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Earth's Limited Supply of Metals Raises Concern LiveScience Staff LiveScience.com Fri Jan 20, 10:00 AM ET If all nations were to use the same services enjoyed in developed nations, even the full extraction of metals from the Earth's crust and extensive recycling may not be enough to meet metal demands in the future, according to a new study. To investigate the environmental and social consequences of metal depletion, researchers looked at metal stocks thought to exist in the Earth, metal in use by people today, and how much is lost in landfills. Using copper stocks in North America as a starting point, the researchers tracked the evolution of copper mining, use and loss during the 20th century. They then combined this information with other data to estimate what the global demand for copper and other metals would be if all nations were fully developed and using modern technologies. According to the study, all of the copper in ore, plus all of the copper currently in use, would be required to bring the world to the level of the developed nations for power transmission, construction and other services and products that depend on the metal. The study, led by Thomas Graedel of Yale University, was detailed in the Jan. 17 issue of the journal for the Proceedings of the National Academy of Sciences. For the entire globe, the researchers estimate that 26 percent of extractable copper in the Earth's crust is now lost in non-recycled wastes. For zinc, that number is 19 percent. These metals are not at risk of immediate depletion, however, because supplies are still large enough to meet demands and mines have become more efficient at extracting these ores. But scarce metals, such as platinum, face depletion risks this century because of the lack of suitable substitutes in such devices as catalytic converters and hydrogen fuel cells. The researchers also found that for many metals, the average rate of usage per person continues to rise. As a result, the report says, even the more plentiful metals may face similar depletion risks in the future. Earth's Limited Supply of Metals Raises Concern Full Coverage: Environment & Nature NEWS STORIES - Earth's Limited Supply of Metals Raises Concern SPACE.com/LiveScience.com via Yahoo! News, Jan 20 - 11 People Indicted in Ecoterrorism Plot AP via Yahoo! News, Jan 20 - Antibiotic Resistance Widespread in Nature HealthDay via Yahoo! News, Jan 19 - Greenpeace protests Indian approach of French 'asbestos' ship AFP via Yahoo! News, Jan 19 FEATURE ARTICLES - Forecast for Earth in 2050: It's not so gloomy at Christian Science Monitor, Jan 20 - Joan Root, Wildlife Conservationist, Dies at 69 at The New York Times (reg. req'd), Jan 17 OPINION & EDITORIALS - L.A. -- it's no park place at The Los Angeles Times (reg. req'd), Jan 19 - Small firms deserve relief at USATODAY.com, Jan 10 Science News - Super Fast Spacecraft Zooms Toward Pluto AP - 7 Face Discipline Over Stem-Cell Research AP - Space Debris Accumulating, Report Says AP - Feds Want Independent to Head Owl Recovery AP - Wind Generator to Use Fire to Examine Bats AP Most Viewed - Science - Archaeologists Find Tomb Under Roman Forum AP - Space Debris Accumulating, Report Says AP - Whale swims up River Thames to central London Reuters - Super Fast Spacecraft Zooms Toward Pluto AP - Mars Rover Opportunity Takes First Drive in Nearly Two Months SPACE.com / LiveScience.com	<urn:uuid:36dad0d1-f0b0-491d-a868-464fab5a62f6>	CC-MAIN-2023-40	https://platinumrefineries.com/content/platref/library/platinum_refining.pdf	2023-09-23T17:46:13+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233506528.19/warc/CC-MAIN-20230923162848-20230923192848-00022.warc.gz	512,138,510	769	eng_Latn	eng_Latn	0.920538	eng_Latn	0.992336	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2080, 3446 ]	[ 2.625 ]	2	3
Teen Online & Wireless Safety Survey Cyberbullying, Sexting, and Parental Controls Research Findings May 2009 Contact: Kim Thomas Cox Communications firstname.lastname@example.org 404-269-8057 Cox Communications Teen Online & Wireless Safety Survey, in Partnership with the National Center for Missing & Exploited Children® (NCMEC) and John Walsh (Fielded among young people aged 13-18) your friend in the digital age® # Table of Contents - Background & Objectives .......................................................... 3 - Sample & Methodology ......................................................... 4 - Reading the Results ............................................................... 5 - Executive Summary .............................................................. 6 - Detailed Findings ................................................................... 14 - Technology Use .................................................................... 15 - Cyberbullying ........................................................................ 22 - Sexting .................................................................................. 32 - Parental Controls .................................................................. 44 - Gender Differences ............................................................. 50 - Research Implications ....................................................... 55 - Demographic Profile .............................................................. 57 Cox Communications, commissioned Harris Interactive to conduct a survey among U.S. teens ages 13-18. Key objectives of this study were to: - Examine teen’s online and cell phone behavior, specifically regarding: - Sending sexually suggestive text messages or emails - Bullying others online or by text message - Understand the relationship between teens and their parents regarding parental controls for the Internet - Uncover how and why teens go online on their cell phone Results from this study are intended for public release. Sample & Methodology • Total sample includes 655 U.S. teens ages 13-18 • Data were weighted to be representative of the U.S. population of teens ages 13-18 – Results for those ages 13-17 were weighted as needed for age, sex, race/ethnicity, parents’ education, region, and school location. – Results for those age 18 were weighted as needed for age, sex, race/ethnicity, education, and region. • Interviewing was conducted online from April 9 to April 21, 2009 • Survey was 12 minutes in length In reviewing this report, please note that: - Percentages may not add up to 100% due to rounding, the acceptance of multiple responses or the exclusion of any “not sure” or “decline to answer” responses. - An asterisk () signifies a value of less than one-half percent. A dash (-) represents a value of zero. - Throughout, the following terms are used: - “Cyberbullying” is used to refer to harassment, embarrassment, or threats online or by text message. - “Cyberbullies” is used to refer to teens who have harassed, embarrassed, or threatened others online or by text message. - “Sexting” is used to refer to sending sexually suggestive text messages or emails with nude or nearly-nude photos. - “Sexters” is used to refer to U.S. teens ages 13-18 who have sent, received or forwarded a sexually suggestive text message or email with a nude or nearly-nude photo. - “Sext Senders” is used to refer to teens who have sent sexually suggestive text messages or emails with nude or nearly-nude photos of themselves. Executive Summary GENERAL TECHNOLOGY USE • Teens these days are well connected, with strong majorities having their own email address and cell phone. • They spend substantial amounts of time online, doing a variety of activities, such as emailing, researching, playing games, and using social networking sites. SOCIAL NETWORKING SITES/PUBLIC MATERIALS ONLINE • Though they are aware of the risks, many teens expose personal information about themselves online anyway. • Nearly three-quarters of teens have an online profile on a social networking site, where many teens have posted photos of themselves and their friends, among other personal information. SOCIAL NETWORKING SITES – SAFETY • Meanwhile, there is definitely a conflict when it comes to safety. Teens appear aware and concerned about the risks of putting such personal information out in the open. Three in five teens say having personal information or photos on a public site is unsafe and one in four say they know someone who has had something bad happen to them because of information posted electronically. • Yet, half have posted photos of friends and three in five have posted photos of themselves. CYBERBULLYING – EXPERIENCES • Cyberbullying is widespread among today’s teens, with over one-third having experienced it, engaged in it, or know of friends who have done either. CYBERBULLYING – REASONS • While many teens who have bullied others have also been bullied themselves, the reasons for bullying vs. the reasons why those bullied think they are, varies dramatically. – Those who are bullied think bullies do so to be mean, for fun or entertainment, to show off to friends, or out of jealousy. – However, bullies usually justify their actions by saying they are getting back at someone or because the person deserved it. CYBERBULLYING – GETTING CAUGHT • Most teens think that bullying online is easier to get away with and to hide from their parents than bullying in person. • However, nearly half of those who have been bullied say the bully was caught – far more than the 28% of bullies who admit to having been caught. CYBERBULLYING – CONSEQUENCES • A substantial amount of teens agree bullying online is worse than bullying in person. Two-thirds think it’s a serious problem (especially among those who are bullied) and even more think there should be stricter rules about online bullying, even though half already think that there are serious legal consequences for those who get caught. SEXTING – PROFILE AND EXPERIENCE • About one in five teens have engaged in sexting – sending, receiving, or forwarding sexually suggestive nude or nearly nude photos through text message or email – and over a third know of a friend who has sent or received these kinds of messages. Most sext senders say these messages are most commonly sent to boyfriends/girlfriends because it’s asked of them or to have fun. Disturbingly however, about 1 in 10 sext senders say they have sent these messages to people they don’t even know. SEXTING – ATTITUDES • The majority of teens think sending sexts of someone under 18 is wrong, and even half of those who have engaged in it agree, while 80% of teen sexters are under 18. Seven in 10 think people their age are too young to be sexting, but about half think they are old enough to decide for themselves if it’s all right. SEXTING – GETTING CAUGHT • Nearly all teens think that it’s dangerous to sext, including sexters themselves. Only a small portion of sexters have been caught in the act. About half of teens agree that adults overreact about sexting, and that when someone gets caught there are serious legal consequences. PARENTAL CONTROLS – GENERAL • What do parents really know about their children’s activities online? About 2 in 5 teens say they tell their parents very little or nothing about what they do and where they go online. While about three-quarters of teens say their parents have talked to them about online safety, only half of children say they are given some kind of limits or controls when they use the Internet. Among those who have controls, about one in four have figured out some way of getting around them. PARENTAL CONTROLS – CELL PHONE • Teens are left high and dry when it comes to going online on their cell phones. About 1 in 5 teens go online on a cell phone and 1 in 5 of those teens say their parents do not know they do this. The vast majority of teens whose parents know they go online through their cell phone say that they are not given any limits or controls – far fewer than are given limits on their desktop or laptop. DETAILED FINDINGS - TECHNOLOGY USE - CYBERBULLYING - SEXTING - PARENTAL CONTROLS - GENDER DIFFERENCES - RESEARCH IMPLICATIONS TECHNOLOGY USE Nearly all teens have their own email address and about 3 in 4 have a cell phone or a profile on a social networking site. Technology Teens Have Or Use* - Blog: 14% - Webcam: 22% - Game System with Chat: 27% - Digital Camera: 59% - Instant Messenger Screen-name: 60% - Social Networking Profile: 72% - Cell phone: 73% - Email Address: 91% Q715: Which of the following, if any, do you have or use? Please select all that apply. Base: All respondents (n=655) Teens appear to be very active online, with the majority having sent an email, researched for school, updated their own or viewed someone else’s online profile, posted or viewed photos or videos, or sent an instant message. Online Activities Teens Have Engaged In During Past Month - Blogged: 12% - Used a Webcam: 13% - Talked to Someone in a Chat Room: 20% - Shopped Online: 31% - Played a Video Game Online: 47% - Sent an Instant Message (IM): 52% - Updated my Online Profile: 58% - Posted or Viewed Photos or Videos: 63% - Checked out Someone Else’s Online Profile: 67% - Research for School: 73% - Sent an Email: 80% Average hours online per week: 26.8 Q710: About how many hours per day do you spend online in an average weekday? Q712: About how many hours per day do you spend online in an average weekend? Q720: Which of the following things, if any, have you done online in the past month? Please select all that apply. Base: All respondents (n=655) Given their activity level online, it comes as no surprise that many teens have posted personal information on a public blog or social networking site, most commonly photos of themselves. Posted/Shared Information On Public Blog Or Social Networking Site - Your Address: 4% - Places Where you Typically Go: 9% - Your Cell Phone Number: 14% - Videos of Yourself: 14% - Videos of Friends: 16% - A Fake Age: 18% - The City Where You Live: 41% - Name of Your School: 45% - Photos of Friends: 49% - Your Real Age: 50% - Photos of Yourself: 62% None of these: 28% Q730: Have you posted or shared the following types of information on a public blog or social networking site (like MySpace, Facebook, Bebo, etc.)? Please select all that apply. Base: All respondents (n=655) The majority of teens believe posting personal information or photos on a public blog or social networking site is unsafe. However 62% of them have posted photos of themselves. Perceived Safety Of Personal Information Or Photos On Public Blog or Social Networking Site - Safe (net): 41% - Somewhat safe: 34% - Somewhat unsafe: 40% - Very safe: 7% - Very unsafe: 19% % Very Unsafe \| Category \| Younger Teens (13-15) \| Older Teens (16-18) \| \|-------------------\|-----------------------\|----------------------\| \| Very unsafe \| 25% \| 14% \| Q735: How safe do you think it is to have personal information or photos on a public blog or social networking site (like MySpace, Facebook, Bebo, etc.)? Base: All respondents (n=655), Younger Teens (n=328), Older Teens (n=327) About three-quarters of teens are at least somewhat concerned that personal information that is posted publicly could negatively impact their future. Concern That Personal Information Posted Publicly Could Negatively Impact Future - At least Somewhat Concerned: 76% - Somewhat concerned: 44% - Concerned: 19% - Very concerned: 13% - Not at all concerned: 24% % Very Concerned \| \| Younger Boys \| Younger Girls \| Older Boys \| Older Girls \| \|----------------\|-------------\|--------------\|------------\|-------------\| \| Very Concerned \| 15% \| 17% \| 7% \| 15% \| Q740: How concerned, if at all, are you that posting your personal information (including photos or videos) on a public blog or social networking site could have a negative effect on your future? Base: All respondents (n=655), Younger Boys (n=159), Younger Girls (n=169), Older Boys (n=160), Older Girls (n=167) 1 in 4 teens know someone who has had something bad happen to them because of information or photos posted electronically on a publicly accessible site. Know Someone Something Bad Has Happened To Because Of Information Or Photos Posted Online - No: 74% - Yes: 26% Person Who Something Has Happened To - A Friend: 9% - Me: 1% - Someone in my family: 1% - Someone else: 16% Q745: Do you know anyone who has had something bad happen to them because of information or photos posted electronically on a publicly accessible site? Base: All respondents (n=655) CYBERBULLYING Profile of a Cyberbully Demographics • More girls (59% girls vs. 41% boys) High Technology Use • Spend more time online per week (38.4 hours, compared to 26.8 hours for teens overall) • Owns or uses: cell phone (88%), social networking profile (93%), IM screen-name (75%) • In past month has: sent an email (90%), checked out someone else’s online profile (88%), updated own online profile (81%), posted or viewed photos or videos (83%) • On public blog or social networking site, has posted: photos of self (80%) or friends (66%) Online safety • About as likely to think personal information online is unsafe (54% vs. 59% for teens overall) • No more concerned about information online having a negative affect on future (79% vs. 76% for teens overall) Attitudes Towards Bullying • Slightly more likely to agree bullying online is easier to get away with than bullying in person (87% vs. 81% for teens overall) Sexting • More likely to have engaged in sexting (31% vs. 19% for teens overall) Base: All respondents (n=655), Cyberbully (n=66) Approximately 1 in 10 teens have cyberbullied someone online or by text message and 1 in 5 have been cyberbullied by someone else. Experiences With Cyberbullying - Been Bullied - Online: 15% - Cell phone: 10% - Bullied Someone - Online: 7% - Cell phone: 5% - Seen or Heard of Friend who was bullied - Online: 22% - Cell phone: 17% - Seen or heard of a friend who bullied others - Online: 12% - Cell phone: 9% Any of these (net): 38% Q905: Thinking about bullying online, have you ever…? Please select all that apply Q907: Thinking about bullying by cell phone, have you ever…? Please select all that apply Base: All respondents (n=655) There isn’t a clear consensus on who cyberbullies are, as about 2 in 5 teens think that people good at computers are more likely to cyberbully and only 1 in 4 think popular people are more likely to be cyberbullied. Q945: Do you agree or disagree with each of the following statements? Base: All respondents (n=655) 34% of those who have any engagement in the activity have both bullied and been bullied. Q905: Thinking about bullying online, have you ever…? Please select all that apply Q907: Thinking about bullying by cell phone, have you ever…? Please select all that apply Base: Respondents who have ever cyberbullied or been cyberbullied (n=147) Two-thirds of teens believe cyberbullying is a serious problem, but only one-third think it’s worse than bullying in-person. % Agree With Statements About Cyberbullying - Bullying online is a seriously problem with today's youth - Strongly Agree: 25% - Somewhat Agree: 43% - Bullying online is worse than bullying in person - Strongly Agree: 10% - Somewhat Agree: 24% Q945: Do you agree or disagree with each of the following statements? Base: All respondents (n=655) Teens who have been cyberbullied most commonly think it was to be mean or for fun or entertainment. However, cyberbullies are most likely to say they did it to get back at someone or because someone deserved it. Reasons for Cyberbullying - As a dare: 4% (Cyberbullies), 8% (Cyberbullied) - Out of jealousy: 4% (Cyberbullies), 32% (Cyberbullied) - To show off to their friends: 11% (Cyberbullies), 41% (Cyberbullied) - To be mean: 14% (Cyberbullies), 75% (Cyberbullied) - Something else: 16% (Cyberbullies), 22% (Cyberbullied) - To embarrass me/them: 21% (Cyberbullies), 29% (Cyberbullied) - For fun or entertainment: 28% (Cyberbullies), 56% (Cyberbullied) - I/They deserved it: 58% (Cyberbullies), 5% (Cyberbullied) - To get back at me/someone: 58% (Cyberbullies), 32% (Cyberbullied) Q915: Why do you think someone decided to bully you online or by text message? Please select all that apply. Base: Respondents who have been bullied (n=129) Q920: Why have you bullied someone online or by text message? Please select all that apply. Base: Respondents who have bullied (n=68) Please use caution when interpreting data, due to small base size. ^34% of teens who have engaged in cyberbullying have both bullied and been bullied.* About 4 in 5 teens believe cyberbullying is easier to get away with and easier to hide from parents than bullying in person. % Agree About Ease of Cyberbullying - Bullying online is easier to get away with than bullying in person: - Strongly Agree: 36% - Somewhat Agree: 46% - It's easier to hide online bullying from parents than in person bullying: - Strongly Agree: 36% - Somewhat Agree: 44% Q945: Do you agree or disagree with each of the following statements? Base: All respondents (n=655) Nearly half of those who have been bullied say that the bully was caught, but only 1 in 4 of those who say they bully admit that they themselves have been caught. Q925: Have you ever been caught by any of the following people because you bullied someone online or by text message? Please select all that apply. Base: Respondents who have bullied (n=68) Q930: Did the person who was bullying you ever get caught? Please select all that apply. Base: Respondents who have been bullied (n=129) Please use caution when interpreting data, due to small base size. ^34% of teens who have engaged in cyberbullying have both bullied and been bullied. About three-quarters of teens think there should be stricter rules about online bullying (including nearly 1 in 3 who strongly agree). About half of teens think there are serious legal consequences if someone gets caught. Q945: Do you agree or disagree with each of the following statements? Base: All respondents (n=655) SEXTING Profile of a Sexter Demographics - Evenly split boys/girls (53% girls vs. 47% boys) - Sext Senders are more likely to be girls (65% girls vs. 35% boys) - More likely to be older (61% ages 16-18, 39% ages 13-15) High Technology Use - Spend more time online per week (31.7 hours, compared to 26.8 hours for teens overall) - Owns or uses: cell phone (81%), social networking profile (86%) - In past month has: checked out someone else’s online profile (82%), updated own online profile (79%), posted or viewed photos or videos (86%) - On public blog or social networking site, has posted: photos of self (80%) or friends (70%) Online safety - About as likely to think personal information online is unsafe (56% vs. 59% for teens overall) - No more concerned about information online having a negative affect on future (73% vs. 76% for teens overall) Attitudes Towards Bullying - More likely to have been bullied (30% vs. 19% for teens overall) and slightly more likely to have bullied someone (16% vs. 10% for teens overall) Sexting - More likely to think people their age are old enough to decide for themselves whether sexting is all right (76% vs. 54% for teens overall) - More likely to think adults overreact when teens send sexually suggestive text message and emails to each other (67% vs. 48% for teens overall) Base: All respondents (n=655), Sexter (n=125) About 1 in 5 teens have engaged in some kind of sexting, either sending, receiving or forwarding sexually suggestive emails or text messages with a nude or nearly-nude photo. Engaged in Sexting - No: 81% - Yes: 19% Type of Sexting - Sent a Sext: 9% - Received a Sext: 17% - Forwarded a Sext: 3% Q1005: The next few questions are about sending sexually suggestive text messages or emails with nude or nearly-nude photos. Have you ever…? Please select all that apply. Base: All respondents (n=655) 43% of those who have either sent or received sexts have done both and nearly all those who have sent sexts have received them. Q1005: The next few questions are about sending sexually suggestive text messages or emails with nude or nearly-nude photos. Have you ever…? Please select all that apply. Base: Respondents who have ever sent or received sexts (n=116) Overwhelmingly, those who send and receive sexts say they are sent to boyfriends/girlfriends. \| People Who Sext Senders Send Messages To \| Sext Sender \| Sext Receiver \| \|-----------------------------------------\|-------------\|---------------\| \| Boyfriend/Girlfriend \| 60% \| 75% \| \| Someone I/they had a crush on \| 21% \| 49% \| \| Ex-boyfriend/ Ex-girlfriend \| 19% \| 20% \| \| Best friend \| 14% \| 20% \| \| Friends other than my/their best friend \| 18% \| 23% \| \| Someone I/they don’t know \| 11% \| 18% \| \| Classmates \| 4% \| 18% \| \| Someone else \| 14% \| 13% \| \| Decline to answer \| 3% \| 1% \| \| I don’t know \| - \| 2% \| Q1010: Who have you sent a text message or email with a nude or nearly-nude/sexually suggestive photo of yourself to?/Who do you think people send text messages or emails with these nude or nearly-nude/sexually suggestive photos of themselves to? Base: Respondents who have sent sexts (n=54) Base: Respondents who have received sexts (n=107) Please use caution when interpreting data, due to small base size. ^43% of those who have engaged in either sending or receiving sexts have done both. The top reasons for sext senders to send these messages are because someone asked them to and to have fun. For sext receivers, it is to have fun and to impress someone. ### People Who Sext Senders Send Messages To \| Reason \| Sext Sender \| Sext Receiver \| \|---------------------------------------------\|-------------\|---------------\| \| Someone asked me/them to \| 43% \| 46% \| \| To have fun \| 40% \| 54% \| \| To impress someone \| 21% \| 48% \| \| To feel good about myself/themselves \| 18% \| 32% \| \| To try to date someone \| 8% \| 33% \| \| As a joke \| 4% \| 16% \| \| To make someone jealous \| 3% \| 13% \| \| As a dare \| 1% \| 25% \| \| Some other reason \| 29% \| 27% \| \| Decline to answer \| 8% \| 4% \| \| I don’t know \| - \| 3% \| Q1015: Why have you sent a text message or email with a nude or nearly-nude/sexually suggestive photo of yourself? Why do you think people send text messages or emails with nude or nearly-nude/sexually suggestive photos of themselves? Please select all that apply. Base: Respondents who have sent sexts (n=54) Base: Respondents who have received sexts (n=107)* Please use caution when interpreting data, due to small base size. ^43% of those who have engaged in either sending or receiving sexts have done both.* Nine in ten sext senders say nothing bad has happened because of a sext, but 3 in 10 friends of sext senders say the photos were forwarded to someone. Bad Things That Have Happened After a Sext Was Sent \| Event \| Friend of Sext Sender \| Sext Senders \| \|----------------------------------------------------------------------\|-----------------------\|--------------\| \| None of these \| 37% \| 90% \| \| The photo was forwarded to an authority figure and I/they got in trouble \| 6% \| 2% \| \| The photo was posted online where many people could see it \| 9% \| 1% \| \| The person I/they sent the photo to threatened to send it to someone else \| 10% \| 4% \| \| I/They accidentally sent the photo to the wrong person \| 12% \| 2% \| \| The persons I/they sent the photo to made fun of me/them \| 13% \| 2% \| \| The photo was forwarded to someone I/they didn't want to see it \| 30% \| 2% \| Q1040: Which of the following ever happened after you sent a text message or email with a nude or nearly-nude/sexually suggestive photo of yourself? Which of the following ever happened to your friends who sent a text message or email with a nude or nearly-nude/sexually suggestive photo of themselves? Please select all that apply. Base: Respondents who have sent sexts (n=54) Base: Respondents who have friends who have sent sexts (n=141) Please use caution when interpreting data, due to small base size. Only 1 in 7 sexters have been caught having sent or receiving these messages, most commonly by a parent. Q1045: Have you ever been caught sending, receiving, or forwarding nude or nearly-nude/sexually suggestive photos? Please select all that apply. Base: Respondents who have ever been caught sending, receiving, or forwarding photos (n=116) About three-quarters of teens think that sexting with photos of someone under 18 is wrong, with 48% also believing that it should be illegal. Attitudes About Sexting - It is wrong and Should be illegal: 48% - It is wrong, but should not be illegal: 26% - It is fine as long as the people sending AND receiving the photo think it is ok: 23% - There is nothing wrong with it: 3% % It is Wrong (net) \| \| Younger Boys \| Younger Girls \| Older Boys \| Older Girls \| \|----------------\|--------------\|---------------\|------------\|-------------\| \| It is wrong \| 82% \| 79% \| 62% \| 76% \| Q1050: Generally, how do you feel about sending or receiving nude or nearly-nude/sexually suggestive photos of someone under 18? Base: All respondents (n=655), Younger Boys (n=159), Younger Girls (n=169), Older Boys (n=160), Older Girls (n=167) About 8 in 10 teen sexters are under 18 years old. Age Breakout of Teen Sexters - 13 y/os: 9% - 14 y/os: 13% - 15 y/os: 17% - 16 y/os: 18% - 17 y/os: 24% - 18 y/os: 20% Q280: Age. Base: Respondents who have Sent, Received or Forwarded Sexts (n=116) While three-quarters of teens under 18 think they are too young to be sending sexts, half think they are at least old enough to decide for themselves whether it is ok for them to do it. % Agree With Statements About Sexting - People my age are too young to be sending nude or nearly-nude/sexually suggestive photos to each other: - Strongly Agree: 74% - Somewhat Agree: 42% - People my age are old enough to decide for themselves whether it is all right for them to send nude or nearly-nude/sexually suggestive photos of themselves to other people: - Strongly Agree: 52% - Somewhat Agree: 34% Q1055: Do you agree or disagree with each of the following statements? Base: Respondents age 13-17 (n=550) While nearly all teens think it’s dangerous to be sending sexts of themselves, just over half know there are legal consequences. Q1055: Do you agree or disagree with each of the following statements? Base: All respondents (n=655) PARENTAL CONTROLS About 2 in 5 teens tell their parents very little or nothing about what they do online and only just over a quarter tell their parents a lot or everything. Q1110: How much do you tell your parents or guardians about what you do and where you go online? Base: All respondents (n=655) Over three-quarters of teens’ parents have talked to them about Internet safety on their computer or laptop, but far fewer place any limits or controls on their children’s Internet use. % Teens Whose Parents Have Talked to Them About Internet Safety On Computer or Laptop - Yes, a lot: 39% - Yes, a little: 38% Parental Controls/Limits - Only use the Internet when they are home: 11% - Use online controls to block websites: 14% - Make me share my passwords with them: 15% - Not allow me to use the Internet in my room: 16% - Limit when I can be online: 19% - Limit how long I can be online: 24% - Sometimes tell me to get off the Internet: 37% - Nothing. My parents do not limit or control my use of the Internet at home.: 44% Q1115: Have your parents or guardians talked to you about Internet safety on your cell phone or computer or laptop? Q1125: What, if anything, do your parents do to limit or control your Internet use at home? Please select all that apply. Base: All respondents (n=655) ^Response items not shown range from 1% to 3% About 1 in 4 teens who have parental controls do something to get around them, such as use a friend’s computer or cell phone, or use their own cell phone. Figure Out Ways To Get Around Parental Limits or Controls - No: 73% - Yes: 27% Teens Get Around Parental Controls By... - Personal Cell phone: 4% - Friend’s Cell phone: 5% - Friend’s Computer or Laptop: 14% - Another way: 10% Q1140: Do you ever go online through any of the following ways in order to get around the limits or controls your parents put on your Internet use at home? Please select all that apply. Base: Respondents who have parental controls (n=364) About 1 in 5 teens go online on a cell phone, and among those 1 in 5 say their parents are not aware that they do so. Go Online on Cell Phone - No: 81% - Yes: 19% Parents Are Aware Of Online Use Through Cell Phone - Yes: 81% - No: 19% Q1100: Do you ever go online on a cell phone? Base: All respondents (n=655) Q1105: Do your parents or guardians know that you go online on a cell phone? Base: Respondents who go online on cell phone (n=121) Among those whose parents are aware they go online through a cell phone, only 1 in 5 have parents that limit or control that online time and just over half have parents who have talked to them about Internet safety on their cell phone. Q1135: Do your parents limit or control your Internet use through your cell phone? Q1115: Have your parents or guardians talked to you about Internet safety on your cell phone or computer or laptop? Base: Respondents whose parents know they go online on a cell phone (n=102) GENDER DIFFERENCES Generally girls appear more active in varied activities online than boys, including email, social networking sites, and shopping. However, they are less active in having or playing video games online. \| Technology Teens Have or Use \| Boys \| Girls \| \|------------------------------\|------\|-------\| \| Your own email address \| 89% \| 94% \| \| Your own cell phone \| 66% \| 79% \| \| A profile on a social networking site \| 68% \| 77% \| \| A digital camera \| 44% \| 74% \| \| A game system that lets you chat with other people \| 38% \| 15% \| \| Online Activities Teens Have Engaged In During Past Month \| Boys \| Girls \| \|----------------------------------------------------------\|------\|-------\| \| Sent an email \| 75% \| 86% \| \| Researched for school \| 69% \| 77% \| \| Checked out someone else’s online profile \| 60% \| 75% \| \| Posted or viewed photos or videos \| 57% \| 70% \| \| Played a video game online \| 53% \| 41% \| \| Shopped online \| 25% \| 36% \| Q715: Which of the following, if any, do you have or use? Please select all that apply. Q720: Which of the following things, if any, have you done online in the past month? Please select all that apply. Base: All respondents (n=655), Boys (n=319), Girls (n=336) Girls, are more likely than boys to have posted a variety of personal information online, including photos and videos and they are also more likely to be aware of something bad that has happened to someone online because of this kind of information. \| Information Posted or Shared on Public Blog Or Social Networking Site \| Boys \| Girls \| \|---------------------------------------------------------------------\|------\|-------\| \| Photos of yourself \| 53% \| 73% \| \| Photos of friends \| 37% \| 62% \| \| Your real age \| 45% \| 56% \| \| Videos of friends \| 11% \| 21% \| \| Videos of yourself \| 11% \| 18% \| Q730: Have you posted or shared the following types of information on a public blog or social networking site (like MySpace, Facebook, Bebo, etc.)? Please select all that apply. Q745: Do you know anyone who has had something bad happen to them because of information or photos posted electronically on a publicly accessible site? Base: All respondents (n=655), Boys (n=319), Girls (n=336) Girls are more likely than boys to have been the victim of cyberbullying and they are more likely to see it as a serious problem. Have Been Cyberbullied - Boys: 14% - Girls: 25% \| % Strongly/Somewhat Agree with Statements \| Boys \| Girls \| \|------------------------------------------\|------\|-------\| \| There should be stricter rules about online bullying \| 70% \| 80% \| \| If someone is caught bullying online there are serious legal consequences \| 45% \| 54% \| \| Bullying online is a serious problem with today's youth \| 60% \| 76% \| Q905: Thinking about bullying online, have you ever…? Please select all that apply. Q907: Thinking about bullying by cell phone, have you ever…? Please select all that apply. Q946: Do you agree or disagree with each of the following statements? Base: All respondents (n=655), Boys (n=319), Girls (n=336) Girls are more likely than boys to have sent a sext, but are less likely to think that people their age are old enough to decide whether it’s all right to send them and less likely to think adults overreact about sexts. Have Sent a Sext - Boys: 6% - Girls: 12% \| % Strongly/Somewhat Agree with Statements \| Boys \| Girls \| \|------------------------------------------\|------\|-------\| \| People my age are old enough to decide for themselves whether it is all right for them to send nude or nearly-nude/sexually suggestive photos of themselves to other people \| 59% \| 50% \| \| Adults overreact when teens send sexually suggestive text messages and emails to each other \| 52% \| 43% \| Q1005: The next few questions are about sending sexually suggestive text messages or emails with nude or nearly-nude photos. Have you ever…? Please select all that apply. Q1055: Do you agree or disagree with each of the following statements? Base: All respondents (n=655), Boys (n=319), Girls (n=336) RESEARCH IMPLICATIONS • Teens are not only online, they are active in every nuance of cyberspace and, at the moment, many of them have no controls over what they do and/or who they do it with online. The time is ripe for an organization that is not a parental or governmental body to become a leader in online safety. • This is clearly seen in what teens know versus what they do – they say they know it is unsafe to post pictures on social network sites or public blogs, yet they do it anyway. Someone needs to help them connect these dots. • While the media love the sexting stories, that isn’t the larger problem – it is cyberbullying. More teens have engaged in one side of bullying online than sexting yet that gets lost in the sex story. • The normal picture of a menacing boy bullying others does not apply in cyberbullying – girls are more likely to have engaged in cyberbullying than boys have – meaning any campaign targeted towards stopping this needs to look at it from the girls’ eyes. While girls are probably more likely to be cyberbullies because size doesn’t matter there, there may be other reasons as well. • Parents may think they are engaged in their children’s online behavior, but the teens do not see it that way – a plurality both say they parents know nothing or very little about what they do online and have not limited their online activity at all. The time is also ripe for someone to talk to and educate parents about what they have to do with regard to Internet safety. DEMOGRAPHICS ## DEMOGRAPHICS: All Respondents \| GENDER \| TOTAL \| \|--------------\|-------\| \| MALE \| 51% \| \| FEMALE \| 49% \| \| AGE \| TOTAL \| \|--------------\|-------\| \| YOUNGER (NET)\| 48% \| \| 13 \| 16% \| \| 14 \| 16% \| \| 15 \| 17% \| \| OLDER (NET) \| 52% \| \| 16 \| 18% \| \| 17 \| 18% \| \| 18 \| 16% \| \| URBANICITY \| TOTAL \| \|--------------\|-------\| \| Urban \| 29% \| \| Suburban \| 46% \| \| Rural \| 25% \| \| REGION \| TOTAL \| \|--------------\|-------\| \| EAST \| 21% \| \| MIDWEST \| 22% \| \| SOUTH \| 33% \| \| WEST \| 24% \| \| GRADE \| TOTAL \| \|--------------\|-------\| \| 6TH \| 1% \| \| 7TH \| 8% \| \| 8TH \| 15% \| \| 9TH \| 14% \| \| 10TH \| 19% \| \| 11TH \| 17% \| \| 12TH \| 17% \| \| HIGH SCHOOL GRAD/ GED \| 1% \| \| SOME COLLEGE/ TECHNICAL SCHOOL \| 7% \| \| COLLEGE DEGREE OR MORE \| * \| \| NOT CURRENTLY IN SCHOOL \| 1% \| \| RACE/ETHNICITY \| TOTAL \| \|----------------\|-------\| \| WHITE \| 54% \| \| HISPANIC \| 18% \| \| BLACK/AA \| 14% \| \| BLACK \| 9% \| \| AFRICAN AMERICAN \| 5% \| \| ASIAN OR PACIFIC ISLANDER \| 8% \| \| NAT. 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African Women & Child Feature Service Rights of the Child Facts & Figures A 00 - 04911 Supported by FRIEDRICH EBERT STIFTUNG # Table of Contents \| Chapter \| Page \| \|------------------------------------------------------------------------\|------\| \| Foreword \| 5 \| \| Chapter 1 \| \| \| Defining Rights of the Child \| 7 \| \| Chapter 2 \| \| \| Highlights of the 1989 Convention on the Rights of the Child \| 9 \| \| Chapter 3 \| \| \| Child Labour \| 17 \| \| Chapter 4 \| \| \| Child Sexual Violation \| 23 \| \| Chapter 5 \| \| \| Child Health \| 27 \| \| Chapter 6 \| \| \| Children and HIV/AIDS \| 43 \| \| Chapter 7 \| \| \| Children and Education \| 51 \| \| Chapter 8 \| \| \| Children and War \| 57 \| \| Chapter 9 \| \| \| Hints on adopting an alternative reporting format for covering youth-related issues \| 61 \| This booklet of facts and figures on the Rights of the Child has been compiled by African Women and Child Feature Service. AWC Features is solely responsible for the contents of this publication. Foreword In 1989 when the world’s leaders and senior state officials pledged to pursue an agenda that would secure the well-being of children, they were making a commitment to children. They agreed to be guided by the principle of “first call for children”, which gives priority to the needs of children in the allocation of resources irrespective of other national priorities. For the media, making this commitment a reality for children and youth needs to be prioritised. In the news sense, children and youth issues tend to be lost because of the passive manner in which reporters have handled their stories. Similarly reporting the status of children often ignores the impact on their lives of policies and decisions made in their name. This booklet, “Facts and Figures on the Rights of the Child” aims to reach media practitioners who are actively engaged in encouraging the national dialogue on topical issues that are central to Kenyans. It is our hope that this booklet will give deeper insight on the issues that affect the children beyond the statistics. The Editor, African Women and Child Feature Service. Chapter 1: Defining Rights of the Child Rights of the child have been defined in various conventions, declarations and other international instruments as human rights. The most notable instrument that gives a comprehensive definition of the rights of the child is the Convention on the Rights of the Child (CRC). Adopted in 1989 by member states of the United Nations (UN) it is the world's most universally embraced human rights instrument. In Africa, there is the African Charter on the Rights and Welfare of the Child. It is an instrument of the Organisation of African Unity (OAU) and was adopted by OAU members in 1990. This charter also defines the rights of the child. The CRC defines a child as all persons under 18, unless a country's law gives a lower age of majority (the age at which one is considered an adult). In Kenya, a Children's Bill, whose aim is to make into domestic law the CRC, is waiting for the Attorney General to present it to Parliament for debate and adoption. Chapter 2: Highlights of the 1989 Convention on the Rights of the Child When the Convention on the Rights of the Child was adopted by UN member states in 1989 it heralded a new era in the lives of the world's children. It is the first human rights instrument to specifically address children's rights. It became international law on September 2 1990, and by mid-September 1997, 191 states had ratified it, making it the most widely ratified human rights document in the world. Kenya ratified the CRC in 1990. Not only does this Convention address children's rights such as survival, protection and development, but also widens its scope to conform with the reality that children share the same spectrum of rights as adults: civil and political, social, cultural and economic. The Convention is divided into three parts and is made up of a total of 54 articles. Part 1 describes what children's rights are. Part 2 describes the composition and work of the United Nations Committee on the Rights of the Child. Part 3 details the steps to be taken by states to ratify the Convention as well as the steps necessary for the Convention to become international law. Some of the rights of the child as described in Part 1 are as follows: A child should not suffer any form of discrimination (Article 2) and a child should be free to associate (Article 15), has a right to have a name and nationality from birth (Article 7), and his/her best interests should be taken care of in all situations (Article 3). The Convention calls on state parties to recognise every child's inherent right to life and to ensure to the maximum extent possible the survival and development of the child (Article 6). Accordingly, Article 27 provides that the child has a right to benefit from an adequate standard of living in all aspects of his/her life. Also Article 24 also states that a child is supposed to enjoy the highest attainable standard of health. Article 28 affirms the child's right to education, and calls on the state parties to ensure that primary education is made free and compulsory. Such education should be directed at developing the child's personality and talents, and fostering respect for basic human rights (Article 29). The Convention calls on states to recognise the right of handicapped children to special care, education and training so as to live a full and active life in society. Article 14 observes that children have rights to freedom of thought, conscience and religion, subject to appropriate parental guidance and national law. The state parties should therefore protect the rights of children of minority communities and indigenous populations (Article 30), to enjoy and practice their own culture, religion and language. Article 18 affirms the principle that both parents have a joint primary responsibility for bringing up their children, and that the state should support them in this task. In instances where children are deprived of family environment, it is the obligation of the state to provide special alternative protection for such children (Article 20). Article 21 adds more weight to Article 20 by stating that, in cases where adoption is recognised and/or is allowed by a state party, alternative family care or institutional placement should be made available. And it is the child's right (Article 25) to have all aspects of such placement evaluated regularly. The Convention also protects children from all forms of abuse, exploitation and neglect, perpetrated by parents, other custodians or other persons. Article 34 protects children from sexual exploitation and abuse, while Article 32 protects them from engaging in work that constitutes a threat to their health, education or development, by setting minimum ages for employment, and prevention of the sale, trafficking and abduction of children (Article 35). In appreciating the escalation of armed conflicts and their effects on children, Article 22 calls on state parties to ensure that special protection is granted to children who are refugees or seeking refugee status. Article 38 obliges state parties to respect and ensure respect for humanitarian law as applies to children. To this end, children who are alleged to or have committed an offence, have a right to benefit from due process of law (Article 40). As a step in ensuring the realisation of Articles 22, 32, 35, and 38 of the Convention, Article 39 affirms the state's obligation to ensure that victims of armed conflicts, torture, neglect, maltreatment or exploitation, receive appropriate treatment for their recovery and social reintegration. In Part 2 of the Convention, for the purpose of monitoring the implementation and examining the progress made by state parties in achieving its provisions, the Convention in Article 43 calls for the establishment of a committee on the rights of the child. This committee consists of 10 experts of high moral standing and recognised competence in the field covered by the Convention (Article 44). It will receive comprehensive reports from states which have ratified the Convention. In these reports, states will show the steps they have taken to comply with the Convention, and progress made on the implementation of the child's rights. And to foster effective implementation of the Convention, specialised agencies such as United Nations Children Fund (Unicef), shall be entitled to be present at the consideration of implementation of such provisions. Also, Unicef and other NGOs may present alternative reports to complement official reports to the committee with respect to the children they deal with. Article 44 requires the state parties to make such reports widely available to the public in their own countries. Chapter 3: Child Labour Child labour is any work carried out by persons less than 15 years of age, and which is likely to be exploitative, interfere with the child’s education or be hazardous to the child’s health or physical, mental, spiritual, moral or social development. According to the 1998 Situational Analysis Of Children And Women In Kenya (SACWK; a government of Kenya and Unicef document), child labour refers to working children who earn a living for themselves, and to some extent for their families, and thus forego the opportunity to go to school. Generally, child labour is a serious global problem and a violation of children’s rights. The International Labour Organisation (ILO) estimates that 250 million children from 5-14 years old work, mainly in developing countries. That is, one out of every 4 children in the developing world is at work. In some countries, up to 80% of working children work the whole week. About 60% of child workers are in Asia, 7% in Latin America and 32% in Africa (ILO figures). In Kenya, no survey has been conducted to establish the magnitude of the problem. However, estimates based on school dropout rates indicate that child labour is on the increase, according to SACWK 1998. Causes of child labour Child labour is both a consequence and a cause of poverty. Societies characterised by poverty and inequality tend to record higher levels of child labour, as children work to supplement their parents' income. Child labour is also a consequence of the Structural Adjustment Programmes (SAPs) imposed on developing countries since the late seventies. Specifically the splitting of costs between parents and governments - otherwise known as cost sharing in Kenya - has made education more expensive for the average family who are already unable to meet their other basic needs. As a result many children drop out of school and work to supplement their parent's income. Its Manifestations The State of the World's Children 1997 catalogues forms of child labour such as domestic service, forced and bonded labour (virtual enslavement of children to repay debts incurred by their parents or grandparents), commercial sexual exploitation and industrial and plantation work. (The State of the World's Children is an annual two-part report done by Unicef. The first part of the report usually focuses on a given theme and the second part of the report is made up of statistics regarding children's wellbeing in the world.) In Kenya, child labour is rampant in tea and coffee plantations, areas where miraa (khat) is harvested, such as Meru, salt pans in Malindi and in the soapstone quarries of Kisii, among other areas. Research done by the University of Nairobi between 1982 and 1985 based on a sample of 863 child workers showed that 60% of these children were working in homes. 90% of these domestic workers were girls aged between 7-17 years. ILO estimates that 150 million to 200 million children, most of them girls, do unpaid domestic work for their families. And even when involved in paying jobs, girls, on average, earn less than boys doing the same job. Interventions and progress In 1919, the Minimum Age Covenant No. 5, which established 14 years as the minimum age for children to be employed in industry, was adopted by ILO. ILO went a step further in 1973, when it adopted the Minimum Age Covenant No. 138, which requires members to pursue national policies designed to ensure the effective abolition of children labour. Article 32 of the Convention on the Rights of the Child (CRC) calls on state parties to protect children from exploitative and hazardous child labour. The fight against child labour does not just stop at covenants and conventions. In 1998, children and adults in more than 100 countries participated in the global march against child labour. Chapter 4: Child Sexual Violation Documented information on sexual violations in general and on children in particular is scant, if not non-existent. This can be attributed to the stigma attached to rape and other sexual violence making it difficult for victims to report it. Child sexual violation is manifested in various forms. Child incest, female genital mutilation (FGM), forced early marriage of girls, and rape are some of the forms. Child incest is rarely discussed publicly because it is considered taboo among many Kenyan communities. Other child sexual violations such as FGM, forced early marriages and rape are more widely discussed. Apart from FGM, little or no statistics exists on the other two forms of abuse. Female Genital Mutilation is the partial or complete cutting away of a woman's external genitalia. However, the severity of the procedure varies from one community to another. Female Genital Mutilation prevalence also varies from one ethnic group to another. According to the Kenya Demographic and Health Survey (KDHS), 1998 - prepared by planning ministry and Macro International Inc of the United States of America - Kisii leads with 97% of the girls undergoing FGM. Maasai follows next (88.8%), then the Kalenjin (62.2%). The rate of FGM prevalence among other ethnic groups is: Taita/Taveta (59.2%), Meru/Embu (54.2%), Kikuyu (42.5%), Kamba (33%), Mijikenda/Swahili (12.2%), Luhya (1.6%), Luo (1.2%) and Others (19.2%) - see bar graph. Information available on child rape shows that it is prevalent in primary and secondary schools and in other institutions of learning. In primary and secondary schools, female students are sexually harassed and abused by either their teachers or fellow male students. Between 1986 and 1990, 650 cases relating to teachers' sexual conduct were reported to the Teachers Service Commission (TSC). In July 1991, the mass rape of seventy girls occurred at St. Kizito's Mixed Secondary by their male counterparts. Nineteen girls died in the tragedy. Rape of female house-help by their employers or male relatives is also an issue in many forums. Laws relating to sexual violation are, to say the least, inadequate. The rape of a girl or woman over the age of 13 by her father, grandfather, brother or son carries a mere maximum sentence of five years imprisonment. Under the Penal Code Chapter 63 of the Laws of Kenya, rape, incest, sexual harassment and other forms of sexual assault are considered offences "against morality", and not offences against the person. Chapter 5: Child Health Immunisation In line with the World Health Organisation (WHO) guidelines, in order to be fully vaccinated a child should receive: - A dose of BCG to protect against TB, given at birth or at first clinic contact. - Polio - DPT to protect against Diphtheria, Pertussis and Tetanus. (Both DPT and Polio vaccines are given at approximately 6, 10 and 14 weeks of age.) - The Measles vaccine is given soon after the infant's 9th month. Note: WHO recommends that children receive the entire schedule of vaccinations before they are 12 months of age. "A child who is not immunised is more likely to become undernourished, to become disabled and die." Facts for Life, Unicef About 2 million children worldwide under the age of five still die every year from six vaccine-preventable illnesses: diphtheria, measles, pertussis, polio, tuberculosis and tetanus. There has, however, been a tremendous improvement in the general trend as compared to two decades ago, when just 5% of infants in developing countries were being immunised against these six diseases. Now about 80% of the 125 million children who reach the age of one are immunised. In Kenya the Ministry of Health runs a successful immunisation programme, the Expanded Programme on Immunisation (EPI) as a means of providing immunisation services. The main objective of the programme is to reduce deaths and illness that result from childhood immunisable diseases. The Kenya Expanded Programme on Immunisation (KEPI) in collaboration with UNICEF and other NGOs has improved immunisation coverage throughout the country. This has seen a reduction in the incidence and prevalence of childhood diseases. Measles Measles still claims more than 800,000 children in developing countries each year. Two thirds of all countries have reached the year 2000 goal of cutting the number of measles deaths by at least 95% over 1990 levels. In Kenya illness and death from measles has been reduced by 90% and 95% respectively. Polio A major WHO global polio eradication campaign is nearing its year 2000 goal. However, the disease still cripples thousands of children each year. In Kenya, the move towards eradicating polio has been implemented through the National Immunisation Days (NIDs) which have so far seen great success. The 1996 and 1997 NIDs reached a total of 4,000,000 children under the age of five out of the targeted 5,000,000. Malaria Alone or in conjunction with other illnesses, malaria kills over one million children under the age of five every year - one child every 30 seconds - in about 100 malaria-endemic countries. "90% of the estimated annual 300 million to 500 million malaria cases afflict people in sub-Saharan Africa and children are victims of over half of all malaria episodes." Unicef 1998 In Kenya malaria cases number more in high prevalence areas and account for 30-50% of childhood illnesses in these areas. However, the highland areas which otherwise have a low prevalence rate are home to what has come to be known as 'highland malaria' - a more virulent form of malaria, which strikes sporadically but leads to numerous deaths. In order to reduce death and illness from malaria, effective case management, personal protection and vector control are required. In Kenya, the National Malaria Control Programme is doing this in selected districts where malaria prevalence is high. Diarrhoeal Diseases About 2.2 million children in developing countries die from diarrhoeal diseases each year mainly due to dehydration. In Kenya, diarrhoea is amongst the major childhood illnesses with the annual incidence of diarrhoea at 3.5 - 4.6 episodes per child. Oral rehydration therapy (ORT) and continued feeding involves the prompt increase of fluid intake in response to dehydration; it is used to control diarrhoea and is simple and cost-effective. ORS (Oral Rehydration Salts), which are commercially prepared, or alternative fluids prepared in the home, are used in ORT, and are administered by the child's caregiver. The use of ORT could prevent as many as 90% of all child deaths from diarrhoeal diseases. Oral Rehydration Therapy in the developing world has been successful with 3/4 of households using it. It saves over 1.5 million lives each year - 4,500 every day. In Kenya the Control of Diarrhoeal Diseases (CDD) Programme, which aims at reducing morbidity and mortality using ORT, runs its operations in 17 districts. Current use of ORT in the treatment of dehydration due to diarrhoea is 76% and has seen the reduction of child deaths due to diarrhoea from 14% to nine percent. Acute Respiratory Infections Acute Respiratory Infections (ARIs) in children include the common cold, coughs, bronchitis, difficulties in breathing, ear and sinus infections, asthma and pneumonia. ARIs account for 19% of all childhood deaths in the developing world. In Kenya ARIs are the second leading causes of childhood morbidity, accounting for 30.2% of the total morbidity in 1996. Incidences of ARIs are more prevalent in highlands, arid areas and slum dwellings. "Low birth weight, malnutrition and exposure to air pollutants both at household level and in the environment are some of the factors that have been associated with the increased risk of ARI leading to death." Situation Analysis of Women and Children in Kenya 1998 Key Primary Health Care Programmes Implemented in Kenya: - Bamako Initiative - CDD (Control of Diarrhoeal Diseases) - ARI (Acute Respiratory Diseases) - EPI (Expanded Immunisation Programme) - MCH/FP (Mother and Child Health/Family Planning) - Malaria Control - Nutrition Child Nutrition Nutritional well-being is not merely a result of sufficient food-intake. Nutrition or the lack of it is a result of several factors. Malnutrition Causes of malnutrition include poor diet, common and preventable infections, inadequate care and lack of sanitation. Breastfeeding Breast milk contains all the nutrients needed by children in the first four to six months of life. Babies who are breastfed are less likely to suffer from common childhood illnesses and malnutrition. If exclusive breastfeeding was practised by all, this could save the lives of 1.5 million children each year. In Kenya, about 97% of the infants are breastfed at birth, 90% are still breastfed at one year and 49% at two years. Despite the relatively large percentages of infant breastfeeding, exclusive breastfeeding goes on for only up to two and a half months for the majority, with less than 20% of the infants being exclusively breastfed by the fourth month. The use of bottle-feeding as a substitute for breast milk, especially in poor communities, poses a significant threat to the infant's health and nutrition. Poor communities often cannot afford sufficient quantities of milk powder to meet the children's nutritional requirements and may lack knowledge of cleanliness and sterilisation procedures required in handling the equipment, the result of which is increased incidences of diarrhoea. However, with the raging HIV/AIDS scourge, exclusive breastfeeding is no longer the 'best option' in all cases. The pandemic has necessitated the need for facilities to enable women to learn of their HIV status and the provision of relevant information with which they can make informed choices on whether or not to breastfeed should they be HIV positive. Micronutrients Micronutrients are essential to the good health and development of an individual. They are noted below: Iodine Insufficient iodine causes mental and physical disorders. Due to this insufficiency, about 1.6 billion people (30% of the world's population) risked these disorders in 1990. An estimated 43 million people worldwide suffer varying degrees of brain damage and physical impairment because of iodine deficiency. Approximately 760 million people have goitre. Progress: The global campaign against iodine deficiency disorders has achieved iodisation of nearly 60% of the world's edible salts. This has reduced the number of children born each year at risk of mental impairment due to iodine deficiency in their mother's diet from about 40 million in 1990 to about 28 million in 1997. Vitamin A Vitamin A deficiency (VAD) impairs the child's resistance to disease, contributing to nearly a quarter of all under-five deaths in the developing world. The lack of Vitamin A is also known to be the leading cause of blindness amongst children in developing countries. Vitamin A, which is naturally obtainable from orange or yellow fruits and dark-green leafy vegetables, helps protect against pneumonia and also reduces the risk of childhood blindness. About 100 million children worldwide suffer from Vitamin A deficiency and are thus more susceptible to childhood illness that may end in death. In countries with high incidences of VAD, child mortality could be reduced by up to 23% if children received Vitamin A either through supplementation or food fortification. During the 1990 World Summit for Children a target was set towards the eradication of Vitamin A deficiency as a public health problem by the year 2000. Towards achieving this goal, several countries have started initiatives aimed at ensuring Vitamin A is made available to children, either through supplementation or food fortification. So far, 35 countries are providing Vitamin A supplements for their young children, with over 80% of them regularly receiving a dose of Vitamin A. Present coverage is inadequate in 44 countries with 29 of these countries, Kenya included, pledging to include Vitamin A supplementation in National Immunisation Days (NIDs) and special campaigns in 1999. Marked progress has been recorded in the 90s, with the number of children affected by eye problems associated with vitamin A deficiency down from the 5 million in 1985 to 3 million in 1995. "More than 2 billion people - principally women and children - are iron deficient. Iron deficiency anaemia weakens a child’s learning abilities, lowers resistance to disease and is a serious risk to pregnant women." Unicef Progress of Nations 1999 Iron WHO estimates that half of all children under age four in developing countries are anaemic. Progress: Fortification of food (commonly wheat and flour products) with iron is under way in Latin America, the Middle East and East Asia. From 1993 to 1996, Unicef provided 2.7 billion iron/folate tablets for pregnant women in 122 countries. "Underlying factors leading to increased life expectancy include improvements in the health care system, reduced rates of mortality, increased earnings and higher levels of education" Kenya Human Development Report 1999 Child Mortality The most common causes of infant and child deaths in Kenya continue to be malaria, pneumonia, diarrhoea, birth trauma and asphyxia. However, the increasing role of HIV/AIDS in child mortality cannot be ignored. According to the Kenya Demographic Health Survey [KDHS] the post-independence period leading up to the mid-80s witnessed a gradual but steady decline in infant and under-five mortality. However, figures from the 1998 KDHS show a gradual increase in both under- five and infant mortality since 1985. Under 5 mortality figures currently stand at 112 per 1,000 live births having regressed to where they stood in 1979. It has been projected that by the year 2005 under-five mortality will range between 120-125. The sudden turn and continuing rise in child-mortality rates can be attributed to the HIV/AIDS epidemic, which has since passed its latent phase. Under-five and infant mortality rates in Kenya \| Indicator \| 1960 \| 1979 \| 1991 \| 1992 \| 1993 \| 1995 \| 1998 \| \|----------------------------------\|------\|------\|------\|------\|------\|------\|------\| \| Infant mortality rate (per 1,000 live births) \| 119 \| 104 \| 52 \| 51 \| 60 \| 61 \| 74 \| \| Under 5 mortality rate (per 100,000 live births) \| 202 \| 112 \| 75 \| 74 \| 90 \| 90 \| 112 \| Source: 1989 Census Analytical Report, Vol. V – Baseline Survey Report, and 1998 KDHS Report Adapted from the Kenya Human Development Report, 1999 Chapter 6: Children and HIV/AIDS HIV/AIDS has dealt a massive blow to achievements made in child healthcare and nutrition in post-independence Kenya. Having reduced the average life expectancy of Kenyans by 15 years, HIV/AIDS has had devastating effects on every section of the country's population. Its impacts on children are evidenced in the steady rise in child mortality and in the increasing number of those orphaned by the disease. Children living with HIV/AIDS Global statistics by the UNAIDS/WHO indicate that of the 590,000 children infected with HIV/AIDS, 530,000 (90%) were in sub-Saharan Africa. In Kenya between 1990 and 1997 the number of children under the age of 15 infected with HIV increased three-fold, from 24,964 to 77,915 respectively. According to 1998 figures by NASCOP (National Aids/STD Control Programme, Ministry of Health), 91,000 children, all under 15, are HIV positive indicating a continuing rise of HIV amongst children. Mother to Child Transmission (MTCT), which is the most common mode of infection, accounts for about 23% of the total HIV infections in Kenya. Children with Aids in the age group 0-4 accounted for more than 7% of all reported Aids cases in 1997. Children infected with HIV are susceptible to opportunistic infections and are therefore in need of constant medical care. Orphans The Aids pandemic has dealt a massive blow to children in the developing world; of significance is the rapid increase in the number of children orphaned by the disease. The 'Aids orphan' is any child under the age of 15 who has lost a mother or both parents as a result of HIV/Aids. There are, to date, more than 8 million Aids orphans in the world, the majority of them living in sub-Saharan Africa. "Children who have lost their mother or both parents are society's most vulnerable members. Socially isolated because of the stigma of Aids, they are less likely to be immunised, more likely to be malnourished and illiterate, and more vulnerable to abuse and exploitation." Unicef 1999 According to UNAIDS the number of children living with HIV infected parents by far exceeds the number of children who are already orphaned by the disease. Based on this it is expected that the number of Aids orphans will continue to rise rapidly as parents who are already infected continue to succumb to the disease. Over the past three years there has been a rapid rise in the number of orphans as a result of HIV/AIDS with some developing countries registering as high as a 400% increase. Mother to Child Transmission [MTCT] Mother to Child Transmission of HIV may occur during pregnancy, at birth or during the first few months of the infant's life through breastfeeding. Pre-natal Transmission There is a high chance that a woman already infected with HIV will transmit the virus to her unborn child. It is on the basis of this that the Kenya government has put in place several interventions to minimise the risk of pre-natal MTCT. Among these interventions, and perhaps the most effective, is to ensure a reduction in the number of women who are HIV carriers. Current trials with anti-retroviral drugs such as AZT are proving successful in reducing the risk of MTCT of HIV/AIDS. Trials done in Thailand in 1998 showed by administering AZT from the 36th week of pregnancy to labour, chances of MTCT of the virus were reduced by 50%. Based on the study, UNAids and WHO have initiated a two-year pilot project in Thailand. Breastfeeding Infants whose mothers are HIV positive run an estimated 1 in 7 chance of contracting the virus through breastfeeding. Recent studies have shown the mixing of natural and artificial infant feeding during the first few months of life to significantly increase the chance of infection from an HIV positive mother to her infant. It is thought that artificial feeding during the first few months of an infant's life may cause inflammation of the intestinal tract and thus open a passage for the HIV virus into the child's body. It is with these findings that the UNAids/WHO issued a warning, in its guidelines on infant feeding, on the potential danger of mixing artificial and natural feeding methods. Mortality According to the National Aids and STI Control Programme, HIV alone has increased infant mortality by about 20% since a majority of children infected with HIV die before their fifth birthday (see 'Child Mortality' in chapter 5). Children at risk of HIV infection Besides MTCT of HIV there are various ways through which children get infected, sexual contact being the most common. Among those at high risk of contracting the HIV virus through sexual contact are: - Street children, - Children in remedial/correctional institutions, - Sexually abused children, - Children growing up in slums. These constitute the groups most vulnerable to sexual exploitation. At highest risk in this high-risk group of children is the girl-child. "Higher prevalence rates among girls reflect their biological vulnerability to infection, their social and physical vulnerability in sexual relations and the impact of gender discrimination" Unicef 1999 A comparative study carried out by NASCOP showed a higher prevalence of HIV/Aids in teenage girls compared to their male counterparts. Of the total number of HIV/Aids cases between ages 15 and 19, 77% consisted of girls whereas boys accounted for only 23%. A study carried out in Kisumu revealed similar findings as seen in the graph below. Kisumu Adolescents 15 - 19 years by gender, and by percentage who are HIV positive ![Graph showing percentage of HIV positive adolescents by age and gender] Population Council (1999) N =372 Source: "Kenya Adolescent High Risk Behaviour" - Population Communication Africa Note: Unless otherwise indicated all worldwide figures quoted in this chapter and the preceeding chapter 5 are Unicef figures and the Kenya figures are taken from: Situation Analysis of Women and Children In Kenya 1998; the Kenya Human Development Report; and the Kenya Demographic and Health Survey. Chapter 7: Children and Education Acknowledging the significant role of education in human development, the UN Convention on the Rights of the Child declared that primary education should be "compulsory and available free to all". It was the United Nations year 2000 goal to achieve universal access to basic education and completion of primary school for at least 80% of primary school age children. Despite this projection nearly a quarter of the world's population is illiterate and millions of children are without any formal education. In developing countries over 90% of children enrol for primary school, but only 75% complete even four years of basic education. Out of 130 million children not attending school in developing countries 60% are girls. Percentage of primary school age boys and girls out of school \| \| Boys \| Girls \| \|------------------------\|------\|-------\| \| Sub-Saharan Africa \| 39 \| 45 \| \| Middle East and North Africa \| 15 \| 24 \| \| East Asia and Pacific \| 2 \| 4 \| \| South Asia \| 25 \| 37 \| \| Latin America and Caribbean \| 11 \| 10 \| Adapted from UNICEF Facts and Figures 1998 Kenya's National Programme of Action for Children targets for the decade of the 90s included: - Increased participation rates in early childhood education from 30% to 50%, - Achievement of universal primary education, - Achievement of a national primary school completion rate of 70%, - Lowering national illiteracy rates from 40% to 20% and reducing regional disparities. The Kenyan education system comprises of four broad categories, these are: Early Childhood Education, Primary Education, Secondary Education, and Tertiary Education. Other education programmes catering for those with special needs also exist. Early Childhood Education Meets the education needs for the under-fives, who form 20% of Kenya's population. Early Childhood Education (ECE) equips children with basic skills and knowledge in numeracy, literacy and expansion of ideas in words. Though there is no government policy requiring children to pass through ECE institutions, the number of institutions offering ECE has grown tremendously as individual school boards continue to make ECE an admission requirement. The number of ECE institutions has grown from 15,469 in 1989 to 23,344 in 1997. Enrolment in the sub-sector increased by about 20% from 801,369 pupils in 1989 to 1,003,367 pupils in 1996. Primary Education According to the Kenya Human Development Report for 1999, the gross enrolment rate in primary schools increased from 50% in 1963 to 95% in 1989. A recent drop in enrolment rates has been recorded. With enrolment rates at 77.5% in 1996, the goal of universal primary education by the year 2000 is in jeopardy. Owing to the high cost of education, crippling poverty, socio-cultural values, early marriages and unwanted pregnancies, primary completion and secondary participation rates have registered a decline in the past decade. The introduction of cost sharing arrangements in 1989 had adverse effects on access to education for children from poor families; especially girls. National statistics indicate that completion rate has increased from 43.6% for the 1981-88 cohort to 46.4% for the 1985-92 cohort, but it declined to 42.6% for the 1988-95 cohort. This, according to the 1999 Kenya Human Development Report, indicates that more than 1 million students enrolled in Standard 1 never complete their primary school education. Most school-age children in Kenya drop out of school in the course of their primary education. Data from 1996 indicates that the transition rate from primary to secondary education is only about 45.2% (46% for boys and 44.3% for girls). Secondary Education In 1996, the secondary participation rate at the national level was a mere 26.5% with 24.5% for girls and 28.4% for boys. Availability of secondary school education has been a constraint to access to secondary school education. Secondary participation rate has been declining over time, from 30.8% in 1989 to 26.5% in 1996. Other Education programmes Programmes have been formulated to cater for the needs of special groups, which include the handicapped, out-of-school children, adult and continuing education, polytechnic programmes for youths and non-formal education programmes. According to the Kenya Human Development Report 1999, adult and continuing education remains the weakest sub-sector in the entire education system. This is due to the lack of effective coordination between literacy, post-literacy and continuing education programmes. Chapter 8: Children and War Worldwide, war takes multiple tolls on children - civilians, including children and women, are increasingly targeted in violation of human rights. Destruction of homes, schools and communities claims more children's lives than bullets and bombs. For those who survive, dislocation, injuries and trauma take tolls that last a lifetime. Table: Estimated numbers of child victims of armed conflicts during the past decade (in millions) \| Category \| Number \| \|-----------------------------------------------\|--------\| \| Killed \| 2 m \| \| Seriously injured or permanently disabled \| 6 m \| \| Left homeless \| 12 m \| \| Orphaned or separated from their families \| Over 1 m \| \| Psychologically traumatised \| 10 m \| Source: Adapted from UNICEF Facts and Figures 1998 In 1997, approximately 50 million people world-wide were displaced from their homes either within their own countries or forced to flee across borders as refugees; nearly half of them were children. As many as 300,000 children as young as eight years in dozens of countries are directly involved in conflicts as soldiers, porters and forced labourers owing to ethnic rivalries, civil wars and political instability. By August 1992, Kenya had absorbed about 350,000 refugees fleeing civil war in Sudan and Somalia. By 1994, Kenya hosted 400,000 refugees. Refugee children numbered more than half of the population. Ethnic conflicts within Kenya have also led to displacement of families. In 1993, Human Rights Watch Africa estimated 3500 people died as 300,000 people were displaced, of this number 75% were children. According to National Council of Churches of Kenya (NCCK), in 1992 over 255,000 people were displaced by ethnic clashes that rocked parts of the Rift Valley, Nyanza and Western Provinces; out of these at least 60% are thought to be children. 70% of the displaced children in Nakuru and Uasin Gishu no longer attend school. The children now provide cheap labour in homes and farms. Some of them are street children, while others are engaged in prostitution. In 1997 ethnic clashes in Coast Province displaced more than 120,000 people; it is estimated that more than half of this population was children. Chapter 9: Hints on adopting an alternative reporting format for covering youth-related issues Pro active reporting ‘Pro-active’ reporting is represented as the preferred alternative to conventional “passive” reporting, particularly in the coverage of youth and related issues. It constitutes a radical break from traditional reporting norms in the sense that it demands that journalists assert their professionalism and take control of story origination and presentation in ways that they have not done in the past. Historically, journalists have passively allowed information sources, events and newsroom policy to dictate their operation. The fundamental problem with this reporting format is that youth-related issues that are not pegged to events are lost. In the pro-active reporting mode, such problems are redressed. Pro-active reporting places emphasis on the following: - Brainstorming as an important aspect of story origination, - Networking as an effective way of increasing sources of news stories, - Multiple sourcing of information, - Data-basing as an important way of accumulating knowledge about the subject area, - Conferencing with editors and influencing the agenda of the newsroom in that manner, - Moving from 'events-oriented' to 'process-oriented' journalism so as to effectively capture the political, social and economic impact of youth-related issues, - Follow-up coverage, particularly in the process-oriented reality where issues range way beyond specific events. The passive reporting format that has served as a standard for most journalism training programmes contrasts with its pro-active counterpart in a number of ways: It is not versatile enough to address issues on a sustained basis; instead it finds itself limited to events. The passive style is also notorious for single sourcing of information, the source mainly being limited to people who create events. As a result, single sourcing, rather than explaining a phenomenon, too often merely represents one person's opinion and their version of the true state of affairs. The passive news approach constitutes the biggest weakness in the work of most journalists. A lot of attention needs to be given to identifying how passive reporting undermined the effectiveness of youth-related reporting. It also disempowers the reporter and subjects him/her to the agendas of news sources and their vested interests. Initially, most reporters will not be aware of this. They will probably feel they are doing a good job of reporting, particularly where they accurately represent information derived from these same sources. However, it will become apparent as we raise the issue of whose worldview is being portrayed and therefore whose version of the truth is being catered for, that accuracy alone - even where it succeeds in representing what the source had portrayed - can distort the truth. It will also become apparent that by virtue of the fact that single sourcing caters for the parochial interests of only one source, it cannot really explain anything about the issues beyond that. Multiple sourcing of information and databasing are effective ways of getting around such limitations. Brainstorming, as a form of story origination, empowers the reporter by enabling him/her to pursue issues prior to, or way after, a specific event. These are important components of the pro-active package and reporters should be encouraged to regularly engage in dialogue with their editors to influence the news agenda in such ways. 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School Name: Seaview Elementary Year: 2018-2019 School Theory of Action/Target Area If we, Seaview Elementary Community, continue to refine our conceptual understanding of the K-6 Priority Standards, specifically focusing on Math Practice Standards 5-8 - Use appropriate tools strategically. - Attend to precision. - Look for and make use of structure. - Look for and express regularity in repeated reasoning. within a growth mindset culture (2b), increase student engagement (3c) in rigorous, meaningful mathematical experiences, then this will lead to improved mathematical achievement for all. Whole School Achievement Goal- As a result of this action: Compared to 67% of tested students meeting standard on the math portion of the SBA, in spring 2017, 75% of tested students will meet standard on the SBA Math Assessment Opportunity/Achievement Gap: - Measurement/Assessment: Compared to 67% of tested students meeting standard on the Math portion of the SBA in spring 2018, 75% of tested students will meet standard on the Math portion of the SBA in spring 2019. \| Student Group \| Current % Successful \| Goal % Successful \| \|-----------------------\|----------------------\|-------------------\| \| All Students \| 67% \| 75% \| \| Students not EL \| \| \| \| Comparison Group A \| 56% (14/25) \| 64% (16/25) \| \| EL Students \| \| \| \| Comparison Group B \| 67% \| 75% \| \| All students \| \| \| Commitment Focus Areas: Students meeting or exceeding grade-level standards in math (2nd grade math and state assessment grades 3 and up) and growth over time. Edmonds School District School Improvement Planning Process Each Student Learning, Every Day! ☒ Effective Learning for All Students ☒ Equity of Opportunity ☐ P-3rd Grade Early Learning ☐ Graduates Who Are Ready for Life Specific Commitment Focus Key Performance Indicators: Students meeting or exceeding grade-level standards in math (2nd grade math and state assessment grades 3 and up) and growth over time. School Vision/Mission: Seaview School is committed to developing leaders to S.W.I.M. on their own. S- Strive for Success W- Work together, I- Inspire Others, M – Make a Difference. School Demographics: \| Enrollment \| \| \|------------\|----------\| \| October \| 400 \| \| May \| 399 \| \| Gender (Percent of October Enrollment) \| \| \|---------------------------------------\|----------\| \| Female \| 44.8% \| \| Male \| 55.3% \| Race/Ethnicity (Percent of October Enrollment) - American Indian / Alaskan Native: 0.0% - Asian: 5.0% - Black / African American: 3.0% - Hispanic / Latino of any race(s): 13.5% - Native Hawaiian / Other Pacific Islander: 0.0% - White: 63.0% - Two or More Races: 15.5% Special Programs (Percent of May) - English Learners: 7.5% - Low Income: 21.6% - Students with Disabilities (Special Education): 17.8% - Migrant: 0.0% - Section 504: 6.0% At Seaview we have regular communication from classroom teachers via email and newsletters regarding related work with specific activities for Math growth creating a home-school connection. Academic events during and in the evening also provided an academic focus supporting our school SIP and for sharing information with our families and community. We will present our 2018-19 SIP to our active PTA that is involved in providing feedback and making recommendations. At this meeting they are able to ask questions and provide feedback. As part of our Leader in Me work we have also established an Instructional Lighthouse Leadership Team that is made up of staff and parents. This team provides feedback to staff and communicates to the community related to our Leader in Me work and the integration to school wide goals. Review and Analysis of Data: Check all data reviewed and analyzed to determine your Commitment focus area(s) and school target. - [x] State Assessments - [x] ESSA Accountability Data - [ ] District Assessments - [ ] School Assessments - [ ] Classroom Assessments - [ ] SAT/ACT - [ ] AP/IB/CHS/Tech Prep - [ ] CTE Industry Certification - [ ] Graduation Rate - [ ] Attendance Data - [ ] Discipline Data - [ ] Staff Perceptual Data - [ ] Student Perceptual Data - [ ] Parent Perceptual Data - [ ] Other: Summary of strengths or greatest progress based on the data: - 67.2% of 5th grade students met Standard on the SBA ELA - 76.3% of 5th grade students met Standard on the SBA Math - High measures of growth for our ELL students in Math - Shared vision among staff members centered on SEL using Second Step and Responsive Classroom Resources Prioritized areas of opportunity or greatest challenge based on the data: - 56% of EL students met or exceeded standard on the SBA Math - 67% of all students not EL met or exceed standard on the SBA Math - 33% of EL students met standard in SBA ELA - Click here to enter text. State Participation Rate: 95% participation required \| X Area of Strength (95% or more participation) \| □ Area of Opportunity (less than 95% participation) \| \|-------------------------------------------------\|---------------------------------------------------\| \| If your participation rate is an area of opportunity, please describe your plan for increasing student participation during the school year: \| \| N/A \| \| Edmonds School District School Improvement Planning Process Each Student Learning, Every Day! Third Grade OSPI Literacy Expectation: What Percentage of Third Graders Met or Exceeded standard on the SBA ELA? 61.3% If less than 60% of Third Grade students met or exceeded, a whole school intensive reading/literacy plan is required. Mark the appropriate box. Plan is required: YES ☐ NO ☒ If a plan is required for your building, add in your Third Grade SBA Claim Report Data (percentages met) below: Reading: Click here to enter text. Writing: Click here to enter text. Listening: Click here to enter text. Research/Inquiry: Click here to enter text. Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: Grade Level/Department/Team: Kindergarten: Julie Greathouse, Kristina LaBore, Amy Rust LAP: Tesa Gagliardi Student Learning Goal: I am going to implement Phonological Awareness Lessons using 95% Group to increase student engagement and increase academic growth for all students in my classroom. We will measure this Formatively by: - Daily/weekly learning goals displayed. - Questioning during the “We do and You do” portion of each lesson. - Use examples of strong and weak work - Offer regular descriptive feedback - Guide students to self-assess - Break learning into more manageable chunks for students. - Guide students to focused revision (Let students practice revising their work) - Engage students in self-reflection and let them share their learning. - Entrance slips (can be oral). - Students signal whether they understand a concept (thumbs up or down) - Observational notes - Anecdotal notes - Checklist of skills mastered - One on one conferences - Kids Nutshell learning (explain what they learned) at end of each lesson - Exit slips (can be oral) We will measure this Summatively by: Phonological Awareness Screener Intervention (PASI) and/or DIBLES Observations and questioning in the “We Do” and “You Do” portion of each phonological awareness lesson. Action steps we will take to meet our goal: We will meet bi-monthly as needed. Technology-This is how we will utilize technology to meet our goal: 1. Use Avervision to do the “We Do” and “You Do” portion of each lesson. 2. Observe for transfer of learning when using online reading programs. 3. Use of the computer as a collaborative tool in team meetings. Grade Level/Department/Team: First Grade: Tricia, Sean, Brian Student Learning Goal: This year our focus will be on learning additional instructional strategies and practices with the emphasis on Criterion 1 (2.b and 3.c) that will increase student engagement and student choice in all content areas. I will measure the improvement of levels of engagement with all students in my classroom group of first graders. We will measure this Formatively by: Visual: Thumbs up, student feedback Verbal: whole group discussions, small group, 1:1 conferences Artifacts: data from daily work, lesson plan analysis, collect observational engagement data, student surveys, collect walkthrough feedback, take notes on noticing’s and observations in various subject areas, include lesson plans that show intentional engagement strategies and their outcomes. We will measure this Summatively by: Math pre and post- tests, mid-year and end of year assessments. Action Steps and Strategies we will take and use to meet our goal: Our team will meet regularly to engage in the Inquiry Cycle: Plan, Do, Implement, Reflect centered on our instructional strategies, using Engaging Academics and Academic Choice. - share collaboration notes over time from our collaborative meetings with plans to implement in our classrooms - Use parents to run small group stations to better meet the needs of high and low readers and to challenge students in math - Include copies of lesson plans that intentionally focus on student engagement strategies we are learning about, trying out and their results - Share observational engagement data collected from each other via walkthroughs Technology: This is how we will use technology to meet our goal: We will use our document camera to model strategies and let students share their work with others. We will use a variety of online resources including but not limited to: Razkids, IXL, Code, Think Central, abcyia! Grade Level/Department/Team: 2nd Grade Team – Jana Cuenca, Tanya Farrow & Kristie Terwilliger Student Learning Goal: This year our focus will be on learning additional strategies and practices with emphases on Second Step and our Social Emotional Curriculum to increase student engagement and increase academic and social emotional growth for all students in our grade level. We will measure this Formatively by: Verbal: whole group discussions, role play and 1:1 conferences and discussions. Artifacts: student self-assessment/survey, anecdotal notes, homework and class assignments, lesson plans that emphasize group and partner work that increase student engagement. We will measure this Summatively by: Pre-test and post-test of the 2nd Step assessment. Student self-assessment and reflection. Action steps we will take to meet our goals: Our team will meet weekly to engage in the Inquiry cycle: Plan, Do, Implement, Reflect centered on our instructional strategies and practices of Second Step. We will: Collaborate on ideas and ways to implement social emotional learning in our classrooms. Implement and create lesson plans that will intentionally focus on student engagement within the social emotional lessons. Include strategies and new learning with families via homework activities and the weekly newsletter. Share data collected with each other during our weekly planning meeting. Technology – This is how we will utilize technology to meet our goal. We will use the Second Step website and our doc camera to display pictures from the program to generate discussion and to use for the assessments. We will use a variety of online resources. We will show short videos on the large format display to emphasize or show examples of different strategies that are being taught in the social emotional curriculum. Grade Level/Department/Team: Third Grade and Third/Fourth Spit Goal: Between the months of October 2018 and May 2019, the third grade and 3-4 split team of Cavallon, Lowery, and Mustach will meet 2x a month to track progress and discuss strategies and next steps related to differentiating instruction and increasing engagement in math to meet the needs of all students. We will measure this Formatively by: The use of exit tickets, observations, verbal responses, non-verbal responses – gesturing of thumbs up, I agree, etc., and progress with use of technology math websites. We will measure this Summatively by: Growth shown between unit pre and post-tests and accurate fact fluency. Action steps we will take to meet our goal: We will meet collaboratively 2x month to discuss student progress, growth and next steps for achieving math goals. We will use the Math Expression math curriculum including differentiation cards, as well as supplementary resources to teach and practice fact fluency. We will meet with guided math groups to differentiate instruction to meet student needs. Technology- Xtramath.com IXL Moby Max Grade Level/Department/Team: 4th grade, Mitzi & Anna Student Learning Goal: We will increase student engagement by using Responsive Classroom strategies. We will measure this Formatively by: -plan book -teacher observation We will measure this Summatively by: Teacher created student survey Action steps we will take to meet our goal: We will read The Morning Meeting book and implement strategies for Greetings, Sharing, Activity and Morning Message that create both student engagement, communication skills and community in the classroom. Technology-This is how we will utilize technology to meet our goal: We will use the Responsive Classroom website as a resource. Grade Level/Department/Team: Jamie Perry (gr 6), Catherine Mathias (gr 5), Suzannah Johnson (gr 5) Student Learning Goal: This year our focus will be on learning additional instructional strategies and practices with emphasis on Responsive Classroom and Differentiating Student Learning to increase academic growth for all students in our classrooms. We will measure this Formatively by: Observations, anecdotal notes, student feedback (surveys, thumbs up, journal entries, leadership notebook reflections, goal setting, group discussions (class meetings), We will measure this Summatively by: Checking student level of interest/engagement in a survey in October, February, and May. Math Pre and Post Unit Assessments Action steps we will take to meet our goal: Our team will meet at least once a month to discuss progress, share ideas, and discuss the success/failure of techniques we have tried in our classroom Share observations during walkthroughs (Oct, Feb, and May) Interactive Modeling Morning Meeting Goal Setting Success criteria Teaching specific lessons involving self-monitoring and executive functioning skills Technology-This is how we will utilize technology to meet our goal: Share google docs with ideas and observations. Use MobyMax and IXL to differentiate for math. Google Classroom Readworks, Scholastic News Grade Level/Department/Team: Sixth Grade Science Team (Rick Roark (gr 6), Olga Mashnitskya (ESD), and Katherine Mathias (gr 5) Student Learning Goal: I am going to implement the newly District adopted Amplify Science curriculum (Life Science Module Amplify Earth and Space Module) using interactive web-based instruction to increase student engagement and increase academic growth for all students in my classroom. We will measure this Formatively by: Students will be able to log into their own Amplify account, post exit tickets on specific lessons, access their own scores, and be able to engage other students by sharing their own ideas and asking clarifying questions via class discussions and on-line discussion boards. We will measure this Summatively by:* By using the on-line assessment system, I will manage all student summative assessments and give them timely feedback on their work. Action steps we will take to meet our goal: Using non-band/orchestra students to practice trial runs with prior to lessons. Thus, creating student leaders within the group. Sixth grade students will work with fifth grade students to teach them how to use on-line science tools. Participation in a District sixth grade collaborative group session: Oct. 16, 2:30pm-5:30pm, at ESC in RM 104 Nov. 20, 2:30pm-5:30pm at ESC in RM 104 Dec. 18, 2:30pm-5:30pm at ESC in RM 104 Technology-This is how we will utilize technology to meet our goal: The entire curriculum, including teacher manual, is on-line. Students will receive assignments and post assignments this way as well. Grade Level/Department/Team: Intensive Support program: Janet Foster (Primary IS), Karen Farrar (Intermediate IS), Marilyn Harmon(SLP) Student Learning Goal: This year our focus will be on learning strategies and practices with an emphasis on teaching the children how to respond to and ask “WH” questions to increase student engagement during group discussions and increase academic growth for all students in our classrooms. We will measure this Formatively by: - Visual Response: “Touch your nose if you agree” Thumb’s up/down, etc. - Verbal Response: Whole group discussions, small group, 1:1 instruction - Artifacts: Data From Daily Work, Observations and data collected from lesson plans directed at question answering/asking strategies We will measure this Summatively by - SLP Data Collection - Reading Comprehension beginning of year, mid-year, end of year assessments Action steps we will take to meet our goal: The team will meet monthly to discuss student progress and explore activities that we can do with the students to help build question answer/asking skills. Share activities with other members of the team Technology: This is how we will utilize technology to meet our goal: - On-line resources - I-Pads and Boardmaker plus - Proloque Grade Level/Department/Team: Specialists, Maria Jackson PE, Cory Fortin Library, Heather Mullins Music Student Learning Goal: To implement Responsive Classroom to increase student engagement and increase academic growth for all students in my classroom. From October 8 through April, I will be collecting collaborating with Cory Fortin, library specialist and Heather Mullins, music specialist to learn additional instructional strategies and practices that increased engagement and student choice. We will be meeting once a month on Tuesdays to increase our knowledge of Responsive Classroom by reading the book Responsive Classroom for Music, Art, PE and other Specialist Areas. We will focus on the chapters during our monthly meeting, implement new strategies and discuss our observations. We will then implement these learnings in our classroom practices, resulting in student academic and social emotional growth. SG 8.1 - to decrease interruptive behaviors in 5th grade by focusing on routines, teacher language, interactive modeling, rules, routines, interactive learning structures and academic growth. We will measure this Formatively by: through student surveys, plickers, summative assessment and anecdotal notes and observation, WOW challenge. We will measure this Summatively by: Measuring interruptive behaviors in 5th grade each week and summarize monthly. Focusing on chapter 8 Responding to Misbehavior. Action steps we will take to meet our goal: We will be meeting once a month on Tuesdays to increase our knowledge of Responsive Classroom by reading the book Responsive Classroom for Music, Art, PE and other Specialist Areas. We will focus on the chapters during our monthly meeting, implement new strategies and discuss our observations. We will then implement these learnings in our classroom practices, resulting in student academic and social emotional growth. Technology-This is how we will utilize technology to meet our goal: PE - plickers, LFD, apps that engage students Grade Level/Department/Team: Learning Support: Anne Accettullo, Angie Clarke Student Learning Goal: This year, our focus will be on students meeting their social/emotional goals, as well as the Seaview Sharks behavior expectations, by learning Social Thinking social skills concepts and applying them throughout the day. We will measure this formatively using behavior charts, student self-reports, work in social groups, and teacher observations. We will measure this summatively also using behavior charts, student self-reports, work in social groups, and teacher observations. Action steps we will take to meet our goal: We will meet our goal by meeting regularly to discuss student progress and to reflect on our data and instructional strategies. We will share student behavior data (both qualitative and quantitative), discuss strategies and lesson plans we have been using to teach and reinforce Social Thinking skills, and brainstorm strategies for social skills problems or issues that come to our attention. Technology: We will use a variety of online resources to supplement the books and manipulatives we use, and lesson plans we develop, for Social Thinking social skills instruction. Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals: \| Learning Opportunities for Students \| Description of the Learning Opportunity \| Schedule \| \|-------------------------------------\|-----------------------------------------\|----------\| \| As part of progress monitoring, what are you doing to help students who are still not meeting proficiency? \| Guided small groups based on student need. Intensive classroom support based on student need. Use of technology IXL/Moby Max. Use of concrete models and tools, specifically hands on manipulatives. Piloting curriculum aligned to the Math Standards gr. 3-5: Differentiated instruction through technology. Use of Performance Task to monitor student Math Practice Standards 5-8. Daily engagement in math practice. Use of volunteers and peer mentors. Leader In Me: Habits & Leadership Individual Goals centered on math. \| Daily; as needed. \| \| As part of progress monitoring, what are you doing for students who are meeting or exceeding standards? \| Provide opportunities for above grade level extension of math work. Provide opportunities to share thinking and support other students. Utilize online resources such as IXL and Moby Max to extend and engage student learning at all levels. Provide problems or tasks with similar content but different entry points for students. Opportunity to peer tutor. Math Olympiad. \| Daily; as needed. \| \| --- \| --- \| --- \| \| Describe how your school addresses the physical, emotional, and intellectual safety conditions that allow for effective teaching and learning to take place. \| SWIM: School Motto: Strive for Success, Work Together, Inspire Others, and Make a Difference. Clear behavior expectations, matrix structure in place, and taught to all students. Leader In Me & Leadership (3 focus areas) Explicit teaching of Common language of the 7 Habits being taught to all students K-6 and 7 Habits visually represented throughout school. Provide leadership opportunities for students to help them become more connected to school. Includes “Leadership Day”. Monthly Citizenship Assemblies - centered on honoring students demonstrating the Habits. Super Shark Awards – honoring all students continuously demonstrating the Habits. Lunchroom Mentors. Transportation Leaders – students helping walking/bus students. SWIS- student behavior and data system. Shark Tank- recess, play to learn. Friendship Groups- Buddy Groups, SEL learning led by counselor/psychologist. Buddy Classes – cross grade level. Responsive Classroom- Morning Meetings, staff PD and resources. \| August training of all staff. Monthly meetings with staff to review behavior statistics and share Leader In Me ideas/successes. Monthly “Instructional Lighthouse Team meetings. \| \| Learning Opportunities Provided for Staff Specific to the School Target \| Description of the Learning Opportunity \| Schedule \| \| --- \| --- \| --- \| \| Whole staff learning opportunities to support the focus and intentionality of this goal. \| Building time: PD centered on 2b Establishing a Culture for Learning and 3c Engaging \| Weekly/Monthly: \| \| Small group, individual, voluntary learning opportunities to support the focus and intentionality of this goal. \| During grade level collaborative times and designated non-student collaborative opportunities, teachers will engage in learning around their grade level CCSS Math standards and best instructional practices in order to plan for instruction, assess learning, and differentiate for sub-groups of students. Continue work with tracking student progress in grade level/building time linked to student growth goals. Ensure planned opportunities for questioning and discussion within math lessons and supporting students with tasks similar to curriculum but phrased or formatted in different ways. District offered PD: grade alike Use of Instructional & Technology Coaches \| Collaborative Time- 2x a month; Student designated collaborative non-student days. PD events. \| \| Action Plan for the School to Address the Third Grade OSPI Literacy Expectation: \| \| \| --- \| --- \| \| Third Grade OSPI Literacy Expectation (The following information is required if less than 60% of Third Grade Students met or exceeded standards on SBA ELA) \| \| \| Intensive Reading and Literacy Improvement Plan \| Description of Intervention Practices \| Monitoring Schedule \| \| Identify the intensive and targeted reading/literacy intervention practices, K-4, your school will implement. After your selection, write a brief \| □ Use of a coach/coaches □ Additional learning time within the School Day □ Before and After School Programs \| Click here to enter text. \| \| description of your plan for implementation of that practice. \| □ Family Involvement at School (and outside of school) □ Targeted Professional Learning □ Professional Learning Communities □ Tutoring Click here to enter text. \| \| --- \| --- \| \| Specifically identify and describe your building’s grade to grade transition plan. 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I) READING COMPREHENSION A- THE TEXT 1-"What is an education?" asks Sue Cowley, a parent and teacher, in her new book. "Is it about going to school every day, wearing the correct uniform, working hard in lessons and completing your homework? Or could it be something that can happen out in the world as well as in a classroom?" Sue Cowley has spent a lifetime in education. Then, three years ago, she took her two children out of school, packed the family car and set off on a journey across Europe and China. 2-The journey was planned around the children’s interests. The result was a thrilling six-month adventure documented in her book, Road School. “The way the world works can teach children a lot. It’s a different type of learning,” Cowley writes in the opening pages of the book. 3-Towards the end of her book, she proposes a program for parents wanting to educate their children on the move. For English, it suggests writing letters home. For maths, children may work out currencies, distances travelled and prices on menus. For Physical Education, they can do some sightseeing on foot or bike. The other big advantage was the way in which travelling increased the children’s ability to cope with the unexpected. “It was things like that where the depth of understanding came through,” says Cowley. 4-Since their return, Alvie and Edite have stepped back into their old classes and Sue has nothing but praise for the schools they attend. The children may be happy to be home, but Sue has found it harder to adapt. “The minute I got back, I was thinking where we can go next. The danger is that you get itchy feet,” she says. www.theguardian.com/uk 24 January 2017 B- Comprehension Questions (12 marks) 1-Tick (√) the most appropriate option. (1 mark) In her book, Road School, Sue Cowley wants to show that travel may a- strengthen a child’s formal learning. b- consolidate only one learning style. c- reinforce a learner’s virtual education. 2- For each of the following statements, pick out one detail from the text showing that it is false. (3 marks) a- Sue Cowley is an inexperienced teacher. (Paragraph 1) b- While preparing the trip, Sue neglected the kids’ likes and needs. (Paragraph 2) c- Sue’s experience made her feel dissatisfied with ordinary education. (Paragraph 4) 3- Fill in each blank with one word from paragraph 3. (3 marks) Education is all about deep ①_____________________. It can happen through ②______________________ while on the ③______________________ as shown by Sue Cowley in her book. 4- What do the underlined words refer to? (2 marks) a. “it” (Paragraph 1) refers to: ________________________________ b. “their” (Paragraph 4) refers to: ________________________________ 5-Tick (√) the option that best explains the following expressions. (2 marks) i) “to cope with” (Paragraph 3) nearly means: a- to manage b- to endure c- to predict ii) “get itchy feet” (paragraph 4) nearly means: a- have fun while travelling. b- feel pain when you travel. c- develop a desire to travel 6- Give a personal and justified answer to the following question. (1 mark) Do you think that Tunisian parents can easily live Sue’s experience? Why? Why not? I think ___________________________ because ___________________________ II- WRITING (12 marks) 1. Use the information in the table below to write a paragraph about the International Campaign to Abolish Nuclear Weapons (ICAN). (4 marks) \| Foundation \| 2007/ Australia / International physicians \| \|------------------\|--------------------------------------------\| \| Key mission \| focus/enacting international law/prohibit nuclear weapons \| \| Achievement \| July 2017/ UN/adopt/treaty/prohibit/nuclear weapons \| \| Prize \| The Nobel Peace Prize/2017 \| 2. People living in the countryside are said to be healthier and more optimistic than those living in big cities. Write a 10-line facebook post to express your agreement or disagreement with this idea and support it with sound arguments. (8 marks) III- LANGUAGE (6 marks) 1. Circle the right option. (3 marks) Every morning, Karly Tophill faced the same exhausting struggle to separate her 13-year-old son from his iPhone and to get dressed and ready for school. When Dylan came home at the end of the day, he didn’t want to (allow / permit / let) his phone out of his grasp. He rushed through his homework (so / because / since) he could check his social media. He became reluctant (communicate / to communicate / communicating) with anyone who wasn’t on Instagram. But Karly, his mother, took a (step / break / breath) that many parents would like to take themselves: she confiscated Dylan’s device. Within six weeks, she noticed a difference as Dylan’s marks improved and he became more talkative. He was so much (distant / indifferent / engaged) with his family that he offered to help with chores. But many parents would say: “(Easy / Easier / Easiest) said than done!” 2. Fill in the blanks with words from the box. There are 2 extra words. (3 marks) off – qualified – futuristic – fail – models – of – driving – achieve The sight of personalized flying cars above the towns and cities of Britain could become a reality in as little as one year. An aviation company has joined forces with the University of Derby to create the ①__________________________car. Using four high-powered fans, it will be able to ②__________________________speeds of up to 200 mph after taking ③__________________________from outside your house. What’s more, the fans will fold down to become wheels for land-based ④__________________________. The electric craft will be controlled by a computer program. At the outset, only a few will be ⑤__________________________to pilot it along the roads and through the clouds. 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Electrical Engineering (2nd Year): Technical School Examinations 1934 Department of Education: Technical Instruction Branch Follow this and additional works at: http://arrow.dit.ie/techexam Part of the Education Commons Recommended Citation Department of Education: Technical Instruction Branch, "Electrical Engineering (2nd Year): Technical School Examinations 1934" (1934). Technical Schools: Examination Papers. Paper 105. http://arrow.dit.ie/techexam/105 This Other is brought to you for free and open access by the City of Dublin Technical Schools at ARROW@DIT. It has been accepted for inclusion in Technical Schools: Examination Papers by an authorized administrator of ARROW@DIT. For more information, please contact email@example.com, firstname.lastname@example.org. COURSE IN ELECTRICAL ENGINEERING. AN ROINN OIDEACHAIS. (Department of Education.) BRAINSE AN CHEARD-OIDEACHAIS. (Technical Instruction Branch.) TECHNICAL SCHOOL EXAMINATIONS. 1934. ELECTRICAL ENGINEERING. (Second Year.) Wednesday, May 16th—7 to 10 p.m. Examiner—Professor W. Brown, B.Sc., M.I.E.E. Co-Examiner—J. P. Hackett, Esq., B.E., A.R.C.S.C.I. GENERAL INSTRUCTIONS. You are carefully to enter on the Answer Book and Envelope supplied your Examination Number and the subject of examination, but you are not to write your name on either. No credit will be given for any Answer Book upon which your name is written, or upon which your Examination Number is not written. You must not have with you any book, notes, or scribbling-paper. You are not allowed to write or make any marks upon your paper of questions. You must not, under any circumstances whatever, speak to or communicate with another candidate; and no explanation of the subject of the examination may be asked for or given. You must remain seated until your answer book has been taken up, and then leave the examination room quietly. You will not be permitted to leave before the expiration of twenty minutes from the beginning of the examination, and will not be re-admitted after having once left the room. If you break any of these rules, or use any unfair means, you are liable to be dismissed from the examination, and your examination may be cancelled by the Department. Three hours are allowed for this paper. Answer books, unless previously given up, will be collected at 10 p.m. INSTRUCTIONS. Read the General Instructions on page 1. (a) Not more than seven questions are to be attempted. (b) Equal values are attached to the questions. (c) Answers must be written in ink; diagrams may be made in pencil. (d) Write the number of the question distinctly in the margin of the paper, before the answer. 7. Explain the following terms, with respect to alternating current and E.M.F.: period, frequency, maximum value, average value, and effective or root-mean-square (R.M.S.) value. Name any ammeter which measures R.M.S. values of current. Explain why it does so. 8. In an alternating current circuit with a non-inductive load, the current and E.M.F. are in phase. What change takes place when the load is (1) inductive, (2) when the circuit contains a capacity? Illustrate your answers by the help of vector diagrams. 9. Explain how resonance may occur in an alternating current circuit which contains inductance and capacity. A condenser is put in series with a coil of 10 ohms resistance and inductance 0.25 henry, and a pressure of 100 volts at frequency 50 is put on the circuit. Find the capacity of the condensor required to produce resonance. 10. Describe, with the help of a clear diagram, the principle on which the working of a three-phase induction motor depends. How would you start such a motor which had (1) a wound rotor, (2) a squirrel cage rotor? 1. Explain the terms magnetomotive force, permeability and reluctance as applied to the magnetic circuit of a dynamo. On what does the total magnetic flux in a dynamo depend? Explain the terms or symbols you use. What part of the flux path has the greatest reluctance? Give reasons. 2. Describe, with the help of a clear diagram, the construction of the commutator of a dynamo. An armature in a four pole field has 172 conductors in series and a speed of 750 r.p.m., the E.M.F. on open circuit being 100 volts. Find the magnetic flux per pole. 3. A direct current generator has sparking at the commutator. State the various possible causes of this, and the remedy you would apply in each case. 4. A shunt wound direct current dynamo fails to excite when run up to its proper speed. State the possible causes of failure and explain how you would find out and remedy them. 5. What is meant by saying that the speed of an electric motor is controlled more by the back E.M.F. in the armature than by a rheostat in the circuit? The torque on a motor is found to be 35 ft. lbs. when supplied with 110 volts and 25 amperes. If the motor has an efficiency of 75 per cent., find the speed. 6. Explain clearly why it is that a direct current motor requires a starting resistance in the circuit. The back E.M.F. in a four pole wave wound motor armature is 90 volts, the armature has 240 conductors, the speed 600 r.p.m. Find the flux per pole which threads the armature.	<urn:uuid:349bdab0-582b-469c-8560-0d71929ad4ce>	CC-MAIN-2014-15	http://arrow.dit.ie/cgi/viewcontent.cgi?article=1104&context=techexam	2014-04-20T00:41:22Z	crawl-data/CC-MAIN-2014-15/segments/1397609537804.4/warc/CC-MAIN-20140416005217-00202-ip-10-147-4-33.ec2.internal.warc.gz	16,007,775	1,203	eng_Latn	eng_Latn	0.967209	eng_Latn	0.996282	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 772, 2343, 5202 ]	[ 2.390625 ]	5	7
MOTION INTRODUCTION When a body does not change its position with time, we can say that the body is at rest, while if a body changes its position with time, it is said to be in motion. ◆ An object is said to be a point object if it changes its position by distances which are much greater than its size. ◆ A point or some stationary object with respect to which a body continuously changes its position in the state of motion is known as origin or reference point. TYPES OF MOTION ◆ According to Directions ◆ One dimensional motion is the motion of a particle moving along a straight line. ◆ Two dimensional motion A particle moving along a curved path in a plane has 2-dimensional motion. ◆ Three dimensional motion Particle moving randomly in space has 3-dimensional motion. ◆ According to state of motion Uniform Motion ◆ A body is said to be in a state of uniform motion if it travels equal distances in equal intervals of time. ◆ If the time distance graph is a straight line the motion is said to be uniform motion. Non-uniform motion ◆ A body has a non-uniform motion if it travels unequal distances in equal intervals of time. Ex. a freely falling body. ◆ Time - distance graph for a body with non-uniform motion is a curved line. TERMS USED TO DEFINE MOTION (i) Distance and displacement (ii) Speed and velocity (iii) Acceleration (i) Distance & Displacement ◆ The path length between the initial and final positions of the particle gives the distance covered by the particle. ◆ The minimum distance between the initial and final positions of a body during that time interval is called displacement. ◆ Distance and displacement both are measured in meter in m.k.s. system. Difference between distance and displacement - Distance travelled is a scalar quantity while displacement is a vector quantity. - When a body continuously moves in the same straight line and in the same direction then displacement will be equal to the distance travelled. But if the body changes its direction while moving, then the displacement is smaller than the distance travelled. \[ \text{Displacement} \leq \text{Distance} \] - Displacement in any interval of time may be zero, positive or negative where as distance cannot be negative. Ex.1 A person travels a distance of 5 m towards east, then 4 m towards north and then 2 m towards west. (i) Calculate the total distance travelled. (ii) Calculate the resultant displacement. Sol. (i) Total distance travelled by the person \[ = 5 \text{ m} + 4 \text{ m} + 2 \text{ m} = 11 \text{ m} \] (ii) To calculate the resultant displacement, we choose a convenient scale, where 1 cm represents 1 m. We draw a 5 cm long line AB towards east and then 4 cm long line BC towards north. Finally, a 2 cm long line CD towards west. The resultant displacement is calculated by joining the initial position A to the final position D. We measure $ AB = 5 \text{ cm} $. Since 1 cm = 1 m \[ \therefore \quad 5 \text{ cm} = 5 \text{ m} \] Hence, the displacement of the person = 5m towards AD. ![Diagram](image) Ex.2 A body is moving in a straight line. Its distances from origin are shown with time in Fig. A, B, C, D and E represent different parts of its motion. Find the following: (i) Displacement of the body in first 2 seconds. (ii) Total distance travelled in 7 seconds. (iii) Displacement in 7 seconds ![Graph](image) Sol. (i) Displacement of the body in first 2s = 40m (ii) From t = 0 to t = 7 s, the body has moved a distance of 80 m from origin and it has again come back to origin. Therefore, the total distance covered = $ 80 \times 2 = 160 \text{ m} $ (iii) Since the body has come back to its initial position, the displacement is zero.	<urn:uuid:43a98d52-d1d5-4b47-b1f4-315e46636546>	CC-MAIN-2022-05	https://eduamp.net/public/assets/pdf/1615484887394_FREE%2008.%20Motion%20(Exclusive).pdf	2022-01-27T13:53:40+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320305266.34/warc/CC-MAIN-20220127133107-20220127163107-00680.warc.gz	294,803,527	879	eng_Latn	eng_Latn	0.985878	eng_Latn	0.990997	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1703, 3731 ]	[ 4.1875 ]	1	0
