . | Set clear calendar criteria in the decision plan. |
| . | Strengthening the course with multiple files and media (voice, video.) achieves the objectives of the course and suits students. |
| . | Use positive and varied patterns of feedback. |
| . | Analyze and interpret calendar results to be utilized in improving performance. |
| . | Identify appropriate feedback patterns for students' characteristics, method and interactions. |
| . | Apply a variety of calendar methods suitable for e-learning, such as: projects, student e-bag, tests. |
| . | Develop a self-learning program such as: bag, software, media, suitable for students and achieve the goals of the unit. |
| . | Develop links to related topics. |
| . | Turn educational content into a program scenario that a programmer can understand. |
| . | Determine the appropriate simultaneous or asynchronous electronic communication method between elements of the educational process. |
| | Management and implementation skills |
| . | Scheduling weekly learning activities to facilitate students' |
Join (2)
| | learning. |
|---|---|
| . | Provide clear information to students about each learning strategy used in terms of method and objectives. |
| . | Dealing with the decision flexibly in terms of (deletion, addition and modification) depending on the course and circumstances of the decision. |
| . | Motivating students to interact with the e-course. |
| . | Directing students towards self-learning from courses offered over networks. |
| . | Follow-up students' performance and progress in learning from the online course to provide assistance when needed. |
| . | Manage the time to submit and develop the course on the network. |
Arithmetic averages and standard deviations
| figur e | Paragraphs | Arithme tic average | Standar d deviatio n |
|---|---|---|---|
| 1- | Q1 | 4.13 | 0.899 |
| 2- | Q2 | 4.1 | 1.068 |
| 3- | Q3 | 4.05 | 0.889 |
| 4- | Q4 | 4.04 | 0.886 |
| 5- | Q5 | 4.02 | 0.88 |
| 6- | Q6 | 4.04 | 0.868 |
| 7- | Q7 | 3.98 | 0.876 |
| 8- | Q8 | 3.95 | 0.834 |
| 9- | Q9 | 3.91 | 0.904 |
| 10- | Q10 | 3.93 | 0.899 |
| 11- | Q11 | 3.87 | 0.96 |
| 12- | Q12 | 3.96 | 0.927 |
| 13- | Q13 | 3.85 | 0.886 |
| 14- | Q14 | 3.96 | 0.953 |
| 15- | Q15 | 3.92 | 0.916 |
| 16- | Q16 | 3.8 | 0.885 |
| 17- | Q17 | 3.85 | 1.056 |
| 18- | Q18 | 4.11 | 0.765 |
| 19- | Q19 | 4.18 | 0.908 |
| 20- | Q20 | 4.05 | 1.017 |
| 21- | Q21 | 3.99 | 0.878 |
| 22- | Q22 | 3.96 | 0.918 |
| 23- | Q23 | 3.88 | 0.951 |
| 24- | Q24 | 3.86 | 0.897 |
| 25- | Q25 | 3.85 | 0.991 |
| 26- | Q26 | 3.8 | 0.96 |
| 27- | Q27 | 3.65 | 0.955 |
| 28- | Q28 | 3.83 | 1.037 |
| 29- | Q29 | 3.96 | 0.918 |
| figur e | Paragraphs | Arithme tic average | Standar d deviatio n |
|---|---|---|---|
| 30- | Q30 | 3.93 | 0.962 |
| 31- | Q31 | 3.93 | 0.88 |
| 32- | Q32 | 3.79 | 1.027 |
| 33- | Q33 | 3.86 | 0.876 |
| 34- | Q34 | 3.85 | 1.025 |
| 35- | Q35 | 3.88 | 0.968 |
| 36- | Q36 | 3.85 | 0.89 |
| 37- | Q37 | 3.8 | 1.018 |
| 38- | Q38 | 3.91 | 0.895 |
| 39- | Q39 | 3.85 | 0.939 |
| 40- | Q40 | 3.82 | 1.03 |
| 41- | Q41 | 3.8 | 0.921 |
| 42- | Q42 | 3.78 | 1.035 |
| 43- | Q43 | 3.75 | 1.081 |
| 44- | Q44 | 3.83 | 0.893 |
| 45- | Q45 | 3.63 | 0.938 |
| 46- | Q46 | 3.79 | 1.107 |
| 47- | Q47 | 3.87 | 0.933 |
| 48- | Q48 | 3.86 | 0.929 |
| 49- | Q49 | 3.78 | 0.886 |
| 50- | Q50 | 3.9 | 0.951 |
| 51- | Q51 | 3.86 | 1.06 |
| 52- | Q52 | 3.84 | 0.905 |
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MID-HIGH STUDENT RESPONSIBLE USE POLICY
OVERVIEW
Westmount Charter School provides technology resources to enhance and optimize teaching and learning with a belief that the educational advantages outweigh the potential for misuse. In return, Westmount expects students to exercise appropriate personal responsibility in their use of these resources. Westmount expects the cooperation of parents for the responsible use of these resources both at home and at school.
Our goals are to provide access to educational tools, resources, and communication, and to encourage innovation and collaboration. Our policies are intended to promote the most effective, safe, considerate, productive, and educationally sound use of these resources.
This Mid-High Student Responsible Use Policy is to be accepted by students and parents on an annual basis.
EXPECTATIONS AND RULES
Responsible use of Westmount's technology resources is ethical, respectful, academically honest and supportive of the school's mission and values. We expect students to avoid computer activities which interfere in any way with the learning process. Some activities are expressly prohibited by law; others are inappropriate as defined by the administration of the school. The following rules are intended to clarify expectations for conduct, but should not be construed as allinclusive, as we cannot outline every possible form of student behavior with technology. We require students to use technology in accordance with general expectations for student behavior as outlined in various other school policies and the code of conduct. Violations of any portion of this signed agreement may result in disciplinary action, ranging from loss of privileges to suspension, and/or legal action. Westmount will cooperate fully with law enforcement officials in any investigation related to any potentially illegal activities conducted through our network or using our equipment. The school reserves the right to apply disciplinary consequences for computer related activities conducted off campus if such activity adversely affects the safety or well-being of students or other members of our community, or constitutes behavior that reflects poorly on Westmount Charter School.
1. Personal Safety
1.1 I will protect my personal safety when I am online by not posting my personal information, unless I have the permission of my teacher or parent.
1.2 I will agree not to meet in person anyone whom I've met online. Responsibility for any meeting rests solely with my parents who are advised they should accompany their child to such a meeting.
1.3 I will tell my teacher or other staff member if I receive an inappropriate message, communication or contact or one that makes me feel uncomfortable, intimidated or afraid.
2. Online Behavior
2.1 I understand that I continuously represent Westmount whenever and wherever I use online communications on or off campus. This includes, but is not limited to email, chat, instant-messaging, texting, gaming and social networking sites.
2.2 I understand that online communications can be forwarded, copied, or traced and can last forever on the internet.
2.3 I will be respectful and polite in all of my online communications with classmates and teachers.
2.4 I will only visit sites where I am proud to be seen as a student of Westmount Charter School. I will not harass, insult or otherwise hurt another person or any organization.
2.5 I will not assume any fictitious or anonymous identity in any activity that uses Westmount technology resources or refers to Westmount Charter School.
2.6 If I am uncertain if a specific activity is permitted or appropriate, I will ask a teacher, parent or the technology department before engaging in that activity.
3. Privacy
3.1 I will not share my network password with anyone, or use anyone else's network password. If I become aware of another individual's password, I will inform that person or a member of the technology staff.
3.2 I will be ethical and respect the privacy of others through the Westmount network and internet and will not share or access other's folders, files, or data without permission.
3.3 I understand that Westmount has the right to look at any data, email, logs, or files that exist on the network or on individual computers without the prior consent of system users. In addition, Westmount reserves the right to view or remove any files on the network or on individual computers without prior notice to users.
3.4 I will not share or post online personally identifying information about any member of the Westmount community without permission (addresses, phone numbers, email addresses, photos, videos, etc.)
3.5 I will not pass along a message sent to me unless I have the permission of the person who sent it to me.
3.6 I will not make audio or video recordings of another student or teacher without his/her permission.
4. Use of School Technology Resources
4.1 I will not play games, instant-message, or access music or videos at school, unless it is part of the curriculum and is authorized by a teacher.
4.2 I will use my Westmount email and network space only for school-related activities.
4.3 I will not use my Westmount email account to send out mass unsolicited messages or to forward chain letters, joke collections, or other objectionable materials.
4.4 I will not use Westmount's technology resources for commercial activity, for monetary gain, or for any illegal uses.
4.5 I will not deliberately perform any act which will negatively impact the operations of anyone's computers, printers or networks. I will make an effort to keep my computer free from viruses and other destructive materials. If my computer is accidentally infected, I will seek help from a member of the technology staff.
4.6 I will not store, transfer, or use software or settings for hacking, eavesdropping, network administration/monitoring or in any attempt to circumvent network security.
4.7 I will not install or boot to non-approved operating systems on Westmount computers.
4.8 I will obey the school's rules such as no food or drink and no running or horseplay, to physically protect computers and laptops.
4.9 I will treat equipment carefully and with respect including: computers, laptops, headphones, printers, cameras, scanners, projectors and interactive whiteboards.
5. Unacceptable Materials
5.1 I will not search for, or download any material which is offensive, lewd or pornographic. (Offensive material is pro-violence, profane, hateful, discriminatory, or anti-social. An exception to this policy is granted for teacher assigned research projects.)
5.2 If I mistakenly access inappropriate information, I will immediately notify my teacher or other staff person.
6. Copyright and Plagiarism
6.1 I will properly cite any resources that I use in my school-work.
6.2 I will not plagiarize from any sources. (Plagiarism is taking someone else's writing, images, or ideas and presenting it as your own.)
6.3 Except for "educational fair use" as defined by a teacher, I will not copy, save, download or redistribute copyrighted materials (files, music, movies, software, etc.). Students should assume material is copyrighted unless otherwise stated.
7. Personally Owned Computer Equipment and Devices
7.1 I will not connect equipment that has not been approved by the technology department to the Westmount network. This includes, but is not limited to cell phones, iPods, and nonWestmount laptops/tablets.
7.2 I will not connect to other networks while on campus. This includes using cell phones to connect Westmount laptops to the internet.
8. Limitation of Liability
8.1 Westmount uses its best efforts to restrict access to objectionable material online, but it is not possible to have full control over access to resources and materials on the internet. Westmount reserves the right to block content that negatively impacts the academic performance of students. Westmount cannot guarantee that network services will be without error. The school will not be responsible for any lost data or interrupted service caused by malfunction, negligence or error. Westmount is not responsible for the accuracy or quality of information obtained through the network. The school will not be responsible for any claims or damages arising from the unauthorized use of the network.
AP-342 Mid-High Student Responsible Use Policy
Acceptance of Agreement
Student
I have read all of this Responsible Use Policy, and agree to follow all of the rules and expectations outlined above.
Student Name, Grade, Signature & Date
Parent/Guardian
I have read this Mid/High Student Responsible Use Policy and give permission for my child to use Westmount technology resources in accordance with it. I will instruct my child regarding the importance of following the rules and expectations in this agreement and will support Westmount in the enforcement of these rules.
Parent Name, Signature & Date
Cross Reference:
Learning and Technology Policy Framework 2013 (Alberta Government)
AP-141 Information and Communication Technology
AP-342.1 Elementary Student Responsible Use Policy
AP-350 Student Discipline
Date of Adoption:
December 6, 1999
Date of Revision:
December 5, 2003, April 21, 2011, February 11, 2014, February 23, 2021, June
11, 2024
Due for Review:
June 11, 2027
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Common Core State Standards in K-12 Mathematics
For specific information about each grade level and more specific objectives, visit http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
For objectives for Language Arts and other subject areas, visit http://www.ncpublicschools.org/acre/standards/
Grade K Overview
Counting and Cardinality
* Count to tell the number of objects.
* Know number names and the count sequence.
* Compare numbers.
Operations and Algebraic Thinking
* Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
* Work with numbers 11–19 to gain foundations for place value.
Number and Operations in Base Ten
Measurement and Data
* Classify objects and count the number of objects in categories.
* Describe and compare measurable attributes.
Geometry
* Analyze, compare, create, and compose shapes.
* Identify and describe shapes.
Grade 1 Overview
Operations and Algebraic Thinking
* Understand and apply properties of operations and the relationship between addition and subtraction.
* Represent and solve problems involving addition and subtraction.
* Add and subtract within 20.
Number and Operations in Base Ten
* Work with addition and subtraction equations.
* Extend the counting sequence.
* Use place value understanding and properties of operations to add and subtract.
* Understand place value.
Measurement and Data
* Tell and write time.
* Measure lengths indirectly and by iterating length units.
* Represent and interpret data.
* Reason with shapes and their attributes.
Geometry
Grade 2 Overview
Operations and Algebraic Thinking
* Add and subtract within 20.
* Represent and solve problems involving addition and subtraction.
* Work with equal groups of objects to gain foundations for multiplication.
* Understand place value.
Number and Operations in Base Ten
(Grade 2 Overview continued)
* Use place value understanding and properties of operations to add and subtract.
* Measure and estimate lengths in standard units.
Measurement and Data
* Relate addition and subtraction to length.
* Represent and interpret data.
* Work with time and money.
Geometry
* Reason with shapes and their attributes.
Grade 3 Overview
Operations and Algebraic Thinking
* Understand properties of multiplication and the relationship between multiplication and division.
* Represent and solve problems involving multiplication and division.
* Multiply and divide within 100.
* Solve problems involving the four operations, and identify and explain patterns in arithmetic.
* Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
* Develop understanding of fractions as numbers.
* Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
* Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
* Represent and interpret data.
* Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Geometry
* Reason with shapes and their attributes.
Grade 4 Overview
Operations and Algebraic Thinking
* Gain familiarity with factors and multiples.
* Use the four operations with whole numbers to solve problems.
* Generate and analyze patterns.
* Generalize place value understanding for multidigit whole numbers.
Number and Operations in Base Ten
* Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations—Fractions
* Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
* Extend understanding of fraction equivalence and ordering.
* Understand decimal notation for fractions, and compare decimal fractions.
Measurement and Data
* Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
* Geometric measurement: understand concepts of angle and measure angles.
* Represent and interpret data.
Geometry
* Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Grade 5 Overview
Operations and Algebraic Thinking
* Analyze patterns and relationships.
* Write and interpret numerical expressions.
Number and Operations in Base Ten
* Perform operations with multi-digit whole numbers and with decimals to hundredths.
* Understand the place value system.
Number and Operations—Fractions
* Apply previous understandings of multiplication & division to multiply & divide fractions.
* Use equivalent fractions as a strategy to add and subtract fractions.
Measurement and Data
* Convert like measurement units within a given measurement system.
* Geometric measurement: understand concepts of volume; relate volume to multiplication and to addition.
* Represent and interpret data.
Geometry
* Graph points on the coordinate plane to solve real-world and mathematical problems.
* Classify two-dimensional figures into categories based on their properties.
Grade 6 Overview
Ratios and Proportional Relationships
The Number System
* Understand ratio concepts and use ratio reasoning to solve problems.
* Apply previous understandings of multiplication and division to divide fractions by fractions.
* Compute fluently with multi-digit numbers and find common factors and multiples.
Expressions and Equations
* Apply and extend previous understandings of numbers to the system of rational numbers.
* Apply and extend previous understandings of arithmetic to algebraic expressions.
* Represent and analyze quantitative relationships between dependent and independent variables.
* Reason about and solve one-variable equations and inequalities.
Geometry
* Solve real-world and mathematical problems involving area, surface area, and volume.
* Develop understanding of statistical variability.
Statistics and Probability
* Summarize and describe distributions.
Grade 7 Overview
Ratios and Proportional Relationships
* Analyze proportional relationships and use them to solve real-world and mathematical problems.
* Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
The Number System
Expressions and Equations
* Use properties of operations to generate equivalent expressions.
* Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
* Draw, construct and describe geometrical figures and describe the relationships between them.
Geometry
* Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
* Use random sampling to draw inferences about a population.
Statistics and Probability
* Draw informal comparative inferences about two populations.
* Investigate chance processes and develop, use, and evaluate probability models. | <urn:uuid:db2a7c9c-86c6-462e-8c0f-38edc6ef60ae> | CC-MAIN-2024-38 | https://www.bbbswnc.org/wp-content/uploads/2014/10/Common-Core-Standards-Math-10-11-1.pdf | 2024-09-10T21:47:48+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651318.34/warc/CC-MAIN-20240910192923-20240910222923-00256.warc.gz | 622,251,565 | 1,264 | eng_Latn | eng_Latn | 0.980416 | eng_Latn | 0.980929 | [
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Sleeping child policy
Parents will be consulted about their child's sleep routine when they complete the 'All about me 'document on the first visit. Parents will be advised that practice guidance suggests young children under 6 months old should be placed flat on their back to sleep. This minimises the risk of SUDI (Sudden Infant Death) and is better for children's posture. Staff will outline all the sleep arrangements available and agree a plan with the parent.
Sleeping children shall be placed in a clean, quiet, comfortable area on a flat mattress, cot, or sleep basket indoors. Children will not be permitted to sleep in car seats or pushchairs due to the risks this poses to young children and the recommended Sleep Safe Guidance. If a child arrives at nursery asleep in a pushchair or car seat they are to be removed, along with any outdoor clothing and placed on a flat bed as above.
The key worker must ensure all the room staff knows the child's sleep requirements. The child's needs must be reviewed as they grow and develop, and staff updated. As the child moves to another room their sleep routine is to be logged on the 'All about me' document and shared with staff.
No child shall be forced to have a sleep, but could be encouraged if tired to have a sleep. Though if not asleep within 10minutes they would return to participate in activities. Likewise children cannot be kept awake if they are falling asleep. If a parent requests a child to be woken up, we would attempt to wake them up once they have had the appropriate daytime sleep for their age.
However if a child is still asleep we would attempt to wake them again after 20mins periods until the child is ready to wake up
Parents must be informed if their child has a sleep at nursery.
Regular checks must be made to ensure the sleeping child is safe and well, A member of staff must be in the same room as the sleeping child/ren and in visual and audible contact of the child at all times.
Children's sleep time will be logged on IConnect, each child being checked every 10 minutes.
Where staff have access to baby monitors these should be used.
This staff member is responsible for passing information to the next person on duty, and other room members.
All children shall be given clean linen. Mattresses are to be turned weekly.
All bibs should be removed before putting a child down to sleep.
Children should not be allowed to sleep with a bottle in their mouths.
The following quotes are taken from The Early Years Foundation Stage Document.
* Provision should be made for children who wish to relax to relax or sleep without disturbance.
* Providers must have effective systems to ensure that the individual needs of all children are met.
* You must promote positive attitudes to diversity and differences within all children. Children should be treated as individuals and all children are respected.
P.S.E.D.
* Self care – indicate their own needs.
* Understand that they can expect others to treat their needs with respect.
Safe Sleep Guidance
Staff will follow the recommended safe sleep guidance which covers the following points:
* Room temperature for sleeping babies is between 16-20/ degrees.
* Babies under 6 months must sleep in the main nursery room.
* No hats or outdoor clothing when sleeping
* 0-6 months to sleep on their backs at the foot of the cot
* Blankets to be tucked in and only up to chest height
* NO sleeping in car seats or pushchairs
* Staff must NOT smoke in their nursery uniform and fully change their clothes whilst smoking. This includes e-cigarettes and vaping. This ensure that children are not subjected to second hand smoke
* If a child usually sleeps with a dummy this should be continued in nursery
Further guidance can be found on the website below.
https://safeguardingchildren.salford.gov.uk/parents-and-carers/safe-sleep/
This policy was updated on: 4th July 2022
Signed on behalf of the Nursery Mangers : Debbie Evans, Val Worrall, Joanne Kirk, and Angela
Jones, Sukwinder Singh
Review Date – July 2023
Appendix 1
Sudden Unexpected Death in Infancy (SUDI)
Frequently Asked Questions index
1. What does Sudden Unexpected Death in Infancy mean?
2. How can I reduce the risk of Sudden Unexpected Death in Infancy?
3. How much clothing/bedding does baby need?
4. Is it safe to sleep baby on a baby bean bag?
5. What is the safest way to sleep twins?
6. Does dummy use reduce the risk of sudden unexpected death in infancy?
7. Are there recommendations for car seat or baby seat use?
8. How do I carry baby safely in a sling?
9. Check list for safe sleeping.
Safe Sleeping – FAQ
1. What does Sudden Unexpected Death in Infancy (SUDI) mean?
SUDI is a term used to describe the sudden and unexpected death of a baby. SUDI may be the result of a serious illness or a problem that baby may have been born with, but most SUDI deaths occur as a result of either SIDS (sudden infant death syndrome) or a fatal sleep accident.
The only way to find out why a baby has died suddenly and unexpectedly is to perform an autopsy, review the clinical history and to thoroughly investigate the circumstances of death, including the death scene. When no cause can be found for the death it is called SIDS.
2. What steps can I take to reduce the risk of Sudden Unexpected Death in Infancy?
Create a safe sleeping environment for babies and young children;
* Put baby on the back to sleep from birth
* Sleep baby with head and face uncovered
* Avoid exposing babies to cigarette smoke before birth and after
* Sleep baby in a safe cot and in a safe environment
* Sleep baby in its own cot or Moses basket in the same room as the parents for the first 6-12 months
* Breastfeed baby
3. How much clothing/bedding does baby need?
Babies control their temperature through the face. Sleeping baby on the back and ensuring that the face and head remains uncovered during sleep is the best way to protect baby from overheating and suffocation. Sleeping baby in a sleeping bag will prevent bed clothes covering the baby's face.
If blankets are being used instead of a sleeping bag, it is best to use layers of lightweight blankets that can be added or removed easily according to the room temperature and which can be tucked underneath the mattress.
When dressing a baby you need to consider where you live, whether you have home heating or cooling and whether it is summer or winter. A useful guide is to dress baby as you would dress yourself – to be comfortably warm, not hot or cold. Ensure that baby is dressed appropriately for the room temperature. A good way to check baby's temperature is to feel baby's chest, which should feel warm (don't worry if baby's hands and feet feel cool, this is normal). Another way to prevent overheating is to remove hats or bonnets from baby as soon as you come indoors or enter a warm car, bus or train, even if it means waking the baby.
4. Is it safe to sleep baby on a baby bean bag?
No. A bean bag, defined as a material sack encasing a large quantity of polystyrene foam beads that is usually a pyramid-shaped sack used for seating, poses a suffocation risk to babies and small children if they inhale the beads. Concern has been raised about the potential of some bean bags being capable of contouring around a baby´s face, resulting in a risk of suffocation.
5. What is the safest way to sleep twins?
The safest way to sleep twins is to place them in their own cot following the steps to safe sleeping. However, sometimes you may need to sleep twins in the same cot, for example when you are travelling or visiting and there is insufficient room for two cots. If this is the case, place each twin at opposite ends of the cot as this will minimise the risk of one twin covering the face of the other. When the babies are able to move freely around the cot, put them to sleep in separate cots.
6. Does dummy use reduce the risk of sudden unexpected death in infancy?
Some studies have shown that using a dummy at the start of every sleep may reduce the association with SIDS and that stopping or inconsistent use of the dummy increases the association with SIDS.
If parents choose to use a dummy, practitioners should make them aware that:
* If the baby is breastfed that the use of a dummy can undermine breastfeeding especially before at least 6 weeks of age or until breastfeeding has become established.
* It should be offered when settling the baby at every sleep episode (the protective factor appears to occur as the baby falls asleep).
* If the dummy falls out of baby's mouth once asleep, do not put back in.
* If your baby does not seem to want the dummy, do not force them.
* Do not coat the dummy in a sweet liquid.
* Always clean and regularly replace dummies.
Try to wean your baby off their dummy by the age of one year.
7. Are there recommendations for car seat or baby seat use?
Some studies have shown that some infants, particularly pre-term infants or those with pre-existing health conditions are at risk of respiratory problems and/ or can experience slightly lower levels of oxygen in the blood if left for long periods in car seats. Also being left in a semi-upright position for long periods may place strain on a baby's developing spine.
Practitioners should advise parents that car seats are designed to keep babies safe whilst travelling so therefore should:
* Remove infants from car seats and place in Moses basket or cot.
* Once inside the nursery or home, transfer baby into a cot or Moses basket and remove any outdoor clothing.
* When travelling on long journeys make regular stops and take baby out of the car seat for breaks.
8. How do I carry baby safely in a sling?
Slings are carriers that allow an adult to carry an infant hands-free. The sling straps around the adult's neck, allowing the infant to lie in front of the adult, curved in a C-shape position.
If you choose to carry baby in a sling, at all times ensure that:
* baby's airways are free at all times
* you can see baby's face
Babies can suffocate lying with a curved back with the chin resting on the chest or the face pressed against the fabric of the sling or the wearer's body. At particular risk from these products are babies with a low birth weight, those that were born prematurely, or have breathing issues such as a cold.
9. Checklist for safe sleeping
1. Has baby been placed on the back to sleep?
2. Is baby sleeping in a safe Moses basket or cot away from hazards?
3. Does the cot meet British safety Standards for cots?
4. Is the mattress firm?
5. Does the mattress fit the cot /Moses basket well?
6. Is the mattress clean and in good condition and flat (not titled or elevated)?
7. Is baby's face and head uncovered?
8. Have any pillows, duvets, lamb's wool, cot bumpers and soft toys been removed?
9. If using a baby sleeping bag, does it have a fitted neck, armholes or sleeves and no hood?
10. Remember never to sleep baby on a sofa, beanbag, waterbed or pillow?
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Reflection Cover Sheet & Prompts
Reflection is an integral part of experiential learning through which one transforms experiences and thoughts concerning the meaning and implications of the experiences into new knowledge and skills (Kolb, 1984). Reflection has been shown to improve one's future performance and boost productivity and effectiveness because understandings gained through the experience are solidified when reflecting and are subsequently more easily applied to new situations.
Part 1: Begin your reflection by providing the specific information requested below about your Experiential Learning experience. If the experience is part of a specific course, you may ask your instructor for clarification, if needed. If it is not part of a course, you may contact someone in the Office of Bulldog Experience by calling 662-325-0831 or by emailing email@example.com for further assistance.
Students' Name: _____________________________________________________
Student's Net ID: ____________________________________________________
Semester and year during which the engagement was completed: ____________________
Type of Experience (circle all that apply):
FYE/EXL
Study Away/Study Abroad
Internship/Co-op
Undergraduate Research
Capstone Course Project
Student Competitions
Service Learning/Community-Based Learning
Service through Maroon Volunteer Center
Student Leadership (Student Organizations, Greek Life, Residential Life, Other)
Athletic Teams/Spirit Groups/Music Ensembles/Other Performing Arts
Student Employment (On or Off Campus)
Other Experience: _____________________
Name or Title of Experience: _______________________________________________
If Experience was part of a course, Course Prefix and Number: ___________________
Number of Hours Spent in the Experience: ___________________
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice Hall.
Part 2: Think critically about the experience described in Part 1 and respond to the prompts below in the order presented. Start each response by restating the prompt; i.e. for the second prompt, you should start with something like "The prior knowledge and skills that I used during the experience…". You will be able to provide your responses by either submitting a word document file or some other media format (like a video or audio file). Regardless of the format, your file should contain the Part 1 information above and responses to the prompts below. Use the explanations following each prompt to assist you in constructing your response.