I. Reading Comprehension (15 points). Read each of the following passages and choose the one best answer for each question. A. The Clinton administration ordered a halt Thursday to road construction in more than 33 million acres of national forests, a move environmentalists hope will lead to permanent protection of vast areas of forest land. But the plan, announced by the Agriculture Department, will exempt large expanses of old-growth forest in the Northwest and in Alaska where road building may continue under previously enacted forest management plans. The 18-month moratorium, a prelude to a broader permanent forest road plan, would prevent construction of about 360 miles of road and block the harvesting of about 200 million board feet of lumber, officials said. 1. Which of the following would be the most appropriate headline for this story? a. Forest Protection Plan Puts Halt on Roads b. Final Action to Protect Forests c. Plans for New Road Construction Blocked by Administration d. Forest Protection in Northwest and Alaska 2. What of the following is closest in meaning to moratorium? a. a proposal for a stop b. a possible stop c. a permanent stop d. a temporary stop 3. For environmentalists, this action represents a. complete success. b. disaster. c. a step toward success. d. a setback in their plans. B. David Marshall, a key leader in Singapore’s independence struggle, outspoken government critic and flamboyant criminal lawyer, died of cancer on December 12. He was 87. Marshall, a mesmerizing orator born into a Jewish family of Iraqi descent, was elected in April 1955 as the first chief minister of Singapore, then still a British colony. The charismatic politician and leader of the Labour Front coalition resigned in protest 15 months later, after the collapse of constitutional talks with Britain over wider self-rule. Marshall quit the Labour Front in 1957 and started the populist Workers’ Party. As a member of parliament, he often criticized the People’s Action Party—which came to power in 1959 and led the country to full independence in 1965—for what he considered its authoritarian tendencies. Still, the PAP later adopted and expanded many of his policy ideas, including his emphasis on multiracialism and education. His reputation as a criminal lawyer once prompted Lee Kuan Yew, Singapore's former prime minister, to declare that Marshall was responsible for 200 murderers walking free. "I am proud of that," responded Marshall, who opposed the death penalty. "I was convinced of their innocence and acted according to my conscience." Marshall abandoned opposition politics in 1972 and retired from his law practice in 1978, at the age of 70, and was appointed Singapore's first ambassador to France, Spain, Portugal and Switzerland. Some accused him of compromising his political views, but Marshall insisted he could not "run away from the chance to serve my country." After he retired from these posts in 1993, Marshall resumed his criticism of the government, accusing it of stifling free speech. But he also lauded its economic achievements. 4. What is this article mainly about? a. a diplomatic career b. politics in Singapore c. authoritarianism in Singapore d. the life and death of David Marshall 5. Which of the following jobs does the article NOT say that David Marshall had? a. lawyer b. member of parliament c. prime minister d. ambassador 6. Marshall's attitude toward the Singapore government was a. generally friendly. b. implicitly critical. c. generally critical. d. The story does not say. 7. Which of the following is closest in meaning to stifling (final paragraph)? a. encouraging b. tolerating c. suppressing d. criticizing C. Most of us believe our time management problems are created by others, friends or co-workers in need of a friendly ear, a boss with a penchant for increasing our workload, or paperwork that just won't quit. Actually, if we analysed our use of time we would discover that most of our difficulties are self-originating. Time management is not a matter of managing the clock, but of managing ourselves with respect to the clock. Granted, time is a limited resource, but like money it can be budgeted and allocated. What you need to do if you want to get better use from your time is to budget your time to key result areas. Key result areas are those areas which have special significance for you—areas from which you need to get optimum results. Key result areas at work are probably customer contact, inventory control, supervision, attracting new business, dealing with suppliers, and keeping pace with technology. In your personal life key result areas might be family, career, social life, physical fitness, personal growth, and/or spiritual developmental. Once you have identified your key result areas, then you must set goals and develop practical steps to achieve growth in those areas. To illustrate how this works, let’s assume attracting new business is one of your key result areas. To achieve growth in this area you might set yourself a goal of exceeding your current sales quotas by 10 percent. One step leading to the accomplishment of this goal would be to contact three existing and three new prospects each day. Then, as you develop your priorities for each day, you can evaluate them against the key result areas, your goal, and the action steps required to move you towards your goal. In other words, your number one daily priority becomes contacting the three existing and three new customers... 8. This passage is mainly about a. how to manage time. b. how to make yourself a better person. c. how to achieve success in business. d. how to identify important areas to work on. 9. The article was mainly written for a. retired people. b. students. c. housewives. d. business people. 10. According to the author, time problems are caused primarily by a. ourselves. b. our bosses. c. the people around us. d. circumstances that we cannot avoid. 11. The author says that key result areas at work a. are determined by our goals. b. are identified through action steps. c. are extremely difficult to identify. d. require special attention. D. No American can quite make up his mind whether it is a compliment or not, but the fact is that San Francisco is every foreigner's favorite American city. The reason for this is mysterious. It varies from one aficionado to the next, and has nothing to do with logic. Even Californians are sometimes vaguely resentful since none of San Francisco's foreign addicts seems to realize what state they are in: they talk of San Francisco as though they believed it to be some sort of sovereign enclave. "Oh no," say the visitors, "I love to visit the U.S., but I couldn't live there. Except perhaps San Francisco." Or: "Every part of America is like every other part. Except of course San Francisco." This greatly exasperates numbers of American local patriots who never hear anyone talk that way about Pittsburgh or Des Moines or Omaha, and who will forever wonder what San Francisco is supposed to have that, say, Milwaukee hasn't. Foreigners who are hooked on San Francisco tend, when pressed, to mutter excuses about its affinity with European cities. This is nonsense, and supposedly derives from the superficial fact that San Francisco is not laid out, like everywhere else, on the flat, but is forever going madly up and down, with a sort of faintly European eccentricity. Otherwise San Francisco is about as European as Gary Cooper. This is a sort of compliment. I know dozens of European cities that should be flattered to be likened to San Francisco. It always slightly bothers me to take the majority view in a popularity contest, but I am obliged to say that it is difficult here to do otherwise. It would be original to define San Francisco as dull, provincial and remote. It would also be untrue, since San Francisco is very much what it is cracked up to be: alert, various, and at times extremely beautiful. There is an element of the fantastic about the place that is a great novelty in North America. This permits San Francisco to be quite austerely elegant from one point of view and outstandingly crude and vulgar from another, which is the way vivid cities should be. The difference between San Francisco and Miami, to take an extreme case, is that the latter can make opulence commonplace while the former can make the commonplace opulent. In San Francisco even the crudities have a kind of class, and the really classy bits have the good taste to include a bit of rough stuff too. 12. What is this reading mainly about? a. foreigners' misconceptions about San Francisco b. San Francisco's problems c. opinions about San Francisco d. mistaken ideas about San Francisco 13. What is the author's opinion of San Francisco? a. He thinks it is a great city. b. He disagrees with the majority. c. He thinks it is not as good as people say it is. d. He has mixed feelings about it. 14. Why does the author mention Gary Cooper? a. because he is American, not European b. because he is European, not American c. because he was from San Francisco d. because of his opinion of San Francisco 15. Which of the following is closest in meaning to opulence (final paragraph)? a. ordinariness b. crudity c. wealth d. novelty II. Cloze (15 points). For each numbered blank, choose the one word which is most appropriate. Each of the words should be used exactly once. Germany (Deutschland), situated in the heart of Europe, has had a greater impact on the continent’s history than any other country. From Charlemagne and the Holy Roman Empire to Otto von Bismarck’s Reich, two ___1___ wars and the fall of the Berlin Wall, no other country has ___2___ Europe the way Germany has—for better or for worse. It is the ___3___ of Bach and Wagner, of Goethe and Schiller, of Einstein and ___4___ of the fairy tales of our childhood. Until the late 19th century ___5___ English-speaking world looked not to Italy and France for its cultural ___6___ but to Germany, and German was the most popular foreign language learned ___7___ schools. But there’s another Germany: one of war, landgrabbing ___8___ and ___9___ committed in the name of Reich and Führer. We owe ___10___ to the victims and survivors of the Holocaust to never forget their pain, ___11___ to remain vigilant so that never again will such a civilized and ___12___ nation sink to such depths. Germany’s reunification in 1990 was the beginning ___13___ yet another chapter. Though it’s now one country, the cultural, social and economic ___14___ of the formerly separate Germanys will take many years to disappear altogether. ___15___, the integration of the two is proceeding well, and first-time visitors to ___16___ may not notice big differences between them at all. A. nevertheless F. cultured K. and B. differences G. Marx L. the C. genocide H. world M. in D. Germany I. home N. it E. molded J. cues O. of III. Summarizing (20 points). Write a short English summary of the following passage. You should find the main ideas of the text and express them in your own words; do not simply quote portions of the English text. Your summary should be no longer than 50 words. Depictions of precivilized humans as saints and civilized folks as demons are as hypocritical as they are erroneous. Rousseau never left his very civilized circumstances to join tribesmen living in his ideal state—for example, the hunting-gathering bands of Tasmania. Similarly, the modern-day primitive nostalgicist listens to tribal music celebrating the sacredness of nature on a stereo composed of completely artificial materials ultimately extracted from strip mines and oil wells on territories seized or extorted from tribal societies. If Westerners have belatedly recognized that they are not the crown of creation and rightful lords of the earth, their now common view of themselves as humanity’s nadir is equally absurd. What is morally wrong with longer life; lower infant mortality; wider knowledge of the universe (including a science of ecology); water and food cleansed of parasites and pathogens; photography; Western literature, art, and music; or larger numbers of humans living on less land with fewer premature deaths, including violent ones? But the converse also applies. Can we morally or practically disdain the “social welfare” system of the Plains Indians, the sculpture and winter clothing of the Eskimos, the music and art of tribal Africans, the navigation skills of the Polynesians, the survival techniques of the Australian Aboriginals, the medical botany of countless tribal peoples, or the many ‘primitive’ methods for resolving disputes without recourse to violence or lawyers? The myths of either primitive or civilized superiority deny the intellectual, psychological, and physiological equality of humankind.	<urn:uuid:0664f3e3-3c49-44b5-8eb3-38bdaabc3c21>	CC-MAIN-2018-34	http://nthur.lib.nthu.edu.tw/bitstream/987654321/15357/5/8803025005.pdf	2018-08-16T10:27:57Z	crawl-data/CC-MAIN-2018-34/segments/1534221210615.10/warc/CC-MAIN-20180816093631-20180816113631-00367.warc.gz	291,958,258	2,782	eng_Latn	eng_Latn	0.997175	eng_Latn	0.998714	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2304, 4221, 6313, 9135, 11151, 13062 ]	[ 2.5625 ]	1	5
INTRODUCTION To comply with State regulations, the Village of Black River, will be annually issuing a report describing the quality of your drinking water. The purpose of this report is to raise your understanding of drinking water and awareness of the need to protect our drinking water sources. Last year, your tap water met all State drinking water health standards. We are proud to report that our system did not violate a maximum contaminant level or any other water quality standard. This report provides an overview of last year’s water quality. Included are details about where your water comes from, what it contains, and how it compares to State standards. If you have any questions about this report or concerning your drinking water, please contact Steven Lillie, Superintendent of Public Works, at (315) 773-5721. We want you to be informed about your drinking water. If you want to learn more, please attend any of our regularly scheduled village board meetings. The meetings are held on the first Monday of each month at 6:00 pm at the Village hall located at 107 Jefferson Place, Black River, NY 13612. WHERE DOES OUR WATER COME FROM? In general, the sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activities. Contaminants that may be present in source water include: microbial contaminants; inorganic contaminants; pesticides and herbicides; organic chemical contaminants; and radioactive contaminants. In order to ensure that tap water is safe to drink, the State and the EPA prescribe regulations which limit the amount of certain contaminants in water provided by public water systems. The State Health Department’s and the FDA’s regulations establish limits for contaminants in bottled water which must provide the same protection for public health. Our water system serves a population of 2300 through 1100 metered service connections. Our water source consists of three (3) springs and two (2) drilled wells, one within the village, one located south of the village. These sources are considered groundwater sources. The water is disinfected with an ultraviolet light source and sodium hypochlorite solution prior to entering the distribution system. Any water not consumed by our customers is then stored in an 800,000 gallon pre-stressed concrete storage tank. SOURCEWATER ASSESSMENT STATEMENT The New York State Department of Health has completed a source water assessment for this system, based on available information. Possible and actual threats to this drinking water source were evaluated the state source water assessment includes a susceptibility rating based on the risk posed by each potential source of contamination and how easily contaminants can move through the subsurface to the wells. The susceptibility rating is an estimate of the potential for contamination of the source water, it does not mean that the water delivered to consumers is or will become contaminated. The source water assessment has rated these wells as having a medium-very high susceptibility to microbial, nitrates, herbicides/pesticides, petroleum products, solvents, industrial organics, metals and minerals. These ratings are due primarily to the close proximity of potential contamination sources and the main source drawing from an unconfined aquifer surrounding agricultural, commercial/industrial, and residential activities. An unconfined aquifer is a shallow, underground water body whose overlying soils may offer limited protection from potential contamination sources. The New York State Department of Health will use this information to direct future source water protection activities. A copy of the assessment can be obtained by contacting the supplier of water. ARE THERE CONTAMINANTS IN OUR DRINKING WATER? As the State regulations require, we routinely test your drinking water for numerous contaminants. These contaminants include: total coliform, inorganic compounds, nitrate, nitrite, lead and copper, volatile organic compounds, total trihalomethanes, and synthetic organic compounds. The table presented below depicts which compounds were detected in your drinking water. The State allows us to test for some contaminants less than once per year because the concentrations of these contaminants do not change frequently. Some of our data, though representative, are more than one year old. It should be noted that all drinking water, including bottled drinking water, may be reasonably expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (800-426-4791) or the New York State Department of Health, Watertown District Office (315) 785-2277. \| Contaminant \| Violation Yes/No \| Date of Sample \| Level Detected (Avg/Max) (Range) \| Unit Measurement \| MCG/L \| Regulatory Limit (MCL, TT or AL) \| Likely Source of Contamination \| \|-----------------------------------\|------------------\|----------------\|----------------------------------\|-----------------\|-------\|---------------------------------\|--------------------------------\| \| Radioactive Contaminants \| \| \| \| \| \| \| \| \| Combined radium 226 and radium 228 \| No \| # 7/08 \| 0.14/2.08# \| pCi/L \| N/A \| 5 pCi/L \| Decay of natural and manmade deposits \| \| Gross Alpha \| .. No \| * 11/14 \| 1.35* \| pCi/L \| N/A \| 15pCi/L \| \| \| \| \| # 7/08 \| 9.06# \| \| \| \| \| \| \| \| .* 11/14 \| 4.30/1.17* \| \| \| \| \| \| Inorganic Contaminants \| \| \| \| \| \| \| \| \| Lead (3) \| No \| 6/18/14 \| .00607 \| mg/l \| 0 \| 0.015 \| Corrosion of household plumbing; erosion of natural deposits. \| \| Copper (2) \| No \| 6/18/14 \| .264 \| mg/l \| 1300 \| 1.3 \| Corrosion of household plumbing; erosion of natural deposits; leaching of wood preservatives. \| \| Barium \| No \| 2/27/12 \| 68# \| mcg/l \| 2000 \| 2000 \| Discharge of drilling wastes; discharge from metal refineries; erosion of natural deposits. \| \| Fluoride \| No \| 2/27/12 \| 0.2# \| mg/l \| N/A \| 2.2 \| Erosion of natural deposits; water additive which promotes strong teeth; discharge from fertilizer and aluminum factories. \| \| Nitrate as (N) \| No \| 9/27/2016 \| 0.9# \| mg/l \| 10 \| 10 \| Run-off from fertilizer use; leaching from septic tanks; erosion of natural deposits. \| \| Cyanide \| No \| 2/27/12 \| 0.006# \| mg/l \| 0.2 \| 0.2 mg/l \| Discharge from steel/metal factories; Discharge from plastic and fertilizer factories. \| \| Disinfection By-products \| \| \| \| \| \| \| \| \| Chlorine Residual \| No \| Daily \| 1.25 (1.0 - 1.5)# 1.0 (.08 – 1.3)* \| mg/l \| N/A \| 4.0 \| By-product of drinking water disinfection \| \| Total Trihalomethanes (TTHM's) \| No \| 8/13/16 \| 97.6 \| mg/l \| 0 \| 80-120 \| By-product of drinking water disinfection. \| \| Haloacetic Acids (HAA5) \| No \| 8/15/16 \| 90.2 \| mg/l \| N/A \| 70-130 \| By-product of drinking water disinfection. \| Notes: # - Route 3 source * - Maple St. source 2 – The level presented represents the 90th percentile of the 10 sites tested. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90th percentile is equal to or greater than 90% of the copper values detected at your water system. In this case, 10 samples were collected at your water system and the 90th percentile value was the .14mg/l sample value. The action level for copper was not exceeded at any of the sites tested. 3 – The level presented represents the 90th percentile of the 10 samples collected. The action level for lead was exceeded at none of the ten (10) sites tested. Definitions: Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible. Maximum Contaminant Level Goal (MCLG): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. Maximum Residual Disinfectant Level (MRDL): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Maximum Residual Disinfectant Level Goal (MRDLG): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contamination. Action Level (AL): The concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. Treatment Technique (TT): A required process intended to reduce the level of a contaminant in drinking water. Non-Detects (ND): Laboratory analysis indicates that the constituent is not present. Nephelometric Turbidity Unit (NTU): A measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person. Milligrams per liter (mg/l): Corresponds to one part of liquid in one million parts of liquid (parts per million - ppm). Micrograms per liter (ug/l): Corresponds to one part of liquid in one billion parts of liquid (parts per billion - ppb). Nanograms per liter (ng/l): Corresponds to one part of liquid to one trillion parts of liquid (parts per trillion - ppt). Picograms per liter (pg/l): Corresponds to one part per of liquid to one quadrillion parts of liquid (parts per quadrillion - ppq). Picocuries per liter (pCi/L): A measure of the radioactivity in water. Millirems per year (mrem/yr): A measure of radiation absorbed by the body. Million Fibers per Liter (MFL): A measure of the presence of asbestos fibers that are longer than 10 micrometers. --- WHAT DOES THIS INFORMATION MEAN? As you can see by the table, our system had no violations. We have learned through our testing that some contaminants have been detected; however, these contaminants were detected below the level allowed by the State. IS OUR WATER SYSTEM MEETING OTHER RULES THAT GOVERN OPERATIONS? During 2015, our system was in compliance with applicable State drinking water operating, monitoring and reporting requirements. DO I NEED TO TAKE SPECIAL PRECAUTIONS? Although our drinking water met or exceeded state and federal regulations, some people may be more vulnerable to disease causing microorganisms or pathogens in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice from their health care provider about their drinking water. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium, Giardia and other microbial pathogens are available from the Safe Drinking Water Hotline (800-426-4791). WHY SAVE WATER AND HOW TO AVOID WASTING IT? Although our system has an adequate amount of water to meet present and future demands, there are a number of reasons why it is important to conserve water: - Saving water saves energy and some of the costs associated with both of these necessities of life; Saving water reduces the cost of energy required to pump water and the need to construct costly new wells, pumping systems and water towers. Saving water lessens the strain on the water system during a dry spell or drought, helping to avoid severe water use restrictions so that essential firefighting needs are met. You can play a role in conserving water by becoming conscious of the amount of water your household is using, and by looking for ways to use less whenever you can. It is not hard to conserve water. Conservation tips include: - Automatic dishwashers use 15 gallons for every cycle, regardless of how many dishes are loaded. So get a run for your money and load it to capacity. - Turn off the tap when brushing your teeth. - Check every faucet in your home for leaks. Just a drip can waste 15 to 20 gallons a day. Fix it up and you can save almost 6,000 gallons per year. - Check your toilets for leaks by putting a few drops of food coloring in the tank, watch for a few minutes to see if the color shows up in the bowl. It is not uncommon to lose up to 100 gallons a day from one of these otherwise invisible toilet leaks. Fix it and you save more than 30,000 gallons a year. WATER USE DESCRIPTION During 2015, the Village of Black River produced 86,057,200 gallons. The Town of Rutland District #1 purchased 24,190,000 gallons. The Town of LeRay District #4 purchased 24,241,000 gallons and the Village of Black River used 37,625,000 gallons. CLOSING Thank you for allowing us to continue to provide your family with quality drinking water this year. In order to maintain a safe and dependable water supply we sometimes need to make improvements that will benefit all of our customers. The costs of these improvements may be reflected in the rate structure. Rate adjustments may be necessary in order to address these improvements. We ask that all our customers help us protect our water sources, which are the heart of our community. Please call our office if you have questions at (315) 773-5721.	<urn:uuid:dfa47258-f7ab-417a-886e-684ae70766f2>	CC-MAIN-2018-34	http://www.blackriverny.org/uploads/2/1/9/0/21907512/awqr_2016.pdf	2018-08-16T10:53:01Z	crawl-data/CC-MAIN-2018-34/segments/1534221210615.10/warc/CC-MAIN-20180816093631-20180816113631-00363.warc.gz	438,995,984	3,199	eng_Latn	eng_Latn	0.993205	eng_Latn	0.99614	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 4018, 5139, 9343, 13543, 15576 ]	[ 2.578125 ]	9	4
Trenton Catholic Academy 5th Grade List - 4 notebooks – (Math, Science, Social Studies, Homework) We will label in class. - 1 – 3 Subject Notebook (Integrated Language Arts) - 2 Packages of Index Cards - 9 Pocket Folders - 2 Packets of #2 Pencils - 2 Packages of Loose Leaf Paper - 1 Package of Highlighters - 1 Package of Blue or Black pens - 1 Package of Glue Sticks - 1 Package of Dry Erase Markers - 1 Box of Crayons, Colored Pencils, and Markers - 1 Scissor - 1 Ruler - Pencil Case - 2 Packets of Construction Paper - 2 Boxes of Tissues - 2 Rolls of Paper Towels - 1 Container of Clorox Wipes Art Supply List - Art Box to hold supplies - 2 Bottles of Tacky Glue - Sketch Pad - Fine Tip Markers - Crayola Water Color Paint Pallet - 2 Pocket Folders 1. Which number is a multiple of 5? - A. 19 - B. 22 - C. 20 - D. 21 2. An angle is made up of 305 one-degree angles. What is the measure of the angle? - A. $395^\circ$ - B. $305^\circ$ - C. $125^\circ$ - D. $55^\circ$ 3. At a field day event, several 1-liter soda bottles were left behind with only fractions of a liter left in them. The following line plot shows the number of each amount of drink left in the different bottles. Each dot represents 1 bottle. What is the difference between the amount of drink in the two bottles with the most left in them? - A. $\frac{3}{8}$ of a liter - B. $\frac{2}{8}$ of a liter - C. $\frac{1}{8}$ of a liter - D. $\frac{0}{8}$ of a liter 4. Which expression below is equal to $3\frac{2}{3}$? - A. $\frac{3}{3} + \frac{3}{3} + \frac{3}{3} + \frac{1}{3} + \frac{1}{3}$ - B. $\frac{2}{2} + \frac{2}{2} + \frac{2}{2} + \frac{1}{2} + \frac{1}{2}$ - C. $\frac{2}{3} + \frac{2}{3} + \frac{2}{3} + \frac{1}{3} + \frac{1}{3}$ - D. $\frac{3}{2} + \frac{3}{2} + \frac{3}{2} + \frac{1}{2} + \frac{1}{2}$ 5. Solve the following. \[ 319,497 - 99,680 \] - A. 219,814 - B. 219,817 - C. 219,819 - D. 219,822 6. Which of the following shows a line of symmetry? - A. W - B. Z - C. X - D. Y 7. Divide. \[ 379 \div 8 = \] - A. 42 with a remainder of 3 - B. 3 with a remainder of 47 - C. 47 with a remainder of 3 - D. 52 with a remainder of 50 8. What is the measure of $ \angle A $? 9. A number pattern was created by multiplying the previous term by 8. If the starting value for the pattern was 3, which of the following shows the resulting pattern? - A. 3, 24, 192, 1,536 - B. 3, 24, 48, 72 - C. 3, 19, 27, 35 - D. 3, 11, 19, 27 10. Write the following fraction as a decimal. \[ \frac{35}{100} \] - A. 0.35 - B. 0.035 - C. 35.00 - D. 0.0035 11. Select the correct symbol. \[211,498 \ ? \ 123,738\] - A. > - B. = - C. < 12. Nathan and Brandon cut the pizza above into 5 parts. Nathan eats $\frac{1}{5}$ of the pizza, and Brandon eats $\frac{2}{5}$ of the pizza. Which picture shows the amount of pizza left? - A. Z - B. X - C. W - D. Y 13. The class went on a field trip. The students left school at 10:00 a.m. They returned to school at 2:30 p.m. How long were they gone? - A. 8 hr 30 min - B. 8 hr - C. 4 hr - D. 4 hr 30 min 14. Central School students sold gift wrap to raise money for the school. Nick sold 6 rolls at $11 each and 6 rolls at $3 each. How much money did Nick collect? - A. $84 - B. $79 - C. $104 - D. $89 15. Add the fractions below. \[ \frac{1}{6} + \frac{3}{6} = ? \] - A. $\frac{5}{6}$ - B. $\frac{4}{6}$ - C. $\frac{4}{12}$ - D. $\frac{3}{6}$ 16. What is the relationship between the value of the 7 in the square and the 7 in the circle in the number above? - A. The value of the 7 in the square is 10 times the value of the 7 in the circle. - B. The value of the 7 in the circle is 100 times the value of the 7 in the square. - C. The value of the 7 in the circle is 10 times the value of the 7 in the square. - D. The value of the 7 in the square is 100 times the value of the 7 in the circle. 17. Which of the following is equivalent to $\frac{2}{5}$? 18. Solve the following. \[ 29 \times 23 \] - A. 638 - B. 52 - C. 667 - D. 696 19. \[ \frac{7}{10} + \frac{8}{100} = \] Which of the following correctly solves the equation above? - A. $ \frac{7}{10} + \frac{8}{100} = \frac{15}{100} $ - B. $ \frac{7}{10} + \frac{80}{10} = \frac{87}{10} $ - C. $ \frac{70}{100} + \frac{8}{100} = \frac{78}{100} $ - D. $ \frac{70}{100} + \frac{80}{100} = \frac{150}{100} $ 20. What is the measurement of the angle above? - A. 30° - B. 90° - C. 70° - D. 50° 5TH GRADE SUMMER READING BOOK LIST Please see below book choice suggestions for summer reading. \| Title \| Author \| \|--------------------------------------------\|-------------------------------\| \| And Then What Happened, Paul Revere? \| Jean Fritz \| \| Baseball in the Barrios \| Henry Horenstein \| \| Beetles, Lightly Toasted \| Phyllis Reynolds Naylor \| \| The Cat Who Escaped from Steerage \| Evelyn Wilde Maverson \| \| Black Stallion \| Walter Farley \| \| Dear Benjamin Bannecker \| Andrea Davis Penkney \| \| Sees Behind Trees \| Michael Dorris \| \| Maria Comet \| Deborah Hopkinson \| \| Frindle \| Andrew Clements \| \| Stone Wall Secrets \| Kristine and Robert Thorson \| \| The Tarantula in My Purse \| Jean Craighead George \| \| The Young Artist \| Thomas Locker \| * Teacher’s Choice NEWSPAPER PROJECT Novel Response Name ___________________________ Creating a Newspaper You are going to create a newspaper based on a novel you’ve read. Your newspaper will have six articles and will look similar to the example below. Carefully following the step-by-step instructions will help you create a product that reflects your understanding of the novel and one that you are proud to share. Read a novel. You may want to take notes on the main characters, plot, and setting as you read. This information will help you write about your reading without the frustration of flipping back and forth in the book trying to find information. Complete the rough draft worksheets. These worksheets are not graded. Have an adult proofread your rough drafts. The adult is not helping you with the content of your writing, adding information to your writing, or taking out information from your writing. He or she is helping you correct spelling, grammar, and punctuation errors. Create a final copy. Neatly transfer your rough draft writing to the final copy resources to assemble the newspaper for a grade. Assemble the newspaper following the specified format for a grade. Review the grading rubric at the end of this packet. You may use the rubric as a checklist to help you earn your best possible grade. READ THE NOVEL & COMPLETE THE PRE-WRITE WORKSHEETS • Thoroughly complete all the pre-write worksheets for each article. • These pre-write worksheets will guide you in writing your newspaper articles. • Using your pre-write worksheets as a guide, write the rough draft for each article. • Ask an adult to review your rough drafts for spelling, grammar, and punctuation errors. The adult is not helping you write the content of your rough drafts or final articles. He or she is helping you proofread your rough drafts so that your final articles reflect your best work! Frequently Asked Questions What if I run out of room on my final copy? Continue your response on a separate sheet of paper. Place the additional sheet of paper behind your final copy paper. While it is acceptable to write more information than you are prompted for, this should not take away from the overall neat and clean impression of your newspaper. What if I need additional final copy resources? You may use your own paper; however, please be sure your paper is the same size as the final copy resources provided to you. What if I am just plain confused? o Complete as much as you can. o Use your model to assemble the newspaper. o Do your best. Lead Story (Planning) On the front page of your newspaper, write a lead story that gives details about one key event from your novel. Choose one key event from the novel -- this event will serve as the lead story: Create an interesting headline for the article (you may change this later): List everyone involved in your news story: Where did this event happen? Describe the scene where the event took place: When did this event take place? Date: ____________________ Time: ________________ What happened? Make this information very detailed. 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ 5. ____________________________________________ Why did this event happen? How was the conflict or issue resolved? Who will you interview (a character from the book) about this story? What questions will you ask? How would the character answer the questions? I will interview: ________________________________________________________ The questions I will ask the character I am interviewing: Question: _____________________________________________________________ Answer: _____________________________________________________________ Question: _____________________________________________________________ Answer: _____________________________________________________________ Question: _____________________________________________________________ Answer: _____________________________________________________________ LEAD (Summarize the information from above): Who: _______________________________________________________________ What happened: _______________________________________________________ When: ______________________________________________________________ Where: ______________________________________________________________ Why: ________________________________________________________________ Combine the answers to each of the lead questions above into one sentence. This sentence will serve as the first sentence in the opening paragraph of your article: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Lead Story (Rough Draft) Write the rough draft of your lead story below. The space provided is equivalent to the space allotted on the final copy. Your final copy can either be handwritten or typed. Structure of News Article Headline ➔ captures the reader's attention (first line) First Paragraph ➔ Includes the lead sentence that hooks the readers or captures their attention Middle Paragraphs ➔ Detailed information on who, what, when, where, and why Last Paragraph ➔ How the conflict or issue was resolved If you type your article, remember to create columns. Review the spelling, grammar, and punctuation of your first draft. Transfer your review to the final copy paper provided to you. Paste the final copy in the space designated on your newspaper template. Write one significant or meaningful quote from this character. Include this quote (in quotation marks) in your article: Why does this character act the way (s)he does? If you could interview this character, what questions would you ask? How do you imagine (s)he would answer your questions? Q: ____________________________________________________________ A: ____________________________________________________________ Q: ____________________________________________________________ A: ____________________________________________________________ Q: ____________________________________________________________ A: ____________________________________________________________ Character Profile (Rough Draft) Write the rough draft of your character profile article below. The space provided is equivalent to the space allotted on the final copy. If you prefer to type your final copy, ensure that it fits in the space provided. Don’t forget to include a headline. Review the spelling, grammar, and punctuation of your first draft. Transfer your review to the final copy paper provided to you. Paste the final copy in the space designated on your newspaper template. \| FEELINGS \| What were your feelings after reading the opening chapter(s) of this book? After reading half the book? After finishing the book? \| \|----------\|-------------------------------------------------------------------------------------------------------------------------------\| \| REACTIONS \| Did the book make you laugh? Cry? Smile? Cheer? Think? Wonder? Explain your reactions. \| \| CONNECTIONS \| Explain connections between the book and your own life. \| \| BEST PARTS \| What were the best parts of the story? Why? \| \| WORST PARTS \| What were the worst parts of the story? Why? \| \| ENDING \| Do you like the way the book ended? Why or why not? \| \| RATING \| Rate the book between 1 and 10 (10 being the highest or best possible rating.) Explain your rating. \| Book Review (Rough Draft) Combine your answers to the book review questions to create one well-developed paragraph. The space provided is equivalent to the space allotted on the final copy. If you prefer to type your final copy, ensure that it fits in the space provided. Don't forget to include a headline. Review the spelling, grammar, and punctuation of your first draft. Transfer your review to the final copy paper provided to you. Glue the final copy in the space designated on your newspaper template. Setting Profile Article (Planning) Write a mini-article about one setting from the novel. Refer to the setting graphic organizer for ideas. Pick one setting from the novel: List descriptive details explaining the setting: Why is this setting important in the context of the novel? When does this setting occur in the novel? How or why is the setting significant to the time period of the story? Write an interesting, eye-catching headline for an article about the setting: Editorial (Rough Draft) Write the rough draft of your editorial below. The space provided is equivalent to the space allotted on the final copy. If you prefer to type your final copy, ensure that it fits in the space provided. Don’t forget to include a headline. Write your response on the rough draft on the following page. Review the spelling, grammar, and punctuation of your first draft. Transfer your review to the final copy paper provided to you. Paste the final copy in the space designated on your newspaper template. Comic (Planning) Design a four-panel comic strip illustrating something funny that happened in the story. Create a title for the comic. Include dialogue bubbles for the characters. Comic strips should be completely colored – no pencil/pen drawings. --- Event to illustrate: ________________________________ Title of comic strip: _______________________________ Characters included in the comic strip: _______________________________ Setting of the comic strip: _______________________________ The dialogue bubbles are going to say: Bubble 1: __________________________________________ Bubble 2: __________________________________________ Bubble 3: __________________________________________ Bubble 4: __________________________________________ Sketch the comic in the boxes below: --- Review the spelling, grammar, and punctuation of your first draft. Transfer your review to the final copy paper provided to you. Paste the final copy in the space designated on your newspaper template. Newspaper Pictures Include pictures to correspond with each news article. Note: You will not include a picture for the book review or the special feature. All illustrations and pictures must be in color and must fit in the boxes below. You may draw pictures by hand or cut out pictures from a magazine or newspaper. Cut out the boxes provided for each article and glue them to the final copy of your newspaper. LEAD STORY CHARACTER PROFILE SETTING ARTICLE EDITORIAL Newspaper Masthead The masthead is the title block or logo identifying the newspaper at the top of the front page. Sometimes an emblem or a motto is also placed within the masthead. Sample: \| Newspaper Title \| \|-----------------\| \| Date published \| Edition \| \| Location published \| Price \| ✓ Think about the novel’s setting and content for inspiration and create a title for your newspaper: _____________________________________________________ ✓ Considering the content of the novel, on what date is your newspaper being published? __________________________________________________________________________ ✓ Considering the content of the novel, where is your newspaper being published? __________________________________________________________________________ ✓ What edition is this newspaper (ex: First Edition; Sunday Edition; Volume III, etc.)? ________________________________ ✓ Considering the setting of the novel, how much does your paper cost? ___________ ✓ Create a masthead design below, including all of the above information: __________________________________________________________________________ Review the spelling, grammar, and punctuation. Transfer your review to the final copy paper provided to you. Paste the final copy in the space designated on your newspaper template. WRITE FINAL COPIES • Review the spelling, grammar and punctuation of your pre-writes. • Transfer your pre-writes to the following final copy papers. • Glue the final copy of each article to the space designated on the newspaper template. Lead Story Final Copy Write the final copy of your lead story below. Cut out the box and glue it to your newspaper in the designated space. If you prefer to type your final copy, ensure that it fits in the space provided. Don’t forget to include a headline. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Character Profile Article Final Copy Write the final copy of your character profile article below. Cut out the box and glue it to your newspaper in the designated space. If you prefer to type your final copy, ensure that it fits in the space provided. Don't forget to include a headline. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Book Review Final Copy Write the final copy of your book review in the box. Cut out the box and glue it to your newspaper in the designated space. If you prefer to type your final copy, ensure that it fits in the space provided. Don't forget to include a headline. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Setting Profile Article Final Copy Write the final copy of your setting profile article below. Cut out the box and glue it to your newspaper final copy. If you prefer to type your final copy, ensure that it fits in the space provided. Don't forget to include a headline. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Editorial Final Copy Write the final copy of your editorial below. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Comic Strip (Extra Feature) Final Copy Write the final copy of your comic strip below. Cut out the box and glue it to your newspaper in the designated space. Be sure to color your comic strip and include speech bubbles. Don't forget to include a headline. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. Masthead Final Copy Design the final copy of your masthead. Then, cut out the box and glue it to the final copy of your newspaper. If you prefer to type your final copy, ensure that it fits in the space provided. Review the spelling, grammar, and punctuation. Glue the final copy in the designated space on your newspaper template. 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A new mobilizing force for climate action 2 Solutions Are On The Rise! 3 Green New Deal - Vision for the Future 6 Papa, Tell me a Story - Elli 6 Case Study in Vaughan - Climate Emergency Declaration 8 A new mobilizing force for climate action Scientists have long been telling the public that the solutions to the climate crisis exist; all that is missing is the political will to compel government to take action. Climate groups have been pressing for years for stronger government action and they have had some, not insignificant successes. In 2018, however, we saw a surge in citizen action on the climate front. The political will is growing! Two of the most prominent new globally-active climate groups are Fridays for Future, a youth-led climate strike movement started by the Swedish teenager Greta Thunberg, and Extinction Rebellion. Greta started as a lone climate striker in August 2018. Every day at first, and then every Friday, she stood alone on the steps of Parliament with a sign calling attention to the climate crisis. Inspired by Greta, other students began striking from school on Fridays for climate action and within months, Fridays for Future became a global climate-strike movement. Since Greta’s first strike, over 1.6 million people have participated in over 1350 Friday climate strikes in 125 countries around the world! Sophia Mathur held the first Canadian climate strike in November in Sudbury. Toronto students followed with a climate strike in December and they have continued to strike on the first Friday of every month, their numbers growing from 100 to over 3000 in May 2019. There were over 90 climate strikes in May, including Toronto and Montreal where 150,000 strikers marched! Students are marching because it is their future which is at stake. Inspired by Greta, and in a very short time, these students and their supporters have laid the groundwork for mass mobilization for climate action. As a result of the students’ actions both here and around the world, public awareness of the climate crisis has risen dramatically and politicians are responding. In Europe, the EU Chief, Jean-Claude Juncker pledged to spend billions on mitigating climate change. In the European elections support for Green Party candidates surged, in part because of huge Friday protests by the Climate Strike youth. Extinction Rebellion is a decentralized movement focused on direct non-violent action that started in the UK. Many members of Extinction Rebellion are motivated by a sense of both grief and possibility. Co-founder of Extinction Rebellion, Gail Bradbrook explains, “grief is welcome here – it is an emotional, physical, and spiritual necessity”. Poets and scholars alike have long spoken about how grief mobilizes awareness and action, but rarely has this wisdom found its way into large environmental movements. Pain usefully alerts us to problems that need our attention, and, in the case of climate change and species loss, our grief is a sign that we care deeply. Now is not the time to turn our back on such emotions. As the poet Mary Oliver has written: “You tell me of your despair and I will tell you mine.” For many, the Extinction Rebellion movement has given them permission to grieve, and to share this grief with others. And this could be the most mobilizing force for climate action yet. The combined efforts of Extinction Rebellion and the youth strikers resulted in the UK government declaring a climate emergency and establishing a Citizens Climate Assembly. Here in Canada, the federal government has also declared a climate emergency, as have more than 30 Canadian cities! The political landscape is changing fast. The declarations of emergency, the increasing coverage of the climate crisis in the media, and more recently the movement for a Green New Deal – all of this is happening because of citizen action. However much or little time you have, joining a group to strengthen the political will for action on climate change is one of the most impactful things you can do as an individual. List of Climate and Environmental groups here in Toronto: ClimateFast, Toronto350, Extinction Rebellion, FridaysforFuture, ParentsforFuture! For more, see… https://myclimatechange.home.blog/what-can-i-do-about-climate-change/ or https://climatepledgecollective.org/2019/03/18/toronto-climate-action-review-yelp-for-activists/ Solutions Are On The Rise! We love new cars and the most desirable are becoming electric. Electric car sales are growing fast and Car Manufacturers are planning on coming out with over 80 electric vehicle models over the next four years. Electric Car Global Stock, Top 5 Countries and Rest of World, 2014-2018 There are about 1.2 billion cars on the road today (we have a way to go). Car sales per year in the world in 2019 was 78 million (as mentioned above, we have a way to go). Toyota in 2017 to be marketing and selling more than 10 electric vehicle models by the early 2020s. The Volkswagen plans to be producing 50 fully electric models by 2025. Hyundai and Kia in 2017 aim to bring 38 “green car” models to market in the next 8 years. GM has a plan to be producing 10 electric vehicle models by 2020 in China. Ford’s intends to be selling 16 electric models in China. Nissan plans to release 12 new pure electric vehicles by 2022. Renewable energy is being set up faster than ever 2018 saw the largest annual increase in renewable generation capacity ever, with new solar photovoltaic capacity outstripping additions in coal, natural gas and nuclear power combined. Germany has attained 46% of it’s energy from renewable sources. You can buy air/air heat pumps to heat and cool your house from Home Depot. More Global Plans that show the way it can be done. A new report just out (April 2019), “Global Energy System based on 100% Renewable Energy – Power, Heat, Transport and Desalination Sectors” get it here → [Global Energy System Report](#) “A full energy transition to 100% renewable energy is not only feasible, but also cheaper than the current global energy system,” says Hans-Josef Fell, one of the researchers involved with the report “The outlined global transition pathway stands out as the first to present a 1.5°C scenario that is technology-rich, multi-sectoral, multi-regional and cost-optimal,” he added. “Notably, it achieves a cost decline without the reliance on high-risk technologies such as nuclear power and carbon capture and sequestration (CCS).” There’s Gold in Them There Hills In 2007 Lynn Jurich, Ed Fenster, and Nat Kreamer started “SUNRUN” a company that offers customers either a lease or a Power Purchase Agreement (PPA) whereby homeowners pay for electricity usage but do not buy the solar panels outright, reducing the initial capital outlay required by the homeowner. Sunrun is responsible for installation, maintenance, monitoring and repairs. The owner simply signs up for a long term deal and then pays less for the electricity. The company went public in 2015 is now valued at 2.1 Billion US$ and serves over 134,000 families in 22 states. And it’s not alone in the entrepreneurial green energy crowd. Its an upside down world and that’s a good thing. The people are boldly leading and leaders are timidly dragging their heels. People in the hundreds of thousands are seeing the need for and demanding significant aggressive solutions for climate change. Cities and States in the hundreds are leapfrogging their Federal governments and putting in place tangible actions to address climate change. The two Federal governments actions range from: setting back climate change mitigation through denial, to (on the RADICAL side) adding 5 cents per litre to fuel costs (these changes gets lost in the noise of weekly changes in gasoline prices) and approving pipelines that will significantly increase CO2 in the production of the oil and promote further CO2 production in the eventual burning of oil. Luckily We Have a Problem for All These Solutions! https://www.canada.ca/en/environment-climate-change/services/environmental-indicators/greenhouse-gas-emissions.htmla CBC News & Navius Research By Inayat Singh, Andrew Cullbert and Connie Walker 18-Jun-19 Our current Federal Climate plan (Current Plan in the graph above) will not get us where we need to be in 2030. The government has good intentions but does not seem to see the level of commitment that is required. We need to choose the Serious Plan to keep global warming to under 2 degrees C and be firmly on the path to zero net emissions by 2050. Why? “not because it is easy, but because it is hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win”. (JFK moon speech) The first and most important action we must take is to stop digging the hole any deeper. This means reducing our CO2 emissions now. Green New Deal - Vision for the Future Message from the Future, Alexandria Ocasio-Cortez and the Intercept: [https://www.youtube.com/watch?v=d9uTH0jprVQ](https://www.youtube.com/watch?v=d9uTH0jprVQ) Papa, Tell me a Story – Elli Child: Papa. Father: Yes, darling. Child: Tell me a story, please. Father: Sure, which one. Child: The story about the time Earth very nearly lost her people. Father: Okay, I'll tell you that one. That's a good one. A long time ago, the Earth was filled with people, from north to south and east to west. They had different religions or none at all. They looked alike or not at all. Mostly, they got along and lived with love. However, some of the people were afraid and that was the problem. Child: Afraid of what, Papa? Father: Afraid of other people and of not having enough. Afraid of change. Afraid to lose. The people who were afraid of others stuck their fingers in their ears and hummed to themselves so they couldn't hear other people talking to them. The people who were afraid of not having enough took more than they needed. They took more trees than they needed. They took more fish than they needed. They took more land than they needed. They also took things from deep in the Earth, things that should have stayed in the Earth. Child: What did they take from deep inside the Earth, Papa? Father: They took many things but the big problem was the fossil fuels. Today we make our energy from sun, wind, and water. Back in the old days people took coal, oil, and gas from inside the Earth. They burned those things to make other things move, to build things, and to power things. What happens when you burn something, darling? Child: Things get hot. Father: Right. Burning those things that came from deep inside the Earth made the world hotter. They didn’t notice it at first, the Earth is so big and the people weren’t burning much. But over time, they burned more and the Earth got hotter. The scientists noticed and shared their alarm with the leaders and the people. A hot Earth would mean trouble. Now, remember those people with their fingers in their ears? The people who hoarded because they were afraid. The people who took more than they needed. Child: Yes, Papa. Father: It was so hard for those people to listen to the scientists. Their arms were wrapped tightly around their stuff. They had jammed their fingers in their ears. They were humming loudly, too loudly sometimes even for other people to hear the scientists or listen to ideas about how to change. Unfortunately, people burned fossil fuels more furiously. The Earth changed. Trees caught fire and whole forests burned. Rivers dried up. Valleys and lowlands flooded. The sea water rose. Whole continents changed, many islands vanished, and fresh water turned salty. As the oceans warmed, fish died. As the air warmed, plants died. Without plants to eat, many animals and people died. It was a scary time, especially for those willing to look the problem straight in the face. Finally, the day came when those who hoarded and hummed with their fingers in their ears let down their guard and realized an ancient truth, one shared by all of the religions and those with none. Do you know what that truth is, darling? Child: We are connected. Father: That’s right. We are all connected. People, animals, Earth, trees, water, rain, oceans. Child: Papa. Father: Yes, sweetheart. Child: The people who took more fish and trees they needed. What did they finally do? Father: They worked with the others. Within 20 years they changed all of the energy from combustible to renewable. Twenty years is a long time. In twenty years, I hope to have grandchildren. In twenty years you may be a parent yourself. It was hard to stay focused for 20 years. Different leaders came and went. But the people knew what they wanted and the leaders lead. Your great-grandmother was one of the people who spoke to the leaders. She knew what she wanted and she let them know. She was kind, respectful, and persuasive. She was loud when she needed to be and persistent. She had all of the qualities that Mama and I want you to have. That’s why we gave her name to you. Child: I know Papa. I wish I could have met her. Father: It will take a long time for the Earth to heal from the damage done by too much dirty energy. You and I will be long gone and many generations will pass before things really feel safe again. But, by making the switch from dirty to clean, we’ve given Earth a chance to keep her people. It's time for bed, my little rock. Child: Goodnight Papa. Father: Goodnight Elli. Case Study in Vaughan - Climate Emergency Declaration Declared Climate Emergency in Vaughan: How'd we do it? Who: Gr. 5 - 8 students at Thornhill Woods P.S, under the guidance of their teacher, Brianne Whyte. Students were apart of the Eco-Committee at their school, along with their supervising teacher, Brianne, and had been having regular meetings working on waste reduction, energy conservation, and climate change action since the beginning of the year. They even organized a school wide Fridays for Future rally and march in their neighbourhood, where all 700 students and staff marched in the streets singing and holding up signs! Rationale: As a result of the learning and action our Eco-committee was doing regarding Fridays for Future, students were excited to do more to fight climate change. What: As a follow up action, we decided to write a letter to the city, collect signatures, and send it to the City of Vaughan, urging them to declare a climate emergency. This idea came from Climate Pledge Collective and we used some of their online resources to help us get started. We later decided it would be even more powerful to go to City Hall to present the letter in person, (an idea I got from another teacher on an FFF facebook group who did something similar with a group of Gr. 8 students who gave a presentation on banning single use plastics to their City Council in Brantford.) How: I started by contacting the city clerk’s office, as well as CC’ing our own Councillor at Vaughan City Hall telling them about who we were and that we were hoping to have a meeting with the City Councillors to discuss how Vaughan can become a leader in Environmental Protection. I also pitched it as an opportunity for students to develop citizenship, agency, and learn about local government. I was careful not to mention climate change or to come off as too hostile in this first email, since I think sometimes the words “to urge you to declare a climate emergency” can shut people down. I was then surprised to get a few quick responses from the City Clerk and our councillor saying that they would love to meet with the students. The City Clerk then suggested that the best way of going about it would be to attend a “Committee of the Whole Meeting,” which is where all the councillors and the mayor meet in the city chambers to hear deputations. We were advised to submit a deputation request, which was due 2 weeks before the meeting, stating specifically what our “ask” was. In the deputation request I clearly stated that we wanted to urge the city to declare a climate emergency and to become a leader in climate action in Canada. A few days later, I was contacted by the director of the Policy Planning and Environmental Sustainability office, telling me that the deputation request was approved, and their office would like to plan to meet with the students at a community engagement session following the deputation so the students would get a chance to ask questions and share ideas, rather than just giving the deputation. I was thrilled at this level of engagement, and did not expect it at all. The director of the Policy Planning and Environmental Sustainability office called me later to organize logistics, and he told me that their office had actually been trying to get the council to pass a resolution to declare climate emergency for a while, but there was stalling over debate about the terminology “emergency” vs. “crisis” and what it would actually mean, etc. The sustainability office was extremely excited when they got wind of the students’ deputation because they felt it would be the public pressure needed to finally tip the scales for a win. And they were right! Since we were set to give a deputation, the council knew were coming, so with the help of the Policy Planning and Environmental Sustainability office, they drafted a resolution to declare climate emergency, along with 8 key actions to commit too, and they were prepared to pass it at the actual deputation. So, after my students gave the deputation by reading the letter they had wrote, the mayor passed the resolution right then and there! After, we were taken to the community engagement session set up by the Policy Planning and Environmental Sustainability office, where they described the new Sustainability initiatives they have been working work, got ideas from the students, and brainstormed with them to build on ideas. They expressed an interest in continuing to work with student groups on these initiatives, so we have agreed to continue working with their office on these initiatives. In fact, Gr. 7 teachers for next school year have already committed to working on climate change as one of their curricular projects, and we plan to work with City Hall and continue this partnership. Reflections: Obviously, this is a dream scenario that fell into place because everything was happening at the right time in the right way. But, here are some keys to our success upon reflection: - Go in assuming positive intentions, with the goal to build partnerships, not to scold or accuse. Think that you are giving the council the gift of an opportunity to do the right thing, and build good optics! - Find partners that share your values within City Hall. We were so lucky that the Policy Planning and Environmental Sustainability office reached out to us because they were trying to do the same thing we were! In another scenario, I would find a contact at your city hall’s sustainability office, or someone who would be aligned with your goals who you could work with within city hall. - Ultimately, this was a great photo op for the City Government. We took pictures together, the mayor tweeted it out, etc. It looked really good on the mayor to respond directly to kids to say, “yes, we hear you, and we’re going to do something about it now.” Some of that was self-serving, but I think if you can pitch something in a win-win way, it has an easier time going through! - Now what: I am very grateful for the opportunity my students and staff have to continue working with city officials to put the sustainability initiatives in place. (I will be on mat leave next year, so unfortunately, it won’t be me!) However, I am disappointed with the key actions set out in the resolution. They are vague, weak, and a starting point at best. They fail to set an emissions reduction target, for example. However, the great thing is that we know what they key actions are that the government has committed to with this emergency declaration, and we can hold them to account, and push them toward more actions, with the help of our Environmental Policy partners at city hall. ● My strategy is this would really be to encourage the city of Vaughan to show climate leadership – stepping up and leading the way in our province. I got the sense in the mayor’s response to our deputation that this is something that they would like to do (and get credit for) because it makes them look good. So, I think playing up that angle is important. Whenever you can give city officials a chance for a feel-good, look-good photo op, they’ll usually take it! So couple it with real action and expectations set by students. ● Emotions: Having a group of 10-13 years olds speak to the government about how they are worried for their future, expect their government to do something about it, and reminding them that their fate is in their hands really stirred up emotion in the room. I had no part in the writing or the reading of their letter. It was all the kids in their own words, and I think it was really impactful. Getting youth to take on this action is much more powerful than adults or parent groups. ● Finally, this was pretty easy to do! Contacting city hall, writing up a short deputation request using their form, and then having my students meet a few times to write the letter, do some research on Vaughan’s climate change plans, and collect signatures during recesses was really not all that time consuming or difficult. In fact, it was very doable. And it was an incredibly rich learning experience for the students. Their parents were absolutely THRILLED by the whole thing, and wrote us many letters of appreciation for organizing this and for giving the kids this opportunity. I was a bit worried about the politics, but honestly, this issue hasn’t come up for us at all this year. Climate crisis really isn’t a thing anyone can argue about any more. And doing it at school helps it to become more mainstream. As long as you are focused on amplifying the voice of students, and not your own, you’re doing the right thing! 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Learning Experience 4 What it Feels Like: Empathy Purpose: To become aware of an alternative perspective To recognize that “knowing how it feels” may be impossible Rationale: When we avoid entering into the suffering and pain of others, we avoid human contact and relationship with others. Such an avoidance is contrary to the Jesus model of a life in solidarity with those who suffer. “Feeling with others” can be understood as that which makes us human. Empathy enables us to be feeling persons and to enter into the feelings of others. Materials needed: - newsprint - markers - masking tape Approximate time: 60-90 minutes Teaching Process: PART ONE 1. Introduce this experience by telling the participants that sometimes we use the word “imagination” in a derogatory manner, such as “He/She has a wild imagination.” People who imagine things often are considered suspect. However, the word “imagine” means “the ability to confront and deal with reality by using the creative power of the mind.” Tell the participants that the method of learning in this experience is one that may be common to some of them and unusual to others. In order more fully to appreciate the learning experience, participants are encouraged to relax. Tell them that you will be asking them to close their eyes; that you will be leading them in imagining a situation. Tell them that, after you tell the story, you will ask them to get in touch with their feelings and then to open their eyes. Ask if they have any questions about the process. 2. Ask participants to find a comfortable place in the room. Invite them to use floor space or an easy chair or to put their heads down on a table. They are to get comfortable. Provide time to “settle down.” 3. Ask participants to close their eyes. Tell them to become aware of their breathing; to take several breaths that are deeper . . . and slower. 4. Tell them to imagine . . . (and then slowly read the following) “As you wake up this morning, you stagger into the bathroom and look into the mirror. Your White face is reflected back and a slight pain comes across it. You try to get in touch with the source of this pain. Suddenly you remember when you were a child and moved from a place where only White people lived — a place where everybody was your friend, a place where your cousins and aunts and uncles lived. You moved to another town and you remember two events that happened.” “The first came when you and your family moved into a new house. One day, when you were sitting on the front porch, some bigger kids came down the street. They started to holler, ‘Whitey . . . WHYYYYYYYYYY-TEEEEEEE’ and something inside you tightened up. You felt your breath get faster and you began to feel your heartbeat in your throat. You felt, somehow, that danger was close at hand. You went inside and up to your room and closed the door. You remember staring at the ceiling, confused. “A second event that you remember about moving was going to the new school. You were the only White person there and you heard other kids talking softly about you. They said that your lips were too little, that you must be a stingy kisser. And they said that your nose was too small to smell anything. You remember recess and going over to a corner of the playground all by yourself. You cried and you didn’t know why you were crying. “Today, as you look in the mirror and see your White face, you remember	<urn:uuid:590feeb9-36d8-4840-9b01-30211e04243a>	CC-MAIN-2017-26	http://upstatenysynod.org/download/racial_justice_or_justice_resources/What-it-Feels-Like-Empathy.RJ-Resource.pdf	2017-06-22T20:27:25Z	crawl-data/CC-MAIN-2017-26/segments/1498128319902.52/warc/CC-MAIN-20170622201826-20170622221826-00362.warc.gz	400,446,678	738	eng_Latn	eng_Latn	0.997954	eng_Latn	0.998279	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2425, 3429 ]	[ 3.84375 ]	2	1
Howell Ph.D.book-collection 2020 (popfiction, psicom and more) Chemistry: What is pH : How to Calculate pH (3 examples) \| Homework Tutor Reading "The Hungry Brain," I would like to share my thoughts on this book! ~ Tina Lee DS PH Balance 何谓 PH 平衡？\| What is PH Balance ? \|\| Beauty Book \|\| Acid and Base \| Acids, Bases \u0026 pH \| Video for Kids Where I Buy Books \| A Useful Guide to Filipino Readers What Is The Ph Of pH. pH is defined as the decimal logarithm of the reciprocal of the hydrogen ion activity, $aH^+$, in a solution. $pH = -\log_{10}(aH^+) = \log_{10}\left(\frac{1}{aH^+}\right)$ pH—Wikipedia pH = -log [H+] A water source's pH value is a function of its acidity, or alkalinity. The pH level is a function of the hydrogen atom activity, as the hydrogen activity is a reasonable indicator of the water's acidity or alkalinity. As seen below, the pH scale ranges from 0 to 14 when 7.0 is neutral. pH Chemistry (Acids & Bases)—Definition, Calculating pH... A substance that is neither acidic nor basic is neutral. The pH scale measures how acidic or basic a substance is. The pH scale ranges from 0 to 14. A pH of 7 is neutral. pH Scale—Elmhurst University Each one-unit change in the pH scale corresponds to a ten-fold change in hydrogen ion concentration. The pH scale is theoretically open-ended but most pH values are in the range from 0 to 14. It's a lot easier to use a logarithmic scale instead of always having to write down all those zeros! Acids, Bases, & the pH Scale pH is a measurement of electrically charged particles in a substance. It indicates how acidic or alkaline (basic) that substance is. The pH scale ranges from 0 to 14: Acidic water has a pH lower... pH of Drinking Water: Acceptable Levels and More The term "pH" is a measure of acidity; the lower its value, the more acid the food. The equipment used for determining pH was generally pH meters. Canning methods are described on this page. Some liquids, like lemon juice, lime juice and vinegar, are used as acidifiers, to help lower the pH of foods to increase safety. Master List of Typical pH and Acid Content of Fruits and... Soil pH is a measure of the acidity or basicity (alkalinity) of a soil. pH is defined as the negative logarithm (base 10) of the activity of hydronium ions (H⁺ or, more precisely, H₃O⁺ aq) in a solution. Soil pH - Wikipedia The pH is the measurement of how acidic or alkaline a person's urine is. Doctors often test the urine pH, and they may perform other diagnostic tests, when a person has symptoms that may be related... Urine pH: Normal ranges and what they mean A laboratory will test your urine pH and return results. A neutral pH is 7.0. The higher the number, the more basic (alkaline) it is. The lower the number, the more acidic your urine is. Urine pH Level Test: Purpose, Procedure & Side Effects pH is a logarithmic measure of the hydrogen ion concentration of an aqueous solution $ \text{pH} = -\log[\text{H}^+] $ where log is the base 10 logarithm and $[\text{H}^+]$ is the hydrogen ion concentration in moles per liter. pH describes how acidic or basic an aqueous solution is, where a pH below 7 is acidic and a pH greater than 7 is basic. pH of 7 is considered neutral (e.g., pure water). What Is pH and What Does It Measure?—ThoughtCo Definition of pH. (Entry 1 of 2): a measure of acidity and alkalinity of a solution that is a number on a scale on which a value of 7 represents neutrality and lower numbers indicate increasing acidity and higher numbers increasing alkalinity and on which each unit of change represents a tenfold change in acidity or alkalinity and that is the negative logarithm of the effective hydrogen-ion concentration or hydrogen-ion activity in gram equivalents per liter of the solution also: the ... Ph \| Definition of Ph by Merriam-Webster More precisely, pH is defined as the negative log of the hydrogen ion concentration. The range of pH extends from zero to 14. A pH value of 7 is neutral, because pure water has a pH value of exactly 7. Values lower than 7 are acidic; values greater than 7 are basic or alkaline. What is pH? \| College of Agriculture, Forestry and Life ... In simple terms, pH is a scale from 1 to 14 that measures the acidity or alkalinity of a liquid. In the middle of the scale is pure distilled water, with a neutral pH of 7. Anything with a pH below... What to know about the pH of water—Medical News Today pH, quantitative measure of the acidity or basicity of aqueous or other liquid solutions. The term, widely used in chemistry, biology, and agronomy, translates the values of the concentration of the hydrogen ion into numbers between 0 and 14. Learn more about pH. pH \| Definition, Uses, & Facts \| Britannica pH. the negative logarithm of the hydrogen ion concentration, $[H^+]$, a measure of the degree to which a solution is acidic or alkaline. An acid is a substance that can give up a hydrogen ion ($H^+$); a base is a substance that can accept $H^+$. PH \| definition of pH by Medical dictionary pH. The pH of a solution is a measure of the molar concentration of hydrogen ions in the solution and as such is a measure of the acidity or basicity of the solution. The letters pH stand for "power of hydrogen" and the numerical value is defined as the negative base 10 logarithm of the molar concentration of hydrogen ions. The measurement of the pH of a sample can be done by measuring the cell potential of that sample in reference to a standard hydrogen electrode, as in the accepted ... pH as a Measure of Acid and Base Properties pH is a measure of hydrogen ion concentration, a measure of the acidity or alkalinity of a solution. The pH scale usually ranges from 0 to 14. Aqueous solutions at 25°C with a pH less than 7 are acidic, while those with a pH greater than 7 are basic or alkaline. pH Definition and Equation in Chemistry—ThoughtGe pH is the term used to refer to the degree of activity of an acid or base (alkali) in the water. It is the most important chemical factor to be maintained in swimming pools. pH is measured on a scale from 0 to 14 with 7 being neutral. Pool water pH is best when kept in the range of 7.2 to 7.8. Peel pH: How to Raise and Lower pH. [ pēˈāch ] A numerical measure of the acidity or alkalinity of a solution, usually measured on a scale of 0 to 14. Neutral solutions (such as pure water) have a pH of 7, acidic solutions have a pH lower than 7, and alkaline solutions have a pH higher than 7. The pH scale measures how acidic or basic a substance is, ranging from 0 to 14. Readers will learn how certain substances rank on the pH scale, what happens when acids and bases are mixed, and how water can make a substance either acidic or basic. These significant science concepts are discussed in approachable text and supported by motivating fact boxes, charts, images, and photographs. A unified overview of the dynamical properties of water and its unique and diverse role in biological and chemical processes. pH Measurements is a seven-chapter simplified text on obtaining a high degree of accuracy in practical pH measurement. The introductory chapter of this book relates the principles of pH measurements to the actual measurement. This chapter specifically tackles the factors involved in the measurement and what magnitude of effect does each factor have on the measurement. These topics are followed by discussions on the components of pH equipment and technique, including the electrodes and buffers. A chapter considers the general approach of pH measurements and illustrates with examples of some common difficult samples. The concluding chapter shows the isolation and correction a pH equipment malfunction. pH equipment operators and users will find this book rewarding. Never count calories, fat grams, or food portions again! Say good-bye to low energy, poor digestion, extra pounds, aches and pains, and disease. Say hello to renewed vigor, mental clarity, better overall health, and a lean, trim body. The key? Your health depends on the pH balance of its blood, striking the optimum 80/20 balance between an alkaline and acidic environment provided by eating certain foods. Now an innovative, proven effective diet program can work with your body chemistry and help revitalize and maintain your health. Rediscover the secrets of: * Breakfast, the low-carb, high-fiber meal that will be the biggest change you'll make; * The cleanse--a liquid detox to reduce your body's impurities and normalize digestion and metabolism; * Ridding your body of harmful bacteria, yeast, and molds; * Alkaline foods--tomatoes, avocados, and green vegetables--and how to mix them with mildly acidic foods like fish, grains, and certain fruits to create tempting and delicious meals; * Supplements--how to select, shop, and calculate the right dosage for you; * Water, the all-important drink--how to make sure yours is safe, pure, and plentiful. Learn how to balance your life and diet with the incredible health benefits of this revolutionary program... The pH Miracle. A Top 25 CHOICE 2016 Title, and recipient of the CHOICE Outstanding Academic Title (OAT) Award. How much energy is released in ATP hydrolysis? How many mRNAs are in a cell? How genetically similar are two random people? What is faster, transcription or translation? Cell Biology by the Numbers explores these questions and dozens of others provid The book, pH Balance, is NOT another book about diet foods you should or should not be eating. pH Balance is also NOT another book about the latest good diet fads. That is not to say that the book, pH Balance, will not mention foods that one should and should not eat, or highlight the benefits of maintaining a pH diet that is balanced for one’s good. The goal of the book pH Balance is to educate the reader on having a lifestyle that focuses on pH balance, and to also let the reader know how an overly acidic lifestyle (which is typically caused by poor pH diets) is harming them every day. pH Balance has been written like a guidebook and is meant to be read from front to back. However, each section is written so that if the reader is interested in a particular topic, such as alkaline foods, they can read what they want and then put the book down. The book pH Balance is basically broken into two sections. The first portion of the book focuses on the ill effects of having a lifestyle that is poorly pH balanced (which is typically the result of a bad pH diet). The second portion of the book focuses on the benefits of a pH balanced lifestyle and provides tips on how to achieve it. After reading and applying the principles in the book pH Balance, expect to see many positive results in your life. Those around you will begin to see the changes in you too. Please get your copy of pH Balance and let the transformation begin in your life today! "Uses mathematics to explore the properties and behavior of biological molecules"--From publisher's description. Bonds are forged among some delightfully quirky cohorts studying the effects of ocean acidification on sea butterflies, a tiny, keystone species, in this cutting-edge CliFi novel from renowned environmentalist Nancy Lord. 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What is stormwater: Stormwater is runoff from rain, and snow/ice melt and consists of surface flow and drainage. Stormwater can result in erosion which is a natural process but accelerated erosion caused by human activities such as grading can have detrimental effects on the environment and the quality of life. Uncontrolled stormwater runoff and erosion can result in: Change in stream flow resulting in flooding and conversely drying during summer months and drought periods as well as erosion of stream banks and reduction in sensitive habitat. Modification of ground water regimes which can adversely effect exiting drainage systems, stability of slopes and survival of existing vegetation. Sediment transported by stormwater can be discharged to our lakes resulting in sediment plumes which can effect water quality, reduce lake depth, reduce fish and wildlife habitat and result in an overall decrease in recreational opportunities. Sediment can also act as a transport mechanism for other pollutants such as oil and grease, heavy metals and other constituents. Stormwater is conveyed in the Town of Lewisboro through a system of curbs, catch basins, pipes, drainage swales and ditches, watercourses, wetlands, ponds, lakes and reservoirs. This is the stormwater “infrastructure”. Phase II Program: In 1987, Congress amended the Clean Water Act to create the “Phase I” program which is predominately designed to address pollutants originating from “point sources” such as pipes from large industrial activities, transportation facilities, sewage treatment plants, large construction sites (greater than five acres) and from the stormwater drainage systems of municipalities with a population of greater than 100,000 residents. In 1999, the EPA finalized the “Phase II” regulations which require controls on stormwater discharges from a broader sector of municipalities, industries and construction sites. This federal program is administered through the NYS Department of Environmental Conservation (NYSDEC). Under the Phase II program, the Town of Lewisboro as well as the majority of towns in Westcheser County was required to obtain a stormwater permit from the NYSDEC. As required, the Town of Lewisboro submitted an NOI (Notice of Intent) and a Storm Water Management Plan (SWMP) in 2003. The Storm Water Management Plan includes a five year plan in which a stormwater program consisting of six categories must be implemented by the Town of Lewisboro. These categories, called minimal control measures, are: Minimum Control Measure 1: Public Education and Outreach Minimum Control Measure 2: Public Participation/Involvement Minimum Control Measure 3: Illicit Discharge Detection and Elimination Minimum Control Measure 4: Construction Site Runoff Control Minimum Control Measure 5: Post-Construction Runoff Control Minimum Control Measure 6: Pollution Prevention/Good Housekeeping This presentation tonight is conducted to comply with Minimum Measure 2 so that public input regarding the town stormwater program may be obtained and questions may be asked. Summary Achievements and Future Goals of Stormwater Program: Minimum Control Measure 1: Public Education and Outreach: Achievements: A stormwater information section has been established in the Town website which includes prior year’s annual reports, information about stormwater and links so that further information may be obtained. Stormwater information will be sent to residents in town wide mailer. Stormwater brochures are available in Town Hall. A town stormwater group has been created to coordinate public information activities and the stormwater program. Goals: Stormwater Group and Lake Association will be developing informational tools, webpage/email connections and educational seminars. Minimum Control Measure 2: Public Participation/Involvement Achievements: An association of lake committees has been established by the Town Board with the primary goal of stormwater management, targeting phosphorous and TSS to the major lakes in the Town. Committee consisting of representatives of each lake community is to coordinate stormwater improvements and maintenance of same which are predominately stormwater retrofit structures designed to control identified stormwater issues. Town has developed a stormwater group which is designed to include a volunteer member of the lake association, a volunteer member from the CAC and other members of the public as determined by the Town Board to be desirable. The Town is conducting this public meeting to discuss the stormwater program and to take comments and questions. Goals: Three stormwater projects are ready for permit review and implementation and it is anticipated that projects will be constructed in 2007-08. Development of maintenance plans for each project will be completed prior to construction. The stormwater group is to receive and review public input and act on questions and issues raised by the public. In addition, the group will provide recommendations to the Town Board regarding coordination of the stormwater program. Minimum Control Measure 3: Illicit Discharge Detection and Elimination (consists of identifying direct pollutant discharges that are typically piped to the stormwater system such as septic system overflows, laundry connections other pollutants). Achievements: Town Highway Department continues to conduct an illicit discharge inspection program as part of the Town stormwater infrastructure maintenance program. The Town has digitized the majority of the stormwater infrastructure which will be included in a GIS database which will be used to create a stormwater infrastructure map. Goals: The Town of Lewisboro will complete a stormwater ordinance which is required by the Phase II program in 2007. The ordinance must include measures of illicit discharge detection and elimination. Minimum Control Measure 4: Construction Site Runoff Control: Achievements: Town Engineer reviews all required stormwater as well as erosion and sediment control plans to insure compliance and minimize construction impacts. Planning Board requires site monitor to inspect and report to the Town the condition of all erosion and sediment controls and stormwater management elements during the construction project. Building Inspectors office performs regular inspections of erosion and sediment controls and has enforcement capability. Goals: Stormwater Ordinance that will be completed in 2007 is required to contain provisions for construction site runoff control. Town will conduct stormwater training program in 2007 for all municipal employees. Contractors will be required to certify their knowledge and review of stormwater and erosion and sediment controls prior to the commencement of work. Minimum Control Measure 5: Post-construction runoff control: Achievements: Highway Department has developed a program to inspect and maintain critical areas of the stormwater infrastructure as well as stabilization of road surfaces. Highway Department has installed a stormwater control unit which will collect sediment prior to discharge to a local lake. Goals: Town will work to conduct specialized training to augment present level of expertise in erosion/sediment control and stormwater management. Periodic inspections and maintenance will continue on critical areas of the stormwater infrastructure. GIS infrastructure map will be used as a planning tool. Minimum Control Measure 6: Pollution Prevention and Good Housekeeping: Achievements: Town has reviewed operational procedures at town facilities. Town Highway personnel and equipment have been used to repair and improve stormwater infrastructure facilities. Town projects are reviewed by the Town Engineer with regard to storm water plans. Goals: Town will develop stormwater operation and management plan for all town facilities to be implemented by the Highway and Facilities Departments. Town will develop an integrated pest management (IPM) program which will target reductions in fertilizer and pesticides at town facilities. Additional training will be conducted for all Highway and applicable town personnel in order to gain further expertise in erosion/sediment control and stormwater management.	<urn:uuid:3e4e6ec9-feb2-4efc-b0d1-bf0b49e91c8d>	CC-MAIN-2024-22	https://www.lewisborony.gov/media/18036	2024-05-20T08:35:37+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00476.warc.gz	775,185,595	1,525	eng_Latn	eng_Latn	0.989371	eng_Latn	0.991209	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2189, 4307, 6475, 8326 ]	[ 2.546875 ]	1	0
NAPLAN requires students to be confident and capable users of digital devices and systems. This skills guide is designed to help teachers and parents to improve students’ digital literacy skills and provide a positive experience within the online environment. Digital literacy should be purposeful and linked to curriculum concepts as opposed to separate unrelated activities. To achieve this, incorporate digital literacy skills into day-to-day activities and lessons. For example, if a student is constructing a text, look for opportunities where digital tools can be used within the writing process. Consider developing student digital literacy skills in all year levels to ensure students have a positive online assessment experience. Students should also be provided with the opportunity to familiarise themselves with the NAPLAN test format and question types by using the NAPLAN public demonstration site. The purpose of the demonstration site is to familiarise students with the type of items they will see on NAPLAN and related functionality. The site includes mini-tests, interaction and accessibility interaction tests. Key digital literacy skills Students should have the following skills to successfully participate in learning activities, including online assessment: - Locate and select an answer for a list - Type an answer in a text box - Read the screen and navigate - Manipulate objects on screen - Read and comprehend digital text - Plan and compose text using digital tools - Listen using a headset Digital literacy skills There are 7 key digital literacy skills that students require to ensure a positive online assessment experience. 1. Locate and select - Tap / move mouse cursor over selected answer - Click / tap once on answer icon - Select / change multiple answers from a list 2. Type an answer - Tap / click to set the cursor in an answer field - Use a keyboard to type an answer - Sequence answers in a list - Edit answers when needed 3. Navigate web pages - Use side and bottom scroll bars - Use next and back arrows, buttons and icons - Open and close items - Zoom in and out - Read and utilise online test progress map - Read and use in screen timers 4. Manipulate objects - Drop and drag words and objects - Rotate and manipulate items - Draw straight lines to answers - Use an online calculator, protractor, magnifier and ruler - Use split screen to scroll or toggle back and forth 5. Read digital text - Read digital text while tracking words - Minimise the reading text to answer questions and toggle back to read text and continue with the test 6. Use word processing - Plan digitally (concept maps and lists) - Know and use all the letters, numbers and characters on a keyboard - Use punctuation when composing text online - Use delete, backspace, and enter - Move words and phrases - Edit by dragging and dropping text, copying and pasting, replacing words or phrases and adding speech 7. Listen with headsets - Listen to a word and sound it out, picture it in their mind, type it correctly and edit it if required - Open and close an audio item - Adjust volume on a device Links Australian Curriculum-General Capabilities downloads NAP Public demonstration site	<urn:uuid:2b4ee3a5-10c7-457b-b967-27ab270383c2>	CC-MAIN-2024-22	https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/student-assessment/naplan-online/documents/Information-and-communication-technology-skills-quick-reference-guide.pdf	2024-05-20T10:19:21+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00477.warc.gz	197,246,591	678	eng_Latn	eng_Latn	0.995969	eng_Latn	0.99693	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1525, 3306 ]	[ 3.890625 ]	1	0
Software for Assisting High-School Students in the Spatial Perception of Geological Structures Yael Kall, Nir Orion Department of Science Teaching Weizmann Institute of Science Rehovot, 76100, Israel Emanuel Mazor Department of Environmental Sciences Weizmann Institute of Science Rehovot, 76100, Israel ABSTRACT Spatial abilities are required in the study of structural geology. However, relatively few learning aids for teaching spatial topics in structural geology have been developed. Geo3D is a software that was designed to assist high-school earth-science students in perceiving geological structures and in envisioning cross sections through these structures. Geo3D provides the student with manipulative animated visual illustrations of three-dimensional fold and fault structures. The illustrations are used for "spatial investigation" of structures in the first module of Geo3D and as "hints" for solving "structural tasks" in the second module. The interaction period required for working with the software varies from one to three hours. The design process for Geo3D included investigating perceptions of geological structures; developing the first version of Geo3D; evaluating the early version; and developing an expanded improved version of the software. Keywords: Education – computer assisted; education – precollege; structural geology. Introduction The study and understanding of structural geology involves the cognitive ability of multidimensional thinking – investigation of three-dimensional structures that change with respect to time. As Chadwick (1978), a geologist and psychologist, has claimed, ... For efficient and geologically adaptable thinking, one prerequisite is probably of universal value, whatever the nature of the geological content. This is the skill for thinking in three dimensions, for visualizing shapes in the mind's eye, rotating, translating and shearing them, and for imagining complex changes over time in the form of a cinematographic visual image (p. 144). The skill mentioned by Chadwick, that of thinking in three dimensions, is related to a specific type of ability known in cognitive science as "spatial ability." Linn and Petersen (1985, p. 1489) described spatial ability as "skill in representing, transforming, generating and recalling symbolic, nonlinguistic information." Spatial abilities or skills are required in fields including natural sciences, geometry, engineering and architecture. However, large parts of the population have considerable difficulty dealing with spatial tasks and problems (McGee, 1979). This difficulty is often manifested in the study of structural geology, in which high-school and university students often have difficulties in solving problems that require spatial abilities. A considerable contribution to curriculum development has been made by studies that investigated the role of experience and the effect of instruction on spatial skills. Many of these studies indicated that spatial skills could be improved through learning experiences (Lord, 1985, 1987; Smith and Schroeder, 1981; Ben-Chaim, Lappan and Houang, 1988; Baenninger and Newcombe, 1988; Kiser, 1990). Evidence exists that instructional programs induce similar improvement rates for males and females (Ben-Chaim, Lappan and Houang, 1988). Curriculum materials that have been shown to improve spatial skills can be divided into two main categories: a) learning programs involving two- or three-dimensional manipulative objects (Mitchell and Burton, 1984; Lord, 1985; Smith and Schroeder, 1981; Seddon and Moore, 1986; Ben-Chaim, Lappan, and Houang, 1988) and b) learning programs that are based on computer graphics and include graphic representations of three-dimensional objects (De Paor, 1986; McEachran and Marshak, 1986; Seddon and Moore, 1986; Kiser, 1990; Rodriguez, 1990; Wiley, 1990; Bezi, 1991). The question as to which of these methods is more efficient gave rise to many studies. Although there is a general opinion that concrete models are more easily comprehended than computer-graphic presentations, some authors have shown that this is not always true (Dyche, McLurg, Stepanos, and Veath, 1993). In some cases, concrete models can even lead to confusion, whereas the computer graphics are advantageous (Seddon and Moor, 1986). One of the difficulties encountered in spatial problems is the need to correctly interpret two-dimensional representations of three-dimensional objects (Ben-Chaim, Lappan and Houang, 1989). The computer provides a powerful tool for assisting in such interpretation, since its two-dimensional representations can be presented as animated manipulations like rotation and translation. The advantage of animation in the perception of three-dimensional objects was known before personal computers became popular. Dorothy (1972) indicated that the depth perception of graphically presented spatial objects was significantly higher when they were shown as an animation rather than as the static pictures that composed the animation. Wiley (1990) added that animation is an even more effective tool in illustrating three-dimensional objects when it is controlled by the student. Lowery and Knirk (1982) postulated that even microcomputer video games which use such animation might improve children's spatial skills. Learning materials that include spatial training have been developed for various disciplines including: geometry (Mitchell and Burton, 1984; Ben-Chaim, 1985), chemistry (Small and Morton, 1983; Seddon and Moor, 1986; Dyche, McLurg, Stepana, Veach, 1993; Tuckey and Selvaratnam, 1993), biology (Russell-Gebbett, 1984, 1985), astronomy (Broadfoot, 1993), engineering graphics (Wiley, 1990; Rodriguez, 1990), and certain aspects of mathematics (Kiser, 1990). In the study of geology, and especially in structural geology, relatively few learning materials which deal with spatial topics have been developed. Some of these instructional materials are in the form of software which deal with advanced topics of structural geology, such as strike and strain analysis (De Faar, 1986; McEachran and Marczak, 1986). The authors of this software emphasize the advantage of a graphic rather than an analytic approach for solving quantitative problems. Thus, such programs deal with the difficulties in teaching abstract concepts by using graphical methods where the understanding of the methods themselves require spatial abilities. The more basic difficulty, that is, the perception of spatial configurations of geological structures, is usually overlooked. Bezzi (1991) addressed this problem by developing a computerized program that tests students' spatial abilities, using problems in structural geology. He postulated that students might improve the spatial skills required for structural geology by working on abstract spatial-ability problems as well as structural-geology problems with a right/wrong feedback. To this end, Bezzi's program takes advantage of the computer mainly as an analytical tool for tracking student performance and for providing online feedback. The next step is to use the graphic capabilities of the computer to provide assistance in the visualization of structures through realistic three-dimensional animation. This application of the computer is introduced in the present paper through the software Geo3D. The software was developed to assist high-school earth-science students perceive the spatial configuration of geological structures and to envision cross sections in these structures. To reach this goal, a pre-development research of student perception of geological structures was conducted. Based on this study, the first version of Geo3D was developed. Formative evaluation was then conducted, and an expanded version of the software is being developed. Pre-Development Research To develop a meaningful learning tool, it was necessary to answer the following questions: - What is the distribution pattern of student performance in solving basic structural geology problems that require spatial abilities? - What are the typical incorrect answers students give in solving such problems? - How do students reason different types of answers? - Can students overcome their difficulties using assistance? - How can appropriate assistance be provided? - What is the hierarchical order of various types of problems? A pilot study using 64 students from three high-schools was conducted to provide data on the ability of high-school students in solving spatial problems related to geological structures. To obtain further insight into student perceptions and difficulties, the main study was conducted with 115 tenth-grade students from three classes randomly selected from eight classes in a comprehensive Israeli high-school. The study included the following research tools: 1) Geologic Spatial Ability Test (GeoSAT). This test was designed especially for the pre-development research. A pilot version of the test, which was used in the pilot study, was designed as a multiple-choice test. To obtain further insight into student perceptions, an open-ended test was designed for the main study. The test consists of 13 problems that require spatial perception of geological structures. Three types of problems are included, grouped in the following sub-tests (Figure 1): a) Cross-section sub-test, including four problems which require drawing cross sections of structures presented as block diagrams (Figure 1a). b) Completion sub-test, including four problems which require completing block diagrams that reveal only a single face (Figure 1b). c) Construction sub-test, including five problems in which two cross sections and their location on a very simplified geologic map are given. The students are required to draw a third cross-section at a specified location on the map (Figure 1c). 2) Interviews. Interviews were conducted after testing in both the pilot study and the main study. The students were chosen from the samples as representatives of different levels of performance in the tests. Interviews in the pilot study (four students) concentrated on student difficulties, and on the effect of assisting these students. Interviews of the main study (six students) concentrated on students' reasoning for different types of answers given in the test. The interviews were conducted as conversations which lasted from 20 to 60 minutes with each student, depending on his/her level of cooperation. Table 1 is a summary of the results and conclusions of the pre-development research and their implementation in Geo3D's design. A full description of the findings and their analysis are given in the article "Spatial abilities of high-school students in the perception of geological structures" (Kali and Orion, 1996). Description of Geo3D Hardware requirements and development tools Geo3D runs on any Apple Macintosh computer with a color monitor. It requires five MB of disk space and three MB of RAM. A new version compatible with IBM Windows is under development. The software was written on a Macintosh computer using SuperCard 2.0 (Allegiant) and Swivel 3DProfessional 2.0 (Paracomp). SuperCard was used for all the programming and the interface design. SuperTalk, the powerful language of SuperCard, enabled sophisticated programming as well as creation of a colorful and friendly interface. Swivel 3D was used for creating three-dimensional figures and animation which were imported into the SuperCard document. Swivel 3D enabled construction of representations of three-dimensional objects and their manipulation by the effects of perspective in space and illumination, through the use of color shading. These effects, together with the capability of Swivel 3D to create rotational and translational animation of those objects, enabled creation of visual illustrations of geological structures which can be perceived easily by the human eye. General structure Geo3D includes two modules: 1) Spatial investigation of basic structures – deals with various types of fold and fault structures which are taught in introductory earth-science courses at the high-school level (Figure 2). 2) Structural tasks – deals with solving spatial problems related to the type of structures illustrated in the first part (Figure 2). Each of these parts can be accessed from the main menu of the software in an order which is determined by the student. Switching between the two parts can be done either through the main menu or directly through buttons which are available at the solution of each structural task. The “spatial investigation of basic structures” module This module includes two categories of structures (folds and faults) and twelve different structures which the user can investigate (Table 2). For each category of structures, the user is provided with the following options: - Generation process – An animated illustration of the generation processes of structures included in the category. - Examples – Scanned photos and maps of structures of the category. - Investigation of the structures through two options: definition and visual illustration. The visual illustration option includes three types of animated manipulations for each structure (Figure 3). \| Results and Conclusions \| Implementations in Geo3D \| \|----------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Interviews with students in the pilot study indicated that students who had difficulties managed to complete problems after being provided manipulatable visual illustrations. This finding indicates that with the appropriate means, solving of such problems is a skill that can be acquired. \| With this finding in mind, an approach which is based on improving students' skills by providing them with an assistance system for solving such problems was used. \| \| Significant differences were found in the performances of students within different problem types. These differences indicate that the difficulty levels of the problems form the following hierarchy (starting from the least difficult): \| This hierarchy was used for designing problems which provide students with appropriate levels of difficulty. \| \| a. Cross section problems based on simple structures. \| \| \| b. Cross section problems based on complicated structures. \| \| \| c. Construction problems based on simple structures. \| \| \| d. Construction problems based on complicated structures. \| \| \| It was found that two obligatory independent factors are required for solving GeoSAT's problems: \| In order to assist students in the perception of geological structures and in acquiring "penetration" skills, all the block-diagram representations are appended with the following types of manipulative animated visual illustrations: \| \| a. The ability to perceive the spatial configuration of the layers comprising a structure. \| a. Rotation of block diagrams and exposing individually each layer comprising the structure. \| \| b. Visual penetration ability, defined as the ability to envision internal cross sections of structures. \| b. "Cutting" operation of block diagrams. \| \| Student performance in solving the three types of problems included in the test showed bimodal distributions rather than normal curves. Therefore, the following points were concluded: \| In order to provide assistance and prevent overloading on the less able students and, on the other hand, to provide challenges to the more able students, an individual learning approach was developed. This approach is implemented in the following manner: \| \| a. Great heterogeneity in students' abilities should be encountered in the development of the learning tool. \| a. Constructing individual learning paths that are determined by student performance. \| \| b. Large parts of the population which showed poor performances should be provided with assistance in solving such problems. \| b. Providing an optional assistance system for solving problems. This system can be used while solving problems as many times as necessary for each student. \| \| Two general types of incorrect answers were found in the attempts to draw cross sections of geological structures: \| c. Deciding upon learning settings which are not time restricted as regular classroom lessons. Instead, parts of the software can be given as homework assignments which can be completed wherever a computer is available. \| \| a. "Non-penetrative" incorrect answers. These answers were based on external patterns exposed on the visible faces of the block diagram. \| This finding was used in order to design conflict-bearing distracters in multiple-choice problems within the software. \| \| b. "Penetrative" incorrect answers. These answers indicated attempts for representing interior elements of the block diagram but without having a clear perception of the spatial configuration of the structure. \| \| Table 1 - Summary of results, conclusions and implementations of the pre-development research. Journal of Geoscience Education, v. 45, 1997, p. 13 The "structural tasks" module This part consists of fifteen tasks which are divided into five categories of increasing difficulty. Each category covers three tasks of a similar difficulty level, including different structures. The level is defined by the type of assignment and the complexity of the structure. The categorization of the tasks is as follows: 1) Simple structure "cross section" assignment with topography. 2) Simple structure "cross section" assignment with truncated topography. 3) Complicated structure "cross section" assignment with truncated topography. 4) Simple structure "construction" assignment. 5) Complicated structure "construction" assignment. An example of a task from the fifth category is given in Figure 4. Each task contains three hints that can be repeatedly accessed by the user in any order and with no time limitations. The hints correspond to the specific structure of the task and the type of assignment involved in it. The hints for the "cross-section" tasks are visual illustrations of a similar sort to those provided in the "spatial investigation of basic structures" module, that is, rotation and layer disassembly. A third kind of hint illustrates the location of the cross section within the topography of the structure. 3.a. Rotation 3.b. Cross-section Before animation After animation The cross-section is this exposed face. 3.c. Layer disassembly Anticline Layer-1 Layer-2 Layer-3 Layer-4 Whole structure Figure 3. The three types of animated manipulations for geological structures. Given data 1. A geological map of a flat area, where four layers outcrop. 2. The vertical cross section between A and B. 3. The vertical cross section between C and D. The task What will the cross section between C and F look like? (click on the figure which represents the correct cross section or on the "hints" button). Figure 4. A task of the fifth category. Hints for the "construction" tasks illustrate the mental process of constructing a block diagram from the map and the cross section. The first hint shows an animated process of placing the map on a blank block diagram (Figure 5). In the second and third hints, the cross sections are added one by one to the map on... the block diagram, gradually creating a full block diagram representing the structure in the task. The feedback for the user is as follows: Clicking on any of the wrong cross sections opens a dialog box with the words "Wrong answer. Try using a hint before the next attempt." Clicking on the correct cross section opens a screen that flashes the words "correct answer" and provides an option to watch a "cutting" animation, which illustrates how the cross section is revealed from "cutting" the block diagram (Figure 6). Formative Evaluation* Evaluation of the first version of Geo3D was based on four case studies of 11th-grade earth-science-major students towards the end of the first year of their studies. The students were chosen by their earth-science teacher as representatives of diverse ability levels present in their class. The case studies were mainly based on observations of the students while working with Geo3D. Additionally, the following information was collected about each student (Table 3): - The opinion of the earth-science teacher about the students' performances in the classroom and in the field. - Final grades on the introductory earth-science course. - Performance in a spatial visualization test (Ben-Chaim and others, 1985) which was given to all the students at the beginning of the year. - Performance in a short version of GeoSAT (The first few problems of the open-ended spatial ability test in geology) which was given only to the four students who participated in the evaluation study. This test was given twice: the first time before working with the software, and the second time afterwards, with an opportunity to reexamine the former answers. A control group of a similar size from the same population showed no improvement of performance in encountering this test twice, without working with the software. The observations were conducted in the school's laboratory where our computer was set. The students worked by themselves with the software. Participation of the observer was made only when students asked questions or when the observer stopped the students and asked questions about their actions. As can be seen in the description of the case studies (Table 3), three of the four students improved their performances in the short version of GeoSAT after the interaction with Geo3D. Especially outstanding was Yossi's improvement, who not only corrected his wrong answer but also managed to answer correctly all the "construction" problems of the long version. \| \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| \|---\|------------\|------------\|------------\|------------\|------------\|------------\| \| Avi\| A below-average student who is generally quiet and somewhat restrained in the field, had difficulties in imagining large structures which can be observed only partially. \| 75 \| Below the average of the class. \| Avi could not answer any of the problems. \| Avi answered correctly three out of the four problems. \| It seemed that Avi had difficulties in envisioning cross sections of the structures even when he seemed to perceive the spatial configuration of the layers. Avi had problems in visualizing, and therefore understanding, the hints. Consequently, he did not use many hints in some cases. Avi answered correctly, but was not sure that he understood why. However, each time he solved a riddle, he was very eager to see the animation presenting the "cutting" manipulation of the block diagram and exposing the cross section. After the animation was shown, he had the feeling that the answer was intuitively obvious. \| \| Yosi\| An above-average student. Usually understands what is taught in the class, but since he is extremely quick he prefers not to ask any questions, even if he does not understand. \| 95 \| Above the average of the class. \| Yosi answered correctly all of the problems. \| Yosi was able to identify the wrong answer and to correct it. He also managed to solve the "construction" problem of GeoSAT and managed to answer correctly all the "construction" problems of the last. \| Yosi's interaction with Geo3D was characterized by a somewhat investigative approach. In the "spatial investigation of geological structures" module, he read every text and examined each illustration very carefully. In the "structural riddles" module, David tended to answer the riddles only when he thought that he knew the correct answer. For that reason, he usually took his time in examining the data, and used many of the hints provided with the riddles. \| \| David\| An average student who is very good at interpreting what is taught in the classroom, and therefore asks many questions. \| 80 \| Above the average of the class. \| David answered correctly two of the four block-diagram problems. \| David identified his mistakes and corrected one of them. \| At the beginning of the observation, John showed very low motivation and had many cynical remarks. It seemed that he made an effort to impress the observer. As he went on working, he began to be more serious and did not have patience to answer the questions of the observer because he was so eager to go to the next riddle. Finally, after solving the last riddle, it seemed that his cynical attitude was changed, and he showed disappointment that there were no more riddles. John worked very quickly and even hastily. He did not read all the instructions provided with the riddles and guessed what the task was. Only in the fourth riddle he noticed that he could use hints. His rashness caused him to choose incorrect answers where he could undoubtedly answer correctly. John's very low motivation gradually changed to enthusiasm. \| \| John\| A student who is a very quick thinker and performs well both in the classroom and the field. \| 97 \| Similar to the average of the class. \| John answered correctly three of the four problems. \| John was able to identify his mistake but could not correct it. \| \| Legend: 1. Student's name 2. Teacher's opinion 3. Final grade on earth-science course 4. Performance in a spatial visualization test (Ben-Chaim and others, 1985) 5. Performance in the short version of GeoSAT prior to working with the software Geo3D 6. Performance of students (y-axis) to the short version of GeoSAT after working with the software Geo3D 7. Excerpts from the student's interaction with Geo3D Table 3. Description of students' interaction with Geo3D and additional information about each student. test. It should be mentioned that only five percent of the students tested in the pre-development research managed to do that. Another outstanding improvement was that of Avi, who was not able to answer any of the questions before working with Geo3D but solved three out of the four problems after this interaction. The dramatic improvements of the students are evidently a consequence of their interaction with Geo3D. A question which might be raised is, "What are the precise sources of improvement of each student in his interaction with the software or lack of improvement in the case of John?" To answer this question, let's examine each of the students' interactions with the two elements that provide assistance in visualizing structures: the hint and the "cutting" animation of the positive feedback. Avi's path through the software is characterized by using only a few hints and by manipulating the "cutting" animation after solving each of the tasks. The type of path might be explained by Avi's poor spatial perception, which was mentioned by his teacher and indicated by his low performance on the spatial visualization test and by his low confidence in answering the tasks. His difficulty to fully understand the hints, as indicated from his remarks, was probably caused by his poor spatial ability and was the reason for his secondary usage of the hint system. However, the secondary function of the hints in Avi's case was accomplished by his consistent manipulation of the "cutting" animation. This is apparent in his eagerness to watch the "cutting" animation at the end of each task. Avi's remarks indicate that his desire to see the animation was based on a desire to understand "what I did," and that this interaction assisted him in the perception of the internal properties of the structure in such a manner that he felt that the task is "actually obvious." Evidently, Avi's improvement resulted mostly from his consistent manipulation of the "cutting" animation. Yosi's path through the software is also characterized by a minor usage of the hint system and by consistent manipulation of the "cutting" animation. However, this type of path in Yosi's case was induced by his motivation to solve the tasks using a minimum number of hints. As an above-average student with high spatial abilities, he was able to carry on with such an approach, as indicated by his high self confidence in the selection of the correct answers to the tasks. Nonetheless, at one occasion, when Yosi arrived to a point where he solved the task correctly but was unable to visualize the geological structure, he went back to watch a hint that helped him to understand the spatial configuration of that structure. Yosi's determination to visualize the structure even after solving the task demonstrates another function of the hints not only as assisting tools but as convincing affirmation tools as well. However, it seems that Yosi's improvement lies more on the "cutting" animation that he chose to watch after each task than on the hint system which he used only once for affirmation of his answer. David's path is characterized by using both the hint system and the "cutting" animation of each task. His serious "investigative" approach, which was revealed through the observations, agrees with his persistence in understanding what is taught in the classroom, as was indicated by his teacher. His remarks after manipulating some of the hints' illustrations indicate that these hints comprised meaningful assistance for him. David's type of path, which included many manipulations of both assisting elements of the software, indicates that his improvement probably lies in both the hint system, and the "cutting" animation. From the observation of John's interaction with the software, it seems that he put more effort into trying to impress the observer than in working seriously with the software. Although he began unmotivated and became more and more enthusiastic while working with Geo3D, his efforts to impress made him work hastily and he made foolish mistakes. This behavior caused him to go through a path that did not include many manipulations of either the hints or the "cutting" animation. It is therefore not surprising that John hardly improved his performance in GeoSAT after using the software. His path, which included only minimal manipulation, did not offer him an opportunity for such an improvement. However, it should be remembered that John is a high-performing student, as indicated by his teacher and by his performance on the spatial visualization test. Perhaps the software is not as helpful for him as for the other students. Nonetheless, his benefit from the software was substantial — a change in attitude and an increase in motivation. The above analysis shows four types of students who interacted through different paths within the software. The type of path taken by each student was a consequence of his character and abilities. However, each of the path types induced positive impacts on the students at either the cognitive or the affective levels or both. In the pre-development research, it was concluded that the software should act as an individual learning tool. The case studies demonstrate that the implementation of this conclusion, which enabled the students to determine their individual characteristic path, was effective in inducing the positive impacts discussed above. According to the analysis of the case studies, the first version of Geo3D was positively evaluated. Thus, the changes suggested for the next version are mostly extensions of the first one. Additionally, some interface improvements which were indicated from the observations were made. For example, an option to go back to tasks that were already solved was added. This option was included to provide students like Yosi an opportunity to study the hints after solving each task. Another example is an additional text explaining what each of the visual illustrations does. The textual explanation was added in order to assist students with low spatial perception, like Avi, in perceiving these illustrations. Evaluation of the learning settings is more speculative than the cognitive and affective issues. Since the settings include individual interaction with the software, the presence of the observer can not be ignored. Still, it seems that the large differences in the duration of interaction that are induced by the different path types indicate that the individual-learning settings are advantageous. On the other hand, the interaction of the students with the "spatial investigation of basic structures" module revealed that not all students are able to utilize this part beneficially through individual interaction. An example is Yosi's confusion about the open-branching possibilities and his wish to be guided. Considering this finding, and to provide students like Yosi with appropriate tools for maximum benefit from the software, it may be helpful to develop a guiding booklet for the "spatial investigation of basic structures" module. Nonetheless, the observations indicate that illustrations of the type used in this part are effective visualization tools. Therefore, in addition to the individual mode, this module can be used without any additional development as a powerful demonstration tool for teaching structural geology in the classroom. Overall Conclusions 1) The findings of the evaluation support those researches which argue that the computer is an appropriate tool for illustrating three-dimensional concepts even though its screen is two dimensional. 2) Geo3D enabled students to choose a path type that was suitable to their own abilities and characters. This capability of the software enhanced learning both at the cognitive level and the affective level. At the cognitive level, Geo3D assisted students of various ability levels in their spatial perception of geological structures and in solving related problems. At the affective level, students were challenged and motivated by the software, and evidence for positive attitude change was indicated. 3) The positive evaluation of the software supports the method of a three-stage development process, including a pre-development research stage, a designing stage, and an evaluation stage. 4) Further research with larger populations is still needed for summative evaluation of an expanded version of the software and for a deeper understanding of types of learners, like the ones revealed in the above discussion. In order to analyze the interaction of large populations and to remove the interference of the observer, a follow-up system that records every step made by the user, including time intervals between steps, was developed. With the aid of this system, quantitative methods could be combined with the qualitative methods described above. References Banninger, M., and Newcombe, N., 1989, The role of experience in spatial test performance - A meta-analysis: Sex Roles, v. 20, p. 327-344. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1985, Visualizing rectangular solids made of small cubes - Analyzing and effecting students' performance: Educational Studies in Mathematics, v. 16, p. 389-409. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1988, The effect of instruction on spatial visualization skills of middle school boys and girls: American Educational Research Journal, v. 25, no. 1, p. 51-71. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1989, Adolescents' ability to communicate spatial information: analyzing and effecting students' performance: Educational Studies in Mathematics, v. 20, p. 121-146. Bezzi, A., 1991, A Macintosh program for improving three-dimensional thinking: Journal of Geological Education, v. 39, p. 284-288. Brandfoot, J.M., 1993, Spatial ability and earth science learning: Paper presented at the International Conference on Science Education in Developing Countries: From Theory to Practice, Jerusalem, p. 146. Chadwick, P., 1978, Some aspects of the development of geological thinking: Journal of Geology Teaching, v. 3, n. 4, p. 142-148. De Faor, D.G., 1986, A graphical approach to quantitative structural geology: Journal of Geological Education, v. 34, p. 231-236. Dethy, R.E., 1972, Motion parallax as a factor in differential spatial abilities of young children: Studies in Art Education, v. 7, p. 18-33. Dyche, S., McIury, P., Stepanis, J., and Veath, M.L., 1983, Questions and issues concerning models, misconceptions, and spatial ability: School Science and Mathematics, v. 83, no. 4, p. 191-197. Kali, Y., and Orion, N., 1995, Spatial abilities of high-school students in the perception of geological structures: Journal of Research in Science Teaching, v. 33, p. 369-391. Kiser, L., 1990, Interaction of spatial visualization with computer-enhanced and traditional presentations of linear absolute-value inequalities: Journal of Computers in Mathematics and Science Teaching, v. 10, no. 1, p. 85-96. Linn, M.C., and Petersen A.C., 1985, Emergence and characterization of sex differences in spatial ability: A meta-analysis: Child Development, v. 66, p. 1473-1493. Lord, T.R., 1985, Enhancing the visuo-spatial aptitude of students: Journal of Research in Science Teaching, v. 22, no. 5, p. 395-405. Lord, T.R., 1987, A look at spatial abilities in undergraduate women science majors: Journal of Research in Science Teaching, v. 24, no. 8, p. 757-767. Lowery, B.R., and Knirk, F.C., 1982, Micro-computer video games and spatial visualization acquisition: Journal of Educational Technology Systems, v. 11, no. 2, p. 155-166. McGee, M.G., 1979, Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences: Psychological Bulletin, v. 85, no. 4, p. 889-919. McEachran, D.B., and Marahak, S., 1986, Teaching strain in structural geology using graphics programs for the Apple Macintosh computer: Journal of Geological Education, v. 34, p. 191-194. Mitchel, C.E., and Burton, G.M., 1984, Developing spatial ability in young children: School Science and Mathematics, v. 84, no. 6, p. 395-406. the duration of interaction that are induced by the different path types indicate that the individual-learning settings are advantageous. On the other hand, the interaction of the students with the "spatial investigation of basic structures" module revealed that not all students are able to utilize this part beneficially through individual interaction. An example is Yosi's confusion about the open-branching possibilities and his wish to be guided. Considering this finding, and to provide students like Yosi with appropriate tools for maximum benefit from of the software, it may be helpful to develop a guiding booklet for the "spatial investigation of basic structures" module. Nonetheless, the observations indicate that illustrations of the type used in this part are effective visualization tools. Therefore, in addition to the individual mode, this module can be used without any additional development as a powerful demonstration tool for teaching structural geology in the classroom. Overall Conclusions 1) The findings of the evaluation support those researches which argue that the computer is an appropriate tool for illustrating three-dimensional concepts even though its screen is two dimensional. 2) Geo3D enabled students to choose a path type that was suitable to their own abilities and characters. This capability of the software enhanced learning both at the cognitive level and the affective level. At the cognitive level, Geo3D assisted students of various ability levels in their spatial perception of geological structures and in solving related problems. At the affective level, students were challenged and motivated by the software, and evidence for positive attitude change was indicated. 3) The positive evaluation of the software supports the method of a three-stage development process, including a pre-development research stage, a designing stage, and an evaluation stage. 4) Further research with larger populations is still needed for summative evaluation of an expanded version of the software and for a deeper understanding of types of learners, like the ones revealed in the above discussion. In order to analyze the interaction of large populations and to remove the interference of the observer, a follow-up system that records every step made by the user, including time intervals between steps, was developed. With the aid of this system, quantitative methods could be combined with the qualitative methods described above. References Baenninger, M., and Newcombe, N., 1989, The role of experience in spatial test performance -- A meta-analysis: Sex Roles, v. 20, p. 327-344. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1985, Visualizing rectangular solids made of small cubes - Analyzing and affecting students' performance: Educational Studies in Mathematics, v. 16, p. 385-409. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1988, The effect of instruction on spatial visualization skills of middle school boys and girls: American Educational Research Journal, v. 25, no. 1, p. 67-71. Ben-Chaim, D., Lappan, G., and Houang, R.T., 1989, Adolescents' ability to communicate spatial information: analyzing and affecting students' performance: Educational Studies in Mathematics, v. 20, p. 121-146. Bezzi, A., 1991, A Macintosh program for improving three-dimensional thinking: Journal of Geological Education, v. 39, p. 284-288. Broadfoot, J.M., 1993, Spatial ability and earth science learning: Paper presented at the International Conference on Science Education in Developing Countries: From Theory to Practice, Jerusalem, p. 146. Chadwick, P., 1978, Some aspects of the development of geological thinking: Journal of Geology Teaching, v. 3, n. 4, p. 142-148. De Paor, D.G., 1986, A graphical approach to quantitative structural geology: Journal of Geological Education, v. 34, p. 231-236. Dorethy, R.E., 1972, Motion parallax as a factor in differential spatial abilities of young children: Studies in Art Education, v. 7, p. 18-33. Dyche, S., McLurg, P., Stepanos, J., and Veath, M.L., 1993, Questions and conjectures concerning models, misconceptions, and spatial ability: School Science and Mathematics, v. 93, no. 4, p. 191-197. Kali, Y., and Orion, N., 1995, Spatial abilities of high-school students in the perception of geological structures: Journal of Research in Science Teaching, v. 33, p. 389-391. Kisar, L., 1990, Interaction of spatial visualization with computer-enhanced and traditional presentations of linear absolute-value inequalities: Journal of Computers in Mathematics and Science Teaching, v. 10, no. 1, p. 85-96. Linn, M.C., and Petersen A.C., 1985, Emergence and characterization of sex differences in spatial ability: A meta-analysis: Child Development, v. 56, p. 1479-1498. Lord, T.R., 1985, Enhancing the visuo-spatial aptitude of students: Journal of Research in Science Teaching, v. 22, no. 5, p. 391-405. Lord, T.R., 1987, A look at spatial abilities in undergraduate women science majors: Journal of Research in Science Teaching, v. 24, no. 8, p. 757-767. Lowery, B.R., and Knirk, F.G., 1982, Micro-computer video games and spatial visualization acquisition: Journal of Educational Technology Systems, v. 11, no. 2, p. 155-166. McGee, M.G., 1979, Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences: Psychological Bulletin, v. 86, no. 5, p. 889-918. McEachran, D.B., and Marshak, S., 1986, Teaching strain in structural geology using graphics programs for the Apple Macintosh computer: Journal of Geological Education, v. 34, p. 191-194. Mitchel, C.E., and Burton, G.M., 1984, Developing spatial ability in young children: School Science and Mathematics, v. 84, no. 5, p. 395-405. Software for Assisting High-School Students in the Spatial Perception of Geological Structures Rodriguez, W.E., 1990, A dual approach to engineering design visualization: Engineering Design Graphics Journal, v. 54, no. 3, p. 36-43. Russell-Gebbet, J., 1984, Pupils' perceptions of three-dimensional structures in biology lessons: Journal of Biological Education, v. 18, no. 3, p. 220-226. Russell-Gebbet, J., 1985, Skills and strategies – Pupils' approaches to three-dimensional problems in biology: Journal of Biological Education, v. 19, no. 4, p. 293-297. Seddon, G.M., and Moore, R.G., 1986, The structure of abilities in visualizing the rotation of three-dimensional structures presented as models and diagrams: Journal of Educational Psychology, v. 56, p. 138-149. Small, M.Y., and Morton, M.E., 1983, Spatial visualization training improves performance in organic chemistry: Journal of College Science Teaching, v. 13, no. 1, p. 41-43. Smith, W.S., and Schroeder, C.K., 1981, Preadolescents' learning and retention of a spatial visualization skill: School Science and Mathematics, v. 81, no. 8, p. 705-709. Tuckey, H., and Selvaratnam, M., 1983, Studies involving three-dimensional visualization skills in chemistry - A review: Studies in Science Education, v. 21, p. 99-121. Wiley, S.E., 1990, Computer graphics and the development of visual perception in engineering graphics curricula: Engineering Design Graphics Journal, v. 54, no. 3, p. 39-43. About the Authors Yael Kali received her BSc from the Geology Department of the Hebrew University, Jerusalem and her MSc from Weizmann Institute of Science, Israel. Currently she is a PhD candidate in the Earth and Environment Group of the Science Teaching Department of the Weizmann Institute of Science. Her work involves the development of learning materials and strategies for the computer environment in the earth-science classroom. Nir Orion is a senior researcher and head of the Earth and Environment Group of the Science Teaching Department of the Weizmann Institute of Science. He is also the coordinator of earth-science education at the Ministry of Education of Israel. He received his BSc from the Geology Department of Hebrew University, Jerusalem and his MSc and PhD from the Weizmann Institute of Science, Israel. Emanuel Mazor is a senior researcher in the Department of Environmental Science at the Weizmann Institute specializing in hydrology. He has been involved in the popularization of earth sciences in Israel and for many years has been a major contributor to the development of learning materials and programs in earth-science education.	<urn:uuid:121010a0-9b44-475d-88b6-1a4cc22a7c7f>	CC-MAIN-2017-22	https://a3607504-a-f1579ba6-s-sites.googlegroups.com/a/edtech.haifa.ac.il/yael-kali/publications/publication-files/kaliorionmazor1997.pdf?attachauth=ANoY7cqokiRWRbbxJaSnZ6EiYJQyfXG8wltSIGLUJ4ZECVte3qDhstrpNrVXbh0TsdSmqVAe2GoLN6f374CBdVwPRKaFpQLneK2Zr8UsA-Q0cYGCrwC0y2L5GcG1O6eQwAukvSoWrnaOjjZWajsO2T3NBGnc6M847DvkzIRhXyfL1QQB3g8KBD2D9tCKdkMsI2XshgWsglVCD9OcXPtN3bVI9FlH-TAni1AQLRZMbJwyUOY5vz4reUxnB3c2E4oh8H8oDttd7Ydc44dRdjG0vG9L31oQmpm0Dw%3D%3D&attredirects=0	2017-05-30T01:31:08Z	crawl-data/CC-MAIN-2017-22/segments/1495463613738.67/warc/CC-MAIN-20170530011338-20170530031338-00141.warc.gz	851,815,118	9,635	eng_Latn	eng_Latn	0.976	eng_Latn	0.995308	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 5339, 10982, 13275, 18615, 19889, 20168, 20855, 23373, 27354, 33754, 39489, 45236, 47870 ]	[ 2.84375, 1.65625 ]	9	5