1. Describe the experience by explaining "what, where, when, who, why and how".
What was involved in the experience? Where did the experience take place? When did you complete the experience (use specific dates and time frames)? Who provided or sponsored the experience? Why did you complete the experience? How did you complete the experience?
2. What knowledge and skills previously acquired through in-class and out-of-class experiences did you use during the experience?
State specific knowledge and specific skills separately. For Bulldog Experience "in-class" means the Experiential Learning experience was a required part of a class but may have occurred outside of a classroom; for example, completing a required service project. For Bulldog Experience "out-of-class" means the experience was not part of a class; for example, attending and engaging in the International Fiesta.
3. Explain what you learned during the experience and how it aligns with your academic program of study.
Be sure to identify specific courses you have taken as part of your academic program of study (degree program) when aligning with what you learned during the experience. Be as specific as you can in stating what you learned. Make as many connections between what you learned about previous courses taken as part of your program of study (degree program).
4. In what ways was the experience meaningful and beneficial to you?
When describing how the experience was meaningful, explain how it was valuable to you, the organization responsible for providing the experience or how it had value for the greater good of society. When describing how the experience was beneficial, explain how it was purposeful or helpful to you in building new knowledge and skills.
5. What did you learn during the experience that will be helpful to you in your future?
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St. Margaret's Church History & Archives Project At Whitehall Cemetery
by Mollie Ridout & Michael Winn
Members and friends of St. Margaret's Church History & Archives Project spent a recent summer afternoon (2015) visiting historic Whitehall Cemetery, hosted by long-time St. Margaret's member Orlando (Lanny) Ridout IV along with his daughter and neighbor Mollie Ridout. A picnic on Lanny's porch overlooking Whitehall Creek followed.
This land is part of the once 2,000 acre Whitehall (White Hall) Plantation owned by St. Margaret's Church from 1749-1764. White Hall manor pictured below as it appears today was constructed by Horatio Sharpe, sitting colonial governor, after he acquired the plantation from St. Margaret's Church.
The Whitehall Cemetery, or family burying ground sits atop a quiet bluff on Whitehall Creek. In the 18th and 19th centuries it would have overlooked the boat landing that was the point of arrival and departure for anyone traveling back and forth to Annapolis.
John Ridout [the first Ridout in Maryland, secretary to Governor Sharpe, reportedly treasurer of St. Margaret's Church, and broker of the transfer of the 2,000 acres from St. Margaret's Church to Governor Sharpe] began managing the Whitehall property in 1773 and assumed ownership in 1780.
His was the first known burial there, reported in the Maryland Gazette in 1797. His infant daughter Meliora, who died in 1781, may well be buried there too. Also certainly buried there are John Ridout's wife Mary, his younger son Horatio who inherited Whitehall, and Horatio's two wives, Rachel Goldsborough and Ann Weems.
These early graves were not marked. In the 18th century, families who owned land usually preferred to bury family members on private property as they often observed vandalism and neglect in churchyards. Earlier burial practices were understated and sober. As Horatio Ridout directed when he wrote his will in 1828, My body I wish to be buried in the family burying ground at Whitehall…in a plain decent manner, without pomp or parade.
The earliest marked graves date from the 1850s and 1860s and belong to the third generation of Ridouts associated with the property. A total of 61 headstones mark the passage of one generation after another through three centuries.
The most elaborate monument is that of the Rev. Samuel Ridout, MD and his wife Hester Ann Chase Ridout, in the center of the cemetery. He was the rector of St. Margaret's Church for 30years[1844-1860 and 1870-1885]. He died in 1885. The couple owned both the Whitehall property and the Chase Lloyd House in Annapolis.
Izzy Winn at the monument of the Rev. Samuel Ridout, MD
Amelia Martin was a servant at Whitehall who died at the young age of 22 in about 1899 and is buried outside the cemetery fence. Amelia's marble stone is a reminder that many enslaved persons and servants lie buried outside the cemetery fence, but sharing the overlook of the boat landing. Their graves were marked with cedar or locust posts identified by boards painted white and inscribed with the individuals' names. These markers endured through the 1930s but the area was cleared by the property owners during World War II.
Ellie Thompson at the marker of Amelia Martin
Mary Colbert Martin, Amelia's mother, along with other members of the Colbert family, had been an enslaved person at Whitehall. After manumission she continued to work for the Ridouts for many years. The Colberts farmed on land that they bought from the Whitehall estate in the 1870s. They earned wages working for various members of the Ridout family for many years. The last of these farm workers retired in the 1980s and the Colberts still live on Colbert Road near Whitehall.
Another African American grave has a permanent marker. Timothy Harris was a freed enslaved person of 71. He asked on his death bed to be buried in the family burying ground. The request was granted; according to the Maryland Gazette, old Uncle Tim was a favorite with the family, and the funeral was well attended by both colored and white people.
Timothy Harris Born March 31, 1842 Died March 1, 1905 With the upright man , thou shalt show thyself upright. Almost a century later Harris's great-great-great granddaughter, Bernadette Pulley-Pruitt, was inspired by Alex Haley's book Roots to research her family history. She traced one of her lines back to the family name Harris. As luck would have it, she worked for Orlando (Lanny) Ridout IV at the Maryland Historical Trust, and they made the connection that their ancestors' gravestones still stood side by side inside the cemetery fence.
Bernadette Pulley-Pruitt at the marker of Timothy Harris
When Whitehall was sold in 1896, Orlando Ridout, Jr. . retained personal ownership of the half acre cemetery and the road that accessed it. His son, Orlando III inherited it. In 1983 the cemetery was incorporated into a non-profit organization. It is still managed and maintained by the seventh generation of the Ridout family.
Members & friends of St. Margaret's History & Archives Project, left to right Barbara Breeden, Bernadette PulleyPruitt, Sue Snyder, Michael Winn, Lanny Ridout, Dalyn Huntley, Ellie Thompson, Mollie Ridout, Jane Hague+, Judy Hall, Jean Clarke, Izzy Winn
Lanny Ridout with Bernadette Pulley-Pruitt at Whitehall Cemetery.
Ellie Thompson and Jane Hague+ look out over Whitehall Creek
Mollie Ridout describes to Judy Hall some of the historic treasures found in her father's home.
Jean Clarke and Dalyn Huntley check historical dates in Whitehall Cemetery.
Horatio Ridout died in the 1901 fire at the home of his brother parish registrar Zachariah Ridout, MD. The fire destroyed all St. Margaret's records except the historic parish register Horatio managed to save before perishing. | <urn:uuid:1dcc2393-3a43-4047-8e0d-78d68bc6ae75> | CC-MAIN-2022-49 | http://www.st-margarets.org/uploads/2/8/8/6/28869061/whitehall_for_spire_june_2015_in_pdf(1).pdf | 2022-12-02T03:18:40+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00020.warc.gz | 91,533,836 | 1,311 | eng_Latn | eng_Latn | 0.990677 | eng_Latn | 0.997528 | [
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Headteacher: Mrs L Williamson
Telephone: 01782 234390/1 Email: email@example.com
Website: www.hanleystlukes.com
Our Vision:
Jesus said: 'I have come that they may have life and have it to the full.'
Promotinglife-long learning
Developinglife-giving relationships
Exploringlife-enhancing faith
Inspiringlife-enriching aspiration
At Hanley St. Luke's C of E Aided Primary School we are committed to the delivery of excellence in the teaching of Phonics. We aim to develop each child so that they are able to read with fluency as well as develop a love of reading that will stay with them all of their lives.
The use of phonics is one of the many skills required to be able to be a reader and writer. We aim to teach high quality phonics to ensure the children have the best start possible in reading and writing. The learning of phonics is the beginning of children's body of knowledge, skills and understanding that are an essential part of learning to read. In order to read and understand texts children must learn to recognise/decode the words on the page. Good quality phonics teaching allows the child to be secure in the skills of word recognition and decoding which allows children to read fluently. This will result in children being able to read for pleasure and will allow them to move onto developing higher order reading for meaning skills.
What is phonics?
- This is the knowledge of how alphabetic sounds work and how these sounds are combined to correspond to the spoken word.
- It includes the skills of blending for reading and segmentation for spelling. Blending is the skill of building words by merging phonemes together – this is used when reading words. Segmentation is breaking down a word into its component phonemes – this is used when spelling words
- A phoneme is the smallest unit of sound in a word. It is generally accepted that there are 44 different phonemes in the English language. In phonics the children are taught each of these phonemes and the alternative graphemes (different ways of writing) these phonemes.
- A grapheme is the written symbol of a phoneme
- Some phonemes are written with two letters – these are called digraphs. Some phonemes are written with three letters – these are called trigraphs.
- Split digraphs are two letters that make one sound, but the letters are not adjacent in a word (they are split by another letter).
- High frequency words (or tricky words) are words which children are unable to read using their phonic knowledge. These are taught as a whole word.
Implementation
At Hanley St. Luke's we use 'Sound!Start Phonics for Letters and Sounds', a complete synthetic, systematic phonics programme. We believe it is essential that both reading and spelling are taught with precision and clarity and that children have sufficient opportunity to practice the knowledge and skills needed for both. For this reason, reading and spelling are taught separately within the Sound!Start Phonics for Letters and Sounds programme, with each lesson having a clear phonic goal and outcome based on either a reading or a spelling objective. In the early stages of the programme, when the focus is on GPC knowledge and word level work, the lessons alternate between a reading and spelling focus.
This approach enables children to gain confidence at GPC and word level and begin to develop automatic recognition of a small number of high frequency words, in preparation for caption / sentence level work. At this point there is a slight change to the structure of teaching across the week as follows:
Daily lesson structure
We teach phonics knowledge and skills through high-quality daily phonics lesson from the third week in the Reception year, throughout Y1, Y2 and beyond as required. Lessons are timetabled for 25 – 30 minutes. However additional opportunities to practice the knowledge and skills needed for reading are built into the daily timetable e.g. additional practice for reading flashcards (GPC recognition) and additional blending practice (oral blending/word building/ word reading).
Application of phonics knowledge and skill at text level is included within the teaching sequence even though it will generally be taught at a separate time e.g. during a Guided Reading lesson or within a teacher-led writing / English lesson task. This emphasises the purpose of these lessons (application of the knowledge and skills taught and practised during and beyond the daily phonics lesson) and highlights the importance of ensuring consistency throughout the entire sequence.
Reception
Children have two daily phonics lessons.
- Lesson 1- Learning a letter lesson (one GPC per day)
- Lesson 2- Main phonics lesson (revisit & review, practise & apply, recap/plenary)
Adults work with two groups per day straight after the direct teaching input within the "Revisit and Review" and "Teach" parts of the main phonics lesson focusing initially on word building tasks and then introducing the first Core Practice and Apply Task. This enables most children to participate independently in all parts of the main daily phonics lesson from the second half of the autumn term, allowing adults to prioritise interaction with the most vulnerable learners. "Practise and Apply" tasks are timetabled as small-group adult-led tasks.
KS1
Children have a daily 25/30 minutes phonics lesson following the revisit/review, teach, practise and apply, recap structure (See Diagram 1). Every "practise and apply" activity is differentiated so that children are suitably challenged. Teachers and teaching assistants are present in all phonics lessons so that they offer support to children and prioritise interactions with the most vulnerable learners.
KS2
It is recognised that phonics teaching and learning does not finish at the end of Key Stage 1. Children identified in phonics assessments that are still working on the phases as outlined in Sound!Start program are provided with a tailored intervention alongside the age related expectation for the year group.
Targeted reinforcement of class teaching
For some children who need more support, we provide targeted reinforcement of class teaching, planned but incidental at strategic times in the day to ensure that they do not fall behind.
Assessment
At Hanley St. Luke's C of E Aided Primary School we assess phonics using the Sound!Start Phonics for Letters and Sounds assessment package. We assess reading every half term and spelling every term. These assessments are added to a whole school tracker where class teachers and the subject lead can carefully monitor progress. We use the tracker to identify the children in need of additional support and to pinpoint the priority area of need which will be the focus of the intervention sessions.
National Phonic Screening
All pupils in Year 1 will have a national phonics screening check, which is carried out in June each year. Any pupil who does not attain the required standard will repeat the screening in Year 2. This is to ensure that all pupils have a secure foundation upon which to build their reading skills.
Intervention
We carry out targeted, small step interventions for children finding it difficult to keep up with the pace of the programme. We believe it is important that these interventions are carried out daily, at the same time across reception and KS1. They are always delivered 1:1, by a trained member of staff and are carefully planned and resourced. | <urn:uuid:b8786aef-780a-4dea-9920-5f0a65f754d8> | CC-MAIN-2022-49 | https://www.hanleystlukes.com/wp-content/uploads/2021/09/Phonics-policy-HSL-2021.pdf | 2022-12-02T02:28:23+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00017.warc.gz | 848,211,348 | 1,501 | eng_Latn | eng_Latn | 0.998754 | eng_Latn | 0.9989 | [
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THEME
FRESHWATER QUALITY
LAND
Land
INDICATOR
Land under cultivation
Status
Fair to good
Trend
Stable
Data confidence
Medium
low
MED
high
Palm oil plantation Guadalcanal, Solomon Islands © Stuart Chape
PRESENT STATUS
Agriculture is a foundational industry in Pacific island economies and central to the independence of island communities. Together, agriculture, forestry and fishing provide from 3% to over 25% of the GDP of Pacific island countries, with a regional average of 17% (World Bank 2020), and agriculture accounts for a large share of employment (ADB 2015).
The status of the region's land under cultivation was deemed fair to good, based on national estimations in national State of Environment reporting (seven countries) and given the use of over 20% of land for agriculture in over half of the islands.