Investing in Girls Builds a Stronger Future Building a More Inclusive Future Starts in Childhood Every child deserves to grow up healthy, educated and safe – with an equal chance to reach their potential. But gender inequalities, starting in childhood, are limiting the lifelong potential of children around the world, and are disproportionately affecting girls. From the moment they’re born, girls and boys face unequal expectations and access to resources and opportunities, with lifelong consequences – in their homes, schools and communities. A girl is more likely to be denied health care, kept out of school, forced to marry and subjected to violence – her voice undervalued or unheard. When girls are empowered to lead their own lives, speak their minds and determine their futures, everyone benefits. Gender equality and women’s and girls’ empowerment are intricately linked to healthy democracies, sustainable development and global stability. The inclusion of girls’ voices has a huge impact in how their concerns and experiences are integrated into the policies that affect them. Supporting girls’ participation in civic and political spaces is key to ensuring resilient and sustainable communities. Girls who participate actively in their community from early on are more likely to become engaged citizens and voters, with higher levels of ambition for future leadership positions in both politics and business. Their safe, meaningful and appropriate participation is key to creating democratic societies with informed and engaged citizens. Addressing the Gap in Girls’ Civic Participation Girls have a fundamental right to be heard in the decisions that impact their lives. And girls can be an essential contribution to civic and political discussions at every level – from local schoolboards to national-level policy-making. Yet, around the world, girls continue to be excluded from decisions affecting them – their needs invisible and their voices unheard. Women and girls still face barriers to participating in government and political spaces – from gender-based violence to harmful norms around how women and girls should look and behave in public spaces. At the current rate of progress, it will take more than 95 years to achieve gender parity in political participation. By the Numbers: Girls’ Dreams Denied - Approximately 132 million girls between the age of 6 and 17 are out of school. - Girls are two times more likely than boys to never set foot in a classroom. - Despite global progress, 12 million adolescent girls under 18 will marry annually. - Globally, every 10 minutes, an adolescent girl dies as a result of violence. - Women make up more than 50 percent of the world’s population but are underrepresented at all levels of government around the world. At the current rate of progress, it will take more than 95 years to achieve gender parity in political participation. The Girls Leadership, Engagement, Agency and Development (LEAD) Act The Girls LEAD Act (S. 2766) is bipartisan legislation that recognizes and promotes girls’ civic and political leadership as a priority for U.S. foreign assistance efforts – particularly those focused on building strong and inclusive democracies across the globe. Specifically, the Girls LEAD Act would: 1. Improve U.S. strategies by directing the Department of State and the U.S. Agency for International Development (USAID) to create a joint strategy to strengthen the participation of adolescent girls in democracy, human rights and governance. 2. Strengthen programing by directing the Department of State and USAID to implement programming designed to strengthen the civic and political participation of girls and to prioritize funding for these programs. 3. Require annual reporting to ensure progress on the new policy and strategy. How You Can Help Urge your members of Congress to cosponsor this critical legislation so more girls can achieve their dreams. Visit SavetheChildrenActionNetwork.org/Girls to take action today! What Does Girls’ Participation Look Like? Anxhela, a Save the Children Girl Champion from Albania, is 17 and passionate about ensuring that girls can get an education and speak up for their rights. At the age of 13, she joined a child-led group that advocates for children’s issues, which has allowed her to develop her communication, self-confidence and teamwork skills. She and her peers successfully lobbied the Parliament of Albania to appoint the first ever Commissioner of Child Rights Protection and Promotion Section. Anxhela’s dream is to complete her education and become an advocate for children and girls. Cecilia, a Save the Children Girl Champion from Malawi, is 16 and advocates on education and health issues so that girls in her community can reach their full potential. At a Day of the African Child event in 2018, she recited a poem she wrote calling for keeping girls in school through support of school infrastructure and the elimination of harmful cultural practices. Cecilia engages with her peers to encourage young girls who dropped out of school due to adolescent pregnancy or child marriage to return to school. Cecilia’s dream is to become a doctor.	<urn:uuid:cb47be21-d154-4bff-baf2-622a62b710c5>	CC-MAIN-2020-16	https://www.savethechildrenactionnetwork.org/wp-content/uploads/2020/01/Girls-LEAD-Act-Factsheet.pdf	2020-03-29T18:37:43+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00550.warc.gz	1,147,937,419	993	eng_Latn	eng_Latn	0.997796	eng_Latn	0.998252	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2913, 5217 ]	[ 3.109375 ]	2	0
SPEAKER OF THE MONTH Daniel Winkler March 22nd at 7pm Mushroaming Daniel is the author of A Field Guide to Edible Mushrooms of the Pacific Northwest (Harbour Publishing 2011). He grew up collecting and eating wild mushrooms in the Alps and has been foraging for over 15 years in the PNW and working as a mushroom educator and guide. Daniel trained as a geographer and ecologist and works as researcher and NGO consultant on environmental issues of the Tibetan Plateau and Himalayas [see www.danielwinkler.com]. Working in Tibet, Daniel realized that Tibet’s diverse mushroom industry plays a crucial role in rural Tibet and thus has been researching Tibet’s ethnomycology for over 10 years. With his travel agency MushRoaming LLC he is annually organizing and leading several mushroom focused eco-tours to Tibet and South America [www.mushroaming.com]. INSIDE THIS ISSUE PRESIDENT’S LETTER ................................................................. p.2 WHAT’S STIRRING IN THE DYE POT? ........................................... p.3 McMURRAY RANCH FORAY ....................................................... p.4 SALT POINT STATE PARK REPORT & LIST .............................. p.5 SCIENCE FAIR ............................................................................. p.6 CAMP RECIPES REDUX ............................................................... p.7 CALENDAR March 7th ———————————— Board Meeting March 22nd ———————————— Speaker at Farm Bureau at 7pm Daniel Winkler March 24th ———————————— Foray at Salt Point State Park April 4th ———————————— Board Meeting April 19th ———————————— Speaker at Farm Bureau at 7pm Jenny Talbot April 21st ———————————— Foray at Salt Point State Park LIMERICKS BY CHARMOON I once knew a picker named Peter He would always pick with a cleaver He said that he had it From an old habit Because it made a slice that was neater There once was a picker named Fred At least, that’s what he said He was poaching my patch He took a big batch He yelled out his name as he fled EMERGENCY MUSHROOM POISONING ID After seeking medical attention, contact Darvin DeShazer for identification at (707) 829-0596. Photos should be emailed to: email@example.com and need to show all sides of the mushroom. Please do not send photos taken with cell phones – the resolution is simply too poor to allow accurate identification. NOTE: Always be 100% sure of the identification of any and all mushrooms before you eat them! This is a free service for hospitals, veterinarians, and other concerned citizens of Sonoma County. THE SONOMA COUNTY MYCOLOGICAL ASSOCIATION (SOMA) IS AN EDUCATIONAL ORGANIZATION DEDICATED TO MYCOLOGY. WE ENCOURAGE ENVIRONMENTAL AWARENESS BY SHARING OUR ENTHUSIASM THROUGH PUBLIC PARTICIPATION AND GUIDED FORAYS. President’s Letter DISPATCH FROM THE DUFF Twenty twelve could be recorded as one of the driest years in Northern California in the last eighty years. It appears there is no relief in sight. Collection of wild mushrooms this season has been, and will probably be, much reduced. Meteorological experts say that the conditions for La Niña are back, but they are very weak. Scientists are trying to determine if other forces are at work on our climate. An interesting paper, updated recently, looked at annual lunar orbital pathways and rainfall data collected at Davis, California. Based on the previous occurrence of Partial Solar eclipses in the fall followed by Annular Solar eclipses in the spring and rainfall data, the paper predicted 2012 appears to be another dry year in Northern California. Obviously, the problem of low rainfall is very complex and it is interesting that more than climate change is considered. Looking to the stars, and other celestial bodies, is always good to think about, especially for mushroom people. We’ll check in later if there is a prediction for 2013. If you’re interested in the article from the “Journal of Stationarity”, I’d be glad to send the link. According to one prognosticator, there is very little rain in sight for the next 40 days and 40 nights. As ever, we’ll have to wait and see. The lack of rain didn’t keep 55-60 intrepid mushroom seekers from coming to Salt Point State Park on Saturday, February 18th. San Francisco Bay area residents were common, and four cars came from the Central Valley to attend the SOMA Foray. A long trip when you think about it. Two families from Sacramento came for the second time this year and found enough hedgehogs to keep up their interest and excitement. Special thanks to Aaron Miller, George Riner, and Debbie Viess for holding forth at the identification table. All of the people who came to their first foray were very appreciative of the time spent with them. They expressed their appreciation for the details of their finds and the opportunity to learn from others. Many thanks for the volunteer foray leaders, David Batt, Aaron Miller, and George Riner. Read Michael Miller’s details of those who cooked at the pot-luck and the dishes prepared. Easy to understand why some drove a couple of hours just to attend another fabulous day at Salt Point State Park. David Pilz spoke at the general meeting on February 16th and delivered a highly interesting talk. As noted in the previous newsletter, David is a consultant, writer, and owner of PilzWald (Forestry Applications of Mycology). David’s expertise extends to the broader topic of Non-Timber Forest Products, starting with his involvement in issues surrounding the harvest of native yews for the anti-cancer drug Taxol. He currently works as a Natural Resource Planner for the Lassen National Forest in Susanville, California. David had the opportunity to visit Spain last June to participate in a “Micosylva 2011” conference and field trip, regarding how Spanish provinces are proactively co-managing timber and forest mushrooms to enhance rural economic development. He outlined the program created with a grant from the European Union and told us about the first year results. The results were very encouraging to the folks who live there, the myco-tourists who came to visit, and the group that sponsored the program. His question to SOMA was: “How is this information applicable to Northern California?” A number of interesting points were discussed but no recommendations were proposed. While visiting SOMA, David received an invitation to attend “Micosylva 2012.” He is planning to attend and is currently working to improve his Spanish language skills. The SOMA Board is looking for a new Secretary. Present secretary, Karen Kruppa, has performed sterling work over the last 4 years and will become the next SOMA Treasurer. We need another excellent... The Dilemma of Dermocybes vs. The Rest of My Life Dorothy Beebee ©2002 This year it was Charmoon who enticed me away from the Douglas iris blooming on the coast and the Fritillaria lanceolata blooming down the road – phoning those words: Dermocybes for Beebee… and I go running inland to his abode on Westside Rd., rather than out to Duncan’s Landing to paint wildflowers! Between Scylla and Charybdis – just to draw me off course just as I had declared the San Diego Mycological Fair as “the end of the Season” (at least it was for San Diego)… And while I’m on the subject, Elio was VERY appreciative of the fungus collections (contributed by Elissa Rubin-Mahon, Ron Pastorino and Charmoon), which I nervously carried down with much fear and trepidation for the security/x-ray scanners at SFO. As each mushroom was carefully wrapped in aluminum foil, (as suggested by Elio), I was in great fear of being arbitrarily pulled over to have my luggage searched or x-rayed… I’d STILL be at the airport trying to explain myself… But the fungi traveled safely downstairs in the cool cargo section, while I hand-carried my slides and dyebooks upstairs. San Diego has had a terrible drought year, and SOMA’s collection was excitedly received to many oohs! and ahs! as each little treasure was unpacked– especially over the “black trumpets” and “hedgehogs” which made it through in fine form and didn’t even get eaten before the show! Ironically the morning of the Fungus Fair it RAINED (a mist, by our standards), but as it was held in Balboa Park, next to the San Diego Zoo, walk-in attendance was lighter than hoped… But we still had a great time! Well, I digress, (a result of inhaling too many dye fumes, I fear) and here I have to confess publicly and a bit shamefacedly, Ron, that the little perfectly fresh (only 3 hrs. old) Dermocybe phoenicuus specimen never made it down to San Diego… I was so excited to see that dark red cap, just as Miriam has been describing to me over and over, that I had to stop to make a detailed colored pencil drawing of it because the color was so much redder than what I’m used to seeing. Well of course one thing led to another which led to the boiling water/steeping routine… Well, I was doing this for “scientific reasons” you know – to compare the dye to the species which Charmoon had brought the previous week. I had separated the cap and the stipe at his suggestion, (and just like we did in Finland) to see if they would make different dyes. And yes, they DID! The cap gave a deep blood red with alum mordant, while the stipe produced a golden yellow. So I wanted to try this experiment with Ron’s Dermocyte sample because the two looked so different, in size and aspect from one another… and I was beginning to wonder if we had two different sub-species; – would the dye differentiate between them? The dyes turned out to be identical in their results… but I am still convinced that there are several species that we are blanketing under the name of “Dermocybe phoenicuus var. occidentalis” (possibly D. semi-sanguineus with a tawny brown cap and red gills?) because there is such a range of color from those collected under that moniker for me. That is why I felt that the freshness of the cap color is so important… So, am I forgiven, Ron? And then, with this phone call, Charmoon had one which puzzled us both: large (5cm wide) silky, tawny golden-brown cap and same colored fibrillose stipe 5cm long, and with rusty/orange gills… and you could actually see the little splotches of dark pigment in the blades of the gills… It’s not one I would have tried, except for those dark splothy shades in the gills… But, on wool samples, it produced a lovely apricot hue with no mordant, rose pink with alum, and rosy beige with an iron mordant, much the same as in experiments with the Dermocybe cinnamomeus group… So the question remains, can the dyes differentiate between the species??? The topic for another article… and in the meantime, keep those Dermocybes a comin’! I know that the iris will bloom all Spring, but the mushrooms won’t, so that forces my hand, and dyelineates my dilemma… (gotcha!) DUFF continued from page 2 person to take her place as secretary. You must be able to attend the monthly Board meetings and document decisions made. Please email me for more details if you are interested. A number of SOMA News items in no particular order: - A group of SOMA volunteers have met, and will meet monthly, planning SOMA Camp 2013. Please let us know if you’re interested in assisting the effort. - The Board is aware that there is high interest in a foray this spring to find morels in the Sierras. Scouts are out, but no reports have come in as yet. - The monthly forays open to the public have been changed to meet current requirements. We need at least two additional volunteers to help on the foray days. Please email me if you are interested. Found February 18th at the last Salt Point State Park foray: - Red and black backpack with the name, “Chase Miller” penned inside and a copy of GSPS Ocean Fishing Regulations. A Staples brand thumb drive may have fallen out of the pack, but I have it. - Black, quality, mesh tote bag with water bottle and paper bags. - Bugle Boy brand, ancient . . . pullover in black and green plaid. Best regards, Jim Wheeler Twenty fortunate campers were treated to a foray/history lesson/wine tasting at MacMurray Ranch in beautiful Westside area of Sonoma County during this year’s SOMA Camp. Amy BerberVanzo, SOMA Camp’s foray organizer, with the help of Chris Kjeldsen, arranged for this opportunity to search for mushrooms on the pristine 1500 acres now owned by Gallo Wine Family. To make this trip extra special, camp featured speaker, Andrew Weil joined the group. We began in the old prune barn where the history of the land is spelled out in a series of pictorial hang panels. Kate MacMurray, daughter of Fred MacMurray who was former owner of the property, explained the multi-uses that the farm had. Its first owners were the Porter family who farmed the land for about 100 years, initially cultivating plum trees for the prune industry. Fred purchased the property near the start of World War II and turned it into a multi-agricultural farm with multiple types of trees including apples and peaches. In the early ’50s it became a cattle ranch raising prized Angus beef with the original bull coming from Scotland. A few years after Fred died in 1991, the property was sold and become a vineyard as part of the Gallo Family Winery. Kate is a wonderful ambassador and gracious story-teller as she enumerated her family stories and her father’s deep love for the land. She told us her father believed that the land should be used and maintained with respectful practices. When he first bought the property he joined the original Porter homes together to create a single family home. As a child who had a close affinity to the earth, she related how one of her jobs on the farm was to cut the hooves of the cattle; a fact that was hard to believe from this very soft spoken red-head. As good stewards of the land, the Gallo family, who purchased the ranch in 1996, dedicated one acre for open space for each acre planted, keeping the entire 1500 acre ranch as one. Nestled in this beautiful valley of Sonoma County, we all get to appreciate this commitment. After our welcome in the barn and a chance to taste some wonderful Gallo Chardonnay, the group was shuttled by 4 wheel drive vehicles past 400 acres of vines to a wooded area of the property. It was there along Porter Creek that we began our hike. The winery personnel had thoughtfully cut a track for us to walk up the steep terrain. Chris Kjeldsen explained that we would be competing for mushrooms with the wild pigs and that with this dry weather there was not much hope of finding many mushrooms. Ever hopeful we started the climb through this amazing property. To help us, a strategically located wine/water break was provided at rest stop at the top of a knoll. Some of us headed into the forest, while others went straight to the top for the beverage stop. Chanterelles were the first significant find along with some quiet pickers who scored a handful or two of black trumpet mushrooms. Smaller finds of little unidentifiable (to us) mushrooms were handed off and placed into wax paper bags to be brought back to camp to be identified. Despite the fact that our baskets were somewhat empty, all of us enjoyed the day just hiking in an area open very seldom to visitors. Mushrooms were secondary as we appreciated the hospitality and graciousness of our hosts providing a history lesson, delicious libations and a willingness to share in the beauty of their land. With our weird weather recently and lack of rain in general, nobody knew what to expect for our February 18th Foray at Salt Point. Reports from the field were generally discouraging. But, it was a warm, perfect day at the coast and 55 people came out to join us for the hunt. We were a little bit delayed by new liability release forms which everyone needed to review and sign, but soon groups were headed out to the Woodside Campground area, up the Central Trail from Woodside and a road trip to the Upper Stump Beach trailhead off of Kruse Ranch Road. At the Stump Beach trail at Highway 1, it was dry as a bone. At the Upper Stump Beach trailhead it was just as dry, but about half-way down the trail (our favorite spot) the ground was moist enough to support some excellent chanterelles, black trumps and lots of hedgehogs. Back at the picnic tables at Woodside everyone seemed well satisfied with the hunt. George Riner, Debbie Viess and friends from BAMS provided I.D. with a total of 70 species identified. As usual, the pot-luck lunch was a raging success. Many excellent cold dishes were brought, but the on-site cooks really outdid themselves with savory dishes fired up over propane stoves. Dick Perrone brought black trumps with rice, Finola Diaz made an outstanding Chilean stew, Chau Le Tran brought beef stew with tripe, David Batt made vegetarian spaghetti and I brought pasta with pesto. A great time was had by all on this gorgeous day. Please join us for the next foray on March 24th. SPECIES LIST Debbie Viess, Bay Area Mycological Society - Armillaria nabsnona (honey mushroom) - Auriscalpium vulgare - Bulgaria inquinans - Calocera viscosa - Cantharellus cibarius var. roseocanus (rainbow chanterelle) - Cantharellus formosus (OTH) - Clavulina cristata - Clavulinopsis laeticolor - Chitophorus prunulus - Cortinarius phoeniceus var. occidentalis (bright red gills) - Cortinarius sp. (Dermocybe) - Craterellus cornucopioides (scattered, fresh) - Craterellus tubaeformis (some fresh, some faded) - Craterellus tubaeformis (var. odd grayish-beige color) - Cudonia circinans - Elaphrocydceps capitata - Entoloma sp. - Gomphus clavatus (pigs ears) - Gymnopilus sapineus - Gymnopilus sp. - Helminthosphaeria clavariarum (dark gray fungal parasite on Clavulina cristata) - Helvella lacunosa - Hydnellum aurantiacum - Hydnum umbilicatum - Hygrocybe coccinea - Hygrocybe flavescens - Hygrocybe psittacina - Hygrocybe punicea - Hygrocybe laeta (pink cap, orange stipe) - Hygrophorus sp. (big, dry cap, whitish, thick waxy gills) - Hypholoma fasciculare - Inocybe geophylla - Inocybe sp. - Inonotus tomentosus - Jahnoporus hirsuta (bitter!) - Lactarius argillaceifolius - Lactarius deliciosus group - Lactarius rubidus (very few) - Leotia lubrica (abundant) - Leotia viscosa (dark green cap) - Lepiota sp. (tiny delicate) - Mycena pura - Mycena purpureofusca (purple margins to gill edges) - Ochrolechia oregonensis (lichen w/pink cushion fruit bodies) - Otidea sp. - Phaeocollybia sp. (broken off) - Phaeolus schweinitzii (lots of older fruit bodies) - Phaenerochaete sanguinea (red stain) - Pholiota velaglutinosa (with glutinous partial veil) - Phylloporus arenicola (gilled bolete) - Pleurotus ostreatus - Postia guttulata (white cheesy polypore that reddens) - Psathyrella bipellis - Psathyrella sp. - Pseudohydnum gelatinosum (cats tongue) - Ramaria sp. (yellow) - Rhizopogon ochraceorubens - Rhizopogon roseolus - Russula bicolor - Russula sp. (blackening; puddles in forest) - Russula sp. (peppery) - Stereum sp. - Stropharia ambigua - Suillus brevipes (no glandular dots!) - Suillus lakeii - Trametes versicolor - Tremella aurantiaca - Tricholomopsis decora (yellow overall) - Tricholomopsis rutilans (world’s tiniest fruit body!) - Turbinellus (Gomphus) floccosus A team of three SOMA members, Jim Wheeler, Marilyn Buss, and Rachel Zierdt participated as judges in the Sonoma County Science Fair. This is SOMA’s second year of judging students projects and just as last year, the judges found the efforts amazing. About 150 youngsters from 6th-12th grade entered their projects which encompassed 10 areas of science including chemical, physical, and agricultural science. Our team concentrated on grading biology projects. The three of us were spread over two teams, each with two additional members. Both biology judging teams rated 6-7 projects each. Using over 170 criteria points per project, we minutely combed over each project board and notebook checking photos, reading supporting documentation, interpreting graphs and inspecting for proof of conclusions. It was a huge job taking about 20-30 minutes per project. Each young scientist was then interviewed about their project and was expected to defend their findings and reassure the judges that they did indeed produce the project themselves. After spending all morning in this endeavor, each judge tabulated their individual scores. Finally we came together as a team again to discuss and then arrive at a team average for each project. Of the many projects we judged and surveyed one stood out as a sure winner. A young man, Garrett Soiland, produced an exceptional project. Garrett, who is homeschooled, chose to study pitcher plants (carnivorous) to see if they are capable of reacting to changes in their environment and taking compensatory action to maintain particular set of conditions in their pitcher. He did this by diluting the liquids in their pitcher or adding liquids to their pitchers. He also used the variable of younger and older pitcher plants. He hypothesized that when he diluted pitcher plants enzymes, the plants would secrete extra fluids. He initially thought that was done to compensate for the dilution. However, he found out that may not be the case. Only younger plants actually produced higher levels several days after the dilution and older plants did not replace the liquids. This discovery has prompted lots more questions which he is planning on exploring further. Part of the home schooling charter allows him to study at the Junior College where he used the laboratory there and the advice of a professor to help with this project. As an award for his project, from SOMA Garrett will receive $100 and his teacher (his mom) will receive a like amount in the hopes that it will provide funds for future projects. His project was spotted by other judges, and we believe he won an additional award from another agency. We are hoping that Garrett will attend one of our future Farm Bureau meetings to explain his findings. I am sure everyone in the audience will be impressed by this soft spoken, very articulate young man. The team of three, perhaps with another additional member, will be traveling up to Healdsburg next month to judge additional science fair exhibits there. --- ATTENTION ALL ARTISTS! The SOMA Board of Directors is looking for talented artists to submit original artwork for our 2013 SOMA camp official t-shirt. This year, Dorothy Beebee produced an exceptional graphic using mushrooms with the “hidden” letters of SOMA integrated in the picture. We encourage those of you who took the drawing class at camp with David Gardella – as well as those who didn’t – to come forward and share your artwork. The winning artist will be given a free t-shirt, recognition and gratitude. All artwork will be returned to the artists. All entries must be submitted by June 1st, 2012. It’s winter now, so use your extra evening hours indoors to refine and finish up what you started, or begin again with a new inspiration. Please bring entries to regular meetings at the Farm Bureau or contact Rachel Zierdt at firstname.lastname@example.org. Pickled Mushroom Salad with Japanese-style Vinaigrette Serves 4 Vinaigrette \| Ingredient \| Amount \| \|---------------------\|--------\| \| Sesame oil \| 1 T \| \| Ginger, grated \| 1 T \| \| Rice Vinegar \| 1 T \| \| Vegetable Oil \| 1 T \| \| Soy Sauce \| 1 t \| Combine all ingredients together. Pickled mushrooms Velvet Pioppini 1 lbs Vegetable Oil Salt Pepper Pre-heat oven to 450 F. Toss mushrooms in vegetable oil and season with salt and pepper Roast mushrooms until cooked through, but not crispy. Put roasted mushrooms in Japanese vinaigrette and refrigerate until ready to serve. To serve: Strain mushrooms and collect vinaigrette. Toss salad greens with vinaigrette, season greens with salt and pepper to taste. Top the salad with pickled mushrooms. White Bean and Roasted Mushroom Soup Serves 4 to 8 People 2 lbs mushrooms (Velvet Pioppini, Trumpet Royale, Alba Clamshell) 2 large onions, quartered 3 garlic cloves 2 T olive oil Salt Pepper Sage Thyme 48 oz. chicken broth 48 oz. Cannellini beans (prepared from dried beans) Preheat oven to 450 F. 1. To cook beans. First pour out beans onto a cookie sheet and inspect them for rocks, pieces of dirt, broken pieces, etc. Then put beans in a pot and cover with water. Bring this up to a simmer and then turn off the water. Let soak for an hour. Or, if you have the time soak the beans in cool water over night. Drain all soaking water. Cover the beans again with water and bring to a simmer and cook until tender, but still have the shape of the bean. Put a bay leaf in the water while cooking. Toss mushrooms, garlic, and onion in olive oil. Season with salt and pepper. Spread each item on to its own sheet pan. Add sage and thyme. Roast in oven for 10 minutes, toss and roast for an additional 15 minutes. (Make sure that all the liquid has evaporated) 1. While vegetables are roasting put broth, cooked beans, salt, pepper and thyme in a large stockpot over medium heat and simmer. 2. When vegetables are done roasting. Let cool slightly. 3. Retrieve half of the beans and some broth and puree this with the roasted onions, garlic, and herbs. Add this pureed bean mixture back to the stock pot. 4. Add roasted mushrooms to soup. Salt and pepper to taste. SOMA usually meets on the third Thursday of the month throughout the year (September through May), at 7 PM, at the Sonoma County Farm Bureau, 970 Piner Road, Santa Rosa, California. Fungi are displayed at 7 PM, and speakers begin at 7:45 PM. Bring in your baffling fungi to be identified! Directions to the Sonoma County Farm Bureau From the south: - Go north on Hwy 101 - Pass the Steel Lane exit then take the Bicentennial Way exit - Go over Hwy 101 (heading west) and then right on Range Ave - Turn left on Piner Rd and go about 1/4 mile - Turn left into Farm Bureau parking lot at 970 Piner Rd From the north: - Go south on Hwy 101 - Take the first Santa Rosa exit for Hopper Ave/Mendocino Ave - Stay left on the frontage road (it becomes Cleveland Ave) - Turn right on Piner Rd and go about 1/4 mile - Turn left into Farm Bureau parking lot at 970 Piner Rd	<urn:uuid:dbe7a884-9721-4fcc-944b-1654c9e03064>	CC-MAIN-2020-16	https://www.somamushrooms.org/news/24/SOMANews_24-7.pdf	2020-03-29T19:03:51+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00550.warc.gz	1,169,246,277	6,316	eng_Latn	eng_Latn	0.978508	eng_Latn	0.997606	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2783, 6698, 12035, 15455, 19401, 23282, 25569, 26435 ]	[ 1.265625, 2.4375 ]	5	2
Read the instructions below. Along with this booklet, make sure you have the Answer Booklet and the Formula Sheet. You may use any space in this book for rough work for multiple-choice questions only. The diagrams in these booklets are not all drawn to scale. ATTENTION: Unlike in the actual assessment booklet, the questions in this booklet are sorted by strand. There are more multiple-choice questions in this booklet than in a regular booklet. Continue to read the directions on the cover of the Answer Booklet. 1 A rectangle is divided into 5 equal sections as pictured below. Which of the following represents the area of one section? a $8x$ b $8x^2$ c $15x$ d $15x^2$ 3 A rectangle is shown below with algebraic expressions for its length and width in centimetres. Which expression represents the area of the rectangle in cm$^2$? a $4x + 5$ b $8x + 10$ c $3x^2 + 5$ d $3x^2 + 15x$ 2 The table below contains five expressions. How many of these expressions are equivalent to $(p^2)^3$? a 1 b 2 c 3 d 4 4 What is the solution to the equation below? \[ \frac{2}{3}x - 4 = 20 \] a $ x = 12 $ b $ x = 16 $ c $ x = 24 $ d $ x = 36 $ 5 Mia sells T-shirts from a booth at a market. She pays $30 to rent the booth. Each T-shirt costs her $1.50, and she sells them for $7.50 each. Her goal is to make $200 after she pays for the booth and the T-shirts. What is the minimum number of T-shirts Mia must sell to reach her goal? a 27 b 29 c 34 d 39 6 Joanne drives for 2.5 hours at a constant speed and travels 250 km. François drives at a constant speed exactly 10 km/h less than Joanne’s speed. Which point on the graph below could represent the distance travelled and time spent travelling for François? Distance Travelled vs. Time Spent Travelling - D Distance travelled (km) - t Time spent travelling (h) Points: - W: (2, 200) - X: (3, 300) - Y: (5, 450) - Z: (8, 400) a Z b Y c X d W 7 Which of the following shows information from a linear relation between $C$ and $n$? \| $n$ \| $C$ \| \|-----\|-----\| \| 0 \| 0 \| \| 1 \| 1 \| \| 2 \| 3 \| 8 The total cost of yearbooks for a school is made up of a $375 set-up fee and $25 for each yearbook purchased. There is a linear relationship between the total cost and the number of yearbooks purchased. What type of variation is this relationship, and what is its initial value? a direct variation, $375 b direct variation, $25 c partial variation, $375 d partial variation, $25 9 A company ships CDs in crates of equal size. The graph below shows the relationship between the total mass of a crate and the number of CDs it contains. Which of the following equations represents the relationship between the total mass of a crate, $M$, and the number of CDs it contains, $n$? a $M = 0.25n + 100$ b $M = 4n + 100$ c $M = 0.25n + 125$ d $M = 4n + 125$ 10 A relationship is represented by the following graph. Which equation represents this relationship? a $C = n + 2$ b $C = n + 1$ c $C = 2n + 2$ d $C = 2n + 1$ 11 A local band pays $5000 to record its first album and $0.15 for each CD made. The band pays $7000 to record its second album and $0.10 for each CD made. How will the graph of the relationship between the total cost and the number of CDs made for the second album differ from the graph for the first album? The graph of the line for the second album will start a lower on the vertical axis and be steeper. b higher on the vertical axis and be steeper. c lower on the vertical axis and be less steep. d higher on the vertical axis and be less steep. 19 Which equation does not represent a linear relation? a $y = 0$ b $x = 5$ c $x^2 + y = 9$ d $2x + y - 5 = 0$ 20 What is the slope of the line represented by the equation below? $$0 = 2x - 10y + 7$$ a 5 b $\frac{1}{5}$ c $-\frac{1}{5}$ d $-5$ 21 The end points of line segment AB are A(3, −12) and B(6, k). What is the value of $k$ if the slope of line segment AB is $-2$? a $-18$ b $-6$ c 6 d 18 22 Information about three different relationships between C, in dollars, and $t$, in hours, is shown below. \| $t$ (h) \| $C$ ($) \| \|---------\|---------\| \| 0 \| 10 \| \| 2 \| 14 \| \| 4 \| 18 \| $C = 4 + 0.5t$ How many of the three relationships between $C$ and $t$ have a rate of change of $4$ per hour? a 0 b 1 c 2 d 3 23 A line passes through the point $(6, 4)$ and has a slope of $-\frac{1}{2}$. Which of the following graphs represents this line? a b c d 24 The maximum number of tickets that can be sold for a school play is 350. The total profit earned, $P$, can be determined using the equation $P = 4.50n - 1080$, where $n$ is the total number of tickets sold. Which of the following statements is true? a The maximum profit is $1080. b The maximum profit is $1575. c The total profit is $0 when 240 tickets are sold. d The total profit is $0 when 350 tickets are sold. 25 Two gyms offer fitness classes. The graph below shows the total cost for the first gym. For 4 classes, both gyms have the same total cost. Which of the following could represent the total cost for the second gym? a $C = 60 + 4n$ b $C = 40 + 15n$ c The total cost is made up of a membership fee of $60 and $10 per class. d The total cost is made up of a membership fee of $40 and $20 per class. 26 The table below lists the widths of four rectangles, each with an area of 72 cm$^2$. \| Width (cm) \| \| \|-----------\|-------\| \| Rectangle 1 \| 6 \| \| Rectangle 2 \| 8 \| \| Rectangle 3 \| 10 \| \| Rectangle 4 \| 18 \| Which rectangle has the smallest perimeter? a Rectangle 1 b Rectangle 2 c Rectangle 3 d Rectangle 4 27 Salt is sold in packages in the shape of a rectangular-based prism that is not a cube. A new package in the shape of a cube is designed to contain the same volume. Which of the following is true about the new package? a It holds less salt. b It holds more salt. c It requires less material. d It requires more material. 28 According to the Pythagorean theorem, what is the length of the third side of the triangle, $x$? ![Diagram](image) a 2 cm b 4 cm c 6 cm d 8 cm 29 The figure pictured below is made up of a cone on top of a cylinder. ![Diagram](image) The cylinder has a volume of 96 cm$^3$. What is the volume of the figure? a 120 cm$^3$ b 128 cm$^3$ c 144 cm$^3$ d 192 cm$^3$ 30 Consider the diagram below. What is the value of $x$? a 61° b 68° c 112° d 119° 31 The following figure is a 15-sided regular polygon. What is the value of $x$ shown in the diagram? a 24° b 34° c 46° d 48°	<urn:uuid:6aaa5485-753a-4ff7-b30c-10f96a7d27af>	CC-MAIN-2021-04	https://www.chrisrossarthur.com/uploads/3/8/5/9/38596187/eqao_multiple_choice.pdf	2021-01-25T21:09:03+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703644033.96/warc/CC-MAIN-20210125185643-20210125215643-00526.warc.gz	715,460,285	1,947	eng_Latn	eng_Latn	0.963316	eng_Latn	0.995499	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 521, 1022, 1936, 2483, 3584, 3839, 4360, 4509, 5339, 6391, 6612 ]	[ 3.171875 ]	3	1
Farm # By Team X Members: John, Julie, Jennifer, and Jed Introduction - State the purpose of your presentation - Identify yourself Topics of Discussion - State the main ideas you will be talking about and prioritize them - What is most important based on your assessment. First Topic - Use well defined and succinct information Use Pictures that Tell the Story Topic Two - The first thing you need to learn is that you want to be sure not to include too much information and text on one slide. As you can tell, reading this slide from a distance is going to be distracting and you will lose the attention of your audience. Stick to the key points and talk through the important information – just give them information that refers back to the main point. Topic Three - Colors……. - Fonts - Sizes – must be > 24 pt - Types – clear and readable from a distance - Tables and other information Large Farm Impact 750 Cows, Milking and Dry Buying all Replacements \| Culling Rate \| 35% \| 25% \| \|--------------\|-----\|-----\| \| # of Replacements/year \| 262 \| 188 \| \| Total Cost @ $1,100 \| $288,200 \| $206,800 \| \| Value of Cull Sales @ $300 \| $78,600 \| $56,400 \| Dollar Improvement $81,400 - $22,200 = $59,200 $59,200 / 750 cows = $79/cow Percentage of Profit/Cow 1995 = 23% 1996 = 19% Common Vision Example Mission Statement. “To be an economically profitable, viable, and opportunistic family business working and communicating together collectively to maximize profitability for the family, while giving back to the community and land we so depend on.” Common Vision - Example Mission Statement: "To be an economically profitable, viable, and opportunistic family business working and communicating together collectively to maximize profitability for the family, while giving back to the community and land we so depend on." SWOT Analysis Strengths - Vested interest in success and viability of farm and each other - Visionary business plan and outlook for future - Hard working labor force - Business is diverse and profitable - Trust and transfer of management roles to future generation - Have started the asset transfer process Benchmarks \| \| Indian Hollow Farm \| Goal \| \|----------------------\|--------------------\|------\| \| Heat Detection Rate \| 48% \| 60% \| \| Conception Rate \| 39% \| 40% \| \| Pregnancy Rate \| 18% \| >20% \| \| AFC \| 23 mo \| 22 mo\| \| Abortion \| 1.80% \| 3% \| \| DOA \| 4% \| 6% \| \| DA \| ~2-3% \| <5% \| \| RP \| ~5% \| 7-9% \| Benchmarks \| \| Chrysalis Dairy \| Goal \| \|----------------------\|-----------------\|------\| \| Heifer Cull \| 4.1% \| 5% \| \| Fresh Cow Cull Rate \| 5.3% \| 7% \| \| Cull Rate \| 30.2% \| 30% \| \| Heifer Death Rate \| 2.9% \| 3% \| \| Total Death Rate \| 3.7% \| 5% \| \| Internal Herd Growth \| -2.08% \| 5% \| \| IHG without Dairy \| \| \| Topic Four - How many slides? - No more than one slide per minute - Too many slides detracts and distracts - Be concise and succinct Information - You can add information from your other software - Pressing the Alt and PrtSc keys at the same time will save what is on your screen - Then you can Paste it into the PowerPoint slide set Days to first breeding for 2+ lactation cows Milk Sold per Cow vs Culling Rate 1996 Dairy Farm Business Summary, 64 Farms Impact - Add a strong statement that summarizes the priorities - Restate the priorities that you want everyone to take away from your analyses – remember the economic component of the opportunities Milking Management Opportunities - Improve worker training to get more consistent milking and lower SCC - Lowering the SCC to below 200,000 would generate an additional $36,549/yr Reproduction Returns - 150 cows X $2.60 = $390 - 122 cows X $5.20 = $634 - 122 cows X $13.70 = $1671 - Total Cost of Presynch = $2695 - Heat detection rate would increase from 48% to 60% yielding a 4% increase in pregnancy rate (0.60 HDR X 0.39 conception rate = ~23% rate from the current ~18%) Conclusions - Summarize your findings - Thank and acknowledge whomever you believe is necessary	<urn:uuid:4a323697-75a0-4961-bad1-5eb17d65eeb3>	CC-MAIN-2021-04	https://www.dairychallenge.org/pdfs/2019_Midwest/SamplePresentation.pdf	2021-01-25T19:58:19+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703644033.96/warc/CC-MAIN-20210125185643-20210125215643-00525.warc.gz	732,900,385	1,100	eng_Latn	eng_Latn	0.987837	eng_Latn	0.993941	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 370, 1570, 3307, 4016, 4412 ]	[ 2.5625 ]	2	2
CHAPTER 2 Caesar Or Christ? Life is full of important choices in which we must choose one thing over against something else. Here are some examples: Should I go to church or to the beach? Should I do my homework or watch television? Should I help my parents or go out with my friends? Should I read my Bible or should I look at the newspaper? Should I participate in the ballgame or should I go to prayer meeting? Should I be in the woods with the Boy Scouts on Sunday morning or should I be in church? How should I spend my time in study hall? Should I do my school work or should I talk to my friend? You can probably think of many other choices like these that we must make. The early Christians had to make an important choice between CAESAR and CHRIST. They had to choose between loyalty to Christ and loyalty to Caesar. This does not mean that they had to choose to be loyal to Christ and disloyal to Caesar. The Lord Jesus never taught His followers to be disloyal to Caesar or disrespectful to him (compare Matthew 22:21). But when a CHOICE must be made to put one before the other, CAESAR MUST ALWAYS TAKE SECOND PLACE and CHRIST MUST ALWAYS BE FIRST (see Colossians 1:18 where the word "preeminence" means "first place"). The Meaning of "Caesar" The first man to use the name "Caesar" was the famous JULIUS CAESAR who was a Roman general and statesman and who was assassinated in 44 B.C. (about 40 years before Christ was born in Bethlehem). "CAESAR" was an honored and distinguished nickname that was given to this man. Who was the Roman emperor when Jesus was born? (see Luke 2:1) ________________________ Did he use the name CAESAR also? _____ CAESAR became the name or title for all the Roman emperors from the time of Augustus to the time of Hadrian (117-138 A.D.). The Roman emperor was called CAESAR just as the Egyptian king was called P___________________ (see Exodus 1:8,11,22). What was the name of the emperor who was in power when Jesus was about 30 years old (Luke 3:1 and compare 3:23)? ______________________________ Was he a CAESAR also? _____ Tiberius was the same man whose face or image was seen on the coin (see Matthew 22:19-21). This man was also the Roman emperor when the Lord Jesus died on the cross and rose again from the dead. Nero the Madman Another Caesar that we read about in the Bible was the Roman emperor Nero. This was the man that Paul referred to in Acts 25:11—"I appeal unto ________________." In the year 64 A.D. during the reign of Emperor Nero, fire broke out in Rome. For six days and nights the fire burned. The greater part of the city was laid to ashes. The rumor got around that Nero himself had caused the city to be set on fire. This aroused great hatred in the people of Rome against their emperor. Nero had to find a scapegoat, someone to put the blame on. To turn this public hatred away from himself, Nero accused the Christians of having set the city on fire. Of course, the accusation was not true, but as a result large numbers of Christians were arrested and a terrible persecution followed. About 50 years after this great fire a Roman historian by the name of Tacitus wrote about this event. This is what he said: To kill the rumours, Nero charged and tortured some people hated for their evil practices—the group popularly known as "Christians." The founder of this sect, Christ, had been put to death by the governor of Judea, Pontius Pilate, when Tiberius was Emperor. First those who confessed to being Christians were arrested. Then, on information obtained from them, hundreds were, convicted, more for their anti-social beliefs than for fire-raising. In their deaths they were made a mockery. They were covered in the skins of wild animals, torn to death by dogs, crucified or set on fire—so that when darkness fell they burned like torches in the night. Nero opened up his own gardens for this spectacle and gave a show in the arena, where he mixed with the crowd, or stood dressed as a charioteer on a chariot. As a result, although they were guilty of being Christians and deserved death, people began to feel sorry for them. For they realized that they were being massacred not for the public good but to satisfy one man’s mania. (Tacitus, Annals 15.44) It was under the mad and wicked rule of Nero that both Peter and Paul were martyred. Peter was crucified upside down, and Paul was beheaded. What Should I Give To Caesar? In Matthew 22:15-18 some Jews came to Jesus trying to trap Him and trick Him. They tried to ask Him a question which they thought would get Him into trouble no matter how He answered it: "Is it lawful to give tribute (pay taxes) unto _______________ or not?" (Matthew 22:17). Suppose Jesus had said, "Yes, we certainly should give tribute unto Caesar." Would this answer have displeased certain people? Remember the Jews hated being under Roman rule. Suppose Jesus had said, "No, we should never give tribute unto Caesar. Don’t pay your taxes!" If Jesus had said this, what then could His enemies have done? Would the Roman authorities be happy to hear about a Jewish teacher telling the people not to pay their taxes? Could the Lord have been accused of promoting rebellion against Romans rule? The Lord Jesus did not fall into their trap. Instead He gave His famous answer found in Matthew 22:21. After they had heard these words, what did His enemies do (Matthew 22:22)? RENDER (GIVE BACK) UNTO CAESAR THE THINGS WHICH ARE CAESAR’S. How can we do this today? What is our responsibility to our government and to our leaders? What should we do to them and for them? Do they deserve our respect and loyalty (see 1 Peter 2:13,14,17)? Should we pray for them (1 Timothy 2:1-3)? Why? Should we pay our taxes? What kind of a citizen should each of us be? As responsible citizens, what duties should we carry out? What has your country given to you? What should you give back to your country? Are you thankful for the men who have served your country in the armed services and for those who have even given their lives in the line of duty and on battlefields? RENDER (GIVE BACK) UNTO GOD THE THINGS WHICH ARE GOD’S. How can we do this today? What is our responsibility to God and to God’s Word, the Bible? Does God deserve our respect and loyalty (1 Peter 2:17)? Should we pray to Him? Should we read His Word? What kind of person should I be before God? As a responsible believer, what duties should I carry out? What spiritual responsibilities do you have? What has God done for you or given to you? What have you done for God or given back to God? Are you a good Christian soldier? Are you serving God and fighting the good fight of faith in your home, at school and wherever you might be? A Comparison The following chart gives us a brief comparison between Caesar and Christ: (Continued on page 12) \| CAESAR \| CHRIST \| \|---------------------------------------------\|------------------------------------------------------------------------\| \| A powerful ruler (from man’s point of view) \| THE ONE AND ONLY POWERFUL RULER (1 Timothy 6:15—"Potentate" means powerful Ruler) \| \| A mere man (and some of these emperors were quite wicked and some were madmen like Nero) \| THE GOD-MAN, THE RIGHTEOUS SON OF GOD. HE IS THE GREAT GOD AND OUR SAVIOUR (Titus 2:13) \| \| A great king \| THE KING OF KINGS AND LORD OF LORDS (Rev.19:16) \| \| The Lord of the Romans \| THE LORD OF ALL (Acts 10:36) \| \| The Lord of the Roman Empire \| THE LORD OF HEAVEN AND EARTH (Acts 17:24) \| \| The Lord of those living in his kingdom \| THE LORD BOTH OF THE DEAD AND THE LIVING (Romans 14:9). \| \| Can save no one \| CAN SAVE ALL WHO CALL UPON HIS NAME (Rom. 10:12-13). \| \| The Caesars live and then die. \| CHRIST LIVED, DIED AND IS NOW ALIVE FOREVERMORE (Rev. 1:18). \| \| The Caesars come and go. \| CHRIST IS THE SAME YESTERDAY, TODAY AND FOREVER (Heb. 13:8) \| \| He is the final judge of no one. \| HE IS THE FINAL JUDGE OF EVERYONE (John 5:22,27; 2 Tim 4:8) \| A Choice Must Be Made As we think about the above chart, there is little comparison. How could anyone choose Caesar over Christ? And yet, this is exactly what people have done. They have rejected Christ and honored Caesar instead. Consider John 19:12. Pilate was a Roman governor. He was supposed to be loyal to the Roman Emperor (Caesar). Caesar considered himself to be the supreme ruler. He considered himself to be the KING OF KINGS. In John 19:12 the Jews were reminding Pilate that Caesar is against anyone who makes himself a King. CAESAR WANTS NO RIVALS. Then in John 19:15 Pilate forced the Jews to make a choice. SHALL I CRUCIFY YOUR KING? What answer did the Jewish leaders give? Keep in mind the chart comparing Caesar with Christ. The Jews chose the left hand column over the right hand column! What a foolish choice! Even though the Jews hated Caesar and they hated having the Romans rule over them, yet their hatred for Christ exceeded their hatred for Caesar. WE HAVE NO KING BUT _______________. [What should every loyal Christian say? I HAVE NO KING BUT _______________] Caesar Worship The emperor was not only the political leader of the Roman empire, he was also the religious leader. The emperor was known as the PONTIFEX MAXIMUS which means that he was the CHIEF PRIEST (the head priest, the number one priest). His position became so elevated that he even became an object of divine worship. It is very easy for POSITION and POWER to go to a person’s head and the person begins thinking that he is the greatest. This is especially true of kings and emperors who all the time have people bowing before them and serving them. They begin to think that they should be worshipped. Did King Nebuchadnezzar (the great emperor of Babylon) fall into this trap (Daniel chapter 3)? ______ What lessons did God teach this man (Daniel 4:31-37)? The Roman government tolerated different religions. They would allow people to worship their different idols and carry out their different religious rituals. The Romans even allowed the Jewish people to carry out their religion and to sacrifice animals and to worship at the temple (at least until 70 AD. when the city of Jerusalem and the temple were destroyed by the Romans). Although the Romans tolerated and allowed religions, they wanted people to acknowledge the supremacy of Caesar at least once a year. They wanted people to publicly give their full allegiance to Caesar and to recognize his greatness. For example, in 250 A.D. Decius issued an edict (law) that demanded, at the least, an annual offering of sacrifice at the Roman altars to the gods and to the genius and greatness of the emperor. Those who offered such sacrifices were given a special certificate. Those who did not receive or obtain these certificates would often be persecuted. The early Christians refused to pay divine honors to the emperor and to his statue. Christians refused to offer a pinch of incense on an altar to the divine Emperor. There are times when God’s people must not bow down before men. There are times when God’s people must disobey the King and obey God. Daniel chapter 3 and chapter 6 provide good examples of such times. Think of a Roman official coming to a group of early Christians: “Please comply with our orders or you will be in real trouble. All we want you to do is to confess with your mouth that CAESAR IS LORD! Just recognize that Caesar is the sovereign one. Caesar is supreme and if you acknowledge this we will give you a certificate. We will let you worship your gods and carry out your religious practices, but at least once a year we want you to show your loyalty and devotion to the great Caesar by saying CAESAR IS SUPREME! CAESAR IS LORD!” If you had been one of these early Christians, what would you have done? Why? What might be the cost of doing this? What would be the cost of not doing this? When a choice had to be made between loyalty to Christ and loyalty to Caesar, Caesar was bound to take second place. Christians must never let any man rob Christ of first place. Suppose Islamic terrorists were to overtake our country by force. Suppose they were to force everyone to confess with their mouth this statement: "ALLAH IS MY GOD AND MOHAMMED IS HIS PROPHET. JESUS CHRIST IS NOT GOD. I MUST BE LOYAL TO ALLAH ABOVE ANYONE OR ANYTHING ELSE!" Those refusing to say this would be punished and in some cases put to death. What would you do? Do you think that there are places IN OUR WORLD TODAY where believers are being persecuted and even martyred for refusing to bow down before men and for refusing to deny Christ? Every Christian believer recognizes that there is only ________ Lord (Ephesians 4:5). True, many people call themselves LORD and lift themselves up (1 Corinthians 8:5), but there is only ONE PERSON who can rightfully be called Lord! People must make this personal choice: WILL I ALLOW HIM TO BE MY LORD? The Lordship Of Jesus Christ Caesar is no Lord, although people have made him to be lord. In Isaiah 26:13 we read, "O LORD our God, other ________ beside ________ have had dominion over us." OTHER LORDS BESIDE THEE. This is man’s problem. He lets OTHER LORDS take the place of THE LORD. He lets CAESARS get in the way of Christ. Do you have any "lords" that are taking the place of Christ in your life? Do you have any "Caesars" that you are worshipping and bowing down before? Most people have a Caesar within them called SELF. This SELF is exalted and elevated and given a SUPREME place. SELF is MADE LORD! The person honors self, serves self and lives for self. Christ may get LIP SERVICE but self gets the real service. Is this a problem in your life? What can be done about it? As BELIEVERS we are to CONFESS WITH OUR M___________ that Jesus is LORD (Romans 10:9). Have you done this? Do others know that Jesus Christ is your Lord? How do they know this? How do you show this? Do your friends in school know? Who is it that helps a person to understand what it really means to have Jesus Christ as Lord so that a person can confess Christ sincerely and truthfully (1 Cor. 12:3)? ______________________ Did the early Christians acknowledge Christ as THE LORD (Acts 2:36; 10:36; 17:24)? Is Christ really LORD? Is He really MY LORD? If so, what does this mean? Does MY LORD demand anything from me? Here are several things for every believer to think about and be reminded of: 1. LORDSHIP DEMANDS OBEDIENCE. If we claim Him as our Lord then this means we should do what (Luke 6:46)? _________________________________________________ What was Paul’s attitude toward his Lord when he was first saved (Acts 9:6)? _________________________________________________ Why is it inconsistent to call Christ Lord and then disregard and disobey what He says? _________________________________________________ 2. LORDSHIP DEMANDS SERVICE. Who is it that we serve (Romans 12:11)? ___________________________ What does Colossians 3:23-24 teach us about our SERVICE? ______________________________________________________________ Who should we daily be seeking to please (Eph. 5:10, the word "acceptable" means "well-pleasing")? ________________________ What do you think Caesar would do if one of his men refused to serve him? 3. LORDSHIP DEMANDS FELLOWSHIP. What has our God called us to (1 Corinthians 1:9)? ______________________________________________________________ God’s Son is here identified as Jesus Christ our ____________. The average Roman citizen could not have much fellowship with Caesar the great emperor. Caesar was unapproachable to the average person. It was difficult to even get near him or talk to him. How is the believer’s relationship to his Lord much different than this? 4. LORDSHIP DEMANDS LOVE. What did Paul say about those who do not LOVE THE LORD (1 Cor. 16:22)? ______________________________________________________________ Many Romans served Caesar out of compulsion not out of love (because they had to, not because they wanted to). Do you serve Christ out of love or compulsion? Do you come to church because you want to or because you have to? If no one told you to read your Bible would you read it anyway? Someday what will all men do (Philippians 2:9-11)? ______________________________________________________________ Someday will all the Caesars of the past stand before Christ and bow the knee before Him? Will they confess that JESUS IS LORD? Have you done this? Do it today out of love or you will do it in the future out of compulsion! ________________________________________________________________ And why call ye me, Lord, Lord, and do not the things which I say? (Luke 6:46) Christ, not Caesar, is LORD! Has this fact changed your life? Are you surrendering to His Lordship, letting Him have His way and sway over your life? BEGINNING OF A SUCCESSFUL MAN "Lord, what wilt thou have me to do?" — Acts 9:6	<urn:uuid:35791115-a7ca-4b80-bcad-b4fb0a5e3e70>	CC-MAIN-2024-33	http://www.middletownbiblechurch.org/churchhi/history02.pdf	2024-08-15T18:30:28+00:00	crawl-data/CC-MAIN-2024-33/segments/1722641311225.98/warc/CC-MAIN-20240815173031-20240815203031-00708.warc.gz	44,254,741	3,905	eng_Latn	eng_Latn	0.9981	eng_Latn	0.999479	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2272, 4698, 6843, 8940, 12262, 15202, 17036, 17269 ]	[ 2.75 ]	2	1
The Hamden Middle School site was used as a landfill. Industrial waste and garbage was placed there in the 1930s and 1940s. During the 1950s, the town bought the land and built the Middle School on the landfill site. Last year, the school system had soil samples taken as part of the planning for a school addition. These samples contained lead and other chemicals that were part of the landfill. More sampling was done, and other chemicals were found. The Connecticut Departments of Environmental Protection (CT DEP) and Public Health (CT DPH) and the Quinnipiac Valley Health District became involved to make sure people will not be exposed. Other testing has been done to make sure there are no other ways students and staff could be exposed to hazards outside and inside the school building. The building and grounds are safe for everyone to learn and work in. What Hazards Were Found at the School? - PAHs (Polycyclic Aromatic Hydrocarbons) in the soil outside - Low levels of lead in some of the soil - Methane gas under the boiler room - Very low levels of PAHs in the air of the auditorium Inside this issue: \| Section \| Page \| \|--------------------------\|------\| \| Background \| 1 \| \| What Was Found \| 1 \| \| What is Exposure? \| 2 \| \| What are PAHs? \| 3 \| \| What is Methane? \| 3 \| \| What Has Been Done? \| 3 \| \| More Protections \| 4 \| \| Tools For Schools? \| 4 \| CT Department of Public Health Joxel J. Garcia, MD, MBA, Commissioner John G. Rowland, Governor Quinnipiac Valley Health District Leslie A. Balch, MPH, RN, Director Some Background on Exposure: Before you can have a good understanding about the environmental hazards at the school, you need to understand exposure. Exposure means that you have come in contact with a chemical. For exposures to chemicals to happen, there has to be a source, like a landfill or a factory. Chemicals then can get into air, water and soil. The chemical has to move from the source to a point where you can come into direct contact with it. How Can You Be Exposed? There are three ways a chemical could get into your body: ⇒ Breathing It in Air (inhalation) ⇒ Eating or Drinking (Ingestion) ⇒ Touching It (Dermal Exposure) If You Are Exposed, Will You Get Sick? This depends on several things about the exposure: ⇒ The type of chemical: how toxic? ⇒ The amount: how much were you exposed to? ⇒ The duration: how long were you exposed? ⇒ The frequency: how many times were you exposed? What Are PAHs? PAHs (Polycyclic Aromatic Hydrocarbons) are a group of chemicals formed when things like wood, trash, oil or food are burned. The PAHs at the school probably came from burning of garbage at the site. PAHs are found everywhere—in char grilled food, cigarette smoke, bus and car fumes. At very high levels, exposure to PAHs may cause health problems such as skin problems and certain kinds of cancer. Everyone should know that the levels found on the school grounds and the auditorium were not anywhere near high enough to cause health problems. What Is Methane? Methane is a flammable, colorless, tasteless and odorless gas. Decomposing (rotting) materials waste often produces methane. Methane is not toxic to the body. If methane is found at high levels inside a building, it is a concern because a spark or fire could cause it to explode. Methane was only found in the soil underneath the building. No methane has been found in the building. Therefore, the methane found does not mean there is an explosion risk at the school. What Has Been Done To Protect The Students and Staff? - A special liner and clean soil cover were placed over the school grounds, including the front lawn, side lawns, and the area behind the auditorium. This will prevent anyone from contacting PAHs in the soil. - The inside of the school was thoroughly cleaned. This included: - All air ducts vacuumed - Everything wiped down, washed - New air filters to keep the air clean - A methane alarm has been installed in the boiler room. The monitor has an alarm that will sound way before methane levels become dangerous. The Hamden Fire Department inspects the school for the presence of methane every Monday morning to make sure that no methane has seeped into the building over the weekend. What Else Will Be Done To Protect Our Health? - The CT DEP will be checking regularly on the soil cover at the school. - The methane monitor in the boiler room will be regularly checked by the Hamden Fire Department. - The fire department will inspect the Middle School every Monday morning using a gas monitor to make sure the school is safe. - A special “Tools for Schools” Indoor Air Committee has been formed and trained for the schools—see below. What is “Tools for Schools”? The Indoor Air Quality (IAQ) Tools for Schools Program was designed by the U.S. Environmental Protection Agency (EPA). The program helps schools fix indoor air problems in the school. A committee of administrators, teachers, maintenance staff, parents, (and maybe students!) works together to make sure there is good air quality in the school. You will be hearing more about the Tools for Schools Program in the Middle School soon. If you have further questions about the Middle School situation, please ask your teacher or Ms. Norwood.	<urn:uuid:e47939a3-34c9-4235-8d07-96b9f0028448>	CC-MAIN-2021-43	http://www.newhallinfo.org/PDFs4download/hms/ATT%20C%20SCHOOL%20FS.pdf	2021-10-18T07:14:53+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00431.warc.gz	129,904,654	1,199	eng_Latn	eng_Latn	0.998717	eng_Latn	0.99914	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1648, 2560, 4356, 5382 ]	[ 3.625 ]	2	1
A Sense of Place in American Literature Class: Clinton High School - Honors English 10 Description: These lessons are created for a tenth grade honors level course at Clinton High School. This is a course designed for highly motivated students as a survey of American literature with exposure to the American short story, novel, play, poetry, and nonfiction. It is designed to recognize the links between literature and history and to integrate vocabulary, grammar, thinking, speaking, reading, and writing skills necessary to function in an advanced/college setting. This sequence of lessons will enhance the themes of this year-long course: American identity, the relationship between the community the individual, and society, civil disobedience, and the American Dream. A sense of place will intertwine within the existing units as students explore how a place influences identity. Within this course, the term place will become an extended definition of setting, as students are encouraged to think about setting in terms of a physical setting, a historical setting, and a social setting. A sense of place will be explored at different levels - how place influences an author as he/she is writing, the effect that place has on the characters and plot in a text, and finally extended to the impact that place has on a student's own identity. This unit contains six lessons that will be used with other texts and units throughout the year. The year begins with an introductory unit relating to personal identity leading into the idea of American identity and concludes with two texts that focus on community and an individual's roles and responsibilities within that society. Standards: Massachusetts Standards for English Language Arts and Literacy, grades 9-10 RL/RI 1. Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text. RL/RI 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text. RL/RI 10. Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course. RI 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 6. Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. W 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W 8. When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. SL 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL 5. Make strategic use of digital media (e.g., audio, visual, interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. Lesson 1: Iceberg Project The Iceberg Project is an introductory unit for this Honors 10 course in which students read a quotation from Ernest Hemingway that is often referred to as his iceberg theory and discuss this as both readers and writers. This unit serves two main purposes. Students are introduced to the idea of reading below the surface, to make meaning beyond the literal interpretation, and they also reflect on their own identities and the factors that have influenced them. Within this reflection, students will be guided to include an awareness of place as they think about their own personalities and attributes and how both a physical setting and societal structures influence who they are. Objectives - Read and discuss Hemingway’s iceberg theory - Make connections between identity and a sense of place - Reflect on own identities and the influencing internal and external factors - Create written and multimedia representation of self identity Agenda - This is a multi-day process in which students work both in groups and individually; most of the videos, readings, and assignments will be completed on a Hyperdoc created for this assignment and will then be submitted through Google Classroom. Warm-up: Watch video and read article on Ernest Hemingway’s Six Word Short Story In groups, students create own six word short story and post on class Padlet. Use these videos for inspiration: Six Word Memoirs by Teens and Six Word Memoirs: The Video Story. Individually, open this Google Draw document, read Hemingway’s quote and draw an interpretation of it; this will be used to begin a class discussion of iceberg theory and how it applies to reading and writing. Project: (Instructions for students) Part I: Write a description of yourself in which you compare yourself to an iceberg. Describe what part of your personality is on the surface and then what is below the surface. What do people know about you from a first meeting or observation? What more about you is there to know? How are you influenced by place, either a physical place or some aspect of society? This should be a multi-paragraph response. Use the chart to below to brainstorm. Part II: Create a multimedia visual representation of your whole self, including what is both above and below the surface. Some options for this include using Adobe Spark Page, Google Draw, Canva, or creating a video. See Ms. McGrail with other ideas. \| What aspects of you and your personality are “above the surface”? \| What aspects of you are “below the surface”? \| \|---------------------------------------------------------------\|---------------------------------------------\| \| What might teachers (or others) who have just met you think about you? \| What is important to you? What do you value? What are things that you feel strongly about? \| The projects will be shared either on a class site or padlet and students will give informal presentations of the multimedia part of the project. Lesson 2: American Identity American Identity is the first text based unit of the course and is based on a Conversations unit in Literature and Composition: Reading, Writing, Thinking. Throughout this beginning unit in an American literature course, students will be encouraged to think about questions surrounding the idea of being American, belonging in America, and how these ideas have evolved over time. The texts include poems, photos, a short story, and an essay. Objectives: - Brainstorm on topic of American identity - Paraphrase poem - Analyze poem for symbols, figurative language, imagery, and diction Agenda - Warm-up: Freewrite on the following questions: What does it mean to be an American? What makes a person feel that he or she belongs in America? Has the concept of being an American changed over time? Use your own experiences, current events, your historical knowledge, or literature you have read to inform your response. Four Corners Activity - Students will be directed to move to a corner of the room, each of which is labeled Strongly Agree, Agree, Disagree, Strongly Disagree, based on a personal response to the following statements: - It is important for a person to assimilate to the culture of the country he/she is living in. - America is the most diverse country in the world. - Race is the most important part of one’s identity in America. - Class is the most important part of one’s identity in America. As they move, students will discuss responses in pairs, then share with the whole class. After the activity, the class will debrief the discussion as a whole. Various reading strategies will be used for the different texts in this unit. Students will complete the three column chart below for the Langston Hughes poem “Let America Be America Again.” In this chart, students will interact with the text on two levels, summarizing the poem for a literal interpretation and then analyzing it for a deeper meaning. Students will work in groups and each group will be assigned a chunk of the text. Groups will share with the class and the poem will be read and discussed in its entirety. The focus of the analysis will be on the influence of Walt Whitman’s classic poem “I Hear America Singing,” but also on how Hughes questions and doubts as well as celebrates. The final assessment for this unit will be an essay in response to the following prompt: In the poem “The New Colossus,” Emily Lazarus welcome those seeking freedom and opportunity to come through “the golden door” of America. Has the United States lived up to this promise? Use a minimum of three texts from this unit to support your response. Let America Be America Again Langston Hughes, 1935 \| Summarize \| Poem \| Analyze \| \|-----------\|----------------------------------------------------------------------\|---------\| \| \| Let America be America again. \| \| \| \| Let it be the dream it used to be. \| \| \| \| Let it be the pioneer on the plain \| \| \| \| Seeking a home where he himself is free. \| \| \| \| (America never was America to me.) \| \| \| \| Let America be the dream the dreamers dreamed— \| \| \| \| Let it be that great strong land of love \| \| \| \| Where never kings connive nor tyrants scheme \| \| \| \| That any man be crushed by one above. \| \| \| \| (It never was America to me.) \| \| \| \| O, let my land be a land where Liberty \| \| \| \| Is crowned with no false patriotic wreath, \| \| \| \| But opportunity is real, and life is free, \| \| \| \| Equality is in the air we breathe. \| \| \| \| (There’s never been equality for me, \| \| \| \| Nor freedom in this “homeland of the free.”) \| \| \| \| Say, who are you that mumbles in the dark? \| \| \| \| And who are you that draws your veil across the stars? \| \| \| \| I am the poor white, fooled and pushed apart, \| \| \| \| I am the Negro bearing slavery’s scars. \| \| \| \| I am the red man driven from the land, \| \| \| \| I am the immigrant clutching the hope I seek— \| \| \| \| And finding only the same old stupid plan \| \| \| \| Of dog eat dog, of mighty crush the weak. \| \| \| \| I am the young man, full of strength and hope, \| \| \| \| Tangled in that ancient endless chain \| \| \| \| Of profit, power, gain, of grab the land! \| \| \| \| Of grab the gold! Of grab the ways of satisfying need! \| \| \| \| Of work the men! Of take the pay! \| \| \| \| Of owning everything for one’s own greed! \| \| \| \| I am the farmer, bondsman to the soil. \| \| \| \| I am the worker sold to the machine. \| \| \| \| I am the Negro, servant to you all. \| \| \| \| I am the people, humble, hungry, mean— \| \| Hungry yet today despite the dream. \| \| Beaten yet today—O, Pioneers! \| \| I am the man who never got ahead, \| \| The poorest worker bartered through the years. \| \| Yet I’m the one who dreamt our basic dream \| \| In the Old World while still a serf of kings, \| \| Who dreamt a dream so strong, so brave, so true, \| \| That even yet its mighty daring sings \| \| In every brick and stone, in every furrow turned \| \| That’s made America the land it has become. \| \| O, I’m the man who sailed those early seas \| \| In search of what I meant to be my home— \| \| For I’m the one who left dark Ireland’s shore, \| \| And Poland’s plain, and England’s grassy lea, \| \| And torn from Black Africa’s strand I came \| \| To build a “homeland of the free.” \| \| The free? \| \| Who said the free? Not me? \| \| Surely not me? The millions on relief today? \| \| The millions shot down when we strike? \| \| The millions who have nothing for our pay? \| \| For all the dreams we’ve dreamed \| \| And all the songs we’ve sung \| \| And all the hopes we’ve held \| \| And all the flags we’ve hung, \| \| The millions who have nothing for our pay— \| \| Except the dream that’s almost dead today. \| \| O, let America be America again— \| \| The land that never has been yet— \| \| And yet must be—the land where every man is free. \| \| The land that’s mine—the poor man’s, Indian’s, \| \| Negro’s, ME— \| \| Who made America, \| \| Whose sweat and blood, whose faith and pain, \| \| Whose hand at the foundry, whose plow in the rain, \| \| Must bring back our mighty dream again. \| \| Sure, call me any ugly name you choose— \| \| The steel of freedom does not stain. \| \| From those who live like leeches on the people’s lives, \| \| We must take back our land again, \| \| America! \| \| O, yes, \| \| I say it plain, \| \| America never was America to me, \| \| And yet I swear this oath— \| \| America will be! \| Lesson 3: Introduction to Transcendentalism At this point in the year, students will have completed the American Identity unit and will have read Arthur Miller's The Crucible. They will also have been assigned a string journal (adapted from Janet Burne) to be completed weekly one month prior to this lesson and will therefore have completed and submitted at least four journals. Students will be directed to bring in one of their journal entries for this class period that they will be willing to share. Objectives - Define transcendentalism - Make connections between transcendentalism and work for string journals - Identify Ralph Waldo Emerson and Henry David Thoreau Agenda - Warm-up: Rate experience of writing string journals and explain this rating. Share in small groups and together make a prediction: Why did Ms. McGrail assign this journal? Use to lead into class discussion about string journals and the possible purpose of the assignment. In small groups, students will be given the name of an American writer and will do basic research on this person’s life and writing. The groups will post the basic information for this person with a photo on a class padlet so that each group will be able to read and see each other’s work. The authors will include: Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, Bronson Alcott, Emily Dickinson, and Walt Whitman. These are authors whose works we will read throughout this course or whose lives were connected closely to the transcendental movement. This activity will lead into notes on the basic elements of transcendentalism and its impact on the literature of the time period. Guided reading: As a class we will read and annotate an excerpt from Emerson’s “Nature.” Students will be given the graphic organizer below and will trace the elements of transcendentalism through this excerpt. For homework, they will continue using the same graphic organizer with an excerpt from “Self-Reliance.” TRANSCENDENTALISM Transcendentalism was an intellectual movement that emphasized the dignity of the individual and advocated a simple, mindful life. The Transcendentalists wanted to transcend—or go beyond—the limitations of the senses and everyday experience. Key tenets include: - a theory that “transcendent forms” of truth exist beyond reason and experience; every individual is capable of discovering this truth on his or her own, through intuition. - a conviction that people are inherently good and should follow their own beliefs, however controversial they may be - a belief that humankind, nature, and God are all interconnected Directions: In the chart, record examples from each text for each element of Transcendentalism. \| Element of Transcendentalism \| Example from the Text \| \|------------------------------\|-----------------------\| \| Every individual is capable of discovering higher truths on his or her own, through intuition. \| \| \| People are inherently good. \| \| Humankind, nature, and God are interconnected. Possible extension: Students will identify the term aphorism and as they read “Self-Reliance,” they will record aphorisms used by Emerson throughout this essay and explain the meaning of each in their own words. Extensions can include illustrating these or creating short current-day scenarios in which they can be used. Lesson 4: Walk around the Wachusett Our high school is located along the North Dike of the Wachusett Reservoir around which there are scenic walking trails, including ones leading to the historic Wachusett Dam. Depending on time of year and weather conditions, this lesson will involve a walk either to the Dam or simply along the trails. Students often walk along this route in physical education classes, some sports teams run along the trails, and others visit independently, so this walk will require specific instructions about emphasizing nature, rather than the walk itself. Objectives: - Respond in writing to Emerson and Thoreau quotations - Silently observe natural world - Write notes and reflections on observation in outdoors in journal or field notes Agenda - Warm-up: Before leaving the classroom, students will participate in a series of quickwrites with quotations from Emerson and Thoreau. Each of the quotations listed below will be printed on a strip of paper. Each student will receive one strip of paper and will be directed to write continuously for two minutes. Once the two minutes have passed, students will pass the strip around the classroom so that everyone gets a new one. This will continue until students have responded to 6-8 of the quotes. Depending on time, these can be used as a discussion before or after the walk itself. Before leaving, students will be instructed to bring a notebook or paper and a clipboard to write on, something to write with, and nothing else. All cell phones should be left inside. We will walk together to a general area along the trail and weather permitting, students will be given time to spread out and journal and/or write field notes. On the walk back to the school, students will be instructed to walk silently. Once we are back inside the classroom, students will be given time to continue their journals or add to their ideas and then the class will reflect on the experience together. Possible extensions: If time and weather permit, this walk can lead into a series of walks through which students can be guided on the writing/journaling aspect of the experience. Specific instructions on field notes can be given and then connected to Thoreau’s practice of noting and then journaling. Students can also be given specific instructions for observations while outside, including mapping a location, sketching a specific object in detail, or creating a metaphor for something observed. “A man is relieved and gay when he has put his heart into his work and done his best.” What is something in your life that you have put your heart into and given your best? “Speak what you think now in hard words and tomorrow speak what tomorrow thinks in hard words again, though it contradict everything you said today…To be great is to be misunderstood.” Think of your life. What is an example of a time when you spoke your mind, demonstrated your beliefs, or showed integrity of the mind? Name one thing you can do to simplify your life or schedule. “A man is rich in proportion to the number of things which he can afford to let alone.” Name one “material possession” that you think you really need, but in reality you can do without. It is okay to “dance to the beat of a different drummer.” Explain a time when you went your own way, explored something new, stood out from others, etc. “If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them…” Name one “castle in the air” (large dream/goal) that you have. Name one thing you are doing or plan to do to achieve that goal/dream. “However mean your life is, meet it and live; do not shun it and call it hard names.” Think about a time in your life when things were hard, difficult, or even tragic. How did you grow from this experience? “I went to the woods to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived…I wanted to live deep and suck out all the marrow of life…” If you died today, would you say that you had “lived” and “sucked out the marrow of life”? Why or why not? Lesson 5: Universe of Obligation This lesson is to be taught with Harper Lee’s To Kill A Mockingbird and is adapted from the Teaching Mockingbird resource from Facing History and Ourselves. The goal of this lesson is for students to think about and reflect on the moral universe of a community, specifically how a community determines who belongs and who does not, what the consequences exist for those who choose to challenge a community’s rules, and what conflicts arise in literature out of the tension between characters and their setting. Objectives: - Define universe of obligation - Evaluate characters in novel for community’s circle of responsibility - Make real world connections to fictional setting of novel Agenda - Warm-up: Students will respond to the question - In the text, Scout describes some of Maycomb’s ways. What are some Clinton High School’s ways? What are important aspects of the culture of CHS that someone coming into this community would need to know? Students will respond to this individually, then share with a partner, and then we will make a class list and discuss as a group. Discussion will make connection between Maycomb’s ways and the culture of a community. Students will take notes on the definition and history of the term universe of obligation. Students will create a diagram for themselves, listing groups of people to whom they feel a responsibility or a need to protect. The class will then make a list of all of the characters met so far in the novel. Activity: Students will follow the directions and the diagram below to define the moral universe of Maycomb, Alabama in To Kill A Mockingbird. Where would each of Maycomb’s residents be placed inside Maycomb’s circle of responsibility? 1. Start inside the center circle (circle #1). Which residents receive the most respect and protection from the community’s written and unwritten rules? (values, beliefs, social hierarchy) 2. For circles #2-3, which residents receive a different level of respect and protection? 3. Which residents receive the least protection or respect? Place them in circle 4. 4. Which residents do not receive any respect or protection? Place them outside the circle. 5. Provide 1-2 sentences/phrases to represent each of these people/groups as evidence of where he/she belongs in Maycomb’s Circle of Responsibility. Students will share their diagrams and explain their reasoning for putting each character in the given space. Once a variety of different circles have been shared, students will be led into a discussion of what observations can be made based on the circle, in terms of both the setting of the novel and bigger connections. For homework, students will choose a community to which they belong—a school, neighborhood, nation, or a different group—and reflect on its universe of obligation. They will write a paragraph describing the moral universe of this community and as an extension, they will be asked to give their opinion on it. This will lead into a discussion the following day about an individual’s responsibility to challenge the rules or customs of a community. This novel will be taught close to the end of the year and students will have therefore read and understood Thoreau’s goals in “Civil Disobedience.” Lesson 6: My Town, Your Town, Our Town This lesson is part the unit for Thornton Wilder’s play Our Town, which will be the final text of the year in this course. Within this unit, students will explore the concepts of societal expectations and individualism, and how authors portray the ongoing conflict between society and self while making connections to the works of Emerson and Thoreau specifically throughout the reading. This lesson requires a close reading of excerpts of Act I that describe the town of Grover’s Corners, a small community in which people know each other well and seem to go about the same mundane tasks each day. Many students will quickly make connections to the town in which our school is located, Clinton, MA. Within this lesson, students will work in groups to research aspects of Clinton based on the information provided in the text. This lesson is modified from a Group Assignment in the Prestwick House Activity Packet for Our Town. Objectives: - Read and paraphrase descriptions in text - Identify tone of text and model within own writing - Research using online, print, or town (in person) resources - Present information orally and in writing to class Agenda: Warm-up: Students will respond to the following question - How would you describe Clinton to someone who has never been here? What are the first three words that you think of to describe Clinton? What would you focus on if you were creating a travel guide for Clinton? Several descriptions of Grover's Corners are offered in Act I of Our Town. The Stage Manager offers a basic description of Grover's Corners. Then, others are invited onstage to give their own accounts, which include scientific and anthropological data; a political and social description; and evidence of culture or love of beauty. Students will be divided into groups and each one will be assigned one of the following topics to research and write about Clinton. - Describe the location and give a basic description of Clinton. Use the Stage Manager’s description of Grover’s Corners on pages 966-967 (in anthology) as your model. You may use the Stage Manager’s line as your beginning: “Well, I’d better show you how our town lies. Up here—“ Use the same tone that the Stage Manager uses. Create a map to go along with your description. - Explain the history behind Clinton. Use Professor Willard’s description of Grover’s Corners on pages 971-972 as your model. Describe any historical landmarks, anthropological data, and the current population. Use the same tone that Professor Willard uses. Consider the history of Clinton as part of Lancaster, immigrant groups that have populated the town, and the flooding of the town and the construction of the Wachusett Dam. Include any relevant photos, maps, or graphs. - Give a political and social report for Clinton. Use Mr. Webb’s comments on pages 972-973 as your model. Describe voting practices, class (such as lower, middle, or upper), political parties, religion, and social practices. Use the same tone that Mr. Webb uses. Think about how the business of the town is run, political history in Clinton, customs and traditions. - Tell about your town’s culture or love of beauty. Use Mr. Webb’s answer to the Lady’s question on page 973 as your model. Describe any love of music, art, or books, for example. Use the same tone that Mr. Webb uses. Consider local pastimes or traditions that have become rooted in Clinton’s history. Include any visuals that will enhance an understanding of this. Students will write brief reports based on their research and share these with the class. As the end of the year approaches and students complete a year in an American Literature course, they will be encouraged to make connections to various points in the year. These connections span to the beginning of the year, when they first introduced themselves and shared information about themselves connected to a place, to the writings of Thoreau that encourage them to live deliberately and with an understanding of the place around them, to the final unit in which they research aspects of their hometown to understand the value and importance of a single life in it. It is my hope that throughout this year, students will understand how place has affected American writers throughout history, how place has an impact on their lives and identities, and the responsibilities they have to the place around them and the people in it. Bibliography Adventures in English Literature: Athena Edition. Holt, Rinehart and Winston, 1996. Burne, Janet. Teaching Thoreau Workshop. 16 July 2018. Cramer, Jeffrey, Ed. The Portable Thoreau. New York: Penguin, 2012. Jago, Carol, et al. Literature & Composition: Reading, Writing, Thinking. Bedford/St. Martin's, 2011. Massachusetts Curriculum Frameworks. (2017). Retrieved from http://www.doe.mass.edu/frameworks/ela/2017-06.pdf Prestwick House. Our Town Activity Pack. 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The Power of Music: Musical Practice & Brain Development By Max Stanley Chartrand, Ph.D. (Behavioral Medicine) DigiCare® Behavioral Research Research shows that music students: - Do better in reading and math than non-music students - Overcome learning disabilities easier - Are better behaved, learn better to work with others - Go to college in much higher numbers than non-musicians - Are more successful in their future careers Those students who take weekly music lessons, perform with a band, orchestra, or choir, and practice individually 25 minutes or more every day will: - Enjoy faster and better organized brain development - Develop better Right/Left hand coordination and raise Spatial IQ - Develop higher Cognitive IQ as a result of multi-sensory stimulation Learn organizational, interpersonal, and mechanical skills that will last a lifetime Notes on brain development and overcoming learning difficulties with musical training: Because allergies of all kinds have increased in the general population, more than 35% of all school children will have suffered from middle ear infections or chronic otitis media with effusion (OME) during the early formative of their lives. About 80% of these cases will be of the “silent” OME type, presenting no outward symptoms, such as fever or pain. Therefore, most will go undetected and untreated. Without timely treatment chronic OME cause developmental delays. These delays may appear in the form of speech-language delay, reading difficulties (developmental dyslexia), under-development of auditory attending and squelching skills (often mistaken for ADD), spatial skills challenges, Aspergers and mild cognitive deficiencies that can affect reading, math, and social development. The human brain consists of two hemispheres or cortices. The right hemisphere is used for spatial, emotional, artistic, and holistic skills; the left hemisphere is used for logic, deduction, mathematics, and abstract skills. The only direct neurological connection between these two areas of the brain is a small band of tissue about the size of a pencil, called the Corpus Collosum (CC). All information between these hemispheres travel via the CC. The size and development of features of the CC during early brain development determine gender specificity and brain specialization. Its later development determines degree of intelligence. This can be a lifelong process and not fixed to one’s youth. At birth, the CC is about 30% smaller on average in males than in females. This difference appears to be help brain specialization in males. Hence, boys generally gain greater spatial skills, fast reaction times and gross total body movements (right hemisphere) and earlier ability in deduction, logic, and abstract reasoning (left hemisphere). Girls, by enjoying nearly equal development for both hemispheres (due to the larger dendritic mass of the CC) are generally able to master language, communication, and fine motor skills earlier and easier than boys (hence, the phenomena of “women’s intuition”). However, the CC must continue to develop at a specified rate for both sexes for normal development to occur. Those children who suffer from OME during their first three years of life or more will also suffer development of the CC and other developmental areas. If they are boys, they may fall behind by as much as 2 years in reading ability (dyslexia), be misdiagnosed with Attention Deficit Disorder (ADD or ADDH), or may suffer a number of other learning disabilities. In time, however, they usually “catch up” with their peers, but sometimes after they’ve already developed behavioral problems in an effort to cover their cognitive deficiencies in the classroom. To ward off the possibility that this should happen—and because too often these cases are not discovered until after the fact—it is absolutely crucial that music programs be reinstated in the schools. In fact, the long-standing decline in math and science performance of U.S. school children precisely measures the abolition of music programs from the years 1970 to today. Vast research is conclusive that reinstatement of music as core curriculum in the schools for grades K-8 will go far in raising cognitive performance of all school children, while especially helping those who have fallen behind for various reasons (such as untreated OME during ages 0-3). Schools that already have music as core curriculum, whether located in an affluent community or the poorest ghetto, enjoy being the top performers in their districts. Developing musical skills has been found as much or more effective than any and all other forms of therapy. In fact, contrary to popular thought, without musical skills development, other forms of therapy generally show poor results. Nothing approaches the effectiveness taking up a musical instrument, joining a choral group, band, or orchestra, and practicing individually a minimum of 25 minutes a day. By so doing, these children will have a better chance at achieving their true potential. Furthermore, they will enjoy greater personal success and happiness in life. For more information: www.drmaxchartrand.org or call 520-509-6380.	<urn:uuid:84ad9478-9ca2-450e-b836-f142f0ee4b5d>	CC-MAIN-2021-43	http://www.lisleviolinlessons.com/uploads/1/6/2/7/16279312/parenthe_power_of_music.pdf	2021-10-18T06:54:27+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585199.76/warc/CC-MAIN-20211018062819-20211018092819-00431.warc.gz	122,790,827	1,015	eng_Latn	eng_Latn	0.997362	eng_Latn	0.997362	[ "eng_Latn" ]	false	rolmOCR	[ 5192 ]	[ 2.984375 ]	2	0
What goes down here... Dump no waste! Storm drains lead directly to rivers, lakes, and streams ...ends up here www.LGROW.org/stormwater Reduce and Report Pollution Entering the Grand River When it rains, water that isn’t soaked into the ground flows across the land, eventually making its way into our local waterways. This water is called ‘stormwater.’ The area that water flows over on its way to a river or stream is called a watershed, and we live in the Lower Grand River Watershed. As stormwater passes over hard surfaces like streets and parking lots, it can pick up pollutants such as oil and grease from parking lots and roadways, excess fertilizer from lawns, pet waste, and eroded soil. Locally, this stormwater is not treated but is discharged directly to the Grand River and its tributaries through storm sewer systems and drainage ditches. Dumping anything into storm drains, including yard waste, is illegal and pollutes our waterways! If you see something being dumped into a storm drain that doesn’t belong, please contact your local community to anonymously report it. Reporting information can be found at www.lgrow.org/report. Here are a few ways YOU can reduce stormwater pollution entering the storm sewer system and waterways in your community. For more information check out: www.lgrow.org/stormwater. - Properly dispose of any pet waste in a closed trash receptacle. Pet waste is raw sewage and contains harmful bacteria, easily transported through stormwater. - Be conscious in closing lids on dumpsters and outdoor trash cans. - Keep storm drains near your home clear of litter by disposing of trash and recyclables in proper containers. - Collect yard waste to prevent grass clippings and leaves from clogging the storm sewer system. - Avoid fertilizing your lawn before a storm, use per the manufacturer’s recommendations, and sweep up excess fertilizer on hard surfaces like sidewalks, driveways, and roadways. - Ensure that soiled water and other wastes from car washing practices do not enter the storm sewer system by washing your car on grass or gravel, rather than your driveway. Better yet, take your vehicles to a commercial car wash that sends wash water to the sanitary sewer. - Reduce stormwater runoff by planting rain gardens and using rain barrels in your gardens to prevent water from leaving your property. - Be Septic Smart! Maintain your septic system to protect your family’s drinking water and reduce the risk of contaminating local water. REPORT ILLICIT DISCHARGES Report ANY dumping into storm drains, streams or other water bodies. Visit www.LGROW.org/report for community specific phone numbers. Please, Only Rain in the Drain!	<urn:uuid:c1afdac4-6430-471a-9bc1-01b5fa796281>	CC-MAIN-2020-40	https://grandhaven.s3.amazonaws.com/pdf_documents/departments/public_works/illicit_discharge_information.pdf	2020-09-22T18:36:35+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400206329.28/warc/CC-MAIN-20200922161302-20200922191302-00734.warc.gz	426,306,670	549	eng_Latn	eng_Latn	0.996672	eng_Latn	0.997694	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 138, 2691 ]	[ 3.390625 ]	1	0
Towards a Blue Economy By Athula Senaratne – Jun 17, 2017 All nations around the globe celebrated World Oceans Day last week (June 8) under the theme of ‘Our Oceans, Our Future’. While the action focus of this year’s Ocean Day is the prevention of plastic ocean pollution through events organized in several countries, it is more opportune in the Sri Lankan context to take a broad look at the overall theme in the light of growing interest on ‘Blue Economy’ as a prospective agenda for exploring our future opportunities in oceans. Oceans cover two thirds of the earth’s surface and over three billion people are estimated to depend on marine and coastal systems for their livelihoods, directly and indirectly. Important maritime activities, such as fishing, sea transportation, tourism, offshore mining, and energy generation, play a significant role in the national economies of many countries, including Sri Lanka. Expansion of marine economic activities can be considered as one frontier of globalization. Unfortunately, the growing human activities in the oceans, while helping to increase the prosperity all over the world, are also responsible for the degradation of marine ecosystems. Marine ecosystems fulfil environmental functions that are essential for the survival of humans and other living beings. The oceans absorb a major share of carbon dioxide emissions that humans produce, play an important role in the stability of global climate systems, and accommodate and protect a major part of global biodiversity, making the world habitable for all of us. These global ecosystem services of the oceans have come under threat as a result of human activities such as, over exploitation of resources, illegal-unreported-unregulated (IUU) fishing activities, marine and coastal pollution, habitat destruction, and anthropogenic climate change. Impacts of such actions have become increasingly visible. It has been estimated that over 30 per cent of global fish stocks are being overfished, beyond their sustainable limits. The ocean acidity has increased by about 25 per cent compared to the pre-industrial era. Marine pollution has reached alarming levels, making oceans the largest waste dumping site globally. In this backdrop, the emerging concept of blue economy provides a way for balancing competing demands, and lays the foundation for the sustainable future of the oceans. Blue Economy The origin of the concept of Blue Economy is often traced to the book titled The Blue Economy: 10 years – 100 innovations – 100 million jobs, written by Gunter Pauli, first published in 2010. However, Pauli’s concept refers to a business model, aimed at transforming society from scarcity to abundance, with the help of locally available resources, through adopting innovative measures to address environmental and related problems. It does not essentially imply ocean based economic prospects. Despite Pauli being credited with coining the term, the concept of blue economy is now being widely used to refer to human activities based on oceans, taking them as one entity. Unfortunately, it carries many meanings and interpretations, creating doubts in the minds of interested public on the subject. It appears that some parties are trying to emphasize the ecological perspectives, while others are considering it merely as an umbrella term for all economic activities in the maritime sector, carried out using ocean resources, without any reference to sustainability aspects. To avoid such misconceptions, some international agencies have come forward with interpretations that are aimed at introducing a balanced view on the concept, emphasizing its economic, social and environmental dimensions. The World Wildlife Fund (WWF) has defined ‘sustainable’ blue economy as a marine-based economy that provides social and economic benefits for current and future generations while restoring, protecting and maintaining the diversity, productivity, resilience, core functions, and intrinsic value of marine ecosystems being based on clean technologies, renewable energy, and circular material flows keeping within the limits of one planet. The United Nations Environmental Programme (UNEP) promoted the idea that blue economy is a marine and coastal analogue to the Green Economy (GE); in essence, it implies that blue economy is applying the concepts of green economy to the unique and irreplaceable role of marine and coastal ecosystems. These definitions help to dispel misunderstandings, emphasizing the sustainability dimension, without that no value addition of advancing the concept. In the final count, a blue economy should essentially be a green economy. The legitimacy of the concept was further enhanced due to the adoption of sustainable development goals (SDGs) by world leaders in the UN General Assembly in 2015. The Goal Number 14 of the SDGs, ‘Life below Water’, is aimed at enhancing conservation and sustainable use of ocean-based resources, through wise management of resources and protection of marine and coastal ecosystems from pollution, including the impacts of ocean acidification. Prospects for Blue Economy in Sri Lanka Being an island nation located in a central position of Indian Ocean, adopting a blue economy strategy is not optional but mandatory for Sri Lanka. Sri Lanka has advantages, but also faces challenges due to its position. The major advantages for a blue economy include, a unique geographical position, high accessibility to ocean resources from lengthy coastline around the country, closeness to major sea lanes, sovereignty over significant area of sea compared with the country’s land resources, diverse range of coastal and marine ecosystems, and high potential for tourism and recreation industries. However, these opportunities also have challenges attached to them. The oceans around the country are highly contested by global powers, and being a small player in global political arena, Sri Lanka has to take cautious path. The government of Sri Lanka has promoted a blue economy initiative under the ‘Sri Lanka NEXT’ programme in October 2016. This can be considered as a timely effort. In addition, the country aspires to become a maritime hub in the region, taking the advantage of central geographical position and the closeness to major sea lanes. There were some steps taken in this direction, with mixed results. The country has been promoting its image as a tourism destination, with unique marine and coastal attraction, with some success. Despite these ad hoc efforts, however, Sri Lanka is yet to come with a viable blue economy strategy that combines the strength of these efforts. The writer is currently a Research Fellow and Head of Environmental Economic Policy research at the IPS. Prior to joining the IPS in 2006, he has gathered considerable experience on the management of environmental resources and economic policy in Sri Lanka serving in the government sector.	<urn:uuid:111c52be-93df-493e-81e0-91be87d61f96>	CC-MAIN-2020-40	https://www.ips.lk/wp-content/uploads/2017/03/Nation_17June_Oceans-and-Sri-Lanka%E2%80%99s-future.pdf	2020-09-22T17:41:43+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400206329.28/warc/CC-MAIN-20200922161302-20200922191302-00733.warc.gz	924,571,938	1,281	eng_Latn	eng_Latn	0.996708	eng_Latn	0.996704	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1196, 3894, 6580, 6962 ]	[ 2.671875 ]	3	0
Footfall month commencing 2 February 2015 was 1,987,386. The busiest day in month commencing 2 February 2015 was Saturday 14 February with 118,737 visitors. The peak hour of the month was 12:00 on Saturday with footfall of 15,895. The figures shown below are calculated using a weekly average. Weather \| Weather \| Number of days this month \| Number of days same month last year \| \|---------\|--------------------------\|------------------------------------\| \| Sunny \| 9 \| 16 \| \| Cloudy \| 14 \| 3 \| \| Rain \| 5 \| 9 \| Average Temperature \| Average Temperatures \| Maximum Temperature \| Minimum Temperature \| \|----------------------\|---------------------\|----------------------\| \| 2015 \| 7.8 \| 0.9 \| \| 2014 \| 9.7 \| 3.6 \| Footfall by Day The figures shown below are calculated using monthly totals. \| Day \| This Month \| Previous Month \| Month on Month % Change \| \|-----\|------------\|----------------\|-------------------------\| \| Mon \| 246,580 \| 237,724 \| 3.7 % \| \| Tue \| 249,605 \| 245,095 \| 1.8 % \| \| Wed \| 267,186 \| 210,182 \| 27.1 % \| \| Thu \| 243,261 \| 247,351 \| -1.7 % \| \| Fri \| 311,872 \| 281,225 \| 10.9 % \| \| Sat \| 437,390 \| 424,370 \| 3.1 % \| \| Sun \| 231,492 \| 223,168 \| 3.7 % \| ### Footfall Totals The figures shown below is calculated using weekly averages. \| Location \| This Month \| Previous Month \| \|-------------------\|------------\|----------------\| \| St Mary Street South \| 301,935 \| 277,905 \| \| New Bond Street \| 111,249 \| 107,380 \| \| St Mary Street North \| 83,663 \| 81,995 \| ### Footfall Totals Counting By Location – Main Locations Only - St Mary Street South: 60.8% - New Bond Street: 22.4% - St Mary Street North: 16.8% ### Footfall by Month \| Month \| This Year \| Previous Year \| Annual % Change \| \|-------\|-----------\|---------------\|-----------------\| \| Jan \| 1,869,115 \| \| \| \| Feb \| 1,987,386 \| \| \| Year to Date % Change is the annual % change in footfall from January of this year compared to the same period last year. Year on Year % Change is the % change in footfall for this week compared to the same week in the previous year. Week on Week % Change is the % change in footfall for this week from the previous week.	<urn:uuid:8ab272ed-b96c-4680-a77c-230300bc6eee>	CC-MAIN-2018-34	http://www.weymouthbid.co.uk/fcimages/files/2nd%20Feb%20to%201st%20Mar%202015.pdf	2018-08-16T09:39:04Z	crawl-data/CC-MAIN-2018-34/segments/1534221210615.10/warc/CC-MAIN-20180816093631-20180816113631-00355.warc.gz	630,033,364	667	eng_Latn	eng_Latn	0.998593	eng_Latn	0.998517	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 232, 1657, 2741 ]	[ 2 ]	1	2
Online Resources We can all name the numerous benefits to using technology in the classroom. Unfortunately, it can be difficult to find fresh web resources to use with students, or even a good starting point if you’re new to field placements and observations. Below, I have compiled a list of web-based tools I (and others) have used for classroom instruction, assessment, and enjoyment. And the best part? They’re all free! Kahoot-Kahoot allows you to create quizzes online. You can then pull up the quiz and have it projected onto the screen during class, and students can ring in their answers using their cell phones or other devices. You can easily download data after a quiz to aid data-driven instruction. Students love Kahoot because it has a leaderboard, which encourages them to try their best. Today’s Meet-Today’s Meet is a website where you can create a chatroom for only certain periods. You could create a different room for each day, for each class, etc. Only those with the URL can enter the chat. Students can use this to type in their final thoughts on a day’s learning for exit slips, or it can be used as a backchannel to answer questions or encourage discussion. GoSoapBox- GoSoapBox is similar to a Moodle site, but slightly more personal for students. You can add polls, quizzes, or discussion pages. With the discussion boards, you can hide previous responses if you would like, which forces students to think for themselves instead of copying the answers of students who submitted the assignment earlier. The site also offers an easy “confusion” toggle bar, that allows students to privately inform you that they are struggling with a concept or lesson. EDpuzzle and Zaption-These two websites help to promote engagement while students are watching videos. Not only can you find and trim videos, but you can add multiple choice questions, free response questions, pictures, and more next to the assigned videos to make sure students are understanding the material. Socrative- Socrative is a resource that allows you to send formal quizzes, quick questions, or exit tickets to students. You can then collect and save data. Students can also submit their own questions. Again, you can see responses in real time, see how the entire class is answering a single question, etc. Socrative’s primary claim is to help teachers “visualize student understanding” through this data collection. Super Teacher Tools- This website offers downloadable templates for Jeopardy, Who Wants to be a Millionaire, and Speed Matching. It also offers a random name generator, an area to easily sort students into groups, and an area to design a seating chart. Peardeck-Peardeck offers students a way to interact with slideshow presentations. The teacher can insert questions into the presentation that are answered by students via drawing, multiple choice selection, text, or more, from their own devices. The responses can appear in real time on the projection screen. Quizlet-Quizlet allows students and/or teachers to create and share online flashcards. Study games are also available. Brainpop-Brainpop advertises “animated education.” It offers fun online games to help students learn, as well as informational videos. It offers these tools for a wide variety of subject areas. Mentimeter/Govote-With these tools, students are able to cast votes through their smartphones during presentations. You can view the results in real time and students can vote anonymously. Tricider-Tricider is a tool that allows students to answer questions, vote, and brainstorm together. You can ask questions and receive answers from anyone you’ve given access. Tricider questions can be embedded in blogs and shared on social media platforms. It’s great for working with a large group of people to collaborate and produce new ideas. Survey Planet/Doodle-Both of these websites are great to survey students and collect responses. Questions could be content-based, but could also just collect student preferences on which day to have a final test, what they would like to review in class on Friday, etc. Many other great resources exist, so don’t overlook Pinterest, Youtube, and, of course, your peers. Some of these websites offer iPad apps, and several other helpful apps are also currently on the market. If you would like a list of resources specific for an iPad, or if you’re looking for resources more specific to your content area, feel free to email me at firstname.lastname@example.org.	<urn:uuid:befc81f6-65da-4360-90a9-65337f2845d6>	CC-MAIN-2017-26	http://hopeedtech.weebly.com/uploads/2/4/7/2/24722026/%5Buntitled%5D.pdf	2017-06-25T07:00:52Z	crawl-data/CC-MAIN-2017-26/segments/1498128320443.31/warc/CC-MAIN-20170625064745-20170625084745-00559.warc.gz	175,677,977	917	eng_Latn	eng_Latn	0.998997	eng_Latn	0.998965	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2858, 4514 ]	[ 2.375 ]	1	1