It is important to note that the share of cropland is neither good nor bad in itself; rather, the perception of quality depends on perspective, where for example an economic perspective could judge whether the share of agricultural land is sufficient for income or livelihood purposes and an environmental perspective could judge whether the share of agricultural or natural land, and the treatment of that land, is sufficient for national biodiversity and environmental targets. The method of agriculture strongly affects the biodiversity within the agricultural area and the impacts on surrounding areas. Generally, a plantation has lower biodiversity than the primary forest or natural ecosystem that it replaced.
The trend in the share of land under cultivation is considered stable for the region. The UN Food and Agricultural Organization (FAO) reports no change in the share of agricultural land since 2012 in any Pacific island (FAO 2019). However, for some islands, the most drastic change in farming or land use occurred in the 1980s with changing economies or in the 1990s with the introduction of diseases such as the taro blight in Samoa (Cook Islands 2018; Samoa MNRE 2013).
The share of agricultural land in the total land area grew by 0.3% in Melanesia, declined by 1% in Micronesia, and declined by 1.3% in Polynesia between 2000 and 2017. Among the countries and territories, the change ranged from a 13.7% loss in the Cook Islands (the next largest decline was of 6.7% in Tuvalu) to an increase of 4.2% in Tonga, with a crude average of a 1.3% decline in agricultural land as the share of total land area among countries and territories.
As Pacific populations grow, the same amount of agricultural land might be insufficient to feed the population. This population growth, altered lifestyles, or development pathway decisions might change the reliance of Pacific islands on domestic versus imported food. This nutritional independence is a known factor of fisheries management (see Regional Indicator: Commercial pelagic fish) and must be a factor in Pacific management of human health and natural environments.
CRITICAL CONNECTIONS
In addition to the impacts on food security, the share of islands under cultivation directly affects our freshwater supply and quality, lagoon water quality, and national carbon accounting.
Many sustainable land-use practices can provide high-value agricultural products, such as shade-grown coffee, vanilla, or cacao, and reduce the input costs for farmers who use regenerative agricultural systems where species nurture each other and the soil for long-term productivity.
Our forests provide food and raw materials for subsistence and cultural traditions, help maintain clean water and the local climate, maintain soil fertility and productivity, and regulate erosion and the amount of sediment reaching coastal waters and affecting coral reef habitats. Plantation forests are a type of cultivation, and changes in forest type are associated with changes in coastal water quality and ocean species abundance.
Climate change is a threat to food security on some Pacific islands, with the productivity of agricultural crops affected by long-term climate and extreme events (for example, ADB 2015). The quality of soils and water for crops is also impacted by climate change and its related stressors, such as sea level rise.
The share of land used for cultivation, hardscaped for development, or managed as a natural ecosystem shapes a country's progress towards SDG 11.3.1: Ratio of land consumption rate to population growth rate.
STATE OF ENVIRONMENT AND CONSERVATION IN THE PACIFIC ISLANDS: 2020 REGIONAL REPORT
MARINE PLASTIC POLLUTION
PRESSURES AND OPPORTUNITIES
Land in the Pacific islands is heavily modified, with the first navigators and settlers bringing plants and animals with them (e.g. Spriggs 2010). For example, only 1.6% of the forest in Oceania (including Australia and New Zealand) is primary forest (FAO 2020; see Regional Indicator: Native forest cover).
The biggest land-use change in terms of loss of forest cover for agriculture on Pacific islands happened between 1975 and 1990, and the trend has been more stable since. As development proceeds and populations grow, the land use is continuing to change at a rapid pace in many islands with lesser focus on conversion to agricultural land but a greater focus on conversion to hardscaped or 'developed' land.
New tools and technologies, such as remote sensing, could help Pacific people measure and monitor land-use changes over time. Freely available satellite imagery, like Copernicus Sentinel data, allows for detection mapping of land-use change. Various companies and organisations in the region can provide or support this service. Although the share of agricultural land is stable, the uses, quality, and habitats on other land areas in the Pacific islands are changing in step with changing Pacific societies.
Even the status of a given share of agricultural land can vary given differences in soil quality and other factors relating to geological conditions and agricultural management techniques. In their national State of Environment reporting, Pacific islands are beginning to consider other factors such as the share of cultivation in newly converted or ecologically sensitive areas, the type and quantity of agricultural chemicals used (which can involve hazardous residues, see Regional Indicator: Hazardous waste), the use of crop rotation or fallow periods, and the practice of burning to clear land as factors that can affect long-term sustainability of agriculture alongside biodiversity goals.
Island geography places unique challenges to sustainable agriculture. The unique biodiversity in the islands is threatened by invasive species, many of which were introduced deliberately or accidentally through agriculture (see Regional Indicators: Invasive species). The tropical sun is a particular challenge to soil nutrients under some agricultural practices, such as tilling and exposed soil between crop rows, because the essential ingredients for plant growth can break down under direct sunlight.
Household-scale to national-scale practices can jointly address soil fertility and waste management on islands through the re-use of natural materials in food and yard wastes (see Regional Indicators: Household and municipal waste generation and capture). Nearly half of all landfilled waste in Pacific islands is green waste (food and yard residues) that could form nutritious compost as a natural fertilizer, avoiding methane release from anaerobic degradation in landfill conditions (SPREP 2016; see Regional Indicator: Greenhouse gas emissions).
The genetic diversity of many Pacific food crops is maintained in the Centre for Pacific Crops and Trees, the only regional genebank. Innovation and preservation of cultivars that are suited to island conditions and resilient to climate change will be essential for future Pacific agriculture.
The Palau Policy to Strengthen Resilience in Agriculture and Aquaculture (Kitalong et al. 2015) set a goal for local production of food to meet 50% of Palau's needs by 2020.
STATE OF ENVIRONMENT AND CONSERVATION IN THE PACIFIC ISLANDS: 2020 REGIONAL REPORT
REGIONAL RESPONSE RECOMMENDATIONS
Active management plans, harmonised across sectoral goals, can increase the sustainability of island ecosystems and agriculture. In addition to cultivated land, countries can consider measuring other land uses over repeated time increments. Quantifying the designated land use as well as the surface conditions (natural/permeable with or without native or other vegetation, hardscaped, built upon, and so on) will help identify changes in ecosystem structure and services over time.
Pacific islands are encouraged to:
* Monitor land under cultivation, including investments in monitoring of land use over time using available technologies;
* Plan to manage arable land for food security, social and cultural functions, carbon capture, as well as soil and water conservation;
* Enforce protection from illegal or unsustainable landuse practices. Given transboundary pressures such as those from invasive species and wind- or watertransported pollutants, necessary protections extend beyond simple declaration of boundaries; and
* Partner for restoration of land arability and of priority ecosystems, ensuring development partners understand and share the prioritization of native species and long-term soil health.
INDICATOR IN ACTION
SDGs 2.4, 6.6, 11.3, 15.1, 15.5, 15.7, 15c · UN Convention to Combat Desertification · Convention on Biological Diversity 7, 10, 12 · Noumea Convention · Regional Environment Objective 2.2 · Pacific Islands Framework for Nature Conservation Objectives 4, 5
FOR MORE INFORMATION
ADB (2015) Climate Change, Food Security, and Socioeconomic Livelihood in Pacific Islands. Authors: Rosegrant MW, ValmonteSantos RA, Thomas T, You L and Chiang CA. Asian Development Bank and International Food Policy Research Institute. ISSN: 97892-9257-116-0
Cook Islands (2018) State of Environment Report: Land under Cultivation.
FAO (2020) Global Forest Resources Assessment 2020. (www.fao. org/forest-resources-assessment/en/) Rome: United Nations Food and Agricultural Organization.
FAO (2019) FAOSTAT Agri-environmental Indicators, Land Use. Available at http://www.fao.org/faostat/en/#data/EL
Samoa MNRE (2013) Samoa's State of the Environment (SOE) Report 2013. Apia: Ministry of Natural Resources & Environment, Government of Samoa.
SPREP (2016) Cleaner Pacific 2025: Pacific Regional Waste and Pollution Management Strategy 2016–2025. Apia, Samoa: SPREP.
Spriggs M (2010) Geomorphic and archaeological consequences of human arrival and agricultural expansion on Pacific islands: A reconsideration after 30 years of debate. Chapter 13 in: Haberle SG, Stevenson J, Prebble M (eds) Altered Ecologies: Fire, climate and human influence on terrestrial landscapes. ANU Press, p 239–252 https://www.jstor.org/stable/j.ctt24h8rj.15
World Bank (2020) World Bank's World Development Indicators, accessed August 2020. See: https://data.worldbank.org/
Indicator 6 of 31 in State of Environment and Conservation in the Pacific Islands: 2020 Regional Report | <urn:uuid:cde8c980-ebaf-425e-bd4b-d6a4ac5b959d> | CC-MAIN-2022-49 | https://vanuatu-data.sprep.org/system/files/SOEC-Indicator-6_0.pdf | 2022-12-02T03:25:17+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00018.warc.gz | 616,338,776 | 2,293 | eng_Latn | eng_Latn | 0.942888 | eng_Latn | 0.982364 | [
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TWELVE-WEEK 5K WALKATHON TRAINING PROGRAM
The first step in training for an endurance event such as a walkathon is to establish a fitness base with regular, fairly low-intensity workouts. Once you have established your base, you can increase your strength, stamina, and speed by including some higher-intensity workouts in your weekly training.
GENERAL CONDITIONING
On walkathon day, warm up for 5 to 10 minutes at a fair pace then stretch your major muscle groups. Walk the 5K at about 60% to 70% intensity. Cool down afterward at a light pace for 5 minutes. If you collected pledges for the walkathon, remember to let your supporters know you finished, and remember, too, to reward yourself for your accomplishment. Then set a new fitness goal to keep you going and motivated.
MEASURING YOUR PULSE
Two of the most common places to measure the pulse are the neck and the wrist. To measure the pulse in your neck, place your middle and index fingers on one side of the front of your neck, just under the jaw. To measure the pulse in your wrist, place your middle and index fingers on the inside of the wrist, just under the thumb. (Because the thumb has a pulse of its own, do not use it to check the pulse in your neck or wrist.)
STRETCHES FOR WALKERS
STANDING CALF STRETCH To stretch your calves, stand facing a wall, place both hands on the wall, and slightly bend one knee while extending the other leg behind you. Keeping both heels on the floor, lean toward the wall so that you feel a stretch in the calf of the back leg. Hold until the muscle feels looser, then switch legs and stretch the other calf.
STANDING SOLEUS STRETCH For a stretch of the soleus (lower calf) muscle, stand facing a wall, place both hands on the wall, and slightly bend both knees while extending one leg behind you. Keeping your heels on the ground, lean toward the wall until you feel a slight stretch in the calf of the back leg. Hold until the muscle feels looser, then switch legs and stretch the other leg.
PLANTAR FASCIA STRETCH
To stretch the plantar fascia, a band of tough tissue that runs across the bottom of the foot, stand on the bottom step of a staircase, facing into the staircase. Hold the railing with your hand for balance. Place the ball of one foot on the edge of the step and lower the heel toward the floor until you can feel a stretch in the arch of the foot. Repeat with the other foot. | <urn:uuid:7f72a06e-69de-4718-a47b-6fa959cbcb08> | CC-MAIN-2022-49 | https://static.diabetesselfmanagement.com/pdfs/dsm2346_4760.pdf | 2022-12-02T03:27:41+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00019.warc.gz | 576,547,502 | 546 | eng_Latn | eng_Latn | 0.995929 | eng_Latn | 0.996627 | [
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Additives
Additives in pet food serve various purposes: the first one is to provide nutritional benefits, e.g. vitamins, the second purpose concerns technological additives for safety and maintaining the desirable features of texture, stability and resistance to spoilage and lastly there can be sensory additives providing the right color and flavor.
The term 'additive' can be applied to a range of ingredients that manufacturers add to the basic ingredients that are at the heart of pet foods. These minor ingredients include essential nutrients such as vitamins and minerals, but also flavors, colors and agents to prevent harmful spoilage of the foods due to fats going rancid or through bacterial contamination.
Vitamins and minerals are presented in the factsheet 'Nutritional needs of Cats and Dogs'.
Preservatives
Pet food safety is of critical importance. Preservatives (including antioxidants) may be added, largely depending upon the type of pet food product and processing, to ensure that food products remain nutritious and safe for consumption throughout their shelf life. The food must be protected from bacterial or mold contamination and spoilage, further it must be protected from degradation and the loss of nutrients during storage. The method of preservation used depends on the type of food because the way of processing also contributes to the food integrity and shelf life:
* Dry foods: the manufacturing process kills microbes and the low moisture content helps to inhibit the growth of most organisms.
* Chilled foods: processed chilled foods have undergone a controlled thermal process and this, together with refrigeration during storage helps suppress spoilage.
* Moist foods: the heat applied in cooking of canned or pouch foods kill microbes and the packaging excludes air, protecting the food.
* Semi-moist foods: these generally have a low pH and contain humectants that bind water to the product, making it less available for use by invading organisms.
This information is provided by GAPFA as general information only. For advice and information concerning feeding and caring for your individual pet, we recommend that you seek the advice of your veterinarian. Visit our website
www.gapfa.org for further information on the Global Alliance of Pet Food Associations.
Antioxidant preservatives
Antioxidants are preservatives used to protect foods from deterioration due to oxidation. All pet foods have some fat and/or oil content and these should be stabilised by including antioxidants to prevent fats from reacting with oxygen in the air (oxidising) and food becoming rancid which leads to losses in nutritional quality. The inclusion of antioxidants helps to maintain wholesomeness and quality of the food. Antioxidants are incorporated into dry and semi-moist foods to protect them from exposure to oxygen after processing. These are not generally added to canned foods because these are cooked at high temperatures in the can, thereby "sterilising" the contents in sealed, airtight containers. Spoilage can occur if the can is damaged or if left too long after it is opened. Antioxidant
preservatives that might be included in dry pet foods include: a variety of herbal or plant extracts including: vitamin E (tocopherols), rosemary extract, citric acid, vitamin C (ascorbates) or man-made antioxidants, which have been used in various human foods for many years.