1. Kamal’s bedroom has an area of 120 square feet. The width of the room is $\frac{5}{6}$ the length of the room. What are the dimensions of Kamal’s bedroom? Guess: $6 \times 20 = 120$ Check: $\frac{5}{6} \times 20 = 16\frac{2}{3}$; try a longer width. Guess: $10 \times 12 = 120$ Check: $\frac{5}{6} \times 12 = 10$. Correct! 10 feet by 12 feet 2. Marisol is painting on a piece of canvas that has an area of 180 square inches. The length of the painting is $1\frac{1}{4}$ times the width. What are the dimensions of the painting? 3. A small plane is flying a banner in the shape of a rectangle. The area of the banner is 144 square feet. The width of the banner is $\frac{1}{4}$ the length of the banner. What are the dimensions of the banner? 4. An artificial lake is in the shape of a rectangle and has an area of $\frac{9}{20}$ square mile. The width of the lake is $\frac{1}{5}$ the length of the lake. What are the dimensions of the lake? Lesson Check (CC.5.NF.5b) 1. Consuelo’s living room is in the shape of a rectangle and has an area of 360 square feet. The width of the living room is $\frac{5}{8}$ its length. What is the length of the living room? - A) 15 feet - B) 18 feet - C) 20 feet - D) 24 feet 2. A rectangular park has an area of $\frac{2}{3}$ square mile. The length of the park is $2\frac{2}{3}$ the width of the park. What is the width of the park? - A) $\frac{1}{2}$ mile - B) $\frac{2}{3}$ mile - C) $1\frac{1}{3}$ miles - D) 2 miles Spiral Review (CC.5.NBT.4, CC.5.NF.1, CC.5.NF.4a, CC.5.NF.5a, CC.5.NF.5b) 3. Debra babysits for $3\frac{1}{2}$ hours on Friday and $1\frac{1}{2}$ times as long on Saturday. Which statement below is true? (Lesson 7.8) - A) Debra babysat more hours on Friday than on Saturday. - B) Debra babysat the same number of hours on Friday and Saturday. - C) Debra babysat 3 times as many hours on Friday than on Saturday. - D) Debra babysat more hours on Saturday than on Friday. 4. Tory practiced her basketball shots for $\frac{2}{3}$ hour. Tim practiced his basketball shots $\frac{3}{4}$ as much time as Tory did. How long did Tim practice his basketball shots? (Lesson 7.6) - A) $\frac{1}{2}$ hour - B) $\frac{1}{3}$ hour - C) $\frac{1}{4}$ hour - D) $\frac{1}{6}$ hour 5. Leah bought $4\frac{1}{2}$ pounds of grapes. Of the grapes she bought, $1\frac{7}{8}$ pounds were red grapes. The rest were green grapes. How many pounds of green grapes did Leah buy? (Lesson 6.7) - A) $2\frac{3}{8}$ pounds - B) $2\frac{5}{8}$ pounds - C) $3\frac{3}{8}$ pounds - D) $3\frac{5}{8}$ pounds 6. To which place value is the following number rounded? (Lesson 3.4) - 5.927 to 5.93 - A) ones - B) tenths - C) hundredths - D) thousandths	<urn:uuid:fa28da84-f643-4a3c-aa29-53552536dcc8>	CC-MAIN-2017-26	http://www.aplusmathcoach.com/Grade_5/Go_Math_Standards_Practice/G5_Standards_Practice_7.10.pdf	2017-06-25T06:56:52Z	crawl-data/CC-MAIN-2017-26/segments/1498128320443.31/warc/CC-MAIN-20170625064745-20170625084745-00560.warc.gz	434,604,730	918	eng_Latn	eng_Latn	0.974117	eng_Latn	0.98647	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 950, 2761 ]	[ 3.5 ]	1	2
Preparing Students for Success - STAAR 2023 Building Mathematical Knowledge Throughout Eureka Math lessons students will build deep understanding of math concepts, evaluate their own thinking and that of their classmates, and learn to apply what they’ve learned in new problem solving situations. This will prepare students to be successful on the end of year assessment when they are required to apply their math knowledge to various problem solving situations. Phases of Learning Surface learning phase: the initiation to new ideas. It begins with development of conceptual understanding, and then, at the right time, labels and procedures are explicitly introduced to give structure to concepts. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 29) Deep learning phase: Deep learning is about consolidating understanding of mathematical concepts and procedures and making deeper connections among ideas. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 30) Transfer phase: The phase of learning in which students take the reins of their own learning and are able to apply their thinking to new contexts and situations. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 31) Tying all this together is clarity about learning outcomes and success criteria, on the part of both teachers and students. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 35) STAAR Prep - Using the curriculum with fidelity will empower students to build knowledge and use that knowledge to answer questions on assessments. - Using Math Discourse in daily lessons will allow students to construct viable arguments and reason about answers. - Using the RDW process consistently will help students make sense of problems. - Using data from exit tickets, mid-module assessments, and end-of-module assessments to plan, analyze, and adjust upcoming lessons to incorporate specific skills and concepts that students still need to practice will close gaps and increase student achievement. - Using Affirm will give students access and practice to different types of questions. (Drag and drop, multiple choice, open ended, etc) - Using STAAR released test questions provided by the state will allow students to practice various types of questions that may be included on the end of year assessment. References: Hattie, J., Fisher, D., Frey, N., Gojak, L., Moore, S., Mellman W. (2017) Visible Learning for Mathematics: What Works Best to Optimize Student Learning. Thousand Oaks, California: Corwin Publishing Company. Eureka Math 3rd Grade STAAR Review Activities Throughout Eureka Math TEKS lessons, students build a deep understanding of math concepts, evaluate their thinking and that of their classmates, and apply what they’ve learned in new problem-solving situations. This will prepare students to succeed on the end-of-year assessment when they must use their math knowledge in various problem-solving situations. As you plan to review the STAAR test, the chart below can help you identify the most tested concepts and some recommended review activities from the Eureka Math TEKS edition. The recommended review activities focus on the readiness standards since these are the most tested knowledge and skills. Use the fluencies in the weeks leading up to the STAAR to help review and maintain fluency skills. The recommended lessons can be used to review key concepts and strategies or to pull problems for students to practice using the RDW process. \| TEKS Cluster \| STAAR Questions \| Recommended Review Activities \| \|---------------------------------------------------\|-----------------\|------------------------------------------------------------------------------------------------\| \| Representation and Comparison of Whole Numbers \| \| Fluencies \| \| Readiness 3.2A, 3.2D \| 3-4 items \| Expanded Notation (3.2A) \| \| Supporting 3.2B, 3.2C \| \| Ordering Numbers (3.2D) \| \| Fractions \| \| Lessons \| \| Readiness 3.3F, 3.3H \| 3-6 items \| G3 M5 L27 Write Equal Fractions (3.3F) \| \| Supporting 3.3A, 3.3B, 3.3C, 3.3D, 3.3E, 3.3G, \| \| G3 M5 L29 Recognize Equal Fractions (3.3F) \| \| 3.6E, 3.7A \| \| G3 M5 L30 Compare Fractions with the Same Numerator (3.3H) \| \| Addition and Subtraction of Whole numbers \| \| Lessons \| \| Readiness 3.4A, 3.5A, 3.5E \| 4-5 items \| G3 M5 L19 (3.3F, 3.3H) \| \| Supporting 3.4B, 3.4C \| \| G3 M5 L30 (3.3F, 3.3H) \| \| Fluencies \| \| G3 M2 L20 Estimate and Add (3.4A) \| \| \| \| G3 M2 L23 Estimate and Subtract (3.4A) \| \| \| \| G3 M2 L23 Use Algorithms with Different Units (3.4A) \| \| Lessons \| \| G3 M2 L9 (3.4A, 3.5A) \| \| \| \| G3 M2 L23 (3.4A, 3.5A) \| \| TEKS Cluster \| STAAR Questions \| Recommended Review Activities \| \|--------------------------------------------------\|-----------------\|------------------------------------------------------------------------------------------------\| \| Multiplication and Division of Whole Numbers \| \| Fluencies \| \| Readiness 3.4K, 3.5B, 3.5E, 3.6C \| 9-11 items \| G3 M1 L16 Read Strip Diagrams (3.4K) \| \| Supporting 3.4D, 3.4E, 3.4F, 3.4G, 3.4H, 3.4I, \| \| G3 M1 L19 Decompose and Multiply (3.4K) \| \| 3.4J, 3.5C, 3.5D \| \| G3 M1 L19 Compose and Multiply (3.4K) \| \| \| \| G3 M3 L5 Commutative Property of Multiplication (3.4K) \| \| \| \| G3 M3 L8 Multiply Using the Distributive Property (3.4K) \| \| \| \| G3 M1 L16 Read Strip Diagrams (3.5B) \| \| \| \| G3 M6 L5 Model Division with Strip Diagrams (3.5B) \| \| \| \| G3 M6 L6 Read Strip Diagrams (3.5B) \| \| \| \| G3 M7 L11 Area and Perimeter (3.6C) \| \| \| \| G3 M4 L8 Find the Area (3.6C) \| \| \| \| G3 M4 L9 Find the Side Length (3.6C) \| \| \| \| G3 M4 L11 Find the Area (3.6C) \| \| \| \| Lessons \| \| \| \| G3 M3 L17 (3.4K) \| \| \| \| G3 M7 L1,2,3 (3.4K, 3.5B) \| \| \| \| G3 M4 L9 (3.6C) \| \| Geometry \| 2-3 items \| Fluencies \| \| Readiness 3.6A \| \| G3 M7 L7 Physiometry (3.6A) \| \| Supporting 3.6B \| \| Lessons \| \| \| \| G3 M7 L 4-5 (3.6A) \| \| \| \| G3 M7 L7-8 (3.6A) \| \| Measurement \| 4-5 items \| Fluencies \| \| Readiness 3.6C, 3.7B \| \| G3 M4 L8 Find the Area (3.6C) \| \| Supporting 3.6D, 3.7C, 3.7D, 3.7E \| \| G3 M4 L9 Find the Side Length (3.6C) \| \| \| \| G3 M7 L11 Area and Perimeter (3.6C) \| \| \| \| G3 M7 L12 Find the Perimeter (3.7B) \| \| \| \| G3 M7 L24 Find the Perimeter (3.7B) \| \| \| \| Lessons \| \| \| \| G3 M4 L9 (3.6C) \| \| \| \| G3 M7 L23-24 (3.6C, 3.7B) \| \| Data Analysis and Personal Financial Literacy \| 2-4 items \| Lessons \| \| Readiness 3.8A \| \| G3 M6 L8 (3.8A) \| \| Supporting 3.8B, 3.9A, 3.9B, 3.9D, 3.9E \| \| G3 M6 L15 (3.8A) \| \| 30 items \| 18-20 readiness \| 10-12 supporting \|	<urn:uuid:5547f4e3-0b7f-4dc0-8877-7049cad3ae1d>	CC-MAIN-2024-38	https://3454910.fs1.hubspotusercontent-na1.net/hubfs/3454910/Lindsay/TEXAS/EM%20TEKS%20Support%20Page/STAAR%20Review/G3%20EM%20STAAR%20Review.pdf	2024-09-09T16:13:07+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00211.warc.gz	62,130,134	2,146	eng_Latn	eng_Latn	0.995092	eng_Latn	0.994706	[ "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	rolmOCR	[ 2541, 6376, 12439, 12490 ]	[ 3.65625 ]	1	0
Characterising functions Introduction There are a number of different terms used to describe the ways in which functions behave. In this section we explain some of these terms and illustrate their use. Prerequisites Before starting this Section you should … Learning Outcomes After completing this Section you should be able to … - understand what is meant by a function - be able to graph simple functions - explain the distinction between a continuous and discontinuous function - find the limits of simple functions - explain what is meant by a periodic function - explain what is meant by an odd function and an even function 1. Continuous and discontinuous functions and limits Look at the graph shown in Figure 1a. The curve can be traced out from left to right without moving the pen from the paper. The function represented by this curve is said to be continuous at every point. If we try to trace out the curve in Figure 1b, the presence of a jump in the graph (at $x = x_1$) means that the pen must be lifted from the paper and moved in order to trace the graph. Such a function is said to be discontinuous at the point where the jump occurs. The jumps are known as discontinuities. ![Graphs](image) Figure 1. a) A continuous function. b) A discontinuous function. Sketch a graph of a function which has two discontinuities. Your solution When defining a discontinuous function algebraically it is often necessary to give different function rules for different values of $x$. Consider, for example, the function defined as: $$f(x) = \begin{cases} 3 & x < 0 \\ x^2 & x \geq 0 \end{cases}$$ Notice that there is one rule for when $x$ is less than 0 and another rule for when $x$ is greater than or equal to 0. A graph of this function is shown below. Figure 2 An example of a discontinuous function Suppose we ask ‘to what value does $y$ approach as $x$ approaches 0?’ From the graph we see that as $x$ gets nearer and nearer to 0, the value of $y$ gets nearer to 0, if we approach from the right-hand side. We write this formally as $$\lim_{x \to 0^+} f(x) = 0$$ and say ‘the limit of $f(x)$ as $x$ tends to 0 from above is 0.’ On the other hand if $x$ gets closer to zero, from the left-hand side, the value of $y$ remains at 3. In this case we write $$\lim_{x \to 0^-} f(x) = 3$$ and say ‘the limit of $f(x)$ as $x$ tends to 0 from below is 3.’ In this example the right-hand limit and the left-hand limit are not equal, and this is indicative of the fact that the function is discontinuous. In general a function is continuous at a point $x = a$ if the left-hand and right-hand limits are the same there and are finite, and if both of these are equal to the value of the function at that point. That is Key Point A function $f(x)$ is continuous at $x = a$ if and only if: $$\lim_{x \to a^+} f(x) = \lim_{x \to a^-} f(x) = f(a)$$ If the right-hand and left-hand limits are the same, we can simply describe this common limit as $\lim_{x \to a} f(x)$. If the limits are not the same we say the limit of the function does not exist at $x = a$. Exercises 1. Explain the distinction between a continuous and a discontinuous function. Draw a graph showing an example of each type of function. 2. Study graphs of the functions $y = x^2$ and $y = -x^2$. Are these continuous functions? 3. Study graphs of $y = 3x - 2$ and $y = -7x + 1$. Are these continuous functions? 4. Draw a graph of the function $$f(x) = \begin{cases} 2x + 1 & x < 3 \\ 5 & x = 3 \\ 6 & x > 3 \end{cases}$$ Find a) $\lim_{x \to 0^+} f(x)$, b) $\lim_{x \to 0^-} f(x)$, c) $\lim_{x \to 0} f(x)$, d) $\lim_{x \to 3^+} f(x)$, e) $\lim_{x \to 3^-} f(x)$, f) $\lim_{x \to 3} f(x)$, Answers 2. Yes. 3. Yes. 4. a) 1, b) 1, c) 1, d) 6, e) 7, f) limit does not exist. 2. Periodic functions Any function that has a definite pattern repeated at regular intervals is said to be periodic. The interval over which the repetition takes place is called the period of the function, and is usually given the symbol $T$. The period of a periodic function is usually obvious from its graph. Example The following figure shows a graph of a periodic function with period $T = 3$. This function has discontinuities at values of $x$ which are divisible by 3. Example The following figure shows a graph of a periodic function with period $T = 6$. This function has no discontinuities. If a function is a periodic function with period $T$ then, for any value of the independent variable $x$, the value of $f(x + T)$ is the same as the value of $f(x)$. Key Point A function $f(x)$ is periodic if we can find a number $T$ such that $$f(x + T) = f(x) \quad \text{for all values of } x.$$ Often a periodic function will be defined by simply specifying the period of the function and by stating the rule for the function within one period. This information alone is sufficient to draw the graph for all values of the independent variable. Example In the following figure we graph the periodic function defined by $$f(x) = x, \quad -\pi < x < \pi, \quad \text{period } T = 2\pi.$$ Exercises 1. Explain what is meant by a periodic function. 2. Sketch a graph of a periodic function which has no discontinuities. 3. Sketch a graph of a periodic function which has discontinuities. 4. A periodic function has period 0.01 seconds. How many times will the pattern in the graph repeat over an interval of 10 seconds? Answers 4, 1000. 3. Odd and even functions The following figure shows graphs of several functions. They share a common property. Study the graphs and comment on any symmetry. The graphs are all symmetrical about the $y$ axis. Any function which is symmetrical about the $y$ axis, i.e. where the graph of the right hand part is the mirror image of that on the left, is said to be an even function. Even functions have the following property: Key Point An even function is such that $f(-x) = f(x)$ for all values of $x$. This is saying that the function value at a negative value of $x$ is the same as the function value at the corresponding positive value of $x$. Example Show algebraically that $f(x) = x^4 + 5$ is an even function. Solution We must show that $f(-x) = f(x)$. $$f(-x) = (-x)^4 + 5 = x^4 + 5$$ Hence $f(-x) = f(x)$ and so the function is even. Check for yourself that $f(-3) = f(3)$. Extend the graph in the solution box in order to produce a graph of an even function. Your solution Extend this graph to produce an even function The figure below represents a heavy cable hanging under gravity from two points at the same height. Such a curve (shown as a dashed line), known as a catenary, is described by a mathematical function known as a hyperbolic cosine, $ f(x) = \cosh x $. ![Catenary graph](image) The catenary a) Comment upon any symmetry. b) Is this function one-to-one or many-to-one? c) Is this a continuous or discontinuous function? d) State $ \lim_{x \to 0} \cosh x $. --- Your solution --- a) Function is even, b) many-to-one, c) continuous, d) 1 --- The following figure shows graphs of several functions. They share a common property. Study the graphs and comment on any symmetry. ![Graphs](image) Your solution Any function which possesses such symmetry, that is the graph of the right can be obtained by rotating the curve on the left through $180^\circ$ about the origin, is said to be an odd function. Odd functions have the following property: Key Point An odd function is such that $f(-x) = -f(x)$ for all values of $x$. Example Show that the function $f(x) = x^3 + 4x$ is odd. Solution We must show that $f(-x) = -f(x)$. \[ \begin{align} f(-x) &= (-x)^3 + 4(-x) \\ &= -x^3 - 4x \\ &= -(x^3 + 4x) \\ &= -f(x) \end{align} \] and so this function is odd. Check for yourself that $f(-2) = -f(2)$. Extend the graph in the solution box in order to produce a graph of an odd function. Extend this graph to produce an odd function Note that some functions are neither odd nor even; for example $f(x) = x^3 + x^2$ is neither even nor odd. The reader should confirm (with simple examples) that, when referring to functions, ‘odd’ and ‘even’ have the following properties: \[ \begin{align} \text{odd} + \text{odd} &= \text{odd} \\ \text{even} + \text{even} &= \text{even} \\ \text{odd} + \text{even} &= \text{neither} \\ \text{odd} \times \text{odd} &= \text{even} \\ \text{even} \times \text{even} &= \text{even} \\ \text{odd} \times \text{even} &= \text{odd} \end{align} \] Exercises 1. Classify the following functions as odd, even or neither. If necessary sketch a graph to help you decide. a) $f(x) = 6$, b) $f(x) = x^2$, c) $f(x) = 2x + 1$, d) $f(x) = x$, e) $f(x) = 2x$ Answers 1. a) even, b) even, c) neither, d) odd, e) odd	<urn:uuid:f2a8c81e-d799-44cd-a1bd-2b55b1e59d51>	CC-MAIN-2017-26	http://nucinkis-lab.cc.ic.ac.uk/HELM/workbooks/workbook_2/2_4_characterising_fn.pdf	2017-06-22T20:30:21Z	crawl-data/CC-MAIN-2017-26/segments/1498128319902.52/warc/CC-MAIN-20170622201826-20170622221826-00365.warc.gz	296,186,324	2,472	eng_Latn	eng_Latn	0.942784	eng_Latn	0.994133	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 633, 1778, 3084, 4388, 5098, 6101, 6491, 7225, 7921, 8806 ]	[ 2.640625 ]	5	0
I. Vocabulary (20%) 1. If you walk downtown on the street during rush hour traffic, what you breathe is a cocktail of _______ fumes. (A) watery (B) noxious (C) trendy (D) miserable 2. Getting a good night’s sleep is a sure way to _____ your performance at work or at school. (A) cast off (B) pleasure (C) enhance (D) distrust 3. For the holiday, we received a package from home _____ with all the traditional foods and treats. (A) savory (B) necessary (C) filling (D) replete 4. The defense lawyer insisted that the prosecutor’s main witness was neither ______ nor experienced. (A) dishonest (B) available (C) credible (D) high-handed 5. The church insists that young people should _____ from sex in order to prevent unwanted pregnancy. (A) abstain (B) avoid (C) disarm (D) engage 6. Our boss has a high ______ job because she is on call 24/7 and is responsible for national security. (A) agent (B) success (C) anxiety (D) relaxation 7. The city ______ created a special task force to examine corruption and malfeasance in the police force. (A) major (B) president (C) commander (D) mayor 8. Harry is a computer genius; he ______ all the money out of his trust fund before he was 15 years old. (A) declared (B) embezzled (C) signed for (D) dazzled 9. A ______ error is considered a major offence whereas an unintentional one is not. (A) willful (B) needed (C) agreeable (D) unimaginative 10. The political pundit’s advice _____ the opinion of the vast majority of the voters. (A) ripens (B) exercises (C) ages (D) parallels II. Grammar and Structure (20%) 11. The team of search and rescue workers ____ a five day trek in hopes of finding the lost campers. (A) is going on (B) are going on (C) is going after (D) are going after 12. ____ the police services ____ the military were prepared for such a large scale catastrophe. (A) Either...or (B) Both...and (C) Neither...nor (D) Also...and 13. Mongol invaders threatened to invade Europe ____ Genghis Khan’s death made them return to Asia. (A) since (B) because (C) where (D) until 14. John Glover was a ____ man who would easily win the heart of most young women. (A) nice young handsome (B) young handsome nice (C) nice handsome young (D) handsome young nice 15. ____ acupuncture is widely practiced in Asia, ____ Western countries there is still some suspicion. (A) Even so...yet (B) Although...but (C) Even though...however in (D) Though...in 16. If I ____ twenty years younger, I ____ a romantic interest in her. (A) were...pursue (B) had been...would have pursued (C) could be...would pursue (D) being...would pursue 17. He cut the angel food cake ____ equal slices so everyone could have some. (A) off to (B) from in (C) out at (D) up into 18. We ____ for the theatre slightly early in order to avoid Friday night congestion. (A) decided to leave (B) decides leaving (C) has decided leaving (D) decided to leaving 19. Next Friday is our wedding anniversary meaning we ____ married 54 years. (A) may have been (B) will have been (C) could have been (D) should have been 20. I think the panel ____ five members and two observers. (A) consists by means of (B) consists over (C) consists of (D) consists after III. Cloze (20%) Demographics are the quantifiable statistics of a given population. Demographics are also used to identify the study of quantifiable subsets within a given population __21__ characterize that population at a specific point in time. Demography is used widely in public opinion polling and marketing. Commonly examined demographics __22__ gender, age, ethnicity, knowledge of languages, disabilities, mobility, home ownership, employment status, and even location. Demographic trends describe the historical changes in demographics in a population __23__; for example, the average age of a population may __24__ over time. Both distributions and trends of values within a demographic variable are of interest. Demographics can be viewed as the essential information about the population of a region and the culture of the people __25__. 21. (A) which are (B) which (C) which is (D) in which 22. (A) includes (B) including (C) included (D) include 23. (A) over time (B) by time (C) in time (D) under time 24. (A) appear or disappear (B) live or die (C) increase or decrease (D) underlie or overlie 25. (A) here (B) somewhere (C) there (D) everywhere The cell (from Latin cella, meaning "small room") is the basic structural, functional, and biological unit of all known living organisms. Cells are the smallest unit of life that __26__ replicate independently, and are often called the "building __27__ of life." The study of cells is called cell biology. The cell was discovered by Robert Hooke in 1665, who named the biological unit for its resemblance to cells inhabited by Christian monks in a __28__. The cell theory, first developed in 1839 by Matthias Jakob Schleiden and Theodor Schwann, states that all organisms are composed of one or more cells, __29__ all cells come from preexisting cells, that vital functions of an organism occur within cells, and that all cells contain the hereditary information necessary for regulating cell functions and for transmitting information to the next generation of cells. Cells __30__ on Earth at least 3.5 billion years ago. 26. (A) should (B) could (C) may (D) can 27. (A) stuffs (B) blocks (C) keys (D) things 28. (A) monastery (B) orphanage (C) nunnery (D) church 29. (A) in that (B) that are (C) that (D) that is 30. (A) relived (B) emerged (C) created (D) removed IV. Sentence-Making (15%): Below are five sets of three words or terms. Use one set of three words or terms to make one English sentence. Each sentence should be grammatically correct and logical in its meaning. Do not change the form of the words or terms. You can place the words or terms in the sentence in any order. You should make only five English sentences. 1. daisies/girl friend/celebrated 2. rifle/deer/hunter 3. scientists/theory/practice 4. parenting/juvenile delinquents/police 5. school/teach/successful V. Composition (25%) Write an English composition of about 150 words in answer to the following two questions: What expectations do your parents (or other relatives or other important person/people in your life) have for you? What are your own expectations?	<urn:uuid:466b165a-025a-4bc6-97d6-3cce05b58b0c>	CC-MAIN-2024-26	http://exam.lib.tku.edu.tw:8080/xmlui/bitstream/handle/123456789/2106/10460001.pdf?sequence=1&isAllowed=y	2024-06-23T05:15:25+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198862430.93/warc/CC-MAIN-20240623033236-20240623063236-00232.warc.gz	10,006,255	1,709	eng_Latn	eng_Latn	0.995438	eng_Latn	0.996136	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1594, 3183, 5695, 6476 ]	[ 3.71875 ]	1	0
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components. IGCSE™ is a registered trademark. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 16 printed pages. Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. \| GENERIC MARKING PRINCIPLE 1: \| \|-----------------------------\| \| Marks must be awarded in line with: \| \| - the specific content of the mark scheme or the generic level descriptors for the question \| \| - the specific skills defined in the mark scheme or in the generic level descriptors for the question \| \| - the standard of response required by a candidate as exemplified by the standardisation scripts. \| \| GENERIC MARKING PRINCIPLE 2: \| \|-----------------------------\| \| Marks awarded are always whole marks (not half marks, or other fractions). \| \| GENERIC MARKING PRINCIPLE 3: \| \|-----------------------------\| \| Marks must be awarded positively: \| \| - marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate \| \| - marks are awarded when candidates clearly demonstrate what they know and can do \| \| - marks are not deducted for errors \| \| - marks are not deducted for omissions \| \| - answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. \| \| GENERIC MARKING PRINCIPLE 4: \| \|-----------------------------\| \| Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. \| \| GENERIC MARKING PRINCIPLE 5: \| \|-----------------------------\| \| Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). \| \| GENERIC MARKING PRINCIPLE 6: \| \|-----------------------------\| \| Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind. \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 1(a)(i) \| The number of births per 1000 per year \| 1 \| \| 1(a)(ii) \| Peru….Argentina…..Brazil…..Chile \| \| \| \| All 4 in correct order = 2 marks \| \| \| \| 2 or 3 in correct order = 1 mark \| \| \| \| 2 marks \| \| \| 1(a)(iii)\| 18.3–6 \| 1 mark\| \| \| 12.3 (or 18.3–6.0) – 2.5 \| 1 mark\| \| \| 9.8 (per 1000) \| 1 mark\| \| \| 3 @ 1 mark \| \| \| 1(a)(iv) \| Ideas such as: Variation in birth rates/some countries have high birth rates/more people are born/have more children; Variation in death rates/some countries have high death rates/more people die; Some countries will have more immigration than emigration/more people move in; Some countries will have more emigration than immigration/more people move out; so net migration varies/could be positive or negative etc. \| 4 \| \| \| 1 @ 1 mark \| \| \| \| Note: Not reasons for high birth rates or reasons for migration. Based on Figure 1.1. \| \| \| 1(b)(i) \| Ideas such as: There will be large amounts of immigration/attracts large amounts of migrants; United States offers lots of pulls/attractions to immigrants; E.g. employment, political freedom etc. (MAX 2); Relatively small amounts of emigration; Net migration is positive/more people come into the USA than leave; Immigrant communities may have high birth rates; Low death rates or reasons for low death rate/long life expectancy; \| 3 \| \| \| 3 @ 1 mark \| \| \| Question \| Answer \| Marks \| \|----------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------\| \| 1(b)(ii) \| Ideas such as in many countries in Africa there are: high birth rates/more births; poor access to contraceptives/cannot afford contraceptives; lack of education about birth control; some religions are against contraception; little education about adverse impacts of large families; dependence on agriculture/children work on farms; high IMR/to ensure some children survive; traditional attitudes encourage large families/to carry on family name/polygamy; to look after parents when they are old; many women don’t have careers/role of women is traditional; children work for money form early age; children collect water, wood, look after siblings; decreasing death rates; improving health care; longer life expectancy; setting up care structure for old (or examples) pension schemes being set; abortions not available; lack of government population policy; lack of education for women etc. 1 @ 1 mark or development \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 1(c) \| Levels marking \| \| \| \| Level 1 \| (1–3 marks) \| \| \| Statements including limited detail which describe the problems caused by overpopulation. \| \| \| \| Level 2 \| (4–6 marks) \| \| \| Uses named example. More developed statements which describe and explain the problems caused by overpopulation. \| \| \| \| (Note: Max 5 if no named or inappropriate example) \| \| \| \| Level 3 \| (7 marks) \| \| \| Uses named example. Comprehensive and accurate statements which describe and explain the problems caused by overpopulation including some place specific reference. \| \| \| \| Content Guide: \| \| \| \| Answers are likely to refer to: \| \| \| \| Employment \| \| \| \| Food supply \| \| \| \| Provision of health care \| \| \| \| Provision of housing/shelter \| \| \| \| Water supply \| \| \| \| Sanitation \| \| \| \| Provision of education etc. \| \| \| \| Place specific reference is likely to consist of: \| \| \| \| Named parts of the chosen country, Population data etc. \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 2(a)(i) \| Border of city and countryside/the edge of the city/green belt/outskirts of the city/boundary of the city/where the city ends/where the countryside starts/boundary of the city \| 1 \| \| 2(a)(ii) \| Difference X is likely to be: Older; Higher density; Terraced housing compared with detached/more flats and apartments; Lower cost; Less likely to have a garden/drive; Note: Needs to compare. Must state X or Y. 2 @ 1 mark \| 2 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 2(a)(iii)\| Ideas such as: Grew outwards/grown into rural areas/towards Stittsville or Alta Vista; Grew to south/east/west or grew to south/east/west of river; Most growth from 1985 onwards; Infilling occurred in 1985; Some recent growth past green belt; 5km across by 1906 but 25 km across by 1985 (6% increase) Small amount of growth north of the river etc. 3 @ 1 mark \| \| \| 2(a)(iv) \| Problems such as: Lack of open space/green land/playing fields/pressure on greenbelt land; Traffic problems/traffic congestion; Pressure on public transport/public transport is overcrowded; Pressure on education/schools; Pressure on healthcare/hospitals; Air pollution/noise/water pollution/visual pollution; Deforestation/destruction of vegetation; Impact on ecosystems/reduced biodiversity; Increased risk of flooding; Animals killed; Loss of habitat; Loss of farmland/reduced food production 4 @ 1 mark \| \| \| 2(b)(i) \| Earnings – higher in Stittsville Housing – more detached/less terraced/less high rise in Stittsville Employment – more people employed/less unemployment in Stittsville; Note: Needs to compare. 3 @ 1 mark \| \| \| Question \| Answer \| Marks \| \|----------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------\| \| 2(b)(ii) \| Ideas such as: Developments in transport/improvement in road network People can commute daily to work/increased car ownership; Rural urban fringe is quieter/less noisy/calmer/more peaceful/more peaceful; Less dangers from traffic/less traffic congestion; Rural urban fringe is safer/has less crime; So there are less risks when bringing up their families; Areas near centre are overcrowded/more spacious in rural urban fringe; lower cost land in rural urban fringe; less air pollution in rural urban fringe/fresh air; elderly move away from central areas when they retire; more space for housing; access to countryside for recreation or example/visual appeal; more modern housing/newer housing; larger housing; people working from home; 5 @ 1 mark or development \| 5 \| \| 2(c) \| Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the characteristics of the CBD Level 2 (4–6 marks) Uses named example. Statements which describe and explain the characteristics of the CBD (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate which describe and explains the characteristics of the CBD with some place specific reference. Content Guide: Answers are likely to refer to ideas such as: Density of land use; Types of services; Order of services, Frequency of use, Sphere of influence, Order of services; Accessibility etc., Place specific reference is likely to consist of: Locational details, Specific details of the services, Named businesses etc. \| 7 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 3(a)(i) \| Shaking of the ground caused by plate movement \| 1 \| \| 3(a)(ii) \| Buildings/flats/apartments damaged/collapse; Roads damaged/collapse/transport disrupted; 2 @ 1 mark \| 2 \| \| 3(a)(iii)\| It is on a plate boundary; Plates move alongside each other; conservative plate boundary/transform plate boundary (RESERVE MARK) Friction occurs/the plates get stuck; Pressure builds up; Pressure release/sudden jerk/friction released; Vibrations transmitted to surface etc. Note: MAX 2 if no reference to sideways movement 3 @ 1 mark \| 3 \| \| 3(b)(i) \| Ideas such as: Differences in magnitude/intensity/Richter Scale measure; Closeness to capital city/large areas of population/high population density; Depth of focus; aftershocks; on land or at sea/whether they will cause tsunamis; how well prepared people are/evacuation routes Note: no need to compare 3 @ 1 mark \| 3 \| \| 3(b)(ii) \| Ideas such as: Poorer quality of buildings/infrastructure; Not built using ‘earthquake proofing’; Examples of ‘earthquake proofing’ (MAX 2); Not likely to have planned evacuation procedures/routes; And education re. precautions/about earthquakes; Such as drills; Poorer level of medical care; Lack finance to rebuild; Rescue teams will be poorly prepared/lack equipment/will have to wait for international aid; Poor quality roads for rescue; Inability to cope with after effects – e.g. lack of food, water etc. 4 @ 1 mark \| 4 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 3(b)(iii)\| Ideas such as: Work in the area; Their children are being educated in the area; They have lived there for many years/they were born there; They do not want to leave friends and family; It would be too expensive to move; They would not be able to sell their houses; Population pressure/there is nowhere else to go; They don’t happen very often; People are prepared to take the risk; They have faith in precautions; They are unaware of the risk 5 @ 1 mark or development \| 5 \| \| 3(c) \| Levels marking Level 1 (1–3 marks) Statements including limited detail which explain the causes of a volcanic eruption. Level 2 (4–6 marks) Uses named example. More developed statements which explain the causes of a volcanic eruption. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Convection currents Plate boundary Relative movement of plates subduction destruction/melting of crust pressure build up etc. Place specific reference is likely to consist of: Locational details, named plates specific details of eruption etc. \| 7 \| \| 4(a)(i) \| Thermometers \| 1 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 4(a)(ii) \| Maximum and minimum temperature; (Relative) humidity \| 2 \| \| \| \| \| \| 4(a)(iii)\| Ideas such as it is: made of wood; painted white; on legs/stilts/1.25 metres above ground level; had louvres/vents/air can pass through/openings; double insulated; has a door; has a roof; \| 3 \| \| \| \| \| \| 4(a)(iv) \| Issues such as: Shelter from trees/vegetation/in the open; Proximity of buildings; Slope of land; Surface material/concrete or grass; Security etc. Note: No need to compare \| 4 \| \| \| \| \| \| 4(b)(i) \| Ideas such as the cloud in Figure 4.3: thicker; lower; completely covers sky but 4.4 only partial/more cloud cover; more likely to bring rain; 4.3 is cumulonimbus/strato-cumulus/stratus but 4.4 is cirrus; Darker/grey rather than white \| 3 \| \| \| Note: Must compare \| \| \| 4(b)(ii) \| Ideas such as: Near Equator air is rising at deserts it is descending at the desert/there is more convectional rainfall at the Equator; Low pressure at Equator/higher pressure at deserts; Large amounts of evaporation at Equator/less at deserts; Large amounts of transpiration at Equator/less at deserts; Deserts are more distant from water bodies; Winds to deserts are more likely to have blown over large areas of land etc. Note: Needs to compare but MAX 3 if no comparison. If the answer does not compare, assume Equatorial. \| 5 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 4(c) \| Levels marking \| \| \| \| Level 1 \| (1–3 marks) \| \| \| Statements including limited detail which describe impacts of deforestation on the global natural environment. \| \| \| \| Level 2 \| (4–6 marks) \| \| \| Uses named example. \| \| \| \| More developed statements which describe impacts of deforestation on the global natural environment. \| \| \| (Note: Max 5 if no named or inappropriate example) \| \| \| \| Level 3 \| (7 marks) \| \| \| Comprehensive and accurate statements, including specific details. \| \| \| \| Content Guide: \| \| \| \| Answers are likely to refer to: \| \| \| \| Impact on patterns of rainfall/drought; \| \| \| \| Impact on global temperatures/global warming \| \| \| \| Reduction in oxygen \| \| \| \| Increase in carbon dioxide levels \| \| \| \| Greenhouse effect \| \| \| \| Melting of ice sheets, \| \| \| \| Rising sea levels; \| \| \| \| Destruction of environments in polar areas or other parts of the world; \| \| \| \| Extinction of species in other parts of the world \| \| \| \| Place specific reference is likely to consist of: \| \| \| \| Named places affected, \| \| \| \| named species, \| \| \| \| specific details of impacts etc. \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 5(a)(i) \| Circle on Fig.5.1 \| 1 \| \| 5(a)(ii) \| There is a positive relationship/say what the relationship is; However, it is not perfect/they are anomalies/weak/not a straight line \| 2 @ 1 mark \| \| 5(a)(iii)\| Ideas such as: (With a higher GNP) more money can be spent on education/can afford to send children to school/more schools built/more teachers/more adult education; Education is compulsory in most countries with high GNP; So skills are learned/people become more qualified; People are more productive/can earn more money; Farming becomes less important so children can attend school; Better healthcare so children can attend school; Less time spent collecting wood and water so children can attend school; \| 3 @ 1 mark \| \| 5(a)(iv) \| Ideas such as: (The percentage of working population in each sector) can be compared with other countries; (The change in percentage of working population in each sector) can be compared over time; Primary sector is smaller as a country becomes more developed; Secondary sector grows as country becomes developed; Secondary sector decreases as it becomes even more developed; Tertiary sector grows as a country becomes more developed; Quaternary sector grows when countries have very high GNP etc. \| 4 @ 1 mark \| \| 5(b)(i) \| Ideas such: Variations are relatively small/goes between 0.806–0.889; Areas with the high HDI are La Pampa, Cordoba, Santa Cruz and Tierra del Fuego or centre or south; Areas with the low HDI are Formosa, Santiago del Estero and Chaco, Misiones or north or border of Paraguay; Areas with moderate HDI are in the west/Chile border/coastal areas or other valid description (not named states) Note: Accept valid statistics as an alternative to highest and lowest area. \| 3 @ 1 mark \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 5(b)(ii) \| Ideas such as: Some areas have more natural resources; E.g. oil, coal etc.; Soil fertility varies within the country; Climate variations result in variation in food production; some areas are more accessible than others; Coastal or inland location E.g. ports are likely to develop as a result of overseas trade; Core area will develop more than periphery due to greater investment; Area close to capital city/cities/urban area will develop more; (Migration will result in) overpopulation in some areas thus poverty; Flat land; Variations in healthcare and education; Civil war/conflict; Natural disasters; Industry and TNCs; More employment opportunities; Tourism; Government policy/corruption Note: Accept points that focus on variation between countries. 5 @ 1 mark or development \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 5(c) \| Levels marking \| \| \| \| Level 1 \| (1–3 marks) \| \| \| Statements including limited detail which describe a transnational company and/or its global links. \| \| \| \| Level 2 \| (4–6 marks) \| \| \| Uses named example. \| \| \| \| More developed statements which describe a transnational company and/or its global links. \| \| \| \| (Note: Max 5 if no named or inappropriate example) \| \| \| \| Level 3 \| (7 marks) \| \| \| Uses named example. \| \| \| \| Comprehensive and accurate statements which describe a transnational company and its global links, including some place specific reference. \| \| \| \| Content Guide: \| \| \| \| Answers are likely to refer to: \| \| \| \| Products produced/services offered \| \| \| \| Sources of raw materials \| \| \| \| Where production occurs \| \| \| \| markets \| \| \| \| transport of raw materials/products \| \| \| \| ‘home’ country/base etc. \| \| \| \| Place specific reference is likely to consist of: \| \| \| \| Locational details/named areas/countries \| \| \| \| Statistics etc. \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 6(a)(i) \| An industry/factory where components/materials are put together \| 1 \| \| 6(a)(ii) \| Ideas such as: \| 2 \| \| \| There are relatively few workers/job not done by people; \| \| \| \| There is machinery/assembly line/robots etc. \| \| \| \| 2 @ 1 mark \| \| \| 6(a)(iii)\| Input = things/what is needed for production to take place \| 3 \| \| \| Processes = things which are done to convert raw materials to products \| \| \| \| Output = finished products \| \| \| \| Note: not individual examples – look for definition \| \| \| \| 3 @ 1 mark \| \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 6(b)(i) \| Ideas such as: Motorway access/road/main road/highway; Road/Motorway junction; Rail access; Housing nearby will provide workforce; Flat land; Sufficient space/room for expansion; Local market; Separate from housing (needs a reason) 3 @ 1 mark \| \| 3 \| \| 6(b)(ii) \| Reasons could include reference to: Lack of space/need to expand; Cost of land; Government incentives/disincentives or examples; Consideration of areas where labour is cheaper/in LEDC; Growth of new markets/closer to bigger market Move away from competitors; To reduce transport costs; Move to be close to suppliers/natural resources/other branches of company; Near to a port and airport; Complaints from residents about noise; Agglomeration 4 @ 1 mark \| \| 4 \| \| 6(b)(iii)\| Ideas such as: Smoke/emissions of gases/air pollution; Water/river pollution loss of/damage to natural vegetation/deforestation; birds/insects/animals killed /poisoned; extinction of species; impact on ecosystems/food chains; noise scares wildlife; habitat loss; acid rain industrial waste 5 @ 1 mark or development \| \| 5 \| \| Question \| Answer \| Marks \| \|----------\|------------------------------------------------------------------------\|-------\| \| 6(c) \| Levels marking \| \| \| \| Level 1 \| (1–3 marks) \| \| \| Statements including limited detail which describe methods used to supply energy. \| \| \| \| Level 2 \| (4–6 marks) \| \| \| Uses named example. More developed statements which describe methods used to supply energy. \| \| \| \| (Note: Max 5 if no named or inappropriate example) \| \| \| \| Level 3 \| (7 marks) \| \| \| Uses named example. Comprehensive and accurate statements, including some place specific reference. \| \| \| \| Content Guide: \| \| \| \| Methods are likely to include: \| \| \| \| Fossil fuels (specified types of) \| \| \| \| Renewable energy (specified types of) \| \| \| \| Nuclear power etc. \| \| \| \| Place specific reference is likely to consist of: \| \| \| \| Locational details; \| \| \| \| Names of places/species within chosen country \| \| \| \| Specific details of methods \| \|	<urn:uuid:3102d1a7-8ce2-44fc-875d-7a7d70ff1626>	CC-MAIN-2024-38	https://papers.xtremepape.rs/CAIE/IGCSE/Geography%20(0460)/0460_s18_ms_11.pdf	2024-09-09T15:29:10+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00199.warc.gz	421,242,152	5,755	eng_Latn	eng_Latn	0.988447	eng_Latn	0.9933	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown" ]	false	rolmOCR	[ 1004, 3357, 5572, 6997, 9790, 11167, 13280, 14926, 16503, 18378, 20887, 22886, 23919, 27344, 28710, 30571 ]	[ 1.2890625, 2.296875 ]	2	0
Curriculum Intent Our intent is to support the children to become confident, happy learners, through providing an engaging, exciting curriculum based on the children’s unique needs and interests. Personal, Social and Emotional Development We will learn about our school superheroes: Respectful Rubin, Feelings Felix, Can do Connie, Teamwork Tia and Rainbow Dog. We will introduce our new school routines and rules, eg, Dream Line, Brilliant Bell Listeners, Snack Table, Tidy Up Music. We will be Introducing Jigsaw, the focus being on how it feels to belong and that we are similar and different. Expressive Arts and Design 🎵 We will be using instruments to create different sounds and patterns. We will be drawing and painting a self portrait. Communication and Language We will talk about our families. We will introduce basic parts of the body, eg, face, head, leg, arm etc. Physical Development We will be playing games, learning to travel in different ways and using the climbing wall, bikes and trikes. We will build strength for writing through introducing the Gorilla, Meerkat, Lizard, Penguin and Stone Lion poses and doing Dough Disco. Maths We will be matching and sorting objects. We will be comparing amounts and the size of different objects. We will be making simple repeating patterns with objects and sounds. We will be learning the days of the week and the months of the year. Literacy We will be sharing stories and retelling nursery rhymes. We will be recognising and writing our name. Phonics – We will be listening to sounds in the environment and using our bodies to make different sounds and body percussion. We will be learning about syllables and rhyme through stories and games. Understanding the World We will talk about our families. We will introduce basic parts of the body, eg, face, head, leg, arm etc. What I can do to help my child at home? We are regularly asked what parents can do to support their child with their transition into school. Here are some ideas: - Help them to be able to dress themselves independently. - Help them to be able to put on and do up their own coat. - Help them to be able to use the toilet independently. - Read lots of stories and talk about what is happening. - Count and look for numbers in the environment. - Help your child to write their name (using lower case letters). - Go to the park - crawling through tunnels, climbing and using the monkey bars will help strength for writing. - Encourage your child to do things laying on their tummy (colouring, watching TV etc). This will help strength for writing. - Talk about school and what they can expect. - Talk about changes in the seasons. Workshops During the Autumn term, we will be holding various workshops on Maths, Phonics and Kinetic Letters, to give you more information about how we teach the children. More information will be sent out to you about this nearer the time.	<urn:uuid:cff57d72-5026-44cf-a85f-c0a09b60880d>	CC-MAIN-2024-38	https://elsoninfantschool.co.uk/wp-content/uploads/2022/09/Year-R-Autumn-1.pdf	2024-09-09T14:35:15+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00197.warc.gz	212,928,514	614	eng_Latn	eng_Latn	0.998709	eng_Latn	0.998717	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1854, 2927 ]	[ 3.59375 ]	1	0
RATTLESNAKES! Please, as you drive around in the Park, help save our snakes by watching for and avoiding snakes basking on the paved and gravelled roads. RATTLESNAKES! The word strikes fear into the hearts of many, but it is a fear which is undeserved. Prairie rattlesnakes are occasionally seen at Writing-on-Stone, but there is no need for visitors to be concerned. To find out more about this fascinating creature and to learn about ‘snake safety’, spend a few moments reading this Fact Sheet. RATTLERS AND YOU Although prairie rattlesnakes are venomous, their bites are seldom fatal to humans and rattlers rarely strike at large moving objects unless they are provoked. Contrary to popular opinion, prairie rattlesnakes are very timid creatures and will try to escape from humans if given the chance. Leave them alone and they will leave you alone! RATTLESNAKE IDENTIFICATION The prairie rattlesnake (Crotalus viridis viridis) shows a great variation in colour, from olive green to dark brown, but always with dark blotches along the back. Adult rattlesnakes grow to be 1m to 1.5m (3 1/4 feet to 5 feet) long. They can be distinguished from the Bull Snake by their broad, triangular head and the rattle (up to 5 cm, or 2 inches long) on the end of their tails. RATTLESNAKE LIFESTYLE The open grassland and rocky outcrops of Writing-on-Stone Provincial Park provides ideal habitat for the prairie rattlesnake. In southern Alberta, this snake is at the northern extent of its range. Our northern climate forces prairie rattlesnakes to spend most of their lives in a dormant state, huddled in dens (hibernacula) below the frost line. Mating may occur in May, just after the rattlers have emerged from their hibernacula and before they disperse for the summer, or it may take place in late summer. These snakes are live-bearing and the young are born the following September or early October. Young rattlesnakes are born with fangs and venom, but not rattles. Instead, each has a small button on the end of its tail and will be able to rattle after it has shed twice. Every time a rattlesnake sheds, it adds another segment to its rattle and the young snake needs at least two segments to be able to produce noise. Under optimal conditions, rapidly growing young rattlesnakes may shed as many as five times during a summer. As adults they may shed once or twice a summer. Thus, the number of segments possessed by a rattlesnake does not indicate its age. In the summer months, rattlers may disperse to as far as 30 km from their hibernacula. During the day, they lie in wait for their prey to approach within striking distance, which is two-thirds of their body length. They eat small rodents, rabbits, birds, reptiles and amphibians. With lightning speed, the rattlesnake strikes its prey and injects the venom from its extended hypodermic fangs. The venom soon immobilizes the prey and then the snake swallows it whole. Rattlesnakes use their keen sense of smell, which is aided by their tongues, to help locate victims. At night, or when hunting in darkness in burrows and caves, rattlers also use special heat-sensing pits found between their eyes and nostrils to locate prey. As fall approaches, the rattlesnakes return to their dens in preparation for winter. By the end of October, the rattlers are once again below ground, waiting for the arrival of warm spring weather. They will emerge again when the air temperature is above 10°C. As a result, they have very rarely been seen on unseasonably warm December days here at Writing-on-Stone. VISITING RATTLESNAKE COUNTRY While in the Park, visitors should take a few simple precautions: - Stay on trails – avoid rock piles and bushes. - Stay out of long grass – snakes are perfectly camouflaged to hide well in the grass. - Don’t put hands and feet in cracks, holes and crevices, or in or under bushes. - Don’t walk under ledges or reach above you if you can’t see where you are putting your hands. Rattlesnakes can climb and like to bask on ledges, so there might be one above you. - Don’t touch or handle snakes that look dead. Sometimes mature rattlesnakes have no rattle, so DO NOT handle any snakes. - Don’t poke snakes, or throw things at them. Not only will you disturb them and make them more likely to strike, it is against the law to harm or harass any animals in the Park, including snakes. Rattlesnakes will often, BUT NOT ALWAYS, make a distinctive buzzing sound with their rattles if you approach too closely. If you hear this sound, do not panic. Stand still and look around you until you locate the snake. Do not jump back first. Often rattlesnakes will not rattle until you have passed by, so one could be right behind you. Once you see the snake, slowly move away from it. Rattlesnakes usually only strike at a human if they feel threatened by being cornered, or stepped on. In the unlikely event that you are bitten: - Stay calm, remember your life is not in danger and most bites that are treated do not result in permanent damage. - Try to avoid running or other unnecessary movement since these actions may increase the spread of venom. - If possible, immobilize the bitten area and keep it below heart level. - Locate a park staff member immediately, or failing that, go immediately to the hospital in the Town of Milk River. - Do not use any ‘John Wayne’ heroics such as slashing the bite wound, sucking out the venom or applying a tourniquet. - Do not try to capture or kill the snake; leave it alone! By following these precautions, you will be at very little risk if you meet a rattlesnake. Enjoy the experience of seeing one of nature’s most fascinating creatures.	<urn:uuid:e869b2ec-e303-4f9a-a6b7-890c24361956>	CC-MAIN-2017-30	http://www.albertaparks.ca/media/2409226/wos_rattlesnakes.pdf	2017-07-26T06:56:55Z	crawl-data/CC-MAIN-2017-30/segments/1500549426050.2/warc/CC-MAIN-20170726062224-20170726082224-00261.warc.gz	365,703,408	1,312	eng_Latn	eng_Latn	0.998964	eng_Latn	0.998999	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3189, 5688 ]	[ 2.90625 ]	3	0
Effective Communication Independent Study December 2005 FEMA # TABLE OF CONTENTS \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Course Overview \| 1 \| \| Unit 1: Course Introduction \| \| \| Introduction \| 1.1 \| \| Unit 1 Objectives \| 1.1 \| \| Course Objectives \| 1.2 \| \| Course Overview \| 1.3 \| \| Communicating Effectively \| 1.3 \| \| Activity: If I Could Do It Over Again \| 1.4 \| \| Various Groups Respond Differently \| 1.5 \| \| Activity: Personal Learning Goals \| 1.5 \| \| Summary and Transition \| 1.5 \| \| Personal Learning Goals \| 1.6 \| \| Unit 2: Basic Communication Skills \| \| \| Introduction \| 2.1 \| \| Unit 2 Objectives \| 2.1 \| \| Communication Models \| 2.1 \| \| Communication Is a Two-Way Process \| 2.2 \| \| Listening Behaviors \| 2.3 \| \| Activity: Listening Self-Assessment \| 2.4 \| \| Hearing vs. Listening \| 2.5 \| \| Active Listening \| 2.5 \| \| Practice Active Listening \| 2.5 \| \| Roadblocks to Effective Listening \| 2.6 \| \| Tips for Active Listening \| 2.6 \| \| Communication Variables \| 2.7 \| \| Activity: Communication Habits \| 2.9 \| \| Summary and Transition \| 2.10 \| \| Knowledge Check \| 2.11 \| \| Unit 3: Communicating in an Emergency \| \| \| Introduction \| 3.1 \| \| Unit 3 Objectives \| 3.1 \| \| Characteristics of Emergency Communications \| 3.2 \| \| Types of Communication \| 3.3 \| \| Recent Changes to Emergency Planning Requirements \| 3.13 \| \| Summary and Transition \| 3.19 \| \| For More Information \| 3.19 \| \| Knowledge Check \| 3.20 \| # TABLE OF CONTENTS \| Unit 4: Identifying Community-Specific Communication Issues \| Page \| \|-------------------------------------------------------------\|------\| \| Introduction .................................................................. \| 4.1 \| \| Unit 4 Objectives .................................................. \| 4.1 \| \| Why Traditional Messages Don’t Always Work .................. \| 4.1 \| \| Case Study 4.1: Town Meeting .................................... \| 4.2 \| \| Activity: Analyzing Community-Specific Needs ................. \| 4.5 \| \| How To Recognize When a Message Isn’t Being Communicated \| 4.7 \| \| Case Study 4.2: What Did I Do Wrong? .......................... \| 4.8 \| \| Improving Communication With the Community ................... \| 4.10 \| \| Activity: Personal Improvement Goals .......................... \| 4.11 \| \| Summary and Transition ........................................... \| 4.12 \| \| For More Information ............................................. \| 4.12 \| \| Knowledge Check ................................................... \| 4.13 \| \| Unit 5: Using Technology as a Communication Tool \| Page \| \|------------------------------------------------------------\|------\| \| Introduction .................................................................. \| 5.1 \| \| Technology as a Tool ............................................. \| 5.1 \| \| Combining High-Tech and Low-Tech Tools ........................ \| 5.5 \| \| Case Studies in Choosing and Combining Communication Technologies \| 5.6 \| \| Summary and Transition ........................................... \| 5.11 \| \| Knowledge Check ................................................... \| 5.12 \| \| Unit 6: Effective Oral Communication \| Page \| \|------------------------------------------------------------\|------\| \| Introduction .................................................................. \| 6.1 \| \| Unit 6 Objectives .................................................. \| 6.1 \| \| Matching Communication to Message and Audience .............. \| 6.2 \| \| Activity: Matching the Message .................................. \| 6.3 \| \| Oral Communication with Mass Media ............................ \| 6.5 \| \| Success Tips for Media Interviews ............................. \| 6.6 \| \| Nonverbal Cues .................................................... \| 6.8 \| \| Nonverbal Clusters ............................................... \| 6.8 \| \| Case Study 6.1: Mixed Signals ................................... \| 6.9 \| \| Activity: Nonverbal Behaviors ................................... \| 6.11 \| \| Cross-Cultural Meanings of Nonverbals .......................... \| 6.13 \| \| Humor .......................................................................... \| 6.17 \| \| Effects of Failed Humor ......................................... \| 6.18 \| \| Activity: Body Language ......................................... \| 6.19 \| \| Activity: Public Speaking ....................................... \| 6.19 \| \| Summary and Transition .......................................... \| 6.19 \| \| For More Information ............................................. \| 6.19 \| \| Knowledge Check ................................................... \| 6.20 \| # TABLE OF CONTENTS \| Unit 7: Preparing Oral Presentations \| Page \| \|-------------------------------------\|------\| \| Introduction \| 7.1 \| \| Unit 7 Objectives \| 7.1 \| \| Speech Anxiety \| 7.2 \| \| What Makes a Good Oral Presentation?\| 7.6 \| \| Types of Presentations \| 7.6 \| \| Case Study 7.1: Emergency Messages: Informational or Motivational? \| 7.8 \| \| Case Study 7.2: Protecting Animals During Natural Disasters \| 7.13 \| \| Summary and Transition \| 7.14 \| \| For More Information \| 7.14 \| \| Knowledge Check \| 7.15 \| \| Unit 8: Course Summary \| Page \| \|------------------------\|------\| \| Introduction \| 8.1 \| \| Communication Models \| 8.1 \| \| Communicating in an Emergency \| 8.2 \| \| Community-Specific Communications Issues \| 8.3 \| \| Using Technology as a Communication Tool \| 8.4 \| \| Effective Oral Presentations \| 8.5 \| \| Preparing Oral Presentations \| 8.6 \| \| Next Steps \| 8.7 \| Appendix A: Job Aids Course Overview About This Course Being able to communicate effectively is a necessary and vital part of every emergency manager, planner, and responder’s job. This course is designed to improve your communication skills. It addresses: - Basic communication skills. - How to communicate in an emergency. - How to identify community-specific communication issues. - Using technology as a communication tool. - Effective oral communication. - How to prepare an oral presentation. FEMA’s Independent Study Program FEMA’s Independent Study Program is one of the delivery channels that the Emergency Management Institute (EMI) uses to provide training to the general public and specific audiences. This course is part of the Federal Emergency Management Agency’s (FEMA’s) Independent Study Program. In addition to this course, the Independent Study Program includes courses in radiological emergency management, emergency manager, hazardous materials, and disaster assistance. FEMA’s independent study courses are available at no charge and include a final examination. You may test individually or through group training. If you need assistance, or if you have questions contact the Independent Study Program. FEMA’s Independent Study Program FEMA Independent Study Program Administrative Office Emergency Management Institute 16825 South Seton Avenue Emmitsburg, MD 21727 (301) 447-1200 Information about FEMA’s Independent Study Program also is available on the Internet at: http://training.fema.gov and click on FEMA Independent Study Final Examination This course includes a Final Examination, which you must complete and submit to FEMA’s Independent Study Office for scoring. To obtain credit for taking this course, you must successfully complete (75% correct) this examination regardless of whether you complete this course through self-instruction or through group instruction. You may take the Final Examination as many times as necessary. Course Completion Effective Communication has no prerequisites. It is recommended that you complete this course before taking others in the PDS Series, however. How To Complete This Course Work through this course at a pace that is comfortable for you. You should resist the temptation to rush through the material, however. Take enough time with each unit to ensure that you have mastered its content before proceeding to the next. Knowledge Checks To help you know when to proceed, each unit is followed by a Knowledge Check that addresses the material contained in the unit. The Knowledge Check asks you to answer questions that apply to what you have learned in the unit. The answers to the Knowledge Check follow each Knowledge Check. When you finish each exercise, check your answers, and review the parts of the text that you do not understand. Do not proceed to the next unit until you are sure that you have mastered the current unit. When you have completed all of the units, complete the final exam online, or use the answer sheet (if provided in your course packet). EMI will score your test and notify you of the results. Begin the Course You may begin the course now. Unit 1: Course Introduction Introduction As an emergency manager, you must be a skilled communicator to achieve your objectives. You are required to convey information to a broad audience that includes public and private sector organizations, the media, disaster victims, and co-responders. Even during non-emergency situations, you will need to rely on strong communication skills to coordinate with staff and to promote safety awareness. Unit 1 Objectives After completing this unit, you should be able to: - Review the main topics that will be covered in this course. - Relate the topics to your job and community. - Determine a strategy for completing the course successfully. Course Objectives This course is designed to enhance the communication and interpersonal skills of local emergency managers, planners, and responders. At the conclusion of this course, you should be able to: - Describe the basic communication process. - Appreciate the value of empathic listening and effective feedback. - Understand how emergency communications differ from daily communication and how to be most effective under emergency circumstances. - Assess the multicultural communication needs of your audience and adjust your verbal and nonverbal message accordingly. - Use technology appropriately to enhance communication success. - Tailor your message to your audience. - Use nonverbals to enhance your message and accurately read the nonverbal cues of your listener. - Prepare an effective oral presentation. Course Overview This course comprises eight units. - Unit 1 offers an overview of the course content. - Unit 2 discusses basic communication skills and styles. - Unit 3 examines communication during emergency situations. - Unit 4 addresses community-specific communication needs and the particular needs, risks, sensitivities, expectations and norms that are relevant to disaster communication. - Unit 5 presents both low- and high-technology communication tools and discusses how to choose among them. - Unit 6 focuses on effective oral communication, the role of nonverbal cues, and ways to match your message to your audience. - Unit 7 discusses how to develop a successful oral presentation. - Unit 8 summarizes the course content. At the conclusion of Unit 8, you will have an opportunity to evaluate the course and your success in meeting your personal course goals. Communicating Effectively During an emergency, it is especially challenging and important to communicate accurate information clearly to the target audience. Disaster victims generally look for someone who can communicate valuable guidance, provide leadership, and lead them in problem solving. When you successfully fill that role, you act to reassure victims that their government and private organizations are working toward community recovery. Finely tuned communication skills are also important tools during the emergency planning phase when educating the public about preparedness. Communicating Effectively (Continued) It is easy to take communicating for granted because it is a daily activity. How much thought have you given to communication? Are you aware that: - The average worker spends 50 percent of his or her time communicating? - Business success is 85 percent dependent on effective communication and interpersonal skills? - Forty-five percent of time spent communicating is listening? - Writing represents nine percent of communication time? - One-fourth of all workplace mistakes are the result of poor communication? - A remarkable 75 percent of communication is nonverbal? Activity: If I Could Do It Over Again Think of a recent example at work in which you were involved in a miscommunication and answer the following questions. 1. Why did the miscommunication occur? 2. What impact did it have? 3. If you had a chance to do it over again, what specifically would you do differently? Various Groups Respond Differently In the units that follow you will examine how different segments of your audience respond to emergency communication and how an identical message can have different meanings for different groups. Your target audience can be described generally as “everyone who can benefit from the information.” Described specifically, your audience is “John Doe, 42, high school diploma, primary language Spanish,” and “Mary Kahn, 87, hard-of-hearing,” etc. Definitions of your target audience will fall between these extremes. You cannot control how much preparation time you will have before you need to communicate. You may have a week to prepare a presentation or a split second to make your point to a reporter. What you can do is broaden your awareness of and sensitivity to the differences between people and how they communicate. With practice, you can develop the skills to customize your message to reach the elderly, the low-income, various ethnic groups, and any other group within your target audience. Activity: Personal Learning Goals 1. Review your own communications skills and assess which skills you need to strengthen to become a more effective communicator. 2. Based upon the content outlined for this course and the course objectives, identify two or three specific learning goals for yourself. If possible, set goals that will help you to strengthen the skills you identified in the previous question. Write your goals on the worksheet on the following page and use them as a reference for the course. Summary and Transition Unit 1 provided an overview of the course content and asked you to identify personal communication goals. Unit 2 discusses the essence of basic communication. Personal Learning Goals Instructions: Think about your own communication skills. Consider: - The kinds of communication required in your job. - Your past experiences with communications. - Miscommunications you have experienced (such as the one you identified at the beginning of this unit). Also consider these questions: - Do you know what it takes to be a good communicator in an emergency? - Do you know how to make communication a two-way street (e.g., are you as good a listener as you are a speaker)? - Do you understand the impact of your nonverbal cues? Do they send the same message as your words? - How skilled and comfortable are you with public speaking (talking with the media, making presentations, giving briefings, etc.)? - Do you know when to use written communication, when oral communication is more appropriate, and when technology can help? When you have considered these things, list below two or three specific learning goals you would like to accomplish to improve your communication skills. Goal #1: __________________________________________________________________________ __________________________________________________________________________ Goal #2: __________________________________________________________________________ __________________________________________________________________________ Goal #3: __________________________________________________________________________ __________________________________________________________________________ Unit 2: Basic Communication Skills Introduction This unit examines the basic components of communication: sending and receiving messages. Sending and receiving are not simple actions. In fact, how you deliver information and how you listen to others can dramatically alter how others respond to your message. But although communication is complex, it can be analyzed and refined. That is the purpose of this unit. Unit 2 Objectives After completing this unit, you should be able to: - Define “communication” and apply that definition to various forms of communication. - Describe why effective communication is important to emergency management. - Understand different communication styles and how they affect interaction. Communication Models The value of a model is that it simplifies a complex process. Communication is just such a complex process, and using a model will help you send and receive communications—and will help ensure that others respond as required in an emergency. Immediately before, during, and immediately after an emergency, emergency and response personnel must respond quickly. Time to communicate is limited, and often a specific message that must result in practical action must be relayed to a large group. A very simple model that sends the message efficiently and elicits the desired response will be most useful. During the recovery phase, when sensitivity to the community’s cultural values and attitudes is perhaps most important, a more complex, culturally based model may be more appropriate. Failure to discern attitudes, beliefs, values, and rules implicit in different groups could disenfranchise some citizens and harm the community’s return to productivity and health. A cultural model is useful because it recognizes community members’ shared interest in the community’s future. Communication Is a Two-Way Process As speakers, we sometimes focus exclusively on the information that we want to relay. But your listener or reader may understand your message, understand only a portion of your message, or miss your point entirely—even though you transmitted the information accurately by your standard. It is not enough merely to deliver a message. The message must be received for communication to be successful. The steps involved in the send–receive model of communication are shown below. - The sender sends a message. - The receiver gets the message and personalizes it. - The receiver, in turn, sends feedback and thus becomes a sender. - The original sender now becomes a receiver and reacts to the feedback. - Generally, a new communication sequence is then initiated. In the send–receive model, receiving or listening is as critical as sending the message because, without listening, it is impossible to personalize and respond to the message. Listening Behaviors When you focus only on yourself, you often forget to listen, and as a result, the chances for successful communication are poor. Listening is the basis of effective communication and entails much more than just hearing sound. Think about the last time you noticed someone obviously not paying attention when you were trying to communicate. What specific behaviors did the person exhibit that led you to believe that he or she was not attending to you? What impact did the person’s behavior have on you? Perhaps you felt alarm that your important message was not getting through properly, or frustrated that your audience was not “getting it.” You may have been offended by your listener’s inattention or felt an urge to repeat your message. You can learn more about listening behavior by examining the type of listener you tend to be. Use the following activity to learn more about your listening style. Activity: Listening Self-Assessment Read each item and then check the box indicating how frequently you actually use this skill when talking with others. Remember, this is a self-assessment, so be honest! \| \| Usually Do \| Do Sometimes \| Should Do More Often \| \|---\|------------\|--------------\|----------------------\| \| 1. I try to make others feel at ease when I am talking with them. \| □ \| □ \| □ \| \| 2. I try not to think about other things when listening to others. \| □ \| □ \| □ \| \| 3. When I listen, I can separate my own ideas and thoughts from the speaker’s. \| □ \| □ \| □ \| \| 4. I can listen to others with whom I disagree. \| □ \| □ \| □ \| \| 5. I try not to form a rebuttal in my head while others are talking. \| □ \| □ \| □ \| \| 6. I observe others’ verbal and nonverbal behaviors. \| □ \| □ \| □ \| \| 7. I let others finish speaking before I begin talking. \| □ \| □ \| □ \| \| 8. I listen to what others say rather than assume that I know what they are going to say. \| □ \| □ \| □ \| \| 9. I concentrate on others’ messages rather than on their physical appearance. \| □ \| □ \| □ \| \| 10. As I listen, I figure out how others are feeling. \| □ \| □ \| □ \| \| 11. I ask others to clarify or repeat information when I am unsure what was meant. \| □ \| □ \| □ \| \| 12. I can remember the important details of what others tell me during conversations. \| □ \| □ \| □ \| \| 13. I restate information given to me to make sure that I understand it correctly. \| □ \| □ \| □ \| \| 14. If I find I’m losing track of what others are saying, I concentrate harder. \| □ \| □ \| □ \| Hearing vs. Listening Hearing is the special sense by which noises and tones are received as stimuli. Hearing is a sensory experience that gathers sound waves indiscriminately. We can hear something without choosing to listen. Listening is a voluntary activity. Listening includes more than just sound being received by the ear and transmitted to the brain. Listening includes interpreting or processing that sound. Active listening involves listening with empathy. Active Listening When you listen empathically, you don’t just hear words. You hear thoughts, beliefs and feelings. Empathic listening is highly active and requires hard work. Following the steps below will help you to improve your listening skills. 1. The first step is to decide to listen and concentrate on the speaker. 2. Then, use your imagination and enter the speaker’s situation. Concentrate and try to imagine his or her frame of reference and point of view. 3. Observe the speaker’s vocal inflection, enthusiasm or lack of it, and style of delivery. These are essential components of the message. If you are speaking face-to-face, pay attention to the speaker’s facial expressions and other nonverbal cues for more insight into the message. 4. Listen without interruption. Note key phrases or use word associations to remember the speaker’s content. 5. Use paraphrasing or clarifying questions to confirm that you received the intended message. Check your perceptions of how the speaker is feeling to put the text of the message in emotional context. 6. Finally, provide feedback to the speaker. Practice Active Listening Like other skills, listening skills improve with practice. Ask a trusted friend to rate you honestly on the listening self-assessment that you conducted earlier in this unit. Then, the next time someone comes to you with a problem, work on the listening skills that need improvement. Practice empathic listening by attending, paraphrasing, and asking questions. Roadblocks to Effective Listening Roadblocks to effective listening can be external or internal. External roadblocks can include distracters such as: noise, an uncomfortable temperature or seating, or an inappropriate location. Try to be aware of external roadblocks and offset them if possible. Internal roadblocks include a variety of conditions or reactions within the speaker or audience, such as: - Emotional interference. - Defensiveness. - Hearing only facts and not feelings. - Not seeking clarification. - Hearing what is expected instead of what is said. - Stereotyping. - The halo effect (i.e., the tendency for something to be influenced by a loosely associated factor.). - Automatic dismissal (e.g., “We’ve never done it that way before.”) - Resistance to change. Tips for Active Listening The following are additional techniques to help ensure active listening: - Make eye contact. Eye contact increases the chances of “getting” the message and demonstrates interest and attention. When listening to someone on the phone, try not to look at things that will take attention away from the speaker. - Adjust your body posture. Posture—facing the speaker and slightly leaning in—suggests that you are paying attention and helps you to stay tuned in. When on the phone, position yourself so that you’re comfortable but not so relaxed that you lose the ability to attend to the speaker. - Give verbal or nonverbal acknowledgment. Acknowledging the speaker helps involve you in the communication process and shows you are paying attention. Tips for Active Listening (Continued) - Clear your mind. Clear your mind of your own thoughts to avoid wandering mentally. - Avoid distracting behaviors. Distracting behaviors—playing with a pencil, drumming your fingers, grimacing, jingling change in your pocket, or others—may take away from your ability to listen and distract the speaker. Communication Variables There are numerous variables involved in the communication process. Some of these variables are described below. - Differences between the sender and receiver affect the odds of successful communication. - Attitudes. How different are the attitudes between the sender and the receiver? - Information levels. Is the sender or receiver significantly more informed than the other? - Communication skills. The greater the difference in the sender’s and the receiver’s communication skills, the less likely it is that communication will be successful. - Social systems provide a context or background for interpreting messages. If the sender and receiver do not share a similar social system, successful communication is more of a challenge. - Sensory channel. The five senses (i.e., seeing, hearing, touching, tasting, and smelling) are the basic channels of communication. Using more channels increases the chance that communication will be successful. Does the person attending a meeting via a conference call have the same communication advantages as on-site attendees? - Differences in communication styles often create an extra challenge. General behavior patterns of our personalities form our personal communication styles. These patterns can be productive, nonproductive, or even counterproductive, and the interplay of these styles affects the communication’s effectiveness. Imagine a relatively shy gentleman, in a public place, who needs to locate ice for an injured wrist. Would it be more challenging for him to communicate his need to four boisterous people playing video games or to someone quietly reading a book to a child? While he may be successful with either group, the difference in communication styles will pose more of a problem with the first group. Communication Variables (Continued) - Differences in previous experiences create a filter through which we hear the world. Inference, judgment, and generalization can become as significant as facts. The statement “There is a dog in the room” will be heard differently by someone who has been bitten than by someone with a well-loved pet. - Cultural differences will be covered in more detail in Unit 4. Like the three variables described above, cultural differences impact how a message is sent as well as the manner in which a message is received. To be effective, you need to be sensitive to cultural differences without stereotyping. Activity: Communication Habits Fold your arms. Now do it the opposite way. Notice how it felt to fold your arms automatically and then to fold your arms the opposite way. When you tried the opposite way, did it feel strange and uncomfortable? The experience you just had illustrates how a habit feels. Habits are ingrained and second nature. They can either be good or bad. Your communication habits will either enhance or detract from your effectiveness. 1. Identify some of your good communication habits. An example of a good habit is asking questions to understand a person's frame of mind. Write down some of your good habits below. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Identify some of your bad communication habits. Some examples include interrupting or thinking about what you're going to say next (rather than actively listening). Write down some of your bad habits below. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ You can substitute good communication behaviors for bad and, with practice, they will become habits. Summary and Transition Now that you have learned the basic communication model, the next unit will explore the added dimensions of communicating in an emergency. Before you begin applying what you’ve learned thus far to real-life scenarios in Unit 3, take a few minutes to complete the Knowledge Check on the next page. Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. In most cases of unsuccessful communication: a. The speaker is concerned with the listener’s feelings. b. The speaker is focused only on his or her own message. c. The speaker is a good listener. d. The listener is a good speaker. e. The listener is not a good speaker. 2. Empathic listening is a part of active listening. a. True b. False 3. Communication is likely to increase in difficulty when there are significant differences in the ____________ of the speaker and audience. a. Cultural backgrounds b. Elevation c. Previous experiences d. B and C e. A and C 4. Which of the following internal roadblocks to effective listening is exemplified by the statement, “We’ve never done it that way before?” a. Halo effect b. Stereotyping c. Hearing only facts and not feelings d. Resistance to change e. Hearing only what is expected 5. Communication is a one-way process. a. True b. False Knowledge Check (Continued) 1. b 2. a 3. e 4. d 5. b Unit 3: Communicating in an Emergency Introduction In an emergency, people depend on information for physical and emotional comfort. To be effective, emergency communications must be timely, accurate, and clearly stated. This unit discusses differences between day-to-day and emergency communications and the types of communications most commonly used in emergencies. Unit 3 Objectives After completing this unit, you should be able to: - Describe how day-to-day communication differs from emergency communication. - Select the most appropriate form of communication for a given situation. - Identify appropriate and inappropriate uses of e-mail, the Internet, and other technologies. Characteristics of Emergency Communications Whenever we communicate, we must consider the differences between emergency and day-to-day communications. These differences are described briefly in the points that follow. Emergency information is important Studies show that during an emergency, information is as critically important to people as food or water. Not only can accurate information mean the difference between life and death, it can provide reassurance that response and recovery are truly underway. Timeliness is essential If official answers are not available, rumor and speculation quickly fill the information vacuum. Then, not only must you disseminate correct information, but you also need to counter the misinformation that circulated. To use media in a timely fashion, learn local media news cycles and deadlines. For example, if news occurs at 4:00 p.m., you can most likely get it on the radio immediately, on television in time for the 5:00 p.m. report, and into the next morning’s edition of the local paper. Warnings require response Emergency warnings differ from other kinds of messages because their purpose is to elicit a specific response from the public—rather than merely raise awareness or provide knowledge. Barriers to communication It is more difficult for people to hear messages during an emergency. Stress, change of routine, and lack of sleep all can be hurdles to overcome when communicating during emergencies. Partner to ensure that all messages are consistent There may be many responders participating in the emergency. It is important that information is shared and that information made public “speaks with one voice.” Characteristics of Emergency Communications (Continued) Make sure your message is clear. When communicating in an emergency, you should always: - Present the information in sequence; present the reason for the message, the supporting information, and the conclusion. - Word the message precisely, making every word count. - Avoid jargon, codes, and acronyms. - Use common names for all personnel and facilities. - Omit unnecessary details. - Speak in sync with other related authorities. - Keep messages consistent across various media. Take a few moments to jot down lessons learned about timely and accurate communication from emergencies or crises you have experienced. Types of Communication Communication media range in complexity from handwritten notices to international satellite broadcasts. The communication tools most frequently used in emergencies and the advantages of each type are listed below. Emergency Alert System (EAS) The EAS is an established communication method that warns a community quickly of impending dangers. All local partners should be well versed in the use of warning tones, crawl messages (a message that moves across the bottom of a TV screen), cable television override, National Oceanic and Atmospheric Administration (NOAA) weather radio, and other warning technologies linked to EAS. Types of Communication (Continued) Oral Communication Types of oral communication include: - Individual briefings. - Phone conversations. - Public speeches. - On-air interviews. - Public Service Announcements (radio and/or television). Oral communication is fluid and dynamic, and is shaped by both the speaker and the audience. Oral communication is enhanced by nonverbal communication such as body language and tone of voice. Print Communication In many emergency situations, it is best to use written communication. Types of print communication include: - Fax - E-mail - Public notice - Fact sheet or flier - Press release - Feature article Never underestimate the value of documentation. It allows the information to: - Be consulted in the future. - Exist independent of human memory. - Be reviewed and revised before it is delivered. - Be passed on intact to a second audience. Types of Communication (Continued) Samples of various kinds of print communications are featured in Job Aid 3-1: Templates for Written Communications on pages 3.23 through 3.32. This Job Aid is also included in Appendix A. Choosing the most effective communication tool. The most effective communication tool is one that: - Reaches the identified target audience. - Gets information to the audience when they need it, for as long as they need it. - Can be expected to deliver the message reliably. - Enhances comprehension of the message content. - Can be accessed within resource limitations. While technology is not a communication solution in itself, the right technology can support and enhance your communication. Most often, you will use a combination of methods to deliver a consistent message. Other times, one communication tool is sufficient. Your selection will depend upon the reach and frequency you want to achieve, as well as the message content and audience. Each of the seven following pages gives a communication goal with strategy considerations in the first two columns. The last column is for you to fill in with the communication method or type you think would best achieve the goal. You may refer to the types of communication listed on pages 3.3 and 3.4. However, there may be a variety of other methods that apply to a given communication situation and you are not limited to those in the book. Consider your choice or choices realistically and add it or them to the last column. ## Choosing Among Communication Methods \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|------------------------------\| \| Choose methods that reach your identified target audience most quickly and effectively. (Who is the audience?) \| - Are you sending your message to the general public? - Does your message apply only to people living in a specific geographic area? - Is your message intended for emergency management personnel only? - What is the primary language of the audience? Are there other languages that must also be accommodated? - Where does this audience usually obtain news—TV? Radio? Newspapers? Community venues? - How many people are in the target audience? \| \| \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|-----------------------------\| \| Match the speed and frequency of the media to how quickly and long your audience needs to know. (How quickly do they need this information?) \| - Is this information immediately safety related? \| \| \| \| - Is this referral information for future recovery? \| \| \| \| - Should urgency take priority over style and format? \| \| \| \| - When do various media air, publish, or broadcast information? \| \| \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|-----------------------------\| \| Ensure that your choice of media is reliable during the emergency. (During this emergency situation, which media are functional?) \| - Are the radio, television, and newspaper companies functioning normally? - Is mail delivery interrupted? - Are there widespread power outages that affect some or all media outlets? \| \| \| Goal \| Strategy Considerations \| Communication Method or Type \| \|------\|-------------------------\|-----------------------------\| \| Choose appropriate media to enhance comprehension. (Which medium is the best fit for my message?) \| - Is your message too sensitive to send via fax? - Is your audience geographically concentrated enough to make a public meeting possible? - Can you make your point on a billboard? \| \| \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|-----------------------------\| \| Consider your resources in your media choice. (What may be required when you choose each communication tool?) \| - Which staff will you need to implement this media approach? \| \| \| \| - Can your budget afford a televised public service announcement? \| \| \| \| - Can you deliver an effective public speech? \| \| ### Choosing Among Communication Methods \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|------------------------------\| \| Choose methods that reach your identified target audience most quickly and effectively. (Who is the audience?) \| - What is the primary language of the intended audience? - Where does this audience usually obtain news? - How many people does the information need to reach? \| \| \| Match the speed and frequency of the media to how quickly and long your audience needs the information. (When do they need this information?) \| - How long will this information be useful to the audience? - How many times do you think your audience needs to see or hear your information before they act on it? - Should urgency take priority over “crossing every t and dotting every i” in producing the communication? \| \| \| Ensure that your choice of media is reliable during the emergency. (During this emergency situation, which media are functional?) \| - Are residents currently located at their normal mailing addresses? - Can you identify public places where your audience can assemble? - Is your after-hours contact information for key emergency partners up-to-date? \| \| ### Types of Communications (Continued) \| Goal \| Strategy Considerations \| Communication Method or Type \| \|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|------------------------------\| \| Choose appropriate media to enhance comprehension. \| - Should you prepare explanatory handouts to support a public speech that presents \| \| \| (Which medium is the best fit for my message?) \| complicated ideas? \| \| \| \| - Does the urgency of this information warrant an immediate press conference? \| \| \| \| - Will your audience want to refer to this information repeatedly? \| \| \| Consider your resources in your media choice. \| - Are on-site interpreters needed? \| \| \| (What may be required when you choose each communication tool?) \| - Do you have sufficient desktop publishing skills? \| \| \| \| - Are the batteries fresh in your hand-held radio? \| \| Activity Take a fresh look at your Warning and Communication annexes. Obtain copies of the Warning and Communication annexes to your State and local emergency plans. Review them in terms of the information you have learned in this unit and determine: - How does your community issue emergency communications? - What areas of emergency communications can be improved? - What steps can you take to implement these improved communications? - Should you partner with others in this effort? In addition to these planning considerations, the next section will explain some of the recent changes in emergency planning requirements. Recent Changes to Emergency Planning Requirements The terrorist attacks of September 11, 2001, illustrated the need for all levels of government, the private sector, and nongovernmental agencies to prepare for, protect against, respond to, and recover from a wide spectrum of events that exceed the capabilities of any single entity. These events require a unified and coordinated national approach to planning and to domestic incident management. To address this need, the President signed a series of Homeland Security Presidential Directives (HSPDs) that were intended to develop a common approach to preparedness and response. Two HSPDs are of particular importance in effective decision making for your jurisdiction: - HSPD-5, Management of Domestic Incidents, identifies steps for improved coordination in response to incidents. It requires the Department of Homeland Security (DHS) to coordinate with other Federal departments and agencies and State, local, and Tribal governments to establish a National Response Plan (NRP) and a National Incident Management System (NIMS). - HSPD-8, National Preparedness, describes the way Federal departments and agencies will prepare. It requires DHS to coordinate with other Federal departments and agencies—and with State, local, and Tribal governments to develop a National Preparedness Goal. Together, NIMS, the NRP, and the National Preparedness Goal define what needs to be done to prevent, protect against, respond to, and recover from a major event; how it needs to be done; and how well it needs to be done. These efforts align Federal, State, local, and Tribal entities; the private sector; and nongovernmental agencies to provide an effective and efficient national structure for preparedness, incident management, and emergency response. NIMS NIMS provides a consistent framework for incident management at all jurisdictional levels, regardless of the cause, size, or complexity of the incident. Building on the Incident Command System (ICS), NIMS provides the nation’s first responders and authorities with the same foundation for incident management for terrorist attacks, natural disasters, and all other emergencies. NIMS requires that ICS be institutionalized and used to manage all domestic incidents. NIMS (Continued) According to the NIMS Integration Center, “institutionalizing the use of ICS” means that government officials, incident managers, and emergency response organizations at all jurisdictional levels adopt the Incident Command System. Actions to institutionalizing ICS takes place at two levels—policy and organizational/operational. At the policy level, institutionalizing ICS means government officials: - Adopt ICS through executive order, proclamation or legislation as the jurisdiction’s official incident response system. - Direct that incident managers and response organizations in their jurisdictions train, exercise, and use ICS in their response operations. At the organizational/operational level, incident managers and emergency response organizations should: - Integrate ICS into functional, system-wide emergency operations policies, plans, and procedures. - Provide ICS training for responders, supervisors, and command-level officers. - Conduct exercises for responders at all levels, including responders from all disciplines and jurisdictions. NIMS integrates existing best practices into a consistent, nationwide approach to domestic incident management that is applicable at all jurisdictional levels and across functional disciplines. Six major components make up the NIMS system approach: NIMS (Continued) - Command and Management: NIMS standard incident command structures are based on three key organizational systems: - ICS: ICS defines the operating characteristics, interactive management components, and structure of incident management and emergency response organizations engaged throughout the life cycle of an incident. - Multiagency Coordination Systems: Multiagency coordination systems define the operating characteristics, interactive management components, and organizational structure of supporting incident management entities engaged at the Federal, State, local, Tribal, and regional levels through mutual-aid agreements and other assistance arrangements. - Public Information Systems: Public information systems refer to processes, procedures, and systems for communicating timely and accurate information to the public during crisis or emergency situations. - Preparedness: Effective incident management begins with a host of preparedness activities conducted on a “steady-state” basis, well in advance of any potential incident. Preparedness involves an integrated combination of planning, training, exercises, personnel qualification and certification standards, equipment acquisition and certification standards, and publication management processes and activities. - Resource Management: NIMS defines standardized mechanisms and establishes requirements for processes to describe, inventory, mobilize, dispatch, track, and recover resources over the life cycle of an incident. - Communications and Information Management: NIMS identifies the requirements for a standardized framework for communications, information management (collection, analysis, and dissemination), and information sharing at all levels of incident management. NIMS (Continued) - Supporting Technologies: Technology and technological systems provide supporting capabilities essential to implementing and refining NIMS. These include voice and data communications systems, information management systems (e.g., recordkeeping and resource tracking), and data display systems. Also included are specialized technologies that facilitate ongoing operations and incident management activities in situations that call for unique technology-based capabilities. - Ongoing Management and Maintenance: This component establishes an activity to provide strategic direction for and oversight of NIMS, supporting both routine review and the continuous refinement of the system and its components over the long term. Additional information about NIMS can be accessed online at www.fema.gov/NIMS or by completing EMI’s IS 700 online course. The NRP The NRP is an all-discipline, all-hazard plan for the management of domestic incidents. The NRP provides the structure and mechanisms to coordinate and integrate incident management activities and emergency support functions across Federal, State, local, and Tribal government entities; the private sector; and nongovernmental organizations. The NRP: - Builds on what works from previous plans and incident responses. The NRP represents a true “national” framework in terms of both product and process. The NRP development process included extensive vetting and coordination with Federal, State, local, and Tribal agencies; nongovernmental organizations; private-sector entities; and the first-responder and emergency management communities across the country. The NRP incorporates best practices from a wide variety of incident management disciplines, including fire, rescue, emergency management, law enforcement, public works, and emergency medical services. The collective input received from public- and private-sector partners has been, and will continue to be, absolutely critical to implementing and refining the core concepts included in the plan. - Forges new approaches and mechanisms to address today’s threats. The NRP is not just a compilation of elements. The whole is vastly more than the sum of its parts. The NRP (Continued) - Addresses the complete spectrum of incident management activities. The NRP is unique and far reaching. For the first time, the NRP eliminates critical seams and ties together a complete spectrum of incident management activities, including the prevention of, preparedness for, response to, and recovery from terrorist incidents, major natural disasters, and other major emergencies. - Uses NIMS to establish a framework for coordination among Federal, State, local, and Tribal governments; nongovernmental organizations; and the private sector. The NRP is built on NIMS, which provides a consistent doctrinal framework for incident management at all jurisdictional levels, regardless of incident cause, size, or complexity. The NRP incorporates relevant portions of and supersedes the following plans: - The Federal Response Plan (FRP). - The U.S. Government Interagency Domestic Terrorism Concept of Operations Plan (CONPLAN). The Terrorism Incident Law Enforcement and Investigation Annex of the NRP revises and replaces the CONPLAN. The annex describes the coordination of law enforcement and investigation efforts during terrorist attacks. - The Federal Radiological Emergency Response Plan (FRERP). The Nuclear/Radiological Incident Annex of the NRP revises and replaces the FRERP. The annex provides guidelines for radiological incidents that are considered Incidents of National Significance and for those that fall below the threshold of an Incident of National Significance. - Initial National Response Plan (INRP). These plans are linked to the NRP in the context of Incidents of National Significance, but remain as stand-alone documents in that they also provide detailed protocols for responding to routine incidents that normally are managed by Federal agencies without the need for DHS coordination. The NRP also incorporates other existing Federal emergency response and incident management plans (with appropriate modifications and revisions) as integrated components, operational supplements, or supporting tactical plans. The NRP (Continued) The NRP, as a core operational plan for national incident management, also establishes national-level coordinating structures, processes, and protocols that will be incorporated into certain existing Federal interagency incident- or hazard-specific plans (for example, the National Oil and Hazardous Substances Pollution Contingency Plan) designed to implement the specific statutory authorities and responsibilities of various departments and agencies in specific contingency scenarios. The main benefit of the NRP is that it fully integrates emergency response and law enforcement elements into a single national strategy. The full text of the NRP can be downloaded at http://www.fema.gov/emergency/nrf/ What These Changes Mean to You Depending on your jurisdiction, the changes to the emergency planning requirements may mean little—or a lot. Minimally, the changes mean that your jurisdiction must: - Use ICS to manage all incidents, including recurring and/or planned special events. - Integrate all response agencies and entities into a single, seamless system, from the Incident Command Post, through department Emergency Operations Centers (DEOCs) and local Emergency Operations Centers (EOCs), through the State EOC to the regional- and national-level entities. - Develop and implement a public information system. - Identify and type all resources according to established standards. - Ensure that all personnel are trained properly for the job(s) they perform. - Ensure communications interoperability and redundancy. Remember that, depending on the cause, size, and complexity of an incident, the number of responders participating can vary widely. Regardless of the circumstances, it is always critical that information is shared and that those responsible for making information public “speak with one voice.” Summary and Transition In this unit, you reviewed various communication media and considered the relationships among the method of delivery, the message, and the target audience. You also applied what you learned to your community’s Warning and Communication annexes. In the next unit, you will learn how to identify groups within communities that require different types of communication to meet their needs. Before proceeding to the next unit, take a few minutes to complete the Knowledge Check on the next page. For More Information - FEMA EMI Course 272: Warning Coordination - English Online: [http://eleaston.com/english.html](http://eleaston.com/english.html) - Gunning Fog Index: [http://pimacc.pima.edu/~ddoell/tw/gfiex.html](http://pimacc.pima.edu/~ddoell/tw/gfiex.html) - Guide to Grammar and Writing: [http://webster.commnet.edu/mla/](http://webster.commnet.edu/mla/) - Plain Language Action Network (PLAN): [http://www.plainlanguage.gov](http://www.plainlanguage.gov) USFA – Fire Safety Education Resource Directory – DEALING WITH THE MEDIA – Book/Manual/Guide: - [www.usfa.fema.gov/fserd/pro_med1_list.htm](http://www.usfa.fema.gov/fserd/pro_med1_list.htm) - “Talking About Disaster” [www.fema.gov/pte/talkdiz](http://www.fema.gov/pte/talkdiz) - “Needed: The Right Information at the Right Time”: [www.annenberg.nwv.edu/pubs/disas/disas5.htm](http://www.annenberg.nwv.edu/pubs/disas/disas5.htm) - National Incident Management System (NIMS): [www.fema.gov/NIMS](http://www.fema.gov/NIMS) - National Response Plan (NRP): [http://www.fema.gov/emergency/nrf/](http://www.fema.gov/emergency/nrf/) Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. Which of the following methods of communication is least useful to inform the public of a collapsed bridge? a. AM radio traffic update b. Television c. Magazine feature story d. Ham radio 2. During an emergency, which of the following is likely to be true? a. People will listen more closely because they need the information badly. b. People are automatically able to filter out unnecessary information. c. People are busy with survival and do not need information. d. People have additional challenges that make it harder to comprehend information. 3. Which of the following pieces of information could be deleted from a 15-second Public Service Announcement on drinking water safety? a. The city water supply is contaminated. b. Paul Lining has been named Director of Public Works. c. Water should be boiled before it is used or consumed. d. The “boil water” edict is in force until further notice. 4. Which statement is most useful to commuters listening to their radios on their morning drive to work? a. Avoid Interstate 80 between exits 12 and 13 because of a major accident. Seek alternate routes to I-80 to enable emergency personnel to respond. b. There is a problem on I-80. c. Are you noticing that traffic is building on Interstate 80? There were work crews on I-80 between exits 12 and 13, which required all traffic to merge into a single lane as it passed. Traffic has been backed up for an average of 6 miles all morning. Then there was a multiple-car accident that was reported by a driver from his cellular phone. The event is still unfolding. d. Taking advantage of matching Federal funds, our Department of Public Works is making long overdue repairs to I-80. Local road crews will be hard at work this week, including today. 5. An effective warning message is designed to elicit a response from the public and includes which of the following components? a. Hazard b. Magnitude c. Likelihood d. Protective actions e. All of the above Match each of the following messages with an appropriate medium from the second list. \| Message \| Media \| \|----------------------------------------------\|------------------------------\| \| a. 4:00 p.m. staff meeting \| Classified newspaper ads \| \| b. In-depth status of recovery \| Town assembly \| \| c. Tornado warning \| Feature article \| \| d. Foster homes needed for displaced dogs \| Fax \| \| e. Register by phone for disaster assistance \| Emergency Alert System \| Knowledge Check (Continued) 1. c 2. d 3. b 4. a 5. e An effective match of message and medium reads: d, e, b, a, c. Sample business letter: July 3, 2001 Mr. John Burgess The Salvation Army Bismarck, ND 58501 Dear Mr. Burgess: The tireless efforts and valuable resources your organization contributed to our community after the recent flood were remarkable. The speed with which you fed and provided shelter for the 75 people left homeless demonstrated the experience and preparation that marks all Salvation Army operations. There is no way to thank you enough for your support of Bismarck residents. However, I hope you will share my gratitude with your staff and volunteers. We appreciate every one of them. Again, thank you for your active partnership in Bismarck’s emergency management efforts. Sincerely yours, Mary Siebert Emergency Manager MS:gn Sample EAS Message: THE NATIONAL WEATHER SERVICE IN CENTRAL CITY HAS ISSUED A TORNADO WARNING FOR LIBERTY COUNTY UNTIL 300 PM EDT. AT 150 PM . . . DOPPLER RADAR INDICATED A POSSIBLE TORNADO IN WESTERN LIBERTY COUNTY JUST SOUTH OF APPLE VALLEY. AT 205 PM . . . A TORNADO TOUCHED DOWN NEAR LEWISBURG IN STRAMFORD COUNTY CAUSING CONSIDERABLE DAMAGE. THE STORM WAS MOVING NORTHEAST AROUND 30 MPH AND WILL REACH CENTRAL CITY AT ABOUT 215 PM. THE SAFEST PLACE TO BE WHEN A TORNADO HITS IS IN A BASEMENT UNDER A STURDY PIECE OF FURNITURE SUCH AS A WORK BENCH. IF YOU DO NOT HAVE A BASEMENT . . . GO TO AN INTERIOR ROOM OF YOUR HOME SUCH AS A BATHROOM OR CLOSET. Sample Public Service Announcement: BEWARE OF FRAUD Every disaster has its share of con artists trying to take advantage of disaster victims, so be careful who you let into your home. If your house was damaged in the (disaster) and someone appears at your door claiming to be a (type of disaster) official, ask for identification. Depending on your needs, inspectors from one or more agencies may visit your home after you have registered for disaster assistance. These inspectors will be able to show you official ID to prove their identity. Never let anyone inspect your home without first asking for identification. If you want to verify someone’s identity, call the Disaster Information Helpline at 1-800-525-0321 (TDD: 1-800-660-8005 for hearing and speech impaired), (hours of operation), (days of operation). Some people may show up at your door and insist that you make expensive or unnecessary repairs. Others may offer to process your disaster application for a fee. Remember, disaster inspectors do not recommend repairs and NEVER charge a fee for any inspection of your home. #### RESIDENTS WARNED TO TAKE PRECAUTIONS WHEN RETURNING TO FLOOD DAMAGED HOMES (CITY, STATE)—Federal and State disaster officials are urging people returning to flood-damaged homes, apartments, or businesses to take extra precautions before and during their clean-up efforts. “The dangers are not over after the water goes down,” (SCO NAME) said. “Flood hazards such as a weakened foundation, exposed wires or contaminated floodwater are not always obvious and can be potentially life-threatening if precautions are not taken.” “If, at any time, you are unsure of or feel uncomfortable with a situation, do not hesitate to ask for help or seek advice from an expert,” (FCO NAME), serving as Federal Coordinating Officer (FCO) for the disaster recovery, cautioned. “Play it safe.” Disaster officials are urging people to keep these safety tips in mind: BEFORE ENTERING A BUILDING: Check the outside of the building: Call the utility company immediately if you find downed power lines or detect gas leaks. (Gas leaks will emit an odor of rotten eggs.) Look for external damage: Examine the foundation for cracks or other damage. Also examine porch roofs and overhangs to be sure they still have all their supports. Look for gaps between the steps and the house. If any supports or portions of the foundation walls are missing or the ground has washed away, the floor is not safe. If you see obvious damage, have a building inspector check the house before you go in. Enter the building carefully: If the door sticks at the top it could mean the ceiling is ready to fall. If you force the door open, stand outside the doorway away from falling debris. AFTER ENTERING A BUILDING: Look before you step: The ground and floors are covered with debris including broken bottles and nails. Floors and stairs can be very slippery. Be alert for gas leaks: Do not strike a match or use an open flame when you enter a building unless you know the gas has been turned off and the area ventilated. Use a flashlight to inspect for damage. Turn off the electricity: Even if the power company has turned off electricity to the area, be sure to disconnect your house’s power supply. Do not use appliances or motors that have gotten wet unless they have been taken apart, cleaned and dried. Replace exposed wires: Electrical wires that have been exposed to salt water are recyclable junk and must be replaced. Watch for animals, especially snakes: Small animals that have been flooded out of their homes may seek shelter in yours. Use a stick to poke and turn items over and scare away small animals. Carbon monoxide exhaust kills: Use a generator or other gasoline-powered machine outdoors. The same goes for camping stoves. Charcoal fumes are deadly; cook with charcoal outdoors. Drain your basement carefully: Water in the ground puts pressure on your basement walls and floors. Drain the basement gradually to minimize further structural damage. Hose the house: Most of the health hazards brought by a flood are in the mud and silt that is left after the water drains away. Shovel out as much mud as possible and hose the house down, inside and out. Be aware of health hazards: Flood waters have picked up sewage and chemicals from roads, farms, factories, and storage buildings. Many flooded items, such as wallboard and mattresses, will hold mud and contamination forever. Spoiled food, flooded cosmetics and medicine are also health hazards. When in doubt, throw them out. ##### Sample Incident Fact Sheet: (DATE) INCIDENT PERIOD: (DATE OF INCIDENT) AREAS AFFECTED: (LIST COUNTIES/TOWNS AFFECTED) OFFICE: (ADDRESS) HOURS: (HOURS) KEY TELEPHONE NUMBERS: COMMERCIAL: xxx-xxx-xxxx INFO HOTLINE: 800-xxx-xxxx INFO TDD: 800-660-8005 (for hearing impaired) FAX: xxx-xxx-xxxx OFF-DUTY: xxx-xxx-xxxx (NAME, TITLE) JIC: xxx-xxx-xxxx KEY PERSONNEL: Emergency Manager (Name) (Number) Operations Officer (Name) (Number) Planning Officer (Name) (Number) Logistics Officer (Name) (Number) Safety Officer (Name) (Number) Public Affairs Officer (Name) (Number) Police Chief (Name) (Number) Fire Chief (Name) (Number) Public Works Chief (Name) (Number) Administration Officer (Name) (Number) Other Key Personnel (List) (Name) (Number) STATE KEY PERSONNEL: Governor’s Authorized Representative (Name) (Number) Alternate GAR (Name) (Number) State Coordinating Officer (SCO) (Name) (Number) Alternate SCO (Name) (Number) Public Assistance Officer (Name) (Number) Public Information Officer (Name) (Number) Hazard Mitigation Officer (Name) (Number) Individual Assistance Officer (Name) (Number) OTHER AGENCIES: American Red Cross (Name) (Number) Salvation Army (Name) (Number) Others (List) (Name) (Number) #### TIPS TO PROTECT YOURSELF FROM DEBRIS FLOWS (MUDSLIDES) As spring approaches, the burned hillsides of (locations) look green and inviting. But the steep slopes left bare by (last month’s) firestorms are still very susceptible to debris flows, popularly called mudslides or mud flows. The danger is greatest during rainstorms and the few days after each rain. Debris flows are sudden gushes of mud, rocks, tree trunks, and other debris that break loose from steep slopes and race downhill, sometimes over long distances. After one surge or wave of a mudslide, more surges or waves may follow, at intervals of minutes to hours. The (State emergency service) advises residents and visitors to take the following safety precautions. - Keep an eye on the weather. If it looks like rain, listen to a weather report on the radio. Even if it is not raining in the foothills, it might be raining hard in the mountains. Listen for National Weather Service advisory messages. A flash flood watch for a particular area means that heavy rains with mud and debris flow potential have been predicted for that area. A flash flood warning means flooding and debris flow are already occurring and may continue. - Cancel or postpone plans for hiking, biking, or horseback riding if it has rained recently or if rain is predicted. - Plan ahead: - Arrange a meeting place for your family or companions outside your neighborhood or outing destination. - Plan to wear or carry appropriate clothing and footwear that is warm, waterproof, and sturdy. - Have an adequate supply of emergency food and water. - Have an emergency supply kit that includes a flashlight, spare batteries, a portable radio, and potable water. Store the kit in an easily accessible and safe area. - Purchase flood insurance, if living in an area at risk for flood or mudslides. For more information about flood and mudslide preparedness, as well as disaster assistance programs, residents are invited to visit the (center location). The Center is located at (address), (city). It is open (days), from (hours), and is a joint effort of the (State emergency services) and the Federal Emergency Management Agency. #### WHAT YOU SHOULD KNOW IF YOU HAVE TO EVACUATE In spite of tireless sandbagging efforts by friends and charitable strangers, the powerful floodwater cannot always be stopped. Some of us have already evacuated our homes. For others, evacuation is imminent. Whenever the water wins the battle, there is pain and loss. And by the time someone is forced to leave, often their energy is depleted and safety may be threatened. By preparing an evacuation plan in advance, flood victims can ensure that necessities are packed and the route is planned. If possible, gather important family documents and place them in a waterproof, portable container. Examples of documents you may save include: - Insurance policies, wills, contracts, deeds, stock certificates and bonds - Passports, social security cards, immunization records - Bank account numbers, safe deposit box information - Credit card account numbers and companies - Inventory of valuable household goods, important telephone numbers - Family records (birth, marriage, death certificates) - Valuable photographs Here is a checklist of what you should have ready before you are forced to leave: - Battery operated radio and spare batteries - Flashlight and extra batteries - First aid kit and manual - Three-day supply of nonperishable foods and water (one gallon per day per person) - Essential prescription and nonprescription medicines - Mess kit (or paper plates, cups, and plastic utensils) - Baby supplies such as formula, bottle, diapers, powdered milk and medications - Nonelectric can opener - All purpose knife - Toilet paper - Soap, liquid detergent - Feminine supplies - Personal hygiene items - Contact lenses, solution, and extra eyeglasses - Denture supplies - Complete change of clothing and footwear for each household member - Sturdy shoes or work boots - Rain gear Cash or traveler’s checks, change Whistle Entertainment—books, games, journal It is important to map your evacuation route before the time comes. Identify your evacuation destination (nearest shelter, relative’s home, etc.) and plan to triple the travel time to account for traffic and road conditions. These ideas are part of a 56-page booklet named “Repairing Your Flooded Home”. Published jointly by the Federal Emergency Management Agency (FEMA) and the American Red Cross, copies are available free at all disaster application centers. Copies can also be obtained by writing to FEMA Publications, P.O. Box 70274, Washington, DC 20024. Unit 4: Identifying Community-Specific Communications Issues Introduction So far in this course, you have learned basic communications skills and how communicating in an emergency is different from communicating day-to-day. But have you considered that some people in your community may have specific communications needs that may require you to change the way you communicate with them in an emergency? In this unit, you will learn about why traditional messages don’t always work across cultures or with special-needs groups. Unit 4 Objectives After completing this unit, you should be able to: - Identify potential verbal and nonverbal communication issues related to age, culture, language, or disability. - Analyze your community to identify groups requiring special consideration when preparing and delivering emergency communication. - Develop a strategy for refocusing your emergency communication to meet the special needs of the community. Why Traditional Messages Don’t Always Work To illustrate how cultures shape behavior, read the short case study on the following page. Then, try to analyze what you think occurred. Case Study 4.1: Town Meeting Your community has a large population of immigrants and their descendants from India. As part of a community preparedness campaign, you have been asked to speak at a town meeting about how to be prepared for extreme temperatures. On the evening of your talk, you arrive early to check out the audience and notice that a large percentage is Indian. As you begin your talk, you notice that the Indian members of the audience are slowly shaking their heads back and forth sideways. You don’t understand why they don’t understand your message because the others in the audience are obviously engaged. Answers to Case Study What happened during your talk? Were the Indian members of the audience not listening? Did they not understand? Did they disagree? Slowly shaking one’s head back and forth sideways does not always mean “no.” Rather, it signals “I’m listening” in parts of India. The Indian members of your audience were paying every bit as much attention to your message as others. Why Traditional Messages Don’t Always Work (Continued) We in America have strong cultural traditions based on the influence of the Western Europeans who originally established our government. Whether we realize it or not—and we often don’t—these traditions shape the way we interact with other people. As our country has evolved, however, our population has experienced a huge influx of immigrants who have brought their languages, cultures, and traditions to the United States. Today, America hardly resembles the country that the Founding Fathers envisioned more than two centuries ago. We are older and more diverse. We are more accepting of others whose languages, cultures, and traditions are different from ours. And we recognize the inherent value of all Americans, regardless of culture, age, or disability. As you saw from the case study, cultural differences reflect internal beliefs and thought patterns that cause people to react differently to the same situation. Cultural issues aren’t your only considerations when communicating. Differences in age and sex, the presence of a disabling condition—and even the part of the country you live in—can affect how you communicate. To a large extent, the misunderstandings that occur involving people from different cultures have nothing to do with what they said—it’s how they said it, what they did when they said it, or even who they said it to. Activity: Analyzing Community-Specific Needs Take some time to analyze your community’s special communications needs. Use the worksheet below and on the next page to help you organize your analysis. 1. What ethnic communities/cultural groups are represented in your community? 2. Where are these groups located? 3. Does your community include large percentages of: - Non-English speakers? - Elderly? - Disabled? - Other special-needs groups? 4. Where are these groups located? Activity: Analyzing Community-Specific Needs (Continued) 5. What are the implications for these groups in communication during: □ Public information? □ Emergency communications? 