Antimicrobials
Coloring agents
Antimicrobial agents help protect food from potentially harmful spoilage organisms including mold formation or bacteria.
Emulsifiers and stabilisers
Coloring agents may be added to pet foods to enhance the appearance of the food. These include a range of naturally occurring food colors, food dyes or mineral based colors.
Flavors
Emulsifiers help keep the fat in the food and prevent the water from separating. Gums, lecithin, glycerin and modified starch are used to prevent separation of ingredients and to create the gravy or gel in canned, pouch and other moist pet foods. Food gums include seaweed extracts and seed gums such as guar gum (from the guar plant).
pet foods and these can be natural flavors such as extracts from fish or poultry, or agents designed to mirror natural flavors.
Flavors are used to enhance the palatability in some foods and to provide product variation. Much of the appeal of prepared pet foods to the dog or cat stems from the choice of raw materials, such as fish, meat, vegetables or cereals. As with many foods for humans, the cooking process often increases the palatability of many foods. Some flavors may be added to some
This information is provided by GAPFA as general information only. For advice and information concerning feeding and caring for your individual pet, we recommend that you seek the advice of your veterinarian. Visit our website
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Magnificent Monarchs
These activities are for you to do at home with an adult. You can do all of them or choose the ones that you find most interesting.
Activities
1. Write a sentence to explain the meaning of each of the following words.
2. Read these statements about monarchs. Decide whether each statement is true or false and give reasons for your answers. Write your answers in sentences.
* A monarch has to be a woman.
* William the Conqueror had absolute power and could do whatever he wanted.
* Queen Victoria was the first female monarch of the United Kingdom.
* Parliaments were set up because the monarch wanted a holiday.
* England has always had a monarch.
* Elizabeth II will be the last monarch of the United Kingdom.
3. Use a range of sources to find out about Balmoral Castle, Buckingham Palace and Osborne House. Describe what each of these royal residences are like, who lives or lived there and where they are found.
4. Use the internet or information books to find out about Elizabeth I, then write a short information leaflet about her life. Include details about her personal life, her time as a monarch and some of her achievements. Remember to organise information under headings. You might also like to add a glossary.
castle
monarch
ruler
palace
reign
5. Look at these photographs of members of the Royal Family. Use research to name them and write some facts about each person.
6. Find out when the following significant monarchs reigned. Then, draw a timeline putting them in the correct order. Record some key facts about each monarch on the timeline.
* Alfred the Great
* Henry VIII
* Elizabeth I
* Queen Victoria
* Elizabeth II
* William the Conqueror
7. Look carefully at some portraits of past and present British monarchs. Think about who the monarch is, what their clothes tell you about when they lived, how the portrait makes the monarch seem powerful and what objects are in the portrait. Then, choose a person in your house or a famous person that you like. Draw a portrait of them that shows others what that person is like and why they are important.
8. Finish your home learning by writing some sentences or explaining to an adult what you know about the monarchy, royal palaces and significant British monarchs.
Useful websites
BBC Bitesize – Famous monarchs The home of the Royal Family
Good reads
| Title | Author |
|---|---|
| 100 Facts Kings and Queens | Miles Kelly |
| The Usborne Kings and Queens Picture Book | Sarah Courthauld and Kate Davies |
| People in History: Henry VIII | Stephen White-Thompson |
| History Heroes: Elizabeth I | Damian Harvey |
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EMERGENCY PREPAREDNESS
PERFORMANCE OBJECTIVE: (CFR 1304.22) The Head Start program will establish and implement policies and procedures for responding to Emergencies. All staff will be trained and familiar with these policies and procedures. Emergency evacuation routes and safety procedures for other emergencies (e.g., fire or weather-related), will be practiced regularly.
PROCEDURE:
1. During a drill or actual emergency, the Cook must wear the red "Emergency Response Team" cap, so that he/she can be easily identified by first responders. In the absence of the Cook, the responsibility for being the Emergency Response Team Leader will fall to the Family Resource Specialist and then the Teacher, in that order.
2. Other staff should report important information to the Emergency Response Team Leader as soon as possible.
3. The red "Emergency Response Team" caps must be stored in locations that provide easy access. An air horn used to signal a Drill or actual emergency must be located in close proximity to the red "Emergency Response Team" cap.
4. Missing caps and missing or inoperative air horns should be reported to the Director of Human Resources at the central office as soon as possible.
5. Although drills should be unannounced; centers should pre-plan drills in order to practice emergency preparedness with different staff and situations. (The Fire Department should be contacted on the non-emergency Fire Station telephone number and advised if we are going to practice a fire evacuation drill ahead of the actual drill to avoid an unnecessary dispatch called in by some well-meaning neighbor.)
6. Center staff are responsible for briefing substitutes and volunteers on emergency procedures and responsibilities.
7. All staff should also be familiar with the Agency Emergency Action Plan located in Tab-8 of the white "Safety Policies and Procedures" manual.
Fire:
1. Centers will conduct and document building evacuation fire drills at least once per month.
2. Area Supervisors have overall responsibility for their centers, and the Cook and Teacher in each center will be familiar with the operation of the fire alarm system.
3. Drills should be unannounced and must utilize the building fire alarm system. When the fire alarm is sounded, each classroom and staff person will evacuate using their respective evacuation route.
4. During a fire drill, the Teacher is responsible for the children and the Cook is responsible for all staff, volunteers, and visitors in the building. Each Teacher must report their status to the designated Emergency Response Team Leader as soon as possible, to determine that all children and adults are accounted for.
5. The Family Resource Specialist is responsible for ensuring that appropriate fire evacuation drills are performed on a monthly basis and documented in a center file using the proper form. A copy of the documented monthly drill will also be sent to the Coordinator of Transportation and Facilities.
7. The Area Supervisor is responsible for assigning a person in each center to check (and document) fire extinguishers and emergency lighting on a monthly basis.
8. Cooks, Teachers, Family Resource Specialists and Area Supervisors are responsible for ensuring on a daily basis that exits are clearly visible and evacuation routes are clearly marked and posted so that the path to safety outside is unmistakable.
9. In the event of a fire and the center's fire alarm system is activated; the local Fire Department must be contacted as soon as possible, by calling 911 or the local designated emergency number. Head Start fire alarms are not automatically connected to the local Fire Station. Staff should not endanger themselves by remaining in the building to make the call. If necessary, go to the nearest phone to contact the authorities.
Tornado:
1. At least one tornado drill per month will be held and documented during the months of February, March, April, May, June, July, August, September and October. Documentation will be kept in a center file and a copy will be sent to the Coordinator of Transportation and Facilities.
2. Drills should be unannounced and will be identified by three short blasts from the air horn. All building occupants will move quickly to the designated safe area. Each Teacher will report their status to the designated Emergency Response Team Leader as soon as possible to determine that all children and adults are accounted for.
3. Each center must develop a system to monitor dangerous weather conditions. For example, a center could arrange for the Sheriff's Department or other resource in the community to contact them when weather conditions are threatening. Each center will have an AM/FM radio to monitor weather alerts.
Other Types of Emergencies:
1. Bomb threats should be treated in the same manner as a fire drill. Please refer to the Agency Emergency Action Plan in Tab-8 of the Safety Policies and Procedures Manual for detailed information.
2. In the event of a severe thunderstorm, avoid using telephones (cordless or cellular telephones may be used), electrical appliances and plumbing fixtures. If you can hear thunder, you are close enough to the storm for a potential lightning strike.
3. In the event of an earthquake stay where you are and remain calm. Earthquakes usually last for a very short time and most earthquake-related injuries occur when people attempt to either enter or exit buildings. Family Resource Specialists will sweep the building and ascertain damage and potential hazards prior to a decision to possibly evacuate the building.
4. Threats of violence usually require an individualized response based on the situation. However, common responses would often include:
A. Verbal attempts to de-escalate or neutralize the situation.
B. Asking the individual to leave the building.
C. Calling the Police.
When possible, attempts should be made to keep the individual as far away from children as possible. At no time should an employee place themselves at risk in an attempt to deal with the situation. The primary goal of any situation regarding threatened violence is ensure the safety of children, staff and visitors. | <urn:uuid:a991354a-0e10-4995-9291-fa58470b00b7> | CC-MAIN-2022-49 | https://escswa.org/fileLibrary/Transportation%20-%20Emergency%20Preparedness.pdf | 2022-12-02T03:37:24+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00022.warc.gz | 261,322,077 | 1,197 | eng_Latn | eng_Latn | 0.998494 | eng_Latn | 0.998682 | [
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Policy IJJ: Instructional Materials And Methods And Library-Media Materials Selection
The Board is legally responsible for all matters relating to the operation of the schools, including the provision of instructional materials and maintenance of library/media resources that support the school system's curriculum.
Definitions:
"Instructional materials" include textbooks and other print materials, online textbooks and instructional materials, other online/Internet resources (including permissible access), software, and supplies and other materials to support instruction in subject areas and the implementation of standards for student learning. Instructional materials are those used by a significant number of students in a class, or in large-scale implementations, or across a number of grades / grade spans.
"Learning Commons" is an integrated concept of space that brings together the traditional services of a school library as well as those in support of technology and media use.
"Library/media resources" include books, print materials, online/Internet resources (including permissible access), multimedia materials and information technology that, as part of the Learning Commons program, support the school system's curriculum.
"Instructional methods" include those large-scale practices of instruction and/or assessment that are typically adopted across a number of grades or grade spans.
While the Board retains its authority to approve the selection of instructional materials and methods, it recognizes the educational expertise of its professional staff and the need for such staff to be involved in the recommendation of such materials and methods. The Board delegates responsibility for selection to the professionally trained personnel employed by the school system, subject to the criteria and procedures for selection and the Board's policy on challenged materials as described below and in procedure.
With the assistance of professional staff, the Superintendent shall establish a system for the selection of instructional materials and methods, including procedures to establish an orderly process for the review and recommendation of instructional materials and methods. This system will include the involvement of the Board's Curriculum Committee. The Superintendent/ Assistant Superintendent and Board Curriculum Committee shall present their recommendations to the full Board regarding the selection of instructional materials and/or methods after completion of the review process. The Board will act on the recommendations of the Superintendent/Assistant Superintendent and Board Curriculum Committee concerning instructional materials and methods. The Superintendent/Assistant Superintendent will report to the Board on progress made in aligning instructional materials and methods with curriculum development and program evaluation in support of Maine's system of standards for student learning.
Learning Commons Program
Each school shall maintain a learning commons program that includes books and other print materials, multimedia materials, online Internet resources and information technology that support the curriculum. A certified library-media specialist will be responsible for overseeing the learning commons program, under the supervision of the Superintendent or designee. The Board delegates responsibility for selection of library/media materials and technology and Internet resources to the school system's professionally trained staff, subject to the criteria and procedures for selection and the Board's policy on challenged materials described below.
Objectives of Selection
The Board recognizes that it is the primary objective of instructional materials and methods to implement and support the curriculum, and of library/media resources to extend and enrich the educational programs of the schools. Quality instructional materials and library/media resources are essential to student learning. In preparing students to meet Maine's standards for student learning, in supporting the achievement of the school unit's educational goals and objectives, and in providing enrichment opportunities that expand students' interests and contribute to a desire for lifelong learning, it is the responsibility of the instructional program and the learning commons of the schools to provide a wide range of materials on all levels of difficulty, with diversity of appeal and the presentation of different points of view.
Criteria for Selection
Instructional materials and methods, library/media materials, as well as any other materials used in the classroom selected should:
A. Support achievement of Maine's system of standards for student learning;
B. Support the goals and objectives of the school system's educational programs;
C. Enrich and support the curriculum;
D. Take into consideration the varied interests, abilities, and maturity levels of the students served;
E. Foster respect and appreciation for cultural diversity and varied opinions;
F. Give comprehensive, accurate and balanced representation to all significant contributors to history, science, leadership and the arts and acknowledge the contributions of ethnic, religious and cultural groups;
G. Present a balance of opposing sides of controversial issues to enable students to develop capability for critical analysis;
H. Stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
I. Provide a background of information that will enable students to make intelligent decisions in their daily lives;
J. Incorporate, when appropriate, the use of innovative technology and/or 21 st Century learning approaches; and
K. Respect the constraints of the district budget.
Other factors that should be considered are researched-based success; accuracy and currency of material; importance of the subject matter; scholarship; quality of writing and production; and reputation and significance of the author, artist or composer.
In evaluating software, multimedia materials and online/Internet resources, additional factors that should be considered include purpose for use; content; format (degree of interactivity or student involvement); appropriate use of graphics, sound and animation; feedback provided; the accuracy of information that changes at a fast pace; and ease of use.
The Board recognizes that there are a number of individual materials and resources that professional educators select and use on a daily basis as part of their repertoire. While selection of these would not require Board approval, the Board does expect that the educator will adhere to the criteria and principles outlined in this policy.
Material Replacement
Multiple copies of outstanding and much-in-demand materials should be purchased as needed. Worn or missing standard items should be replaced periodically. Out-of-date or no-longer-useful materials should be withdrawn from the collection/circulation.
Donated Materials
Gift materials are to be evaluated by the same criteria as purchased materials and are to be accepted or rejected by those criteria and in accordance with Board policy on gifts and donations.
Utilization of Adopted Instructional Materials and Methods
Once instructional materials and/or methods have been adopted by the Board, it is the Board's expectation that the materials and/or methods be fully implemented with fidelity, as was intended by the selection. It is understood that this may require additional training or support for staff before full implementation is accomplished. Only after a thorough evaluation of an instructional program, and/or Board action, would materials and/or methods no longer be fully utilized.
Parental Authority
A student's parent/guardian may inspect, upon request, any instructional material used as part of the curriculum. The Superintendent will be responsible for developing and implementing procedures for providing access to instructional material within a reasonable time after such a request is made.