6. Where can you find additional information about each of these groups that can help you plan your communications with them? How To Recognize When a Message Isn’t Being Communicated How can you tell when your message is not being communicated? It’s not realistic to become an expert on every culture that you may encounter. However, it is reasonable for you to learn about the populations who make up major parts of your community. Take the time to learn the basic customs of the ethnic groups in your community. The tips below may help your learning process. - Many communities sponsor special days on which the various cultures represented in the community can share their food, artwork, and other entertainment with their neighbors. Take the time to attend these events. Pay careful attention to what you see and hear. - Talk to the leaders of the cultural groups in your community. You will find that most will be pleased that you care enough to make the effort and will be very willing to share key attributes of their culture with you. - Read news articles about the groups represented in your community. Frequently, these articles can provide good insight into the people and the behaviors that are part of their cultures. (This strategy is especially helpful when you are new to a community or are from a different part of the country.) Making yourself aware of key cultural and other differences that you will need to address during an emergency will help you learn what to expect of the groups and whether your message is being communicated. So what do you do “in the moment” to determine whether your message is being communicated? You might find some of the tips below helpful. - Be sensitive to “puzzled” looks from your audience. Nearly all people of all cultures show it on their faces when they don’t understand. - Look for changes in body language. Case Study 4.2: What Did I Do Wrong? Read the case study below. Then, analyze the case to determine what went wrong. You are the assistant emergency planner in a small Midwestern town. As this is your first job out of college, you are excited about being able to help your community in its preparedness efforts. One of your first responsibilities involved touring a local nursing home and assisting the administrator, Mrs. Jones, with the facility’s evacuation plan. Your call to schedule an appointment with Mrs. Jones went well, and you arrive just a few minutes after your appointment time. Mrs. Jones keeps you waiting for 10 minutes more before seeing you. After exchanging initial pleasantries, Mrs. Jones, who appears to be in her early sixties, takes you on a tour of the facility and introduces you to the residents that you meet along the way. As Mrs. Jones introduces you, she takes time to chat with the residents, whom she addresses by first name. Following her lead, you chat briefly with the residents, also addressing them by first name. For the remainder of the tour, you notice that Mrs. Jones has little to say, but that doesn’t bother you. It gives you time to think about how the facility can rewrite its evacuation plan. By the time that you finish your tour, you are very excited because of all the ideas you have for helping with the evacuation plan. When you return to Mrs. Jones’s office, you immediately begin telling Mrs. Jones the improvements you have in mind. Imagine your surprise when the look she gives you stops you in your tracks. Answers to Case Study What might you have done to turn Mrs. Jones off? While there are no definitive answers provided in the case study, some points you might consider are: - You may have gotten off on the wrong foot by being late for the appointment. Some people view punctuality as a sign of respect for their time. The fact that Mrs. Jones kept you waiting for 10 minutes might indicate a last-minute phone call—or it might indicate her irritation with the fact that you were tardy. - There is quite an age difference between Mrs. Jones and you—and an even greater age difference between the residents and you. Referring to the residents by their first names was probably a mistake, which Mrs. Jones took as a sign of disrespect. Her quiet attitude following your discussion with the residents might very well have indicated her annoyance. - You probably also made a mistake by starting on “improvements” immediately upon returning to Mrs. Jones’s office without thanking her for showing you around, complimenting her on the facility, or even acknowledging the strengths of the existing facility plan. Improving Communications With the Community It is critical that you take into account cultural differences when addressing communications across cultures or to those with special needs. The tips listed below will get you started. - Don’t assume sameness. It is important that you not assume that everyone thinks and reacts the same way you would to a situation. When confronted by a response that you don’t expect, ask yourself: Could this response be culturally based—or could the response be based on age, sex, or other special need? - Don’t assume that you understand what the other person means. Be aware of customs and other communications that are different from what is traditional in the United States. - Don’t inadvertently cause the behavior. Ask yourself: Did I do anything that may have caused the individual’s or group’s reaction? (For example, common hand signals used to motion an individual to come toward you may be seen as a rude gesture in some countries.) Watch for cues that would indicate that your behaviors or statements inadvertently were seen as threatening or insensitive. If you think there could be possibly be a misunderstanding, assume responsibility and regroup. Activity: Personal Improvement Goals Think about the special communication needs that you identified in the previous activity. Select one or more groups from the list. Then, using the space provided below, list five things that you can change to improve your next communication with the group(s) you selected. Group: Changes I can make to improve communication: Summary and Transition In this unit, you have learned some of the community-specific issues that can affect your day-to-day and emergency communications. You have also identified some of the specific communications needs in your community and identified how you can change what you do to communicate better with those groups. In the next unit, you will learn how the various technologies that are available can help you communicate. For More Information - Online tutorial: Cultural Issues in Business Communication: http://www.bena.com/ewinters/OnlineTutorial.html - AMPU Guide: Common Cross-cultural Communication Challenges: http://www.wwcd.org/action/ampu/crosscult.html - Cross-cultural Communication: http://expert.cc.purdue.edu/~qguo/crossculture.html - Cross-cultural, Online Resources: http://www.prov.co.jp/resources.html - Online Language Translator: http://babelfish.yahoo.com - “Communicating With and About People With Disabilities”: http://dol.gov/dol/odep/public/pubs/fact/comucate.htm Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. Which statement is true? a. All people who live in the United States communicate in the same way. b. Gestures that Americans take for granted can be offensive to others. c. Communication is not affected by geographic area of the country. d. Emergency managers only need to be concerned with cross-cultural communication. 2. Our cultural traditions: a. Have no bearing on how we communicate. b. Are not offensive to others who live in the United States. c. Affect how we think, act, and communicate. d. Should not be reflected in how we speak or write. 3. Cultural differences reflect internal beliefs and thought patterns that cause people to react differently to the same situation. a. True b. False 4. A first step in communicating across cultures or with special-needs populations is to: a. Not assume sameness. b. Learn to speak their language. c. Place responsibility for communications on the receiver. d. Immerse yourself in all represented cultures. 5. A good indicator that an individual has not understood what you said is: a. A smile. b. The ability to paraphrase what was said. c. Asking questions that require further detail. d. A puzzled look. Knowledge Check (Continued) 1. b 2. c 3. a 4. a 5. d Unit 5: Using Technology as a Communication Tool Introduction Technology can assist you in meeting your communication goals. On the other hand, choosing the wrong technology can interfere with your message. In this unit, you will learn: - How and when technology can assist you with communication. - Appropriate and inappropriate uses of e-mail, the Internet, and other technologies. - How to select the best mix of high- and low-tech media. Technology as a Tool Selecting the best technology to support your message maximizes its impact. Selecting a different technology, however, is rarely the solution to a communication problem. Also, certainly, there is no correlation between the complexity of the technology and the effectiveness of the communication. A table listing various communication technologies, their appropriate purposes and audiences, and tips and cautions for their use is shown on the following pages. ## Technologies That Can Support Communication \| Technology \| Used To... \| Audience Characteristics \| \|-------------------------------------------------\|---------------------------------------------------------------------------\|--------------------------------------------\| \| Telephone \| - Communicate immediately \| - Limited in number \| \| \| - Communicate among people at different locations \| - Identified \| \| \| - Convey private information \| \| \| Telecommunications Device for the Deaf (TDD) \| - Provide information, registration, or hotline numbers \| - Hearing-impaired \| \| Radio \| - Communicate immediately \| - Limited in number \| \| \| - Relay information to, from, or among emergency responders \| - Identified \| \| \| - Equipped with radios \| \| \| Fax \| - Transmit emergency information \| - Identified \| \| \| - Transmit detailed or reference information \| - On-site to receive message \| \| \| - Transmit maps and other visuals \| \| \| \| - Provide a hard copy of information for documentation or future reference\| \| \| E-mail \| - Provide an individual or a homogeneous group with a single message \| - Limited \| \| \| \| - Identified \| \| \| \| - Recipients share a common language \| \| \| \| - Sometimes limited to “subscribers” \| \| Microphone and Overhead Projection Equipment \| - Communicate with a group \| - Assembled group of any size \| \| \| - Reinforce verbal message with maps or other graphics \| \| \| Public Address System (mobile) \| - Communicate with the public when other forms of communication are not available or are not working \| - Specific, limited geographic area \| \| Emergency Alert System (EAS) \| - Provide an emergency warning message when a larger-scale emergency is imminent \| - Identified geographic area \| Technology can be an effective communication tool but, as with traditional communication tools, they can disrupt the message when used incorrectly. The table below lists tips for and cautions when using various types of technology during an emergency. \| Technology \| Tips for Use \| Cautions in Use \| \|-----------------------------\|------------------------------------------------------------------------------\|---------------------------------------------------------------------------------\| \| Telephone \| - Always identify yourself first. \| - Do not assume that cellular telephone calls are private. \| \| \| - State immediately if the call is an emergency. \| - The communication (unless taped) will not be documented for future reference.\| \| \| - If non-urgent in nature, ask if you are calling at a convenient time. \| - If your conversation is on speaker phone, you may have other listeners, in \| \| \| - Ensure that you have appropriate privacy when you make your call. \| addition to the person you phoned. \| \| \| - Have pen and paper at hand to take notes. \| - The recipient relies on only the spoken word to understand the message. \| \| \| - Assess the listener’s understanding by repeating key points or asking that \| (This may be less efficient than using multiple stimuli.) \| \| \| they be repeated back to you. \| \| \| \| - Use proper telephone manners. \| \| \| Telecommunications Device \| - Be sure to promote the TDD access number each time another phone line is \| - Test the TDD system from an equipped phone to ensure that it is working \| \| for the Deaf (TDD) \| promoted. \| properly. \| \| \| - Be sure to promote TDD numbers in print. \| - Be sure that your TDD system can accommodate all users. \| \| Radio \| - Avoid jargon and codes. \| - Be aware that other people may overhear your message, in addition to the \| \| \| - Be brief, communicating essential information only. \| intended audience. \| \| \| - Adhere to established protocols for identification, communication, and \| - Limit to essential communication to avoid “clogging” or “overtalking.” \| \| \| signoff. \| \| ## Technology as a Tool (Continued) \| Technology \| Tips for Use \| Cautions in Use \| \|-----------------------------\|------------------------------------------------------------------------------\|---------------------------------------------------------------------------------\| \| Fax \| - Follow rules for good writing. \| - Speed of transmission does not negate the need for good writing and/or good manners. \| \| \| - Include a cover sheet to ensure receipt. Include the number of pages on the cover sheet. \| \| \| \| - Request confirmation of receipt. \| \| \| E-mail \| - Follow rules for good writing. \| - As with faxes, speedy delivery does not negate the need for complete sentences and proper spelling and grammar. \| \| \| - Request notification of receipt. \| - E-mail can be revised or tampered with without your permission. \| \| \| \| - You do not know how frequently recipients check e-mail. \| \| \| \| - E-mail can be forwarded beyond its intended audience. \| \| Microphone and Overhead Projection Equipment \| - Be familiar with the operation of all equipment. \| - Using this method in a small group may appear impersonal. \| \| \| - Ensure that projected materials are clear and professional. \| - Many projectors lack the capability of projecting fine detail. \| \| Public Address System \| - Enunciate clearly. \| - It is difficult to convey different messages to segments of the population. \| \| \| - Keep messages simple. \| - It is challenging to assess the demographics or special communication needs of a mobile group. \| \| \| - Repeat key information often enough to account for changes in audience. \| \| \| EAS \| - Ensure that technology used adds meaning rather than confusion (e.g., do not use satellite images or complex terminology without explanation.). \| - Test EAS technology regularly to ensure that it is operable when needed. \| Are all tools available and functional? Emergency conditions can result in power outages or other conditions that may limit your choice of technologies. Be prepared to choose lower-tech methods to support your communication. Combining High-Tech and Low-Tech Tools In most cases, you can use a mix of high-tech and low-tech tools to support your message. In choosing your methods, consider your: - Message (What?) - Purpose (Why?) - Recipient (Who?) The table below examines some of the nuances of each of these three elements. \| Message \| Purpose \| Recipient \| \|------------------------------------------------------------------------\|------------------------------------------------------------------------\|--------------------------------------------------------------------------\| \| - What do you want to convey? \| - Why are you distributing this information? \| - Who is the audience? \| \| - What tone is appropriate for your information? \| - How and when do you want people to respond? \| - What are the primary languages spoken by your target audience? \| \| - Is there more than one message? \| - How soon do people need this information? \| - What are the special communication needs among your audience (including needs dictated by culture)? \| \| \| \| - Where do they typically learn new information? \| Review the case studies that follow and consider how technology can be used to support the message and audience needs. Case Study 5.1: Planning a Hurricane Preparedness Assembly On February 1, you decide to host a May 1st meeting on hurricane preparedness. It will be open to all local, State, and voluntary organization representatives who work in emergency management. You consult government phone books to obtain the fax numbers of all related agencies and send the information out mid-February. You want as many attendees as possible, so you send the information in the form of a flyer and hope that it will be shared among all office personnel. You also post the flyer on government Web sites and on City Hall bulletin boards. On the day of the assembly, you are surprised to find a very small turnout. How could you have used technology to increase the impact of the meeting announcement and the number of attendees? Answers to Case Study 5.1 How could you have used technology tools to increase the impact of the meeting announcement and the number of attendees? Your answer is correct if it contains these elements: - Substitute or add tools that deliver individual invitations. - Include a mechanism for tracking attendance. - Use a broader variety of tools to reach the same audience more frequently. Learning Points - Because the faxed or posted flyer was not specifically addressed, some people may have assumed it was intended for others. - Unless you confirmed the fax numbers, you cannot be sure that the published information was current. - You may send the flyer as an enclosure with a personal letter that requests a response. It is likely to merit closer attention. If it is not practical to contact all potential attendees individually, identify department heads and others who can distribute your message to a broader audience. - You may make a phone call or send a letter to key personnel in which you could specify the benefits of attendance. - You could place a notice of the meeting in appropriate newsletters. - It is advisable to anticipate attendance. When numbers make a difference, be sure to request a response and specify the desired response technology (e-mail, phone number, etc.). - Follow the original faxed information with subsequent inquiries (e.g., e-mail a note that reads “Planning to attend?”). - Make use of low-tech tools: - Each time you find yourself among colleagues, promote the meeting in your conversation. - Have a badge made that reads “Ask me about my hurricane preparedness meeting” and wear it. - Be creative: Include a piece of string in each invitation, stating that it is to be tied around a finger as a reminder to attend. Case Study 5.2: Flash-Flood Warning You have just learned that the National Weather Service has issued a flash-flood warning for the portion of the Mellis River that runs through your county. The vulnerable area is primarily residential but also includes a recreational picnic area alongside the river and one public elementary school. At this time, there is no flooding. However, the school day is almost over and you decide to evacuate the one-floor school. You must also disseminate the flood warning message to the community. What technologies could you use to distribute the evacuation order and warning? Answers to Case Study 5.2 What technologies could you use to distribute the evacuation order and warning? Your answer is correct if it contains these elements: - Emergency Alert System activation. - Immediate, personal technology (e.g., telephone) to contact the school principal. - Public address system warnings to campers/boaters, motorists, and residents. - A combination of tools (e.g., a school assembly briefing, or a print copy of a flash flood warning, radio and/or television announcements, etc.). Within this specific situation, you have a variety of messages to communicate to different audiences: - School occupants must evacuate. - Area residents should heed the warning and evacuate. - Motorists should avoid the area. - Park patrons should evacuate. - Parents must be told that their children have been evacuated. Consider the time of day (before the school day has ended), and note that some residents of the warning area will be at home and others will be at work or at other locations. Radio may be especially effective in reaching commuters. If access roads to the area are limited, consider nailing low-tech signs at key intersections or closing roads that are likely to be affected by flooding. Case Study 5.3: Using Technology to Add Meaning During a hurricane watch, a local television broadcast features a dramatic satellite image from a hurricane that hit the area 2 years ago. The broadcaster announces that the footage is 2 years old and explains that he is using it to underscore the importance of taking protective action. Residents of a nursing and rehabilitation home view the broadcast. Some of the residents do not hear the announcer’s explanation and assume that the footage is current. This creates stress and misunderstanding among the residents. If you were in control of the broadcast, how could you have used technology differently to avoid this misunderstanding? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Answers to Case Study 5.3 If you were in control of the broadcast, how could you have used technology differently to avoid this misunderstanding? Your answer is correct if it contains any of these elements: - Label the satellite image with the event date. - Add a crawl line that identifies the satellite image. - Follow the satellite image with contrasting current imagery. Learning Points - Anticipate how various audiences may interpret or misinterpret the message. - In cases where technology is potentially confusing, use more than one to ensure understanding. - Consider whether the additional technology really adds meaning to your message and whether the potential confusion is worth the risk. Summary and Transition In this unit, you gained perspective on how technology serves to enhance communication. You also explored several scenarios and considered the best mix of low- and high-tech media. In the next unit, you will study oral communication. Before you proceed to the next unit, take a few minutes to complete the Knowledge Check on the next page. Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. The Emergency Alert System is an appropriate tool for disseminating hazard mitigation materials. a. True b. False 2. Technology can support communication but is not a solution in itself. a. True b. False 3. Which of the following technologies is the best choice to convey urgent and highly sensitive information? a. Telephone b. Fax c. Letter d. E-mail e. Dispatch radio 4. Message, purpose, and ________ are the three primary factors that should guide your technology selection. a. Location b. Audience c. Time of day d. Language e. Type of emergency 5. In most emergency situations, you will use ___________ to communicate. a. A mixture of low- and high-technology tools b. The most sophisticated technology tools c. The most basic technology tools d. Only technology that does not depend on electricity e. Primarily television broadcasts Knowledge Check (Continued) 1. False 2. True 3. a 4. b 5. a Unit 6: Effective Oral Communication Introduction In the previous unit, you explored some of the ways that technology can enhance successful communication. You also began to examine ways that messages, audiences, and purposes can differ. In this unit, you will continue that examination in the context of spoken messages. One of your most important requirements for emergency management is oral communication. During daily conversation, you make automatic adjustments to your message and delivery to ensure that you make your point. But have you ever stopped to wonder how you knew to repeat your point? Or why you chose to share a personal example from your own experience to convince your listener? Unit 6 Objectives After completing this unit, you should be able to: - Determine the appropriate type of oral communication for the message and audience. - Analyze your nonverbal cues to determine if and how they may interfere with your message. - Use nonverbal cues displayed by an audience to improve the effectiveness of your communication. - Recognize appropriate and inappropriate uses of humor in oral communication. This unit also will help you to identify and adjust your oral skills in the variety of situations that you are likely to face. Matching Communication to Message and Audience In your role as emergency manager, planner, or responder, you may be asked to communicate critical information in: - One-on-one conversations. - Small group discussions. - Public presentations. - Media interviews. What types of situations call for oral communication? - Sometimes, you know the audience and the situation (e.g., an unruly crowd developing during a protest rally) and need to develop a message (e.g., dispersal, safety, public nuisance). - Other times you start with a message for many audiences (e.g., buy flood insurance coverage) and must decide the venues (public service announcements, mass mailing, etc.). - At other times, you have a very specific message and audience (e.g., firing a subordinate) but must create an appropriate situation for delivery. - Still other times, you may be required to provide a media interview about a developing emergency and must keep your message clear and your voice calm to avoid confusing or panicking your audience. Each circumstance offers unique challenges and opportunities to match your verbal and nonverbal communication to your message and audience. Activity: Matching the Message The purpose of this activity is to match the message type to its purpose and audience. For every situation in Column A, choose two matches from Column B. \| Matching Message and Type of Oral Communication \| \|-----------------------------------------------\| \| 1. One-on-one conversation \| a. Review internal budgets \| \| \| b. Publicize Fire Prevention Week \| \| \| c. Evaluate staff performance \| \| 2. Small-group discussion \| d. Educate city-wide animal shelter staff \| \| \| e. Offer condolences to a coworker \| \| \| f. Announce agency policy changes \| \| 3. Public presentation \| g. Conduct a Hazard Awareness Fair \| \| \| h. Explore increased interagency cooperation\| \| 4. Media interview \| \| Activity: Matching the Message (Continued) The correct answers are: 1. c, e 2. a, h 3. d, g 4. b, f Review the correct answers and compare them to yours. - You probably found most of the correct matches to be obvious. That’s because our experience in society gives us a sense of appropriateness that allows us to communicate fairly automatically. But can you identify the steps you take in forming communications and implementing them? - Which of these questions did you consciously consider when you chose your matches? - How many people are in the audience? - How many times will I have to deliver the message? - Does this method use my time efficiently? - Is my message going to the correct audience? - Is the message going to others in addition to the correct audience? - Will there be a negative impact if this message is delivered to some people who do not need it? - What image do I want to convey with my message (e.g., authoritative, competent, informed, or sympathetic)? - Am I respecting the emotional sensitivity of the message? - Will I be able to track the success of my communication effort? - Matching messages to their purpose and audiences will help ensure communication success. Oral Communication with Mass Media The news media can be a strong ally in alerting and informing the public. It is important to establish credible and productive working relationships with representatives of the media. In most instances, the media will be cooperative in publishing important planning, response, and recovery information. You are in a position to assist them in understanding the important public service role they play. There are two likely forums in which you will use your oral communication skills: interviews and press conferences. In both circumstances, your primary audience is the public, with the media serving as a conduit for your information. Be sure that the informational messages that you provide to the media are spoken as though you are directly addressing your audience. Always be aware that when you provide information for the media to promote, the media industry itself is a sensitive secondary audience. In the worst case, the media may: - Report your message erroneously. - Report accurate information in an incorrect context. - Focus public attention on you or your operation instead of on your message. To minimize misunderstandings, build strong relationships with media representatives. - Work actively to keep the media informed. - Keep up-to-date contact lists for media representatives. - Be aware of media deadlines. - Respond to media inquiries promptly. - Be respectful and tactful, even if you are asked questions that make you uncomfortable. - Be honest about what you know. - Acknowledge what you do not know and offer to seek answers. Building relationships with the media will help them help you—and the public—in an emergency. Success Tips for Media Interviews Many people view media interviews with a mixture of dread and helplessness. But, a media interview is a communication opportunity. No matter what topic the interviewer has in mind, you have the opportunity to make your own key points. Job Aid 6.1 on the following page provides a number of tips to help you stay in control of the interview process. Job Aid 6.1 Tips for Media Interviews Before the Interview: - Track all media inquiries and note the reporter’s name, organization, date, and purpose. - If possible, review the scope of the interview with the reporter before the interview so that you can anticipate what might be asked. - Provide background information that helps the reporter understand the issues. - Identify the points that you want to communicate during the interview and make sure these facts come to mind easily. - Identify a message that you can incorporate into your first and last remark. For example, if the reporter opens the interview by saying, “Thanks for talking with us today,” you may respond, “I’m proud to speak on behalf of the community’s unified response effort,” or “Thank you for this opportunity to promote flood insurance.” - Dress appropriately. During the Interview: - Listen to the entire question before answering. - Avoid speculation. - Beware of false assumptions and erroneous conclusions. - Avoid hypothetical questions. - Be alert to multiple questions and address them individually. - Be confident and concentrate on delivering your message. - Keep your answers simple and direct. - Speak in “sound bites” (i.e., concise, memorable, short statements). - Never repeat inaccurate or damaging information spoken within a reporter’s question. Instead, restate the information in a positive manner in your answer. - Do not refer to the reporter by name, as the reporter may not be included when the interview is aired. - Treat all questions seriously. - NEVER speak “off the record.” - While answering questions, be attuned to opportunities to promote your message. - If you are being recorded or taped and botch an answer, simply begin the answer again. If taped, the exchange will most likely be edited. - Be aware of your appearance: - Avoid nervous gestures; do not overuse hand gestures. - Display good posture. - Maintain eye contact. - Ensure that your glasses (if you wear them) are not slipping downward. - Remove dark glasses. - Avoid wearing stripes, “busy” patterns, and red. - If seated, ensure that your jacket does not ride up behind your neck by sitting on the coattails. - Leave all equipment concerns to the reporter or sound technician. After the Interview: - Obtain and provide any information you promised to supply. - Provide written background information, and be available to the reporter for follow-up questions. - If the story is publicized with inaccuracies, call the reporter and politely point out the errors. Nonverbal Cues More than half of face-to-face communication is exchanged through nonverbal cues. Because up to 65 percent of the meaning your message is unspoken, it is imperative to learn to “read” nonverbal communication. After you learn to “speak” this second language, you can use it to amplify your message. You also want to master reading nonverbal language. By reading your listener, you can gather real-time feedback that tells you whether or not you are communicating successfully. If your message is not getting through, maybe you need to adjust your nonverbal broadcast. What do nonverbal cues communicate? Eyes, tone of voice, expression, volume, and gestures reflect attitudes, emotions, state of mind, and related messages. While you probably are aware of this, you may not realize just how important those messages are to your listener. Nonverbal cues can reveal three basic emotions: - Like or dislike. - Submission or dominance. - The degree to which others can arouse reactions. Nonverbal Clusters Nonverbal clusters are several related nonverbal signals that work in concert. Generally, the presence of a nonverbal cluster is more significant than a single signal and reflects changes in attitude and state of mind. Below is an example that shows how we use nonverbal cluster signals to judge the success of our communication: You are talking to a peer. Your listener yawns. What might be the significance of the yawn? Is your listener: - Unreceptive to your message? - Sleep deprived? - In need of additional oxygen? Nonverbal Clusters (Continued) Now, you are having the same conversation. This time your listener yawns while frequently glancing around the room with a bored look and tapping a pencil on the desk. From this cluster of nonverbal behavior, you can assume that your listener is not receptive to your message. Case Study 6.1: Mixed Signals Read the following case study and answer the question below. Then turn the page to compare your answer with the suggested response. Imagine yourself seated across from your supervisor’s desk telling her about a conflict with a coworker. As you relay the details of the incident, she begins to page through a color catalog of protective clothing that is open on the desk. When you ask her opinion, she continues to look downward, but responds, “Personnel issues are my highest priority. I will look into it.” What are some of the feelings you might experience after this conversation? Answer to Case Study What are some of the feelings you might have after this communication? Examine your answer to see if it includes any of these elements: - Confusion - Mistrust - Distance - Disrespect No answer is incorrect. Learning Points - It is especially troubling when people send mixed messages. - Listeners instinctively react with mistrust and caution. - When words and actions are not in sync, the nonverbal cues contradict or supersede verbal messages. - Conflicting words and nonverbal messages can indicate that the speaker: - Is experiencing conflict. - Is not sincere. - Is not committed to the message. Nonverbal cues can have an impact equal to or stronger than the words that are spoken. When the speaker’s body language is in sync with the verbal message, the message is reinforced. Listeners are more likely to respond to this extra persuasion with increased respect, harmony, or trust. But mismatched body language can actually block communication and breed resentment and distrust. In fact, when there is a conflict between verbal and nonverbal messages, people are more likely to believe the nonverbal message. Activity: Nonverbal Behaviors Review the nonverbal behaviors listed below and jot down how the behaviors might be evident in each of the situations described. \| Behavior \| Emergency Planner Makes Presentation to Civic Association \| Fire Chief Gives TV Interview at Site of Explosion \| American Red Cross Manager Thanks Office Staff (2) for Efforts \| \|---------------------------------\|----------------------------------------------------------\|---------------------------------------------------\|---------------------------------------------------------------\| \| Vocal intonation \| \| \| \| \| - Volume \| \| \| \| \| - Speed \| \| \| \| \| - Clarity \| \| \| \| \| - Inflection \| \| \| \| \| Style of dress \| \| \| \| \| Personal effects \| \| \| \| \| - Hairstyle \| \| \| \| \| - Clothing \| \| \| \| \| - Jewelry \| \| \| \| \| Silence \| \| \| \| \| Body language \| \| \| \| \| - Posture \| \| \| \| \| - Eye movement \| \| \| \| \| - Body position \| \| \| \| \| - Fidgeting \| \| \| \| \| - Expression \| \| \| \| \| Gestures \| \| \| \| Activity: Nonverbal Behaviors (Continued) Compare your ideas about how nonverbal behavior would be expressed to the sample responses below. \| \| Emergency Planner Makes Presentation to Civic Association \| Fire Chief Gives TV Interview at Site of Explosion \| American Red Cross Coordinator Thanks Office Staff (2) for Efforts \| \|--------------------------------------\|----------------------------------------------------------\|---------------------------------------------------\|------------------------------------------------------------------\| \| Vocal intonation \| Clear, energetic voice, dynamic \| Moderate volume, slower speed, authoritative \| Fast speed, somewhat high volume, irregular inflection, warmth \| \| Style of dress \| Business attire \| Uniform \| Agency T-shirt and slacks \| \| Personal effects \| Hair should be neat. Clothes should be good quality. Avoid extreme clothing or too much jewelry. \| Appropriate to the serious nature of the emergency. \| Hair should be neat. Clothes should be good quality. Avoid extreme clothing or too much jewelry. \| \| -Hairstyle \| \| \| \| \| -Clothing \| \| \| \| \| -Jewelry \| \| \| \| \| Silence \| Use brief silences in asking a sequence of questions aloud. \| Use silence between interview questions. Do not talk to fill lulls. \| Turn off the office radio to spotlight the importance of the message. \| \| Body language \| Standing straight, but relaxed, making contact with people in various parts of the room, leaning slightly forward with expressive face. \| Chief should stand still, keep head high, and face the interviewer. \| Coordinator should lean toward staff, maintain good eye contact, have animated facial expressions, modulate voice, smile, and hold arms and hands relaxed away from body. \| \| -Posture \| \| \| \| \| -Eye movement \| \| \| \| \| -Body position \| \| \| \| \| -Fidgeting \| \| \| \| \| -Expression \| \| \| \| \| Gestures \| Use natural hand gestures. \| Minimize gestures and fidgeting on camera. \| Touch staff on arm or hand. \| Read the nonverbal cues that your audience sends while you make a presentation. Use them as immediate, personal feedback for reflecting on your success or lack of communication. Then, adjust your delivery in response to the audience's level of understanding and interest. Cross-Cultural Meanings of Nonverbals Nonverbal language can have meaning that is culture-specific. An example of a nonverbal behavior that has different meanings among different cultures is eye contact. In the United States, maintaining strong eye contact indicates that the listener is attentive and interested in the message. In some Asian cultures, looking directly into a speaker’s eyes indicates disrespect, while lowering the eyes indicates polite manners. In the animal world, direct eye contact is a challenge or form of aggression, while averted eyes mean submission or harmlessness. Touching someone while speaking is known as “haptics.” When, where, and how often we touch each other has cultural significance. Americans tend to touch each other less than members of many other cultures. We need to be especially sensitive to cultural differences regarding haptics. For example, a disaster relief worker in Louisiana successfully calms an elderly, female hurricane victim by patting her on the shoulder as they talk. The same worker uses the identical tactic on a male Hawaiian disaster victim and is told she will be “very sorry if you put your hands on me again.” “Chronemics” is the timing of verbal exchanges—the pause between the conclusion of one person speaking and the other replying. For some, a long wait before a reply indicates lack of attention. However, in some cultures, a pause before replying indicates a polite and considered response. Personal space is another aspect of nonverbal communication that is culturally specific. Within each culture, there are expected personal distances for different types of relationships. Nonverbal communication can be confusing when these comfort zones are violated. Studies indicate that Americans prefer these proximities: - Personal distance – 1.5 to 4 feet. This is the distance typically found between friends and intimates. - Social distance – 4 to 12 feet. This is the usual distance for social and business transactions. - Public distance – 12 feet or more. This distance is generally preferred among strangers in public. Cross-Cultural Meanings of Nonverbals (Continued) Below are examples of some typical nonverbal clusters and their meanings in the United States: - Boredom - slouching in seat - yawning - staring out window - no eye contact - neutral expression - fidgeting - closed posture - drifting attention - slow to respond - neutral or “slurred” speech - Frustration - rubbing forehead with hand - tense, worried expression - throwing hands up in the air - Agreement or Enthusiasm - leaning towards speaker - making eye contact - touching speaker’s arm or hand - nodding head - relaxed, open posture - smiling or laughing - faster speech - higher pitch - Disagreement or Confusion - Frowning - shaking head - leaning back or away - pursing lips - tightened jaw and closed posture - staring elsewhere - shallow, rapid breathing - limited facial expression and hand gestures - slower speech - lower pitch Cross-Cultural Meanings of Nonverbals (Continued) - Evaluation - chewing on eyeglass frames - wearing a thoughtful, intense expression Nonverbal cues are summarized in Job Aid 6.2 on the following page. This job aid is also included in Appendix A. Job Aid 6.2 Nonverbal Cues SPEAKER’S NONVERBAL CUES Your nonverbal language reflects your attitudes, emotions, state of mind, and related messages. Nonverbal cues include: - Vocal intonation: - Pitch, tone, inflection, volume - Rhythm, timing - Silence - Personal space - Styles of dress: - Uniform (conveys authority, power) - Casual vs. dressy Body language: - Posture, body position - Head movements - Eye movement, eye contact - Facial expressions - Fidgeting, yawning - Touching LISTENER’S NONVERBAL CUES Indicators of . . . Boredom - Slouching in one’s seat - Yawning - Staring out the window - Lack of eye contact - Neutral expression - Fidgeting - Closed posture - Drifting attention - Slowness to respond - Neutral or “slurred” speech Frustration - Rubbing forehead with hand - Tense, worried expression - Throwing hands up in the air Agreement, Enthusiasm - Leaning toward the speaker - Making eye contact - Touching the speaker’s arm or hand - Nodding head - Relaxed, open posture - Smiling or laughing - Faster speech - Higher pitch Disagreement, Confusion - Frowning - Shaking head - Leaning back or away - Pursing lips - Tightened jaw and closed posture - Staring elsewhere - Shallow, rapid breathing - Limited facial expression and hand gestures - Slower speech - Lower pitch Evaluation - Chewing on eyeglass frames - Wearing a thoughtful, intense expression Humor Using humor in speeches is a long-standing tradition. You can probably remember many times when you heard a speaker open a presentation with a joke. Most likely, you smiled at the jokes, settled in to listen to the messages and cannot remember any of the jokes that were told. However, if you can, it is probable that the joke offended you in some way. Why? When you hear humor successfully integrated into a presentation, it can enhance your reception to the speaker and message. You are relaxed by amusement and open to listening. Hence, the successful use of humor lies in eliciting a smile from the audience with a joke that is unlikely to offend. Humor used wisely may: - Establish commonality. - Increase trust. - Reduce anxiety. - Provide relief. - Pace the delivery of complicated information. Effects of Failed Humor When humor misses its mark, it can forge a terribly memorable link between you, your message, and personal offense. Consider the childhood joke below, told by a young boy, and heard very differently by three adults: Jane, Charlie, and Natasha. Knock, knock. Who’s there? Ivan. Ivan who? Ivant to suck your blood (delivered with vampire body language). Jane has two 6-year-old sons. This joke makes her groan with fond recognition. She tousles the child’s hair. Charlie smiles at the child, but as a vegetarian he finds the joke a little uncomfortable and he finds a reason to move away from the child. Natasha, a recent immigrant from the Ukraine, feels hurt by what she perceives to be a joke at her expense. She patiently explains to the child that it is rude to make fun of her accented English. Using humor is risky because what we may and may not find humorous is extremely personal. Our sense of what is funny reflects our culture, values, life experience, fears, and imagination. Remember that when you tell a joke, no two people hear it exactly the same way. If humor is so risky, why use it? Because when you can make someone smile or laugh, you make a powerful connection. Activity: Body Language Analyze your body language and identify the messages that you typically communicate to others when you are speaking. What do you project as a listener? Activity: Public Speaking Analyze how you feel when speaking publicly and how your feelings may show. Refer to earlier sections in this unit to help you evaluate your nonverbal language. Summary and Transition Upon completion of this unit, you should feel confident about your verbal communication ability in a wide variety of situations. In the next unit, you will apply that ability to the development of a presentation. But, before you continue to the next unit, take a few minutes to assess your understanding of Unit Six by taking the Knowledge Check on the next page. For More Information Communication tips: www.csus.edu/indiv/k/kiddy/coptalk/pages/comtips/comtips.htm Knowledge Check Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. Which statement is true? a. Verbal and nonverbal communications always match. b. When verbal and nonverbal messages conflict, words are more persuasive than nonverbal cues. c. Nonverbal cues are automatic echoes of spoken messages. d. Nonverbal cues transmit 65% of the meaning of our communication. 2. Which of the following measurements is the preferred distance for personal conversation in the United States? a. 1 to 2 feet b. 1.5 to 4 feet c. 4 to 12 feet d. 12 feet or more 3. Frowning, staring elsewhere, tightened posture, and leaning away from the speaker constitute a nonverbal cluster that indicates what emotion in the United States? a. Disagreement b. Boredom c. Evaluation d. Understanding 4. If you use humor successfully in a presentation, you may __________. a. Increase your audience’s trust. b. Pace your presentation to maximize comprehension. c. Establish commonality between you and the audience. d. All of the above. 5. If a reporter asks you, “When did your team stop floundering and get control of this emergency response?” which of the following is your best response? a. “My team stopped floundering and got control of this response from the beginning.” b. “My team initiated a unified, professional response from the start.” c. “Correction: My team never floundered in this response.” d. “I’m not going to honor your provocative question with a response.” Knowledge Check (Continued) 1. d 2. b 3. a 4. d 5. b Unit 7: Preparing Oral Presentations Introduction In the previous unit, you examined verbal and nonverbal aspects of communicating information in person. In this unit, you will build on that knowledge and improve your skills in preparing a successful oral presentation. You will learn about: - Types of presentations. - Planning and developing presentations. - The importance of practice. Unit 7 Objectives After completing this unit, you should be able to: - Identify your own anxiety about public speaking and take steps to reduce your anxiety. - Analyze the needs of the target audiences. - Determine an appropriate message for your audience. - Prepare an oral presentation to deliver your message. - Give an oral presentation in a manner that effectively delivers the message and meets the needs of the target audiences. Speech Anxiety Speech anxiety is the single most common social anxiety in the United States. The anxiety can range from simple nervousness to a degree that makes the speaker physically ill. However, for most people pre-speech anxiety consists of tightness in their chest, dry mouth, and clammy palms. Consider how you feel when you learn that you must present a speech, and determine your level of pre-speech anxiety. Is your comfort related to your familiarity with the topic, the size of the audience, or the existence of camera equipment? Is it related to your body image or a tendency toward occasional mispronunciations? To analyze how you typically feel when you learn that you must present a speech, take a few minutes to complete the Speech Anxiety Inventory on the following page. Speech Anxiety Inventory Instructions: Use the following self-inventory to analyze how you typically feel when you learn you must present a speech. Symptoms Before I have to give a speech, I experience: - No symptoms of anxiety - Tightness in my chest - Dry mouth - Clammy palms - Stomach pain or nausea - Shortness of breath - Other _______________________ Level of Anxiety Rate your level of anxiety on the following scale: \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| \|---\|---\|---\|---\|---\|---\| \| No anxiety \| Simple nervousness \| Recurring worry \| Constant anxiety \| Overwhelming fear \| Physical Illness \| Anxiety Triggers My level of anxiety increases with: - Lack of familiarity with the topic. - Size of the audience. - Use of microphones. - Existence of camera equipment. - Negative attitude of the audience. - Power or seniority of the audience. - Expectation that I will have to answer questions “off the cuff.” Other Sources of Anxiety My anxiety relates to: - Body image - Tendency toward occasional mispronunciations - General lack of self-confidence - Other ________________________ Speech Anxiety (Continued) Whatever the source of your speech anxiety, there are many steps that you can take to reduce nervousness and gain control of your presentation. The steps fall into three categories: - Preparation - Know the audience. - Preview the venue, if possible. - Do the research and know the facts. - Consider the emotional issues of the message. - Anticipate the questions that may be asked and prepare answers. - Practice - Present the speech aloud until it is completely familiar. - Read the speech in front of a mirror and ensure that body language aids the message. - Seize all opportunities to speak aloud to become more comfortable in front of groups (e.g., ask questions in meetings, join Toastmasters or another public-speaking group, speak to small friendly groups, present slides to family or friends, or teach a course). - Acceptance - Accept nervousness as normal. - Accept that you may misspeak during the presentation and plan to correct yourself immediately and smoothly. - Use relaxation techniques, such as: - Stretching - Muscle tensing and relaxing - Deep breathing - Body alignment - Consciously choosing to let go of tension - Visualizing an effective presentation Review Job Aid 7.1, Tips to Reduce Fear of Public Speaking, on the following page. Job Aid 7.1 Tips to Reduce Fear of Public Speaking Preparation - Know your audience. - Preview the venue, if possible. - Do your research and know your facts. - Consider the emotional issues of your message. - Anticipate the questions you may be asked and prepare answers. Practice - Present the speech aloud, to yourself, until it is completely familiar. - Read the speech in front of a mirror and ensure that your body language aids your message. - Seize all opportunities to speak aloud so that you become more comfortable (e.g., ask questions in meetings, join Toastmasters or another public-speaking group, speak to small friendly groups, present slides to your family, or teach a course). Acceptance and Relaxation - Accept your nervousness as normal. - Accept that you may misspeak during your presentation and plan to correct yourself immediately and smoothly. - Use relaxation techniques, such as: - Stretching. - Muscle tensing and relaxing. - Deep breathing. - Body alignment. - Consciously choosing to let go of tension. - Visualizing an effective presentation. What Makes a Good Oral Presentation? Consider a speech that you heard that impressed you and think about what made it strong and effective. Most likely, it exemplified these qualities: - It matched the message to the audience. - It matched the content and delivery to the purpose. - It was delivered in a clear and engaging manner. Matching the message to the audience begins with analyzing the needs of the audience. After you determine the “who, what, when, where, and why” aspects of a presentation, it is easy to determine the right message and the most effective delivery. If necessary, take a few minutes to review Unit Six to refresh your memory on characteristics of an audience. Types of Presentations It is likely that you will make one of two types of presentations—either informational or motivational. The quickest way to determine which type is appropriate is to ask yourself this question: Are you relaying facts or shaping opinions? Informational presentations: - Transmit specific knowledge. - Present information directly or through explanation. - Feature statistics or supporting research. - Present ideas in logical sequence. Traditionally, informational messages are delivered in this order: 1. Introduce the topic. 2. Provide explanation, directions, or descriptions. 3. Restate or conclude the topic. For example, if asked to provide fire evacuation guidance to the occupants of a residential complex, you would make an informational presentation. The following is an example of how that presentation would be organized using the three steps listed above. Types of Presentations (Continued) 1. Introduce the importance of fire safety awareness. 2. Discuss: - Exit signs and locations - The importance of knowing where the closest exit is - Heeding fire alarms - The location of fire boxes or use of 911 to notify the fire department - Quick, calm, and orderly evacuation - Smoke inhalation and safety techniques - Caution in opening hot or closed doors - Caution against elevator use 3. Restate the importance of pre-identifying exits and being prepared to vacate quickly. Motivational presentations: - Create awareness, change attitudes, or garner support. - Use concrete language to communicate abstract points. - Use vivid and interesting language. Motivational presentations are delivered in a different manner than informational presentations. Motivational presentations are constructed to: 1. Open with an attention-getting introduction. 2. Create tension or a need for the message in the audience. 3. Demonstrate that your message can satisfy the need you identified. 4. Use visualization to magnify the appeal. 5. Provide the action step that you want the audience to take. Types of Presentations (Continued) These steps require as much creativity as factual information. Here are tips that will help you plan a motivational presentation. - Use the introduction to establish your credibility by demonstrating your familiarity with the topic. - Use a vivid illustration to highlight the importance of the need or problem to the listeners. - Create a need for your solution or idea and by highlighting one or two benefits, rather than providing a laundry list. - Show how your specific ideas will resolve the problem or meet the need you’ve identified. - Tell the audience how, when, what, and why it can do to carry out your proposal. Case Study 7.1: Emergency Messages: Informational or Motivational? Identify as many messages as you can in the following case study and decide whether they are best presented as informational messages or motivational messages. The main water line that runs through the downtown portion of your city ruptured and flooded two blocks of small businesses. Electricity was turned off for 6 hours during the ordeal, and many area streets were closed to traffic while repairs were made to the water line. Numerous structures will require extensive cleanup. You have been asked to make an oral presentation on the status of the cleanup effort. Answers to Case Study Identify as many messages as you can and decide whether they are best presented as informational messages or motivational messages. There are many potential messages in this situation, including safety, traffic, local economy, and insurance. Your answers are correct if you accurately made a distinction between factual and persuasive messages. Examples of messages best presented as informational include: - Telling the public which businesses are in operation and which are closed. - Telling the public about new traffic patterns during reconstruction. - Informing the public of curfew policies. - Reviewing flood mitigation techniques. Examples of messages best presented as motivational include: - Urging residents to support downtown merchants during recovery. - Congratulating emergency responders for their work. - Encouraging residents to learn about flood mitigation measures. - Persuading community officials that mitigation is cost-effective. Learning Points - Most emergencies will require that you communicate both informational and motivational messages. - Notice the verbs that begin the sample messages above. Information is factual, but motivational messages are emotional. - While the differences in informational and motivational presentations are many, both are based in well-researched, logical arguments that lead the listener to the desired conclusion. Think about a presentation that you will make in the future. Refer to Job Aids 7.2, Preparing an Oral Presentation, and 7.3, Delivering an Oral Presentation on the following pages. Job Aid 7.2 Preparing an Oral Presentation Plan the Presentation - Determine the occasion and the goal of the presentation. - Learn about the audience so that you can tailor your message accordingly: - Age range - Gender ratio - Size of the group - Common interests - Hot issues - Investigate the logistics: - Room size - Available equipment - Number of other speakers - Be succinct. Plan to speak briefly and clearly. Develop the Presentation - Decide the type of speech that is appropriate: - Informational - Motivational - A combination of both types - Determine the audience’s special needs: - Cultural - Language - Physical characteristics - Outline the presentation: - Introduce the topic. - Clarify your opinion. - Identify key messages. - Establish a logical sequence. - Identify the information or research required to support key points from: - Colleagues - Libraries - Files Job Aid 7.2 Preparing an Oral Presentation (Continued) Write the Presentation Introduction The beginning of the speech establishes your relationship with the audience and lets them know what to expect. This is the time and place in which you would: - Introduce yourself and establish credibility. - Express a single, topic sentence that captures the essence of your message. - Get your audience’s attention through: - Relevant humor. - Provocative statements. - Startling facts. - Rhetorical questions. - Make your personal stance clear. Discussion This section should illustrate or prove your viewpoint. Here you should: - Present your main points. - Use statistics. - Provide details. - Draw analogies. - Stir emotion in the audience. - Personalize your message through anecdotes or examples. - Let your enthusiasm and sincerity show. - Use vivid language. Conclusion The end of a speech should be as carefully orchestrated as the other sections. Do not end a speech abruptly. Follow these steps: - Tell the audience that you are about to bring your remarks to a close. - Summarize your main points briefly. - Make a parting statement that is memorable. Job Aid 7.3 Delivering an Oral Presentation Develop a Delivery Strategy - How do you wish to appear? - What tone is appropriate for the subject matter and audience? - How can you use body language effectively? - Should you anticipate speech anxiety? - How long should you speak? Practice - Practice repeatedly until you are completely familiar with the content. Rehearse the opening of your speech until you have it memorized. (This strategy will help you to relax.) - Become comfortable with the pronunciation and enunciation of your material. - Present your speech in front of a mirror with a watch to check your pacing and ensure that your message fits the allotted time. - Ask an observer to provide feedback to refine your posture, eye contact, and gestures. - Stand upright and relaxed. - Make eye contact with people in various parts of the room. - Try to gesture an average of twice in each sentence. - Turn your torso to face various parts of the audience. - Use volume, pitch, and emphasis to maximize your message. - If possible, videotape your practice session. Otherwise, tape record yourself. - Use pauses for impact before you begin and during speech transitions. Case Study 7.2: Protecting Animals During Natural Disasters Based on the scenario described below: - Choose the type of speech that is appropriate for the scenario. - Determine any special needs of the audience. - Identify key points to be covered by the speech. - Identify the information you will need to substantiate key points. - Develop a delivery strategy that addresses how to overcome speech anxiety. You are the local emergency manager in a rural, coastal New England town of 9,000. Seasonal residents and tourists increase the town population to 23,000 during the summer months. Year-round residents have experienced serious hurricane damage in the past and are strongly aware of their vulnerable peninsula location. There is only one four-lane road that leads west off the peninsula. There is no component in the community’s emergency response plan that addresses livestock or companion animals. Since the last serious hurricane hit this community, there has been a significant increase in the number of horse farms, and 72 percent of the households now have at least one pet. You realize that it is imperative to incorporate animals into local evacuation and disaster response planning. Your community has a local hazard mitigation plan and participates in the National Flood Insurance Program. There is a local pet protection society. Case Study 7.2: Protecting Animals During Natural Disasters (Continued) Answers to Case Study There are many valid messages based on the previous scenario. If you used the checklists provided in this unit, it is likely that you developed an effective presentation. Plan to use that presentation either to inform or motivate some segment of your community to get involved in disaster planning, generally, and planning for animals specifically. The absence of animal safety planning contributes risk to human life. Summary and Transition Now that you have developed an oral presentation with the checklists provided in this unit, you may notice that each successive presentation becomes easier. That is because strong public speaking skills build on success. Before you proceed to the summary unit for this course, take a few minutes to review your understanding of oral presentations by completing the Knowledge Check on the next page. For More Information COMFILE! Your Link to Communication Sources on the Internet: http://commfaculty.fullerton.edu/jreinard/internet.htm#TOPBAN Knowledge Check Carefully read each question and all of the possible answers before selecting the most appropriate response for each test item. Circle the letter corresponding to the answer that you have chosen. Complete all of the questions without looking at the course material. 1. Which statement is true about informational presentation? a. They do not need to rely on logical presentation. b. They are based on emotional appeal. c. They depend on vivid imagery. d. They present ideas in logical sequence. e. They never use personal anecdotes. 2. Which of the following messages is best suited to an informational presentation? a. Promote National Fire Safety Week. b. Persuade homeowners to have a personal evacuation plan. c. Convince residents to become involved in volunteer agencies. d. Lead staff in a review of the Incident Command System. e. Celebrate interagency cooperation in a recent emergency. 3. Both informational and motivational presentations are based on well-researched, logical arguments. a. True b. False 4. Practicing a presentation cannot help you become: a. Familiar with the material. b. Adept at pacing your speech. c. Assured of reaching every listener. d. Comfortable with pronunciation. e. Less likely to experience speech anxiety. 5. In an oral presentation, where is it best to feature humor, rhetorical questions, or provocative statements? a. Appropriate everywhere b. Introduction c. Discussion d. Conclusion e. Never appropriate Knowledge Check (Continued) 1. d 2. a 3. True 4. c 5. a Unit 8: Course Summary Introduction This unit will briefly summarize the learning from the Effective Communication Course. When you finish with this unit, be sure to take the Final Exam that is available from the Emergency Management Institute’s Independent Study Web site: http://training.fema.gov and click on FEMA Independent Study. Communication Models The value of a model is that it simplifies a complex process. Because communication is a complex process, you will find it helpful to use one or more models to help ensure that your communications are effective. Regardless of the model you choose, a good model facilitates an efficient, two-way flow of communication and elicits the desired response. Listening is a critical component of communication. When you listen empathically, you don’t just hear words. You hear thoughts, beliefs and feelings. Empathic listening is highly active and requires hard work. You should practice your listening skills whenever you have the opportunity so that you feel comfortable with your ability to listen to and hear what people tell you. There are numerous variables involved in the communication process, including: - Differences between the sender and receiver. - Differences in communication styles. - Differences in previous experiences. - Cultural differences. Communicating in an Emergency In an emergency, people depend on information for physical and emotional comfort. To be effective, emergency communications must be timely, accurate, and clearly stated. There are considerable differences between day-to-day communications and emergency communications. Some of these differences include: - Emergency information is important. - Timeliness is essential. - Warnings require response. - Barriers to communication are common in emergencies. - Messages must be consistent to elicit the desired response. When communicating in an emergency, you should always: - Present the information in sequence; present the reason for the message, the supporting information, and the conclusion. - Avoid jargon, codes, and acronyms. - Use common names for all personnel and facilities. - Omit unnecessary details. - Speak in sync with other related authorities. - Keep messages consistent across various media. - Word the message precisely, making every word count. Communicating in an Emergency (Continued) Communication media range in complexity from handwritten notices to international satellite broadcasts. Selecting the appropriate media for both the message and the audience is essential to effective communication. Community-Specific Communications Issues Whether we realize it or not—and we often don’t—traditions shape the way we interact with other people. Cultural differences reflect internal beliefs and thought patterns that cause people to react differently to the same situation. Differences in age and sex, the presence of a disabling condition—and even the part of the country you live in—can affect how you communicate. It’s not realistic to become an expert on every culture that you may encounter. However, it is reasonable for you to learn about the populations who make up major parts of your community. Take the time to learn about: - What groups are represented in your community. - Where they are located. - What their needs are. Making yourself aware of key cultural and other differences—both verbal and body language differences—that you will need to address during an emergency will help you learn what to expect of the groups and whether your message is being communicated. Community-Specific Communications Issues (Continued) Take into account cultural differences when addressing communications across cultures or those with special needs. Some things that you can do as a first step are: - Don’t assume sameness. - Don’t assume that you understand what the other person means. - Don’t inadvertently cause the behavior. Using Technology as a Communication Tool Technology can assist you in meeting your communication goals. Selecting the best technology to support your message maximizes its impact. But choosing the wrong technology can interfere with your message, and there is no correlation between the complexity of the technology and the effectiveness of the communication. With every potential technology come limitations and cautions. Always try to match the technology with the message’s purpose—and the audience. Emergency conditions can result in power outages or other conditions that may limit your choice of technologies. Be prepared to choose lower-tech methods to support your communication. You can use a mix of high-tech and low-tech tools to support your message. In choosing your methods, consider your: - Message (What?) - Purpose (Why?) - Recipient (Who?) Effective Oral Presentations One of your most important emergency management skills is oral communication. In your role as emergency manager, planner, or responder, you may be asked to communicate critical information in a variety of ways. Each circumstance offers unique challenges and opportunities to match your verbal and nonverbal communication to your message and audience. Ensuring that your presentation matches your audience is critical to gaining the desired response. Matching messages and audiences will help to ensure communication success. The news media can be a strong ally in alerting and informing the public. It is important to establish credible and productive working relationships with representatives of the media. To minimize misunderstandings, build strong relationships with media representatives. More than half of face-to-face communication is exchanged through nonverbal cues. Because up to 65 percent of the meaning of your message is unspoken, it is imperative to learn to read nonverbal communication. Eyes, tone of voice, expression, volume, and gestures reflect attitudes, emotions, states of mind, and related messages. Nonverbal cues can have an impact equal to or stronger than the words that are spoken. When the speaker’s body language is in sync with the verbal message, the message is reinforced. Listeners are likely to respond to this extra persuasion with increased respect, harmony, or trust. Speech anxiety is the single most common social anxiety in the United States. Whatever the source of your speech anxiety, taking these steps can help you reduce nervousness and gain control of your presentation. - Preparation - Practice - Acceptance Preparing Oral Presentations Three common elements to successful oral presentations are: - The message matches the audience. - The content and delivery match the purpose. - The delivery is clear and engaging. Matching the message to the audience begins with analyzing the needs of the audience. After you determine the “who, what, when, where, and why” aspects, it is easy to determine the right message and the most effective delivery. It is likely that you will make one of two types of presentations—either informational or motivational. To determine which type is appropriate, ask: Am I relying on facts or shaping opinions? Informational presentations: - Transmit specific knowledge. - Present information directly or through explanation. - Feature statistics or supporting research. - Present ideas in logical sequence. Motivational presentations: - Create awareness, change attitudes, or garner support. - Use concrete language to communicate abstract points. - Use vivid and interesting language. Next Steps You have now completed IS 242 and should be ready to take the Final Exam. To submit the final exam online, go to http://training.fema.gov, and click on FEMA Independent Study, Click on the courses link. and select Take Final Exam. After you have selected the final exam link and the online answer sheet is open, transfer your answers, and complete the personal identification data requested. To submit the final exam by mail using the opscan answer sheet, go to http://training.fema.gov, click on FEMA Independent Study and go to Opscan Request. Follow the instructions printed on the form. Good luck! Appendix A: Job Aids Sample business letter: July 3, 2001 Mr. John Burgess The Salvation Army Bismarck, ND 58501 Dear Mr. Burgess: The tireless efforts and valuable resources your organization contributed to our community after the recent flood were remarkable. The speed with which you fed and provided shelter for the 75 people left homeless demonstrated the experience and preparation that marks all Salvation Army operations. There is no way to thank you enough for your support of Bismarck residents. However, I hope you will share my gratitude with your staff and volunteers. We appreciate every one of them. Again, thank you for your active partnership in Bismarck’s emergency management efforts. Sincerely yours, Mary Siebert Emergency Manager MS:gn Sample EAS Message: THE NATIONAL WEATHER SERVICE IN CENTRAL CITY HAS ISSUED A TORNADO WARNING FOR LIBERTY COUNTY UNTIL 300 PM EDT. AT 150 PM . . . DOPPLER RADAR INDICATED A POSSIBLE TORNADO IN WESTERN LIBERTY COUNTY JUST SOUTH OF APPLE VALLEY. AT 205 PM . . . A TORNADO TOUCHED DOWN NEAR LEWISBURG IN STRAMFORD COUNTY CAUSING CONSIDERABLE DAMAGE. THE STORM WAS MOVING NORTHEAST AROUND 30 MPH AND WILL REACH CENTRAL CITY AT ABOUT 215 PM. THE SAFEST PLACE TO BE WHEN A TORNADO HITS IS IN A BASEMENT UNDER A STURDY PIECE OF FURNITURE SUCH AS A WORK BENCH. IF YOU DO NOT HAVE A BASEMENT . . . GO TO AN INTERIOR ROOM OF YOUR HOME SUCH AS A BATHROOM OR CLOSET. Sample Public Service Announcement: BEWARE OF FRAUD Every disaster has its share of con artists trying to take advantage of disaster victims, so be careful who you let into your home. If your house was damaged in the (disaster) and someone appears at your door claiming to be a (type of disaster) official, ask for identification. Depending on your needs, inspectors from one or more agencies may visit your home after you have registered for disaster assistance. These inspectors will be able to show you official ID to prove their identity. Never let anyone inspect your home without first asking for identification. If you want to verify someone’s identity, call the Disaster Information Helpline at 1-800-525-0321 (TDD: 1-800-660-8005 for hearing and speech impaired), (hours of operation), (days of operation). Some people may show up at your door and insist that you make expensive or unnecessary repairs. Others may offer to process your disaster application for a fee. Remember, disaster inspectors do not recommend repairs and NEVER charge a fee for any inspection of your home. Sample News Release: FOR IMMEDIATE RELEASE INFORMATION FROM: (Emergency Management Office) (Street Address) (City, State, Zip) (Date) MEDIA CONTACTS: (PAO name) (phone) RESIDENTS WARNED TO TAKE PRECAUTIONS WHEN RETURNING TO FLOOD DAMAGED HOMES (CITY, STATE)—Federal and State disaster officials are urging people returning to flood-damaged homes, apartments, or businesses to take extra precautions before and during their clean-up efforts. “The dangers are not over after the water goes down,” (SCO NAME) said. “Flood hazards such as a weakened foundation, exposed wires or contaminated floodwater are not always obvious and can be potentially life-threatening if precautions are not taken.” “If, at any time, you are unsure of or feel uncomfortable with a situation, do not hesitate to ask for help or seek advice from an expert,” (FCO NAME), serving as Federal Coordinating Officer (FCO) for the disaster recovery, cautioned. “Play it safe.” Disaster officials are urging people to keep these safety tips in mind: BEFORE ENTERING A BUILDING: Check the outside of the building: Call the utility company immediately if you find downed power lines or detect gas leaks. (Gas leaks will emit an odor of rotten eggs.) Look for external damage: Examine the foundation for cracks or other damage. Also examine porch roofs and overhangs to be sure they still have all their supports. Look for gaps between the steps and the house. If any supports or portions of the foundation walls are missing or the ground has washed away, the floor is not safe. If you see obvious damage, have a building inspector check the house before you go in. Enter the building carefully: If the door sticks at the top it could mean the ceiling is ready to fall. If you force the door open, stand outside the doorway away from falling debris. AFTER ENTERING A BUILDING: Look before you step: The ground and floors are covered with debris including broken bottles and nails. Floors and stairs can be very slippery. Be alert for gas leaks: Do not strike a match or use an open flame when you enter a building unless you know the gas has been turned off and the area ventilated. Use a flashlight to inspect for damage. Turn off the electricity: Even if the power company has turned off electricity to the area, be sure to disconnect your house’s power supply. Do not use appliances or motors that have gotten wet unless they have been taken apart, cleaned and dried. Replace exposed wires: Electrical wires that have been exposed to salt water are recyclable junk and must be replaced. Watch for animals, especially snakes: Small animals that have been flooded out of their homes may seek shelter in yours. Use a stick to poke and turn items over and scare away small animals. Carbon monoxide exhaust kills: Use a generator or other gasoline-powered machine outdoors. The same goes for camping stoves. Charcoal fumes are deadly; cook with charcoal outdoors. Drain your basement carefully: Water in the ground puts pressure on your basement walls and floors. Drain the basement gradually to minimize further structural damage. Hose the house: Most of the health hazards brought by a flood are in the mud and silt that is left after the water drains away. Shovel out as much mud as possible and hose the house down, inside and out. Be aware of health hazards: Flood waters have picked up sewage and chemicals from roads, farms, factories, and storage buildings. Many flooded items, such as wallboard and mattresses, will hold mud and contamination forever. Spoiled food, flooded cosmetics and medicine are also health hazards. When in doubt, throw them out. ##### Sample Incident Fact Sheet: (DATE) INCIDENT PERIOD: (DATE OF INCIDENT) AREAS AFFECTED: (LIST COUNTIES/TOWNS AFFECTED) OFFICE: (ADDRESS) HOURS: (HOURS) KEY TELEPHONE NUMBERS: COMMERCIAL: xxx-xxx-xxxx INFO HOTLINE: 800-xxx-xxxx INFO TDD: 800-660-8005 (for hearing impaired) FAX: xxx-xxx-xxxx OFF-DUTY: xxx-xxx-xxxx (NAME, TITLE) JIC: xxx-xxx-xxxx KEY PERSONNEL: Emergency Manager (Name) (Number) Operations Officer (Name) (Number) Planning Officer (Name) (Number) Logistics Officer (Name) (Number) Safety Officer (Name) (Number) Public Affairs Officer (Name) (Number) Police Chief (Name) (Number) Fire Chief (Name) (Number) Public Works Chief (Name) (Number) Administration Officer (Name) (Number) Other Key Personnel (List) (Name) (Number) STATE KEY PERSONNEL: Governor’s Authorized Representative (Name) (Number) Alternate GAR (Name) (Number) State Coordinating Officer (SCO) (Name) (Number) Alternate SCO (Name) (Number) Public Assistance Officer (Name) (Number) Public Information Officer (Name) (Number) Hazard Mitigation Officer (Name) (Number) Individual Assistance Officer (Name) (Number) OTHER AGENCIES: American Red Cross (Name) (Number) Salvation Army (Name) (Number) Others (List) (Name) (Number) #### TIPS TO PROTECT YOURSELF FROM DEBRIS FLOWS (MUDSLIDES) As spring approaches, the burned hillsides of (locations) look green and inviting. But the steep slopes left bare by (last month’s) firestorms are still very susceptible to debris flows, popularly called mudslides or mud flows. The danger is greatest during rainstorms and the few days after each rain. Debris flows are sudden gushes of mud, rocks, tree trunks, and other debris that break loose from steep slopes and race downhill, sometimes over long distances. After one surge or wave of a mudslide, more surges or waves may follow, at intervals of minutes to hours. The (State emergency service) advises residents and visitors to take the following safety precautions. - Keep an eye on the weather. If it looks like rain, listen to a weather report on the radio. Even if it is not raining in the foothills, it might be raining hard in the mountains. Listen for National Weather Service advisory messages. A flash flood watch for a particular area means that heavy rains with mud and debris flow potential have been predicted for that area. A flash flood warning means flooding and debris flow are already occurring and may continue. - Cancel or postpone plans for hiking, biking, or horseback riding if it has rained recently or if rain is predicted. - Plan ahead: - Arrange a meeting place for your family or companions outside your neighborhood or outing destination. - Plan to wear or carry appropriate clothing and footwear that is warm, waterproof, and sturdy. - Have an adequate supply of emergency food and water. - Have an emergency supply kit that includes a flashlight, spare batteries, a portable radio, and potable water. Store the kit in an easily accessible and safe area. - Purchase flood insurance, if living in an area at risk for flood or mudslides. For more information about flood and mudslide preparedness, as well as disaster assistance programs, residents are invited to visit the (center location). The Center is located at (address), (city). It is open (days), from (hours), and is a joint effort of the (State emergency services) and the Federal Emergency Management Agency. #### WHAT YOU SHOULD KNOW IF YOU HAVE TO EVACUATE In spite of tireless sandbagging efforts by friends and charitable strangers, the powerful floodwater cannot always be stopped. Some of us have already evacuated our homes. For others, evacuation is imminent. Whenever the water wins the battle, there is pain and loss. And by the time someone is forced to leave, often their energy is depleted and safety may be threatened. By preparing an evacuation plan in advance, flood victims can ensure that necessities are packed and the route is planned. If possible, gather important family documents and place them in a waterproof, portable container. Examples of documents you may save include: - Insurance policies, wills, contracts, deeds, stock certificates and bonds - Passports, social security cards, immunization records - Bank account numbers, safe deposit box information - Credit card account numbers and companies - Inventory of valuable household goods, important telephone numbers - Family records (birth, marriage, death certificates) - Valuable photographs Here is a checklist of what you should have ready before you are forced to leave: - Battery operated radio and spare batteries - Flashlight and extra batteries - First aid kit and manual - Three-day supply of nonperishable foods and water (one gallon per day per person) - Essential prescription and nonprescription medicines - Mess kit (or paper plates, cups, and plastic utensils) - Baby supplies such as formula, bottle, diapers, powdered milk and medications - Nonelectric can opener - All purpose knife - Toilet paper - Soap, liquid detergent - Feminine supplies - Personal hygiene items - Contact lenses, solution, and extra eyeglasses - Denture supplies - Complete change of clothing and footwear for each household member - Sturdy shoes or work boots - Rain gear Cash or traveler’s checks, change Whistle Entertainment—books, games, journal It is important to map your evacuation route before the time comes. Identify your evacuation destination (nearest shelter, relative’s home, etc.) and plan to triple the travel time to account for traffic and road conditions. These ideas are part of a 56-page booklet named “Repairing Your Flooded Home”. Published jointly by the Federal Emergency Management Agency (FEMA) and the American Red Cross, copies are available free at all disaster application centers. Copies can also be obtained by writing to FEMA Publications, P.O. Box 70274, Washington, DC 20024. Job Aid 6.1 Tips for Media Interviews Before the Interview: - Track all media inquiries and note the reporter’s name, organization, date, and purpose. - If possible, review the scope of the interview with the reporter before the interview so that you can anticipate what might be asked. - Provide background information that helps the reporter understand the issues. - Identify the points that you want to communicate during the interview and make sure these facts come to mind easily. - Identify a message that you can incorporate into your first and last remark. For example, if the reporter opens the interview by saying, “Thanks for talking with us today,” you may respond, “I’m proud to speak on behalf of the community’s unified response effort,” or “Thank you for this opportunity to promote flood insurance.” - Dress appropriately. During the Interview: - Listen to the entire question before answering. - Avoid speculation. - Beware of false assumptions and erroneous conclusions. - Avoid hypothetical questions. - Be alert to multiple questions and address them individually. - Be confident and concentrate on delivering your message. - Keep your answers simple and direct. - Speak in “sound bites” (i.e., concise, memorable, short statements). - Never repeat inaccurate or damaging information spoken within a reporter’s question. Instead, restate the information in a positive manner in your answer. - Do not refer to the reporter by name, as the reporter may not be included when the interview is aired. - Treat all questions seriously. - NEVER speak “off the record.” - While answering questions, be attuned to opportunities to promote your message. - If you are being recorded or taped and botch an answer, simply begin the answer again. If taped, the exchange will most likely be edited. - Be aware of your appearance: - Avoid nervous gestures; do not overuse hand gestures. - Display good posture. - Maintain eye contact. - Ensure that your glasses (if you wear them) are not slipping downward. - Remove dark glasses. - Avoid wearing stripes, “busy” patterns, and red. - If seated, ensure that your jacket does not ride up behind your neck by sitting on the coattails. - Leave all equipment concerns to the reporter or sound technician. After the Interview: - Obtain and provide any information you promised to supply. - Provide written background information, and be available to the reporter for follow-up questions. - If the story is publicized with inaccuracies, call the reporter and politely point out the errors. Job Aid 6.2 Nonverbal Cues SPEAKER’S NONVERBAL CUES Your nonverbal language reflects your attitudes, emotions, state of mind, and related messages. Nonverbal cues include: - Vocal intonation: - Pitch, tone, inflection, volume - Rhythm, timing - Silence - Personal space - Styles of dress: - Uniform (conveys authority, power) - Casual vs. dressy Body language: - Posture, body position - Head movements - Eye movement, eye contact - Facial expressions - Fidgeting, yawning - Touching LISTENER’S NONVERBAL CUES Indicators of . . . \| Boredom \| Slouching in one’s seat \| \|---------\|------------------------\| \| \| Yawning \| \| \| Staring out the window \| \| \| Lack of eye contact \| \| \| Neutral expression \| \| \| Fidgeting \| \| \| Closed posture \| \| \| Drifting attention \| \| \| Slowness to respond \| \| \| Neutral or “slurred” speech \| \| Frustration \| Rubbing forehead with hand \| \|-------------\|----------------------------\| \| \| Tense, worried expression \| \| \| Throwing hands up in the air \| \| Agreement, Enthusiasm \| Leaning toward the speaker \| \|-----------------------\|----------------------------\| \| \| Making eye contact \| \| \| Touching the speaker’s arm or hand \| \| \| Nodding head \| \| \| Relaxed, open posture \| \| \| Smiling or laughing \| \| \| Faster speech \| \| \| Higher pitch \| \| Disagreement, Confusion \| Frowning \| \|-------------------------\|---------\| \| \| Shaking head \| \| \| Leaning back or away \| \| \| Pursing lips \| \| \| Tightened jaw and closed posture \| \| \| Staring elsewhere \| \| \| Shallow, rapid breathing \| \| \| Limited facial expression and hand gestures \| \| \| Slower speech \| \| \| Lower pitch \| \| Evaluation \| Chewing on eyeglass frames \| \|------------\|----------------------------\| \| \| Wearing a thoughtful, intense expression \| Job Aid 7.1 Tips to Reduce Fear of Public Speaking Preparation - Know your audience. - Preview the venue, if possible. - Do your research and know your facts. - Consider the emotional issues of your message. - Anticipate the questions you may be asked and prepare answers. Practice - Present the speech aloud, to yourself, until it is completely familiar. - Read the speech in front of a mirror and ensure that your body language aids your message. - Seize all opportunities to speak aloud so that you become more comfortable (e.g., ask questions in meetings, join Toastmasters or another public-speaking group, speak to small friendly groups, present slides to your family, or teach a course). Acceptance and Relaxation - Accept your nervousness as normal. - Accept that you may misspeak during your presentation and plan to correct yourself immediately and smoothly. - Use relaxation techniques, such as: - Stretching. - Muscle tensing and relaxing. - Deep breathing. - Body alignment. - Consciously choosing to let go of tension. - Visualizing an effective presentation. Job Aid 7.2 Preparing an Oral Presentation Plan the Presentation - Determine the occasion and the goal of the presentation. - Learn about the audience so that you can tailor your message accordingly: - Age range - Gender ratio - Size of the group - Common interests - Hot issues - Investigate the logistics: - Room size - Available equipment - Number of other speakers - Be succinct. Plan to speak briefly and clearly. Develop the Presentation - Decide the type of speech that is appropriate: - Informational - Motivational - A combination of both types - Determine the audience’s special needs: - Cultural - Language - Physical characteristics - Outline the presentation: - Introduce the topic. - Clarify your opinion. - Identify key messages. - Establish a logical sequence. - Identify the information or research required to support key points from: - Colleagues - Libraries - Files Job Aid 7.2 Preparing an Oral Presentation (Continued) Write the Presentation Introduction The beginning of the speech establishes your relationship with the audience and lets them know what to expect. This is the time and place in which you would: - Introduce yourself and establish credibility. - Express a single, topic sentence that captures the essence of your message. - Get your audience’s attention through: - Relevant humor. - Provocative statements. - Startling facts. - Rhetorical questions. - Make your personal stance clear. Discussion This section should illustrate or prove your viewpoint. Here you should: - Present your main points. - Use statistics. - Provide details. - Draw analogies. - Stir emotion in the audience. - Personalize your message through anecdotes or examples. - Let your enthusiasm and sincerity show. - Use vivid language. Conclusion The end of a speech should be as carefully orchestrated as the other sections. Do not end a speech abruptly. Follow these steps: - Tell the audience that you are about to bring your remarks to a close. - Summarize your main points briefly. - Make a parting statement that is memorable. Job Aid 7.3 Delivering an Oral Presentation Develop a Delivery Strategy - How do you wish to appear? - What tone is appropriate for the subject matter and audience? - How can you use body language effectively? - Should you anticipate speech anxiety? - How long should you speak? Practice - Practice repeatedly until you are completely familiar with the content. Rehearse the opening of your speech until you have it memorized. (This strategy will help you to relax.) - Become comfortable with the pronunciation and enunciation of your material. - Present your speech in front of a mirror with a watch to check your pacing and ensure that your message fits the allotted time. - Ask an observer to provide feedback to refine your posture, eye contact, and gestures. - Stand upright and relaxed. - Make eye contact with people in various parts of the room. - Try to gesture an average of twice in each sentence. - Turn your torso to face various parts of the audience. - Use volume, pitch, and emphasis to maximize your message. - If possible, videotape your practice session. Otherwise, tape record yourself. - Use pauses for impact before you begin and during speech transitions. 1. Differences in previous experience increase the difficulty of communicating successfully. a. True b. False 2. Active listening involves: a. Completing the speaker’s sentence. b. Attending to the facts, not feelings. c. Making assumptions about what the speaker is saying. d. Paraphrasing what the speaker said. 3. Which of the following is an external roadblock to effective listening? a. Noise b. Defensiveness c. Resistance to change d. Stereotyping 4. Which of the following media would you not use to inform the public of an approaching tornado? a. A siren b. A radio announcement c. A newspaper article d. A television crawl message 5. When communicating via e-mail, you should: a. Use complete sentences and proper grammar. b. Truncate the message to save space. c. Use all abbreviations and acronyms used on your job. d. Block the receiver from forwarding or printing the message. 6. One difference between emergency and day-to-day communications is that: a. Day-to-day communications are more critical. b. Day-to-day communications are more timely. c. Emergency communications require no response. d. Emergency communications must be consistent. 7. Print communication during an emergency: a. Helps to ensure proper documentation. b. Takes too much time to prepare. c. Is fluid and dynamic. d. Warns a community quickly of impending dangers. 8. Our traditions shape how we interact with others. a. True b. False 9. Cultural differences: a. Are forgotten in an emergency. b. Reflect internal beliefs and thought patterns. c. Are rarely the cause of misunderstandings. d. Reflect the media “spin” on diversity. 10. How can you tell “in the moment” that your message isn’t being received? a. Rely on the individual asking a question. b. Look for changes in body language. c. Ask the audience if they understand. d. See how the audience responds in an emergency. 11. When planning communications, you must consider age and disabling condition together with cultural differences. a. True b. False 12. One step that will help you account for cultural differences when communicating is to: a. Apologize when you inadvertently cause negative behavior. b. Assume that gestures are similar and use them freely. c. Ask the audience what their cultural issues are, then address them. d. Start with the assumption of differences in how people think and react. 13. The technology chosen rarely affects the communication. a. True b. False 14. One reason to select the best technology to support your message is to: a. Make communication easier for you. b. Maximize the message’s impact. c. Form a correlation between the technology and its effectiveness. d. Correct problems found in previous communications. 15. A technology tool that may be useful when the community’s siren warning system is not working is: a. Telephone b. TDD c. Radio d. Mobile PA system 16. When communicating via two-way radio: a. It is ok to use codes because others know them. b. It is important to provide as much information as possible. c. It is possible for other people to overhear the message. d. It is suggested that you tape record for future documentation. 17. High-tech messages are always preferable to low-tech. a. True b. False 18. When deciding which type of oral communication to use, you should consider: a. Who and how many people are in the audience. b. What is easiest for you and your staff. c. How to deliver the message only once. d. What is the fastest way to send the message. 19. If the media asks you a question that you are not sure about, you will look bad if you acknowledge that you do not know the answer. a. True b. False 20. One way to deal more effectively with the media is to: a. Stress your point of view as a way of getting the reporter to understand. b. Prepare a handout that covers the points you’re willing to discuss. c. Refer all media contacts to your supervisor. d. Provide background information to help the reporter understand the issues. 21. Nonverbal cues that are in sync with the verbal message will: a. Reinforce the verbal message. b. Breed resentment and distrust. c. Cause people to believe the nonverbal message. d. Help the audience like you better. 22. Preferences for personal distances are: a. The same as for social distance. b. Affected by culture. c. The same as for public distance. d. Not important to the type of message. 23. Frowning, leaning back or away, tightening the jaw, and staring elsewhere are all signs of which nonverbal cluster? a. Evaluation b. Boredom c. Frustration d. Disagreement 24. Emergency management is a serious topic. Therefore, humor is not appropriate in public addresses. a. True b. False 25. One of the best ways to reduce speech anxiety is to: a. Only speak to small groups. b. Prepare until you are confident. c. Speak only on tape. d. 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PRINCIPAL NEW ZEALAND EARTHQUAKES DURING THE YEAR 1973 R. D. Adams* A wide variety of earthquakes occurred in New Zealand during 1973. Many of the larger shocks originated at considerable depth within the Earth, however, and their effects at the surface were not unduly severe. The year's largest earthquake was a deep shock of magnitude 6.7 (Richter Scale), that took place in the early hours of 6 January 1973. The earthquake was about 170 km deep, and its epicentre was about 20 km to the west of National Park in the centre of the North Island. As is usual for deep earthquakes, it was felt widely, but without undue severity. The felt area covered the North Island south of a line from Whakatane to Hawhia, and extended as far south as Hokitika and Timaru. The highest intensities were experienced in Taihape and Hawke's Bay, where some chimney damage was reported. A grandfather clock in a homestead near Waipukurau was stopped, this being the first stoppage caused by any earthquake since the major Napier earthquake of 1931. The extensive area over which the earthquake was felt resulted in the Earthquake and War Damage Commission receiving more than 2500 claims, mainly for cracked chimneys, minor cracks in foundations and plaster, and for articles falling from shelves. The amount paid for these claims totalled about $180,000. On the morning of 26 March, two other deep shocks were felt widely on both sides of Cook Strait. In the Wellington area the shocks caused some concern, but only minor damage was reported. The first earthquake had a magnitude of 5.3 and occurred at a depth of 66 km beneath D'Urville Island, and the second, 47 minutes later, had a magnitude of 5.4 and a focus 74 km deep, almost directly beneath Wellington. A further deep earthquake beneath Cook Strait occurred on 13 June at a depth of 100 km. It had a magnitude of 5.1 and was felt from Taranaki to Banks Peninsula. Other significant deep shocks beneath the North Island that were reported felt occurred on 15 January beneath the Rotorua region (magnitude 5.5), on 7 March beneath the central North Island (magnitude 5.3), on 15 April beneath Taranaki (magnitude 5.1), on 30 August off East Cape (magnitude 5.5), and on 27 December in the Bay of Plenty (magnitude 5.8). The largest shallow earthquake of the year occurred early in the morning of 22 February. Its magnitude was 5.7, and its epicentre in Hawke's Bay, about 10 km southwest of Hastings. It was preceded by a foreshock of magnitude 4.8, and was followed after 47 minutes by an aftershock of magnitude 5.1. Within the next day four other aftershocks had magnitudes of 4 or greater. The main shock was felt throughout Hawke's Bay, Manawatu and Wairarapa, and about 800 claims for minor damage were received from the Hastings and Napier areas. Another sequence of shallow earthquakes took place about 35 km southwest of Molesworth Station, in Marlborough, late in April. The largest two occurred on 23 April (magnitude 5.2) and 29 April (magnitude 5.1). Road cracking near the epicentre has been interpreted as minor fault movement on the Clarence Fault. The felt area of the largest shocks extended into northern Canterbury. In the Fiordland region, the largest shallow earthquake (magnitude 5.0) occurred near Milford Sound on 23 May. A deeper shock, on 29 January, originated 140 km beneath the north end of Lake Te Anau and had a magnitude of 5.3. It was felt widely in the south of the South Island. A series of small shallow earthquakes occurred near Rotorua on the afternoon of 6 May. The earthquakes were small, the largest being only of magnitude 3.2. The fact that the earthquakes were felt locally may be ascribed to their closeness and shallowness, rather than their size. For similar reasons, a small shallow earthquake (magnitude 2.9) that occurred within 10 km of the centre of Christchurch on 19 June was reported felt there at moderate intensities. No significant earthquakes were associated with activity of the central North Island volcanoes, but Mt. Ngauruhoe has been more active than in recent years. Activity that started in November 1972 continued as strong ash eruptions on 1 and 2 January, 1973. Other ash emissions were most active on 8 September, 26 October, and 7 December. During the December eruption a small ash flow reached halfway down the slope of the mountain. * Seismological Observatory, D.S.I.R., Wellington. LETTERS TO THE EDITOR Microtremor Recording G. L. EVANS "The description of microtremor investigation given by Parton and Taylor (Vol. 6 June 1973) is most interesting and the use of this technique could have much wider application in this country for identifying the seismic behaviour of various types of ground strata. During the measurement of pulse wave velocities to obtain in situ dynamic properties of ground materials some incidental recordings of microtremors were made by the writer using similar detecting equipment, (i.e. Wilmore Seismometer) but a different recording method. In this case the recorder used was a Rapet light beam galvanometer type, using a fast travelling paper chart (100 cm/sec). Visual inspection of the record is quite easy and any dominant period can be seen almost immediately. However, for the more complex vibrations some form of digitising and frequency analysis is needed. The apparatus was produced for a different purpose, but has been found quite suitable as a cheap and quick way of taking short records of microtremors (over time periods of one third to 1½ seconds). In tests with Wilmore seismometers it was found that the type of ground coupling methods had some influence on the response of the seismometer to impulse waves through the ground or directly on to the instrument. There was a characteristic strong frequency component between 50 and 110 herz depending on the nature of the material on which the instrument was sitting, e.g. for a firm clay surface the response to an impulse showed a frequency of 68/70 herz and on a concrete floor the frequency was 106/110 herz. On an 8" concrete block on medium to firm ground the frequency was about 50 herz. Various tests were made with the conclusion that the seismometer and ground surface form a coupled system with a characteristic response and the frequency varies with different types of surface conditions. Also there was a small difference between each of two instruments used (as shown by the double figures above). In the recording of continuous microtremors this particular response characteristic may have little significance but if any microtremors were near the system response frequencies it is possible that some amplification of this frequency could occur and give a false impression of the ground behaviour. The authors of the paper do not mention anything about the influence of instrument or mounting characteristics. It would be interesting to know if any comparative records have been taken using different types of detecting seismometer or geophones and different mounting methods. Only in this way could one assess the relative influence of ground behaviour and instrument behaviour." I. M. PARTON AND P. W. TAYLOR "In reply to Mr. G. L. Evans' letter, the Authors agree with the conclusion that the seismometer-ground system must have its own natural frequency. This will be undoubtedly affected by the mass of the instrument and the way in which it is mounted. In the work described in the paper, the seismometer was mounted on a rigid metal plate spiked to the ground. The Authors did not record any resonant frequency which might be attributed to the seismometer-ground system. Mr. Evans mentions frequencies of 50-110 Hz observed by him. Such high frequencies would be eliminated from the record, with the Authors' apparatus, by the high frequency filter which had a cut-off point about 20 Hz. The Authors wish to thank Mr. Evans for his interesting contribution." Editorial Comment on Building Services G. F. RANDS, Building Services Group, N.Z.I.E. "Engineers are often accused of having a poor public image compared with other professions, and our friends tell us we are sometimes our own worst enemies in the way we publicise our internal professional differences. I was therefore not unduly surprised to see your editorial of September 1973 inferring that mechanical and electrical services were normally installed by subcontractors who "... drill, chase, and cut away vital structural parts indiscriminately for their wares". You refer to the "Engineer whose careful aseismic ductile frame analysis has been carried out to a precision of 7 places of decimals". In addition to such academic exercises, one would hope that a practical design engineer would give some thought to the practical needs of the occupants of the building, even the one you quote as "getting dirty water away from a hand basin". 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1. Names of the smaller ones include Scotia, Cocos, Caroline, Bismark, Juan de Fuca, and Nazca. About 80% of the globe is covered by the six largest ones, which are named American, Antarctic, Pacific, African, Eurasian, and Indo-Australian. FTP, what are these moveable components of the earth's crust? A: Tectonic PLATES 2. After graduating from law school, he worked as a private secretary to Prime Minister Tage Erlander, became a minister without portfolio in 1954, and succeeded Erlander in 1969. Voted out of power in 1976, he regained his office in 1982, and served until his death in 1986. FTP, name this Swedish politician, whose assassination outside a Stockholm movie theater is still a source of some mystery. A: Olof PALME 3. This word originated as the name of a French children's game, the object of which was to throw mud at a stick in the ground. Later, it came to mean a post on which military commanders would tack orders, and later still, it denoted the signposts on which hosts would print the basic rules of conduct for their guests. FTP, name this word, which we now associate with people like Miss Manners and Emily Post. A: ETIQUETTE 4. It contains just 268 words, two-thirds of which are only a syllable long, and was over so quickly that the speaker had already sat down by the time the official photographer finished setting up his camera. FTP, what is this speech delivered on November 19, 1863, which never directly mentions slavery, the Union, or the name of the battle that had just been fought? A: The GETTYSBURG ADDRESS 5. It was proposed during a midnight meeting of the Maryland freemasons on February, 12, 1827, as part of a plan to divert trade away from New York and its Erie Canal. Three years later, a line opened from Camden Yards to Ellicott Mills, but the original plan was not complete until 1852, when the first trains rolled into Wheeling. FTP, name this company, America's first commercially successful railroad. A: The BALTIMORE & OHIO Railroad (acc: B & O) 6. As a composer, his fame rests on the opera Manru, as well as his one symphony and several piano works. He is better known as a virtuoso pianist, and even better-known as the founding father of a country in which he lived for less than two years. FTP, name this man who was exiled by Pilsudski in 1921, then later returned to lead Poland's government-in-exile during World War II. A: Ignace PADEREWSKI 7. The only famous show ever to originate on the defunct DuMont network, it started out as a sketch on "Cavalcade of Stars," then became the regular closing segment on its star's eponymous variety show. However, most viewers are familiar only with its 1955-56 episodes, the only season in which it aired as a self-contained program. FTP, name this comedy starring Joyce Randolph, Audrey Meadows, Art Carney, and Jackie Gleason. A: "The HONEYMOONERS" 8. After serving as a lady-in-waiting for two queens of England, she became queen herself in 1536, just eleven days after the beheading of her predecessor, Anne Boleyn. FTP, name this mother of Edward VI and third wife of Henry VIII, who shares her name with the queen of the miniseries. A: Jane SEYMOUR 9. Invented by Lofti Zadeh, a typical statement produced by this system might be that Gheorghe Muresan is tall with a truth value of 0.99, whereas a 6-footer is merely tall with a truth value of 0.7. FTP, name this system of logic where the Boolean values of 1 and 0 are often replaced by intermediate values for cases of subjective uncertainty. A: FUZZY logic 10. Do with me what you will-- you must remember this, because it is bitter and because it is my heart: crossing the border by the north gate, expensive people with shuddering fall off the edge of impossibility-- a sentimental education on boxing, the profane art in a garden of earthy delights. FTP, this sentence consists entirely of the titles of books by what prolific author, who won a 1969 National Book Award for Them? A: Joyce Carol OATES 11. A former philosophy student of Henri Bergson, he had an active career in politics, serving as his native country's Director of Public Welfare and Minister of State before taking a job as UNESCO Director of Translations in 1947. Although he was best known internationally for his modern sequel to the Odyssey, he is most famous in the United States for two of his novels, both of which became well-known Hollywood movies. FTP, name this author of The Last Temptation of Christ and Zorba the Greek. A: Nikos KAZANTZAKIS 12. Lasting from 65 to about 53 million years ago, it began with a major discontinuity of plant and animal life, and concluded with the emergence of the earliest rodents and primates. FTP, name this epoch during which mammals became dominant, which falls between the Cretaceous period and the Eocene epoch on the geologic time scale. A: PALEOCENE 13. After graduating from the University of Montana with a degree in zoology, he won the prestigious American-Scandinavian Foundation Fellowship, and spent a year in Copenhagen studying under Niels Bohr. After his return home, he briefly worked on Raman spectra before joining the hunt for an isotope that had been eluding scientists since 1919. FTP, name this man who won a Nobel Prize for Chemistry in 1934 for his discovery of deuterium. A: Harold UREY 14. After losing his right eye in World War I, he became a free-lance writer of horror-movie scenarios, but was so disappointed by the way in which director Joe May modified his scripts that he decided to become a director himself. FTP, name this German whose works include The Spiders, The Big Heat, and M, who is best known for 1927's Metropolis. A: Fritz LANG 15. One of the few standard-repertoire operas to include spoken dialogue, its libretto was by Joseph Sonnleither, and its characters include the jailer Rocco, the evil warden Pizarro, the prisoner Florestan, and Florestan's cross-dressing wife Leonore. FTP, name this 1805 work, the only opera ever written by Beethoven. A: FIDELIO 16. When he defeated Kevin Curren to win his first grand slam title, it marked the first time in history that Wimbledon had been won by an unseeded player, as well as the first time that the men's title had been taken by a player under the age of eighteen. FTP, name this Wimbledon champion of 1985, 1986, and 1989, Germany's most successful-ever male tennis player. A: Boris BECKER 17. He was only 26 in 1969 when, as head of the Free Officer Movement, he led a successful coup against King Idris. After promoting himself to Colonel, the highest rank he would allow in his new army, he eradicated most of his rivals and launched the anti-Western policies that would characterize his regime. FTP, name this erratic but durable leader of Libya. A: Muammar GADDAFI 18. He holds a physics degree from the University of California- San Diego, and he worked as a military engineer and a composer before teaching himself to draw using of how-to books from a public library. FTP, name this animator and creator of Fox's "King of the Hill," best known for his earlier work on MTV's "Beavis and Butthead." A: Mike JUDGE 19. In 1851, he married Frances Lucy Wightman, and to support his new family he took a post as inspector of school. By the time he took the less rigorous job of Professor of Poetry in 1858, he had written virtually all the verse he would ever write, and spent the remainder of his life as Victorian England's foremost literary critic. FTP, name this poet of "The Scholar Gipsy," "Empedocles on Etna," and "Dover Beach." A: Matthew ARNOLD 20. Nationwide, there were 33,000 cases of it in 1916, the first year it hit the United States, and in 1950, there were again 33,000 reported cases. But in 1960, there were only 3,000; in 1970, 33; in 1980, 9; and by 1992 it had been entirely eradicated from the Western Hemisphere. FTP, name this paralytic viral disease, whose most famous victim was Franklin Roosevelt. A: POLIO 21. When a false rumor of his death sparked a revolt in Thebes, he marched an army 240 miles in 14 days to raze the city. During a siege of Tyre, he rejected Darius' offer to pay ransom and capitulate lands west of the Euphrates. For ten points, who is this man who cut the Gordian knot, and of whom the Delphic Oracle proclaimed "My son, thou art invincible."? A: ALEXANDER the Great Prompt on Alexander 22. Tracks on the soon-to-be released second volume soundtrack album include the Habanera from Carmen, David Bowie's "Golden Years," Joy Division's "Atmosphere," Goldie's "Inner City Life," Iggy Pop's "Nightclubbing," and PF Project's "Choose Life." FTP, name this film, whose first soundtrack volume included Underworld's "Born Slippy" and Iggy Pop's "Lust for Life," and which starred Ewan McGregor. A: TRAINSPOTTING 23. Arrested shortly after becoming a communist in 1929, he spent all but two of the next twenty-five years in prison, where he helped found the Nam Dinh revolutionary army. A member of the politburo from 1955 until his retirement in 1986, he was little known in the West until 1968, when he became head of his country's delegation to the Paris Conference on Indo-China. FTP, name this Vietnamese diplomat, who refused the 1973 Nobel Peace Prize that he won with Henry Kissinger. A: LE DUC THO 24. In 212 B.C., he ordered burnt all historical documents that mentioned events prior to his reign, and at about the same time he burnt both the works of Confucius and any people who had read them. On a more positive note, he built the first Great Wall, as well as a terra-cotta army that was discovered in the 1970s. FTP, name this first ruler of a unified Chinese empire and originator of a namesake dynasty. A: QIN Shi Huangdi ("chin") 25. Offenders classified as moderate to high risk can appeal their status through state courts. If they waive that right, notification of their presence to the surrounding community begins 30 days latter. For ten points, what is this New Jersey law named for the victim of Jesse Timmendequas, a 7-year old Hamilton Township girl who was raped and murdered in July 1994? A: MEGAN'S LAW (for Megan Kanka) 26. One anecdote has it that he had 20/10 vision, and could thus direct his squadron into position before the Germans even knew the Americans were in the sky. In 64 combat missions during World War II, this man shot down 13 German planes, after having enlisted in 1941. In 1947, a B-29 flew to 25000 feet and released his X-1 aircraft. From that point, who, for ten points, completed the flight by becoming the first man to break the sound barrier? A: Charles Elwood "Chuck" YEAGER	<urn:uuid:ef1b45b8-84d5-48b6-bfbc-fb23d5b1d0c0>	CC-MAIN-2024-10	https://files.quizbowlpackets.com/1617/Chicago.pdf	2024-02-27T11:00:24+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00805.warc.gz	248,129,102	2,587	eng_Latn	eng_Latn	0.9985	eng_Latn	0.99858	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2010, 3988, 6415, 8380, 10628 ]	[ 2.015625 ]	1	0
PART – A Choose the correct word which is opposite of the word in bold. 1. Sustain A) stop B) attain C) bear D) aid 2. Migratory A) wandering B) settled C) nomad D) inventory Choose the word that is most nearly similar in meaning to the word in bold. 3. Plagiarism A) theft of funds B) theft of ideas C) belief in Gods D) arson 4. Consanguinity A) bloodletting B) relief C) understanding D) kinship Choose the word that is most nearly similar in meaning to the idiom/phrase given in bold. 5. To meet one’s Waterloo A) To die fighting B) To meet one’s final defeat C) To meet with humiliation D) To meet a strong adversary 6. Who among the following received the Nobel Prize twice for the same subject? A) Frederic Jolit B) Frederic Sanger C) Stanley Cohen D) Marie Curie 7. Who is known as the ‘Lady with the lamp’? A) Joan of Arc B) Sarojini Naidu C) Indira Gandhi D) Florence Nightingale 8. Which one of the following is the oldest English daily in India? A) The Hindustan Times B) The Tribune C) The Times of India D) The Indian Express PART – B 26. Stoke’s theorem converts A) line integral to surface integral B) surface integral to volume integral C) line integral to volume integral D) scalar quantity to vector quantity 27. The value of a gradient (A.R) is (where A is a constant vector and R is position vector.) A) 0 B) \|A\| C) R D) A 28. For a non-zero constant acceleration, the velocity-time graph is a A) straight line parallel to the time axis B) straight line perpendicular to the time axis C) straight line inclined to the time axis D) not a straight line 29. Coriolis acceleration of a body in rotating frame of reference is given by (ω is angular velocity of rotating frame and V' is velocity of body in rotating frame.) A) −[ω × V'] B) −[ω × V']/2 C) −2[ω × V'] D) −2[ω × V'] x V' 30. Maximum and minimum orbital velocities of a satellite under the action of a central force are $V_{\text{max}}$ and $V_{\text{min}}$ respectively. The eccentricity ‘e’ of satellite’s orbit is A) $\frac{V_{\text{max}} + V_{\text{min}}}{V_{\text{max}}}$ B) $\frac{V_{\text{max}} - V_{\text{min}}}{V_{\text{max}} + V_{\text{min}}}$ C) $\frac{V_{\text{max}} - V_{\text{min}}}{V_{\text{max}}}$ D) $\frac{V_{\text{max}} + V_{\text{min}}}{V_{\text{max}} - V_{\text{min}}}$ 31. A 2 kg body moving on a frictionless surface with velocity $V_i = 8 \hat{i} \text{ m/s}$ collides with another body of mass 4 Kg. After the collision first body goes with velocity $V_i' = [2\hat{i} + 2\sqrt{3} \hat{j}] \text{ m/s}$. The velocity of the second body after the collision (in m/s) will be A) $3\hat{i} + \sqrt{3} \hat{j}$ B) $3\hat{i} - \sqrt{3} \hat{j}$ C) $12\hat{i} - 4\sqrt{3} \hat{j}$ D) $6\hat{i} - 2\sqrt{3} \hat{j}$ 32. A particle moves in x-y plane under the action of a force F such that its linear momentum P has components $P_x = 2 \cos t$ and $P_y = 2 \sin t$ at time t. The angle between force and linear momentum at time t is A) 0° B) 30° C) 90° D) 180° 33. Consider a circular plate A of uniform thickness t whose radius is 2R and centre is at a point P. A circular plate B of radius R is cut from the above plate A such that one end of its diameter lies at P and another at edge of A. How far is the new centre of mass from the point P? A) $R/3$ B) $R/4$ C) $R/5$ D) $R/6$	<urn:uuid:7e0a3750-7452-429d-8091-89a75996e0be>	CC-MAIN-2021-04	https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1464076217PGQP28_model_Physics.pdf	2021-01-21T11:21:47+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703524743.61/warc/CC-MAIN-20210121101406-20210121131406-00790.warc.gz	388,044,811	1,139	eng_Latn	eng_Latn	0.926864	eng_Latn	0.946104	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1112, 3535 ]	[ 3.4375 ]	1	1
The Roseto Mystery "THESE PEOPLE WERE DYING OF OLD AGE, THAT'S IT." outlier \verb\|^(-e)\|\textit{noun} 1: something that is situated away from or classed differently from a main or related body 2: a statistical observation that is markedly different in value from the others of the sample 1. Roseto Valfortore lies one hundred miles southeast of Rome in the Apennine foothills of the Italian province of Foggia. In the style of medieval villages, the town is organized around a large central square. Facing the square is the Palazzo Marchesale, the palace of the Saggese family, once the great landowner of those parts. An archway to one side leads to a church, the Madonna del Carmine—Our Lady of Mount Carmine. Narrow stone steps run up the hillside, flanked by closely clustered two-story stone houses with red-tile roofs. For centuries, the paesani of Roseto worked in the marble quarries in the surrounding hills, or cultivated the fields in the terraced valley below, walking four and five miles down the mountain in the morning and then making the long journey back up the hill at night. Life was hard. The townsfolk were barely literate and desperately poor and without much hope for economic betterment until word reached Roseto at the end of the nineteenth century of the land of opportunity across the ocean. In January of 1882, a group of eleven Rosetans—ten men and one boy—set sail for New York. They spent their first night in America sleeping on the floor of a tavern on Mulberry Street, in Manhattan's Little Italy. Then they ventured west, eventually finding jobs in a slate quarry ninety miles west of the city near the town of Bangor, Pennsylvania. The following year, fifteen Rosetans left Italy for America, and several members of that group ended up in Bangor as well, joining their compatriots in the slate quarry. Those immigrants, in turn, sent word back to Roseto about the promise of the New World, and soon one group of Rosetans after another packed their bags and headed for Pennsylvania, until the initial stream of immigrants became a flood. In 1894 alone, some twelve hundred Rosetans applied for passports to America, leaving entire streets of their old village abandoned. The Rosetans began buying land on a rocky hillside connected to Bangor by a steep, rutted wagon path. They built closely clustered two-story stone houses with slate roofs on narrow streets running up and down the hillside. They built a church and called it Our Lady of Mount Carmel, and named the main street, on which it stood, Garibaldi Avenue, after the great hero of Italian unification. In the beginning, they called their town New Italy. But they soon changed it to Roseto, which seemed only appropriate given that almost all of them had come from the same village in Italy. In 1896, a dynamic young priest by the name of Father Pasquale de Nisco took over at Our Lady of Mount Carmel. De Nisco set up spiritual societies and organized festivals. He encouraged the townsfolk to clear the land and plant onions, beans, potatoes, melons, and fruit trees in the long backyards behind their houses. He gave out seeds and bulbs. The town came to life. The Rosetans began raising pigs in their backyards and growing grapes for homemade wine. Schools, a park, a convent, and a cemetery were built. Small shops and bakeries and restaurants and bars opened along Garibaldi Avenue. More than a dozen factories sprang up making blouses for the garment trade. Neighboring Bangor was largely Welsh and English, and the next town over was overwhelmingly German, which meant—given the fractious relationships between the English and Germans and Italians in those years—that Roseto stayed strictly for Rosetans. If you had wandered up and down the streets of Roseto in Pennsylvania in the first few decades after 1900, you would have heard only Italian, and not just any Italian but the precise southern Foggian dialect spoken back in the Italian Roseto. Roseto, Pennsylvania, was its own tiny, self-sufficient world—all but unknown by the society around it—and it might well have remained so but for a man named Stewart Wolf. Wolf was a physician. He studied digestion and the stomach and taught in the medical school at the University of Oklahoma. He spent his summers on a farm in Pennsylvania, not far from Roseto — although that, of course, didn’t mean much, since Roseto was so much in its own world that it was possible to live in the next town and never know much about it. “One of the times when we were up there for the summer — this would have been in the late nineteen fifties — I was invited to give a talk at the local medical society,” Wolf said years later in an interview. “After the talk was over, one of the local doctors invited me to have a beer. And while we were having a drink, he said, ‘You know, I’ve been practicing for seventeen years. I get patients from all over, and I rarely find anyone from Roseto under the age of sixty-five with heart disease.’” Wolf was taken aback. This was the 1950s, years before the advent of cholesterol-lowering drugs and aggressive measures to prevent heart disease. Heart attacks were an epidemic in the United States. They were the leading cause of death in men under the age of sixty-five. It was impossible to be a doctor, common sense said, and not see heart disease. Wolf decided to investigate. He enlisted the support of some of his students and colleagues from Oklahoma. They gathered together the death certificates from residents of the town, going back as many years as they could. They analyzed physicians’ records. They took medical histories and constructed family genealogies. “We got busy,” Wolf said. “We decided to do a preliminary study. We started in nineteen sixty-one. The mayor said, ‘All my sisters are going to help you.’ He had four sisters. He said, ‘You can have the town council room.’ I said, ‘Where are you going to have council meetings?’ He said, ‘Well, we’ll postpone them for a while.’ The ladies would bring us lunch. We had little booths where we could take blood, do EKGs. We were there for four weeks. Then I talked with the authorities. They gave us the school for the summer. We invited the entire population of Roseto to be tested.” The results were astonishing. In Roseto, virtually no one under fifty-five had died of a heart attack or showed any signs of heart disease. For men over sixty-five, the death rate from heart disease in Roseto was roughly half that of the United States as a whole. The death rate from all causes in Roseto, in fact, was 30 to 35 percent lower than expected. Wolf brought in a friend of his, a sociologist from Oklahoma named John Bruhn, to help him. “I hired medical students and sociology grad students as interviewers, and in Roseto we went house to house and talked to every person aged twenty-one and over,” Bruhn remembers. This happened more than fifty years ago, but Bruhn still had a sense of amazement in his voice as he described what they found. “There was no suicide, no alcoholism, no drug addiction, and very little crime. They didn’t have anyone on welfare. Then we looked at peptic ulcers. They didn’t have any of those either. These people were dying of old age. That’s it.” Wolf’s profession had a name for a place like Roseto — a place that lay outside everyday experience, where the normal rules did not apply. Roseto was an outlier. 2. Wolf's first thought was that the Rosetans must have held on to some dietary practices from the Old World that left them healthier than other Americans. But he quickly realized that wasn't true. The Rosetans were cooking with lard instead of with the much healthier olive oil they had used back in Italy. Pizza in Italy was a thin crust with salt, oil, and perhaps some tomatoes, anchovies, or onions. Pizza in Pennsylvania was bread dough plus sausage, pepperoni, salami, ham, and sometimes eggs. Sweets such as biscotti and taralli used to be reserved for Christmas and Easter; in Roseto they were eaten year-round. When Wolf had dieticians analyze the typical Rosetan's eating habits, they found that a whopping 41 percent of their calories came from fat. Nor was this a town where people got up at dawn to do yoga and run a brisk six miles. The Pennsylvanian Rosetans smoked heavily and many were struggling with obesity. If diet and exercise didn't explain the findings, then what about genetics? The Rosetans were a close-knit group from the same region of Italy, and Wolf's next thought was to wonder whether they were of a particularly hardy stock that protected them from disease. So he tracked down relatives of the Rosetans who were living in other parts of the United States to see if they shared the same remarkable good health as their cousins in Pennsylvania. They didn't. He then looked at the region where the Rosetans lived. Was it possible that there was something about living in the foothills of eastern Pennsylvania that was good for their health? The two closest towns to Roseto were Bangor, which was just down the hill, and Nazareth, a few miles away. These were both about the same size as Roseto, and both were populated with the same kind of hardworking European immigrants. Wolf combed through both towns' medical records. For men over sixty-five, the death rates from heart disease in Nazareth and Bangor were three times that of Roseto. Another dead end. What Wolf began to realize was that the secret of Roseto wasn't diet or exercise or genes or location. It had to be Roseto itself. As Bruhin and Wolf walked around the town, they figured out why. They looked at how the Rosetans visited one another, stopping to chat in Italian on the street, say, or cooking for one another in their backyards. They learned about the extended family clans that underlay the town's social structure. They saw how many homes had three generations living under one roof, and how much respect grandparents commanded. They went to mass at Our Lady of Mount Carmel and saw the unifying and calming effect of the church. They counted twenty-two separate civic organizations in a town of just under two thousand people. They picked up on the particular egalitarian ethos of the community, which discouraged the wealthy from flaunting their success and helped the unsuccessful obscure their failures. In transplanting the pacesani culture of southern Italy to the hills of eastern Pennsylvania, the Rosetans had created a powerful protective social structure capable of insulating them from the pressures of the modern world. The Rosetans were healthy because of where they were from, because of the world they had created for themselves in their tiny little town in the hills. "I remember going to Roseto for the first time, and you'd see three-generational family meals, all the bakeries, the people walking up and down the street, sitting on their porches talking to each other, the blouse mills where the women worked during the day, while the men worked in the slate quarries," Bruhn said. "It was magical." When Bruhn and Wolf first presented their findings to the medical community, you can imagine the kind of skepticism they faced. They went to conferences where their peers were presenting long rows of data arrayed in complex charts and referring to this kind of gene or that kind of physiological process, and they themselves were talking instead about the mysterious and magical benefits of people stopping to talk to one another on the street and of having three generations under one roof. Living a long life, the conventional wisdom at the time said, depended to a great extent on who we were — that is, our genes. It depended on the decisions we made — on what we chose to eat, and how much we chose to exercise, and how effectively we were treated by the medical system. No one was used to thinking about health in terms of community. Wolf and Bruhn had to convince the medical establishment to think about health and heart attacks in an entirely new way; they had to get them to realize that they wouldn't be able to understand why someone was healthy if all they did was think about an individual's personal choices or actions in isolation. They had to look beyond the individual. They had to understand the culture he or she was a part of, and who their friends and families were, and what town their families came from. They had to appreciate the idea that the values of the world we inhabit and the people we surround ourselves with have a profound effect on who we are. In Outliers, I want to do for our understanding of success what Stewart Wolf did for our understanding of health.	<urn:uuid:7f6bcef9-26bc-4ab8-8d75-6ea53c82c4eb>	CC-MAIN-2018-17	http://engl102-f16-greco.wikispaces.umb.edu/file/view/Introduction+to+Outliers.pdf	2018-04-20T08:37:07Z	crawl-data/CC-MAIN-2018-17/segments/1524125937193.1/warc/CC-MAIN-20180420081400-20180420101400-00352.warc.gz	109,999,704	2,698	eng_Latn	eng_Latn	0.998623	eng_Latn	0.999307	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 830, 4184, 7401, 10698, 12632 ]	[ 2.59375 ]	1	0
Cleaning Your Mouth During Your Stay in Hospital Information for patients and families Read this brochure to learn: • Why it’s important to keep your mouth clean • How to make sure you are cleaning your mouth properly • Who to talk to if you are worried about the health of your mouth Why is it important to keep my mouth clean? It is important to keep your (or your family member’s) mouth clean while in the hospital because cleaning removes germs that can cause chest and mouth infections. An unhealthy mouth, including teeth, gums and tongue may lead to health problems like: - stroke - pneumonia - heart disease - diabetes - arthritis - osteoporosis - dementia What tools do I need for good mouth care? Please make sure you bring these things to the hospital: - toothbrush - toothpaste - dental floss - denture cleaning tablets - denture adhesive How often should I clean my mouth? Clean your dentures, mouth and teeth twice a day. How can I make sure I am cleaning my mouth properly? When cleaning teeth: • Use a soft-bristle toothbrush. • Make sure you clean all surfaces (including teeth, gums and tongue). When cleaning dentures: • Rinse dentures with cool water and remove any food pieces. • Scrub all the surfaces. • Don’t forget to brush the inside of your mouth (gums and tongue) with a toothbrush. • Rinse dentures again before putting them into your mouth. • Always put in the upper dentures first. What if I am worried about the health of my mouth? If you are worried about the health of your mouth (or your family member’s), please speak to your nurse. Adapted with permission from RCP Central resource materials. Have feedback about this document? Please fill out our survey. Use this link: surveymonkey.com/r/uhn-pe Visit www.uhnpatienteducation.ca for more health information. Contact firstname.lastname@example.org to request this brochure in a different format, such as large print or electronic formats. © 2022 University Health Network. All rights reserved. Use this material for your information only. It does not replace advice from your doctor or other health care professional. Do not use this information for diagnosis or treatment. Ask your health care provider for advice about a specific medical condition. You may print 1 copy of this brochure for non-commercial and personal use only. Form: D-5722 \| Author: Trish Williams and Louise Brendenkamp, Speech Pathologists, UHN \| Reviewed: 2022	<urn:uuid:d0dc4b75-0c73-43f2-9ade-a5e50a01e9fe>	CC-MAIN-2023-50	https://www.uhn.ca/PatientsFamilies/Health_Information/Health_Topics/Documents/Cleaning_Your_Mouth_During_Your_Stay_in_Hospital.pdf	2023-12-04T20:47:07+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00091.warc.gz	1,152,705,769	531	eng_Latn	eng_Latn	0.991824	eng_Latn	0.994367	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 287, 944, 2420 ]	[ 2.109375 ]	1	0
The mission of the program at Chaminade University of Honolulu leading to the degree Master of Science in Forensic Sciences is to train students in the objective application of scientific principles and methods to the analyses and solutions to criminal problems in keeping with the Marianist principles. This is particularly relevant to the ideal Marianist principles of fostering inquiry into and the supporting of social justice. In pursuing this aim, the highest level of ethical behavior will be required of students. Learning Outcomes for Forensic Sciences Program Master of Science 1. Students completing the MSFS program will be able to demonstrate mastery of basic techniques and principles in the major subdisciplines in the forensic sciences. a. Required courses: Forensic Photography (FS 650), Blood Stain and Pattern Analysis, Fingerprint Analysis, Trace Evidence, Tool marks and Firearms (FS 638), Forensic Anthropology, and Instrumentation. 2. Students completing the MSFS program will be able to demonstrate an understanding of the legal and ethical systems governing the admissibility of the evidence they will be collecting and analyzing. a. Required courses: CJ 151, 223, 423 and 424/624, FS 340, Laboratory management (FS 620), and FS 790 3. Students completing the MSFS program will be able to demonstrate a proficiency in preparation of written and oral reports and testimony. a. Required courses: CJ 223, FS 790, 799, Laboratory management (FS 620) b. Support/elective courses: Death investigation (FS 6XX) 4. Students completing the MSFS program must be able to demonstrate an advanced level of competence in one or more of the subdisciplines in the forensic sciences. a. Required courses: FS 790, 799 b. Additional specialized courses relevant to the specialty must be competed from the list of elective courses or by supervised individual study PROGRAM GOALS FOR THE M.S. DEGREE IN FORENSIC SCIENCES Upon completion of the M.S. Degree program in Forensic Sciences, the student will demonstrate a sophisticated understanding of: 1. the scientific method and its application in the Forensic Sciences: a. Graduate Forensic Sciences courses have imbedded in their course content material discussions of the scientific approaches contained within their respective subdiscipline areas. Further exposure to actual applications takes place during the internship experience. b. Relevant Courses: FS 635/L, FS 638/L, FS 650/L, Blood stain and Pattern Analysis, Fingerprint Analysis, Instrumentation/L, Trace Evidence, Forensic Toxicology. c. Support courses: FS 790, FS 799, FS 800, Internship, 2. the legal constraints and ethical bases for research and practice in the Forensic Sciences: a. The student is exposed to the American system of criminal justice and ethical concerns through a series of courses dealing with criminal law. In order to function in the field, students must understand the system and be able to prepare appropriate reports and research publications for use by the legal system and academic pursuits. c. Relevant Courses: CJ 614, FS 620, FS 632, Internship b. Support/elective courses: CJ 424, 465 3. the different areas of research and practice contained within the Forensic Sciences: a. Unlike many disciplines, the Forensic Sciences are an eclectic grouping of many subdisciplines. As no two crimes are the same, the skills required for each solution will differ. Students will be exposed to all of the areas contained in the Forensic Sciences through a series of consecutive required major courses. d. Relevant Courses: FS 635/L, FS 638/L, FS 650/L, Blood stain and Pattern Analysis, Fingerprint Analysis, Instrumentation/L, Trace Evidence, Forensic Toxicology. 4. the techniques involved in the recognition, documentation and analysis of forensic evidence: a. The student will become competent in appropriate collection, documentation and preservation techniques that must be undertaken to assure the integrity, condition and admissibility of evidence discovered at a crime scene. b. Required courses: FS 632, FS 638/L, FS 650, Blood Stain and Pattern Analysis, Fingerprint Analysis, Instrumentation/L, Trace Evidence, Internship. c. Support/elective courses: Underwater Forensics, Forensic Toxicology/L, Forensic Anthropology, Death Investigation, PSY 780 Forensic Sciences Assessment Process Individual Course Assessment: Individual progress through a given course is evaluated by at least 2 processes. Students take a pre-test during the first class session and a post-test during the last class session. The same test is administered at both times. Questions are constructed to cover the areas listed in the course syllabus for which the student should be able to demonstrate competence (Appendix 1). A typical Pre and Post-test for the FS 635, Forensic Entomology course is appended as Appendix 2. Further evaluations of the student’s comprehension of the significant materials are made during the semester through traditional testing, either written or practical. An example of the examination is attached as Appendix 3. Assessments of the student's perception of the efficiency of the instructor are made using the end of semester student evaluations provided by Chaminade University. Assessment of Student Progress through Curriculum: As the courses in the Forensic Sciences major are designed to be completed in sequence and the materials are cumulative in nature, a measure of the student’s overall comprehension of the techniques and theories is reflected in their continued success in the Forensic Sciences Core Courses. Due to the overlapping nature of the core courses, weaknesses exhibited by the student will be detected and can be remedied during subsequent core courses. Following the completion of the majority of the core courses, students select elective courses and Directed Studies Projects allowing for a degree of specialization at the M.S. Degree level. Pre-exit Assessment: The ultimate assessment of the success of the Forensic Sciences Program in preparation of a student is their performance following completion of the program. This assessment consists of two parts and will take place during the final year of the program. The first is in the Internship and the second will be a capstone examination administered during the last semester of the program. All students are required to complete an internship program. This internship is to be based in a functioning forensic laboratory in an accredited agency, such as the Department of the Medical Examiner, Honolulu Police Department or Naval Criminal Investigation Section. During the internship the student is to perform actual forensic examinations under the supervision of a professional in a given area of expertise. The supervisor provides a written assessment of the student's competence and professionalism during their internship experience. Additionally, the student is required to submit a journal detailing their activities and an assessment of their internship experience. Copies of the assessment forms are attached as Appendix 4. The Capstone Examination covers the major concepts of the Forensic Sciences, including technical aspects and ethical issues. Questions are designed to demonstrate competence in the major areas expected for advanced crime laboratory workers or scene investigators. These questions will be tied directly to the materials covered in the required Forensic Sciences Core courses. This examination is currently being developed. Post-exit Assessment: A significant measure of the effectiveness of the program would be the success of the student in employment following graduation or further postgraduate education. Graduating students will be polled 1 year and 2 years following completion of the program. Their employment and/or further postgraduate status will be determined. They will be asked to provide feedback on aspects of the program they believe were helpful to them in their careers as well as aspects they feel require improvement. APPENDIX 1 FS 635 - Forensic Entomology Spring Day 10:50 Lecture 3 credits; Lab. 1 credit Goff TR: 8:00 – This is a basic course in forensic entomology. The field may be broadly defined as the interactions between insects as evidence and the legal system. This definition includes the areas of stored product, structural, and medicocriminal or medicolegal entomology. The primary focus of this course will be in the area of medicocriminal forensic entomology. The other two areas will be covered more briefly. Since forensic entomology in all three sub disciplines entails more than just the analyses of entomological evidence, several non-entomological topics will be covered. Forensic entomology operates within our legal system and is concerned with assisting in the administration of justice. To this end, the highest moral and ethical standards must be an integral part of the investigations undertaken. Areas to be covered in lectures will include: crime scene processing, detection and recovery of remains, evidence collection and processing, processing and identifications of insects, techniques for estimation of the postmortem interval, entomotoxicology, patterns of decomposition, life cycles of forensically important taxa, preparation of case reports, and techniques in providing expert witness testimony. Additionally, a case study will be provided to each student during the semester. This case will include all pertinent data and specimens. The student will provide an analysis of this case in the form of a written case report in proper form for submission to an investigating agency. The laboratory portion of this course will serve to compliment the lectures materials and provide hands-on experience with different aspects of forensic entomology. Practical experience will be provided through processing of mock crime scenes, recovery of scattered remains, and grave excavation. A decomposition study will be conducted during the course and this will provide the basis for laboratory exercises in collection and preservation of arthropod materials, evidence collection and documentation, identification of immature arthropod specimens, and calculations of postmortem intervals. A final report of the results and analyses of this decomposition study will be required from each student. Learning Outcomes: At the end of this course the student will: 1. demonstrate the ability to identify different arthropod taxa of significance in the decomposition process. 2. demonstrate an understanding of the life cycles of the various species involved in decomposition. 3. demonstrate they are able to properly collect, preserve and document arthropod specimens. 4. demonstrate calculation of the postmortem interval using ADH and ADD calculations. 5. demonstrate an understanding the patterns of decomposition of a human body under different conditions. 6. demonstrate the differences in development of arthropods related to presence of drugs and/or toxins in tissues. 7. demonstrate an understanding of the role of the forensic entomologist in the moral and legal systems of our society. 8. demonstrate they are able to prepare case reports. GRADING: The point spread for the lecture is as follows: \| Component \| Points \| \|----------------------------\|--------\| \| Lecture Exam 1 \| 100 pts\| \| Lecture Exam 2 \| 100 pts\| \| Case Study \| 100 pts\| \| Total \| 300 pts\| The point spread for the laboratory is as follows: \| Component \| Points \| \|----------------------------\|--------\| \| Laboratory Exam 1 \| 100 pts\| \| Laboratory Exam 2 \| 100 pts\| \| Decomposition Report \| 100 pts\| \| Total \| 300 pts\| GRADING SCALE: The grading scale for both lecture and laboratory is as follows: - 90% + = A - 80-89% = B - 70-79% = C - 60-69% = D - 59% and lower = F Text: Entomology and Death - A Procedural Guide. Catts, E.P. & Haskell, N.H., eds. 1990. Joyce's Print Shop, Clemson, SC. - Required Reminders of Important University-Wide Policies The following policies are summarized from the 2004-2005 Student Handbook. Please be sure that you have reviewed these and the other policies that your Handbook contains. 1. Attendance Students are expected to attend all classes. The University assumes you are mature enough to be responsible for your own behavior. Any absence of two weeks or more will be reported to the Office of the Associate Provost and the Registrar. You should notify me when illness prevents you from attending class and make arrangements to complete missed assignments. Notification may be done by calling me, or by leaving word at the Faculty Services (735-4739). Depending on your circumstances, I may modify deadlines of course requirements. Anyone who stops attending a course, without officially withdrawing may receive a failing grade. Students with three or more unexcused absences will lose one letter grade. 2. Classroom Deportment • You are expected to be punctual; unexcused tardiness will be considered an absence. • Smoking and alcoholic beverages are prohibited in all classrooms, whether or not class is in session. • No pets are allowed in class. Exceptions will be made in the case of a seeing-eye dog. • Radios, tape decks, headsets, televisions, and other personal audiovisual equipment not pertinent to the class are prohibited during class. • Beepers and cellular telephones are also prohibited during class except in extenuating circumstances for which you have received my approval in advance. • And, finally, I expect you to follow the University’s “dress code” requiring footwear and appropriate shirts to worn during all classes, as well as in the library, cafeteria and administrative offices. 3. Academic Honesty Students are responsible for promoting academic honesty at Chaminade by not participating in or facilitating others’ participation in any act of academic dishonesty, and by reporting incidences of academic dishonesty (such as theft of tests, records, and other confidential materials, altering grades, and/or plagiarism) to their instructors. 4. Freedom of Expression Students are free to take reasoned exception to the views offered in particular courses of study. They may be required to know thoroughly the specific bodies of knowledge or interpretations or theories set by the professor, but are free to reserve personal judgment as to the truth or falsity of them. Students are expected to maintain the standards of academic performance articulated in course syllabi, supplemental readings, assignments, and Academic and Student Affairs policies. The instructor is considered the normal and competent judge of academic work. Students have an appeals process in the rare cases of unjust grading and evaluation by the procedure detailed in the Academic Grievance section of the Student Handbook. You are responsible for all of the information in this document: losing it or not reading it are not excuses for not knowing what’s in it! \| Lecture # \| Topic \| \|----------\|--------------------------------------------\| \| 1 \| Introduction and Scope of Course \| \| 2 \| Insect Morphology \| \| 3 \| Insect Morphology \| \| 4 \| Insect Classification \| \| 5 \| Life Cycles \| \| 6 \| Life Cycles \| \| 7 \| Decomposition – early changes \| \| 8 \| Decomposition Patterns \| \| 9 \| Abnormal Decomposition \| \| 10 \| Collection of Insect Evidence \| \| 11 \| Collection of Insect Evidence \| \| 12 \| Laboratory Rearing \| \| 13 \| Laboratory Rearing \| \| 14 \| Detection and Recovery of Surface Remains \| \| 15 \| Detection and Recovery of Buried Remains \| \| 15 \| Forensic Anthropology – guest lecture \| \| 17 \| Insect Succession Patterns \| \| Lab # \| Topic \| \|------\|----------------------------------------------------------------------\| \| 1 \| Introduction and scope of course \| \| 2 \| Insect morphology and classification \| \| 3 \| Insect morphology and classification \| \| 4 \| Insect life cycles \| \| 5 \| Insect life cycles \| \| 6 \| Insect orders of forensic significance - Apterygota, Exopterygota \| \| 7 \| Collection techniques - begin decomposition study * \| \| 8 \| Insect orders of forensic significance - Exopterygota \| \| 9 \| Insect orders of forensic significance - Exopterygota \| \| 10 \| Insect orders of forensic significance - Diptera \| \| 11 \| Insect orders of forensic significance - Diptera \| \| 12 \| Insect orders of forensic significance - Diptera \| \| 13 \| Insect orders of forensic significance - Coleoptera \| \| 14 \| Review \| \| 15 \| Laboratory Exam #1 \| \| 16 \| Insect orders of forensic significance - Coleoptera \| \| 17 \| Insect orders of forensic significance - Coleoptera \| Final Examination Per University Schedule FS 635 - Forensic Entomology Laboratory Schedule 18 Insect orders of forensic significance - Coleoptera 19 Insect orders of forensic significance - Hymenoptera 20 Insect orders of forensic significance - Hymenoptera 21 Insect orders of forensic significance - Hymenoptera 22 Insect orders of forensic significance - Misc. orders 23 Insect orders of forensic significance - Misc. orders 24 Insect orders of forensic significance - Misc. orders 25 Decomposition study analysis 26 Decomposition study analysis 27 Decomposition Study Analysis 28 Open lab 30 Open lab 31 Open lab. - Review & Decomposition study report due 32 Lab Exam #2 - The decomposition study will be a continuing activity throughout the semester. APPENDIX 2 FS 635 - Forensic Entomology Pretest/Post test NAME: _______________________ 1. Estimates of the postmortem interval based on entomological analyses are typical given as: a. exact time period b. time period + 1 standard deviation c. maximum time since death d. minimum time since death 2. Growth of an insect or other arthropod a. is directly related to ambient temperature b. is inversely related to ambient temperature c. ceases at temperatures below 10°C d. ceases at temperatures above 30°C 3. Insects most commonly associated with the initial invasion of a body are found in the family a. Calliphoridae b. Dermestidae c. Chrysomelidae d. Cleridae 4. Insects develop from egg to adult by passing through a series of morphologically different stages. These stages are called a. pharates b. stadia c. instars d. larvae 5. Analyses of insect populations on a body can provide significant information concerning a. wounds on the body b. postmortem movement of the body c. characteristics of the scene d. all of the above 6. In converting laboratory rearing data to thermal equivalents, the ADH values are obtained by multiplying the time by a. temperature in °C c. ambient temperature - base 6°C 7. To correlate scene temperature with temperature data from an established NOAA weather station you would use a. chi-square test b. linear regression c. Duncan's multiple range test d. student's t-test 8. Members of the order Diptera have ______ type of development. a. anamorphic b. hemimetabolous c. ametabolous d. holometabolous 9. The Coleoptera are characterized by modifications of the anterior pair of wings to form a. hemielytra b. halteres c. elytra d. sensillaria 10. Fixation of immature insects is accomplished by placing the specimens into a. KAA b. ice water c. 70-80% Ethyl Alcohol d. 70% Isopropyl Alcohol 11. Maggots collected from a decomposing ______ body are generally divided into 2 lots. One portion is killed and the other raised to the adult stage to a. confirm the species identification. b. provide additional data for the PMI estimation c. provide a source of DNA d. A and B e. A and C 12. Soil-dwelling insects show a a. positive response to gravity and sunlight. b. negative response to gravity and a positive response to sunlight. c. positive response to gravity and a negative response to sunlight. d. neutral response to both gravity and sunlight. 13. The decomposition of a human body can best be divided into _____ distinct stages. a. 3 b. 4 c. 5 d. 6 14. Presence of cocaine in a decomposing body will _____ the rate of development of an insect using it as a food source. a. not influence b. accelerate c. decrease d. totally confuse 15. For practical purposes, the best stage of development to use for analyses of drugs and toxins would be the 16. Maggot activity is the predominant feature of the ______ stage of decomposition. a. fresh c. skeletal b. decay d. post decay 17. The changes in the invertebrate population associated with a decomposing body are termed a. degeneration c. succession b. opportunistic d. random 18. ______ insects are a potential source of DNA from the perpetrator of the crime a. Necrophagous c. Parasitic b. Omnivorous d. Parasitoid 19. The only stage in the decomposition process with a physical event marking its end point is the a. fresh stage c. decay stage b. bloated stage d. skeletal stage 20. In providing an analysis of a case, the forensic entomologist in the United States serves as an a. advocate for the side hiring him. b. officer of the court. c. impartial expert d. adjunct for the prosecutor APPENDIX 3 Forensic Entomology I. Define or give the significance of the following (4 pts each = 20 pts): a. Bioaccumulation b. Obligatory myiasis c. Redirect examination d. Fry/Daubert rulings e. Surgical myiasis II. Short answers (10 pts each = 80 pts) 1. Why is it important for the forensic entomologist to be aware of the presence of drugs and/or toxins in a decomposing body? 2. What stages in the life cycle of a fly can be used for analyses to determine the presence of drugs and/or toxins in a decomposing body? 3. You are writing a manuscript for publication. What are the first and last major sections of the manuscript to be written and why? 4. In what ways can myiasis be used by a forensic entomologist? 5. In determining admissibility of evidence, decisions are governed by 4 general principles. What are these principles? 6. What are the current types applications of DNA evidence in forensic entomology? 7. What is the most frequent application of MtDNA in forensic entomology and what techniques will be used? 8. What is the difference between an Affidavit and a Deposition? 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A Thought on God’s Ways God requires us to struggle for justice and to work for freedom. God asks us to end poverty and to increase peace. God invites us to become partners in the work of creation. May what we create make the world better and more beautiful. Once a student asked a rabbi, “What is the best way to love God?” The wise teacher replied, “The best way to love God is to love those God created.” A Thought on Oneness Oneness is not sameness. Rainbows of colors delight us. Mountains and valleys challenge us. Different ideas stretch our minds. We are all on this planet together. We must find ways to come together and live in peace. We must find ways of sharing the earth’s resources and enjoying its beauty. Oneness celebrates and unites differences. Oneness is the connection of people, God and nature. A Thought on Praising God Why do we praise God? Some Jews believe that God wants our prayers as a way of connecting with us. Others feel that we need to pray because when we say words of blessing we are changed for the better. Some feel the need to speak to God. Others feel that prayers help us think about following God’s ways. What do you think? Things to think and talk about during the Torah service Day 1: In this story, God remembers and keeps his promises to Abraham, Sarah, and Hagar. This is why we read it on Rosh Hashanah, "Yom HaZikaron", "the day of remembering". Can you tell what each promise was? a. To Abraham: b. To Sarah: c. To Hagar Abraham had a difficult choice to make. Do you think he did the right thing? Why or why not? Day 2: What do you think each of the people were feeling during this story? What makes you think that? Some people think this is a story of God testing Abraham. Other people think God was testing Isaac. A third group of people think Abraham was testing God. Which one do you think it is? Why? The Drum The Magid of Dubna told the following story to teach people the importance of understanding and not just hearing the shofar's blasts: Once a peasant came to town just when a fire had broken out. He was surprised to see a number of people blowing trumpets and beating drums and then others running out with axes, shovels and pails. He asked a small child why a musical band was playing in the town square. The child replied, "The trumpeting and drum-beating is to put out the fire." The peasant quickly went into a nearby shop to purchase a drum to take back to his village. A year later, a fire broke out in his village. The peasant announced that no one needed to fight the fire, for his drum would quench the flames. As he beat his drum, the fire quickly spread. Seeing that their village would soon be destroyed, the townspeople started shouting: "You idiot! The drum is only meant as an alarm to alert us to danger. We then need to do something about the fire if we are to save ourselves and our village." And so it is with the hearing of the shofar. The shofar can only alert us to the need for change. Only we can change and improve ourselves. The Traveler Due to a terrible storm, a merchant ship had been blown off course. It would be days before it could safely dock. The cook sadly reported to the captain that their food supplies were almost gone. The captain then announced that he would ask a wealthy merchant on board to help, for he knew that the merchant was carrying crates of dried dates and figs as well as olives from the Holy Land. Surely he would sell them some supplies for a reasonable price. The captain was shocked and disappointed when his request was denied. "Why should I give you some of my fruit," growled the merchant, "when I can get a higher price when we dock?" With a heavy heart, the captain went to tell the cook that the hungry people on board would not be fed. The cook surprised the captain by announcing that he wanted a chance to change the merchant's mind. "Meet me at that miser's cabin in five minutes," he declared. When the captain arrived, the cook knocked at the merchant's cabin door. "What is it? Why are you bothering me? I told you I won't share any of my supplies!" the merchant grumbled. "Please come with us," said the cook. "There is something we must show you in the ship's hold." Thinking there could be a problem with the goods that he stored there, the merchant agreed to follow them. When they arrived, the cook took a borer from behind a box and began to make a hole in the ship's hold. The merchant began screaming in alarm, "What are you doing? You are acting crazy!" "It's no concern of yours," said the cook, "I'm just making a hole under my spot in the boat. I'd rather die now than starve before we reach our destination." "But your hole will flood the boat and soon we'll all die," cried the merchant. "I don't care about you," stated the cook, "I only care about my own needs." With that remark, he continued his drilling. At last the merchant understood. "I see what you're trying to teach me. We're all travelers on the same boat. What each of us does affects us all. Here are my crates, there's plenty of food to share. We can all reach port together safe and sound." May you be recorded for a good new year! A Thought — Ten Days For Changing Rosh haShanah begins the Ten Days of Teshuvah (which means "returning"). Between Rosh haShanah and Yom Kippur, we try to get back on the right track. One way we do this is to pray to God to forgive us for our wrongdoings. God, however, cannot forgive us for the bad things we've done to family and friends. We need to say we're sorry to them directly and ask their forgiveness. We must also promise not to hurt or wrong them again. Between now and Yom Kippur think about to whom you want to say you are sorry and what you want to say. Then do it! You and they will then feel good inside. May this year bring you everything good!	<urn:uuid:9992e235-e527-4ca3-935f-75567ff1efe3>	CC-MAIN-2020-40	https://images.shulcloud.com/14225/uploads/Documents/RHServicesSupplement.pdf	2020-09-22T17:29:21+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400206329.28/warc/CC-MAIN-20200922161302-20200922191302-00731.warc.gz	456,072,602	1,354	eng_Latn	eng_Latn	0.997032	eng_Latn	0.999472	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1173, 1878, 3044, 5146, 5865 ]	[ 3.203125 ]	1	0
UNIT 9 DATA PROCESSING - CODING, TABULATION AND DATA PRESENTATION Objectives After studying this unit you should be able to: - distinguish between two types of editing - design the coding scheme for a questionnaire - classify the data according to attributes or numerical characteristics and - differentiate between simple and manifold classification of data - present the data in the forms of tables and graphs - put the data in the form of frequency distribution Structure 9.1 Introduction 9.2 Editing of Data 9.3 Coding of Data 9.4 Classification of Data 9.5 Statistical Series 9.6 Tables as Data Presentation Devices 9.7 Graphical Presentation of Data 9.8 Summary 9.9 Self-Assessment Questions 9.10 Further Readings 9.1 INTRODUCTION The survey data collected from the field should be processed and analyzed as indicated in the research plan. Data processing primarily involves editing, coding, classification and tabulation of data, so that it becomes amenable for data analysis. This unit concentrates on various aspects of data processing. The processing of data can either be in the form of tables or in the form of graphs. These aspects have been widely covered in unit 6, block 2 of the course on Quantitative Analysis for Managerial Applications (MS-8). You are therefore advised to go through it before reading this unit. 9.2 EDITING OF DATA The editing of data is a process of examining the raw data to detect errors and omissions and to correct them, if possible, so as to ensure legibility, completeness, consistency and accuracy. The recorded data must be legible so that it could be coded later. An illegible response may be corrected by getting in touch with people who recorded it or alternatively it may be inferred from other parts of the question. Completeness involves that all the items in the questionnaire must be fully completed. If some questions are not answered, the interviewers may be contacted to find out whether he failed to respond to the question or the respondent refused to answer the question. In case of former, it is quite likely that the interviewer will not remember the answer. In such a case the respondent may be contacted again or alternatively this particular piece of data may be treated as missing data. It is very important to check whether or not respondent is consistent in answering the questions. For example there could be a respondent claiming that he makes purchases by credit card may not have one. The inaccuracy of the survey data may be due to interviewer bias or cheating. One way of spotting is to look for a common pattern of responses in the instrument of a particular interviewer. Apart from ensuring quality data this will also facilitate in coding and tabulation of data. In fact, the editing involves a careful scrutiny of the completed questionnaires. The editing can be done at two stages: 1. Field Editing, and 2. Central Editing. Field Editing: The field editing consists of review of the reporting forms by the investigator for completing or translating what the latter has written in abbreviated form at the time of interviewing the respondent. This form of editing is necessary in view of the writing of individuals, which vary from individual to individual and sometimes difficult for the tabulator to understand. This sort of editing should be done as soon as possible after the interview, as it may be necessary sometimes to recall the memory. While doing so, care should be taken so that the investigator does not correct the errors of omission by simply guessing what the respondent would have answered if the question was put to him. Central Editing: Central editing should be carried out when all the forms of schedules have been completed and returned to the headquarters. This type of editing requires that all the forms are thoroughly edited by a single person (editor) in a small field study or a small group of persons in case of a large field study. The editor may correct the obvious errors, such as an entry in a wrong place, entry recorded in daily terms whereas it should have been recorded in weeks/months, etc. Sometimes, inappropriate or missing replies can also be recorded by the editor by reviewing the other information recorded in the schedule. If necessary, the respondent may be contacted for clarification. All the incorrect replies, which are quite obvious, must be deleted from the schedules. The editor should be familiar with the instructions and the codes given to the interviewers while editing. The new (corrected) entry made by the editor should be in some distinctive form and they be initialed by the editor. The date of editing may also be recorded on the schedule for any future references. Activity 1 Define the following. a) Field Editing. b) Central Editing. Activity 2 A marketing research organization is conducting a survey to determine the consumption pattern of food items by households in Delhi. You are the head of computer division responsible for editing the raw data from the questionnaires and analyzing the same. A filled up set of questionnaires have been sent to you. List out the points on which you would like to concentrate while editing the raw data. 9.3 CODING OF DATA Coding is the process of assigning some symbols (either) alphabetical or numerals or (both) to the answers so that the responses can be recorded into a limited number of classes or categories. The classes should be appropriate to the research problem being studied. They must be exhaustive and must be mutually exclusive so that the answer can be placed in one and only one cell in a given category. Further, every class must be defined in terms of only one concept. The coding is necessary for the efficient analysis of data. The coding decisions should usually be taken at the designing stage of the questionnaire itself so that the likely responses to questions are pre-coded. This simplifies computer tabulation of the data for further analysis. It may be noted that any errors in coding should be eliminated altogether or at least be reduced to the minimum possible level. Coding for an open-ended question is more tedious than the closed ended question. For a closed ended or structured question, the coding scheme is very simple and designed prior to the field work. For example, consider the following question. - What is your sex? - Male - Female We may assign a code of '0' to male and '1' to female respondent. These codes may be specified prior to the field work and if the codes are written on all questions of a questionnaire, it is said to be wholly precoded. The same approach could also be used for coding numeric data that either are not be coded into categories or have had their relevant categories specified. For example, - What is your monthly income? Here the respondent would indicate his monthly income which may be entered in the relevant column. The same question may also be asked like this: - What is your monthly income? - < Rs. 5000 - Rs. 5000 - 8999 - Rs. 13000 – 12999 - Rs. 13000 or above. We may code the class less than Rs.5000' as '1', Rs. 5000 - 8999 as '2', 'Rs. 9000-12999' as '3' and 'Rs. 13000 or above' as '4'. Coding of open-ended questions is a more complex task as the verbatim responses of the respondents are recorded by the interviewer. In what categories should these responses be put to? The researcher may select at random 60-70 of the responses to a question and list them. After examining the list, a decision is taken to what categories are appropriate to summarize the data and the coding scheme for categorized data as discussed above is used-A word of caution-that while classifying the data into various categories we should keep provision for "any other" to include responses which may not fall into our designated categories. It may be kept in mind that the response categories must be mutually exclusive and collectively exhaustive. A study was carried out among the readers of newspapers with the following objectives. - To identify and understand the factors that determine the preference for Times of India amongst the readers. - To identify the profile of the readers of Times of India. - To ascertain the expectations vs. perceptual reality and locate gaps if any amongst the readers of Times of India. - To analyze the factors responsible for the most preferred subjects of information attracting the readers to prefer Times of India. To achieve these objectives a questionnaire was designed. We give below a part of the questionnaire, and discuss the coding scheme for the same. Please note that the objective here is not to evaluate the questionnaire but to design the coding scheme for any given questionnaire of a study. The said questionnaire is given below in Exhibit 1. Exhibit - 1 1. Which of the following newspapers do you read? a) The Times of India b) The Hindustan Times c) Indian Express d) Pioneer e) Any other (Please specify) If the respondent does not read Times of India, move to question number 6. 2. I have been subscribing to TOI for .... (please tick as applicable) a) Less than 6 months b) 6 months – less than 1 year c) 1 year – less than 2 years d) Two years or more 3. Please rate the following features on a scale of 1 to 5, as per the interest you have in each one of them. (5 - Very interested, 4 - Interested, 3 - Not particularly, 2 - Uninterested, 1 - Very uninterested) a) Political News b) International News c) City News d) Corporate and Business News e) Sports News f) People and Lifestyles News g) Leisure, Art and Entertainment News 4. Please rate TOI on the following attributes along the scale marked below a) News Content ![Very Adequate](5) ![Very Inadequate](1) b) Editorial Very Good \| 5 \| 4 \| 3 \| 2 \| 1 \| \|---\|---\|---\|---\|---\| c) Weekend Supplements Extremely Good \| 5 \| 4 \| 3 \| 2 \| 1 \| \|---\|---\|---\|---\|---\| d) Weekday Supplements Very Informative \| 5 \| 4 \| 3 \| 2 \| 1 \| \|---\|---\|---\|---\|---\| e) Layout Very Good \| 5 \| 4 \| 3 \| 2 \| 1 \| \|---\|---\|---\|---\|---\| 5. How would you rank the following features from 1 to 7 in terms of importance to you? (1 indicates very important - - - - - - - - - - - - 7 indicates least important) a) Classified Advertisements b) Weekday Supplements c) Number of pages in the issue d) Advertisements e) News Content f) Weekend Supplements g) Layout 6. Please fill out the following details: a) Age : b) Sex : Male Female c) Total number of members in the household : d) Occupation : Business Service Any other (pl. specify) e) Monthly Income of the household (in Rupees) Less than or equal to 5000 5001 - 10000 10001 - 15000 15001 - 20000 20001 - 25000 Above 25000 Let us design the coding scheme for the questionnaire given in exhibit 1. We note that question number 1 may have multiple responses because a respondent could read one or more than one newspapers. There are 5 alternatives assigned for question number 1 and therefore we will use five columns in the data matrix to record the responses of this question. If the respondent reads Times of India we code it a value 1 otherwise 0. Similarly it is done for the remaining newspapers. However, if there is a respondent who read Times of India and Indian Express we will code question la and lc having a value of 1 and for the remaining parts namely b, d and e the coded value will be 0. For question number 2, the respondent can choose only one of the four alternatives. Therefore one single column is required to record the responses of the respondents. The response categories are mutually exclusive and collectively exhaustive. Whichever category is chosen by the respondent that is coded 1 and the remaining are coded 0. Question number 3 has seven parts and the respondent is to rate each one of them on a 5-point scale ranging from 1 to 5. Therefore a total of seven column is required to record the responses of the respondent. Suppose the respondent rates-International News as 4 the value of 4 should be assigned to question number 3b and so on. There are five attributes of Times of India mentioned in question number 4 and the respondent is assigned the job of rating each of them on a scale of 1 to 5. Therefore five columns are required to record the responses of this question. Suppose for question 4c (Weekend Supplements) the rating of the respondent is 2, and the same will be shown in the coding book corresponding to this question. There are six features of Times of India mentioned in question number 5 and labeled as 5a to 5f. The respondent is to rank them from 1 to 6 with regards to the importance it gives to each of these features. Therefore we need six columns for this. Suppose the rating is 2, 3, 6, 1, 4 & 5 for questions numbering 5a to 5f respectively. The same numbers would appear on the coding sheet corresponding to this question. Question number 6 is divided into five parts. For each of the part one separate column is required. 6a indicates the age of the respondent which will be indicated as per the data revealed by the respondent. Question 6b is concerning the sex of the respondent. Here male respondents are coded as 1 whereas female respondents are coded as 0. Question 6c indicates the total number of members in the household. Question 6d is concerned with the occupation of the respondent, Question 6e mention the monthly income of the household put in categorized form. Here the responses are mutually exclusive and collectively exhaustive. If the respondent has a monthly income of less than 5000 rupees, the response is coded as 1, if monthly income is between 5001-10000 rupees, it is coded as 2, in case it is between 10001-15000; the code is 3. From 15001-20000; the code is 4, 20001-25000; the code is 5 and above 25000; the code is 6: The above discussion can be shown below in the form of a code book. \| Q.No. \| No. of Columns required \| Variable Name \| Category Definition \| \|-------\|-------------------------\|-------------------\|----------------------------------------------------------\| \| 1. \| 5 \| News Paper \| TOI = 1, otherwise 0 \| \| \| \| \| HT = 1, otherwise 0 \| \| \| \| \| IE = 1, otherwise 0 \| \| \| \| \| P = 1, otherwise 0 \| \| \| \| \| AO = 1, otherwise 0 \| \| 2. \| 1 \| Duration \| < 6 months = 1 \| \| \| \| \| 6 - 12 months = 2 \| \| \| \| \| 12 - 24 months = 3 \| \| \| \| \| 24 or more = 4 \| \| 3. \| 7 \| Rating of Features\| Each of the seven variable can take any value between 1 to 5. \| \| 4. \| 5 \| Attribute \| Each of questions 4a to 4e can take any value between 1 to 5. \| \| 5. \| 6 \| Ranking of Feature\| Each of the feature could take any value between 1 to 7. \| \| 6a. \| 1 \| Age \| Two digit numbers. \| \| 6b. \| 1 \| Sex \| Male = 1 \| \| \| \| \| Female = 0 \| \| 6c. \| 1 \| Numbers in household \| Two digit numbers. \| \| 6d. \| 1 \| Occupation \| Business = 1 \| \| \| \| \| Service = 2 \| \| \| \| \| Any other = 3 \| \| 6e. \| 1 \| Income \| ≤ 5000 = 1 \| \| \| \| \| 5001 - 10000 = 2 \| \| \| \| \| 10001 - 15000 = 3 \| \| \| \| \| 15001 - 20000 = 4 \| \| \| \| \| 20001 - 25000 = 5 \| \| \| \| \| Above 25000 = 6 \| The data matrix corresponding to the above coding scheme is shown in the table given below: \| Resp \| Q1a \| Q1b \| Q1c \| Q1d \| Q1e \| Q2 \| Q3a \| Q3b \| Q3c \| Q3d \| Q3e \| Q3f \| Q3g \| Q4a \| Q4b \| Q4c \| Q4d \| Q4e \| Q5a \| Q5b \| Q5c \| Q5d \| Q5e \| Q5f \| Q5g \| Q6a \| Q6b \| Q6c \| \|------\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\|-----\| \| 1 \| 1 \| 0 \| 1 \| 0 \| 0 \| 2 \| 1 \| 4 \| 4 \| 4 \| 4 \| 3 \| 5 \| 3 \| 5 \| 7 \| 4 \| 6 \| 3 \| 1 \| 2 \| 5 \| 32 \| 1 \| 4 \| 1 \| 3 \| \| 2 \| 0 \| 1 \| 0 \| 0 \| 0 \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| - \| \| nth \| 1 \| 1 \| 0 \| 0 \| 0 \| 3 \| 2 \| 5 \| 1 \| 4 \| 2 \| 5 \| 5 \| 4 \| 5 \| 4 \| 2 \| 4 \| 6 \| 5 \| 7 \| 1 \| 2 \| 4 \| 3 \| 41 \| 1 \| 5 \| 2 \| 5 \| The above table indicates that the respondent number 1 reads both Times of India and Indian Express and no other newspaper. This is indicated by code 1 corresponding to question 1a and is and for the remaining parts of questions 1 a '0' is indicated. Question number 2 indicates that the respondent is reading Times of India from 6 to 12 months. The rating of various features of a newspaper in terms of the interest he has in them is indicated by responses indicated in questions 3a to 3g. The respondent is not very uninterested in critical news, interested in international news, not particular about city news, very interested in corporate and business news, very uninterested in sports news and interested in people and lifestyle news; and leisure art and entertainment news. The respondent rates Times of India on five attributes. He can give a possible rating of Times of India on various attributes on a scale of 1 to 5 where 1's on extremely unfavorable side whereas 5 represents extremely favourable side. He has rated Times of India on news content as 4, editorial as 3, weekend supplements as 5, weekdays supplements as 3 and layout as 5. However, his ranking of how various features are important to him on 1 to 7 scale, where 1 represents very important and 7 the least important is indicated in question 5. As per the respondent, classified advertisements are ranked the least, weekdays supplements get a rank of 4, number of pages get a rank of 6, advertisement; a rank of 3, news content; a rank of 1, weekend supplements; a rank of 2, and layout; a rank of 5. The respondent is of 32 years of age and is a male as indicated by a code of 1 to question 6b. There are four members in his household. His occupation is business and has a monthly income between Rs. 10001 to 15000 as indicated by code 3 for question 6c. Respondent 2 does not read Times of India. In fact the respondent is a reader of Hindustan Times and no other newspaper and therefore the questions mentioned in questions numbering 6 are asked to the respondent. The respondent is 30 years of age, and a female as indicated by code 0 for question 6b. The respondent has 3 family members, is a professional and have monthly income between 15001 - 20000 rupees as indicated by code 4 corresponding to 6c. Activity 3 Describe the characteristics of nth respondent as given in data matrix. 9.4 CLASSIFICATION OF DATA In most research studies, voluminous raw data collected through a survey need to be reduced into homogeneous groups for any meaningful analysis. This necessitates classification of data, which in simple terms is the process of arranging data in groups or classes on the basis of some characteristics. Classification condenses the data, facilitates comparisons, helps to study the relationships and facilitates in statistical treatment of data. The classification should be unambiguous and mutually exclusive and collectively exhaustive. Further, it should not only be flexible but also suitable for the purpose for which it is sought. Classification can either be according to attributes or numerical characteristics. 1. Classification According to Attributes: To classify the data according to attributes we use descriptive characteristics like sex, caste, education, user of a product etc. The descriptive characters are the one which cannot be measured quantitatively. One can only talk in terms of its presence or absence. The classification according to attributes may be of two types. i) Simple Classification: In the case of simple classification each class is divided into two sub classes and only one attribute is studied viz, user of a product or non-user of a product, married or unmarried, employed or unemployed, Brahmin or non-Brahmin etc. ii) Manifold Classification: In the case of manifold classification more than one attributes are considered. For example, the respondents in a survey may be classified as user of a particular brand of a product and non-user of particular brand of product. Both user and non-user can be further classified into male and female. Further one can classify male and female into FIGURE - 1: An Example of Manifold Classification two categories such as below 25 years of age and 25 and more years of age. We can further classify them as professionals at non-professionals. This way one can keep on adding more attributes. This is shown in Figure - 1. However, the addition of a particular attribute (process of sub-classification) depends upon the basic purpose for which the classification is required. The objectives of such a classification has to be clearly spelt out. 2. Classification According to Numerical Characteristic: When the observations possesses numerical characteristics such as sales, profits, height, weight, income, marks, they are classified according to class intervals. For example, persons whose monthly income is between Rs. 2001 and Rs. 3500 may form one group, those whose income is within Rs. 3501 and Rs. 7000 may form another group, and so on. In this manner, the entire data may be divided into a number of groins or classes, which are usually called class-intervals. The number of items in each class is called the Frequency of the class. Every class has two limits: an upper limit and a lower limit, which are known as class limits. The difference between these two limits is called the magnitude of the class or the width of the class interval. The class intervals may be formed by using inclusive and exclusive method. Suppose we have the class intervals such as 10 - 15, 16 - 21, 22 - 27 etc. Such a class interval is an example of inclusive method because both the lower and upper limit are included in the class. If the variable X falls in the first class interval, it can take values like $10 \leq X \leq 15$. The class intervals like 10 - 15, 15 - 20, 20 - 25 etc. form an example of exclusive class interval since the lower limit is included whereas the upper limit is excluded from the class interval. The variable X if falling in the first class interval, would take values as $10 \leq X < 15$. As an illustration of how the data can be classified into class intervals using inclusive and exclusive method, we may consider the following example. Example: Following data refers to the sales of a company for the 40 quarters. Tabulate the data using the inclusive method. \| Qtr. \| Sales \| Qtr. \| Sales \| Qtr. \| Sales \| Qtr. \| Sales \| \|------\|-------\|------\|-------\|------\|-------\|------\|-------\| \| 1 \| 1060 \| 11 \| 1255 \| 21 \| 1690 \| 31 \| 1200 \| \| 2 \| 2125 \| 12 \| 1190 \| 22 \| 1870 \| 32 \| 2190 \| \| 3 \| 1440 \| 13 \| 870 \| 23 \| 1875 \| 33 \| 1800 \| \| 4 \| 1940 \| 14 \| 1460 \| 24 \| 1875 \| 34 \| 2255 \| \| 5 \| 2060 \| 15 \| 2125 \| 25 \| 1650 \| 35 \| 2000 \| \| 6 \| 1310 \| 16 \| 750 \| 26 \| 945 \| 36 \| 1060 \| \| 7 \| 2120 \| 17 \| 1120 \| 27 \| 2240 \| 37 \| 1370 \| \| 8 \| 2560 \| 18 \| 2000 \| 28 \| 1700 \| 38 \| 2375 \| \| 9 \| 2250 \| 19 \| 1750 \| 29 \| 1165 \| 39 \| 1470 \| \| 10 \| 2135 \| 20 \| .1760 \| 30 \| 1945 \| 40 \| 2250 \| We will be using the data given above. We form five class intervals each of width 370. These are inclusive class intervals in the sense that the variable $X$ could take any value between the lower and upper limit in such a way that both ends of the interval could be covered under this. The class intervals along with the number of items in each class interval is shown in the table below: \| Class Intervals \| Tally Marks \| Frequencies \| \|-----------------\|-------------\|------------\| \| 750-1120 \| \|\|\|\| \| 6 \| \| 1121-1491 \| \|\|\|\| \| 9 \| \| 1492-1862 \| \|\|\|\| \| 6 \| \| 1863-2233 \| \|\|\|\| \| 13 \| \| 2234-2604 \| \|\|\|\| \| 6 \| Activity 4 A survey was conducted to estimate the expenditure of households on entertainment. The data on a number of variables was collected. One of the variables of interest being monthly income. A sample of 60 respondents gave the following data on monthly household income. Use the data to form class intervals using the exclusive method. \| Rsp \| Inc \| Rsp \| Inc \| Rsp \| Inc \| Rsp \| Inc \| Rsp \| Inc \| Rsp \| Inc \| \|-----\|-------\|-----\|-------\|-----\|-------\|-----\|-------\|-----\|-------\|-----\|-------\| \| 1 \| 4560 \| 11 \| 4200 \| 21 \| 6700 \| 31 \| 115,00\| 41 \| 1040p \| 51 \| 7100 \| \| 2 \| 9824 \| 12 \| 5432 \| 22 \| 11660 \| 32 \| 7342 \| 42 \| 4660 \| 52 \| 6200 \| \| 3 \| 7336 \| 13 \| 98570 \| 23 \| 4050 \| 33 \| 8956 \| 43 \| 9876 \| 53 \| 65345 \| \| 4 \| 5874 \| 14 \| 10560 \| 24 \| 7890 \| 34 \| 4322 \| 44 \| 5656 \| 54 \| 5768 \| \| 5 \| 12000 \| 15 \| 12000 \| 25 \| 8845 \| 35 \| 6798 \| 45 \| 8888 \| 55 \| 7880 \| \| 6 \| 10660 \| 16 \| 10095 \| 26 \| 4560 \| 36 \| 4789 \| 46 \| 6999 \| 56 \| 4665 \| \| 7 \| 11650 \| 17 \| 6790 \| 27 \| 4824 \| 37 \| 5432 \| 47 \| 7645 \| 57 \| 5668 \| \| 8 \| 4465 \| 18 \| 7780 \| 28 \| 7366 \| 38 \| 98570 \| 48 \| 7891 \| 58 \| 8655 \| \| 9 \| 5378 \| 19 \| 5430 \| 29 \| 4874 \| 39 \| 10560 \| 49 \| 9800 \| 59 \| 5475 \| \| 10 \| 8765 \| 20 \| 4400 \| 30 \| 11200 \| 40 \| 9000 \| 50 \| 4050 \| 60 \| 11671 \| 9.5 STATISTICAL SERIES A series is defined as a logical or systematic arrangement of observations or items. When the attributes or things are counted, measured or weighed and arranged in an orderly manner, say either descending or ascending order, they constitute a series. When the statistical data pertains to time, the series is said to be historical or time series. The important factor in such series is the chronology. In time series data, the time difference between any two observations must be same. It could be hour, minute, week, month, quarter, year etc. The data presented in following table on sales forms a time series data. \| Year \| 1986 \| 1987 \| 1988 \| 1989 \| 1990 \| 1991 \| 1992 \| 1993 \| 1994 \| 1995 \| \|------\|------\|------\|------\|------\|------\|------\|------\|------\|------\|------\| \| Sales (Rs. lass) \| 60 \| 75 \| 68 \| 74 \| 82 \| 73 \| 91 \| 96 \| 90 \| 102 \| When the data pertains to space, the series is referred to as special, and is also known as geographical series. When the data refers to physical conditions such as height, weight, age, etc., the series is referred to as condition series. The following series, for example, refers to special series of regionwise sales of a firm during 1989-90. \| Region \| Sales (Rs. in lakhs) \| \|------------\|----------------------\| \| Northern \| 135.00 \| \| North-eastern \| 56.00 \| \| Southern \| 85.00 \| \| Central \| 76.00 \| \| Western \| 163.00 \| \| Eastern \| 68.00 \| The series can also be classified as individual observations, discrete series and continuous series. In case of series of individual observations, the items are listed singly as distinguished from listing them in groups. Incase of discrete series, items are arranged in groups (frequency distribution) showing definite breaks from one point to another and are exactly measurable. The grades obtained by 70 students in Marketing Research are given in the following frequency distribution table. \| Grades \| F \| D- \| D \| D+ \| C- \| C \| C+ \| B- \| B \| B+ \| A- \| A \| A+ \| \|--------\|---\|----\|---\|----\|----\|---\|----\|----\|---\|----\|----\|---\|---\| \| No. of Students \| 2 \| 6 \| 5 \| 4 \| 7 \| 10\| 12 \| 6 \| 7 \| 5 \| 3 \| 4 \| 1 \| In case of continuous series, the items are arranged in class and they can be arranged either in ascending order or descending order of magnitude and their continuity is not broken. At the point at which a class ends, the next begins and thus the continuity is maintained. The distribution of the lifetime of 350 radio tubes is given below in the form of a continuous series. \| Life-Time (in-hours) \| No. of tubes with lifetime \| Life-time (in hours) \| No. of tubes with life time \| \|----------------------\|----------------------------\|----------------------\|----------------------------\| \| 300-400 \| 6 \| 700-800 \| 62 \| \| 400-500 \| 18 \| 800-900 \| 22 \| \| 500-600 \| 73 \| 900-1000 \| 4 \| \| 600-700 \| 165 \| \| \| Activity 5 Collect the data on the salaries of the employees in your organisation and develop a continuous series for the data you have collected. Activity 6 State what labels you will attach to the following series of data. i) Density of population (per sq. km in different cities of India) ii) Number of defective items produced by machine per week iii) Population of workers classified as male, female and further classification is based on their being vegetarian or non-vegetarian. 9.6 TABLES AS DATA PRESENTATION DEVICES Statistical data can be presented in the form of tables and graphs. In the tabular form, the classification of data is made with reference to time or some other variables. The graphs are used as a visual form of presentation of data. The tabulation is used for summarization and condensation of data. It aids in analysis of relationships, trends and other summarization of the given data. The tabulation may be simple or complex. Simple tabulation results in one-way tables, which can be used to answer questions related to one characteristic of the data. The complex tabulation usually results in two way tables, which give information about two interrelated characteristics of the data; three way tables which give information about three interrelated characteristics of data; and still higher order tables, which supply information about several interrelated characteristics of data. Following are the important characteristics of a table: i) Every table should have a clear and concise title to make it understandable without reference to the text. This title should always be just above the body of the table. ii) Every table should be given a distinct number to facilitate easy reference. iii) Every table should have captions (column headings) and stubs (row headings) and they should be clear and brief iv) The units of measurements used must always be indicated. v) Source or sources from where the data in the table have been obtained must be indicated at the bottom of the table. vi) Explanatory footnotes, if any, concerning the table should be given beneath the table along with reference symbol. vii) The columns in the tables may be numbered to facilitate reference. viii) Abbreviations should be used to the minimum possible extent. ix) The tables should be logical, clear, accurate and as simple as possible. x) The arrangement of the data categories in a table may be a chronological, geographical, alphabetical or according to magnitude to facilitate comparison. xi) Finally, the table must suit the needs and requirements of the research study. Activity 7 Construct a table showing the number of letters sent by ordinary mail, registered post and through courier in your organisation for the last 10 years. Also show the number of inland and overseas letters. Activity 8 You are working in a company dealing with exports of readymade-garments. Prepare a table showing the exports to various countries for the financial year 1997-98. 9.7 GRAPHICAL PRESENTATION OF DATA Several types of graphs - r charts are used to present statistical data. Of them, the following are commonly used: bar chart, two dimensional diagrams, pictograms, pie charts and arithmetic chart or line chart. Several of these have been discussed in detail in Unit 6, (Presentation of data), Block 2 (Data Collection and Analysis) of Quantitative Analysis of Managerial Applications (MS-8). You may therefore refer to the said study material. Therefore, charts and graphs not covered are discussed below. 1. Two dimensional diagrams: The commonly used two dimensional diagrams are rectangular diagrams and squares. In rectangular diagrams the rectangles are used to present the data in the graphic form. These diagrams are used for comparing two sets of data. The height of the rectangle is proportional to the ratio of the data which bear to each other in a given series and the width of the rectangle varies in proportion to the aggregate. Before constructing the rectangular diagram, the data is converted into percentages. A rectangular diagram to the data on household expenditures of various items by two families A and B is given below. \| Items \| Family A Expenditure \| % \| Family B Expenditure \| % \| \|-------------\|----------------------\|---\|----------------------\|---\| \| Food \| 2000 \| 50\| 3000 \| 50\| \| Clothing \| 480 \| 12\| 750 \| 12.5\| \| Education \| 320 \| 8 \| 400 \| 6.67\| \| House Rent \| 400 \| 10\| 750 \| 12.5\| \| Miscellaneous \| 800 \| 20\| 1100 \| 18.3\| \| Total \| 4000 \| 100\| 6000 \| 100\| The above data is presented below in two-dimensional diagram. In this diagram the width of the rectangles for family A to that of family B is taken in the proportion of 2: 3. When the difference between two quantities is very large, one bar would become too big and the other too small in a rectangular diagram. To overcome this difficulty, squares are used to present the data. The size of the square is the square roots of the given data. 2. Pictograms: In this form of presentation, data are represented by a picture. For example, population figures are presented by the picture of a human being, production figures of, say motorbikes, is presented by the picture of a motorbike, cattle population by a picture of a cattle and so on. The following figure presents a pictograph showing the students on roll at the school/university level for the year 1996-97 and 1997-98. 3. Pie Chart: In a pie chart, different segments of a circle represent percentage contribution of various components to the total. It brings out the relative importance of various components of data. For drawing a pie chart, we construct a circle of any diameter and then the circle is broken into a desired number of segments, angle $360^\circ$ representing 100 percent. The expenditure on various commodities by two families A and B is given in the following table: Monthly Expenditure on Various Commodities by Two Families (Figures in Rupees) \| Type of Commodity \| Family A \| Family B \| \|-------------------\|----------\|----------\| \| Food \| 3000 \| 5000 \| \| Rent \| 2000 \| 3500 \| \| Clothes \| 1250 \| 250 \| \| Education \| 1100 \| 225 \| \| Miscellaneous \| 750 \| 1250 \| \| Savings \| 900 \| 1500 \| The various items are converted into corresponding degrees using the fact that the sum total of degrees in the circle equals 360. The degrees for various items corresponding to family A and B is given below: \| Type of Commodity \| Family A \| Family B \| \|-------------------\|------------\|-------------\| \| Food \| 120,000 \| 112,500 \| \| Rent \| 80,000 \| 78,750 \| \| Clothes \| 50,000 \| 56,250 \| \| Education \| 44,000 \| 50,625 \| \| Miscellaneous \| 30,000 \| 28,125 \| \| Savings \| 36,000 \| 33,750 \| \| Total \| 360,000 \| 360,000 \| The pie chart corresponding to the figures given in the above table is shown below. 4. Line or Arithmetic Chart: The line or arithmetic chart is used to identify the changes or the trend that exist in a series of data. The data on export sales of a company between 1997-98 and 1996-97 is presented below in the form of a line chart. This data is given in the following table: \| Years \| 87-88 \| 88-89 \| 89-90 \| 90-91 \| 91-92 \| 92-93 \| 93-94 \| 94-95 \| 95-96 \| 96-97 \| \|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\| \| Sales (Rs. lacs) \| 10.4 \| 12.3 \| 11.6 \| 11.9 \| 13.2 \| 14.1 \| 14.6 \| 14.9 \| 15.4 \| 16.2 \| Although we can see changes in the data, the presentation of the same on a line chart gives a better picture of the information. The other forms of presentation of the data have already been discussed in Unit 6, Block 2 of Quantitative Analysis for Managerial Applications (MS-8). 9.8 SUMMARY In this unit various aspects of data processing namely editing, coding, classification and presentation of data through tables and graphs have been discussed. Editing is of two types namely field editing and central editing. Coding involves assigning of some symbols or numerals or both to the answers of the questions in a questionnaire so that the responses can be recorded in a limited number of classes or categories. This helps in analysis of data. Designing of a coding scheme has been discussed with the help of a sample questionnaire. Classification is the process of arranging data in groups or classes on the basis of certain characteristics. It involves condensation of data which facilitates comparison and helps in establishing relationships between variables. Classification can be according to attributes or numerical characteristics. The former may be divided into simple and manifold classification. The later is achieved using either inclusive or exclusive method of forming frequency distribution. The data may be presented in the form of tables or graphs. The unit discusses various characteristics which should be taken into consideration while forming a table. The graphical presentation of data to be done by using pie chart, line chart, histograms etc. Some of these have been covered in this unit. 9.9 SELF-ASSESSMENT QUESTIONS 1. Describe, in brief, the importance of editing, coding, classification, tabulation and presentation of data in the context of research study. 2. Discuss the different aspects of classification of data. What are the likely problems encountered in the classification and how they can be handled? 3. Why tabulation is considered essential in a research study? Give the characteristics of a good table. 4. Write briefly about the different forms of data presentation devices. 5. Monthly salary of 32 employees of a firm are given below. Tabulate the data after selecting a suitable class interval. \[ \begin{array}{cccccccc} 2250 & 1800 & 1650 & 1760 & 3520 & 5600 & 2450 & 2680 \\ 2700 & 1680 & 3650 & 3240 & 5850 & 3150 & 1860 & 2425 \\ 4520 & 3275 & 4215 & 3760 & 1950 & 1850 & 3750 & 2825 \\ 4500 & 3800 & 4300 & 2750 & 4370 & 3350 & 2375 & 3215 \\ \end{array} \] 6. Discuss the fundamental rules of code construction. 7. Discuss with the help of suitable examples various steps involved in data processing. 8. Indicate the diagrams you would consider most appropriate to use for representing each of the following classes of statistical data stating briefly the reason for choice: a) Distribution of a large number of candidates according to the number of marks scored by each at a public examination. b) Distribution by age, sex and civil condition of persons enumerated at the census in 1981. c) Distribution of assets of All Indian Insurance Companies put together as at Jan. 19, 1996. d) Total value of India Exports and Imports during the years 1995-1996. 9. Draw a pie chart for comparing the various costs (rs. in lakhs) of the house building activities in two periods, 1984 and 1989. \| \| 1984 \| 1989 \| \|----------------------\|------\|------\| \| Land cost \| 0.75 \| 1.00 \| \| Material cost \| 1.00 \| 1.75 \| \| Labour cost \| 0.60 \| 1.00 \| \| Fixtures & furniture \| 0.40 \| 0.75 \| \| Miscellaneous \| 0.25 \| 0.50 \| 9.10 FURTHER READINGS Ben, G. C. "Marketing Research - Text and Cases" Tata McGraw-Hill Publishing Co., Ltd. (1st Edition). Kinnear, Thomas C. and James R. Taylog, "Marketing Research - An Applied Approach" McGraw-Hill International Editions (3rd Edition). Luck, David J. and Ronald S. Rubin, "Marketing Research" Prentice-Hall of India Pvt. Ltd. (7th Edition). Majumdar, Ramanuj "Marketing Research - Text, Applications and Case Studies" Wiley Eastern Ltd. 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Markov Chains Lab Objective: A Markov chain is a collection of states with specified probabilities for transitioning from one state to another. They are characterized by the fact that the future behavior of the system depends only on its current state. In this lab we learn to construct, analyze, and interact with Markov chains, then use a Markov-based approach to simulate natural language. State Space Models Many systems can be described by a finite number of states. For example, a board game where players move around the board based on dice rolls can be modeled by a Markov chain. Each space represents a state, and a player is said to be in a state if their piece is currently on the corresponding space. In this case, the probability of moving from one space to another only depends on the player’s current location; where the player was on a previous turn does not affect their current turn. Markov chains with a finite number of states have an associated transition matrix that stores the information about the possible transitions between the states in the chain. The $(i, j)$th entry of the matrix gives the probability of moving from state $j$ to state $i$. Thus, each of the columns of the transition matrix sum to 1. NOTE A transition matrix where the columns sum to 1 is called column stochastic (or left stochastic). The rows of a row stochastic (or right stochastic) transition matrix each sum to 1 and the $(i, j)$th entry of the matrix is the probability of moving from state $i$ to state $j$. Both representations are common, but in this lab we exclusively use column stochastic transition matrices for consistency. Consider a very simple weather model in which the weather tomorrow depends only on the weather today. For now, we consider only two possible weather states: hot and cold. Suppose that if today is hot, then the probability that tomorrow is also hot is 0.7, and that if today is cold, the probability that tomorrow is also cold is 0.4. By assigning “hot” to the 0th row and column, and “cold” to the 1st row and column, this Markov chain has the following transition matrix. The 0th column of the matrix says that if it is hot today, there is a 70% chance that tomorrow will be hot (0th row) and a 30% chance that tomorrow will be cold (1st row). The 1st column says if it is cold today, then there is a 60% chance of heat and a 40% chance of cold tomorrow. Markov chains can be represented by a state diagram, a type of directed graph. The nodes in the graph are the states, and the edges indicate the state transition probabilities. The Markov chain described above has the following state diagram. Problem 1. Define a `MarkovChain` class whose constructor accepts an $n \times n$ transition matrix $A$ and, optionally, a list of state labels. If $A$ is not column stochastic, raise a `ValueError`. Construct a dictionary mapping the state labels to the row/column index that they correspond to in $A$ (given by order of the labels in the list), and save $A$, the list of labels, and this dictionary as attributes. If there are no state labels given, use the labels $[0, 1, \ldots, n-1]$. For example, for the weather model described above, the transition matrix is $$A = \begin{bmatrix} 0.7 & 0.6 \\ 0.3 & 0.4 \end{bmatrix},$$ the list of state labels is `["hot", "cold"]`, and the dictionary mapping labels to indices is `{“hot”:0, “cold”:1}`. This Markov chain could be also represented by the transition matrix $$\tilde{A} = \begin{bmatrix} 0.4 & 0.3 \\ 0.6 & 0.7 \end{bmatrix},$$ the labels `["cold", "hot"]`, and the resulting dictionary `{“cold”:0, “hot”:1}`. Simulating State Transitions Simulating the weather model described above requires a programmatic way of choosing between the outgoing transition probabilities of each state. For example, if it is cold today, we could flip a weighted coin that lands on tails 60% of the time (guess tomorrow is hot) and heads 40% of the time (guess tomorrow is cold) to predict the weather tomorrow. The Bernoulli distribution with parameter $p = 0.4$ simulates this behavior: 60% of draws are 0, and 40% of draws are a 1. A binomial distribution is the sum several Bernoulli draws: one binomial draw with parameters $n$ and $p$ indicates the number of successes out of $n$ independent experiments, each with probability $p$ of success. In other words, $n$ is the number of times to flip the coin, and $p$ is the probability that the coin lands on heads. Thus, a binomial draw with $n = 1$ is a Bernoulli draw. NumPy does not have a function dedicated to drawing from a Bernoulli distribution; instead, use the more general `np.random.binomial()` with $ n = 1 $ to make a Bernoulli draw. ```python >>> import numpy as np # Draw from the Bernoulli distribution with $ p = .5 $ (flip one fair coin). >>> np.random.binomial(n=1, p=.5) 0 # The coin flip resulted in tails. # Draw from the Bernoulli distribution with $ p = .3 $ (flip one weighted coin). >>> np.random.binomial(n=1, p=.3) 0 # Also tails. ``` For the weather model, if the “cold” state corresponds to row and column 1 in the transition matrix, $ p $ should be the probability that tomorrow is cold. So, if today is cold, select $ p = 0.4 $; if today is hot, set $ p = 0.3 $. Then draw from the binomial distribution with $ n = 1 $ and the selected $ p $. If the result is 0, transition to the “hot” state; if the result is 1, stay in the “cold” state. Using Bernoulli draws to determine state transitions works for Markov chains with two states, but larger Markov chains require draws from a categorical distribution, a multivariate generalization of the Bernoulli distribution. A draw from a categorical distribution with parameters $(p_1, p_2, \ldots, p_k)$ satisfying $ \sum_{i=1}^{k} p_i = 1 $ indicates which of $ k $ outcomes occurs. If $ k = 2 $, a draw simulates a coin flip (a Bernoulli draw); if $ k = 6 $, a draw simulates rolling a six-sided die. Just as the Bernoulli distribution is a special case of the binomial distribution, the categorical distribution is a special case of the multinomial distribution which indicates how many times each of the $ k $ outcomes occurs in $ n $ repeated experiments. Use `np.random.multinomial()` with $ n = 1 $ to make a categorical draw. ```python # Draw from the categorical distribution (roll a fair four-sided die). >>> np.random.multinomial(1, np.array([1./4, 1./4, 1./4, 1./4])) array([0, 0, 0, 1]) # The roll resulted in a 3. # Draw from another categorical distribution (roll a weighted four-sided die). >>> np.random.multinomial(1, np.array([.5, .3, .2, 0])) array([0, 1, 0, 0]) # The roll resulted in a 1. ``` Consider a four-state weather model with the transition matrix \[ \begin{bmatrix} \text{hot} & \text{mild} & \text{cold} & \text{freezing} \\ \text{hot} & 0.5 & 0.3 & 0.1 & 0 \\ \text{mild} & 0.3 & 0.3 & 0.3 & 0.3 \\ \text{cold} & 0.2 & 0.3 & 0.4 & 0.5 \\ \text{freezing} & 0 & 0.1 & 0.2 & 0.2 \\ \end{bmatrix}. \] If today is hot, the probabilities of transitioning to each state are given by the “hot” column of the transition matrix. Therefore, to choose a new state, draw from the categorical distribution with parameters $(0.5, 0.3, 0.2, 0)$. The result $[0 \ 1 \ 0 \ 0]$ indicates a transition to the state corresponding to the 1st row and column (tomorrow is mild), while the result $[0 \ 0 \ 1 \ 0]$ indicates a transition to the state corresponding to the 2nd row and column (tomorrow is cold). In other words, the position of the 1 tells which column of the matrix to use as the parameters for the next categorical draw. Problem 2. Write a method for the `MarkovChain` class that accepts a single state label. Use the label-to-index dictionary to determine the column of $A$ that corresponds to the provided state label, then draw from the corresponding categorical distribution to choose a state to transition to. Return the corresponding label of the new state (not its index). (Hint: `np.argmax()` may be useful.) Problem 3. Add the following methods to the `MarkovChain` class. - `walk()`: Accept a state label and an integer $N$. Starting at the specified state, use your method from Problem 2 to transition from state to state $N - 1$ times, recording the state label at each step. Return the list of $N$ state labels, including the initial state. - `path()`: Accept labels for an initial state and an end state. Beginning at the initial state, transition from state to state until arriving at the specified end state, recording the state label at each step. Return the list of state labels, including the initial and final states. Test your methods on the two-state and four-state weather models described previously. General State Distributions For a Markov chain with $n$ states, the probability of being in each state can be encoded by a $n$-vector $\mathbf{x}$, called a state distribution vector. The entries of $\mathbf{x}$ must be nonnegative and sum to 1, and the $i$th entry $x_i$ of $\mathbf{x}$ is the probability of being in state $i$. For example, the state distribution vector $\mathbf{x} = \begin{bmatrix} 0.8 & 0.2 \end{bmatrix}^\top$ corresponding to the 2-state weather model indicates an 80% chance that today is hot and a 20% chance that today is cold. On the other hand, the vector $\mathbf{x} = \begin{bmatrix} 0 & 1 \end{bmatrix}^\top$ implies that today is, with 100% certainty, cold. If $A$ is a transition matrix for a Markov chain with $n$ states and $\mathbf{x}$ is a corresponding state distribution vector, then $A\mathbf{x}$ is also a state distribution vector. In fact, if $\mathbf{x}_k$ is the state distribution vector corresponding to a certain time $k$, then $\mathbf{x}_{k+1} = A\mathbf{x}_k$ contains the probabilities of being in each state after allowing the system to transition again. For the weather model, this means that if there is an 80% chance that it will be hot 5 days from now, written $\mathbf{x}_5 = \begin{bmatrix} 0.8 & 0.2 \end{bmatrix}^\top$, then since $$\mathbf{x}_6 = A\mathbf{x}_5 = \begin{bmatrix} 0.7 & 0.6 \\ 0.3 & 0.4 \end{bmatrix} \begin{bmatrix} 0.8 \\ 0.2 \end{bmatrix} = \begin{bmatrix} 0.68 \\ 0.32 \end{bmatrix},$$ there is a 68% chance that 6 days from now will be a hot day. Convergent Transition Matrices Given an initial state distribution vector $\mathbf{x}_0$, defining $\mathbf{x}_{k+1} = A\mathbf{x}_k$ yields the significant relation $$\mathbf{x}_k = A\mathbf{x}_{k-1} = A(A\mathbf{x}_{k-2}) = A(A(A\mathbf{x}_{k-3})) = \cdots = A^k\mathbf{x}_0.$$ This indicates that the $(i,j)$th entry of $A^k$ is the probability of transition from state $j$ to state $i$ in $k$ steps. For the transition matrix of the 2-state weather model, a pattern emerges in $A^k$ for even small values of $k$: $$A = \begin{bmatrix} 0.7 & 0.6 \\ 0.3 & 0.4 \end{bmatrix}, \quad A^2 = \begin{bmatrix} 0.67 & 0.66 \\ 0.33 & 0.34 \end{bmatrix}, \quad A^3 = \begin{bmatrix} 0.667 & 0.666 \\ 0.333 & 0.334 \end{bmatrix}.$$ As $k \to \infty$, the entries of $A^k$ converge, written $$\lim_{k \to \infty} A^k = \begin{bmatrix} 2/3 & 2/3 \\ 1/3 & 1/3 \end{bmatrix}. \tag{1.1}$$ In addition, for any initial state distribution vector $\mathbf{x}_0 = [a, b]^T$ (meaning $a, b \geq 0$ and $a + b = 1$), $$\lim_{k \to \infty} \mathbf{x}_k = \lim_{k \to \infty} A^k \mathbf{x}_0 = \begin{bmatrix} 2/3 & 2/3 \\ 1/3 & 1/3 \end{bmatrix} \begin{bmatrix} a \\ b \end{bmatrix} = \begin{bmatrix} 2(a + b)/3 \\ (a + b)/3 \end{bmatrix} = \begin{bmatrix} 2/3 \\ 1/3 \end{bmatrix}.$$ Thus, $\mathbf{x}_k \to \mathbf{x} = [2/3 \quad 1/3]^T$ as $k \to \infty$, regardless of the initial state distribution $\mathbf{x}_0$. So, according to this model, no matter the weather today, the probability that it is hot a week from now is approximately 66.67%. In fact, approximately 2 out of 3 days in the year should be hot. ### Steady State Distributions The state distribution $\mathbf{x} = [2/3 \quad 1/3]^T$ has another important property: $$A\mathbf{x} = \begin{bmatrix} 7/10 & 3/5 \\ 3/10 & 2/5 \end{bmatrix} \begin{bmatrix} 2/3 \\ 1/3 \end{bmatrix} = \begin{bmatrix} 14/30 + 3/15 \\ 6/30 + 2/15 \end{bmatrix} = \begin{bmatrix} 2/3 \\ 1/3 \end{bmatrix} = \mathbf{x}.$$ Any $\mathbf{x}$ satisfying $A\mathbf{x} = \mathbf{x}$ is called a steady state distribution or a stable fixed point of $A$. In other words, a steady state distribution is an eigenvector of $A$ corresponding to the eigenvalue $\lambda = 1$. Every finite Markov chain has at least one steady state distribution. If some power $A^k$ of $A$ has all positive (nonzero) entries, then the steady state distribution is unique.$^1$ In this case, $\lim_{k \to \infty} A^k$ is the matrix whose columns are all equal to the unique steady state distribution, as in (1.1). Under these circumstances, the steady state distribution $\mathbf{x}$ can be found by iteratively calculating $\mathbf{x}_{k+1} = A\mathbf{x}_k$, as long as the initial vector $\mathbf{x}_0$ is a state distribution vector. --- ACHTUNG! Though every Markov chain has at least one steady state distribution, the procedure described above fails if $A^k$ fails to converge. For instance, consider the transition matrix $$A = \begin{bmatrix} 0 & 0 & 1 \\ 0 & 1 & 0 \\ 1 & 0 & 0 \end{bmatrix}, \quad A^k = \begin{cases} A & \text{if } k \text{ is odd} \\ I & \text{if } k \text{ is even.} \end{cases}$$ In this case as $k \to \infty$, $A^k$ oscillates between two different matrices. Furthermore, the steady state distribution is not always unique; the transition matrix defined above, for example, has infinitely many. --- $^1$This is a consequence of the Perron-Frobenius theorem, which is presented in detail in Volume 1. Problem 4. Write a method for the `MarkovChain` class that accepts a convergence tolerance `tol` and a maximum number of iterations `maxiter`. Generate a random state distribution vector $ x_0 $ and calculate $ x_{k+1} = Ax_k $ until $ \\|x_{k-1} - x_k\\|_1 < tol $, where $ A $ is the transition matrix saved in the constructor. If $ k $ exceeds `maxiter`, raise a `ValueError` to indicate that $ A^k $ does not converge. Return the approximate steady state distribution $ x $ of $ A $. To test your function, generate a random transition matrix $ A $. Verify that $ Ax = x $ and that the columns of $ A^k $ approach $ x $ as $ k \to \infty $. To compute $ A^k $, use NumPy’s (very efficient) algorithm for computing matrix powers. ```python >>> A = np.array([[.7, .6], [.3, .4]]) >>> np.linalg.matrix_power(A, 10) # Compute A^10. array([[ 0.66666667, 0.66666667], [ 0.33333333, 0.33333333]]) ``` Finally, use your method to validate the results of Problem 3: for the two-state and four-state weather models, 1. Calculate the steady state distribution corresponding to the transition matrix. 2. Run a weather simulation for a large number of days using `walk()` and verify that the results match the steady state distribution (for example, approximately 2/3 of the days should be hot for the two-state model). NOTE Problem 4 is a special case of the power method, an algorithm for calculating an eigenvector of a matrix corresponding to the eigenvalue of largest magnitude. The general power method, together with a discussion of its convergence conditions, is discussed in Volume 1. ### Using Markov Chains to Simulate English One of the original applications of Markov chains was to study natural languages, meaning spoken or written languages like English or Russian [?]. In the early 20th century, Markov used his chains to model how Russian switched from vowels to consonants. By mid-century, they had been used as an attempt to model English. It turns out that plain Markov chains are, by themselves, insufficient to model or produce very good English. However, they can approach a fairly good model of bad English, with sometimes amusing results. By nature, a Markov chain is only concerned with its current state, not with previous states. A Markov chain simulating transitions between English words is therefore completely unaware of context or even of previous words in a sentence. For example, if a chain’s current state is the word “continuous,” the chain may say that the next word in a sentence is more likely to be “function” rather than “raccoon.” However the phrase “continuous function” may be gibberish in the context of the rest of the sentence. Generating Random Sentences Consider the problem of generating English sentences that are similar to the text contained in a specific file, called the training set. The goal is to construct a Markov chain whose states and transition probabilities represent the vocabulary and—hopefully—the style of the source material. There are several ways to approach this problem, but one simple strategy is to assign each unique word in the training set to a state, then construct the transition probabilities between the states based on the ordering of the words in the training set. To indicate the beginning and end of a sentence requires two extra states: a start state, $Start, marking the beginning of a sentence; and a stop state, $Stop, marking the end. The start state should only transitions to words that appear at the beginning of a sentence in the training set, and only words that appear at the end a sentence in the training set should transition to the stop state. Consider the following small training set, paraphrased from Dr. Seuss [?]. ``` I am Sam Sam I am. Do you like green eggs and ham? I do not like them, Sam I am. I do not like green eggs and ham. ``` There are 15 unique words in this training set, including punctuation (so “ham?” and “ham.” are counted as distinct words) and capitalization (so “Do” and “do” are also different): ``` I am Sam am. Do you like green eggs and ham? do not them, ham. ``` With start and stop states, the transition matrix should be $17 \times 17$. Each state must be assigned a row and column index in the transition matrix, for example, ``` $Start I am Sam ... ham. $Stop 0 1 2 3 ... 15 16 ``` The $(i,j)$th entry of the transition matrix $A$ should be the probability that word $j$ is followed by word $i$. For instance, the word “Sam” is followed by the words “Sam” once and “I” twice in the training set, so the state corresponding to “Sam” (index 3) should transition to the state for “Sam” with probability $1/3$, and to the state for “I” (index 1) with probability $2/3$. That is, $A_{3,3} = 1/3$, $A_{1,3} = 2/3$, and $A_{i,3} = 0$ for $i \notin \{1,3\}$. Similarly, the start state should transition to the state for “I” with probability $3/4$, and to the state for “Do” with probability $1/4$; the states for “am.”, “ham?”, and “ham.” should each transition to the stop state. To construct the transition matrix, parse the training set and add 1 to $A_{i,j}$ every time word $j$ is followed by word $i$, in this case arriving at the matrix ``` $Start I am Sam ... ham. $Stop I 3 0 0 2 ... 0 0 am 0 1 0 0 ... 0 0 Sam 0 0 1 1 ... 0 0 ... : : : : ... : : ham. 0 0 0 0 ... 0 0 $Stop 0 0 0 0 ... 1 0 ``` To avoid a column of zeros, set $A_{j,j} = 1$ where $j$ is the index of the stop state (so the stop state always transitions to itself). Next, divide each column by its sum so that each column sums to 1: \[ \begin{bmatrix} \$start & I & am & Sam & ham. & \$top \\ \$start & 0 & 0 & 0 & 0 & \ldots & 0 & 0 \\ I & 3/4 & 0 & 0 & 2/3 & \ldots & 0 & 0 \\ am & 0 & 1/5 & 0 & 0 & \ldots & 0 & 0 \\ Sam & 0 & 0 & 1 & 1/3 & \ldots & 0 & 0 \\ \vdots & \vdots & \vdots & \vdots & \ddots & \vdots & \vdots & \vdots \\ ham. & 0 & 0 & 0 & 0 & \ldots & 0 & 0 \\ \$top & 0 & 0 & 0 & 0 & \ldots & 1 & 1 \\ \end{bmatrix}. \] The 3/4 indicates that 3 out of 4 times, the sentences in the training set start with the word “I”. Similarly, the 2/3 and 1/3 says that “Sam” is followed by “I” twice and by “Sam” once in the training set. Note that “am” (without a period) always transitions to “Sam” and that “ham.” (with a period) always transitions the stop state. The entire procedure of creating the transition matrix for the Markov chain with words from a file as states is summarized below. Algorithm 1.1 Convert a training set of sentences into a Markov chain. 1: procedure MAKETRANSITIONMATRIX(filename) 2: Read the training set from the file filename. 3: Get the set of unique words in the training set (the state labels). 4: Add labels "\$start" and "\$top" to the set of states labels. 5: Initialize an appropriately sized square array of zeros to be the transition matrix. 6: for each sentence in the training set do 7: Split the sentence into a list of words. 8: Prepend "\$start" and append "\$stop" to the list of words. 9: for each consecutive pair $(x,y)$ of words in the list of words do 10: Add 1 to the entry of the transition matrix that corresponds to transitioning from state $x$ to state $y$. 11: Make sure the stop state transitions to itself. 12: Normalize each column by dividing by the column sums. Problem 5. Write a class called SentenceGenerator that inherits from the MarkovChain class. The constructor should accept a filename (the training set). Read the file and build a transition matrix from its contents as described in Algorithm 1.1. Save the same attributes as the constructor of MarkovChain does so that inherited methods work correctly. Assume that the training set has one complete sentence written on each line. (Hint: if the contents of the file are in the string s, then s.split() is the list of words and s.split('\n') is the list of sentences.) The Markov chains that result from the procedure in Problem 5 have a few interesting structural characteristics. The stop state is a sink, meaning it only transitions to itself. Because of this, and since every node has a path to the stop state, any traversal of the chain will end up in the stop state forever. The stop state is therefore called an absorbing state, and the chain as a whole is called an absorbing Markov chain. Furthermore, the steady state is the vector with a 1 in the entry corresponding to the stop state and 0s everywhere else. Problem 6. Add a method to the SentenceGenerator class called babble(). Use the path() method from Problem 3 to generate a random sentence based on the training document. That is, generate a path from the start state to the stop state, remove the "$start" and "$top" labels from the path, and join the resulting list together into a single, space-separated string. For example, your SentenceGenerator class should be able to create random sentences that sound somewhat like Yoda speaking. ```python >>> yoda = SentenceGenerator("yoda.txt") >>> for _ in range(3): ... print(yoda.babble()) ... Impossible to my size, do not! For eight hundred years old to enter the dark side of Congress there is. But beware of the Wookiees, I have. ``` Additional Material Other Applications of Markov Chains Markov chains are a useful way to study many probabilistic phenomena, so they have a wide variety of applications. The following are just a few that are covered in other parts of this lab manual series. - PageRank: Google’s PageRank algorithm uses a Markov chain-based approach to rank web pages. The main idea is to use the entries of the steady state vector as a measure of importance for the corresponding states. For example, the steady state $ x = \begin{bmatrix} 2/3 & 1/3 \end{bmatrix}^T $ for the two-state weather model means that the hot state is “more important” (occurs more frequently) than the cold state. See the PageRank lab in Volume 1. - MCMC Sampling: A Monte Carlo Markov Chain (MCMC) method constructs a Markov chain whose steady state is a probability distribution that is difficult to sample from directly. This provides a way to sample from nontrivial or abstract distributions. Many MCMC methods are used in various fields, from machine learning to physics. See the Volume 3 lab on the Metropolis-Hastings algorithm. - Hidden Markov Models: The Markov chain simulations in this lab use an initial condition (a state distribution vector $ x_0 $) and known transition probabilities to make predictions forward in time. Converseyl, a hidden Markov model (HMM) assumes that a given set of observations are the result of a Markov process, then uses those observations to infer the corresponding transition probabilities. Hidden Markov models are used extensively in modern machine learning, especially for speech and language processing. See the Volume 3 lab on Speech Recognition. Large Training Sets The approach in Problems 5 and 6 begins to fail as the training set grows larger. For example, a single Shakespearean play may not be large enough to cause memory problems, but The Complete Works of William Shakespeare certainly will. To accommodate larger data sets, consider use a sparse matrix from `scipy.sparse` for the transition matrix instead of a regular NumPy array. Specifically, construct the transition matrix as a `lil_matrix` (which is easy to build incrementally), then convert it to the `csc_matrix` format (which supports fast column operations). Ensure that the process still works on small training sets, then proceed to larger training sets. How are the resulting sentences different if a very large training set is used instead of a small training set? Variations on the English Model Choosing a different state space for the English Markov model produces different results. Consider modifying the `SentenceGenerator` class so that it can determine the state space in a few different ways. The following ideas are just a few possibilities. - Let each punctuation mark have its own state. In the Dr. Seuss training set, instead of having two states for the words “ham?” and “ham.”, there would be three states: “ham”, “?”, and “.”, with “ham” transitioning to both punctuation states. - Model paragraphs instead of sentences. Add a `$startParagraph` state that always transitions to `$startSentence` and a `$stopParagraph` state that is sometimes transitioned to by `$stopSentence`. • Let the states be individual letters instead of individual words. Be sure to include a state for the spaces between words. • Construct the state space so that the next state depends on both the current and previous states. This kind of Markov chain is called a Markov chain of order 2. This way, every set of three consecutive words in a randomly generated sentence should be part of the training set, as opposed to only every consecutive pair of words coming from the set. • Instead of generating random sentences from a single source, simulate a random conversation between $n$ people. Construct a Markov chain $M_i$, for each person, $i = 1, \ldots, n$, then create a Markov chain $C$ describing the conversation transitions from person to person; in other words, the states of $C$ are the $M_i$. To create the conversation, generate a random sentence from the first person using $M_1$. Then use $C$ to determine the next speaker, generate a random sentence using their Markov chain, and so on. Natural Language Processing Tools The Markov model of Problems 5 and 6 is a natural language processing application. Python’s `nltk` module (natural language toolkit) has many tools for parsing and analyzing text for these kinds of problems [?]. For example, `nltk.sent_tokenize()` reads a single string and splits it up into sentences. This could be useful, for example, in making the `SentenceGenerator` class compatible with files that do not have one sentence per line. ```python >>> from nltk import sent_tokenize >>> with open("yoda.txt", 'r') as yoda: ... sentences = sent_tokenize(yoda.read()) ... >>> print(sentences) ['Away with your weapon!', 'I mean you no harm.', 'I am wondering – why are you here?', ... ``` The `nltk` module is not part of the Python standard library. For instructions on downloading, installing, and using `nltk`, visit [http://www.nltk.org/](http://www.nltk.org/).	<urn:uuid:5e74f366-b124-4259-a602-ae9e67f2f8c6>	CC-MAIN-2023-50	https://acme.byu.edu/0000017c-ccff-da17-a5fd-cdff014d0000/acmefiles-08-markovchains-2021-pdf	2023-12-04T18:47:55+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00086.warc.gz	104,657,968	7,527	eng_Latn	eng_Latn	0.983784	eng_Latn	0.994135	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2133, 4540, 7691, 10837, 13804, 16526, 19381, 21885, 23180, 26397, 28323 ]	[ 2.140625, 1.359375 ]	4	0
SITES OF MEANING markerstones for the millennium Parish of Middleton and Smerrill About Sites of Meaning Sites of Meaning is a millennium project of Middleton and Smerrill in the Derbyshire Peak. It marks the seventeen entrances to its parish with boundary stones each inscribed with a text chosen by members of the parish. A public manifestation of private thoughts and feelings at the start of a new century. Started in 1999 and finished in 2006, Sites of Meaning was run by a team of parishioners who raised funds, collected text for the inscriptions, commissioned stones from artists and masons, and installed the finished boundary markers. Over two hundred people took part in Sites of Meaning, including the local community and primary school, schools and colleges throughout the region, local and national artists and other professionals. At first funding was raised more or less on a stone to stone basis. But as the project gathered momentum and the team gained experience and confidence, larger funds were sought as projects were designed to involve more of the surrounding community. The Sculpture Residency in 2002 saw Amanda Wray carve a stone for site 8 in the village playground. Other Stones – Other Meanings explored local history and archaeology, and generated poetry through Youlgrave Primary School. InscribeNOW completed Sites of Meaning with a photographic residency and workshops, the generation of publicity and educational material, and a final celebration re-uniting all those who have worked on Sites of Meaning. With seventeen boundary stones complete an eighteenth stone, to be situated in the village square, was commissioned to celebrate the achievement of all those who have taken part in the project. It acts as a compass for the whole project. Sites of Meaning has now gone public with a website, guides, walks and cycle routes. It is, by definition, always open to the public and has already gained a considerable following. The fate of the stones lies in the future. But it is a millennium project which, at least part, may still be around in another thousand years. CELEBRATING LANDSCAPE - DEVELOPING IDENTITY History and Precedents Stones mark and define our landscape: limestone underpins the land, dry stone walls define the fields, ancient stones tell of our ancestors, quarries and mines provide employment, stone built houses create private space and shelter. Words mark and define us as individuals: speech acts reveal our personality, statements outline our ideas and thoughts, lyrics and quotations sum up our feelings and beliefs. Combined stones and words record our history, documenting previous cultures for future generations. Ancient earthworks of Arbor Low, pre-historic rock art on Gardom’s Edge, Derbyshire Guide Stoops, the telling gravestone, biblical references at Curbar Gap and the Three Ships on Birchen Edge, form strong precedents for a mixture of text on stone within our landscape. In marking the seventeen entrances to the parish of Middleton and Smerrill, Sites of Meaning affirms our boundary and greets our visitors. The inscribed text develops our personal and collective identity. A public marking of private thoughts and feelings at the time of the millennium. CELEBRATING LANDSCAPE - DEVELOPING IDENTITY 00 Village Stone (SK 19590 63209) A combination of text from all the boundary stones Suggested by Middleton Parish Council, carved by Heritage Stoneworks, the Village Stone acts as a focal point for Sites of Meaning. Seventeen lines of text radiate from its centre, each roughly aligned to its parent location on the village boundary. 01 Roughwood Hollow (seat) (SK 19685 63794) In quietness and in confidence shall be your strength - Isaiah 30:15 Proposed by John Youatt, carved by Heritage Stoneworks, these words echo a favourite line quoted by Eugene Bateman, a member of Middleton’s most famous family. Carved on a seat used by weary walkers as they trudge up from Bradford Dale - many on the Limestone Way. 02 Roughwood Hollow (kerbstones) (SK 19718 63757) Down the dale feel the wet soggy dogs which have just come out of the river - Alice Marsden He’s beautiful, golden, white fur, wild, free, ready to come and go as he pleases - YI YSP Proposed by Youlgrave Primary School, carved by Heritage Stoneworks, these lines were written during Other Stones - Other Meanings, a LHI funded project which explored the heritage of Middleton. 03 Bradford Dale Bridge (SK 19718 63757) Still glides the stream, and shall forever glide; The form remains, the function never dies - William Wordsworth Carved by Michael Steel, this text has quickly blended into the bridge it is carved on. We wait with anticipation to see whether moss fills all the letters! CELEBRATING LANDSCAPE - DEVELOPING IDENTITY 04 Clapper Bridge (SK 19870 633090) In late May or June; The farmers brought their sheep; To wash their fleeces; In this deep pool - Bubbling, bumbling, bleating - The waters bleat like a flock of sheep it dipped - Dip your ghosts into this hard, cold merky place - Hear their bleat in the water’s rush to escape - The foam like wool pulsates - Damp leaves nothing behind but the trees’ readiness - parishioners of Middleton & Smerrill in response to the Old Sheep Dip in Bradford Dale. Carved by Heritage Stoneworks. 05 Over Rusden (SK 19895 62424) But when I try to imagine a faultless love Or the life to come, what I hear is the murmur Of underground streams, what I see is a limestone landscape - WH Auden A passage chosen by Sallyann Carlin for Bradford Dale but moved to an equally appropriate landscape, with views of limestones cliffs over a constantly running stream. Designed and carved by Peter Maris. 06 Clapper Bridge (SK 20095 63272) Consult the Genius of the Place in all; That tells the Waters or to rise or fall. - Alexander Pope Alexander Pope was an architect besides poet and took a great interest in nature. He suggested that when planting trees and woodlands we should ‘Consult the genius of the place’ (meaning what is special about the place) ‘That tells the waters or to rise or fall’ (simply which way does the gradient of the land fall). Carved by Michael Steel. 07 Rowlow Brook (SK 20205 62609) The peace of running water to you - Celtic Benediction A text proposed by Simon Brister and carved by Valerie Coffin-Price. 08 Smerrill (SK 20090 61714) To see a world in a grain of sand and a heaven in a wild flower, hold infinity in the palm of your hand, and eternity in an hour – William Blake Carved by Amanda Wray during the 2002 Sculpture Residency in Middleton. Amanda met and worked with many parishioners and ran workshops for the children of Youlgrave Primary School. 09 Longdale (SK 19060 60254) We meet to create memories and depart to cherish them - from a Tibetan teahouse menu Proposed by Alan Burgess, carved by Celia Kilner. Alan discovered this text while trekking in Nepal. He felt it summed up his time in the Himalaya and wanted to bring a little of his experience back to Middleton. 10 Balderstone (SK 17595 61099) The road up and the road down are one and the same - Heraclitus Designed and carved by Jamie Vans. This pair of stones, on eitherside of the track, lie on or at least very close to the course of the old Roman Road. You can imagine the soldiers on their regular trudge between Aqvae Varemetae (Buxton) and Derventio (nr Derby). 11 Friden Bends (SK 17455 61279) left - right / quick - march / past - enough / earth - to spy and beat - the bounds / breathless - death / ere - owns David Fine Written by David Fine while working on Other Stones - Other Meanings and carved by Celia Kilner. David wanted to write a poem to be read three ways: on entering the parish, on leaving the parish and as a complete stone. The format chosen echos the old milestone one hundred yards up the road. CELEBRATING LANDSCAPE - DEVELOPING IDENTITY 12 Roman Road (SK 16515 62324) Hvivs viae cvram cvratores viarvm non vscepervnt Suggested by Michael Colin and carved by Heritage Stoneworks, this stone draws attention to the long stretch of our parish boundary which formed the course of a Roman road. It is also a tribute to the engineers and their straight tracks. But we leave it to the classical scholar to interpret its cryptic meaning! Or you can guess! 13 Arbor Low (SK 15135 63914) Time, you old gipsy man; Will you not stay; Put up you caravan; Just for one day? - Ralph Hodgson Suggested by Henry Brocklehurst and carved by Celia Kilner. Henry came here often as a boy. One grandparent used to farm Upper Oldhams at Arbor Low, while the other was the station master at Parsley Hay. There used to be a small quarry at the site and every year a gypsy caravan would visit, parking in the quarry. 14 Cales Farm West (SK 16495 63959) Bright Under Green Limestone Edges. With Queen Ann Lace and Cranesbill in her Hedges - Michael Dower Suggested by Emma Youatt, carved by Heritage Stoneworks. Sometimes called the Bugle Stone, after the name of the community newspaper that Emma founded and edited. 15 Cales Farm East (SK 17095 64029) The rakes and spoils of man’s hard toil, has shaped this land - Yvonne Vaines, Wendy Andrews, Carol Mansbach Derbyshire Aggregates agreed to adopt the site and the ladies who do Accounts (but not lunch), decided to compose these lines informed by their knowledge of the quarry industry and of how The Rake was formed. The stone was carved by Michael Steel. 16 Long Rake (SK 17790 63942) A dull sky, Feel the cold. Touch the snow, A lonely landscape. Hear the wind, See the hills. It’s freezing cold, And empty. - Rheanne Smith and Lucy Mead Youlgrave Primary School visited Arbor Low as part of Other Stones - Other Meanings on a bitterly cold day. Back in school Rheanne and Lucy wrote these lines while working with poet David Fine. 17 Pen Close (SK 18578 63814) Live as if you’ll die tomorrow Farm as if you’ll live forever – Traditional John Warren, who farmed near this spot, suggested these traditional lines. They reminded him that we must look after the countryside, the environment in general and our community, handing it on, if possible, to the next generation in a better state. The gateposts were carved by Michael Steel. Sculpture Residency In 2002 Sites of Meaning hosted a sculpture residency with Wirksworth based artist Amanda Wray. Amanda worked in the village playground for two months producing the stone for site 8, while interacting with many residents and visitors. The residency worked closely with Youlgrave Primary School who visited Amanda working in the village. Back at school, and working under Amanda’s supervision, each pupil produce a small stone sculptue of their own. Other Stones - Other Meanings Visiting archaeological sites suggested by the adults of Middleton, the children of Youlgrave Primary School explored old mines, an ice house, the remains of a pump house, and of course, Bateman’s Tomb and Arbor Low. Supported by archaeologist Alice Ullathorne, they recorded their discoveries in notebooks and with cameras. Returning to school, the children worked with writer David Fine to produce poems. Sites of Meaning has used some of these words to mark the parish boundary. CELEBRATING LANDSCAPE - DEVELOPING IDENTITY Visiting Middleton Middleton is a small village but set within a large parish. However, many of the Sites of Meaning marker stones, plus other sites of interest are easily visited from the centre of the village or Youlgrave. More distant stones and places of interest such as Arbor Low may need transport. Facilities are limited – Middleton has no shops or pubs – but a useful shed can be found at the end of the children’s playground in the main square and there are public toilets. Parking is not normally a problem except at busy weekends. The Youlgrave Website (www.youlgrave.com) provides lists of local services and places to stay. Well Dressing week (Spring Bank Holiday) is an excellent time to visit Middleton when the village throngs with visitors. But if you come the week before you’ll be able to see the Well Dressing boards being prepared by a team of villagers, and maybe lend a helping hand! CELEBRATING LANDSCAPE - DEVELOPING IDENTITY Sites of Meaning has been funded by a large variety of organisations, reflecting steady progress over seven years. This approach has allowed us to grow in confidence as we increased funding from single stones to major projects. We are also very grateful for the support from many individuals. We would particularly like to thank the farmers, on whose land many of these stones are placed, for their co-operation and generosity. Further thanks must go to Real Stone, Longcliffe Quarries and Stancliffe stone for contributions of stone. East Midlands Arts (now Arts Council of England - East Midlands) sponsored the Sculpture Residency through their Regional Arts Lottery Programme undertaken by Amanda Wray in 2002. The Local Heritage Initiative, a partnership between the Heritage Lottery Fund, Nationwide Building Society and the Countryside Agency funded Other Stones - Other Meanings. The Campaign to Protect Rural England campaign for the protection and enhancement of the countryside. They helped to redevelop the area surrounding Site 13. Awards for All are distributors of lottery funding who specialise in small awards aimed at local communities. It provided funds for work at Sites 1, 3, 7 and 9. Derbyshire County Council provided valuable support through their Small Arts Grants and Greenwatch Awards which supported the InscribeNOW photographic residency, final stone and concluding celebration to Sites of Meaning. Derbyshire Dales District Council provided two small awards. The first award initiated the Sites of Meaning project and the second supported the Sculpture Residency with Amanda Wray. Leader II was a European initiative to encourage development over the Derbyshire and Staffordshire Moorlands. It provided funding towards the stones at sites 13 and 17. Shell Better Britain Campaign encouraged action by community groups to improve their local quality of life in ways that were environmentally, socially and economically sustainable. The Shell Better Britain Campaign is now closed. Waste Recycling Environmental Limited recycles landfill tax in environmental projects. WREN supported stones and environmental reconstructions at sites 6, 12 and 17. Tarmac is the leading supplier of building materials in the UK and has several quarries in the area. Tarmac made a special presentation to Sites of Meaning as part of Derbyshire County Council Green Watch Awards scheme. St Anselm's is an independent preparatory school near Bakewell, Derbyshire. The children and staff of St Anselm's made a generous donation to Sites of Meaning. Peak District National Park Authority administers the Sustainable Development Fund to promote the development of practical and sustainable ways of living, in and around the National Park, now and in the future. The fund supported InscribeNOW which generated publicity for Sites of Meaning including the Village Stone and this information booklet. Derbyshire Aggregates, situated on the Long Rake is a market leader in the aggregates industry. Derbyshire Aggregates funded site 15 and their staff composed the text. 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The French Revolution Unit Learning Goal: Students will be able to communicate effectively the causes and outcomes of the French revolutions and identify major characters and signposts of the movement. LESSON 1: Introduction to the French Revolution \| Overview \| The idea of this lesson is to gauge the student’s prior knowledge of the French Revolution, as well as to introduce background information of the French Revolution. This includes the three estates, and the pre-revolution conditions of France and its economy. Most importantly, this lesson aim is to spark interest in the French Revolution with the students, and to help them understand the overall causes of the French Revolution. \| \| --- \| --- \| \| Learning Goal \| Students will be able to communicate effectively the inequalities endured throughout the French Revolution and establish the foundation of the events that took place in France at this time. \| \| Curriculum Expectation \| Communities: Local, National, and Global Conflict and Cooperation - Analyse key factors that have led to conflict and war - Describe the key factors that have motivated people to seek peace \| \| Materials \| - Snacks (Halloween treats, cupcakes, timbits, etc. – of your choosing, as long as it follows classroom allergy restrictions) - Construction Paper - Markers, Pencil Crayons - Tape - Chalk/White-board markers - Course textbook: The West and the World - Printed copies of the two primary sources, enough for all students as listed in the lesson plan (half of one, half of the other) o Appendix 1.1, 1.2, 1.3, 1.4 \| \| Plan of Instruction \| WARM UP (7 minutes): 1. Place a snack on every students desk 2. Ask the students to then jot down everything they \| know about the French Revolution in their notebooks, or what they think happened during the French Revolution 3. Choose five students to enjoy a treat with you, or you can enjoy the treats by yourself 4. Observe outward reactions of other students 5. Have a seated student get another snack from some place else to bring to you. They do not get to sample the treat. DISCUSSION (10 minutes): 1. Towards the end of the 7 minutes, create a mind-map on the board and write down all of the students thoughts about the simulation 2. Provoke their wonder/thoughts. Ask them: How did you feel when you couldn’t eat the snack on your desk? Was it frustrating that only 5 of you were able to eat the snack? Were you confused why you couldn’t eat the snack if it was sitting on your desk? MODELING (13 minutes): 1. Hand out the “Fill in the blanks worksheet” Appendix 1.1. 2. Remind students to listen carefully while you read the paragraphs out loud, as they are to fill in the correct word where the blank is on their worksheet. 3. Story telling: Read in a very animated and enthused voice the Appendix 1.2 (Answer key) a. This is a way of introducing the French Revolution to the students giving a basic overview of the events that took place b. The purpose behind this is to provide a basis of background knowledge and stimulate thinking GUIDED PRACTICE (10 minutes): 1. Have students work with their neighbors (3-4 students) and compare their notes. Did they all get the same words? 2. Ask students to discuss their thoughts on the beginning simulation with the information they now have learned 3. Ask students to write down 5 words they feel encompass the information they just learned and their feelings during the warm-up simulation 4. Ask students to compare the words they’ve chosen to those their neighbors have chosen 5. Ask students to engage in a scholarly discussion about why they chose the words they chose INDEPENDENT ACTIVITY (20 minutes): 1. Extended Activity, instructions for students: There were many grievances among the French people, which led them to revolt. The French were so frustrated with the monarchy, which is why the momentum for the French Revolution gathered steam in the late 1780s. Keeping in mind some of these reasons, observe the primary source given to you and on a piece of construction paper, write a slogan that you think captures one of the central concerns of the revolutionaries. You can decorate your poster or sign with images or flags from the French Revolution that you find in your textbook. On the back of your poster, support your slogan with evidence from your primary source and information learned in class. You may point form your support or write it in sentence form. a. Appendix 1.3 and 1.4 are the two primary sources needed for this activity b. Hand out the primary sources evenly to the students in the classroom (half of the class gets 1 primary source, the other half gets the other primary source) SHARING/DISCUSSING/TEACHING (10 minutes): 1. Have the students share their slogans with the rest of the class. 