The Board recognizes that the final authority as to what materials an individual student will be exposed rests with that student's parents or guardians. However, at no time will the wishes of one child's parents to restrict his/her reading or viewing of a particular item infringe on other parents' rights to permit their children to read or view the same material.
Learning commons materials will not be removed from the collection because of criticism except in accordance with Board policy.
Challenged Materials
Despite the care taken to select materials for student and teacher use and the qualifications of the persons who select the materials, the Board recognized that objections may be raised occasionally by students, parents, school staff or community members.
In the event a complaint is made regarding instructional materials, library/media resources, or any other materials used in the classroom, the following procedures will apply:
A. The complaint shall be heard first by the person providing the materials in question.
B. If the complaint is not resolved, the complaint shall be referred to the building principal.
C. If the complaint is not resolved, the party submitting the complaint shall be required to fill out the "Challenge of Instructional Materials Form." (IJJ-E) A copy of the form will be forwarded to the Superintendent or designee.
D. The Superintendent or designee shall appoint a committee composed of the following persons to review the complaint: one principal at the appropriate grade level; one librarian/media specialist; one classroom teacher, and/or the department head in the subject area of the challenged materials; one community member.
E. The review committee shall: read and examine the materials referred to them; check general acceptance of materials by reading reviews; weigh values and faults against each other and form opinions based on the material as a whole and not on passages or portions pulled out of context; meet to discuss the material and to prepare a written report on it.
F. The report of the committee shall be forwarded to the Superintendent or designee who will inform the complainant of the results.
G. No materials shall be removed from use until the review committee has made a final decision. The decision of the committee is binding for the individual school or districtwide, depending on the nature of the challenge.
H. The review committee's decision may be appealed to the Board. The Board may set aside a portion of a regular meeting or call a special meeting for the purpose of receiving testimony from representatives of the various points of view. The material in question shall be:
1. Reviewed objectively and in its full content;
2. Evaluated in terms of the needs and interest of students, school, curriculum and community;
3. Considered in the light of differing opinions; and
4. Reviewed in light of the criteria for initial selection and purpose as provided herein.
The Board will announce its decision in writing not later than the conclusion of the next regular meeting of the Board following its receipt of said testimony.
Legal Reference:
20-A MRSA §§ 1001 (10-A); 1055 (4); 4002 Ch. 125 §§ 9.01, 9.03 (Me. Dept. of Ed. Rule) P.L. 107-110 § 1061 (No Child Left Behind Act)
Cross Reference: IGA – Curriculum Development and Adoption
IHA – Basic Instructional Program
IJJ-R - Procedures For Instructional Materials and Methods Selection
IJJ-E – Challenge of Instructional Materials Form
IL – Evaluation of Instructional Programs
FIRST READING:
April 25, 2013
SECOND READING: May 9, 2013
ADOPTION:
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AP® Human Geography
Scoring Guidelines Set 2
Question 1: No Stimuli
(A) Define the concept of the informal economy.
Accept one of the following:
* A1. Untaxed, unregulated, and/or illegal economic activity usually not included in a country's gross national income (GNI).
* A2. Economic activity that governments neither regulate nor protect.
* A3. Economic activity that includes self-employed workers who operate unregistered or untaxed enterprises.
* A4. Economic activity that is non-monetized, intrafamilial, and/or is based on some form of interpersonal exchange (e.g., bartering, volunteering, domestic work, activities based on patronage).
(B) Describe ONE way that cultural attitudes or social norms may act as a barrier to women obtaining employment in the formal economy.
Accept one of the following:
* B1. Because cultural attitudes or social norms may relegate or restrict women's activities to the home, formal employment for women outside of the home may be discouraged (e.g., caring for children, the elderly, and/or ill family members; gathering fuel, fodder, and/or water for household consumption; being expected to conform to family, marriage including child marriage and forced marriages; and fertility norms).
* B3. In some locations, harassment (e.g., verbal and/or physical harassment) or discrimination (e.g., misogynistic attitudes) in public spaces or in the workplace may discourage women from commuting to work, or restrictions on mobility and transportation may impede women's ability to get to the workplace.
* B2. Some cultures conform to traditional gender roles that discourage women from seeking paid and/or formal employment in certain employment fields or jobs above a certain station in society (e.g., allowed to be a teacher but not an administrator, allowed to be a nurse but not a physician).
* B4. Cultural attitudes or social norms may disfavor or prohibit women from some employment in the formal economy because the work (e.g., "men's work") is viewed as too dangerous, difficult, or as for "men only" (e.g., military, policing, construction, skilled trades, transport).
* B6. Informal work practiced by women that are illegal activities may be stigmatized by cultures and societies, creating barriers to legalization and incorporation of the work into the formal economy.
* B5. Cultural attitudes or social norms may lead patriarchal societies to seek to restrict women (e.g., mothers, sisters, daughters) to the home to protect them from potential harm or to control them.
* B7. Social expectations that limit women's access to education can leave them less qualified to obtain employment in many parts of the formal economy.
* B8. Lack of empowerment of women due to exclusion from household and community decision-making, which in turn may limit women's participation in the formal economy.
1 point
(C) Describe ONE limitation of using the gross national income (GNI) per capita to analyze women's contributions to economic productivity in less developed countries.
Accept one of the following:
* C1. GNI per capita calculations do not include economic activity in the informal economy, much of which is performed by women.
* C2. GNI per capita calculations do not account for the differences between male and female contributions to economic productivity, thus failing to account for women's contributions.
* C3. GNI per capita calculations do not include unpaid domestic or agricultural labor, much of which is performed by women.
* C4. GNI per capita calculations do not account for volunteer work, which contributes to the economy, much of which is performed by women.
* C5. GNI per capita calculations do not include income distribution, so GNI does not account for income inequality between men and women (gender wage gap), with men typically earning more than women in many or most fields.
* C6. GNI per capita calculations fail to capture the fact that women can be highly productive economically, but overall, a country's economy measured by GNI per capita may not look productive or strong.
(D) Explain ONE relationship between women's economic empowerment and a decrease in the rate of natural increase in a more developed country.
Accept one of the following:
* D1. Declines in RNI may result from women's involvement in work outside the home taking precedence over domestic work such as raising children.
* D2. Declines in RNI may reflect improved access to contraception and family planning, which allows women to choose to pursue paid employment if desired.
* D3. Women who earn money may be empowered within the family structure to make decisions about their preferred family size, which could result in declining RNI.
1 point
(E) Explain the likely outcome on rural-to-urban migration as women gain greater access to education.
Accept one of the following:
* E1. Women are likely to move from rural to urban areas to seek job opportunities, contributing to an increase in rural-to-urban migration.
* E2. Women are likely to move from rural to urban areas to attend school, contributing to an increase in rural-to-urban migration.
* E3. Women may move to urban areas for education because traditional, rural cultures have social or economic barriers that discourage or prohibit women's education.
* E4. Women may migrate to cities in larger numbers, increasing the proportion of females in the migration stream.
(F) Explain ONE likely obstacle for highly educated women who are employed in the formal economy.
Accept one of the following:
* F1. Highly educated women employed in the formal economy may face a gender wage gap.
* F2. Highly educated women employed in the formal economy may not be provided with fair access to employment after taking time off to raise children (e.g., motherhood wage penalty).
* F3. Highly educated women employed in the formal economy may face discrimination, hostility, sexism, or harassment at work (e.g., corporate culture) or when commuting.
* F4. Highly educated women employed in the formal economy may be less likely to get a new job or be promoted than their male counterparts (e.g., glass ceiling).
* F5. Highly educated women employed in the formal economy may not be provided sufficient benefits or support for families (e.g., paid maternity, family, and/or sick leave; access to childcare; facilities for breastfeeding or pumping; flexible work schedules).
* F6. Highly educated women may lack access to decision-making and leadership in the workplace and/or political representation to address workplace gender issues.
* F7. Highly educated women may lack the ability to maintain a work/life balance, may work longer hours than men when combining paid and domestic work (e.g., double shift), and/or be expected to care for children and ill or elderly family members).
* F8. Highly educated women may find some segments of the workplace are closed to them or present more challenges (e.g., lack of women represented in leadership about technology use, occupational segregation in technical and STEM fields, and artificial intelligence may have gender bias).
(G) Explain the degree to which granting microloans to individual women in less developed countries may be an effective strategy for economic development.
Accept one of the following:
Statement or indication of a high or substantial degree
AND
Supported by one of the following:
* G1. Microloans to women in LDCs are intended to help women develop small businesses. As these small businesses grow, regional economic development is expected to occur.
* G2. Microloans to women may allow them to receive adequate education and training that will contribute to overall economic development.
* G3. Microloans to women may help improve women's health and nutrition, contributing to improved economic development.
* G4. Traditional banks may be unwilling to lend to women, so microloans may be the only available source of business capital.
OR
Statement or indication of a low to non-existent degree
AND
Supported by one of the following:
* G5. Microloans may be ineffective in boosting economic development because the loans are often used to purchase necessities or to start small businesses that may not be successful.
* G6. Microloans may be ineffective in boosting economic development because predatory loan schemes and/or debt traps (e.g., variable interest rates, high interest rates) may end up further impoverishing women.
* G7. Microloans to women may end up going to male household members or relatives, with no positive effect on economic development.
* G8. Microloans have been criticized for having loan conditions (e.g., requiring women to form cooperatives or collectives or follow environmental guidelines), which may not be effective economically for the loan recipients.
(A) Describe ONE reason a country's percentage of forest cover may change.
Accept one of the following reasons for forest loss:
* A1. Forests may be cleared for buildings (e.g., houses, businesses), or urban development, or recreational sites (e.g., golf courses), or industrial land use, or infrastructure projects (e.g., roads, powerlines, hydropower projects).
* A2. Forests may be cleared for agriculture (e.g., farms, pastures) or mining.
* A3. Environmental impacts (e.g., fires, floods, salinization, desertification, climate change, pests, disease, coastal erosion, drought, extreme heat, landslides, rising sea levels) may result in forest loss.
* A4. Practices that are not sustainable allow forest loss due to logging for lumber, paper products, and/or energy use.
* A5. Geological forces (e.g., tsunamis, earthquakes, volcanoes) may destroy forests.
* A6. Forest loss may occur in less developed countries as they industrialize, urbanize, and their economies grow.
Accept one of the following reasons for an increase in forest cover:
* A7. Climate change (e.g., climatic shifts) may result in increasing forest cover (e.g., from increasing rainfall).
* A8. Depopulation (e.g., of rural and/or urban areas) may allow a return of residential, industrial, or agricultural land to forest.
* A9. Increasing quantity and/or size of parks or recreation areas may restore forests.
* A10. Tree plantations (e.g., Christmas trees, rubber, eucalyptus) may be counted as forest cover.
* A11. Governments, non-governmental groups, women's groups, indigenous tribal organizations, and/or private citizens may implement forest restoration policies or practices that result in net afforestation.
* A12. Forest may return as less land is needed for agriculture due to better crop yields.
Accept one of the following reasons for either an increase or decrease in forest cover:
* A13. Inconsistencies in remote sensing data (e.g., gaps, misinterpretation) may lead to incorrect estimates of forest cover. Better data and/or improved interpretation may result in revised estimates that increase or decrease forest cover.
* A14. A country's land area may increase or decrease (e.g., Sudan losing area of South Sudan, land reclamation), resulting in loss or gain of forest cover.
* A15. Political conflicts (e.g., wars) may result in gain (e.g., in no-go zones such as DMZs and areas with land mines) or loss (e.g., defoliation) of forest cover.
* A16. Cultural practices that protect forests (e.g., protection of sacred groves in West Africa, protection of Indigenous sacred sites in Australia) may increase in scope, resulting in net gain of forest cover. The opposite can also happen, resulting in net loss of forest cover.
(B) Using the data shown in the graph, compare the trends in forest cover change between more developed countries and less developed countries from 1990 through 2015.
Accept one of the following:
* B1. Developing countries lost forest cover while developed countries remained stable or slightly increased forest cover, described in relative terms between example countries from the graph.
* B2. Developing countries lost forest cover while developed countries remained stable or slightly increased forest cover, described using numbers from the graph between example countries.
(C) Using the data shown in the graph, explain ONE reason for the global trend in forest cover over time.
Accept one of the following:
* C1. Global forest cover has remained steady or has declined only very slightly because forest cover losses in some regions or countries have been offset (e.g., mitigated) by forest cover gains in other regions or countries.
* C2. Global forest cover has remained steady or has declined only very slightly because destruction of forests (e.g., of rain forests) has been mitigated by regrowth of forests due to farm abandonment or increasing urban afforestation.
* C3. Global forest cover has remained steady or has declined only very slightly because forest cover losses have been offset by large-scale tree planting (e.g., reforestation) in certain areas (e.g., in China, in parts of Africa) and/or because of improved practices in forest management (e.g., using sustainability principles).
* C4. Global forest cover has remained steady or has declined only very slightly because global warming (e.g., climate change) is allowing the tree line to change (e.g., forest can now grow at higher elevations and at higher latitudes, so alpine and Arctic tundra is shrinking), offsetting forest cover losses elsewhere.
* C5. Global forest cover has remained steady or has declined only very slightly because less developed countries are still experiencing high rates of natural increase requiring increased resource and/or land use, while developed countries have low or negative rates of natural increase enabling them to maintain current levels of forest cover.
1 point
(D) Explain the degree to which Wallerstein's world system theory explains changes in the pattern of forest cover since 1990.
Accept one of the following:
Statement indicating a high or significant degree
AND
Supported by the following:
* D1. Wallerstein's theory (world system theory) states that production and extraction (e.g., of resources such as timber) in peripheral and semi-peripheral countries support the core, which explains why countries such as Honduras, Brazil, and Indonesia are decreasing in forest cover and countries such as Germany, the US, and Japan are not.
OR
Statement indicating a moderate degree
AND
Supported by the following:
* D2. Wallerstein's theory may be correct in suggesting that the production and extraction of forests may be more prominent in the peripheral and semi-peripheral countries, but that does not necessarily impact the production and extraction of forest resources in core countries in the twenty-first century.
OR
Statement indicating a slight degree or no degree
AND
Supported by one of the following:
* D3. Wallerstein's theory does not account for overall world forest cover staying essentially the same due to non-economic factors (e.g., environmental factors such as climate change leading to forest advances in tundra regions).
* D4. Wallerstein's theory does not account for international agreements (such as REDD+, Payment for Ecosystems, Cash for Conservation) and efforts to protect forest cover in developing countries.
* D5. Wallerstein's theory does not account for forest cover conservation goals, policies, or strategies a semiperipheral or peripheral country may have in place, but which are undermined by land-use decisions made by private landowners.
(E) Explain what the data shown on the graph imply about sources of energy in less developed countries.
Accept one of the following:
* E1. Many people in less developed countries rely on firewood for energy (e.g., for heating and/or cooking) to an unsustainable extent (e.g., they have used trees for firewood and/or charcoal faster than forests can regrow).
* E2. Many people in less developed countries lack access to or cannot afford nonwood sources of energy for their households (e.g., for heating and/or cooking), so they have degraded their forest resources for this purpose.
* E3. More sustainable energy sources are not widely available due to a lack of available capital, a lack of infrastructure, and/or technicians to support these, and therefore people turn or continue to use wood as a source of energy.
(F) Explain how the global demand for ONE of the following commodities may be driving local changes in forest cover.
1. Palm oil
3. Beef
2. Soybeans
Accept one of the following:
* F1. Palm oil: Because there is high or growing global demand for palm oil used in foods and for other purposes (e.g., for cosmetics, soap, detergents, biofuel), forests in some countries (e.g., Indonesia, Honduras) are being destroyed and replaced with oil palm plantations.
* F2. Soybeans: Because there is high or growing global demand for soy (e.g., from China) used in foods and for other purposes (e.g., oils, animal feed, industrial products), forests in some countries (e.g., in Brazil, Argentina, Paraguay) are being destroyed and replaced with soybean fields.
* F3. Beef: Because there is high or growing global demand for beef used for food, forests in some regions (e.g., in the Amazon basin) are being destroyed and replaced with cattle pastures.
1 point
(G) Explain ONE consequence of forest cover change for environmental sustainability in more developed countries.
Accept one of the following:
* G1. Environmental sustainability is affected as biodiversity and ecosystem services are reduced due to deforestation or increased due to afforestation and/or reforestation (e.g., habitat improvement).
* G2. Environmental sustainability is diminished due to the climate change impacts of forest cover loss (e.g., less carbon storage and/or more carbon release (CO2), increased greenhouse gas emissions, conversion to industrial land uses) or may be increased (e.g., mitigate climate change, shift to alternative energy sources) due to the role of forests in carbon storage.
* G3. Forest cover loss diminishes environmental sustainability by creating environmental justice concerns because, in some cases, marginalized groups are disproportionately affected by forest loss (e.g., by resultant climate change, by loss of access to forest resources), or in some cases, marginalized groups may support forest use as a method of economic development.
* G4. Environmental sustainability is affected because loss of forest cover results in higher prices, increased demand, and/or reduced supply for housing and consumer products in more developed countries.
* G5. Environmental sustainability is diminished because loss of forest cover may result in loss of soil and/or water quantity and quality (e.g., due to erosion, water pollution, runoff).
* G6. Environmental sustainability is diminished when wildfires in more developed countries create airborne dust particles that pollute the atmosphere.
* G7. Environmental sustainability is diminished when deforestation creates airborne dust particles due to fires set by humans or from soil erosion.
7 points
Question 3: Two Stimuli
(A) Identify ONE type of cultural difference shown in Map 2.
Accept one of the following:
* A1. The map shows religious or sectarian differences (e.g., shows two different branches of the Christian religion).
* A2. The map shows neighborhoods that are mainly Catholic, mainly Protestant, and integrated.
(B) Describe ONE way that the United Kingdom illustrates the concept of a multinational state.
Accept the following:
* B1. The United Kingdom is comprised of multiple national groups, including the English, Scottish, Welsh, and/or Irish.
* B2. The United Kingdom is an ethnically, culturally, religiously, and/or linguistically diverse state with a population comprised of members of multiple nations.
(C) Explain ONE possible benefit of devolution for Northern Ireland.
Accept one of the following:
* C1. Devolution provides Northern Ireland with a degree of autonomy from the UK, giving Northern Ireland, more power to govern itself (e.g., regarding policy issues involving health, education, culture, the environment, and transport).
* C2. Self-determination or full sovereignty in governance are strong ideals among some in Northern Ireland leading to an enhanced sense of national identity.
* C3. Devolution may lead to more equitable power-sharing agreements, or powersharing between unionists and nationalists.
C4. Devolution may lead to more diverse government representation in terms of
* ethnicity, religious, and/or gender balance.
* C5. Devolution may promote more civic engagement if citizens feel closer ties to the governing body.
* C6. In Northern Ireland, sectarian violence declined after powers were devolved to the Northern Ireland Assembly.
* C7. Catholics are a larger portion of the population in Northern Ireland than in the other parts of the UK, so Catholic residents may be better represented in a devolved Northern Ireland assembly.
* C8. Devolution may result in more local control of natural resources and/or economic interests.
1 point
1 point
(D) Explain ONE way that the cultural pattern shown in Map 2 may act as a centrifugal force within Belfast.
Accept one of the following:
* D1. Unequal distribution of Catholics and Protestant residential areas in the Central Business District and the Harbor area may lead to unequal economic or social opportunities, which in turn may spur sectarian and or class-based divisions and/or conflict.
* D2. The segregation of Catholics and Protestants in different neighborhoods may limit a sense of common identity (sense of community), which may lead to or perpetuate sectarian divisions and/or conflict.
* D3. Peace lines may emphasize or reinforce sectarian and/or class-based divisions and/or conflicts.
* D4. Already existing spatial patterns of religious, ethnic, or class segregation may reinforce divisions and/or conflicts.
(E) Explain how the cultural pattern shown in Map 2 reflects Hoyt's sector model of urban form.
Accept one of the following:
* E1. The Catholic and Protestant neighborhoods form separate V-shaped sectors (e.g., wedge shaped, cone shaped) that extend or radiate from the Central Business District and/or harbor.
* E2. Neighborhood sectors extending or radiating from the Central Business District or harbor are differentiated by religion, nationality, and/or class.
1 point
(F) Explain ONE reason why the construction of barriers such as peace lines in urban areas may cause populations to migrate within a city.
Accept one of the following:
* F1. People may move to live with others who share their religious or political beliefs.
* F2. People may move to live in areas that they consider to be safer.
* F3. People may move to be closer to families or friends who would otherwise be separated by barriers and walls.
* F4. People may move to integrated neighborhoods because they prefer to live in areas with a mix of religions, or they wish to encourage future integration.
* F5. People may move to be closer to employment or education sites because barriers cut off former routes (e.g., walls made the routes longer) used for the journey to work, school, or restrict activity spaces.
* F6. People may move to areas they believe have better overall amenities (e.g., schools, community centers, parks), particularly if the construction of barriers or peace lines impedes access to these.
* F7. People may want to move away from the barriers (e.g., did not want to live near the wall for aesthetic reasons, the wall signifies an area of conflict).
* F8. People may want to move from areas of poverty near the barriers to higher-income areas.
(G) Explain a possible limitation of using Map 1 to describe the political conflict on the island of Ireland.
Accept one of the following:
* G1. The map does not provide detailed data on cultural or religious differences at a local or regional scale on the island of Ireland.
* G2. The scale of analysis of Map 1 does not allow the viewer to see the political conflict on the island of Ireland.
* G3. Map 1 does not provide any information related to the location of contested areas within the island of Ireland.
* G4. The superimposed border of Northern Ireland is contested by different culture groups (e.g., sectarian, religious, republican, unionist) or economic class groups, but the map does not show this.
* G5. The map shading may falsely imply that the population of Northern Ireland uniformly identifies strongly with the rest of the United Kingdom instead of with the Republic of Ireland.
* G6. Map 1 does not show political conflict resulting from Brexit (e.g., including changing from a "soft border" to a "hard border").
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VISUAL ART
FOR FAMILIES
You are your child's first teacher. Learn how to support the goals of Oklahoma's academic standards and why they are important for your child. Please be in regular communication with your child's teachers and ask how you can support visual art learning at home. When schools and families work together as partners, it helps your child achieve academic success!
5
What to expect:
FIFTH GRADE
In fifth grade, your child's ability in drawing, painting, sculpture, graphics and other forms of creative expression is growing, and they have greater confidence and skill with art media such as still life and collage. Students will also take greater satisfaction in creating art and be better able to express themselves, both in their own artwork and when discussing the artwork of others. They are also continuing to develop an understanding of why people create art and its importance throughout human history.
By the end of the school year, your child will:
* Use more than one of the ideas they have learned about art to come up with a new type of art or way to make art (for example, creating a photomontage with digital images, found objects and traditional art supplies such as paint and fabrics).
* Practice new approaches and techniques that could be used to make art (for example, gathering soil of several colors from different locations and using it to paint).
* Use materials and tools with care to show the importance of high-quality craftsmanship.
* Write artist statements using art vocabulary correctly to explain why they created a given work of art.
* Be able to explain how a museum or gallery exhibition presents an idea about a concept or topic, using information from the exhibition to do so.
What to do at home:
* Display your child's artwork at home and take pictures of it to share with family.
* Look for art in the world around your child, such as murals, statues, billboards, etc.
* Make art together at home. Ask your child to design cards for special occasions like birthdays and holidays, then share them with friends and family.
* Ask questions about the design of furniture in your home or another place familiar to your child, such as "Why do you think it was made this way?" and "What would you change?"
Education
FOR FAMILIES
Fostering Curiosity
Children are naturally curious and are motivated to learn about things that interest them. Since curiosity helps students be successful in the classroom, it is important to encourage it at home. Play is a wonderful way to develop curiosity in young children, so be sure to allow plenty of playtime. Encourage your child to ask questions, discover answers and explore their world.
Support your child's artistic curiosity with questions like these:
* When you look at this picture, what do you like about it? What do you not like about it?
* How would you make a picture like this?
If your child seems to be interested in drawing and creating, encourage them by providing supplies (paper, crayons, pencils, etc.) and draw with them. You can also use cardboard from shipping or cereal boxes to create sculptures and other things kids are interested in, like spaceships, animals, robots, etc. Find videos of how to make art online (such as Lunch Doodles with Mo Willems or Bob Ross videos) to watch together.
Fostering Communication
Build your child's vocabulary, thinking skills and curiosity by using new words and having conversations that include questions to make your child think. Communicating with others gives children a chance to see and understand that there can be more than one point of view about a given subject. Accepting different ideas helps children learn how to get along with others, encouraging positive relationships with other children and a strong self-image.
Support your child's art communication skills with questions like these:
* What kinds of things do you notice the artist used in this picture? Do you see particular shapes, lines, colors or other things that went into making it?
* Which element is the most obvious? Why do you think the artist chose to highlight that element, and what could that mean?
Fostering Connections
Making connections between different school subjects helps build your child's overall knowledge and learning. It's also important for your child to make connections between what they are learning at school and in the real world. Point out these connections to your child and encourage them to make them, too.
* Connect art with reading and writing. Ask your child to create three drawings and then think of a story that links them together. Add to the story with more drawings, then write the story on the drawing pages. Create a finished book by stapling or fastening the pages together and adding a cover.
* Connect art with history. Look at old family photos and talk about why they look the way they do. Search online for old photos of presidents or other famous Americans to examine the history of the nation through the history of photography.
Join the conversation!
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Art Curriculum
| Autumn Term | | Spring Term | |
|---|---|---|---|
| Mini Beasts & The Lion, the Witch & The Wardrobe The aim of these initial projects are to introduce pupils to a range of art skills through an engaging and stimulating series of outcomes, inspired at first by insects and then moving into a cross- curricular imaginative mask project linked to their novel study in English. | | | Ancient Greeks |
| | | | The aim of this project is further develop pupils’ |
| | | | skills in 3D design using a variety of media. Art |
| | | | links once again to another subject, this time their |
| | | | learning in History. |
| | | | Pupils apply their knowledge of Ancient Greece |
| | | | and create their own Greek coin, made first from |
| | | | card, then from clay. |
| Visually observe: pencil and pen drawings of insects in glass and cut out silhouettes of insects using card. These designs are then inspiration for a final 3D insect, created using card, metallic oil pastel and coloured acetate. Research and analyse: Exploring colour theory and researching the work of other artists using tablets and presenting a personal response. Make and Experiment: Pupils use their developing drawing skills to design ideas for a final outcome linked to the novel The Lion, the Witch and the Wardrobe. Working with the class, their Art teacher will discuss possible outcomes such as a illustrative print inspired by the text or a shoebox wardrobe. Review and Respond: To the work of artists who have used insects as their inspiration, from Jan Van Kessel in the 17th Century to Damien Hirst and Anna Collette-Hunt. | | Visually observe: Observed self-portraits in profile, drawings of Greek vases and coins inspired by images from their research. Research and analyse: Responding to the visual art of Ancient Greece, both 2D and 3D. Make and Experiment-Experiment with using a range of new media, including cardboard relief, acrylic paints and clay. Review and Respond: Review and modify their own work and others’ artwork as it progresses and respond using their own knowledge and opinion, to the art and culture of Ancient Greece. | |
| | KEYWORDS AND TERMS: | | KEYWORDS AND TERMS: |
| | Sketch, detail, tones, texture, decoration, tonal ladder, | | Portrait profile, card relief, tone and texture, engraving, |
| | primary and secondary colours, silhouette, design, | | mould and shape, clay slip |
| | upcycling, annotation (labelling) | | |
Year 6 (45 minutes a week)
Autumn Term
Pop Art: Food & Drink
The aims of this project are to develop all pupils' observed drawing and graphic design skills while learning about the colourful and fun Pop Art period of the 1960's onwards, particularly in America.