2. Have every student go around and share their slogan, display their poster, and in one quick sentence support their slogan with background information Assessment 1. Have students display their posters around the room, name included on the poster a. They may use the tape provided to place it where they see fit on the classroom walls 2. These posters can be used as an assessment tool for grasping an understanding of what they took from the lesson 3. Look over the posters at the end of class or end of the day and read over their thoughts a. Use this to guide your understanding of what they took from the lesson LESSON 2: Historical Significance and The Three Estates \| Overview \| The goal of this lesson is to introduce the thought process of historical significance through the understanding of some of the causes of the French Revolution. This includes understanding the three estates prior to the French Revolution and the Divine Rule. \| \|----------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Learning Goal \| Students will be able to apply their previous knowledge of the French Revolution to understanding the Three Estates involved, as well as assess the historical significance evident within a primary source document. Students will then be able to share and discuss their findings. \| \| Curriculum Expectations \| Social, Economic, and Political Structures Social Structures - Described a variety of types of social organization and social relationships that have evolved since the sixteenth century Communities: Local, National, and Global Conflict and Cooperation - Analyse key factors that have led to conflict and war \| \| Materials \| - Computer - Projector - Chalk/White board markers - The Big Six Textbook - Printed copies of the two primary sources, enough for all students as listed in the lesson plan (half of one, half of the other) o Appendix 2.1 and 2.2 \| \| Plan of Instruction \| Warm Up (10 minutes): Set up the electronic equipment in classroom in order to play 2 short YouTube videos introducing the three estates within the French Revolution. Link to the YouTube clip #1: http://www.youtube.com/watch?v=VqEgz-xq_2Q Link to the YouTube clip #2: http://www.youtube.com/watch?v=EsMenflFprw 1. Before playing the video, ask students to write down what they believe the three estates in France were at this time in history. Let them know they are more than welcomed to draw a picture, to jot down as many words as they can, to make a mind map or to... \| write in simple sentences. It is their choice. The idea is to get them thinking about the topic. 2. Ask them to put their pencils down, and play the first YouTube video clip. It is about 2 minutes long. 3. After the first video clip, play the second one. It is about 3 and half minutes long. Discussion (10 minutes): 1. At the end of the last YouTube clip, create a mind-map on the board and write down all of the students’ thoughts about the two videos. 2. Provoke their wonder/thoughts. Ask them: How can you compare what you felt in yesterday’s simulation and what you learned yesterday to those two video clips? Describe how you would feel if you were anyone within the three estates of France. How would you feel if you were a part of the first estate, the second estate or the third estate? Modeling (10 minutes): 1. Explain the idea of Historical Significance to the class. Refer to The Big Six, pages 12 – 39, and point out the four key guidelines behind historical significance. a. Events, people, or developments have historical significance if they resulted in change. Proceed to write “Change” on the board. (Information from The Big Six) b. Events, people or developments have historical significance if they are revealing. Proceed to write “Revealing” on the board. (Information from The Big Six) c. Historical significance is constructed and occupies a meaningful place in a narrative. Proceed to write “Constructed and Meaningful” on the board. (Information from The Big Six) d. Historical significance varies over time and from group to group. Proceed to write “Varies” on the board. (Information from The Big Six) 2. Ask students if they are clear with the meaning of historical significance. If so, move on to number 3. If not, clarify any questions or confusion they may have with the concept. 3. Write “King Louis the 16th” on the board in big letters. Ask students to take 5 minutes and think about Louis the 16th’s historical significance. Allow them to talk amongst their neighbors and formulate ideas as to why King Louis the 16th is or is not historically significant. Remind them to be able to support their answer and ideas. Guided Practice (10 minutes): 1. Once the 5 minutes come to an end, facilitate a short discussion with their thoughts on Louis the 16th and his historical significance. a. Write or mind-map on the board if you feel as though it is effective, if not, just create an optimizing discussion with the class—feed off of their answers to facilitate the discussion. 2. Ask students to write down 5 words they believe correlate best with why or why not they believe King Louis the 16th to be historically significant. 3. Once the 5 words are written, ask students to compare their notes with their neighbors and engage in small discussions as to why they chose the words that they did. Independent Activity (20 minutes): 1. Hand out Appendix 2.1 to half of the class and Appendix 2.2 to the other half of the class. 2. These handouts each contain a primary source regarding the three estates of the French Revolution. 3. Students are to read their primary source document and communicate what they believe the historical significance of their document is. 4. Students are asked to do so by getting into a group of 3 or 4 who have the SAME primary source document and create a tableau outlining this historically significant aspect. 5. Ask students to write a couple of sentences with their group explaining their tableau and what they believe the historical significance of the primary document to be. a. Make sure students write their descriptions on a separate sheet of paper with their names on it. Sharing/Discussing/Teaching (15 minutes): 1. Have the students present their tableaus to the rest of the class. 2. Have the class guess what they acted out and why they agree/disagree with the historical significance. \| Assessment \| 1. Collect the sheets of paper the students wrote about their tableaus. 2. Use these descriptions as “Exit Tickets” to evaluate their understandings of the day’s lesson and assess where they stand for next class. \| \|------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| 3. Make sure the class participates in a fun and inclusive manner. \| 4. Mind map the students’ thoughts, with evidence at the center. 5. Ask students to share their thoughts and ideas with the class and map it on the board. 6. After discussing the two pictures and their meanings, ask the students why they think evidence is written at the center of their ideas. a. Ask the students how these 2 pictures and the idea of evidence connect. Facilitate a small discussion on this provoked thought. Modeling (10 minutes): 1. Explain the idea of Evidence to the class. Refer to The Big Six, pages 40 – 73, and point out the five key guidelines behind historical significance. a. History is interpretation based on inferences made from primary sources. Proceed to write “Interpretation” on the board. (Information from The Big Six) b. Asking good questions about a source can turn it into evidence. Proceed to write “Asking Questions” on the board. (Information from The Big Six) c. Sourcing often begins before a source is read, with questions about who created it and when it was created. It involves inferring from the source of the author’s or creator’s purposes, values, and worldview, either conscious or unconscious. Proceed to write “Who, What, Where, Why” on the board. (Information from The Big Six) d. A source should be analyzed in relation to the context of its historical setting: the conditions and worldviews prevalent at the time in question. Proceed to write “Context” on the board. (Information from The Big Six) e. Inferences made from a source can never stand alone. They should always be corroborated—checked against other sources. Proceed to write “Corroborated” on the board. (Information from The Big Six) 2. Ask students if they are clear with the meaning of evidence and its purpose. If so, move on to number 3. If not, clarify any questions or confusion they may have with the concept. 3. Write “Absolute Monarchy” on the board in big letters. Ask students to take 5 minutes and think about Absolute Monarchy and Divine Rule, and how it relates to evidence. Allow them to talk amongst their neighbors and formulate ideas as to why there is evidence to display Absolute Monarchy and Divine Rule in the French Revolution era. Remind them to be able to support their answer and ideas. Guided Practice (20 minutes): 1. Ask students to turn to page 160 in their textbooks. With a partner, ask students to ANIMATEDLY read pages 160, 161 and 162 (up until the constitution of 1971) to each other. 2. When students have finished reading, ask students to grab a sheet of paper from the front of the classroom and a marker (have them prepared for students to grab). 3. Ask students to right down the first word that comes to mind when they think of evidence and Absolute Monarchy/Divine Rule. 4. Ask students to draw a quick picture to help support/describe their word choice. 5. Ask students to then crumple up their sheet of paper and put it in the bin provided at the front of the classroom (provide a bin at the front of the classroom for students to throw their crumpled sheet in—act out scene from the Dead Poet’s Society to create a more enthused atmosphere—if unsure of the scene, YouTube it) Independent Activity (20 minutes): 1. Hand out a crumpled sheet of paper from the bin to every student in the class. 2. Have them open the paper and build an opinion on whether or not they agree with the word given. 3. Have every student partner up and discuss the word/pictures they were given. 4. As they discuss with a partner, show two primary source art works on the projector (appendix 3.3. and 3.4) 5. Have every student examine the art works with their partner. 6. The students now need to get 1 more sheet of paper for the both of them. 7. They are to combine the thoughts of their peers (the words/pictures) and create a NEW word and NEW picture that identifies the significance of evidence when observing the art works shown. 8. They are then to create a catchy rhyme, slogan, skit, poem, or paragraph displaying their understanding of the importance of evidence when examining the art works shown, and how these pieces of art help us interpret history and make a variety of inferences. a. They are encouraged to use their classmates ideas (words/picture activity) to contribute to their overall thought process and preparation. Sharing/Discussing/Teaching (10 minutes): 1. Have the students present their thoughts to the rest of the class 2. Have the students describe their understanding and support what they’re saying with knowledge learned from today’s lesson 3. Have the students engage in discussion surrounding the activity and their overall idea of evidence within history and how important it is. Assessment (5 minutes): 1. As an exit ticket, have students develop a list of other examples of evidence throughout history. Make sure they put their name on this list and hand it in before the class is over. what they believe the Storming of Bastille signified in France at this time in history. Let them know they are more than welcomed to draw a picture, to jot down as many words as they can, to make a mind map or to write in simple sentences. It is their choice. The idea is to get them thinking about the topic. 2. Ask them to put their pencils down, and play the first YouTube video clip. It is about 3 minutes long. Discussion (10 minutes): 1. In the middle of the chalkboard/whiteboard, write down Continuity and Change. 2. Mind map the students thoughts, with Continuity and Change at the center. 3. Ask students to share their thoughts and ideas with the class and map it on the board. 4. After discussing the video presented, ask the students why they think continuity and change is written at the center of their ideas. a. Ask the students how this video connects to the past three days of lessons. What do they believe led to the Storming of Bastille? What have they learned that they can incorporate into our discussion? It is important to facilitate the classrooms discussion based on their answers and the level of understanding they are at. If they are very interested in this discussion, take the time to provoke their thinking and create an open and fun discussion environment. Modeling (10 minutes): 1. Explain the idea of Continuity and Change to the class. Refer to The Big Six, pages 74 – 101, and point out the four key guidelines behind historical significance. a. Continuity and change are interwoven: both can exist together. Chronologies—the sequencing of events can be a good starting point. Proceed to write “Interwoven” on the board. (Information from The Big Six) f. Change is a process, with varying paces and patterns. Turning points are moments when the process of change shifts in direction or pace. Proceed to write “Process” on the g. Progress and decline are broad evaluations of change over time. Depending on the impacts of change, progress for one people may be decline for another. Proceed to write “Progress and Decline” on the board. (Information from The Big Six) h. Periodization helps us organize our thinking about continuity and change. It is a process of interpretation, by which we decide which events or developments constitute a period of history. Proceed to write “Periodization” on the board. (Information from The Big Six) 2. Ask students if they are clear with the meaning of continuity and change, and its purpose. If so, move on to number 3. If not, clarify any questions or confusion they may have with the concept. 3. Write “Storming of Bastille” on the board in big letters. Ask students to take 5 minutes and think about the storming of Bastille, and how it relates to continuity and change. Allow them to talk amongst their neighbors and formulate ideas. Remind them to be able to support their answer and ideas. Guided Practice (20 minutes): 1. Read Appendix 4.1 to the class. Be VERY animated. Engage the students with eye contact and make noises with your feet or hands while reading. Make this reading very interactive. 2. Now ask students to partner up and animatedly read to one another the subheading “The French Revolution and the Question of Rights” on page 164 – page 167 in their textbooks, The West and the World. Independent Activity (15 minutes): 1. Hand out one cue-card to everyone in the class 2. Have them write down what they see as continuity and change in one of the two primary sourced art works shown on the projector (Show Appendix 4.2 and Appendix 4.3 on the projector, the web address is given in the appendix). 3. Ask them to pair up and create a discussion surrounding what evidence they believe is clear in these art works. 4. Ask them to then discuss the historical significance of these artworks. 5. Lastly, ask them to discuss the continuity and change present in today’s art works and the last three lessons. 6. Have the students write down all of their thoughts on a sheet of paper with their names on it. Sharing/Discussing/Teaching (15 minutes): 1. Have students one by one present their thoughts that were written on their cue card. Once presented, ask them to tape the cue card on a free spot on the wall. 2. Have a small discussion concluding everybody’s thoughts on the last four lessons. Probe what they have learned. Assessment 1. Collect the sheets of paper where they discussed evidence, historical significance and change and continuity as their assessment for the class. Get an idea of what they have taken away from the last 4 lessons and what will be needed to review the next lesson. Use this sheet as an exit ticket. MODELING (20 minutes): New Lesson and Information There is a shared prezi online that can be accessed at: http://prezi.com/3knqnoeifi6l/?utm_campaign=share&utm_medium=copy The teacher can follow along with a transcript of the presentation, which can be found in the appendix under Appendix 5.1 WARM UP (5 minutes): Get the juices flowing by giving students everyday cause and consequence pairs like if you are late for school- you get a detention. Have the students come up with a few of their own. INDEPENDENT ACTIVITY (10 minutes): Students are to determine at least 5 cause and consequence pairs about the French Revolution GUIDED PRACTICE (20 minutes): c. Students are to work in a group and choose one cause and consequence pair. Students will either do a tableau or a skit encompassing a C&C of the French Revolution d. Student groups may draw a picture instead SHARING/DISCUSSING/TEACHING (15 minutes): 3. Students will perform their skit or tableau to the class or show their picture 4. The rest of the class is to determine what the Cause is and what the consequence that is being performed. Primary Sources are found in the Prezi presentation. There are five paintings 5.2 The inside of a Jacobin Club, Anonymous Print, from Decaux. 5.3 Louis XVI at the Tour du Temple Jean Francois Garneray 5.4 Jacques-Louis David - La Mort de Marat 5.5 Portrait of Maximilien de Robespierre-1790 5.6 L’ultime adieu des Girondins le 31 Octobre 1793, by Paul Delaroche Assessment 1. Determine how well students understand cause and consequence by the effectiveness of their short skits and written answers. 2. “What stuck with you today?” This exit slip will be on post-it paper that can be stuck on door or area near the exit. Write down two other cause and consequences. One about the French Revolution and one about something other than the French Revolution. This allows you to gage whether the students understand Cause and Consequence or the French Revolution. LESSON 6: Historical Perspectives \| Overview \| In this lesson students will unveil the French Revolution through a different lens. Students will create a character so that they may interpret the primary sources in a personal way. This allows the students to unpack further meaning and to recognize the importance of perspective and primary sources. \| \|----------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Learning Goal \| By investigating primary sources through a new lens students will be able to recognize the importance of primary sources and be able to discuss them in a new light. \| \| Curriculum Expectation \| Methods of Historical Inquiry and Communication Interpretation and Analysis - analyze historical events and issues from the perspectives of different participants in those events and issues - draw conclusions based on supporting evidence effective analysis of information, and awareness of diverse historical interpretations \| \| Resources \| - Sound system to play Salon music - Projector - Computer with internet - Appendix 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 - Course textbook: The West and the World* \| \| Plan of Instruction \| WARM UP/ Hook (10 minutes): 1. While students are arriving the song Hai Lulí, to set the mood. 2. Students are asked to create a character of a French Revolutionary. Create a name and job. 3. The “Menu” (6.6) is either printed out and placed on students desks or written on the board. The Menu is a way to guide the lesson whilst still keeping within the theme. The music is to set the tone of the class, it is a way to mimic a French Salon. By having the students create an identity it allows them to view history through a different perspective and to enter fully into the lesson. These little additions really create a enthusiasm and interest for the lesson. \| DISCUSSION Recall (5 minutes): 3. Bring the students back to attention through a Popcorn discussion of recently learned themes, characters and events. Some prompt questions: What are some Enlightenment ideals? Who is not considered a citizen? How did Catholics view the Revolution? MODELING (15 minutes): New lesson and information There is a shared prezi online that can be accessed at: http://prezi.com/inrdel7xl7ij/the-salon/?utm_campaign=share&utm_medium=copy The teacher can follow along with a transcript of the presentation, which can be found in the appendix under Appendix 6.1 GUIDED PRACTICE (20 minutes): 6. Have students split into small groups 7. Have the students elect a scribe for the group to keep track of their ideas 8. Distribute primary sources to student groups, these can be found in the appendix. 6.2,6.3,6.4,6.5 9. Have the students read their primary source keeping in mind questions from the Menu Appendix 6.6 10. Students engage with primary resources 11. Students discuss the questions on the menu in small groups SHARING/DISCUSSING/TEACHING (15 minutes): 1. A presenter from each group discusses their findings 2. Discuss the differences that arise with changing perspectives 5. Have students prompt other groups into a discussion with their source. INDEPENDENT ACTIVITY (10 minutes): Exit Slip: “What stuck with you today?” This exit slip will be on post-it paper that can be stuck on door or area near the exit 1. Students will write down how changing their perspective changed their feelings toward the document and something they learned from their \| Assessment \| 1. Be aware of the student participation and answers in the salon discussion. Determine the strengths and weaknesses by listening and discussing with the students. 2. “What stuck with you today?” Students have to questions in their exit slip today. This will allow the teacher to see what historical facts stuck but also how the students understand perspective as well. \| \|---\|---\| LESSON 7: The Ethical Dimension \| Overview \| This lesson begins with a couple of clips from movies. These clips are to spark discussion about the different standards of living at the time. These clips allow the students to see what it would look like. The class then switches gears to a storytelling and discussion segment. Students will learn about the Reign of Terror and the ethical implications. By using a storytelling method, it allows the students to grasp information in a different way and to immerse themselves into the story. Students will also have the chance to look at primary source paintings and implore their knowledge about the terror. \| \| --- \| --- \| \| Learning Goal \| Students will communicate their understanding of past knowledge through a fun game and will be able to apply their understanding of the Reign of Terror on a worksheet. \| \| Curriculum Expectation \| Citizenship and Heritage Ideas and Cultures of the Non-Western World – explain how European imperialism affected values, practices, and traditions in the non-Western world Citizenship and Human Rights – describe a variety of forms of human servitude – assess the factors that have hindered the advancement of human rights – describe the methods and impact of individuals, groups, and international organizations that have facilitated the advancement of human rights and/or social justice \| \| Plan of Instruction \| DISCUSSION Recall (5 minutes): 1. Popcorn discussion of recently learned themes, characters, and events. Some prompt questions: What are the Bread Riots? What is the Tennis Court Oath? What is the National Assembly? WARM UP (20 minutes): Watch Marie Antoinette by Sofia Coppola 55 minutes-60 minutes- discuss \| In this clip we see the opulent lifestyle of the royal family. Watch Tale of Two cities video-discuss http://www.youtube.com/watch?v=2pO2DnAMzos 4 minutes-5 minutes-discuss. Allow the students the chance to listen and see the famous first few lines of the story. Have them discuss “the best of times, it was the worst of times” What does this mean? Can you describe this? How do we morally feel about the vast difference between peoples standards of living? 1:13-1:20 Clip of the Storming of the Bastille. Is this a realistic image of this attack? MODELING (15 minutes): Today you will impart information through discussion and lecturing with your students. Talking Points: - Introduce the Reign of Terror to the students. - Explain how the Revolution has grown - What is the Terror - How does it come to be - Who is the pushing character behind the Terror - Who is against it - Who is dying - How many people have - When does this all happen - Why are they doing this - How do you ethically feel about the terror - How do the revolutionist morally feel about it The Reign of Terror is an extremely interesting time in the French Revolution. I believe you can make this subject come alive for your students through some storytelling techniques. This switches from the regular powerpoint and prezi classes. GUIDED PRACTICE (10 minutes): Allow the students time to interpret the painting and write down the answers on this worksheet. This allows them to know visually see the Reign of Terror. Appendix 7.1, 7.2, 7.3 INDEPENDENT ACTIVITY (10 minutes): Have the students engage with their notes and textbook by having them write down terms from the unit on a cue card. Example terms: Versailles, Estate- General, Enlightenment, Louis XVI, Tennis Court Oath SHARING (10 minutes): Round 1: Have students move into partners or small groups. Students must define the word without saying the term on the card. The partner is to guess the term. Round 2: Students are to mime out the term for their partners. Exit Slip(5 minutes) 1. Roll the dice - create an exit slip by what number comes up on your dice 1- Who was not considered a citizen on the Declaration? 2- Doodle your thoughts on the lecture 3- What term did you have difficulty defining and what is the definition 4- What is the Terror? 5- Write 10 words that describe what you learned today 6- What did you learn yesterday? Assessment 1. While students are playing the “Cue Card” game circulate and observe how the students are progressing. This activity allows you to see which terms the students have a firm grasp on, that they are effectively putting it into their own words. It also allows you to determine which words your students are struggling with. 2. “Role the Dice” This exit slip allows student to engage with what they learned in different ways. This is a good tool to switch it up from the regular exit slips and minimizes copying. \| Overview \| In this class students will have a chance to recall past knowledge and concepts learned throughout the chapter. Students will have the chance to compare and contrast between different historical thinking concepts. Students will also have the chance to discuss and identify knowledge. \| \|----------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Learning Goal \| Students will be able to apply the knowledge they have learned in a safe environment. Through the game of Jeopardy, students will be able to identify and illustrate their understanding of key events and concepts in the French Revolution. \| \| Curriculum Expectation \| Change and Continuity Change in History - Identify forces that have facilitated the process of change Continuity in History - Describe key factors that contribute to maintaining the flow of historical continuity - Explain how and why an understanding of cause-and-effect relationships is an essential tool for historical analysis Methods of Historical Inquiry and Communication Interpretation and Analysis - Analyze information, employing concepts and theories appropriate to historical inquiry - Analyze historical events and issues from the perspectives of different participants in those events and issues - Draw conclusions based on supporting evidence, effective analysis of information, and awareness of diverse historical interpretations Citizenship and Heritage Ideas and Cultures of the Non-Western World - Explain how European imperialism affected values, practices, and traditions in the non-Western world \| \| Citizenship and Human Rights \| \|-----------------------------\| \| - describe a variety of forms of human servitude \| \| - assess the factors that have hindered the advancement of human rights \| \| - describe the methods and impact of individuals, groups, and international organizations that have facilitated the advancement of human rights and/or social justice \| Materials - Appendix 8.1, 8.2, 8.3 - Chalkboard to write down the categories for jeopardy - Course textbook: The West and the World Plan of Instruction INDEPENDENT ACTIVITY (10 minutes): 1. As the “Six Historical Concepts” have been used for each of the classes students are to reflect upon them. 2. Individually students are to write down key words or phrases to describe each of the historical concepts 3. Individually students are to write down key examples for each concept Warm up 15 minutes 1. Students are to split into 6 groups 2. 6 Big sheets of paper will passed around with a historical concept written in the center 3. Students are to discuss their ideas they came up with and mind-map on the paper. 4. Pass the paper to the next group- mind-map the new concept. 5. Students are encouraged to stem off each other’s ideas MODELING (10 minutes): 1. Discuss with the class the findings on the concept maps. Help flush out ideas and give more examples. GUIDED PRACTICE (30 minutes): 1. In their groups have the students pick team names for a game of French Revolution Jeopardy – find in the BLM8.1 2. Set the rules of the game before you start. 3. One person from the group answers the question in the allotted time. 4. If they answer wrong or run out of time then the question can be stolen from another group Students can get extremely excited while playing so think of a few classroom management ideas before beginning, like waiting for silence before asking a question. SHARING/DISCUSSING/TEACHING (Throughout class)* Students are to work together as a team and determine the best possible answer as a group. Exit Slip (10 minutes) 1. “What stuck with you today?” This exit slip will be on post-it paper that can be stuck on door or area near the exit. The question today is: Two trivia questions that stumped you and the answers. Assessment 1. Be aware and write down which students are answering the questions to Jeopardy. Use this to guide your understanding of where the students are in their understanding. This is a good culminating activity at the end of a chapter, rather than a large summative assessment. As the students are still building their understanding of the whole unit this activity is a great way to check in. 2. “What stuck with You today?” This 8 lessons does not contain a full summative assignment as the unit is not all covered yet. Instead a cumulative assessment in the form of jeopardy is used to grasp where the students are. At the end of the full unit a summative timeline assessment should be used. Students are to pick 6 historically significant events in this period. They may either use timeline generators online or they may create a textbook, storybook, or play. At the seat of the French monarchy in ____________, an alliance between ________________ and ________________ was created as King Louis XVI married Marie Antoinette. The king had inherited a financial crisis as France had sent millions of dollars and resources overseas to support the ________________. Poverty and malnourishment devastated the nation as the population in France continued to increase. Unrest was brewing as King Louis XVI called a meeting of the Estates-General to be held in May of ___________. Meanwhile, a brilliant orator who will later become a leader of the French Revolution named ______________________ sharpened his debating and political skills. There were three major social groups in France, referred to as “estates.” The three estates were the nobility, the clergy, and the common people known as the ________________. This estate comprised over 95% of the French population. A political and philosophical awakening spearheaded by thinkers such as Voltaire and Rousseau inspired the members of the Third Estate. This transformation, known as ________________, created rising expectations among the French people at the same time that malnourishment and harsh taxes turned them against an inept crown. Politically inspired, the Third Estate demanded popular representation, forming a political body known as _________________. They demanded that France become a Constitutional Monarchy in which the Third Estate would be more fairly represented politically. After declaring their wishes to reorganize the French government in the “Tennis Court Oaths,” the Third Estate was met with violent repression. Though he recognized the need to compromise politically, Louis XVI soon started a campaign to re-establish power and put an end to the Revolution. The king’s repression incensed the French people, and hundreds of protestors stormed the _______________ on July 14, ______. Later that summer, the National Assembly outlined a basic human rights platform in a document written by the Marquis de Lafayette entitled _________________________. Furious at the monarchy, a group of Parisian women marched to Versailles and demanded that the king and queen return to Paris. The Revolution continued over the next few years, as the king ordered repressive measures against protestors and as factions emerged among the Third Estate. In 1791, Louis XVI and Marie Antoinette attempted to flee Paris but were recaptured and, in ____________, Louis XVI was executed by ________________. Robespierre, who had been a major leader in the Revolution, responded to the chaos in France by handing over power to the ________________ with the goal of returning order. This attempt spiraled out of control as thousands of people suspected to be traitors of the Revolution were executed by guillotine. This chapter of the Revolution is known as the ________________. Toward the end of the Revolution, in ___________, Robespierre himself was put to death by guillotine and a more moderate group assumed a leadership role. Overall, the Revolution had transformed France. The era of divine right was over, the monarchy had been eliminated, and basic standards of human rights were established. The next phase of French history started shortly thereafter, as ______________________ took over through a coup in 1799 to become Emperor of France. At the seat of the French monarchy in Versailles, an alliance between France and Australia was created as King Louis XVI married Marie Antoinette. The king had inherited a financial crisis as France had sent millions of dollars and resources overseas to support the American Revolution. Poverty and malnourishment devastated the nation as the population in France continued to increase. Unrest was brewing as King Louis XVI called a meeting of the Estates-General to be held in May of 1789. Meanwhile, a brilliant orator who will later become a leader of the French Revolution named Robespierre sharpened his debating and political skills. There were three major social groups in France, referred to as “estates.” The three estates were the nobility, the clergy, and the common people known as the third estate. This estate comprised over 95% of the French population. A political and philosophical awakening spearheaded by thinkers such as Voltaire and Rousseau inspired the members of the Third Estate. This transformation, known as The Enlightenment, created rising expectations among the French people at the same time that malnourishment and harsh taxes turned them against an inept crown. Politically inspired, the Third Estate demanded popular representation, forming a political body known as The National Assembly. They demanded that France become a Constitutional Monarchy in which the Third Estate would be more fairly represented politically. After declaring their wishes to reorganize the French government in the “Tennis Court Oaths,” the Third Estate was met with violent repression. Though he recognized the need to compromise politically, Louis XVI soon started a campaign to re-establish power and put an end to the Revolution. The king’s repression incensed the French people, and hundreds of protestors stormed the Bastille on July 14, 1789. Later that summer, the National Assembly outlined a basic human rights platform in a document written by the Marquis de Lafayette entitled Declaration of the Rights of Man of the Citizen. Furious at the monarchy, a group of Parisian women marched to Versailles and demanded that the king and queen return to Paris. The Revolution continued over the next few years, as the king ordered repressive measures against protestors and as factions emerged among the Third Estate. In 1791, Louis XVI and Marie Antoinette attempted to flee Paris but were recaptured and, in 1793, Louis XVI was executed by means of the guillotine. Robespierre, who had been a major leader in the Revolution, responded to the chaos in France by handing over power to the Convention with the goal of returning order. This attempt spiraled out of control as thousands of people suspected to be traitors of the Revolution were executed by guillotine. This chapter of the Revolution is known as the Reign of Terror. Toward the end of the Revolution, in 1794, Robespierre himself was put to death by guillotine and a more moderate group assumed a leadership role. Overall, the Revolution had transformed France. The era of divine right was over, the monarchy had been eliminated, and basic standards of human rights were established. The next phase of French history started shortly thereafter, as Napoleon Bonaparte took over through a coup in 1799 to become Emperor of France. Appendix 1.3 – Primary Source #1 Source: http://chnm.gmu.edu/revolution/d/38/ “Louis as Pig” Appendix 1.4 – Primary Source #2 Source: http://chnm.gmu.edu/revolution/d/39/ “Marie Antoinette as Serpent” Emmanuel Joseph Sieyes: "What is the Third Estate? [Excerpts] [Public Functions] Public functions may be classified equally well, in the present state of affairs, under four recognized heads; the sword, the robe, the church and the administration. It would be superfluous to take them up one by one, for the purpose of showing that everywhere the Third Estate attends to nineteen-twentieths of them, with this distinction; that it is laden with all that which is really painful, with all the burdens which the privileged classes refuse to carry. Do we give the Third Estate credit for this? That this might come about, it would be necessary that the Third Estate should refuse to fill these places, or that it should be less ready to exercise their functions. The facts are well known. Meanwhile they have dared to impose a prohibition upon the order of the Third Estate. They have said to it: "Whatever may be your services, whatever may be your abilities, you shall go thus far; you may not pass beyond!" Certain rare exceptions, properly regarded, are but a mockery, and the terms which are indulged in on such occasions, one insult the more. If this exclusion is a social crime against the Third Estate; if it is a veritable act of hostility, could it perhaps be said that it is useful to the public weal? Alas! who is ignorant of the effects of monopoly? If it discourages those whom it rejects, is it not well known that it tends to render less able those whom it favors? Is it not understood that every employment from which free competition is removed, becomes dear and less effective? In setting aside any function whatsoever to serve as an appanage for a distinct class among citizens, is it not to be observed that it is no longer the man alone who does the work that it is necessary to reward, but all the unemployed members of that same caste, and also the entire families of those who are employed as well as those who are not? Its it not to be remarked that since the government has become the patrimony of a particular class, it has been distended beyond all measure; places have been created not on account of the necessities of the governed, but in the interests of the governing, etc., etc.? Has not attention been called to the fact that this order of things, which is basely and--I even presume to say--beastly respectable with us, when we find it in reading the History of Ancient Egypt or the accounts of Voyages to the Indies, is despicable, monstrous, destructive of all industry, the enemy of social progress; above all degrading to the human race in general, and particularly intolerable to Europeans, etc., etc? But I must leave these considerations, which, if they increase the importance of the subject and throw light upon it, perhaps, along with the new light, slacken our progress. It suffices here to have made it clear that the pretended utility of a privileged order for the public service is nothing more than a chimera; that with it all that which is burdensome in this service is performed by the Third Estate; that without it the superior places would be infinitely better filled; that they naturally ought to be the lot and the recompense of ability and recognized services, and that if privileged persons have come to usurp all the lucrative and honorable posts, it is a hateful injustice to the rank and file of citizens and at the same a treason to the public. Who then shall dare to say that the Third Estate has not within itself all that is necessary for the formation of a complete nation? It is the strong and robust man who has one arm still shackled. If the privileged order should be abolished, the nation would be nothing less, but something more. Therefore, what is the Third Estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can succeed without it, everything would be infinitely better without the others. It is not sufficient to show that privileged persons, far from being useful to the nation, cannot but enfeeble and injure it; it is necessary to prove further that the noble order does not enter at all into the social organization; that it may indeed be a burden upon the nation, but that it cannot of itself constitute a nation. In the first place, it is not possible in the number of all the elementary parts of a nation to find a place for the caste of nobles. I know that there are individuals in great number whom infirmities, incapacity, incurable laziness, or the weight of bad habits render strangers to the labors of society. The exception and the abuse are everywhere found beside the rule. But it will be admitted that he less there are of these abuses, the better it will be for the State. The worst possible arrangement of all would be where not alone isolated individuals, but a whole class of citizens should take pride in remaining motionless in the midst of the general movement, and should consume the best part of the product without bearing any part in its production. Such a class is surely estranged to the nation by its indolence. The noble order is not less estranged from the generality of us by its civil and political prerogatives. What is a nation? A body of associates, living under a common law, and represented by the same legislature, etc. Is it not evident that the noble order has privileges and expenditures which it dares to call its rights, but which are apart from the rights of the great body of citizens? It departs there from the common law. So its civil rights make of it an isolated people in the midst of the great nation. This is truly imperium in imperia. In regard to its political rights, these also it exercises apart. It has its special representatives, which are not charged with securing the interests of the people. The body of its deputies sit apart; and when it is assembled in the same hall with the deputies of simple citizens, it is none the less true that its representation is essentially distinct and separate: it is a stranger to the nation, in the first place, by its origin, since its commission is not derived from the people; then by its object, which consists of defending not the general, but the particular interest. The Third Estate embraces then all that which belongs to the nation; and all that which is not the Third Estate, cannot be regarded as being of the nation. What is the Third Estate? It is the whole. Appendix 2.2 – Primary Source #2 Source: http://thefrenchrevolutionps.weebly.com/art.html Political Cartoon – The Three Estates Appendix 3.1 – The Palace of Versailles Source: http://thefrenchrevolutionps.weebly.com/architecture.html Appendix 3.2 – Petit Trianon Source: http://thefrenchrevolutionps.weebly.com/architecture.html Appendix 3.3 – The Execution of Louis XVI Source: http://thefrenchrevolutionps.weebly.com/art.html Appendix 3.4 – Marie Antoinette awaiting Execution Source: http://thefrenchrevolutionps.weebly.com/art.html The French Independence Day is Bastille Day, July 14. It's called that because it celebrates the storming of the Bastille, a famous prison, during the French Revolution, in 1789. With the taking of this prison, the movement to replace a two-person government with a representative government began. France at that time was ruled by King Louis XVI and his queen, Marie Antoinette. It was an absolute monarchy, meaning that whatever the king and queen wanted, they got. It didn't matter whether the people were starving in the streets, so long as the royal banquet tables were full. And it wasn't just the king and queen, either, who got to enjoy royal desserts. Rich people and others that the king and queen liked were invited to dine at the royal table or stay at the royal residence. And all the time, the mobs starved in the streets. Marie Antoinette is said to have exclaimed, to a question of what the starving people should eat, "Let 'em eat cake." Cake, of course, might taste good, but it wouldn't keep people healthy, at least not in the long run. So France had the very rich (symbolized by the king and queen) and the very poor (symbolized by the street mobs). Caught in the middle were the middle class, some of whom sided with royalty and others of whom sided with the poor. These middle class people who sided with the poor soon found it very difficult to criticize the king's handling of the growing unrest. The more they spoke out, the more they tended to get thrown in prison. (It was a crime, after all, to criticize one's king or queen.) And what prison did these people get thrown into? Why, the Bastille, of course. It was one of the more famous prisons (but by no means the only one). At one time, it had a sizable number of political prisoners, including the great writer Voltaire, who were there for no other reason than that they had spoken out against the government. It also happened that the Bastille had a good number of guns and other weapons. This was the real reason for the storming of the Bastille. The mob had finally had enough of the king's ignoring their pleas and the queen's empty promises. And on July 14, they attacked the prison. The mob seized the weapons they were looking for and released the prisoners inside. Ironically, only 7 prisoners were inside at the time. But the Revolution had begun. Before its end, the Revolution and the Reign of Terror would claim hundreds of lives, including those of the king and queen. France would never be the same. Appendix 4.2 – Primary Source #1 Source: http://thefrenchrevolutionps.weebly.com/art.html Appendix 4.3 – Primary Source #2 Source: http://thefrenchrevolutionps.weebly.com/art.html Introducing the Jacobins and the Girondins Legislative Assembly - Legislature of France during the French Revolution - Political debate and revolutionary law-making - Members: Bourgeoisie (Wealthy middle class in 3rd Estate) that favored a constitutional monarchy, the new Jacobins group and the Girondins Jacobins and Girondins - New "political" parties - United in aims - Revolutionary groups The Girondins - In accordance with the ideals of the Enlightenment - New order ought to be universal, not just France The Jacobins - Named after monastery where they met - Discontent with the 'halfway' nature of the Revolution - Turn the constitutional monarchy into a republic - Concerned with social reform War - Looks like the emigres were planning to overthrow the Revolution - In April 1792, declare war against enemies of the Revolution - If the Revolutionists lost - they would lose everything The Arrest - King Louis XVI arrested August 13, 1792 - Demand that a convention be established to write new constitution - Main Principle: all people are equal Memorable Jacobins - Georges Danton - Maximilien Robespierre - Jean Paul Marat Robespierre - Lawyer and Politician - Advocated against the death penalty - Abolition of slavery - Equal rights - Arrested and executed - July 1794 Marat - Radical journalist and politician - Fierce and uncompromising towards leaders and institutions - Basic human rights for all - Assassinated by Girondist sympathizer Charlotte Corday - Martyr Cause and Consequences Long-term causes - Also known as underlying causes - Causes which can stem back many years Short-term causes - Also known as immediate causes - Causes which happen close to the moment the change or action happens Consequences - The result or outcome of something occurring earlier Independent activity Find Five cause and consequence pairs in the French Revolution Group work Choose one Cause and Consequence pair of the French Revolution Draw or create a skit to show the class Appendix 5.2 The inside of a Jacobin Club, Anonymous Print, from Decaux. Appendix 5.3 Louis XVI at the Tour du Temple Jean Francois Garneray Appendix 5.4 Jacques-Louis David - La Mort de Marat Appendix 5.5 Portrait of Maximilien de Robespierre-1790 Appendix 5.6 L’ultime adieu des Girondins le 31 Octobre 1793, by Paul Delaroche Appendix 6.1 Salon Prezi Transcript The presentation can be found at http://prezi.com/inrdel7xl7ij/thesalon/?utm_campaign=share&utm_medium=copy Transcript The Salon Salons - A salon is a social gathering of people, usually in a private residence, to share ideas and artistic expression. - often comprised of cultural elites meetings to amuse and educate each other. - have existed from about the 1580s to the modern day and played a central role in both the renaissance and the Age of Enlightenment. Salons of Revolutionary France - Played an integral role in the cultural and intellectual development - Women played important and visible role - Centered around the idea that humans could be rational and control their world through science and knowledge Salon Code - Admitted on basis of accomplishments - Task of hostess was to direct conversation - Were egalitarian: many strata of society were in theory allowed to meet in equality—brought nobles and elite bourgeois together Gender roles of the enlightenment: Feminine sensibility balancing masculine reason Conclusion - Provided a unique outlet for discussion of ideas for both women and the bourgeois - Cultural, intellectual and scientific development Appendix 6.2 Primary Source CITIZENS! TO ARMS! TO ARMS! The Levée en Masse, August 23, 1793 1. From this moment until that in which the enemy shall have been driven from the soil of the Republic, all Frenchmen are in permanent requisition for the service of the armies. The young men shall go to battle; the married men shall forge arms and transport provisions; the women shall make tents and clothing and shall serve in the hospitals; the children shall turn old linen into lint; the aged shall betake themselves to the public places in order to arouse the courage of the warriors and preach the hatred of kings and the unity of the Republic. 2. The national buildings shall be converted into barracks, the public places into workshops for arms, the soil of the cellars shall be washed in order to extract there from the saltpeter. 3. The arms of the regulation caliber shall be reserved exclusively for those who shall march against the enemy; the service of the interior shall be performed with hunting pieces and side arms. 4. The saddle horses are put into requisition to complete the cavalry corps, the draft horses, other than those employed in agriculture, shall convey the artillery and the provisions. 5. The Committee of Public Safety is charged to take all necessary measures to set up without delay an extraordinary manufacture of arms of every sort which corresponds with the ardor and energy of the French people. It is, accordingly, authorized to form all the establishments, factories, workshops, and mills which shall be deemed necessary for the carrying on of these works, as well as to put in requisition, within the entire extent of the Republic, the artists and workingmen who can contribute to their success. 6. The representatives of the people sent out for the execution of the present law shall have the same authority in their respective districts, acting in concert with the Committee of Public Safety; they are invested with the unlimited powers assigned to the representatives of the people to the armies. 7. Nobody can get himself replaced in the service for which he shall have been requisitioned. The public functionaries shall remain at their posts. Appendix 6.3 Primary Source The king is no more! Citizens! The following is the Indictment of King Louis XVI. December 11, 1792 Louis, the French people accuses you of having committed a multitude of crimes in order to establish your tyranny by destroying its liberty. 1. On 20 June, 1789, you attacked the sovereignty of the people by suspending the assemblies of its representatives and by driving them by violence from the place of their sessions. . . . 2. On 23 June you wished to dictate laws to the nation; you surrounded its representatives with troops; you presented them with two royal declarations, subversive of every liberty, and you ordered them to separate. Your declarations and the minutes of the Assembly establish these outrages undeniably. 3. You caused an army to march against the citizens of Paris; your satellites caused their blood to flow, and you withdrew this army only when the capture of the Bastille and the general insurrection apprised you that the people were victorious. . . . 6. For a long time you contemplated flight; . . . but on 21 June [1791] you made your escape with a false passport; you left a declaration against those same constitutional articles; you ordered the ministers not to sign any documents emanating from the National Assembly, and you forbade the Minister of Justice to deliver the Seals of State. The people’s money was wasted in achieving the success of this treason. . . . 7. On 14 September you apparently accepted the Constitution; your speeches announced a desire to maintain it, and you worked to overthrow it before it even was achieved. 15. Your brothers, enemies of the state, have rallied the émigrés under their colors; they have raised regiments, borrowed money, and contracted alliances in your name; you disavowed them only when you were quite certain that you could not harm their plans. . . . 30. You tried to bribe, with considerable sums, several members of the Constituent and Legislative Assemblies. 31. You allowed the French nation to be disgraced in Germany, in Italy, and in Spain, since you did nothing to exact reparation for the ill treatment which the French experienced in those countries. 32. On 10 August you reviewed the Swiss Guards at five o’clock in the morning; and the Swiss Guards fired first on the citizens. 33. You caused the blood of Frenchmen to flow. Appendix 6.4 Primary Sources Robespierre, leader of the Jacobins. Excerpts from the proposed Declaration of Rights (April 24, 1793) 1. The aim of every political association is the maintenance of the natural and inalienable rights of man... 3. These rights pertain equally to all men, whatever the difference in their physical and moral powers... 10. The rights of property is limited, as are all others, by the obligation to respect the property of others. 11. It may not be detrimental to the security or liberty, or the existence, or the property of our fellowmen... 13. Society is obligated to provide for the subsistence of all its members, either by procuring work for them, or by assuring the means of existence to those who are unable to work. Circular from the Paris Jacobin Club to local branches. Friends, we are betrayed! To arms! To arms!... Your greatest enemies are in your midst, they direct your operation... yes, the counter revolution is in the government... in the national convention! Let us rise! Yes, let us all rise! Let us arrest all the enemies of our revolution, and all suspected persons. Let us exterminate, without pity, all conspirators, unless we wish to be exterminated ourselves. Appendix 6.5 Primary Sources Brissot, leader of the Gironde Party (May 23, 1793) I thought that the insurrectionary movement must cease, because, when there was no longer a tyranny to be struck down, there ought to be no longer any force in insurrection.... I thought that order alone could produce tranquility; that order consisted of a religious respect for the laws, the magistrates and the safety of the individual... I thought, consequently, that order, also, was a truly revolutionary measure... I thought therefore that the real enemies of the people and of the Republic were the anarchists, the preachers of agrarian law [who want to redistribute the land], the exciters of sedition [rebellion]. __________________________________________________________ Guadet, Girondin delegate to the Jacobin dominated Paris Commune The evil lies in anarchy, in this kind of insurrection of authorities against the Convention; it is in the authorities of Paris, anarchical authorities whom it is necessary ... (Violent murmurs from the Left of the Assembly...) Yes, I repeat, the evil lies in the existence of the Paris authorities, authorities greedy for both money and domination. I propose to the Convention ... [that] the authorities of Paris are to be dissolved. __________________________________________________________ Hebert, leader of the Paris Commune (1793) The fatherland... Bosh! The trades people have no fatherland. As long as they thought that the Revolution would serve their ends they supported it. They lent a hand to the sans-culottes in destroying the nobility... but this was in order to install themselves in the place of the aristocrats. Moreover, since the wretched sans-culotte enjoys the same rights as the wealthiest tax gatherers, all this rabble have turned their coats and are straining every nerve to overthrow the Republic... since they see that the sans-culottes are ready to die rather than become slaves again, these cannibals have armed their servants... against the sans-culotterie; worse than this... at this very moment they are opening the gates of Toulon and Brest to the English... It is now an open war of the rich against the poor. We must crush them ourselves, for we have the power in our hands! Wretches that they are! They have devoured the fruit of our labor... and now they would like to drink our blood! __________________________________________________________ Appendix 6.6 The Menu Discuss what these news events mean for you as a student Interpret the article through the lens of your character Does this change the event? What does this article mean for the revolution as a whole? Patrons of the salon will share their news article and their findings with the other salon patrons Have Fun Appendix 7.1 Primary Source Worksheet French Revolution (1787-1799). National Convention and the Reign of Terror. The Girondins are going to be executed, 1793. Colored engraving by Piloty. 'The Artistic Illustration'. What is the feeling in this painting? What can you learn about the French Revolution and the Terror through this painting? How do the Revolutionists justify the Terror? Further Thoughts Appendix 7.2 Primary Source Worksheet Aristocratic Heads on Pikes What is the feeling in this painting? What can you learn about the French Revolution and the Terror through this painting? How do the Revolutionists justify the Terror? Further Thoughts Appendix 7.3 Primary Source Worksheet What is the feeling in this painting? What can you learn about the French Revolution and the Terror through this painting? How do the Revolutionists justify the Terror? Further Thoughts Appendix 8.1 Jeopardy Questions People 1. Who is this a painting of? Appendix 8.1 2. Who is in the 2nd Estate? 3. What estate do the peasants belong to? 4. Who is considered the bourgeois? 5. Who is not considered a “man and citizen” in the Declaration? Terms 1. What is the National-Assembly? 2. What does the “Terror” mean? 3. What does tithes mean? 4. Who are the Jacobins? 5. What does ‘cahier de deleances’ mean? Places 1. Where does the King live? 2. Where did the National Assembly meet when they were locked out of the meeting hall? 3. What is this picture of? See Appendix 8.2 - David, Jacques-Louis. The Tennis Court Oath. N.d. Painting. Western Civilization Guides.Web. 4. What is a salon? 5. Where did Louis XVI try to flee to? Historical Concepts 1. What does Historical Perspective mean? How did you see this? 2. What does Historical Significance mean? What do you think is the most historically significant event in the Revolution? 3. What kind of evidence can be found on the French Revolution? 4. Choose something that remained the same in society or something that changed? 5. Explain a cause and consequence pair Hodge Podge 1. How did the Pope feel about the Revolution? 2. What is the Oath of the Tennis Court? 3. Explain one statement from the Declaration of the Rights of Man and the Citizen 4. Who were the emigres? 5. How can the French Revolution be considered a “religious” movement? Appendix 8.2-Primary Source The painting depicts a man in formal attire, adorned with a sash and a star-shaped medal, suggesting a high-ranking official or nobleman. The background is simple, focusing attention on the subject. 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VISION Academy Learning Trust TRUST NEWSLETTER TERMLY EDITION Sports Partnership: During May, we have benefited from many in-house sports events with Cleveland School Sport Partnership. The children in Key Stage 1 took part in a superhero athletics event dressed as superheroes. The children spent the morning learning how to become a superhero at the superhero academy. They had lots of fun racing on space hoppers, completing obstacle courses, practicing their superhero flying poses on the trampoline and even feeding the aliens! Y3/4 took part in Tennis competitions at school. They had great fun learning new skills and taking part in various tennis-based challenges and games. Y5 and Y6 children enjoyed an afternoon of athletics with Cleveland Schools Partnership. Events included, long distance running, sprints and standing long jump. We had many certificates awarded for the best performers and the most resilient participants. Y5/6 First Aid Training This month our children in Upper Key Stage Two have had the opportunity to take part in Virtual First Aid training. In Y6 two-hour sessions were delivered by The British Red Cross via Teams. Although the trainer was based in Belfast, we learned how to deal with burns, cuts, head injuries and broken limbs. Our trainers praised us for our enthusiasm and knowledge and the children demonstrated their learning with impressive scores on the quiz a few days later. As part of our PSCHÉ lessons, Year 5 have been learning first aid. The children have been fastidiously learning about what to do in an emergency in a variety of situations, ranging from how to help a friend having an asthma attack to how to help an adult who is found unresponsive. Mini-beast Madness In Reception, the children have been exploring all about mini-beasts including mini beast hunts, discussing habitats and making clay models. In addition, we have been using a range of vocabulary associated with parts of mini-beasts. Enhancing our curriculum with technology This term we were lucky to receive a class set of brand-new iPads. Thanks to the Friends of Chandlers Ridge who organized parents and business to donate towards this cause. Children across school have been utilizing this new technology in a range of ways. Including: Programming Beebots in KS1, Creating Adobe Spark videos in Y3/4 and producing digital artwork in Y5/6. Engineering Club: The Egglescliffe School Young Engineers have restarted and are back in full swing! Two of the Young Engineers projects have been funded in part by the United States Embassy in London. The first being the F1 in Schools competition, this is running with two year groups, year 7 and year 9. Students here are required to engineer a miniature F1 car, CNC machine it or produce using a 3d printer and test it. The aim is to propel the car down a 20 meter track via of small gas canister in the rear of the car. Currently the record is sub one second which was set recently in the finals in Singapore, our Young Engineers have to find a way of making their car go as fast as it possibly can. The competition is split in entry class for the year 7s, and development class for the year 9s. SING! In the Music Dept. we were particularly keen to ensure that students in the lower school were prioritised this term for ensembles and activities outside of the classroom. 5 weeks into term we still have a group of 60 fantastic students who are reminding us all just how amazing Egglescliffe Musicians are, with their superb singing and really positive and passionate approach to rehearsals. We are very hopeful that we can present a concert at the end of term, and our new group ‘SING!’ will definitely be on the programme! We have also recently started up a lower school jazz big band to ensure our instrumental students have an ensemble to rehearse with every week. U-Music Studio Funding Such was the success of, and demand for our last U-Music funded project - a project recording studio mainly for GCSE and A level music students - that we applied to create an identical project studio to allow twice as many students to access the recording facilities. U-Music have agreed and we hope the new studio will be up and running by half term. Sport is back in action at Egglescliffe: Extracurricular clubs and competitive sport is back up and running at Egglescliffe! Whilst before- and after-school practices have continued in some form since September, thankfully the recent easing of covid-restrictions has seen a return to competitive team sports. Y7, Y8 and Y9 boys have participated in inter-mural football, whilst the girls have participated in inter-mural hockey, with a good number of students representing their teams and striving towards achieving their ‘team colours’. The Y11 boys rugby team also returned to school fixtures, with an impressive 54-10 victory against Park View in rugby league; whilst our under 16 and under 18 hockey teams have started their summer leagues, held at Norton HC in a covid-safe environment. With further fixtures planned for tennis, cricket, rounders and athletics, we are hopefully starting to see a return to offering a range of PE opportunities at Egglescliffe. Huntcliff School Against all the odds, in an academic year still disrupted by the pandemic, students from across Huntcliff have taken part in extra-curricular activities, studied hard and achieved great successes. We are proud of the work our students have done and the resilience they have showed in these unprecedented times. Best foot forward for Huntcliff DofE Huntcliff School has offered Duke of Edinburgh (DofE) as part of its extra-curricular activities for a number of years, and during the most challenging year it has been no different. Thirty-three students have waited patiently to go out on their expeditions, prior to the first national lockdown in March 2020, the students had completed some of their pre-expedition checks in the days leading up to the lockdown. Hoping it would last only a matter of weeks before resuming the expeditions, nobody realised over a year later we would be dusting off the equipment from the DofE store ready to go on expedition. However finally on Saturday 1st May 2021 six teams of Huntcliff students began the expedition. The route took them initially through woodland and across farmland towards the village of Lythe, before venturing onto the Moorland to reach Scaling Dam on the Sunday, and further extensive stretches of Moorland for those completing their Silver award on Bank Holiday Monday. Miss Tompkins, Duke of Edinburgh Coordinator for Huntcliff School said: “It was fantastic to be back out in the countryside and to be supporting our students through this prestigious award. Seeing them work together as a team and supporting one another to reach a united goal was incredibly fulfilling for staff and students alike. It was also a delight to hear upon our return to School this week that we are the first school in Redcar and Cleveland to be back out on expeditions. I can only thank my students, their parents/carers and the school leadership team for their ongoing support to get Duke of Edinburgh back into the school calendar after such a long wait.” World Book Day celebrations Huntcliff Library ran a number of competitions to celebrate World Book Day this year. Students and staff alike were asked to re-create a book cover or character using any materials they liked. Two Y7 students - Mia and Martha (entry pictured below) - took the top prizes and Mr Young’s painting based on Philip Pullman’s Northern Lights was voted top of the staff entries. In other library news, two teams of KS3 students recently took place in the inaugural National Reading Champions Quiz. The 8 students competed against 15 other schools in the area and really enjoyed the quiz. New newspaper news! Students from across the school have come together to form a student newspaper. Initially going out termly, the paper will celebrate news from both within Huntcliff and from the local community. The students are excited to develop their journalistic abilities and showcase all the achievements from within school. And the good news continues... Mr Ward spent the run-up to Christmas dressed as an elf, running round delivering over 500 selection boxes to children in various hospitals across the area. He also raised £1116 for food banks! Y10 student Scarlett H raised £2,000 for Motor Neurone Disease Association! Fantastic effort! Congratulations to Grace T (Y9) on being selected for the Durham County Cricket Club Elite Development Programme. For up to date information please visit our website – valt.org.uk NSPCC National Number Day On Friday 7th May, we celebrated NSPCC’s National Number Day. As well as dressing in digits, we had lots of fun participating in number-based activities across school, including the Times Table Rockstars NSPCC Rocks competition! Science Week This year we adopted a STEM approach for Science Week, focusing on a different component each day and having fun with it! As part of the week, all classes had a daily Science/STEM lesson, based on this year’s theme of ‘Innovating for the Future’. Some of the topics covered included: designing and building Mars Rovers, designing and building a watering system for plants using recycled materials, building and testing bridge designs and designing new inventions for the future, to name but a few. As part of National Science Week, all children also took part in the national poster competition with 6 designs selected to be submitted from Junction Farm. Scavenger Hunt Trip On Wednesday 12th May, we had our first trip of the year. Year 6 visited Northfield School to complete a Scavenger Hunt, organised by Stockton Schools Partnership. Using a map and iPad, each group were required to complete as many of the Scavenger Hunt tasks as possible across the full school field. Some of the activities involved searching for different items and others involved taking photographs of different things. We had so much fun!! Year 6 Kindertransport Visitor On Wednesday 19th May, Year 6 were extremely fortunate to be visited by Gabriele Keenaghan, BEM, who escaped to Britain in November 1938 on the Kindertransport, following the events of the Kristallnacht, when the Nazis and their collaborators attacked the shops and homes of Jewish citizens. Aged 12, Gabriele fled from Vienna to Britain as a refugee. Now a retired primary school head teacher, Gabriele lives in the North East of England and is a happy mother, grandmother and great grandmother. Gabriele regularly shares her story with school pupils and this was an invaluable opportunity that our pupils were offered as part of their WW2 topic. We are extremely grateful and were incredibly moved and inspired by Gabriele’s story – an unforgettable experience. Groups of children from Early Years, Year 2 and Year 6 were chosen to represent Junction Farm Primary by designing something to mark The Royal British Legion’s 100th anniversary. All entries for the competition will be displayed in the Preston Park Museum, ready for judging. Good luck! Children’s Mental Health Week – Connecting with Nature For Children’s Mental Health Week, the children considered different ways in which they can connect with nature. Some activities across school included: visits to our wonderful forest school where children had time to explore nature; outdoor yoga sessions; opportunities to create amazing artwork by drawing the nature around us; cloud watching and creating pictures and characters from the clouds; time to read their favourite book sitting under tree; and mindfulness colouring of nature whilst in our beautiful outdoor areas. Our youngest children took part in ‘butterfly meditation’! Hello World – Competition Winners! Recently 14 female students attended a virtual careers event in school, in association with Teesside University, aimed at inspiring women to get involved in the male dominated space of computer science digital technology. As part of the workshop, students were asked to create an inspirational quote to be judged by colleagues at the University and two of our students won the prize for best quotes. We were inspired but how the girls summed up their learning and the overall experience; Hannah told us; Stick to your guns. Don’t be afraid to voice your opinion, or stand up for yourself. And do not worry about being someone else’s definition of enough.” Meanwhile Stacy’s words of wisdom were ““An arrow can only be shot by pulling it backwards. When life is dragging you back with difficulties, it means it’s going to launch you into something great. So just focus and keep aiming”. Festival of School and College Arts On Friday 28th May, we will be sharing some of the fantastic art work our students have produced recently. This is part of an ASCL initiative called ‘Festival of School and College Arts’. The event will take place on Twitter using the hashtag #EduArtFest. Soaring to Success LJS students have had the opportunity to be part of the Soaring to Success programme this term. The Air League is a leading aviation and aerospace charity with a vision focussed on changing lives through aviation. Its mission is to inspire young people by awarding scholarships and work opportunities through aviation. The Soaring to Success programme has successfully ran in other areas of the UK and for the first time has been available to Tees Valley students in 2021. 32 students from Years 9 to 11 have had the opportunity to be involved in this amazing opportunity. They all asked excellent questions and enjoyed the experience. Superhero Day Year 1 and 2 sports superhero day – the children looked amazing in their superhero costumes and had such fun doing multi sports outdoors. Thank you, Mr Thomas, for organising it! National Literacy Accolade In February, our Key Stage 2 classes entered a writing competition hosted by the National Literacy Trust on the theme of ‘Local Heroes’. It was called the ‘Connecting Stories: Read North East’ competition, and supported by Mr Kirby in school. All children who entered received a certificate, and 7 Saltburn Primary pupils were all shortlisted by the panel of judges to go on for final consideration within the competition. The work of these children will be included in the National Literacy Trust’s online exhibition! Two Saltburn Primary pupils went on to win first and second place! Congratulations Phoebe J (9) for coming first and Alfie S (10) who came second! These children won either a signed copy of Burhana Islam’s ‘Mayhem Mission’ or a signed printed by illustrator Steve Antony. The judging panel (including Burhana Islam and Sam Copeland) referred to the work as “Wonderfully written and great imagination! Great description” and “Creative take on the theme and very imaginative, building suspense and tension throughout.” Fun Run for Early Years Early Years children had lots of fun completing their sponsored fun run in memory of Sir Captain Tom Moore. All the children ran a mile around our playground. Luckily, they got in just in time for the rain. They raised over £1000 for Early Years resources. Thank you to parents/carers for their donations, and to Miss Valli for leading the way (quite literally!). We are very hopeful that we can present a concert at the end of term, and our new group ‘SING!’ will definitely be on the programme! We have also recently started up a lower school jazz big band to ensure our instrumental students have an ensemble to rehearse with every week. We will let you know how they are getting on in the next edition. Saltburn Primary #WorldBookDay2021 Who were the readers behind the masks? Staff read an extract from their favourite book whilst in disguise. We had a week-long run of performances on our social media for the children to make their guesses – it was great fun. Fundraising so far this academic year Children in need: £264.66 Red nose day: £391.00 Egg guess competition: £275.00 Egg decorating competition: £85.50 Go green day (ECO)- £174.25 Sponsored run – EYFS children 100miles, in memory of Tom Moore raising money for EYFS (resources – games/toys for the children): £1,041 Gardening at The Links Children planted their own crab apple tree in the Autumn for Black history week. After looking at how Wangari Maathai started a movement in African where more than 30 million trees were planted, the children decided to plant their own tree. The children have been closely watching as their tree has changed through the seasons. From losing its leaves in the winter, developing buds in the spring and now the beautiful white blossom flowers it has unveiled. We are looking forward to seeing our crab apples grow and can’t wait till we can pick them and make some crab apple jelly to eat on some toast. Making the most of the great outdoors Year 3 have shown great perseverance and resilience during what has been a stop start year. They have taken everything in their stride, whilst making the most of every learning opportunity. A huge part of learning in Year 3 has involved getting out in the great outdoors. We have wonderful school grounds that we regularly take advantage of. We are very passionate about using our outdoor environment to support our learning in Year 3 and we particularly enjoy the active and competitive approach it brings. We have really enjoyed taking our learning outside and taking part in many different activities across a wide range of subjects such as; cricket in P.E, I’m a skeleton get me out of here in Science, around the world in mathematics and hunting seasonal fruit and vegetables in our stone age topic. Fancy Dress Book Day Who needs a World Book Day to celebrate books? Stories are celebrated every day at 1 o’clock in Year 5! Children get to listen and join in with actions and drama skills. As a way to celebrate our favourite class books, Year 5 held fancy dress days! The children loved coming into school dressed as their favourite character from ‘Kid Normal’! Outfits were out of this world! One child even impressed one of the authors and received a very special personalised message! The other author, Greg James, even gave a live shout out on Radio 1 to Year 5! Our contact with authors does not stop there either! After enjoying ‘The Parent Agency’ by David Baddiel, Year 5 asked Miss McLoughlin if they could dress up again! Of course, Miss McLoughlin said yes and so another celebration with amazing outfits occurred! This time we received two personalised messages from the author himself David Baddiel! One child also got his picture retweeted on David Baddiel’s social media! Storytime remains a special part of the day enjoyed by all children. Children are now bringing in their own copy of our class books so they can read along. It is wonderful to see all children engage and enjoy reading! Who knows which author will contact us next? Whinstone Primary School Whinstone EYFS At Whinstone EYFS we are in the process of improving and investing in our outdoor learning area. This has included carefully costing, securing funding and resourcing the area in order to support the development of our youngest children’s early communication, personal and social skills. We have been successful in securing additional funding from Tesco which is also being used to improve our outdoor area. This is work in progress that our children will benefit from for years to come. KS1 During the spring term lockdown we planned for our KS1 playground equipment to be redeveloped. The children enjoyed looking at the new possibilities and the wonderful range of play equipment available. After obtaining quotes from a number of suppliers we decided on the scheme from Pentagon Play. Work started in late April and all of the KS1 children, staff and parents have been excitedly anticipating the completion of the new playground equipment. Each day, we have enjoyed seeing the progress and the children have been so excited and can’t wait to try it out! The work should be finished by Wednesday 19th May, hopefully the weather will be dry enough for us all to start using it. Mental Health Week 2021 Week commencing 10th May was Mental health Awareness Week, and the theme was ‘Nature’. The children had the opportunity to create sculptures out of materials from our wild life area; create pictures with items they collected and sketch outside. Lots of fun was had by all! Year 3 and Year 4 Year 3 and Year 4 have been very excited by Whinstone’s new purchase of now>press>play. For those who have not heard about this, now>press>play is where each child is given a set of wireless headphones and, as a group, they are all exposed to a story sent in unison through a transmitter device; all children hear the story at exactly the same time. The child themselves becomes the main character where they are directed to meet people, discover new places and solve problems whilst on their educational adventure. Y5 Football is back! The year 5 children are taking part in football sessions with Miss Stansmore and Mr Robson on a Monday and Wednesday afterschool. Although the children are still in class bubbles, it is nice that some normality has returned. PE Challenge This term, we are taking part in our first virtual Koboca football skills challenge with 17 local schools. There are 2 team challenges that the children are doing in school, and an individual challenge for parents and carers to complete with their children at home. 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Prestwick House Multiple Critical Perspectives™ Sample Click here to learn more about this Multiple Critical Perspectives! Click here to find more Classroom Resources for this title! Prestwick House More from Prestwick House Literature Literary Touchstone Classics Literature Teaching Units Grammar and Writing College and Career Readiness: Writing Grammar for Writing Vocabulary Vocabulary Power Plus Vocabulary from Latin and Greek Roots Reading Reading Informational Texts Reading Literature Teaching William Faulkner's As I Lay Dying from Multiple Critical Perspectives™ by Elizabeth Osborne Prestwick House William Faulkner is an author best-known to most people for two things: the difficulty of his works and his invention of the fictional community of Yoknapatawpha County, Mississippi. Faulkner started writing fiction in the 1920s, when writers were breaking away from old styles and experimenting with form, style, diction, and even chronological organization of their works. Ernest Hemingway, for instance, wrote in flat, short sentences unlike any seen before. James Joyce, another famously difficult writer, wrote a novel (Ulysses) that consists solely of the stream-of-consciousness impressions of its protagonist as he travels through Dublin on a single day. These works are now considered part of the first wave of a movement called Modernism. The development of automated technology, especially in World War I, contributed to the rise of Modernism. Soldiers and journalists who had experienced the war returned home with the sense that the world had changed; men could be killed in huge numbers by efficient weapons, though there was little gain for any of the parties in the war. Painters, writers, and other artists also commented on the way the new society valued the anonymous and mechanical over the individual or handmade. They tried to reflect the strangeness of the new world through radical experimentation in their writing. Like Hemingway, Faulkner applied to serve in the United States military in World War I and was turned down by the branch to which he applied. Hemingway, however, did witness war atrocities as an ambulance driver for the Red Cross; Faulkner served in the British and Canadian Air Forces, but did not see action. Where Hemingway would choose to set some of his most famous stories in wartime Europe, Faulkner grounded his characters in the culture of the place he had grown up. Lafayette County, Mississippi, was the model for Yoknapatawpha County, where almost all of Faulkner’s characters either live or originate. In Faulkner’s most famous work, The Sound and the Fury (1929), the narrative is traded back and forth between members of the Compson family. The Compsons, residents of Yoknapatawpha, are of an old (and thus respected) Southern lineage in the area, but are also tragic figures, unable to deal with the passing of the Old South. The novel gained fame because of its stream-of-consciousness narration, which many readers found difficult to follow. Because one of the narrators is the mentally disabled Benjy, and because the other narrators suffer from varying degrees of mental illness, the time and space in which the action takes place can shift without warning. Faulkner often considered the fate of the Old South in his works, and usually without much hope. Mental illness, incest, suicide, and loveless marriages all occur repeatedly in his novels. He also considers race and class; during the time he was working, the Civil Rights movement in America was just about to begin. Mythological/Archetypal Approach Applied to As I Lay Dying Notes on the Mythological/Archetypal Approach MYTHOLOGICAL, ARCHETYPAL, AND PSYCHOLOGICAL CRITICISM are all closely related. This is because Freud formulated many theories around the idea of the social archetype, and his pupil, Carl Jung, expanded and refined Freud’s theories into a more cross-cultural philosophy. Critics who examine texts from a mythological/archetypal standpoint are looking for symbols. Jung said that an archetype is “a figure...that repeats itself in the course of history wherever creative fantasy is fully manifested.” He believed that human beings were born with an innate knowledge of certain archetypes. The evidence of this, Jung claimed, lies in the fact that some myths are repeated throughout history in cultures and eras that could not possibly have had any contact with one another. Many stories in Greek and Roman mythology have counterparts in Chinese and Celtic mythology, long before the Greek and Roman Empires spread to Asia and northern Europe. Most of the myths and symbols represent ideas that human beings could not otherwise explain (the origins of life, what happens after death, etc.). Every culture has a creation story, a-life-after-death belief, and a reason for human failings, and these stories—when studied comparatively—are far more similar than different. When looking for archetypes or myths, critics take note of general themes, characters, and situations that recur in literature and myth. In modern times, traditional literary and mythological archetypes are successfully translated to film. For example, Jane Austen’s Emma was adapted into the popular Hollywood film Clueless. By drawing on those feelings, thoughts, concerns, and issues that have been a part of the human condition in every generation, modern authors allow readers to feel that they know the characters in a work with very little background information. Imagine how cluttered stories would be if the author had to give every detail about every single minor character that entered the work! Activity One Examining the Journey Archetype in As I Lay Dying 1. Copy and distribute the handout: As I Lay Dying Archetypal Activity One: The Journey 2. Divide the class into six groups or a number of groups divisible by six. 3. Assign each group, or allow each to choose, one of the following characters. - Anse - Cash - Darl - Jewel - Dewey Dell - Vardaman 4. Have students peruse the novel, looking at it as the story of their assigned character’s Journey and provide the requested information on the handout. 5. Reconvene the class and discuss the characters and their archetypal journeys. Notes on the Formalist Approach The formalist approach to literature was developed at the beginning of the 20th century and remained popular until the 1970s, when other literary theories began to gain popularity. Today, formalism is generally regarded as a rigid and inaccessible means of reading literature, used in Ivy League classrooms and as the subject of scorn in rebellious coming-of-age films. It is an approach that is concerned primarily with form, as its name suggests, and thus places the greatest emphasis on how something is said, rather than what is said. Formalists believe that a work is a separate entity—not at all dependent upon the author’s life or the culture in which the work is created. No paraphrase is used in a formalist examination, and no reader reaction is discussed. Originally, formalism was a new and unique idea. The formalists were called “New Critics,” and their approach to literature became the standard academic approach. Like classical artists such as da Vinci and Michelangelo, the formalists concentrated more on the form of the art rather than the content. They studied the recurrences, the repetitions, the relationships, and the motifs in a work in order to understand what the work was about. The formalists viewed the tiny details of a work as nothing more than parts of the whole. In the formalist approach, even a lack of form indicates something. Absurdity is in itself a form—one used to convey a specific meaning (even if the meaning is a lack of meaning). The formalists also looked at smaller parts of a work to understand the meaning. Details like diction, punctuation, and syntax all give clues. Activity One Examining Shifts in Time in As I Lay Dying 1. Copy and distribute the handout: Shifts in Time and Space in As I Lay Dying. 2. Divide the class into five groups. 3. Assign each group, or allow each to choose, one of the following characters: - Darl - Dewey Dell - Vardaman - Tull - Cora 4. Have each group review several of the chapters narrated by its assigned character and answer the questions on the handout. 5. Reconvene the class and have each group present its findings. 6. As a class, discuss the following questions: - What verb tense seems to be most prevalent for a particular character? For all the characters? - What seems to prompt a shift in time? Is it the same for each character? - What is the overall impact of time and location shifts in the novel? What was probably Faulkner’s intent in telling this story in a non-linear fashion? NOTE: As with other Multiple Critical Perspectives activities, students do not need to agree or come to consensus. Notes on the Psychoanalytic Approach The term “psychological” (also “psychoanalytical” or “Freudian Theory”) seems to encompass two almost contradictory critical theories. The first focuses on the text itself, with no regard to outside influences; the second focuses on the author of the text. According to the first view, reading and interpretation are limited to the work itself. One will understand the work by examining conflicts, characters, dream sequences, and symbols. In this way, the psychoanalytic theory of literature is similar to the Formalist approach. One will further understand that a character’s outward behavior might conflict with inner desires, or might reflect as-yet-undiscovered inner desires. Main areas of study/points of criticism of the first view: • There are strong Oedipal connotations in this theory: the son’s desire for his mother, the father’s envy of the son and rivalry for the mother’s attention, the daughter’s desire for her father, the mother’s envy of the daughter and rivalry for the father’s attention. Of course, these all operate on a subconscious level to avoid breaking a serious social more. • There is an emphasis on the meaning of dreams. This is because psychoanalytic theory asserts that it is in dreams that a person’s subconscious desires are revealed. What a person cannot express or do because of social rules will be expressed and accomplished in dreams, where there are no social rules. Most of the time, people are not even aware what it is they secretly desire until their subconscious goes unchecked in sleep. Activity One Examining Ideas of Self in As I Lay Dying 1. Copy and distribute the handout: Examining Dichotomies Involving the Self in As I Lay Dying. 2. Divide the class into three groups or a number of groups divisible by three. 3. Assign each group one of the following chapters: - Vardaman’s chapter beginning, “When they get finished…” - Darl’s chapter beginning, “The lantern sits on a stump,” especially the penultimate and final paragraphs - Addie’s chapter 4. Have groups follow the instructions on the worksheet. 5. 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Dear Dhas and Porpeang, Hi. My name is Alex. I’m a 13-year-old from Colorado in the mountains of the western part of the United States. I’m very interested to hear about Loy Krathong, your autumn festival with floating lanterns. What are you celebrating at this festival? How did it originate? What other traditions does it include? My country celebrates a harvest holiday in November called Thanksgiving. It was established to celebrate our country’s history and the hardships faced by early settlers to America, but it is also to show appreciation for friends and family. Most people prepare a feast with turkey and other seasonal foods for this holiday. I would like to know about each of you. What is your favorite school subject? Do you have siblings? I look forward to hearing from you. Alex Dear Alex, Hi, my name is Porpeang. I’m 10 years old. I’m from Bangkok, the capital city of Thailand. Bangkok is in the central part of Thailand. I will tell you about Loy Krathong. This festival has the main item called a krathong. The krathong is made of banana leaves, local flowers, fish snacks, and candles. The floating lanterns you’ve seen look like little balloons. They are beautiful, but they make lots of smoke. Most people in Bangkok don’t use them now. I have no siblings. My favorite school subject is art. I love drawing and coloring. Sincerely, Porpeang Dear Alex, Hi, my name is Dhas. I’m a 10-year-old from Bangkok. Bangkok is the most populated city in Thailand. Loy Krathong is a Thai festival celebrated annually throughout Thailand and also in nearby countries with significant Thai cultures. The name could be translated as “to float a ritual vessel or lamp,” and comes from the tradition of making krathong, decorated baskets, which are floated in the river. Many Thais use krathong to thank the goddess of water or rivers. My favorite subject is history. I have one older sister. She is 13 years old. I look forward to hearing from you. Dhas Dear Porpeang, My favorite subject is also art. What is your favorite thing to draw? What is school in Thailand like? I have two siblings, but they are adults now so they don’t stay with us much. I would love to hear more about krathong. Do you have any pictures from it that I could see? Can’t wait to hear back! Alex Dear Alex, I’m so glad to hear from you again. I love to draw cute cats or dogs because they are easy to draw. I’m in Ratchawinit school, one of the Royal schools and it is very large. The school starts at 8:00 a.m. and ends at 2:10 p.m. The teachers are very kind and funny. We don’t have much homework, which I like very much. There are two breaks at my school: October-November and March-April. At my school, we made krathong last year. Teachers and students were encouraged to wear traditional Thai clothes to help celebrate this festive occasion. Students made their own krathong and decorated them with flowers, incense sticks, and candles. It was a successful Loy Krathong festival for everyone at my school. I can’t wait to join the festival again this year. It was nice to hear from you again. Porpeang Dear Dhas, What is your favorite thing to learn about in history? In my class we are currently learning about American history, but I don’t think schools in Thailand teach much of that. I also have a sister, but she’s much older. Sincerely, Alex Dear Alex, I like to learn about Thai history in my class. I am studying at one of the government schools in Bangkok. There are many types of schools in Thailand. My sister and I study at different schools. My parents sent her to study at one government girl’s school in Thailand. She had to work very hard to pass the entrance exam. We are so proud of her. About Loy Krathong, my family and I have joined this festival every year at the river nearest our house. At my school, last year on November 8 we celebrated this event by making krathongs and singing Loy Krathong songs. The school warmly invited our parents to join us and participate in this special event. My homeroom and social studies teacher told the story about Loy Krathong to my class. This festival is one of the most beautiful festivals in Thailand. We celebrate it on the full moon day in November. The word loy means to float, and a krathong is a banana leaf cup. As we push our krathongs into the river, we ask for forgiveness in polluting the waterways and also for good luck in the coming months. I sent you some of my pictures with my family and also some photos of the Loy Krathong festival my school held last year. Some teachers and some students wore Thai traditional costumes for the event. It was very nice to talk with you. 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Due to the Coronavirus crisis, we’ve all been through a period of huge uncertainty and change. Routines got disrupted and we experienced unpredictable changes in our lives – not within our control. When we don’t choose change, it can be difficult to accept and manage. Now, as we transition into a new type of ‘normal’, this can bring new changes and challenges – even if we are looking forward to it! Everyone manages transition, uncertainty and change differently. This toolkit is a guide to help you manage change in the healthiest way possible for you, during the summer holidays, as you start to think about going back to school. Using this toolkit - If you are a parent/carer or professional supporting a young person through this toolkit please see the guidance on page 11 - While reading this toolkit, lookout for the light bulb for tips and techniques to help you look after you and your daily wellbeing - This toolkit is interactive – it may ask you to reflect on questions, write or draw your thoughts and feelings. Lookout for the thinking bubble for activities to do to help you understand your thoughts and feelings and the impact they have on you. - Not all of the ideas will be helpful for everyone – try as many as you can and notice what really works for you. Use these to help you and share with others so you can build deeper connections with friends and family Contents Page 2.........................Quiz – What do you know about human behaviour? Page 3...............................Our Body - Understanding our feelings Page 4..................Stages of Change - How do I manage change in my life? Page 6.....................Coping Strategies - To calm, distract and support you Page 10.................................Quiz Answers Page 11......................Using this resource as a Parent/Carer/Professional Test your knowledge about human behaviour! Think about your own experiences while you go through the quiz - they might help you decide on your answer. \| Question \| Answer \| \|-------------------------------------------------------------------------\|--------\| \| 1 Humans can learn behaviour. True/False \| \| \| 2 Most people respond to change by: \| \| \| a) freaking out \| \| \| b) being calm \| \| \| c) being confused \| \| \| d) being scared \| \| \| e) being excited \| \| \| f) all of the above \| \| \| 3 Some emotions can last forever. True/False \| \| \| 4 Teenage brains jump to conclusions quicker than adult brains. \| \| \| True/False \| \| \| 5 Humans like things that are familiar. True/False \| \| Once you’re finished you can see the answers on page 10 Our Body: Understanding our feelings Our body is often what lets us know something doesn’t feel right. It gives us helpful clues about how we feel. The pandemic, lockdown, not being at school, not hanging out with friends – these changes can make us feel less safe – as if the ground is being pulled away from underneath us. Below are some common sensations people notice in their bodies. What feelings do you usually have with each one? When I can’t think straight I am usually feeling _______________________ When I want to shout I am usually feeling _______________________ When my eyes well up with tears I am usually feeling _______________________ When my heart is beating faster I am usually feeling _______________________ When I have butterflies in my stomach I am usually feeling _______________________ When I have shaky legs I am usually feeling _______________________ How does knowing about the connection between body sensations and feelings help us? Our body sensations give us a lot of clues about how we feel. It can be helpful to know what these clues mean, because the sooner we listen to the clues, the quicker we can do something about them. The activities we suggest here are useful for those times when we notice that our body is giving us these clues. It’s a good idea to stand up and move around at the end of each task. Listen to a song you love, shake your arms and legs about, stretch, do star jumps or walk around the space you’re in a few times, take some deep breaths as you move around. We all face multiple changes every day, sometimes every minute! Whether it’s a change in the weather, what’s going on around us, or our emotions – change is constant. Spend 5 minutes thinking about how many things have changed for you already today. You can note them below or just reflect on them in your head. Q: Were you surprised at how many you came up with? Were there some things that had more impact than others? Change affects everyone and we each deal with it differently. This may be due to who you are as a person, your past experiences, or simply what mood you’re in when change happens. Think about times in your life when things have changed, e.g. Moving schools Moving home The coronavirus pandemic starting Going into lockdown Schools closing down Going through a breakup Your parents or carers separating / divorcing Falling out with a friend Getting a new sister/brother/pet Your phone getting lost, broken or stolen Although all of these changes are normal and happen to many people, we might still react to these events and go through the Stages of Change to adapt to what has happened. Have a look at the stages of change diagram - can you relate to any of these? 1. Shock. OMG! WTH! 2. Denial & Isolation. I feel so alone. This isn’t real. This can’t really be happening. 3. Anger & Blame: Why Me? What did I do to deserve this? It’s your fault this is happening. How dare they! 4. Depression & Sadness. I feel empty and numb. I don’t feel like me. Everything is pointless. 5. Acceptance & Meaning Making. It’s going to be OK. I can get through this. I feel hopeful for the future again. 6. Healing & Contribution: I can help other people get through similar things. It’s important to know and remember: • Each stage can take time, depending on what the change was, who we are and the support we have around us. • We don’t always go through the stages in order – we might jump around a lot. • Even if change is positive, we can still feel intense emotions – there are still always things we leave behind. Finish the sentences below with your own experience of what you were feeling at the time. There are no right or wrong answers: I was in the ________________________ stage of the change cycle when I first heard about coronavirus? I was in the ________________________ stage of the change cycle when I was told schools were closing? I was in the ________________________ stage of the change cycle when the UK first went into lockdown? I am in the _________________________ stage of the change cycle now I think I’ve experienced ____ out of 6 stages of the cycle during the pandemic One thing that helped me manage these changes was ____________________________ One thing that made all these changes harder was _______________________________ One thing I’ve learnt about myself during this crisis is ____________________________ One thing I would do differently in a similar experience would be _________________ If you felt at all stressed, overwhelmed or triggered during this activity, go to page 6 for some breathing and grounding exercises in the coping strategies section. Remember - we all deal with change differently. There are no right or wrong ways to feel, and using coping strategies and asking for support can make managing change easier. See the next section for more ideas. It’s a good idea to stand up and move around at the end of each task. Listen to a song you love, shake your arms and legs about, stretch, do star jumps or walk around the space you’re in a few times, take some deep breaths as you move around. Coping Strategies: To calm, distract and support you Here are tried and tested coping strategies to calm you, distract you, cheer you up and help you identify people to support you through challenging times. Try lots of different ideas before deciding which ones work best for you. Tick this box if you try any of these activities To Calm You 1) Breathing Box breathing can help us feel less anxious and more relaxed, especially if we practice it. Simply breathe in (inhale) for 4 counts, hold your breath for 4, breathe out (exhale) for 4 and then hold your breath for 4. Try to repeat this at least 6 times. Hints & Tips: It can help to imagine an actual box and count with your fingers for 4 beats - with each inhale, holding breath, exhale and holding breath again being one side of the box. Tactical Breathing is used in the army because breathing this way literally calms your brain down. All you do is exhale (breathe out) for longer than you inhale (breathe in), e.g. inhale for 4, exhale for 8 (or whatever works for you). Try and do this for at least 9 breaths. Hints & Tips: Imagine breathing in the word Calm, and breathing out the word Stress (say in your head ‘calm’ when inhaling, ‘Stress’ when exhaling’ to help you relax more) 2) Guided Meditations Try the ‘Calm’ app or ‘Headspace’. They have lots of free sessions for managing stress, calming anxiety, feeling confident, soothing pain and staying focussed. Hints & Tips: If you don’t want to use an app, type ‘guided meditation’ into YouTube and lots of options to try out will come up. 1) What makes you feel good? It can be hard to remember positive things, or things that bring us joy, especially when we are feeling stressed, low, anxious or uncertain. Challenge yourself to think of 25 things that make you feel good (one for each letter of the alphabet) using the space below e.g. \| A - Aunty Joanna \| \|------------------\| \| B - Baking \| \| C - Connecting with Friends \| Hints & tips: If you get stuck on a letter – like X – be creative eg. Xbox, X-iting trips, XL fries etc. If you have more than one thing that makes you feel good for each letter write as many down as you can. If people in your life make you feel good, write their names next to the letter they begin with. \| A \| N \| \|---\|---\| \| B \| O \| \| C \| P \| \| D \| Q \| \| E \| R \| \| F \| S \| \| G \| T \| \| H \| U \| \| I \| V \| \| J \| W \| \| K \| X \| \| L \| Y \| \| M \| Z \| Next time you feel sad, overwhelmed, bored or uncertain pick a ‘thing that makes you feel good’ to do! Try and do at least 1 thing and connect with 1 person that makes you feel good every day during the summer holidays. 2) Half Smile Have you heard people say that ‘smiling is contagious’? Well it’s actually scientifically true! Seeing other people smile or smiling ourselves sends signals to our brain that we feel good. As weird as it sounds, our brains can’t tell the difference between when we’re really smiling or faking a smile. This means you can actually trick your brain into thinking you feel great, and ‘fake it until you make it’! All you do is make your mouth smile: turn up the corners of your mouth whether you feel good or not, and your mood will improve. Hints & Tips: If you find it too hard to make yourself smile, find other things that make you smile / laugh - silly videos on YouTube, TikTok, watching comedy 3) Self Hug Similar to smiling – physical contact also makes us feel good. When we are touched our brains release ‘feel good chemicals’. In fact there is a whole hormone in our bodies called the ‘Hug Hormone’ because it increases when we are cuddled. This hormone is released whether we are cuddled by someone else, or whether we give ourselves a hug. So give yourself a big bear hug when you need one! To Distract You 1) The 5 Senses Exercises Noticing our environment around us in the present moment helps us stay calm and focussed when we are overthinking, feeling anxious or panicking. Look around you and notice: - 5 things you can see Textures, colours, details in pictures, plants, flowers etc. - 4 things you can hear Birds, traffic, footsteps, dogs, children, breathing, rain etc. - 3 things you can touch Feet on the ground, hands in your lap, clothes on skin etc. - 2 things you can smell Food cooking, perfume, flowers, cut grass, fresh air etc. - 1 things you can taste Morning coffee, afternoon tea, toast, chocolate etc. 2) Mindful BIF Walking BIF stands for Beautiful, Interesting and Funny. Go for a walk and take time to be curious. Keep walking until you find: - Something Beautiful - Something Interesting - Something Funny 1) Identify your support network We all need support now and then, but sometimes we find it hard to ask for help. Have a look at the image below and answer the questions. How easy is it for you to ask for help on a scale of 1-10 (where 1 is low and 10 is high)? (Not easy) 1 ___________________________ 10 (Really easy) People struggle to ask for help because_____________________________________ _______________________________________________________________________ _______________________________________________________________________ Asking for Help is Brave – true or false? The last time I asked for help was__________________________________________ _______________________________________________________________________ Have a look at the words below and circle the top 5 things that you think are important qualities for a friend to have: Trustworthy Thoughtful Always available Non-judgmental Nice and kind Makes time for me Knows me well Cares about other people A good listener Honest Makes me feel good Reliable Easy to talk to Fun to be around Loyal Keeps secrets 2) Professionals Remember, no matter how alone or rubbish you feel - there is ALWAYS support out there. You can contact: - Childline - https://www.childline.org.uk/ offers support for under 19s dealing with any issue. Their freephone number is 08001111 - open 9am - midnight. - The Mix - https://www.themix.org.uk/ offers support for under 25s. Contact them online - 1-2-1 chat option (through their website), Freephone number 0808 808 4994, and 24/7 crisis messenger - text THEMIX to 85258 We hope you found this toolkit helpful. We’d love to hear how it was for you - send any thoughts, ideas and feedback to email@example.com. Lookout for the 2nd edition of our toolkit - Managing Transition, Uncertainty and Change: Back to School Edition Check how well you know human behaviour by scoring yourself - 1 mark for every right answer. \| \| Answer \| Mark \| \|---\|------------------------------------------------------------------------\|------\| \| 1 \| True – all behaviour is learned, and can be unlearned! \| \| \| 2 \| f) all of the above – Whether we are scared, confused, panicky, calm or excited – all responses are normal reactions to change. None are right or wrong and how we manage change depends on who we are as a person and our past experiences. \| \| \| 3 \| False – emotions come and go and change constantly. We can feel 100’s of emotions in one day. No matter how awful, intense or overwhelming an emotion, it will never last forever. It helps to remind yourself of this if you are feeling a particularly intense, difficult emotion. \| \| \| 4 \| True – The last part of our brain to develop is the part that solves problems and makes decisions. This means teenagers are more impulsive, quicker to misinterpret information and jump to conclusions! \| \| \| 5 \| True – Humans like the familiar and we prefer comfort food, enjoy watching the same film more than once, sit in the same chair, enjoy being with people we know more than strangers. This is because the familiar makes us feel safer than the unfamiliar (which can feel unknown and risky). \| \| We hope you found this toolkit helpful. We’d love to hear how it was for you – send any thoughts, ideas and feedback to firstname.lastname@example.org. Lookout for the 2nd edition of our toolkit – Managing Transition, Uncertainty and Change: Back to School Edition Using this resource as a Parent/Carer/Professional If you are supporting a young person through this toolkit, we recommend: - Do all of the active aspects of the toolkit together with the young person. Role model how the activity is done and share some of your own experiences of transition and change during the pandemic. This can help to normalise these experiences, create a sense of commonality (“we’re in it together”) and builds connection between you and the young person. - Do move around at the end of each section. This helps regulate the body, balance emotional states and helps integrate learning. Make it fun – maybe see who can stretch highest or squat lowest – encourage young people to challenge you to do something they can teach you. This helps build their confidence in their own skills. - Use this toolkit with both individuals and groups. If you plan to use the exercises with groups ask for an open group discussion about each topic before using the materials to gauge the existing knowledge in the room. If a young person needs more support than this toolkit offers, please contact Khulisa for more information about our online interactive summer holiday webinar series. Lookout for the 2nd edition of our toolkit - Managing Transition, Uncertainty and Change: Back to School Edition. We hope you found this toolkit helpful. 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THE MANY FACES OF EXCLUSION END OF CHILDHOOD REPORT 2018 CONTENTS 1 Introduction 3 End of Childhood Index Results 2017 vs. 2018 7 THREAT #1: Poverty 15 THREAT #2: Armed Conflict 21 THREAT #3: Discrimination Against Girls 27 Recommendations 31 End of Childhood Index Rankings 32 Complete End of Childhood Index 2018 36 Methodology and Research Notes 41 Endnotes 45 Acknowledgements * after a name indicates the name has been changed to protect identity. Published by Save the Children 501 Kings Highway East, Suite 400 Fairfield, Connecticut 06825 United States (800) 728-3843 www.SaveTheChildren.org © Save the Children Federation, Inc. ISBN: 1-888393-34-3 Photo: CJ Clarke / Save the Children The Many Faces of Exclusion Poverty, conflict and discrimination against girls are putting more than 1.2 billion children – over half of children worldwide – at risk for an early end to their childhood. Many of these at-risk children live in countries facing two or three of these grave threats at the same time. In fact, 153 million children are at extreme risk of missing out on childhood because they live in countries characterized by all three threats.$^1$ In commemoration of International Children’s Day, Save the Children releases its second annual End of Childhood Index, taking a hard look at the events that rob children of their childhoods and prevent them from reaching their full potential. Compared to last year, the index finds the overall situation for children appears more favorable in 95 of 175 countries. This is welcome news – and it shows that investments and policies are working to lift up many of our children. But the index also shows progress is not happening fast enough, and conditions appear considerably worse in about 40 countries. Lost childhoods are increasingly concentrated among the poorest children and children affected by conflict. These conditions tend to exacerbate gender bias and increase negative experiences that end childhood for girls. The index compares countries by a set of indicators representing life-changing events that signal the disruption of childhood: poor health, malnutrition, exclusion from education, child labor, child marriage, early pregnancy and extreme violence. These “childhood enders” are most prevalent where poverty, conflict and gender bias overlap to create toxic environments for children. Not surprisingly, the 20 countries characterized by all three of these threats all fall in the bottom third of the index. Half (10 countries) are in the bottom 20, and seven are in the bottom 10. Lost childhoods are a result of choices that exclude particular groups of children by design or neglect. A child’s experience of childhood is largely determined by the care and protection they receive, or fail to receive, from adults. Children have the right to survival, food and nutrition, health and shelter. Children also have the right to be encouraged and educated, both formally and informally. And they have the right to live free from fear, safe from violence and protected from abuse and exploitation. In 2015, world leaders gathered at the United Nations to make a bold commitment – to end poverty in all its forms by --- WHO ARE THE 1.2 BILLION CHILDREN AT RISK? THREAT #1 1 billion children live in countries plagued by poverty.$^2$ Children living in poverty face a higher risk of death before age 5, malnutrition that stunts their growth, being out of school, being forced into child labor or early marriage, and giving birth while they are still children themselves. THREAT #2 At least 240 million children live in countries affected by conflict and fragility.$^3$ These children are at heightened risk of death before age 5, stunted growth due to malnutrition, being out of school, being forced to work, and being forced from their homes under dangerous and frightening circumstances. THREAT #3 575 million girls live in countries characterized by discrimination against girls,$^4$ often placing them at heightened risk of death before age 5, being denied education, being forced into early marriage, and/or giving birth before they are emotionally and physically ready. Because of who they are and where they live, these children risk being robbed of their childhoods and future potential. This assault on childhood also deprives nations of energy and talent they need to progress. 2030 and protect the planet for future generations. Taken together, the Sustainable Development Goals (SDGs) they established paint a vision of a future in which all children enjoy their rights to health, education and protection – in short, their right to childhood.$^5$ Crucially, signatories to the new agreement promised to ensure this would happen for all segments of society – regardless of income, geography, gender or identity. And they promised that those who are furthest behind – the most excluded in society – would be reached first. This pledge to leave no one behind must be upheld. Only then will we realize its potential to transform the lives of millions of children across the world, guaranteeing every last child the childhood they deserve. 10 major trends that require urgent action 1. The world is now witnessing the highest levels of displacement on record, with 20 people newly displaced every minute of every day as a result of conflict or persecution. By the end of 2016, more than 65 million people around the world had been forcibly displaced from their homes, including an estimated 28 million children.$^6$ The number of children living in conflict zones is also up, from 1 in 10 in the early 1990s to 1 in 6 in 2016.$^7$ 2. By 2030, over 150 million more girls will marry before their 18th birthday.$^8$ Despite global progress, no region is on track to eliminate child marriage by 2030. All regions need faster progress, but Latin America and the Caribbean – with virtually no progress since the 1990s – needs to speed up its rate of decline enormously. And in sub-Saharan Africa, due to population growth, the number of child brides will rise unless the rate of decline more than doubles.$^9$ 3. The global number of adolescent pregnancies is set to increase. Although the prevalence of pregnancies among adolescent girls appears to be declining in all regions but Latin America and the Caribbean,$^10$ because the global population of adolescents continues to grow, projections indicate the number of girls under age 18 giving birth each year will increase globally from about 7.8 million today to 8.8 million by 2030. The greatest proportional increases are likely to be in West and Central Africa and Eastern and Southern Africa.$^11$ 4. The rich-poor child marriage gap has increased globally. Over the course of about two decades, the gap in global levels of child marriage between girls from the richest and poorest families roughly doubled. Today, the poorest girls are 4 times as likely as the richest to marry in childhood (41 percent vs. 10 percent); in 1990 they were twice as likely (39 percent vs. 19 percent).$^12$ 5. The rich-poor stunting gap has increased in most low-income countries. For 24 of 27 low-income countries with comparable trend data between around 2000 and around 2014, the stunting gap between the poorest 20 percent and richest 20 percent of children under 5 has either remained the same or increased.$^13$ 6. Although rates are declining, the absolute number of stunted children in sub-Saharan Africa is on the rise. West and Central Africa bears a disproportionate burden of this increase, with the number of stunted children rising from 22.9 million in 2000 to 28.1 million in 2016.$^14$ While stunting rates are falling steadily across the region, few countries on the continent are on track to meet the SDG nutrition target.$^15$ Globally, if current inadequate progress continues, there will be 130 million stunted children in 2025 (instead of the target of 99 million) and sub-Saharan Africa will account for more than half of them (compared with about one-third today).$^16$ 7. Survival gaps in sub-Saharan Africa have increased, as progress in saving lives has favored better-off children. And while progress in other regions has favored the poorest, no region is on track to close its child mortality gap by 2030, and most will not achieve equity in under-5 mortality rates between the poorest and richest households even by 2050.$^17$ Despite the remarkable global progress since 2000, even if current rates of decline are sustained, more than 60 million more children will die before age 5 between now and 2030, mostly from preventable causes. About half will be newborn babies.$^18$ 8. Progress ensuring all children receive a full course of primary and secondary school has stalled. The number of children excluded from education fell steadily in the decade following 2000, but progress has essentially stopped in recent years. And with population growth in lower-performing regions, there will be little reduction in the global number of children out of school in 2030 compared to today (263 million).$^19$ Also, at least 400 million children are in school but not learning (i.e., they are unable to read or undertake basic mathematics).$^20$ 9. Education systems in sub-Saharan Africa are struggling to keep up with population growth. Across the region, progress reducing out-of-school rates has stagnated and the number of out-of-school children has been steadily increasing for at least the past five years. As a result, the share of the global out-of-school population residing in sub-Saharan Africa has risen to 37 percent, up from 24 percent in 2000.$^21$ 10. Child labor rates have risen in sub-Saharan Africa. From 2012 to 2016, child labor in sub-Saharan Africa rose from 21 to 22 percent, while all other regions achieved declines. The region has also been among those most affected by conflict and poverty, which heighten the risk of child labor.$^22$ End of Childhood Index Results 2017 vs. 2018 Save the Children’s second annual End of Childhood Index compares the latest data for 175 countries and assesses where the most and fewest children are missing out on childhood. Singapore and Slovenia tie for top place in the ranking with scores of 987. Seven other Western European countries also rank in the top 10, attaining very high scores for children’s health, education and protection status. Niger ranks last among countries surveyed, scoring 388. The 10 bottom-ranked countries – eight from West and Central Africa – are a reverse image of the top, performing poorly on most indicators. Children in these countries are the least likely to fully experience childhood, a time that should be dedicated to emotional, social and physical development, as well as play. In these and many other countries around the world, children are robbed of significant portions of their childhoods. The United States, Russia and China may well be the three most powerful countries in the world – in terms of their combined economic, military and technological strength and global influence – but all three badly trail most of Western Europe and North America in protecting children’s rights. WHAT DO THE SCORES MEAN? End of Childhood Index scores for countries are calculated on a scale of 1 to 1,000. Countries with higher scores do a better job of protecting childhoods. The scores measure the extent to which children in each country experience “childhood enders” such as death, chronic malnutrition, being out of school and being forced into adult roles of work, marriage and motherhood. Here’s a quick guide on how to interpret country scores: - 940 or above … Few children missing out on childhood - 760 to 939 …… Some children missing out on childhood - 600 to 759 …… Many children missing out on childhood - 380 to 599 …… Most children missing out on childhood - 379 or below … Nearly all children missing out on childhood For more details, see the Methodology and Research Notes beginning on page 36. 