Visually observe: pencil and felt pen drawings of cans and their own favourite objects.
Research and analyse: Research and select their own familiar object which will form the basis of their final piece. Analyse the work of Andy Warhol and Roy Lichtenstein.
Make and Experiment-Experiment with a range of media and techniques, such as monoprinting and 3D modelling with card and paper.
Review and Respond:
To the work of famous Pop Artists from the 1960’s: Andy Warhol, Roy Lichtenstein, Claes
Oldenburg and Wayne Thiebaud.
KEYWORDS AND TERMS:
Popular culture, familiar, everyday, repeat pattern, lettering, mono and screen printing, packaging net, graphic design, guidelines, logo.
Spring Term
Tribal masks
The aim of this project is to develop pupils' knowledge of masks and tribal headgear their uses in different cultures. Focusing on African and Aztec culture, pupils apply their new found knowledge of the Aztecs from their History lessons and African music from their Music lessons.
Visually observe: Observed drawings from secondary source materials and artefacts from both cultures. Research and analyse: Continuing research into the use of masks and different pattern and decoration and their meaning.
Make and Experiment-Experiment with card, cardboard and papier mache to obtain 3D shape and textures, as well as colour mixing ot obtain authentic colours and tones. Review and Respond: Compare and contrast the masks of the Aztec and African cultures.
KEYWORDS AND TERMS:
Pattern, decoration, shape, tribal, carving, symbolism, construction, layering, depth.
Summer Term
Cranborne Views
The aim of this project is to develop pupils' observational skills and painting techniques when depicting landscapes first from images and outside in the open air. A visit to Cranborne Manor gardens or the Ancient Technology Centre by the whole year group at the start of the project is the inspiration for a final 2D picture exhibited in school, hosted by Images Art
Visually observe: Observed drawings and paintings which take place outside in the school grounds, as well as during the trip to Cranborne Manor. Introduction to photographic techniques to improve composotion and used as inspiration for final piece.
Research and analyse: Learn techniques from great masters, such as Cezanne, Turner and Van Gogh. Make and Experiment-Experiment with using a range of wet media, including watercolour, acrylic and silk paint. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about artwork.
KEYWORDS AND TERMS:
Sketch, back/mid/foreground, landscape, cityscape, composition, depth, perspective, proportion, shadow, texture.
Year 7 (45 minutes a week + occasional homeworks)
Autumn Term
Gargoyles
The aims of this project are for pupils to develop their observational drawing skills, particularly in pencil and charcoal, in order to design and create their own design for a gargoyle. Pupils learn about the real history behind gargoyles, spanning many centuries and how they have influenced modern fantasy film makers today.
Visually observe: pen and pencil studies of faces and expressive features, designs of gargoyles drawn using shading techniques.
Research and analyse: Research own gargoyle images needed to develop their ideas and make their own, original clay gargoyle.
Make and Experiment-Experiment with a range of pen and ink techniques, journaling different clay techniques while creating in clay over the span of 2-3 lessons.
Review and Respond: To review their own work as it progresses and to collaborative and respond weekly to the artwork of others.
KEYWORDS AND TERMS:
Pencil, blending shading, layering, 3D form, wrinkles, expression, mark making, texture. Clay construction, clay slip, texturise, bisque firing.
Spring Term
Graphic Design
The aim of this project is for pupils to learn different low tech graphic design techniques, using a combination of photography and photo editing to create a redesign of their own favourite book or music album. The graphic designer, Saul Bass is one of their influences for their final piece.
Visually observe: observed drawings of objects related to a range of symbolism, connected to lyrics and book titles. Graphical lettering techniques taught and practised.
Research and analyse:
Research into objects and images symbolising their question and analysis of their ideas as they
progress.
Make and Experiment-Experiments with card cut out techniques, photography and photo editing using photos, text and effects.
Review and Respond: Develop a knowledge of the life and work of the graphic designer, Saul Bass and the designers of some of the most famous album covers of all time, such as Peter Blake.
KEYWORDS AND TERMS:
Ultimate question, paper cut out, low tech, layering, detail, lettering, font, serif, sans serif, graphic design, photo montage
Summer Term
Mixed Media Natural forms
The aim of this project is for pupils to apply their knowledge of photographic techniques to take a landscape photo which is used as a basis for an abstract composition, inspired by the contemporary printmaker, Angie Lewin
Visually observe: Pupils take own photographs of landscapes, applying basic photographic principles. Research and analyse: Learn techniques from local Dorset artist Dick Hewitson and analyse a range of his paintings. Make and Experiment-Experiment with a range of collage and relief techniques using: papier mache, string, organic materials such as sand and rice. Experiment with different painterly techniques to add tone, texture and depth. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about Lewin's work and those of others'.
KEYWORDS AND TERMS:
Photography, composition, Golden Section, rule of thirds, focal point, viewpoint, abstract, contemporary, colour mixing, mixed media, depth, perspective.
Year 8 (45 minutes a week + weekly homeworks)
Autumn Term
Little things LARGE
The aims of this project are for pupils to develop and extend their observational drawing skill, using a variety of small objects in a range of media. Different enlarging techniques are taught and pupils' research and analyse the work of a chosen artist who also explores scale and viewpoint.
Review and Respond: To review their own work as it progresses and to collaborative and respond weekly to the artwork of others.
Visually observe: small objects with a range of textures, enlarging using a grid method and zooming in using a viewfinder.
Research and analyse: Research a chosen artist from a selection who use the theme of enlargement or abstraction and analyse their work. Artists range across time and places, from Karl Blossfeldt to Georgia O'Keeffe and Rachael Whiteread.
Make and Experiment-Experiment with a range of media, including: pencil, oil and chalk pastel, fineliner, paint and photography.
KEYWORDS AND TERMS:
Composition, proportion, enlargement, grid enlargement, viewfinder, texture, tone, shading
Spring Term
Animation: a Journey through Time
The aims of this project are to learn about and explore techniques from a variety of early animation technique, culminating in a simple stop motion animation challenge using low tech props using Zu3D in our Computing suites.
Visually observe: Different types of animation device and to draw objects that work well on these devices. These drawings are from a range of different sources.
Research and analyse: Analyse the workings of different animation devices and own ideas (with a partner) for a stop motion animation.
Make and Experiment-Experiment while making own animation devices: thaumatrope, zoetrope, praxinoscope, flick book, as well as designing backdrops and props for stop motion photos, taken on a tablet.
Review and Respond: Develop a knowledge of the history of animation and understand the persistence of vision: the ability for the eye to hold on to images to enable a series of still images to become animated.
KEYWORDS AND TERMS:
Thaumatrope, zoetrope, praxinoscope, flick book, persistence of vision, backdrop, scene, storyboard, frame, frames per second, cut outs, edit.
Summer Term
Summer Transfer-Animals in Art
This final Art project at Cranborne Middle allows the pupils to develop and show off their skills in a range of media, using animals in Art as a primary influence. Bringing together all of the middle schools in a project like this means that the Upper Schools can see the potential of each student, when they show them their final piece at the start of Year 9.
Visually observe: Pupils are given a range of animals to draw from observation, including their own pets, in homework.
Research and analyse: Pupils research artists who depict animals and art, from a broad range given to them by their Upper School.
Make and Experiment-Pupils experiment with different media and create pastiches of artists like Jake Winkle. Review and Respond: Responding to their own and others' work, developing a vocabulary of art specific words and phrases to help them express their feelings and opinions about their own and others' work.
KEYWORDS AND SKILLS:
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Your INTERACTIVE Passport Through
In the nursery rhyme "I'm a little teapot", what is the 15th word?
We know it can be kind of tough to find your way through The MAiZE—it's designed to be that way. This passport can help guide wandering maze goers—depending on how well you can complete our silly activities—through the correct pathway.
Recite" Twinkle Twinkle Little Star", pointing opposite directions for each word. Go whichever direction you are pointing on the 16th word.
HINT: Start by pointing to the right
1
2
In the game, Rock-Paper-Scissors, what do scissors lose to? If you can't remember, play the game together.
b. Paper (turn right)
a. Rock (turn left)
In the nursery rhyme "Little Miss Muffet", what sat down beside her and scared her away?
d. Ghost (turn right)
On which side of your body is your heart located?
b. right (turn left)
a. left (turn right)
5
3 a. Snake (turn left) b. Spider (turn right) c. Bee (turn left) a. My (turn right) b. Handle (turn left) c. Spout (turn left) d. Short (turn right)
4
What is the 4th command in the Hokey Pokey?
b. Take your right hand out (turn left)
a. You turn around (turn right)
c. You shake it all about (turn left)
7
What was the 3rd piggy's action in the song "This Little Piggy"?
b. Had roast beef (turn left)
a. Went wee wee wee all the way home(turn right)
c. Went to the market (turn left)
Reach up and down the same number of times as there are letters in the alphabet. If you end:
Solve the riddle: I am tall when I'm young, and I'm short when I'm old. What am I?
b. A tree (turn right)
b. Up (turn left)
a. Down (turn right)
a. A candle (turn left)
c. A child (turn left)
Hint #1: start up ("a" is up, "b" is down...)
Who is pictured on the U.S. quarter and/or Canadian $100 bill?
9
a. George Washington/Sir Robert Borden (turn left)
c. George Washington/Sir Wilfrid Laurier (turn right)
b. John Adams/Queen Elizabeth II (turn right)
10
6 8 | <urn:uuid:b574e73a-ec53-4d3f-a392-60474263a18b> | CC-MAIN-2022-49 | http://www.bighorsefeed.com/docs/interactive19%20passport.pdf | 2022-12-02T03:29:30+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00026.warc.gz | 61,712,202 | 538 | eng_Latn | eng_Latn | 0.960212 | eng_Latn | 0.969856 | [
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Caithness Winter Night Skies
(Selected Winter Highlights - January 2007)
Got a Telescope/ Binoculars as a present for Christmas? Want to know what interesting objects there are in the night sky to look at? Well, except for the weather, you couldn't pick a better time of year to look skyward as the winter sky has an abundance of easily located interesting objects to view. Below are details of some of the highlights to get you started.
All these objects listed in this short guide are visible to the naked eye on clear, cloud free and moonless nights although some may only appear as small fuzzy patches that are a little brighter than the dark winter sky. Binoculars and small telescopes will show much more detail enabling views that never fail to impress those new to stargazing (see table below).
During winter months the prominent constellation of Orion dominates the sky above the southern horizon. Once this is found it should be possible to navigate to the other areas of interest using a star chart like the one below. Note that as the hours pass the stars to the south will slowly move in an arc across the sky from east to west.
One other obvious object not listed above that is never hard to identify and well worth a look with binoculars or telescope is the Moon. You'll be surprised how much detail can be seen. Note that you should never look at the Sun with binoculars or a telescope without special filters, as this will almost certainly lead to damage to the eyes.
st
G Mackie, January 1 2007
No Name
Selected Winter Sky Highlights
Info
View Through a Small Telescope*
| 1 | Andromeda Galaxy (M31) | This galaxy is the farthest away object visible to the naked eye. It lies 2.5 million light years away from us (ie so far away that it has taken 2.5 million years for light from it to travel to us). It is easily visible in binoculars or a small telescope, but unfortunately does not show much detail. |
|---|---|---|
| 2 | Double Cluster (NGC869 & NGC884) | Visible to the naked eye as a fuzzy patch of sky between the constellations of Perseus and Cassiopeia, this is one of the showpieces in the night sky. It truly is a beautiful sight through binoculars or a small telescope. These two clusters lie about 7,000 light years away within our galaxy (the Milky Way). The stars are present in a variety of colours which adds to its appeal. |
| 3 | The Pleiades (M45) | This star cluster is easily visible to the naked eye and is a stunning sight in binoculars or a small telescope. This is a relatively young group of hot stars and as a result they are bluish-white in colour. |
| No | Name | Info |
|---|---|---|
| 5 | The Winter Triangle | This triangle is made up of the bright stars Betelgeuse (right), Procyon (left) and Sirius (bottom). The last of these being the brightest star visible in the entire sky. The Milky Way passes through this area and as a result it contains numerous stars - a sweep of it and the neighbouring constellation of Orion with binoculars will therefore not disappoint. |
| 6 | The Beehive Cluster (M44) | This open star cluster is visible to the naked eye as a fuzzy patch of sky in the indistinct constellation of Cancer. Due to the large area of sky it covers (several times the diameter of the Full Moon) it is perhaps best viewed in binoculars as it is difficult to fit it all into the view through a small telescope. |
| 7 | Saturn | The view of Saturn's rings through a telescope is generally regarded as a sight that once seen will never be forgotten. Unfortunately binoculars are unlikely to show the rings around Saturn, but they will enable its brightest moon, Titan to be observed as a nearby star-like point of light. A small telescope will show Saturn's ring system and several more of its moons. During the first half of 2007, Saturn will be able to be observed close by the bright star Regulus in the constellation of Leo. |
View Through a Small Telescope*
(*Naked eye view)
small telescope.
Blue underlined text in the above guide contains hyperlinks to related web pages that you might find of interest. | <urn:uuid:9a09615f-64c1-41a5-a4f3-5acb9b1c5acc> | CC-MAIN-2022-49 | http://www.caithness.org/nightsky/WinterSkiesBeginnersGuide.pdf | 2022-12-02T04:10:08+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710890.97/warc/CC-MAIN-20221202014312-20221202044312-00030.warc.gz | 59,333,102 | 938 | eng_Latn | eng_Latn | 0.94273 | eng_Latn | 0.999087 | [
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