2018 END OF CHILDHOOD INDEX RANKINGS \| TOP 10 \| BOTTOM 10 \| \|--------\|-----------\| \| RANK \| COUNTRY \| RANK \| COUNTRY \| \| 1 \| Singapore \| 166 \| DR Congo \| \| 1 \| Slovenia \| 167 \| Sierra Leone\| \| 3 \| Norway \| 168 \| Guinea \| \| 3 \| Sweden \| 169 \| Nigeria \| \| 5 \| Finland \| 170 \| Somalia \| \| 6 \| Ireland \| 171 \| South Sudan \| \| 6 \| Netherlands\| 172 \| Chad \| \| 8 \| Iceland \| 173 \| Central African Republic \| \| 8 \| Italy \| 174 \| Mali \| \| 8 \| South Korea\| 175 \| Niger \| Europe in helping children reach their full potential. The United States ranks 36th, Russia ranks 37th and China ranks 40th. Their scores are 945, 944 and 939, respectively – at least 30 points behind most Western European countries (although it must be noted that China has achieved tremendous progress since the 1980s). How countries deal with poverty, conflict and gender bias account in large measure for their placement in the index. These three major threats to childhood have a tremendous influence on the presence and severity of the eight key “childhood enders” we use for the index. In fact, nearly 90 percent of countries in the bottom third of the index are facing at least one threat, compared to less than 10 percent of countries in the top third. A comparison of scores shows that 95 countries have made progress in the past year in creating conditions for children to have full and stable childhoods. These successes show that many relatively poor countries are making progress, and political choices can matter more than national wealth. End of Childhood Index scores for 58 countries declined (42 of them more than a point or two), while the scores remain the same for 19 countries. - In sub-Saharan Africa, 25 of 49 countries (51 percent) improved their scores. Uganda achieved a 20-point score increase, from 681 to 701, mostly due to better child nutrition. Somalia increased its score by 13 points, from 470 to 483, signaling that country may be recovering from decades of stagnation and decline. Niger increased its score 4 points (from 384 to 388); Mali is up 6 points (from 414 to 420) and Sierra Leone is up 7 points (from 546 to 553), showing trends are moving in a positive direction even in some of the lowest-ranked countries. Nigeria had the greatest decline in the region, dropping 65 points, from 578 to 513, because malnutrition and child labor rates have been revised upward. Liberia’s score dropped 50 points, from 681 to 631, because more children are out of school. - In South Asia, 4 of 8 countries improved their scores. Bangladesh made the most progress in the region, raising its score 21 points, from 680 to 701, mostly by getting more children into school. India’s reduced rate of child marriage helped increase its score 14 points, from 754 to 768. Afghanistan’s score fell 10 points, from 602 to 592, because of conflict-related displacement and children out of school. - In East Asia and the Pacific, 16 of 21 countries (76 percent) made progress. China increased its score 11 points, from 928 to 939, mostly by improving enrollment rates and nutritional status of children. Thailand’s score is up 11 points, from 852 to 863, due primarily to improved nutrition. The Philippines’ score dropped 8 points, from 807 to 799, driven by an increase in stunting. - In the Middle East and North Africa, just under half the countries (8 of 17) made progress. Sudan’s score is up 28 points, from 639 to 667, because of fewer children displaced from home, improved child health and more children in school. The scores for Syria and Yemen dropped 12 points and 5 points, respectively – Syria from 668 to 656 and Yemen from 653 to 648 – due to the effects of conflict on children’s health, education and safety. Qatar’s score dropped 8 points, from 947 to 939, due primarily to more children out of school. - In Latin America and the Caribbean, 61 percent of countries (17 of 28) showed improvement. Progress in protecting children from child labor was the main force behind Peru’s 30-point score increase and El Salvador’s 24-point rise. Peru’s score went from 788 to 818, and El Salvador’s from 723 to 747. Scores for Panama and Venezuela dropped the most, 8 points, from 800 to 792 and 724 to 716, respectively. In Panama, the out-of-school rate is up. Venezuela’s decline is mostly driven by children out of school, but child mortality and displacement rates are also up. - In Central and Eastern Europe and the Commonwealth of Independent States, 11 of 21 countries (52 percent) increased scores. Georgia achieved a 36-point increase, rising from 851 to 887, due to reductions in child labor. Uzbekistan’s score rose 22 points, from 862 to 884, due to improvements in child survival. Kyrgyzstan is up 9 points, from 816 to 825, because of better school enrollment. And Macedonia fell 10 points, from 910 to 900, because child mortality and out-of-school rates are up. - Almost all developed countries have little or no change in their scores – 25 of 30 countries moved 2 or fewer points in either direction. The biggest movers are Malta (up 8 points from 953 to 961) and Latvia (up 7 points from 956 to 963). Sweden’s score rose 3 points, from 982 to 985, making it tied with Norway for third place among all countries in the index. Overall, the data collected for the End of Childhood Index document tremendous gaps between rich and poor countries and the urgent need to accelerate progress for the most vulnerable children. These statistics go far beyond mere numbers. The human despair and lost opportunities represented in these numbers demand children everywhere be given the basic services, protections and opportunities they need to survive and thrive. See the Complete End of Childhood Index, Country Rankings and an explanation of the methodology, beginning on page 31. --- Beating the odds in India Anika has been attending the Save the Children’s Mobile Learning Center for three years. Prior to that, she was not in school because her life had been disrupted. Her mother left the family and was working in the sex trade. Her family had to leave the mother’s family home and Anika and her sister took responsibility for cleaning the house, washing clothes and cooking all the meals. A member of the center’s team identified Anika and persuaded her to visit the center. After attending for a year, they convinced her father to let her go back to school and helped her enroll. Anika still goes to the center for help with her homework. She loves school. Her favorite subject is science and she wants to be a science teacher when she is older. Anika is also a member of a children’s group set up by Save the Children to campaign for child rights. Her focus is on preventing child marriage. When she hears about a child marriage being planned, she and a group of other children approach the parents and the couple. They explain the harm child marriage can do and educate the girl on her rights. Anika is very proud that she managed to stop a friend’s sister’s marriage recently. Photo: CJ Clarke / Save the Children Anika, age 12, is a successful campaigner against child marriage in Kolkata. This slum community in Mumbai, India surrounds the Deonar landfill site – the biggest dumping ground in Asia. Many parents in these slums work in the garbage dump, sorting and selling rubbish. Very few children have the opportunity to go to school. Photo: Sauvid Datta / Save the Children Poverty Children raised in poverty start life at a big disadvantage. Being poor means more than just not having money – it means material, social and emotional deprivation, as well as impoverished living conditions and less access to services. Poverty creates obstacles to children’s survival, development, protection and participation in decisions that affect their lives. Children are more likely to be poor than adults, and they experience poverty differently than adults. Being raised in poverty negatively impacts healthy development and learning and increases exposure to risk. These effects can last a lifetime, and be passed on to the next generation. A quarter of the countries in the End of Childhood Index are characterized by widespread poverty (47 of 185 countries). But child poverty exists in all contexts, from the poorest fragile states to the richest and most equal societies. Nearly 20 percent of children in developing countries – an estimated 385 million children – live in extreme poverty. Roughly the same number live in moderate poverty, bringing the global total to at least 750 million. And untold millions more are living on the streets, in institutions, in urban slums and on the move, where they are invisible in household surveys. Then there are some 30 million children living in severe relative poverty in OECD countries, including more than 6 million children living in deep poverty in the United States. The world’s poorest children (those in extreme poverty) are concentrated in rural areas (81 percent). Most live in sub-Saharan Africa (52 percent) and South Asia (36 percent). India alone is home to 30 percent. Children in conflict-affected countries are at greatest risk of poverty. Nearly 6 in 10 children in fragile contexts live in extremely poor households. Worldwide, members of minority ethnic groups, indigenous people, children with disabilities, and those who are migrants, born to immigrants or single mothers, tend to experience greater levels of poverty. Many of these children are missing out on childhood, not because they are poor but because they are almost certain to be denied a fair start in life. Children from the poorest households experience worse health, including higher rates of malnutrition and death. They struggle to access decent education and, if they are in school, to stay there and to achieve minimum learning standards. Poor children are also much more likely to be involved in child labor, to marry as children and to start childbearing early. No matter where they live, children living in poverty are exposed to threats of all kinds, including exploitation and abuse. They frequently experience bullying and discrimination, especially at school, which causes anxiety, frustration and anger. Children around the world express feelings of shame, insecurity and hopelessness. In wealthier countries, poor children report stigma and social exclusion around receiving free school meals, having dirty or “uncool” clothes, not having the latest gadgets, lacking money to join school events and other peer group activities, or feeling unable to invite friends to visit overcrowded or sub-standard housing. Living on the streets Kinfe, left, and Fiker, right, both 12, are among thousands of children who live in and around the Merkato bus station in Addis Ababa, Ethiopia. “I have been living on the street for four years,” says Kinfe. “Today, we’ll go to this nearby hotel at 2:30 p.m. That’s when they throw out some food. Normally we search for food in trash bins. Sometimes we find enough. Sometimes we don’t.” The effects of poverty can last a lifetime and beyond. Deficiencies in childhood lead to stunted development, low levels of skills needed for life and work, limited future productivity as adults, and transmission of poverty down to the next generation. In fact, evidence shows the health, educational and social status of one’s parents – especially the mother – is key to determining a child’s life chances.\textsuperscript{32} Even in wealthy countries, children brought up in poverty are likely to remain poor and raise their own children in poverty.\textsuperscript{33} That’s why tackling inequity and ensuring equal opportunities for all children is vital to ending extreme poverty by 2030 and ensuring every last child, regardless of parental background, can reach his or her full potential. POOR HEALTH AND DEATH Every day, more than 15,000 children die before reaching their fifth birthday, mostly from preventable or treatable causes. A large, and growing, share of them are newborn babies in the first month of life (46 percent). Global action in recent decades has improved coverage and quality of maternal and child health care – including immunizations, treatment of pneumonia, diarrhea, malaria and other diseases. This remarkable progress has saved 50 million children’s lives since 2000. But progress is not happening fast enough to reach SDG targets in most of the world’s poorest countries.\textsuperscript{34} Today, child deaths are increasingly concentrated in countries with the fewest resources. Low- and lower-middle-income countries now account for 90 percent of all under-5 deaths, but only 65 percent of all births. This is up from 79 percent of child deaths in 1990.\textsuperscript{35} Children from the poorest households are, on average, twice as likely to die before the age of 5 as children from the richest households.\textsuperscript{36} According to data tabulated by Save the Children, some of the greatest survival gaps are found in East Asia, where the poorest children are 3 to 10 times as likely to die before age 5 as their wealthiest peers.\textsuperscript{37} Large disparities are present in Mongolia, Thailand and Vietnam – all countries that have already reached the SDG target of 25 or fewer deaths per 1,000 live births at the national level, but not among the poorest children. High-income countries also have large equity gaps in child survival. The 75,000 children who die annually in developed regions come disproportionately from disadvantaged backgrounds and communities. In many European countries, for example, the Roma community lives largely in poverty and their children face lower odds of survival. Data are scarce, but suggest the child mortality rate in Roma communities is around 3 times higher than the general population.\textsuperscript{38} And in the United States and Canada, infants from indigenous communities die at higher rates – 40 percent higher than the national average in the U.S.\textsuperscript{39} and 20 to 360 percent higher than the rest of Canada.\textsuperscript{40} In most regions, child mortality rates have declined substantially faster for the poorest than for the richest households since 2000. As a result, equity gaps are closing. But they are not closing fast enough. No region is on track to Charlmanta, 8 months old, suffered chronic malnutrition and was at risk for stunted growth. After three weeks of treatment he has started to gain weight and is now more active and playful. Photo: Save the Children Philippines close its child mortality equity gap by 2030, and most will not achieve equity in under-5 mortality rates between the poorest and richest households even by 2050. In sub-Saharan Africa, equity gaps are actually growing because under-5 mortality has declined faster for richer households. Closing gaps between rich and poor would save millions of young lives. In 2016 alone, some 2 million lives would have been saved had under-5 mortality in the poorest households been as low as it is in the wealthiest households. Closing the gap between countries would produce even more dramatic results. If all countries had at least the same under-5 mortality as the average rate of high-income countries (5.3 deaths per 1,000 live births) nearly 90 percent of all under-5 deaths could be averted, meaning almost 5 million children’s lives could have been saved in 2016 alone. MALNUTRITION THAT CAUSES STUNTING Globally, 155 million children under age 5 suffer from chronic malnutrition – also known as stunting, or low height for age. Much of this damage happens in pregnancy and the first two years of a child’s life. Stunting prevents children from developing to their full potential mentally and physically, and it is largely irreversible. While the End of Childhood Index examines stunting, the kind of malnutrition that permanently impairs a child’s development, stunting is not the only form of malnutrition that affects children living in poverty. Some 52 million children are acutely malnourished, of which 17 million have severe acute malnutrition, the most serious form that can kill in just a few days. Overweight children are also an increasing cause of concern, and many poor countries now face the twin challenges of undernutrition and obesity. Stunting is caused by, and contributes to, vicious intergenerational cycles of poverty. Mothers who are undernourished are more likely to have small babies and undernourished children. Stunted children often perform poorly in school and drop out earlier than their better-nourished peers, limiting their future earnings. This type of malnutrition diminishes not only the futures of individuals, but also of nations. In nearly every region of the world, children from the poorest families are more than twice as likely to be stunted as children from the wealthiest. Equity gaps are greatest in Latin America and the Caribbean, where stunting rates among the poorest are 4 times those of the richest. In Belize, Haiti, Honduras and Mexico, the poorest children are closer to 5 times as likely to be stunted as their wealthiest peers. In Nicaragua, they’re 6 times as likely to be stunted. And in Peru, they’re 11 times as likely to be stunted (rates are 32 vs. 3 percent). Equity gaps are also great in Angola, Vietnam, Jordan and Iran, where relative ratios are 7, 7, 8 and 17, respectively.$^{44}$ The rich-poor stunting gap is unchanged or increasing in most low-income countries. An analysis of 54 countries with comparable trend data between around 2000 and around 2014 shows that gaps between the poorest 20 percent and richest 20 percent of children under 5 are closing in the majority of upper-middle-income countries. However, in almost all low-income countries (24 of 27 with available trend data), this gap has either remained the same or increased.$^{45}$ Chronic malnutrition is becoming concentrated in countries with the fewest resources, where 1 in 3 children have stunted growth. Today, 9 in 10 stunted children (139 million children) live in low- and lower-middle-income countries.$^{46}$ This proportion is up from 7 in 10 in 1990. New research suggests that in addition to setbacks in physical growth, 1 in every 3 preschool-aged children living in low- and middle-income countries (LMICs) – more than 80 million children – are failing to meet basic milestones in their cognitive and/or socio-emotional development.$^{47}$ Taken together, the study’s authors estimate that roughly half of all 3- and 4-year-old children in LMICs are failing to meet their development potential. CHILDREN OUT OF SCHOOL Today more than ever, education remains the key to escaping poverty, while poverty remains the biggest obstacle to education. In developing countries, many of the poorest children never get a chance to go to school. And in all countries, students who live in poverty go to school unprepared for success because they are behind their classmates physically, socially, emotionally or cognitively. Many children from impoverished families do not attend school because their parents cannot afford school fees or other costs for uniforms, books and supplies. The expenses may be too much for a family to pay, on top of the money the family loses by not sending a child to work or even marrying off a daughter. Especially in rural areas, long distances between home and school can also be an obstacle to education because of transportation cost, time away from other duties at home, or danger of attack. “I like math and English. I want to be a doctor because I want to help people who are sick. But my mother cannot afford to pay for school. I feel bad because the other kids go to school. I read books I get from my neighbors who go to school.” — James, age 12, Uganda Poor children with disabilities are one of the most excluded groups. Surveys in over a dozen low- and middle-income countries have shown that children with disabilities are significantly less likely to be in school than their peers without disabilities.\textsuperscript{48} In fact, by one estimate, around 90 percent of children with disabilities in developing countries do not attend school.\textsuperscript{49} Children in low-income countries are almost 9 times as likely to be out of school as those in high-income countries. About 33 percent of school-aged children in low-income countries are out of school, compared to less than 4 percent in high-income countries.\textsuperscript{50} Poorer countries not only tend to have higher out-of-school rates, they also tend to have larger absolute numbers of out-of-school children. Today, 84 percent of all out-of-school children live in low- and lower-middle income countries, up from 69 percent in 1990 and 77 percent in 2000.\textsuperscript{51} In the majority of countries with data, economic disparities in primary school attendance have narrowed – with the greatest gains among children from the poorest quintile.\textsuperscript{52} However, the wealth gap remains large in a number of countries, and in some, the gap has even grown. The largest disparities are in West and Central Africa, where children of primary school age from the poorest wealth quintile are on average 6 times as likely to be out of school as those from the richest (primary out-of-school rates are 54 percent vs. 9 percent, respectively).\textsuperscript{53} Alarming disparities are also seen in learning outcomes. Data reveal significant gaps in children’s learning performance between the richest and poorest households. In almost all countries, children from the richest households are far more likely to achieve minimum learning standards in reading than those from the poorest households.\textsuperscript{54} The same is true of mathematics, where children in the poorest households systematically record lower test scores than children in the richest households.\textsuperscript{55} In high-income countries, the largest achievement gaps in learning between the best-off and worst-off students are consistently found in France, Hungary and Luxembourg.\textsuperscript{56} Universal secondary education could cut global poverty in half. A quality education provides knowledge, skills and self-confidence that increase children’s future productivity and wage earnings and makes them less vulnerable to risks. A UNESCO study estimated that if all children completed primary and secondary school, more than 420 million people could lift themselves out of poverty, thereby reducing the number of poor people worldwide by more than half.\textsuperscript{57} The effects would be particularly large in sub-Saharan Africa and Southern Asia, where almost two-thirds of the reductions would be expected. CHILD LABOR The global number of child laborers has declined by close to 40 percent since 2000, but an estimated 152 million children are still trapped in child labor, compelled to work to support themselves and their families. Almost half, some 73 million children, are doing hazardous work that directly compromises their physical, mental, social and/or educational development.\textsuperscript{58} Children working to support their families don’t just miss out on education. They also miss out on rest, play and recreation. They lose opportunities to participate in their --- Photo: Nour Wanid / Save the Children Working instead of studying Sultan, age 11, has the responsibilities of a full-grown adult. He left school before he learned to read and write in order to work and support his mother and three sisters. He goes around the streets of villages in Lebanon selling packs of chewing gum and boxes of tissues. He doesn’t return home before he has secured the $5 his family needs, even if that means staying on the street until midnight. “I think children work because they have to, because they are poor and they make them do it. Children don’t like to work, and it’s not normal to have children work.” – Resul, a Roma boy displaced from Kosovo to Montenegro community, religion, cultural activities and sports. The loss of these rights means that, in effect, many working children miss out on their childhood. In the world’s least developed countries, 1 in 4 children are engaged in child labor.$^{59}$ Compare this to just 1 percent in high-income countries. Africa is home to nearly half of all child laborers globally (72 million). Asia and the Pacific accounts for another 40 percent (62 million).$^{60}$ Within countries, poor children are much more likely to be forced into work than their wealthier counterparts. An analysis of disaggregated data shows the poorest children are, on average, 3 times as likely as their wealthiest peers to be engaged in child labor. In Nepal and Togo, child labor rates among the poorest children are 5 times those found among the wealthiest. In Vietnam, the poorest children are 8 times as likely to be working, and in Mongolia the rate is 9 times as great.$^{61}$ Child labor is not limited to poorer households or low-income countries. More than half of all child laborers (84 million) live in middle-income countries and 2 million live in high-income countries. These statistics make clear that while poorer countries require special attention, the fight against child labor will not be won by focusing on poorer countries alone.$^{62}$ CHILD MARRIAGE Child marriage is most common in the world’s poorest countries and is often concentrated among the poorest households within those countries. In families with limited resources, child marriage is often seen as a way to provide for their daughter’s future. But girls who marry young are more likely to be poor and to remain poor. Child brides are frequently deprived of their rights to health, education and safety. They are at higher risk of experiencing dangerous complications in pregnancy and childbirth. They are frequently isolated and feel disempowered. And they are vulnerable to sexually transmitted infections and multiple forms of violence. Ending child marriage could save developing countries trillions of dollars by reducing fertility and population growth and improving earnings and child health. Child marriage not only affects the lives of millions of girls, it also has a huge impact on the economy. According to first-ever estimates from the World Bank and the International Center for Research on Women, by 2030, global gains from ending child marriage could reach more than $500 billion per year. These effects would be felt by the poorest countries and households in particular. The economic gains from ending child marriage in Niger could reach $1.7 billion annually by the year 2030, solely from the effects of reducing fertility. In Ethiopia, the benefit would be $4.8 billion, while in Nepal it would be almost $1 billion. In Bangladesh, ending child marriage could generate close to $4.8 billion annually in additional earnings and productivity. In Nigeria, the annual economic cost of child marriage as a result of lost earnings and productivity could be up to $7.6 billion. In Pakistan, it could reach $6.2 billion annually.$^{63}$ ADOLESCENT BIRTHS Teen pregnancy is a global challenge, affecting rich and poor countries alike, but birth rates are highest in resource-poor settings. In sub-Saharan Africa, the adolescent birth rate is more than twice the global average, while Latin America and the Caribbean has the next highest rate.$^{64}$ Around the world, adolescent pregnancies are more likely to occur in marginalized communities, commonly driven by lack of education, unemployment, gender inequality, lack of sexual and reproductive health services, and the low status of women and girls.$^{65}$ In the United Kingdom, for example, girls from poor families are 8 times as likely to give birth young as those from wealthier backgrounds.$^{66}$ And in Cambodia, 37 percent of girls aged 15-19 with no education are already mothers or pregnant with their first child, compared to 8 percent of girls with secondary or higher education.$^{67}$ The poorest girls have about 3 times as many births as the wealthiest.$^{68}$ In all but two countries with available data, the poorest girls are more likely to begin childbearing early. Equity gaps are greatest in Bolivia, Indonesia, Nigeria and Peru, where girls in the bottom wealth quintile are about 6 times as likely to give birth in adolescence as girls in the top quintile. Nigeria also has the largest absolute gap: the fertility rate for the poorest girls is 214 births per 1,000 girls – one of the highest rates found anywhere in the world – compared to 37 per 1,000 girls among the wealthiest. Other countries with especially large relative gaps include Armenia, Azerbaijan, Colombia, Dominican Republic, India, Philippines and Senegal, where poor girls aged 15-19 are 4 to 5 times as likely as their wealthiest peers to give birth. Adolescent pregnancy can have negative economic consequences on girls, their families and communities and costs countries billions of dollars each year. An estimated 10 to 30 percent of girls who drop out of school do so because of early pregnancy or marriage, depending on the country. Because of their lower educational attainment, many adolescent mothers have fewer skills and opportunities for employment, often perpetuating cycles of poverty. Nationally, this can also have an economic cost, with countries losing out on the income that young women would have earned over their lifetimes had they not had early pregnancies. According to new research by the World Bank, the benefits of ending all early childbirths (those occurring both within and outside of child marriage) could exceed $700 billion per year by 2030. Cumulatively, for the period from 2014 to 2030, the welfare gains from ending child marriage and early childbirth could be more than $5 trillion.$^{69}$ Preventing unintended pregnancy is essential to improving adolescents’ sexual and reproductive health and their social and economic well-being. Legal reforms, education, mass media and role models can drive changes in social norms, improve the status of girls, and challenge ideas about male sexual entitlement and impunity. For example, Stepping Stones life-skills training programs in Africa and Asia have had success in developing stronger, more equal relationships between males and females.$^{70}$ About half of pregnancies among adolescent girls aged 15 to 19 living in developing regions are unintended, and more than half of these end in abortion, often under unsafe conditions. Meeting the unmet need for modern contraception would reduce unintended pregnancies among this age group by 6 million annually. That would mean averting 2.1 million unplanned births, 3.2 million abortions and 5,600 maternal deaths.$^{71}$ “We were very poor – sometimes we would eat every two or three days. Even though my parents really wanted all three of their daughters to study, it wasn’t possible, so they got me married.” — Lucky, age 15, Bangladesh A man and his child walk through the rubble, having survived an airstrike in Eastern Ghouta, Syria. Photo: Amer Almohibany / Save the Children Armed Conflict Children are more at risk in armed conflict now than at any time in the last 20 years.\textsuperscript{72} There are at least 240 million children living in countries affected by conflict and fragility,\textsuperscript{73} and they are often denied their rights to health, education, protection and freedom from fear. Suffering violence, witnessing violence or fearing violence can cause lifelong disabilities and deep emotional trauma. Separation from family members and economic hardship can expose girls and boys to exploitation in the forms of child labor, child marriage, sexual violence and recruitment into use by armed groups. But the less visible dangers for children in conflict are caused by lack of food and the collapse of essential services such as health care, sanitation and education. The loss of basic necessities required for a fulfilled childhood threatens both the immediate survival and long-term future of children. Conflict also tends to exacerbate economic and gender inequalities in poor countries, making a bad situation even worse for the most vulnerable children. According to new research by the Peace Research Institute in Oslo, the most dangerous countries for children in conflict are: Afghanistan, Nigeria, Somalia, Syria and Yemen. The study also found that denial of humanitarian access has increased 15-fold in recent years.\textsuperscript{74} Poor Health, Malnutrition and Death Of all the children under 5 who die worldwide, more than 1 in 5 live in fragile states – a total of 1.2 million deaths in 2016. This share has almost doubled since 1990.\textsuperscript{75} The major causes of death in these settings are largely preventable and treatable: pneumonia, diarrheal diseases, malaria and measles. But these illnesses claim more children’s lives because the health care and nutritious food that could save them is unavailable or out of reach due to insecurity. The first day of life is the most dangerous day for anyone, anywhere.\textsuperscript{76} But in conflict settings, the risks to mothers and newborns can multiply due to lack of skilled care, medicines and unsanitary conditions. While the rest of the world is making good progress in reducing child mortality, conflict-affected countries are falling behind. The five countries with the world’s highest under-5 mortality rates are all fragile and conflict-affected: Chad, Central African Republic, Mali, Sierra Leone and Somalia. If current trends continue, none of these countries will achieve Most Child Deaths in Conflict Areas Are Caused by Malnutrition, Disease and Lack of Health Care Malnutrition, disease and inadequate health care kill more children in war zones than bombs or bullets. Growing numbers of children now live in countries affected by fragility and conflict, where they face nearly twice the risk of dying before their fifth birthday as children in non-fragile contexts. \begin{itemize} \item 98.5\% Deaths due to all other causes \item 1.5\% Deaths directly attributed to conflict and terrorism \end{itemize} Under-5 deaths in fragile and conflict-affected settings, 2016* Includes the estimated number of under-5 deaths in 34 of 36 fragile and conflict-affected states, as classified by the World Bank Group for FY2018. Data were not available for Kosovo or Tuvalu. Data source: Institute for Health Metrics and Evaluation (IHME), Global Burden of Disease Study 2016. Note: There are currently no comprehensive, reliable data on child casualties in conflicts. It is not known exactly how many children were killed in conflict-related incidents in Central African Republic, South Sudan, Syria and Yemen and many other countries in 2016. This means countless children are dying unnoticed by the international community, and the number of deaths directly attributed to conflict and terrorism shown in this graphic is likely an underestimate. “I feel a pain in my heart when I think about Myanmar and the houses that were burnt and our relatives that were killed. We don’t have any money now. I don’t want to live like this. I am very worried about the future.” — Rajuma, age 13, Cox’s Bazar, Bangladesh Displaced from home with nothing to eat “The violence started early in the morning,” said Malika. “The homes in my village were burned and we lost everything we had. So I left with my children and nothing else, and moved around from one part of the bush to another.” Malika’s husband was declared missing in action. “It’s just me and the children now,” she says. Malika and her children are among more than 13 million people in Democratic Republic of the Congo’s Kasai region in need of aid this year. The complex humanitarian situation is the result of decades of conflict, compounded by new rebellions and political tensions. “The children were losing a lot of weight and their feet started to swell,” she explained, as they were treated at a hospital supported by Save the Children. “The care we’re receiving here is good and we’re seeing an improvement.” Photo: Mike Sunderland / Save the Children Malika, with her three children: Tina, 11, Ray, 5, Mina, 1, in Saint Joseph Hospital, Kasai Oriental, DR Congo. the SDG target for child survival reduction by 2030, and only one (Sierra Leone) will reach the target by 2050.\textsuperscript{77} Malnutrition is an underlying cause in almost half of child deaths each year,\textsuperscript{78} with rates of both chronic malnutrition (which causes irreversible stunting in children) and acute malnutrition (which causes wasting and increased risk of mortality) especially high in fragile and conflict-affected settings. The proportion of people who are undernourished is about 2.5 times higher in countries in conflict and protracted crisis than in countries not affected by conflict.\textsuperscript{79} Chronic malnutrition has also become increasingly concentrated in conflict-affected countries. Recent research by the International Food Policy Research Institute found that over the past two decades, the number of stunted children in conflict-affected countries in the developing world increased from an estimated 97.5 million (46 percent of all stunted children in developing countries) to 112.1 million (65 percent).\textsuperscript{80} More recent estimates by FAO put the number of stunted children living in countries struggling with conflict, violence and fragility at 122 million – more than three-quarters of the global total in 2016.\textsuperscript{81} While few would question that peace and stability generally improve prospects for children’s nutrition, there is some evidence that the reverse may also be true – good nutrition and food security may enhance prospects for peace and stability. More research is needed to better understand how poor nutrition and food insecurity influence conflict and the extent to which these may be causes as well as effects of violence. For example, child malnutrition rates have been found to be 50 percent higher, and under-nutrition rates 45 percent higher, at the point when conflict breaks out in countries.\textsuperscript{82} Available evidence also suggests investing in food and nutrition resilience promotes more stability and less unrest.\textsuperscript{83} CHILDREN OUT OF SCHOOL Violent conflict severely disrupts access to education. In many countries, including Iraq, Libya, Nigeria, Sudan, Syria and Yemen, schools, teachers and students have been targeted for attack.\textsuperscript{84} Schools have also been occupied by military and armed groups, making them unsafe for children. Often as a result, schools are closed or parents remove their children for fear of violence, including sexual violence. “I was in school before we moved here” “We were displaced three years ago when our village was raided,” says Falmata. “Our houses were burned down. Many people were killed, but my whole family escaped.” As they were beginning to rebuild their lives in a new location, both of Falmata’s parents died, leaving the three children to fend for themselves. “A man came and said he loves me. He was giving me some money. I needed to support my family, so I was collecting the money. It wasn’t much [about a dollar or less each time]. When I realized I was pregnant and informed him, he stopped coming to see me. I was so scared. I didn’t know what to do. “One day, a lady came to the house and told me she works for Save the Children. She took me to the hospital and registered me for prenatal care. Any time I have to go to the hospital, she will come and take me there. She has been so supportive. I talk to her any time I feel unhappy. She told me I can enroll back in school after delivery. I am looking forward to that because I want to be able to support myself and the baby as well. I want to become a good mother.” A May 2017 assessment in Syria showed that dangers traveling to and from school, lack of teaching staff, destroyed facilities, lack of materials and long distances between home and school were the primary reasons children did not attend.$^{85}$ In a July-August 2017 survey, more than 80 percent of Syrian communities reported that child labor was preventing school attendance.$^{86}$ A large – and growing – share of the world’s out-of-school children live in conflict-affected countries, where progress in education has been slowest.$^{87}$ In 2012, 36 percent of the world’s out-of-school children were living in conflict-affected countries, up from 30 percent in 1999.$^{88}$ Children who miss school during episodes of armed violence tend not to go back.$^{89}$ As a result, many conflict-affected countries are the furthest away from achieving global education goals. Only 4 of 34 fragile or conflict-affected states with available data (Burundi, Kiribati, Myanmar and Sierra Leone) have achieved or nearly achieved universal primary education.$^{90}$ It is difficult to determine exactly how many displaced children and youth are denied access to schooling, but estimates suggest at least 27 million children are out of school due to conflict.$^{91}$ Disruption of schooling is compounded in many conflict-affected contexts by displacement from home. While education is available in some refugee camps, it is often disorganized, temporary, under-resourced, overcrowded and limited to primary education.$^{92}$ Children often cannot access schools outside camps for reasons of security, lack of documentation, restrictions on the movement of certain population groups, cost related to education (e.g., for uniforms, school fees, school lunches, books, transportation) or the lack of language skills needed to participate in schools in new locations. For example, about two-thirds of refugees live in areas where none of the official languages is the official language in their country of origin.$^{93}$ Xenophobia and stigmatization are also challenges for many refugee children who miss out on education. Refugee children are 5 times more likely to be out of school than non-refugee children. UNHCR estimates that, in 2015, over 60 percent of refugee children (some 3.7 of 6 million child refugees of school-going age) were out of school. More than half of these out-of-school refugee children are found in just seven countries: Chad, Democratic Republic of the Congo, Ethiopia, Kenya, Lebanon, Pakistan and Turkey.$^{94}$ Without education, displaced children face bleak futures. Especially in times of crisis, education can offer a child stability, protection and the chance to gain critical knowledge and skills. Schools can also serve as social spaces that bring together family and community members, and create bonds. of trust, healing and support. Failing to provide education for displaced children can be hugely damaging, not only for children but also for their families and societies, perpetuating cycles of poverty and conflict. CHILD LABOR There is a strong correlation between child labor and conflict. The incidence of child labor in countries affected by armed conflict is 77 percent higher than the global average and the incidence of hazardous work is 50 percent higher.$^{95}$ Children in conflict-affected countries are often removed from school to contribute to household income, replace lost household labor (due to recruitment, deaths or injuries) or to help with additional household burdens. Adolescents are at great risk, as secondary education is a long-term investment whose benefits can be difficult to see for a family that has lost everything. It’s difficult for many refugee families to avoid sending adolescents out to earn a wage through child labor, even more so if keeping them in school would present additional financial burdens.$^{96}$ Child labor has been identified as a major barrier to education in many countries currently experiencing conflict or recently emerging from conflict, including Colombia, Democratic Republic of the Congo, Pakistan, Sri Lanka and Tajikistan.$^{97}$ It is also reportedly on the rise for both Syrian refugee children and host communities.$^{98}$ In Jordan, for example, a recent survey of the resident child population (which included migrants and refugee households) found child labor rates have roughly doubled compared to pre-crisis figures.$^{99}$ Similarly, there is anecdotal evidence of a rise in child labor in Yemen as families struggle to survive.$^{100}$ Child labor has risen in sub-Saharan Africa, a region that has been particularly hard hit by conflict. In fact, all but one of the nine countries with “very high” child labor rates (defined as prevalence at or above 40 percent) are in Africa and seven of the nine are current or former fragile and conflict-affected states. CHILD MARRIAGE Conflict makes girls more vulnerable to child marriage. The reasons for child marriage vary greatly, depending on the context, but most of them are based in situations that become worse during conflict. Fear of rape and sexual violence, of unwanted pre-marital pregnancies, of family shame and dishonor, of homelessness and hunger or starvation have all been reported by parents and children as reasons for early marriage. In some instances, child marriage has been used to facilitate migration out of conflict-affected countries and refugee camps.$^{101}$ In others, it has been used by armed groups, as a weapon of war.$^{102}$ Child marriage is reportedly on the rise for girls in Syria and among Syrian refugee populations.$^{103}$ Marriage of children under 18 years old is not a new phenomenon in Syria. However, with the protracted nature of the crisis, child marriage has evolved from a cultural practice to a coping mechanism. Families arrange marriages for girls, believing marriage will protect them and also to ease financial burdens on the family. According to gender-based violence experts, this trend increased in 2017 and girls are being married at younger ages.$^{104}$ Among Syrian refugees in Jordan, for instance, the share of registered marriages involving girls under 18 years of age rose from 12 percent in 2011, to 18 percent in 2012, 25 percent in 2013 and then 32 percent in early 2014.$^{105}$ In Lebanon today, over 40 percent of young displaced Syrian women were married before 18.$^{106}$ There have been similar reports of increases in child marriage among Syrian refugees in Egypt, Iraq and Turkey.$^{107}$ Child marriage rates have risen in Yemen as the conflict has intensified. It is one of the few countries in the world without a legal minimum age of marriage, and more than two-thirds of girls are now married before they reach 18, compared to half of girls before the conflict escalated.$^{108}$ Child marriage is also a growing concern among refugees from Myanmar$^{109}$ and Central African Republic.$^{110}$ --- “I didn’t want to get married” Maha, a Syrian refugee living in Jordan, was forced to marry her husband when she was 12. She is now one month pregnant. “I didn’t want to get married.” She said. “I am still young and I wanted to finish my studies.” “She was going to register for school, but there were a lot of rapes going on in the camps,” says Maha’s husband. “Her father was scared something like that would happen to her. Also, he was struggling with bills and rent, so he went ahead and married her off.” Photo: Rosie Thompson / Save the Children Maha, age 13, with her 23-year-old husband. Rania, age 10, fled violence in Myanmar. Her father was killed and she was shot in the leg. She is now orphaned and lives with her aunt in Bangladesh. Photo: Antonia Roupell / Save the Children Fifteen-year-old Aisha* does household chores with her daughter Rayan, age 2, in the small home where she lives in Somalia. “At the age of 13, I was forced to marry a man who was much older than me,” says Aisha. “I tried to run away several times, but every time, my father would return me to him. While I was pregnant, he tried to beat me, and then I left him for good.” Photo: Colin Crowley / Save the Children Discrimination Against Girls A girl born today has far greater advantages than she would have had decades ago. She has a much better chance of reaching her fifth birthday. She is less likely to be stunted and more likely to go to school. But far too many girls, especially those from the poorest families, still face discrimination and exclusion with respect to basic education, child marriage, early pregnancy, sexual violence and unrecognized domestic work.$^{111}$ Thirty percent of countries in the End of Childhood Index* are characterized by discrimination against girls (55 of 185 countries).$^{112}$ This means staggering numbers of girls worldwide face exclusion on many fronts. Complications during pregnancy and childbirth represent the number one killer of girls aged 15-19 worldwide, and 12 million girls marry each year before they reach the age of 18.$^{113}$ Yet boys, too, face exclusion. Boys, for example, have much higher rates of homicide than girls, and they are more likely to be involved in hazardous work. Most countries characterized by conflict are also characterized by discrimination against girls (23 of 34 countries).$^{114}$ There are over 85 million girls living in these countries. GIRLS OUT OF SCHOOL The worldwide gender gap in education is narrowing. Of the 263 million children and youth (aged 6 to 17) who were out of school in 2016, there was a nearly even split between girls and boys.$^{115}$ But despite efforts made and progress achieved, significant gender disparities persist at younger ages and in certain parts of the world. Out-of-school girls are a diverse group, held back by barriers related to cultural norms, poverty, early and forced marriage, teen pregnancy, rural residence, refugee conditions, gender-based violence, disability and other causes. Three-quarters of out-of-school girls live in sub-Saharan Africa and South Asia. Early marriage is one of the most common causes of low educational attainment of girls in these regions. In Latin America and the Caribbean, child labor has been identified as the most significant reason that children withdraw from secondary education.$^{116}$ An estimated two-thirds of girls who are out of school worldwide are from ethnic minority groups in their countries.$^{117}$ In Lao PDR, for example, Hmong girls are 3 times as likely to be out of primary school as girls belonging to the majority Lao ethnic group.$^{118}$ Girls are more likely than boys to never set foot in a classroom. At last estimate, some 15 million girls of primary school age would never get the chance to learn to read or write in primary school compared to about 10 million boys. Over half of these girls – 9 million – live in sub-Saharan Africa.$^{119}$ In addition to sub-Saharan Africa, stark disparities persist in the Middle East and parts of South Asia. In sub-Saharan Africa, only 92 girls are enrolled in school (primary + secondary) for every 100 boys. The ratio is 94 per 100 in Arab States. The greatest gender gaps are found in Afghanistan, Angola, Somalia and South Sudan. In these countries, there are fewer than 7 girls enrolled in school for every 10 boys.$^{120}$ Regional averages often mask large disparities at the country level. South Asia, for example, has achieved gender parity as a whole; however, girls are disadvantaged in some countries but advantaged in others. Bangladesh, India and Nepal now have many more girls than boys in school. But in neighboring Pakistan, there are still only 8 girls enrolled for every 10 boys. Conflict, poverty and other forms of social disadvantage magnify gender disparities in education. Girls living in countries affected by conflict, for example, are 2.5 times more likely to be out of school than boys.$^{121}$ Girls in low-income countries are also significantly more likely to be out of school than boys. In most sub-Saharan African countries, girls from the poorest households are the most disadvantaged of all in terms of school participation. If current trends continue, these girls are not expected to achieve universal lower secondary completion until 2111.$^{122}$ The effect of overlapping disparities is illustrated on page 23. Across the set of 79 countries with recent data, the poorest girls are, on average, 6 times as likely to be out of primary school as the wealthiest boys.$^{123}$ In Nigeria, the country with the largest absolute disparity, nearly 75 percent of the poorest girls are out of school, compared to only 5 percent of the wealthiest boys. “It is more difficult for girls. For boys it is easier. Because when you go shopping you get harassed by boys. You are then not allowed to go to the shops or anywhere else.” — Nour, age 14, Za’atari refugee camp in Jordan Her journey to become a Golden Girl Parul comes from a poor family that struggled to get by. Even before her disability was discovered, she was neglected within her family because she is a girl. At mealtime, her brother got more food, and she became malnourished. When she was 5, a local group supported by Save the Children – Bangladesh Protibondhi Foundation (BPF) – identified Parul’s mild intellectual disability, and her family was even less interested in sending her to school. People in the community blamed Parul’s mother for giving birth to such a girl, and her mother feared divorce. BPF worked with the family and the community to raise awareness and change attitudes about the rights of children with disabilities. They also provided support to the family to help improve their income. When Parul started school, she showed a strong interest in games and sports, especially swimming. BPF arranged for her to practice in the local pond and Save the Children supported her participation in national and international swimming competitions. She won a bronze medal in the Special Olympics in Greece in 2011, then gold medals in 2013 in Australia and 2015 in the USA. Parul continued her studies and completed her primary education. She is now in secondary school. Her mother says: “Before, I was known as a mother of a lunatic girl, but now people know me as the mother of a girl who achieved a gold medal. I am very grateful to Save the Children and BPF.” Parul’s father is also proud: “Now I am not just a van driver, I am Parul’s father.” Parul overcame intellectual disability and gender discrimination to win gold medals for Bangladesh in the Special Olympics. GIRLS ARE ESPECIALLY DISADVANTAGED WHERE POVERTY AND GENDER DISPARITIES COMBINE Out-of-school rates for primary-school-aged children overall, girls from the poorest households and boys from the richest households. Note: Chart includes the top 10 countries with the greatest difference (i.e., absolute gap) between out-of-school rates for the poorest 20 percent of girls compared to the wealthiest 20 percent of boys out of 79 countries with disaggregated household survey data from 2010-2016. Source: UNESCO Institute for Statistics, 2018 UNRECOGNIZED DOMESTIC WORK While most estimates show little-to-no gender gap in terms of involvement in child labor, gender disparities are observed in the types of work activities children do. Boys are slightly more likely to work in agriculture and industry, while girls are more likely to work in services, especially domestic work. Girls and boys can also be assigned to very different tasks even when working in the same workplace, thereby exposing them to unique risks and hazards. On a family farm, for example, boys often bear greater responsibility for operating machinery, using sharp tools, and spraying chemicals. Girls, on the other hand, often play a role in hauling water and carrying wood. Girls are much more likely than boys to shoulder responsibility for household chores. They account for two-thirds of all children who perform household chores for at least 21 hours per week, the threshold beyond which research suggests chores begin to negatively impact the ability of children to attend and benefit from school. Girls are also more likely than boys to perform “double work duty,” meaning both work in employment and in household chores. Parents’ decisions are often influenced by wider social norms about the different roles that girls and boys should play in the home and in society. For example, in some communities, girls are more likely to be kept at home to help with chores and care work. In Andhra Pradesh, India, girls spend nearly an hour and a half more each day on domestic work than boys. The dangerous walk for water “The hardest part about being a girl is going to the well to get water,” says Robina, age 9. Like most girls in rural Uganda, she has to go to a distant well every day to fetch water for her family. And every day she faces the threat of violence, and even death, along the way. Young girls can spend as many as six hours a day fetching water, and they are easy prey when they travel alone – at risk of assault, trafficking and even murder. Robina lost her best friend, who was taken, tortured and killed while fetching water alone near her school. Save the Children is working to help communities protect young girls like Robina. One effort is a simple “buddy system” where girls are encouraged to always travel in pairs. Another program enlists parents and others to act as crossing guards to protect commuting students. Photo: Rick D’Elia / Save the Children Robina (right) and her friend Charity collect water together in Wakiso, Uganda. Robina had another friend who lost her life while fetching water alone. In Ethiopia and India, caring for siblings is a primary reason why girls drop out of school early.$^{124}$ CHILD MARRIAGE More than 80 percent of children married before age 18 are girls. Child brides tend to be poor, under-educated and living in rural areas.$^{125}$ Girls living in countries facing humanitarian crises are often most vulnerable of all to child marriage.$^{126}$ (For more on this, please turn to page 18.) Many factors interact to place a girl at risk of early marriage. Poverty, weak laws and enforcement, the perception that marriage will provide “protection,” family honor, customs or religious laws that condone the practice, and unequal gender norms that prioritize women’s roles as wives, mothers and family caretakers are all major drivers of early marriage. The prevalence of child marriage is decreasing globally. The most progress in the past decade was seen in South Asia, where a girl’s risk of marrying before her 18th birthday dropped from nearly 50 percent to 30 percent, in large part due to the lower child marriage rate in India. Still, an estimated 12 million girls marry in childhood each year. And without further reductions, more than 150 million more girls will marry before their 18th birthday by 2030.$^{127}$ Sub-Saharan Africa is now home to close to 1 in 3 of these child brides, compared to 1 in 5 a decade ago.$^{128}$ Across the region, child marriage rates are not declining fast enough to keep up with population growth. This is especially true in West and Central Africa, where it will take over 100 years to end child marriage at the current rate of progress.$^{129}$ The global number of adolescent pregnancies is also up, and 90 percent of births to girls aged 15-19 occur within marriage. Adolescent birth rates are declining, but because the global population of adolescents continues to grow, projections indicate the number of adolescent pregnancies will increase globally by 2030, with the greatest proportional increases in West and Central Africa and Eastern and Southern Africa.$^{130}$ Nearly 100 million girls are not protected by national laws against child marriage and at least 7.5 million marry illegally each year – that’s 20,000 per day. In most countries, child marriage is prohibited by national law. But many countries still allow girls to be married before 18 if their parents or judicial bodies give consent. Research by the World Bank and Save the Children found that at least 70 percent of child marriages were illegal under national law even after accounting for parental or judicial consent.$^{131}$ Most child marriages take place in low- and lower-middle-income countries, but it happens in high-income countries too. In the United States, for example, well over 200,000 children under 18 were married between 2000 and 2015. The majority of them were girls and most married adult men. Some were as young as 12 and 13 years old. These girls come from diverse backgrounds: urban and rural, poor and well-off, white and non-white, multigenerational U.S. citizens and recent immigrants, religious and non-religious families.$^{132}$ VIOLENCE AGAINST GIRLS It is estimated that 1 in 3 women globally have experienced physical or sexual violence in their lifetime, mostly at the hands of their partners.$^{133}$ Types of violence experienced by a girl may include: prenatal sex selection (feticide – removal of the female fetus), female infanticide, neglect, female genital mutilation, rape, child marriage, forced prostitution, honor killing and dowry killing. Rape, sexual assault and forced prostitution, sometimes under the disguise of “marriage,” are gross violations of human rights and have been used as weapons of war across “I was married at 14 and it was very hard. I had to drop out of school. I was really sad and scared. I had to move to a new village where I did not know anyone.” – Fatima, age 23, Senegal all continents, from Syria to Afghanistan to Myanmar, Colombia and Central African Republic.\textsuperscript{134} Children escaping war and persecution are particularly vulnerable to becoming victims of trafficking. Girls and boys are both affected, but twice the number of girls are reported as trafficking victims.\textsuperscript{135} While girls tend to be trafficked for forced marriages and sexual slavery, boys are typically exploited in forced labor or as soldiers.\textsuperscript{136} While both boys and girls can be the target of sexual violence, data suggest girls are generally at a heightened risk. Around 120 million girls worldwide (slightly more than 1 in 10) have experienced forced sex or other forced sexual acts at some point in their lives.\textsuperscript{137} Still, the suffering of boys who experience sexual violence must not be overlooked, especially in certain parts of the world where it’s more prevalent. The majority of cases of sexual violence against children in Afghanistan, for example, relate to boys.\textsuperscript{138} Certain forms of cultural violence – such as dowry-related abuse and acid throwing in Bangladesh, India and Pakistan, for example – only affect girls and women, and carry lifelong health consequences, or even result in death. Adolescence is a period of pronounced vulnerability, especially for girls. In Bangladesh and Cameroon, more than 20 percent of adolescent girls aged 15 to 19 report having experienced forced sex.\textsuperscript{139} Rates above 10 percent are reported in 11 other countries: Central African Republic, Democratic Republic of the Congo, Equatorial Guinea, Gabon, Ghana, Jordan, Liberia, Malawi, Rwanda, Tanzania and Uganda. In five European countries (France, Luxembourg, Netherlands, Spain and United Kingdom), more than 1 in 10 young women report experiencing at least one incident of sexual violence by an adult perpetrator before age 15.\textsuperscript{140} Girls with intellectual disabilities are particularly vulnerable, with up to two-thirds experiencing sexual abuse by age 18.\textsuperscript{141} Children with disabilities in general are disproportionally vulnerable to violence, neglect and abuse. One systematic review of 17 studies from high-income countries found children with disabilities to be 3 to 4 times more likely to be victims of violence than peers without disabilities.\textsuperscript{142} However, studies from across the globe show that girls with disabilities are at increased risk compared to those without disabilities and with boys with disabilities.\textsuperscript{143} “When I refused, he took me by force.” Denise\textsuperscript{®} was raped when she was 15 and gave birth to a son she named Innocent. Alessandro Pavone / Save the Children Denise’s mother runs a “house of tolerance” in the Democratic Republic of the Congo, which is like a bar that offers sexual services. From a young age, Denise served alcoholic drinks to her mother’s customers. When she was 15, she came home from school one day and was left alone in the house with a man. “He asked me to have sex with him, and when I refused, he took me by force … I became pregnant.” Denise and her baby son lived with the man until she had a stillbirth when she was 7 months pregnant with her second child. That was 5 months ago and the man abandoned her afterwards. Alone and hungry, Denise eventually returned to her mother. Both she and Innocent were malnourished and she also had tuberculosis. Innocent is 17 months old now, and has developmental problems caused by his malnutrition. Save the Children helped Denise and Innocent overcome malnutrition and Denise is now part of an income-generation program. She also receives emotional support and guidance from counselors trained by Save the Children. These children participate in a Save the Children-supported nutrition and education program in Nigeria. Recommendations In September 2015, world leaders came together and agreed on an ambitious global framework for ending poverty called the 2030 Agenda for Sustainable Development, which includes 17 Sustainable Development Goals. The SDGs promise a future in which all children have a full childhood – free from malnutrition and violence, with access to quality health care and education – and reinforces obligations to children set out in the UN Convention on the Rights of the Child. Most importantly, this is a future in which no child is left behind. This year’s End of Childhood Report report again demonstrates that we are far from realizing the vision where all children survive and thrive. Children continue to be excluded from progress, especially those children living in marginalized, vulnerable populations. In addition, the report highlights how governments need to address further exclusion of children due to three threats – conflict, poverty and gender discrimination – if the world is going to achieve the Sustainable Development Goals, and reach them in an equitable way. Disabled children are especially vulnerable, especially when disability is combined with one or more of the threats highlighted in this report. We call on world leaders to value children and their right to survive, thrive and be protected by following through on the commitments made under the SDGs, and by taking immediate steps to implement the pledge to leave no one behind. This pledge is a commitment to ensure that these goals and targets are met for all nations, all people and all segments of society, and to ensure that the furthest behind are reached first. This will require governments to make three key guarantees to children: - Investing in children – To achieve the SDGs and ensure that all children have access to universal quality basic services (especially education and health), including protection and social protection services, governments (including donors) need to raise the necessary resources. Governments must ensure these resources reach excluded children, particularly girls and refugees, in keeping with the focus on public investment in children outlined by the UN Committee on the Rights of the Child. Improved public investment in excluded children must go hand in hand with the removal of cost barriers to services and measures to ensure minimum financial security for all children through child-sensitive social protection. Country governments, with support from donor governments, should increase domestic resource mobilization (DRM) – where countries raise and spend their own funds for long-term sustainable finance. This can be done by building efficient tax systems and mobilizing public resources. Country governments should move towards a tax-to-GDP ratio of 20 percent and ensure local citizen engagement in the DRM dialog. - Ensuring all children are treated equally – End discriminatory policies, norms and behaviors such as preventing girls from accessing health services or denying education to a child because of ethnicity or gender. To facilitate children’s access to quality services, governments must also put in place systems to register every child at birth. This includes providing functional child protection systems that include all children in all settings, including homes. - Counting and including all children, regardless of who they are or where they are from – Governments must ensure that all children, especially excluded children, are counted in data that are used to measure progress on the SDGs. Data should be collected and disaggregated by age, economic group, sex, race, ethnicity, disability and geography or migratory status, and be reported publicly in accessible formats. Data must be collected on disabled, indigenous and other marginalized populations to close equity gaps. In addition, excluded children – girls and boys – should participate in policy-making and budgeting, and be supported to monitor progress and hold governments to account. Governments and donors must also invest in improved data, as there is a significant void in availability of data, especially data for the groups mentioned above. In addition to these cross-cutting global guarantees, specific actions are needed to address poverty, conflict and gender, with a focus on girls and children who are refugees. THREAT #1 – POVERTY As shown in this report, poverty is a key barrier to ensuring children survive and thrive. Children experience poverty in different ways than adults do. Child poverty has been more specifically described as “deprivation of the material, spiritual and emotional resources needed for children to survive, develop and thrive, leaving them unable to enjoy their rights, achieve their full potential or participate as full and equal members of society.”$^{144}$ Therefore, action must be taken to address child poverty: - All countries should adopt a National Action Plan to reduce and eliminate child poverty, together with dedicated budgets and monitoring systems that track improvements in poverty-related deprivations among girls and boys of all ages. - All governments should ensure that children in poverty (and their families) benefit from Universal Social Protection measures, such as child grants, and should expand programme coverage as quickly as possible to reach all children who are poor. - As malnutrition is both a result and a cause of poverty, donor and country governments must close the financing gap that is needed to reach globally agreed nutrition targets, such as reducing stunting, reducing anemia, and increasing the rate of exclusive breastfeeding through strengthening and/or developing strong national financing plans that address inequities and leveraging the Global Financing Facility to include specific objectives to address nutrition in country investment plans. - Countries and donors need to include a focus on reaching adolescent girls with nutrition-specific interventions in national and donor nutrition plans. This includes investing in research to understand how to reach adolescents, particularly girls. THREAT #2 – ARMED CONFLICT An increasing number of children are affected by conflict, which has long-term effects on a child’s ability to survive and thrive. Donor governments must address the needs of children affected by conflict. Specifically they should focus on: Development and protection: - Donors should fulfill their commitments in the World Humanitarian Summit Grand Bargain agreement for multi-year funding for protracted crises to allow flexible programming that can address the underlying causes of conflict and improve health and other indicators. - All states and armed actors should abide by their commitments or obligations under International Humanitarian Law, and endorse and implement the Paris Commitments and Paris Principles. Non-state armed actors should sign and implement the “Geneva Call” Deed of Commitment for the protection of children from the effects of armed conflict. - Donors should increase investment in protection, mental health and psychosocial services, and education in emergencies. Currently less than 5 percent of humanitarian funding goes to these sectors. Guarantee education: - Donors and governments should provide financial support and access to a quality education for children affected by conflict. - Donors and non-state armed actors should endorse and implement the Safe Schools Declaration to prevent education from coming under attack. - Governments and donors should work together to ensure refugee children are in a learning program within 30 days of crossing a national border. THREAT #3 – DISCRIMINATION AGAINST GIRLS As this report illustrates, gender inequality is pervasive in countries across the world, placing poor and marginalized girls at particular risk of being left behind. Save the Children is campaigning against this, with a particular focus on ending child marriage – an issue that strikes to the heart of the gendered discrimination that is holding girls back, undermining their rights to survive, learn and be protected. We are calling for: - Countries and donors to invest in achieving gender equality, including increasing spending and monitoring budgets designed to close gender gaps. This must include ensuring girls are able to complete their education – including those children who may have been forced to leave school because they are married or pregnant – and that they are safe from sexual and gender-based violence. - Countries to raise the legal age of marriage to age 18, close legal loopholes, implement costed action plans, and address harmful norms that leave girls vulnerable to child marriage and other forms of gender-based violence. - Governments and international bodies to establish strong global, regional and national accountability mechanisms to monitor progress towards ending child marriage, including the systematic gathering of data on child marriage in humanitarian crises. - Donors to invest in girl-sensitive education programs to ensure more refugee girls go to school and stay in school, and to improve refugee girls’ access to education by removing economic barriers (through initiatives such as scholarships, free access and transport) and other key push factors, thus reducing the likelihood of early marriage. - Donors to also increase support to host governments – including funding, technical support and capacity building – to better enable them to address the issue of child marriage in host communities and refugee camps. This includes strengthening the implementation of legal frameworks and procedures related to early marriage, and involving government actors in prevention campaigns on early marriage. - Increase efforts to reach adolescent girls with sexual and reproductive health services including access to sex education. Sexual and reproductive health services, especially for adolescent girls, need to be embedded in national budgeted health plans. Saved from child marriage Photo by Chris de Bode / Save the Children Masa* is now 16 and has her sights set on university. Masa and her family fled the war in Syria when she was 11. They arrived in Jordan and she began attending school, but then she started receiving marriage proposals and was excited by the idea of getting married because that’s what many of her friends were doing. She dropped out of school and began preparing for her wedding. Save the Children found out about her plans and tried to change her mind. She refused to do so on their first two visits, asking them to leave. But on the third visit, she listened to what they had to say. “They told me about the risks and disadvantages of early marriage,” said Masa. “They told me if I didn’t get married now and completed my education, I would be able to build my own future. I liked what they said and understood it.” “Then I started to compare what they said with the lives of my married friends. When I sat down with one of them, she said that she wished time could go back and I shouldn’t accept to get married. I decided not to get married and went back to school. “Right now I want to continue my education and go to university, and I want to become president.” A young girl helps her father plant millet near their home in Niger. Photo: Jonathan Hyams / Save the Children ## 2018 End of Childhood Index Rankings \| RANK \| COUNTRY \| SCORE \| \|------\|--------------------------------\|-------\| \| 1 \| Singapore \| 987 \| \| 1 \| Slovenia \| 987 \| \| 3 \| Norway \| 985 \| \| 3 \| Sweden \| 985 \| \| 5 \| Finland \| 984 \| \| 6 \| Ireland \| 981 \| \| 6 \| Netherlands \| 981 \| \| 8 \| Iceland \| 980 \| \| 8 \| Italy \| 980 \| \| 8 \| Republic of Korea \| 980 \| \| 11 \| Portugal \| 979 \| \| 12 \| Cyprus \| 978 \| \| 12 \| Germany \| 978 \| \| 14 \| France \| 977 \| \| 14 \| Spain \| 977 \| \| 16 \| Belgium \| 976 \| \| 17 \| Australia \| 975 \| \| 17 \| Switzerland \| 975 \| \| 19 \| Israel \| 973 \| \| 19 \| Japan \| 973 \| \| 19 \| Luxembourg \| 973 \| \| 22 \| Denmark \| 971 \| \| 22 \| United Kingdom \| 971 \| \| 24 \| Canada \| 970 \| \| 25 \| Lithuania \| 968 \| \| 25 \| Poland \| 968 \| \| 27 \| Greece \| 967 \| \| 28 \| Croatia \| 965 \| \| 28 \| Estonia \| 965 \| \| 28 \| New Zealand \| 965 \| \| 31 \| Latvia \| 963 \| \| 32 \| Hungary \| 962 \| \| 33 \| Malta \| 961 \| \| 34 \| Bahrain \| 956 \| \| 35 \| Belarus \| 952 \| \| 36 \| United States \| 945 \| \| 37 \| Russian Federation \| 944 \| \| 38 \| Kuwait \| 943 \| \| 39 \| Bosnia & Herzegovina \| 941 \| \| 40 \| China \| 939 \| \| 40 \| Qatar \| 939 \| \| 42 \| United Arab Emirates \| G \| 936 \| \| 43 \| Oman \| 932 \| \| 43 \| Ukraine \| 932 \| \| 45 \| Kazakhstan \| 930 \| \| 46 \| Serbia \| 928 \| \| 47 \| Saudi Arabia \| G \| 927 \| \| 48 \| Bulgaria \| 925 \| \| 48 \| Tunisia \| 925 \| \| 50 \| Lebanon \| C \| G \| 924 \| \| 51 \| Jordan \| 921 \| \| 52 \| Maldives \| G \| 920 \| \| 53 \| Montenegro \| 919 \| \| 54 \| Mauritius \| 916 \| \| 54 \| Romania \| 916 \| \| 54 \| Tonga \| G \| 916 \| \| 57 \| Armenia \| 913 \| \| 58 \| Chile \| 911 \| \| 58 \| Samoa \| 911 \| ### Few children missing out on childhood Some children missing out on childhood ### Many children missing out on childhood Most children missing out on childhood - Score is up from last year - Score is down from last year - C Country is characterized by conflict/fragility - P Country is characterized by poverty - G** Country is characterized by discrimination against girls --- Index scores reflect the average level of performance across a set of eight indicators related to child health, education, labor, marriage, childbirth and violence. The only reason a country was not included in this analysis was insufficient data (i.e., the country was missing values for three or more indicators). To see the underlying dataset, including data gaps, turn to pages 32-35. Performance bands reflect the extent to which children are missing out on childhood. For details, see Methodology and Research Notes. * Data collection in times of conflict is difficult and dangerous. Latest available data for conflict-affected countries often predate escalations of violence and do not capture the harsh realities for children in these settings. In Syria, for example, recent evidence suggests rates of child labor and child marriage have risen. These trends are not reflected in the data or index ranking. ** Although relatively few children in these countries are missing out on childhood, the absolute number of children missing our likely totals in the millions. This is especially true in more populous countries at the bottom of the performance band (e.g., United States, Russia). \| CHILDHOOD ENDER \| CHILD DIES \| CHILD IS SEVERELY MALNOURISHED \| CHILD IS OUT OF SCHOOL \| CHILD BEGINS WORK LIFE \| CHILD MARRIES \| CHILD HAS A CHILD \| CHILD IS A VICTIM OF EXTREME VIOLENCE \| \|-----------------\|------------\|---------------------------------\|------------------------\|-----------------------\|---------------\|-------------------\|----------------------------------------\| \| \| \| Under-5 mortality rate (deaths per 1,000 live births) \| Child stunting (% children aged 0-59 months) \| Out-of-school children of primary and secondary school age (%) \| Children engaged in child labor (% ages 5-17) \| Adolescents currently married or in union (% girls aged 15-19) \| Adolescent birth rate (births per 1,000 girls aged 15-19) \| Population forcibly displaced by conflict (% of total) \| Child homicide rate (deaths per 100,000 population aged 0-19) \| Score (out of 1,000) \| Rank (out of 175) \| \| Afghanistan* \| 70.4 \| 40.9 \| 41.8 \| 29.4 \| 19.7 \| 71.2 \| 14.2 \| 2.0 \| 592 \| 160 \| \| Albania \| 13.5 \| 23.1 \| x \| 8.5 \| 5.1 \| 6.5 \| 21.8 \| 1.1 \| 878 \| 77 \| \| Algeria \| 25.2 \| 11.7 \| ... \| 5.0 \| y \| 3.1 \| a,b \| 1.8 \| 903 \| 65 \| \| Angola \| 82.5 \| 37.6 \| 36.4 \| x \| 23.4 \| 18.2 \| a \| 0.1 \| 579 \| 163 \| \| Antigua and Barbuda \| 8.5 \| ... \| 19.4 \| ... \| ... \| ... \| 43.9 \| 0.1 \| — \| — \| \| Argentina \| 11.1 \| 8.2 \| x \| 2.7 \| 4.4 \| y \| 12.7 \| x \| 884 \| 73 \| \| Armenia \| 13.4 \| 9.4 \| 5.7 \| x \| 8.7 \| y \| 4.6 \| a \| 913 \| 57 \| \| Australia \| 3.7 \| 2.0 \| x \| 2.1 \| ... \| ... \| 0.5 \| b,x \| 0.3 \| 975 \| 17 \| \| Austria \| 3.5 \| ... \| ... \| ... \| ... \| 2.7 \| x \| 6.8 \| 0.3 \| — \| — \| \| Azerbaijan \| 30.9 \| 18.0 \| 4.6 \| 6.5 \| x,y \| 8.9 \| a,x \| 61.0 \| 6.4 \| 841 \| 89 \| \| Bahamas \| 10.6 \| ... \| 11.2 \| ... \| ... \| 2.4 \| x \| 28.7 \| 0.1 \| 906 \| 61 \| \| Bahrain \| 7.6 \| ... \| 2.6 \| ... \| ... \| 5.3 \| b,x \| 13.4 \| 0.2 \| 956 \| 34 \| \| Bangladesh \| 34.2 \| 36.1 \| 18.4 \| 4.3 \| y \| 44.2 \| a,b \| 82.6 \| 0.0 \| 701 \| 130 \| \| Barbados \| 12.3 \| 7.7 \| 5.5 \| 1.9 \| y \| 2.4 \| ... \| 39.4 \| 0.1 \| 906 \| 61 \| \| Belarus \| 3.9 \| 4.5 \| x \| 1.7 \| 1.4 \| y \| 7.5 \| 17.6 \| 0.6 \| 952 \| 35 \| \| Belgium \| 3.9 \| ... \| 1.9 \| ... \| ... \| 2.2 \| x \| 8.1 \| 0.4 \| 976 \| 16 \| \| Belize \| 14.9 \| 15.0 \| 9.2 \| 3.2 \| y \| 20.8 \| a \| 65.1 \| 0.1 \| 805 \| 101 \| \| Benin \| 97.6 \| 34.0 \| 23.8 \| ... \| 52.5 \| 16.0 \| a \| 81.8 \| 0.0 \| 594 \| 158 \| \| Bhutan \| 32.4 \| 33.6 \| x \| 19.0 \| 2.9 \| x,y \| 15.2 \| x \| 20.2 \| 1.3 \| 810 \| 98 \| \| Bolivia (Plurinational State of) \| 36.9 \| 18.1 \| 11.8 \| 26.4 \| x,y \| 11.6 \| ... \| 70.4 \| 0.0 \| 758 \| 116 \| \| Bosnia and Herzegovina \| 6.0 \| 8.9 \| ... \| 5.3 \| x,y \| 0.7 \| ... \| 8.2 \| 4.9 \| 941 \| 39 \| \| Botswana \| 40.6 \| 31.4 \| x \| 9.0 \| x,y \| ... \| ... \| 31.0 \| 0.0 \| 800 \| 102 \| \| Brazil \| 15.1 \| 7.1 \| x \| 8.3 \| 6.6 \| y \| 3.9 \| b,x \| 66.7 \| 0.0 \| 822 \| 93 \| \| Brunei Darussalam \| 9.9 \| 19.7 \| x \| 9.5 \| ... \| ... \| ... \| 20.8 \| 0.0 \| 897 \| 68 \| \| Bulgaria \| 7.6 \| ... \| 7.9 \| ... \| ... \| 8.4 \| x \| 36.8 \| 0.0 \| 925 \| 48 \| \| Burkina Faso \| 84.6 \| 27.3 \| 40.1 \| 39.2 \| x,y \| 31.5 \| x \| 107.2 \| 0.0 \| 560 \| 165 \| \| Burundi \| 71.7 \| 55.9 \| 25.9 \| x \| 26.3 \| x,y \| 8.6 \| x \| 27.9 \| 7.1 \| 656 \| 142 \| \| Cabo Verde \| 21.4 \| ... \| 20.5 \| 6.4 \| y \| 8.1 \| x \| 73.2 \| 0.0 \| 840 \| 90 \| \| Cambodia \| 30.6 \| 32.4 \| 22.5 \| 19.3 \| y \| 15.6 \| a \| 52.2 \| 0.1 \| 752 \| 119 \| \| Cameroon \| 79.7 \| 31.7 \| 22.6 \| 47.0 \| ... \| 20.1 \| a \| 102.4 \| 1.0 \| 594 \| 158 \| \| Canada \| 4.9 \| ... \| 2.7 \| ... \| ... \| 2.2 \| x \| 9.5 \| 0.0 \| 970 \| 24 \| \| Central African Republic \| 123.6 \| 40.7 \| x \| 49.1 \| ... \| 28.5 \| x,y \| 54.9 \| 90.7 \| 25.1 \| 421 \| 173 \| \| Chad* \| 127.3 \| 39.9 \| 49.1 \| 51.5 \| ... \| 38.3 \| a \| 129.8 \| 1.1 \| 424 \| 172 \| \| Chile \| 8.3 \| 1.8 \| 6.9 \| 6.6 \| y \| 5.7 \| x \| 47.5 \| 0.0 \| 911 \| 58 \| \| China* \| 9.9 \| 8.1 \| 7.6 \| z \| ... \| 3.1 \| b \| 7.3 \| 0.0 \| e \| 0.5 \| 939 \| 40 \| \| Colombia \| 15.3 \| 12.7 \| x \| 7.7 \| 7.8 \| y \| 13.3 \| a \| 48.7 \| 16.0 \| c \| 22.1 \| 756 \| 118 \| \| Comoros \| 73.3 \| 32.1 \| 27.4 \| 22.0 \| y \| 16.4 \| ... \| 67.1 \| 0.2 \| 687 \| 134 \| \| Congo* \| 54.1 \| 21.2 \| 10.3 \| x,z \| 23.3 \| ... \| 16.1 \| a \| 116.1 \| 1.9 \| 719 \| 127 \| \| Costa Rica \| 8.8 \| 5.6 \| x \| 5.3 \| 4.1 \| x,y \| 9.0 \| ... \| 56.0 \| 0.0 \| 895 \| 69 \| \| Côte d’Ivoire* \| 91.8 \| 21.6 \| a \| 33.4 \| ... \| 31.3 \| a \| 18.4 \| a \| 135.6 \| 0.3 \| 611 \| 154 \| \| Croatia \| 4.7 \| ... \| 6.3 \| ... \| ... \| 2.0 \| x \| 9.2 \| 0.8 \| 965 \| 28 \| \| Cuba \| 5.5 \| ... \| 8.1 \| ... \| ... \| 15.8 \| a \| 45.1 \| 0.1 \| 905 \| 63 \| \| Cyprus \| 2.6 \| ... \| 3.0 \| ... \| ... \| 3.1 \| x \| 4.9 \| 0.0 \| 978 \| 12 \| \| Czech Republic \| 3.2 \| ... \| ... \| ... \| ... \| 0.9 \| x \| 9.7 \| 0.0 \| — \| — \| — \| — \| \| Democratic People’s Republic of Korea \| 20.0 \| 27.9 \| ... \| 1.8 \| x \| ... \| 0.3 \| b,x \| 0.5 \| 0.0 \| 894 \| 70 \| \| Democratic Republic of the Congo* \| 94.3 \| 42.6 \| 18.1 \| z \| 38.4 \| ... \| 21.3 \| ... \| 122.3 \| 5.8 \| c \| 6.7 \| 556 \| 166 \| \| Denmark \| 4.4 \| ... \| 3.8 \| ... \| ... \| 3.5 \| x \| 4.0 \| 0.0 \| 971 \| 22 \| \| Djibouti \| 64.2 \| 33.5 \| 52.9 \| 7.7 \| x,y \| 4.2 \| b,x \| 21.2 \| 0.3 \| 730 \| 125 \| \| Dominican Republic \| 30.7 \| 7.1 \| 15.2 \| 12.8 \| ... \| 27.5 \| a \| 97.3 \| 0.0 \| 740 \| 122 \| Shading reflects prevalence: Moderate High Very high \| CHILDHOOD ENDER \| CHILD DIES \| CHILD IS SEVERELY MALNOURISHED \| CHILD IS OUT OF SCHOOL \| CHILD BEGINS WORK LIFE \| CHILD MARRIES \| CHILD HAS A CHILD \| CHILD IS A VICTIM OF EXTREME VIOLENCE \| \|-----------------\|------------\|---------------------------------\|------------------------\|------------------------\|---------------\|-------------------\|---------------------------------------\| \| \| 2016 \| 2012–2017* \| 2012–2017* \| 2012–2017* \| 2015 \| 2017 \| 2015 \| \| Ecuador \| 20.9 \| 25.2 \| 5.5 \| 4.9 \| 20.0 x \| 75.6 \| 0.1 \| \| Egypt \| 22.8 \| 22.3 \| 7.9 \| 7.0 \| 14.4 b \| 51.3 \| 0.0 \| \| El Salvador \| 15.0 \| 13.6 \| 18.4 \| 8.9 y \| 16.3 a \| 64.9 \| 1.7 \| \| Equatorial Guinea \| 90.9 \| 26.2 x \| ... \| ... \| 22.0 x \| 107.5 \| 0.0 \| \| Eritrea \| 44.5 \| 50.3 x \| 59.9 \| ... \| ... \| 53.0 \| 10.7 \| \| Estonia \| 2.9 \| ... \| 5.0 \| ... \| 4.4 \| 12.4 \| 0.0 \| \| Ethiopia \| 58.4 \| 38.4 \| 33.6 \| 27.4 x,y \| 17.4 a \| 56.6 \| 0.2 \| \| Fiji \| 22.0 \| ... \| 7.8 \| ... \| 7.6 b,x \| 45.2 \| 0.1 \| \| Finland \| 2.3 \| ... \| 1.7 \| ... \| 0.5 \| 6.4 \| 0.0 \| \| France \| 3.9 \| ... \| 0.5 \| ... \| 2.7 x \| 8.8 \| 0.0 \| \| Gabon* \| 47.4 \| 17.5 \| 9.3 z \| 13.4 y \| 13.5 \| 97.7 \| 0.0 \| \| Gambia* \| 65.3 \| 25.0 \| 34.5 z \| 19.2 x,y \| 23.8 \| 112.5 \| 1.6 \| \| Georgia \| 10.7 \| 11.3 x \| 2.4 \| 4.2 y \| 10.6 x \| 38.3 \| 7.6 \| \| Germany \| 3.8 \| 1.3 x \| ... \| ... \| 2.0 x \| 6.4 \| 0.0 \| \| Ghana \| 58.8 \| 18.8 \| 22.4 \| 21.8 y \| 6.4 a \| 66.1 \| 0.1 \| \| Greece \| 3.8 \| ... \| 7.5 \| ... \| 1.8 x \| 7.2 \| 0.0 \| \| Grenada \| 16.0 \| ... \| 3.7 \| ... \| ... \| 29.6 \| 0.2 \| \| Guatemala \| 28.5 \| 46.5 \| 24.6 \| 25.8 y \| 19.8 a \| 80.1 \| 0.4 \| \| Guinea \| 89.0 \| 32.4 a \| 37.8 \| 38.1 a \| 35.2 a \| 139.6 \| 0.4 \| \| Guinea-Bissau* \| 88.1 \| 27.6 \| 26.1 z \| 51.1 \| 11.4 a \| 87.5 \| 0.2 \| \| Guyana \| 32.4 \| 12.0 \| 9.5 \| 18.3 \| 13.3 a \| 87.6 \| 0.1 \| \| Haiti* \| 67.0 \| 21.9 \| 9.9 z \| 24.4 y \| 12.1 \| 38.9 \| 0.9 \| \| Honduras \| 18.7 \| 22.7 \| 27.8 \| 14.1 y \| 22.6 \| 64.3 \| 2.5 \| \| Hungary \| 5.2 \| ... \| 6.5 \| ... \| 0.6 \| 17.7 \| 0.0 \| \| Iceland \| 2.1 \| ... \| 5.7 \| ... \| 0.6 \| 5.7 \| 0.0 \| \| India \| 43.0 \| 38.4 \| 20.2 \| 11.8 x,y \| 15.2 a,b \| 23.3 \| 0.0 \| \| Indonesia \| 26.4 \| 36.4 \| 14.2 \| 6.9 x,y \| 12.8 \| 49.2 \| 0.0 \| \| Iran (Islamic Republic of) \| 15.1 \| 6.8 x \| 11.9 \| 11.4 x,y \| 21.1 b,x \| 26.3 \| 0.2 \| \| Iraq \| 31.2 \| 22.6 x \| 21.9 x \| 4.7 x,y \| 20.7 b,x \| 84.8 \| 13.6 c \| \| Ireland \| 3.6 \| ... \| 0.3 \| ... \| 1.1 x \| 10.1 \| 0.0 \| \| Israel \| 3.6 \| ... \| 2.0 \| ... \| 2.8 b \| 9.3 \| 0.0 \| \| Italy \| 3.3 \| ... \| 2.3 \| ... \| 1.5 x \| 5.9 \| 0.0 \| \| Jamaica \| 15.3 \| 6.2 \| ... \| 3.3 x,y \| 3.4 x \| 58.8 \| 0.1 \| \| Japan \| 2.7 \| 7.1 x \| 1.5 \| ... \| 0.6 b,x \| 4.0 \| 0.0 \| \| Jordan \| 17.6 \| 7.8 \| ... \| 1.7 y \| 5.9 b \| 22.6 \| 0.1 \| \| Kazakhstan \| 11.4 \| 8.0 \| 3.2 \| 2.2 x,y \| 6.0 a \| 27.2 \| 0.0 \| \| Kenya \| 49.2 \| 26.0 \| 20.5 x \| ... \| 11.9 a \| 90.2 \| 0.0 \| \| Kiribati \| 54.3 \| ... \| ... \| ... \| 15.8 x \| 16.4 \| 0.0 \| \| Kuwait \| 8.4 \| 4.9 \| 7.5 \| ... \| 4.9 b,x \| 9.4 \| 0.0 \| \| Kyrgyzstan \| 21.1 \| 12.9 \| 6.1 \| 25.8 \| 13.9 a \| 39.2 \| 0.1 \| \| Lao People’s Democratic Republic \| 63.9 \| 43.8 x \| 18.8 \| 10.1 x,y \| 24.8 \| 63.7 \| 0.1 \| \| Latvia \| 4.6 \| ... \| 5.1 \| ... \| 2.6 x \| 13.3 \| 0.0 \| \| Lebanon \| 8.1 \| ... \| 20.1 \| 1.9 x,y \| 3.3 b,x \| 12.2 \| 0.2 \| \| Lesotho \| 93.5 \| 33.2 \| 24.7 \| ... \| 17.7 a \| 93.2 \| 0.0 \| \| Liberia \| 67.4 \| 32.1 \| 46.9 \| 20.8 x,y \| 14.3 \| 107.1 \| 0.2 \| \| Libya \| 12.9 \| 21.0 x \| ... \| ... \| ... \| 6.2 \| 0.9 \| \| Lithuania \| 5.3 \| ... \| 3.1 \| ... \| 2.1 x \| 10.4 \| 0.0 \| \| Luxembourg \| 2.4 \| ... \| 8.4 \| ... \| 1.0 x \| 5.7 \| 0.0 \| \| Madagascar* \| 46.4 \| 49.2 x \| 28.6 x,z \| 22.9 y \| 33.7 x \| 114.8 \| 0.0 \| \| Malawi \| 55.1 \| 37.1 \| 17.5 \| 39.3 \| 23.5 a \| 135.3 \| 0.0 \| \| Malaysia \| 8.3 \| 17.7 \| 13.7 \| ... \| 6.0 b,x \| 13.7 \| 0.0 \| \| Maldives* \| 8.5 \| 20.3 x \| 1.6 x,z \| ... \| 5.0 b,x \| 6.2 \| 0.0 \| Shading reflects prevalence: Moderate High Very high END OF CHILDHOOD REPORT 33 \| CHILDHOOD ENDER \| CHILD DIES \| CHILD IS SEVERELY MALNOURISHED \| CHILD IS OUT OF SCHOOL \| CHILD BEGINS WORK LIFE \| CHILD MARRIES \| CHILD HAS A CHILD \| CHILD IS A VICTIM OF EXTREME VIOLENCE \| END OF CHILDHOOD INDEX 2018 \| \|-----------------\|------------\|---------------------------------\|------------------------\|------------------------\|--------------\|-------------------\|----------------------------------------\|----------------------------\| \| \| INDICATOR \| 2016 \| 2012–2017* \| 2012–2017* \| 2012–2017* \| 2015 \| 2017 \| Score (out of 1,000) \| Rank (out of 175) \| \| State of Palestine \| Under-5 mortality rate (deaths per 1,000 live births) \| 19.4 \| 7.4 \| 13.7 \| 5.7 \| x,y \| 9.3 \| a,b \| 58.1 \| 2.2 \| 1.7 \| z \| 864 \| 84 \| \| Sudan* \| Child stunting (% children aged 0–59 months) \| 65.1 \| 38.2 \| 14.0 \| z \| 24.9 \| 21.2 \| a,b \| 72.1 \| 7.5 \| c \| 3.4 \| 667 \| 140 \| \| Suriname \| Out-of-school children of primary and secondary school age (%) \| 20.0 \| 8.8 \| x \| 15.8 \| 4.1 \| x,y \| 11.8 \| x \| 45.7 \| 0.0 \| 4.4 \| 856 \| 87 \| \| Swaziland \| Children engaged in child labor (% ages 5–17) \| 70.4 \| 25.5 \| 21.8 \| 7.3 \| x,y \| 4.0 \| a \| 67.2 \| 0.0 \| 4.0 \| 766 \| 114 \| \| Sweden \| Adolescents currently married or in union (% girls aged 15–19) \| 2.9 \| ... \| 0.8 \| ... \| ... \| 0.4 \| ... \| 5.7 \| 0.0 \| 0.6 \| 985 \| 3 \| \| Switzerland \| Adolescents birth rate (births per 1,000 girls aged 15–19) \| 4.1 \| ... \| 6.1 \| ... \| ... \| 0.4 \| ... \| 2.8 \| 0.0 \| 0.3 \| 975 \| 17 \| \| Syrian Arab Republic \| Population forcibly displaced by conflict (% of total) \| 17.5 \| 27.5 \| x \| 45.0 \| 4.0 \| x,y \| 9.7 \| b,x \| 38.9 \| 68.2 \| c \| 1.0 \| 656 \| 142 \| \| Tajikistan \| Child homicide rate (deaths per 100,000 population aged 0–19) \| 43.1 \| 26.8 \| 10.9 \| x \| 10.0 \| x \| 13.2 \| 37.8 \| 0.0 \| 0.3 \| 812 \| 97 \| \| Thailand \| The former Yugoslav Republic of Macedonia \| 12.2 \| 10.5 \| 13.7 \| 8.3 \| x,y \| 14.1 \| a \| 44.6 \| 0.0 \| 0.9 \| 863 \| 85 \| \| Timor-Leste \| The former Yugoslav Republic of Macedonia \| 12.2 \| 4.9 \| x \| 15.7 \| x \| 12.5 \| x,y \| 4.3 \| x \| 17.3 \| 0.4 \| 0.5 \| 900 \| 66 \| \| Togo* \| Timor-Leste \| 49.7 \| 50.2 \| 20.1 \| ... \| ... \| 7.7 \| x \| 45.5 \| 0.0 \| 3.1 \| 718 \| 128 \| \| Tonga \| Togo* \| 75.7 \| 27.5 \| 17.2 \| z \| 27.9 \| 12.7 \| 92.1 \| 0.1 \| 3.9 \| 687 \| 134 \| \| Trinidad and Tobago* \| Tonga \| 16.4 \| 8.1 \| 9.8 \| ... \| ... \| 4.6 \| ... \| 14.9 \| 0.1 \| 0.9 \| 916 \| 54 \| \| Tunisia* \| Trinidad and Tobago* \| 18.5 \| 11.0 \| a \| 5.4 \| x,z \| 2.3 \| a,y \| 4.4 \| a \| 30.8 \| 0.0 \| 12.1 \| 872 \| 79 \| \| Turkey \| Tunisia* \| 13.6 \| 10.1 \| 15.6 \| x,z \| 2.1 \| y \| 1.2 \| b \| 6.8 \| 0.0 \| 0.6 \| 925 \| 48 \| \| Turkmenistan \| Turkey \| 12.7 \| 9.5 \| 9.3 \| ... \| 5.9 \| y \| 7.1 \| a,b \| 26.8 \| 0.1 \| 0.9 \| 904 \| 64 \| \| Tuvalu \| Turkmenistan \| 51.0 \| 11.5 \| ... \| 0.3 \| ... \| 6.0 \| a \| 16.0 \| 0.0 \| 1.2 \| 866 \| 82 \| \| Uganda* \| Tuvalu \| 25.3 \| 10.0 \| x \| 17.6 \| ... \| 8.0 \| b,x \| ... \| 0.0 \| ... \| — \| — \| — \| — \| \| Ukraine \| Uganda* \| 53.0 \| 28.9 \| 16.6 \| x,z \| 16.3 \| y \| 19.9 \| a \| 108.9 \| 0.4 \| 4.2 \| 701 \| 130 \| \| United Arab Emirates \| Ukraine \| 9.1 \| ... \| 4.9 \| ... \| 2.4 \| y \| 6.4 \| ... \| 23.4 \| 4.6 \| 0.5 \| 932 \| 43 \| \| United Kingdom \| United Arab Emirates \| 7.7 \| ... \| 5.1 \| ... \| ... \| 6.7 \| b,x \| 30.1 \| 0.0 \| 0.8 \| 936 \| 42 \| \| United Republic of Tanzania* \| United Kingdom \| 4.3 \| ... \| 0.6 \| ... \| 2.9 \| x \| 13.9 \| 0.0 \| 0.7 \| 971 \| 22 \| \| United States of America \| United Republic of Tanzania* \| 56.7 \| 34.4 \| 33.6 \| z \| 28.8 \| y \| 23.0 \| a \| 117.7 \| 0.0 \| 2.6 \| 622 \| 150 \| \| Uruguay \| United States of America \| 6.5 \| 2.1 \| ... \| ... \| ... \| 5.8 \| x \| 21.2 \| 0.0 \| 2.5 \| 945 \| 36 \| \| Uzbekistan \| Uruguay \| 9.2 \| 10.7 \| x \| 6.9 \| 7.9 \| x,y \| 7.4 \| a \| 55.8 \| 0.0 \| 3.7 \| 875 \| 78 \| \| Vanuatu \| Uzbekistan \| 24.1 \| 19.6 \| x \| 6.3 \| ... \| 4.9 \| x \| 17.6 \| 0.0 \| 0.6 \| 884 \| 73 \| \| Venezuela (Bolivarian Republic of) \| Vanuatu \| 27.6 \| 28.5 \| 16.1 \| 15.2 \| y \| 11.3 \| a \| 42.7 \| 0.0 \| 0.6 \| 800 \| 102 \| \| Vietnam* \| Venezuela (Bolivarian Republic of) \| 16.3 \| 13.4 \| x \| 14.8 \| ... \| ... \| 79.1 \| 0.3 \| 26.9 \| 716 \| 129 \| \| Yemen \| Vietnam* \| 21.6 \| 24.6 \| 13.3 \| z \| 16.4 \| 10.3 \| a \| 39.1 \| 0.3 \| 1.5 \| 816 \| 96 \| \| Zambia* \| Yemen \| 55.3 \| 46.5 \| 28.9 \| ... \| 22.7 \| x,y \| 16.7 \| b \| 60.7 \| 10.5 \| c \| 2.6 \| 648 \| 145 \| \| Zimbabwe \| Zambia* \| 63.4 \| 40.0 \| 21.0 \| z \| 40.6 \| x,y \| 16.9 \| ... \| 87.9 \| 0.0 \| 2.5 \| 633 \| 147 \| \| Sub-Saharan Africa§ \| Zimbabwe \| 56.4 \| 26.8 \| 24.9 \| ... \| ... \| 19.6 \| a \| 108.9 \| 0.4 \| 3.0 \| 685 \| 136 \| \| Eastern and Southern Africa \| Sub-Saharan Africa§ \| 78.4 \| 33.9 \| 29.4 \| 29.4 \| 23.0 \| 122.0 \| 2.0 \| 4.2 \| 600 \| — \| — \| — \| — \| \| West and Central Africa \| Eastern and Southern Africa \| 61.4 \| 34.4 \| 28.3 \| 25.8 \| 20.0 \| 112.8 \| 1.7 \| 3.3 \| 638 \| — \| — \| — \| — \| \| Middle East and North Africa \| West and Central Africa \| 94.7 \| 33.5 \| 31.6 \| 31.9 \| 26.7 \| 129.8 \| 1.9 \| 5.2 \| 562 \| — \| — \| — \| — \| \| South Asia \| Middle East and North Africa \| 48.1 \| 35.8 \| 22.8 \| 12.4 \| y,z \| 29.0 \| z \| 44.3 \| 0.3 \| 1.7 \| 719 \| — \| — \| \| East Asia and Pacific \| South Asia \| 16.3 \| 9.3 \| 9.7 \| 10.0 \| y,z \| 5.7 \| 21.2 \| 0.1 \| 1.1 \| 897 \| — \| — \| — \| \| Latin America and Caribbean \| East Asia and Pacific \| 17.5 \| 11.0 \| 9.9 \| 10.5 \| 10.9 \| 74.3 \| 1.3 \| 12.6 \| 801 \| — \| — \| — \| — \| \| CEE/CIS§ \| Latin America and Caribbean \| 14.4 \| 6.2 \| 6.1 \| 5.4 \| y,z \| 7.3 \| 29.0 \| 0.9 \| 0.9 \| 913 \| — \| — \| — \| \| Developed regions \| CEE/CIS§ \| ... \| ... \| ... \| ... \| ... \| ... \| 0.2 \| 1.1 \| — \| — \| — \| — \| — \| \| World \| Developed regions \| 40.8 \| 22.9 \| 17.8 \| 12.6 \| y,z \| 16.0 \| 50.4 \| 0.9 \| z \| 3.0 \| 779 \| — \| — \| Shading reflects prevalence: Moderate High Very high ... Data are unavailable or outdated (i.e., pre-2005) a Estimate from recent MICS or DHS (pending reanalysis) b Estimate does not include consensual unions c There is evidence of recruitment and use of children (e.g., as child soldiers) d Includes displaced populations from Serbia and Kosovo e Includes displaced populations of Tibetan origin x Data refer to the most recent year available during the period 2005-2011 y Data differ from the standard definition (interpret with caution) z Data are from the secondary source (interpret with caution) § Includes Eastern and Southern Africa, West and Central Africa, Djibouti, Sudan ‡ Central and Eastern Europe and the Commonwealth of Independent States + Data refer to the most recent year available during the reference period * To include as many countries as possible in the rankings, school attendance data for these 23 countries were sourced from surveys because recent enrollment data were not available Excludes China NOTE: For indicator definitions, primary and secondary data sources, prevalence thresholds and regional classifications, see Methodology and Research Notes. Methodology and Research Notes Every child has a right to childhood. The concept of childhood is defined in the Convention on the Rights of the Child.$^{145}$ It represents a shared vision of childhood: healthy children in school and at play, growing strong and confident with the love and encouragement of their family and an extended community of caring adults, gradually taking on the responsibilities of adulthood, free from fear, safe from violence, protected from abuse and exploitation. This ideal contrasts starkly with the childhood many children experience. Countries differ greatly in their ability to protect childhood. The End of Childhood Index explores this variation across countries, revealing where and how children are being robbed of the childhoods they deserve. The hope is it will stimulate discussion and action to ensure that every last child fully experiences childhood. CHILDHOOD ENDERS This index does not capture the full extent of deprivations or hardships affecting children. Instead, it focuses on some key rights or “guarantees” of childhood: life, healthy growth and development, education and protection from harm. If a child experiences all of these, his/her childhood is considered to be “intact.” The index tracks a series of events that, should any one of them occur, mark the end of an intact childhood. These events are called “childhood enders” and include: child dies, malnutrition permanently impairs child’s development, child leaves or fails to enter school, child begins work life, child marries, child has a child, and child is a victim of extreme violence. Ender events erode childhood. Depending on the number and severity of enders experienced, the loss of childhood could be complete or only partial.$^{146}$ But once a child experiences an ender, childhood becomes fractured rather than complete.$^{147}$ Each event represents an assault on childhood. At some point, as the assaults mount up, childhood ends. Countries are scored and ranked according to performance across this set of enders, revealing where childhood is most and least threatened. INDICATORS, DEFINITIONS AND DATA SOURCES The following eight indicators were selected because they best represent these enders, are available for a large number of countries and are regularly updated.$^{148}$ Data were obtained from reliable and reputable sources, almost exclusively UN agencies, and are publicly available to those interested in doing additional analyses. \| ENDER \| INDICATOR \| \|--------------------------------------------\|------------------------------------------------\| \| Child dies \| Under-5 mortality rate \| \| Child is severely malnourished \| Child stunting (%) \| \| Child is out of school \| Out-of-school children, adolescents and youth (%) \| \| Child begins work life \| Child labor (%) \| \| Child marries \| Adolescents currently married or in union (%) \| \| Child has a child \| Adolescent birth rate \| \| Child is a victim of extreme violence \| Population forcibly displaced by conflict (%) \| \| Child is a victim of extreme violence \| Child homicide rate \| Under-5 mortality rate (U5MR):** The probability of dying between birth and exactly 5 years of age, expressed per 1,000 live births. Estimates are for 2016. Source: UN Inter-agency Group for Child Mortality Estimation (childmortality.org). Child stunting (moderate and severe): Percentage of children aged 0-59 months who are below minus two standard deviations from median height-for-age of the WHO Child Growth Standards. Estimates are for the most recent year available 2005-2017. Sources: UNICEF, WHO, World Bank Group. Joint Malnutrition Country Dataset, December 2017 Edition (data.unicef.org/topic/nutrition/malnutrition/), updated with data from recent MICS and DHS surveys for five countries (see Complete End of Childhood Index). Out-of-school rate (OOSC) for children, adolescents and youth of primary and secondary school age: The number of children, adolescents and youth of official primary and secondary school age who are not enrolled$^{49}$ in primary, secondary or higher levels of education, expressed as a percentage of the population of official school age. Children and young people (about ages 6 and over) who are enrolled in pre-primary education are considered to be out of school.$^{150}$ Data are for the most recent year available 2005-2017. Sources: UNESCO’s UIS.Stat (data.uis.unesco.org), supplemented with household survey data from UNESCO’s World Inequality Database on Education (education-inequalities.org) for 23 countries (see Complete End of Childhood Index). Note: Household survey data were used to estimate OOSC rates only where official data were unavailable or outdated (i.e., pre 2005). Rates were derived by dividing the number of children, adolescents and youth out of school (calculated as: primary OOSC$^a$primary population + lower secondary OOSC$^b$lower secondary population + upper secondary OOS$^c$upper secondary population) by the total population of official primary and secondary school age. Official school age population data were sourced from UIS.Stat and refer to the same OOSC reference year. Child labor: Percentage of children 5-17 years old involved in child labor.$^{151}$ Data are for the most recent year available 2005-2017. Sources: UNICEF (data.unicef.org/topic/child-protection/child-labour/), updated with data from recent MICS surveys for five countries (see Complete End of Childhood Index). Adolescents currently married or in union: Percentage of girls 15 to 19 years of age who have been married and are not either divorced, widowed or separated. Data including consensual unions or other types of customary unions are prioritized. Where unions have not been reported together with currently married, this omission is marked with a “b” in the Complete End of Childhood Index table. Data are for 2005-2017. Where more than one data point was available for the same reference year, the lowest value was used. Sources: United Nations, Department of Economic and Social Affairs (UNDESA), Population Division. World Marriage Data 2015, updated with data from recent MICS and DHS surveys for 58 countries (see Complete End of Childhood Index). Adolescent birth rate: Births to women aged 15 to 19 per 1,000 women in that age group. Estimates are for 2015 for all but Marshall Islands, which is from 2011. Sources: World Development Indicators, World Bank (data.worldbank.org/indicator/SP.ADO.TFR.T), supplemented with data for Marshall Islands from the SDG Indicators Global Database (unstats.un.org/sdgs/indicators/database/?indicator=3.7.2). Population forcibly displaced by conflict or persecution: Total population of concern to UNHCR,$^{152}$ by country or territory of origin, expressed as a percentage of the country’s or territory’s population. Data are for mid-2017. Sources: UNHCR, Mid-Year Trends 2017. (Geneva: 2018) and UNDESA, Population Division. World Population Prospects: The 2017 Revision. Evidence of child soldiers: Countries identified as having governmental armed forces, government-supported armed groups or other parties that recruit or use child soldiers. The term “child soldier” includes children who are serving in any capacity, including in a support role, such as a cook, porter, messenger, medic, guard or sex slave. Sources: Child Soldiers Prevention Act List from Trafficking in Persons Report 2017 (state.gov/j/tip/rls/tiprpt/2017/271111.htm) and Children and Armed Conflict: Report of the Secretary-General, Annex I and Annex II (undocs.org/A/72/361). Note: This indicator is not factored into the index score but has been noted in the Complete End of Childhood Index table. Child homicide rate: Estimated number of deaths caused by interpersonal violence among children and adolescents aged 0 to 19 years (from WHO or IHME), expressed per 100,000 population in that age group (from UNDESA, Population Division). Estimates are for 2015. Sources: WHO. Global Health Estimates 2015: Deaths by Cause, Age, Sex, by Country and by Region, 2000-2015 (terrace.who.int/mediacentre/data/ghe/) and UNDESA, Population Division. World Population Prospects: The 2017 Revision* (esa.un.org/unpd/wpp/Download/Standard/Population/), supplemented with data for State of Palestine from Institute for Health Metrics and Evaluation (IHME). Global Burden of Disease Study 2016 (ghdx.healthdata.org/gbd-results-tool). ### CALCULATIONS As indicators are measured on different scales, each was first normalized using a linear scaling technique: \[ X_N = \frac{(X - \text{Worst})}{(\text{Best} - \text{Worst})} \] Where: - $ X_N $ is the normalized value - $ X $ is the actual value - Worst is the highest observed value for the indicator - Best is the lowest possible value for the indicator This technique ensures scores range between 0 and 1 and that all indicators are coded positively (i.e., higher scores indicate better performance).$^{153}$ All indicators are weighted equally. The overall index score was calculated by summing across the normalized scores for each indicator and then dividing by eight. Scores were multiplied by 1,000 and rounded to three digits. Countries were sorted from high to low by this overall index score (with 1,000 being the best possible score) and then ranked from 1 to 175. To help ensure index scores are comparable from year to year and that countries can track progress over time, the best (i.e., minimum) and worst (i.e., maximum) values and the indicator weights have been fixed from the inaugural year onwards as shown in the table above. MISSING VALUES The Complete End of Childhood Index table includes all 185 countries and areas with recent data (from 2005 and onwards) for at least five of the eight indicators, but not all of them are included in the index rankings. Countries missing homicide data were dropped from the rankings.$^{154}$ Countries missing up to any two of the other seven indicators were allowed to remain in the index. This was the only way to ensure a sufficient number of high-income OECD countries were included, as most do not collect or publish data on stunting or child labor. In total, 175 countries had sufficient data to be ranked. 97 countries have data for all eight indicators. 30 countries are missing one indicator. 48 countries are missing two indicators, 36 of which are high-income countries.$^{155}$ For countries lacking stunting, out-of-school or child labor data, the normalized score for their under-5 mortality rate was used in place of the missing value(s). Under-5 mortality is the leading indicator of child well-being and is strongly correlated with these three indicators.$^{156}$ For countries lacking child marriage data, the normalized score for their adolescent birth rate was ascribed. These two indicators are also highly correlated.$^{157}$ Ascribing fillers for these missing values helped ensure countries were not being rewarded for the lack of data and that data imputations for missing values were based on a country’s performance on another, strongly correlated, childhood ender. PREVALENCE THRESHOLDS AND PERFORMANCE BANDS Country-level performance on each indicator was assessed according to the thresholds in the table on the next page. Countries with “moderate,” “high” or “very high” prevalence of enders were color-coded as shown in the table. To the greatest extent possible, indicator thresholds were based on international standards. The classification schemes used for under-5 mortality and stunting are established.$^{158}$ The same breakdowns for stunting were used for out-of-school, child labor and child marriage. The breakdowns for adolescent births were adapted from those used by the World Bank and the WHO.$^{159}$ Those for displacement were based loosely on categories used by UNHCR for a related indicator.$^{160}$ The homicide strata were adapted from UNICEF and UNODC.$^{161}$ To establish tiers or “performance bands,” the boundary points between threshold levels were normalized for each indicator and then indexed. Index scores were rounded to two decimal places and then multiplied by 1,000 to give the cut-off points for each tier. Countries were placed into one of five bands according to their index scores (see table on bottom of page 38). COUNTRY CLASSIFICATION The End of Childhood Index presents data for the world as a whole and for various country groupings. Regions are classified as “developing” or “developed,” as consistent with the United Nations system.$^{162}$ Developing regions are further broken down into the subregions listed at the bottom of the Complete End of Childhood Index table on page 35. These groupings are based on UNICEF’s nomenclature and regional classification. For a list of countries and territories in each region, see: UNICEF, The State of the World’s Children 2016, p.112. Global and regional data were sourced from the UN,$^{163}$ with the exception of out-of-school, forced displacement and child homicide rates. Regional averages for these three indicators were calculated by Save the Children, as were global rates for the last two. Each was calculated as a weighted average, with the relevant population used as the weights.$^{164}$ All UNICEF program countries with available data were included in these estimates.$^{165}$ Population coverage was at or above 90 percent for all region-indicator pairs.$^{166}$ The designations employed in this report do not imply the expression of any opinion whatsoever on the part of Save the Children concerning the legal status of any country or territory or concerning the delimitation of its frontiers or boundaries. LIMITATIONS AND CAVEATS It would be impossible to include all of the factors that erode childhood in a single index. This index focuses only on the most significant enders for which reliable and comparable data are widely available. Some indicators (e.g., sexual violence, trafficking, hazardous work) would have been included had there been sufficient data. Others (e.g., incarceration, orphanhood, migration, bullying, corporal punishment, substance use) had data but weren’t included because they do not necessarily – in and of themselves – signal the end of childhood. A child who is incarcerated, for example, can receive substantial rehabilitation services including counseling, schooling and a reliable network of caring adults. Many potential indicators (e.g., child abuse) were also discarded due to data quality concerns or because they weren’t the most relevant indicator for the ender in question (e.g., suicide for child dies).$^{167}$ Save the Children has not independently verified the data used in this report. To ensure the data are of the highest quality, all data are from reputable international sources that closely review and adjust national data to ensure that they are as accurate and comparable as possible. The index presents the most recent data available as of 15 March 2018. Data are not available for the same reference year for all indicators or for all countries. Of the 175 countries ranked, 97 have very recent data (i.e., 2011-onward) for all indicators; 78 countries have at least one data point from 2005-2010. For 16 countries without official education data, as well as seven whose most recent official figures predate 2005, household survey data were used to give an indication of the extent of exclusion from education.$^{168}$ TECHNICAL NOTE ON GLOBAL ESTIMATE CALCULATION In 2017, Save the Children’s first End of Childhood Report revealed that at least 700 million children worldwide had been robbed of their childhoods. This year’s report looks at the number of children at risk of a prematurely ended childhood. The number of children at risk of missing out on childhood are defined as those living in countries characterized by one or more of three grave threats to childhood: conflict, poverty and discrimination against girls. Countries characterized by conflict or fragility refer to the 36 countries and areas included on the World Bank Group’s Harmonized List of Fragile Situations FY18: Afghanistan, Burundi, Central African Republic, Chad, Comoros, Congo, Côte d’Ivoire, Democratic Republic of the Congo, Djibouti, Eritrea, Gambia, Guinea-Bissau, Haiti, Iraq, Kiribati, Kosovo, Lebanon, Liberia, Libya, Mali, Marshall Islands, Federated States of Micronesia, Mozambique, Myanmar, Papua New Guinea, Sierra Leone, Solomon Islands, Somalia, South Sudan, Sudan, Syria, Togo, Tuvalu, West Bank and Gaza, Yemen and Zimbabwe.$^{169}$ For details see [www.worldbank.org/en/topic/fragilityconflictviolence/brief/harmonized-list-of-fragile-situations](http://www.worldbank.org/en/topic/fragilityconflictviolence/brief/harmonized-list-of-fragile-situations). This list of countries is imperfect. It does not, for example, include many populous countries with localized conflicts (e.g., Nigeria, Pakistan). As a result, figures resulting from this country set are conservative estimates. Countries characterized by poverty include (a) low-income countries for FY2018 and (b) countries with over half of their population living below the international poverty line of $3.20 a day (2011 PPP). For (b) the latest available data 2005-2017 were used. Data were sourced from the World Bank (see [datahelpdesk.worldbank.org/knowledgebase/articles/906519](http://datahelpdesk.worldbank.org/knowledgebase/articles/906519) and [data.worldbank.org/indicator/SI.POV.LMIC?view=chart](http://data.worldbank.org/indicator/SI.POV.LMIC?view=chart)). All 47 countries meeting one or both of these criteria are noted in the rankings table on page 31. Countries characterized by discrimination against girls are those that have gender disparities disfavoring girls with regards to a) enrollment in primary or secondary school or b) mortality. For (a) this included countries with a gender parity index (GPI) of less than 0.97 for the primary or secondary net enrollment rate (NER). Where NERs were missing or outdated (24 countries), net attendance rates (NARs) were used. UNESCO Institute for Statistics was the primary source ([see data.uis.unesco.org](http://data.uis.unesco.org)). Where UIS did not report NARs (China, Kiribati, Somalia), UNICEF’s data were used ([see data.unicef.org/topic/education/overview](http://data.unicef.org/topic/education/overview)). Data are the latest available 2005-2017. Six countries lacked education data altogether (Austria, Czech Republic, Germany, Libya, Singapore and Slovakia); an additional six countries had incomplete data (Botswana, China, Papua New Guinea, Russian Federation, Somalia and Trinidad and Tobago). For (b) this set included countries with a male-to-female infant mortality rate (IMR), child mortality rate (CMR) or under-5 mortality rate (USMR) sex ratio less than 1.0. For IMR and USMR, this included India and Tonga. For CMR it included Central African Republic, India, Iran, Nepal, Niger and Pakistan.$^{170}$ Estimates were for 2016 and sourced from the UN Inter-agency Group for Child Mortality Estimation (UNIGME) and downloaded from [www.childmortality.org](http://www.childmortality.org). All 55 countries meeting one or both of these criteria are noted in the rankings table on page 31. An estimated 1.2 billion children live in countries characterized by one or more of these key threats to childhood. To arrive at this total, all children living in countries in either or both of the first two categories were summed, along with girls living in countries exclusively characterized by the third. In other words, in the 18 countries characterized only by discrimination against girls, only the number of girls (i.e., not all children) were included in the global count. The same treatment was used for counting children in countries characterized by at least two threats (i.e., in the 17 countries characterized by discrimination against girls and either conflict or poverty (but not both), only girls were included in the global total).$^{171}$ Breakdowns by threat are included in the table below. Children living in countries facing two of these three threats, some 537 million children, are deemed to be at “high risk” of missing out on childhood. Children living in countries facing all three threats, some 153 million children,$^{172}$ are said to be at “extremely high risk” of missing out on childhood. \| Countries \| Children \| \|-----------\|----------\| \| # \| % of total$^1$ \| # (millions) \| % of total$^2$ \| \| Countries characterized by conflict \| 34 \| 18% \| 239 \| 10% \| \| Countries characterized by poverty \| 47 \| 25% \| 1,008 \| 44% \| \| Countries characterized by discrimination against girls \| 55 \| 30% \| 576$^3$ \| 51%$^3$ \| \| Countries characterized by at least 1 threat \| 76 \| 41% \| 1,211 \| 53% \| \| Countries characterized by at least 2 threats \| 40 \| 22% \| 537 \| 23% \| \| Countries characterized by all 3 threats \| 20 \| 11% \| 153 \| 7% \| $^1$Out of 185 countries included in the Complete End of Childhood Index 2018. $^2$Out of the total number of children worldwide (mid-2016). $^3$Analysis was limited to girls only (i.e., figures do not include boys). Endnotes 1 An estimated 1.2 billion children are at risk of missing out on childhood. This figure includes all boys and girls living in countries characterized by conflict/fragility or widespread poverty as well as girls living in countries characterized by discrimination against girls (i.e., not also poverty or conflict). The same rules apply to the 537 million children living in countries characterized by two or more of these threats, those deemed to be at “high risk” of missing out on childhood (i.e., boys were counted only in countries facing both poverty and conflict, not in countries facing discrimination against girls and one other threat). The 153 million children at “extreme risk,” however, include both boys and girls in countries characterized by all three threats. See Methodology and Research Notes for details. 2 Countries characterized by poverty (47 in total) include low-income countries and countries with over half of their population living below the international poverty line of $3.20/day. See Methodology and Research Notes for details. All 47 countries are noted in the rankings table on page 31. 3 Throughout this report, the terms “fragile states,” “fragile contexts,” “fragile and conflict-affected states” and “conflict-affected countries” are used interchangeably. This set of countries refers to those included on the World Bank Group’s Harmonized List of Fragile Situations FY18. Fragile situations have either a) a harmonized average Country Policy and Institutional Assessment (CPIA) country rating of 3.2 or less, or b) the presence of a United Nations and/or regional peacekeeping operation or c) presence of a United Nations and/or regional peace-building and political mission. The full list of countries that were designated can be found at <https://pubdocs.worldbank.org/en/18970150241887665/FY18FCSLIST-Final-July-2017.pdf>. Accessed 10 January 2018. Index data are available for 34 of these 36 countries/areas (all but Kosovo and Microasia). Note: A recent study put the number of children living in conflict zones (not conflict-affected countries) at 357 million (see endnote 73). 4 Countries characterized by discrimination against girls (55 in total) are those that have significant gender-based gaps in child mortality or enrollment in primary or secondary school. See Methodology and Research Notes for details. All 55 countries are noted in the rankings table on page 31. 5 The Convention on the Rights of the Child (CRC) represents a global consensus on the terms of childhood. It recognizes childhood as a separate phase from adulthood defined by a specific set of rights. The report shows that for hundreds of millions of children, the protection and childhood that undergirds the Convention is a broken one. For more on the CRC’s role in defining the concept of childhood, see UNICEF’s State of the World’s Children 2005. 6 UNHCR. Figures at a Glance. www.unhcr.org/en-us/figures-at-a-glance.html (accessed 24 March 2018) and UNICEF Children on the Move: Key Facts and Figures. (New York: 2018) 7 Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. 2018 8 UNICEF “25 million child marriages prevented in last decade due to accelerated progress, according to new UNICEF estimates.” <www.unicef.org/media/media_102735.html> Accessed 6 March 2018. 9 UNICEF. Progress for Every Child in the SDG Era. (New York: 2018) 10 A 2013 study found that over the recent past, Latin America and the Caribbean was the only region where births to girls under age 15 actually rose. In this region, such births are projected to rise slightly through 2030. Source: UNFPA. Motherhood in Childhood: Facing the Challenge of Adolescent Pregnancy. (New York: 2013) 11 UNFPA. Adolescent Pregnancy: A Review of the Evidence. (New York: 2013) 12 UNICEF. Progress for Every Child in the SDG Era. (New York: 2018) and UNICEF Progress for Children: Beyond Averages – Learning from the MDGs. (New York: 2015) 13 UNICEF <data.unicef.org/topic/nutrition/malnutrition/#> (accessed 24 March 2018) and UNICEF Progress for Children – Learning from the MDGs. 14 UNICEF <data.unicef.org/topic/nutrition/malnutrition/#> Accessed 24 March 2018. 15 Osgood-Zimmerman, A et al. “Mapping Child Growth Failure in Africa Between 2000 and 2015.” Nature, vol. 555, pp. 41-47 (1 March 2018) doi:10.1038/nature25760. See also: UNICEF. Progress for Every Child in the SDG Era. (New York: 2018) 16 UNICEF. Progress for Every Child in the SDG Era. 17 UNICEF. Committing to Child Survival: A Promise Renewed. Progress Report 2015. (New York: 2015) 18 UNIGME. Levels & Trends in Child Mortality: Report 2017. (UNICEF: 2017) 19 UNESCO Institute for Statistics. “One in Five Children, Adolescents and Youth is Out of School.” UIS Fact Sheet No.48. (Montreal: 2018) and UNICEF. Progress for Children – Learning from the MDGs. 20 UNESCO. More Than One-Half of Children and Adolescents Are Not Learning Worldwide. UIS Fact Sheet No. 46. (Montreal: 2017) 21 Save the Children’s analysis of data from UNESCO Institute for Statistics database <UIS.Stat>. Accessed 24 March 2018. 22 ILO. Global Estimates of Child Labour: Results and Trends, 2012-2016. (Geneva: 2017) 23 In addition to the three “lenses of exclusion” discussed in this report, End of Childhood Index data can often be disaggregated by other relevant dimensions of inequality such as geographic location (i.e., urban/rural), age, race/ethnicity, sub-national region, religion and disability. In many cases, some of the most deprived children belong to these other sub-groups. For more on other excluded groups not covered in this report, see, for example: Save the Children. Every Last Child: The Children the World Chooses to Forget. (London: 2016) 24 Only 172 of 175 ranked countries had sufficient data for this analysis (i.e., had two years of index data). The other three countries (Bahrain, Canada and United Arab Emirates) are new additions this year to the End of Childhood Index. 25 Countries characterized by poverty (47 in total) include low-income countries and countries with over half of their population living below the international poverty line of $3.20/day. See Methodology and Research Notes for details. All 47 countries are noted in the rankings table on page 31. 26 Children living in extreme poverty are defined as anyone under the age of 18 living in households living on $1.90 a day or less per person. Estimates are for 2013. Source: UNICEF and World Bank. Ending Extreme Poverty: A Focus on Children. (New York and Washington, DC: 2016). See also Newhouse et al. Policy Research Working Paper 7845: New Estimates of Extreme Poverty for Children. (World Bank: Washington, DC: 2016). 27 Save the Children. Child Poverty: What Drives it and What it Means to Children Across the World. (London: 2016) 28 Data are for 2016. Source: National Center for Children in Poverty Basic Facts about Low-Income Children: Children under 18 years, 2016. (New York: 2018) 29 UNICEF and World Bank. Ending Extreme Poverty: A Focus on Children. 30 Data are for 2016. Source: National Center for Children in Poverty Basic Facts about Low-Income Children: Children under 18 years, 2016. 31 Results from background research done for this report and Save the Children. Child Poverty: What Drives it and What it Means to Children Across the World. 32 See, for example: Save the Children. Child Poverty: What Drives it and What it Means to Children Across the World. World Bank. Fair Progress? Educational Mobility Around the World. (forthcoming) and Bhalotra and Rawlings (2011). 33 Intergenerational Persistence in Health in Developing Countries: The Penalty of Gender Inequality? Journal of Public Economics, vol. 95, no.3, pp. 286-299. 34 Lopez Vilaplana, C. Children at Risk of Poverty or Social Exclusion. Statistics in Focus. (Brussels: EuroStat: 2013) 35 Save the Children’s analysis based on UNIGME 2017 and UNDESA. Population Division, World Population Prospects: The 2017 Revision (New York: 2017) 36 This estimate was calculated by UNIGME and based on data for 99 countries with estimates of under-5 mortality by wealth quintile. Source: UNIGME. Levels & Trends in Child Mortality: Report 2017. 37 Calculations by Save the Children based on data for 89 countries with under-5 mortality rate estimates disaggregated by wealth quintile. Source: Save the Children, Groups-based Inequality Database (GRID) <campaigns.savethechildren.net/grid/> 38 European Union. Roma Health Report: Health Status of the Roma Population. Data collection in the Member States of the European Union. (Brussels: 2014) 39 In 2015, the infant mortality rate for American Indians was 8.2, compared to 5.9 for the United States as a whole. Source: National KIDS COUNT Data Center <datacenter.kidscount.org/data/tables/21-infant-mortality-by-race?loc=1&loc=2&detail=all&any=false/573,869,36,868,867/10,11,9,12,1.13/285,284> Accessed 25 March 2018. 40 Data for First Nations, Métis and Inuit peoples in Canada are all but absent in national health information systems. Recent peer-reviewed health studies have, however, reported much higher infant mortality rates among these groups (For examples see: Janet Smylie. “Aboriginal Infant Mortality Rate in Canada.” The Lancet, vol. 380, issue 9851, 1384). The collection of health data on indigenous peoples is necessary to address these inequities, but it must be collected through processes that support their right of self-determination. 41 UNICEF. Committing to Child Survival: A Promise Renewed Progress Report 2015. (New York: 2015) 42 Among the 99 countries with under-5 mortality rate estimates by wealth quintile. Source: UNIGME. Levels & Trends in Child Mortality: Report 2017. 43 UNICEF/WHO and the World Bank Group. Levels and Trends in Child Malnutrition. UNICEF/WHO/World Bank Group Joint Child Malnutrition Estimates: Key Findings of the 2017 edition. (New York, Geneva and Washington, DC: 2017) 44 UNICEF. The State of the World’s Children 2017. Table 11: Disparities by Household Wealth. (New York: 2017) 45 UNICEF. Progress for Children: Beyond Averages – Learning from the MDGs. 46 Save the Children’s analysis of UNICEF/WHO, World Bank Group Joint Malnutrition Estimates, May 2017 edition 47 McCoy, DC, et al. (2016) “Early Childhood Developmental Status in Low- and Middle-Income Countries: National, Regional, and Global Prevalence Estimates Using Predictive Modeling.” PLoS Med, vol. 13, no. 6: e1002034 48 See, for example, Filmer, Deon, “Disability, Poverty, and Schooling in Developing Countries: Results from 14 Household Surveys.” World Bank Economic Review, vol. 22, no. 1, 2008, pp. 141–163; World Bank. People with Disabilities in India: From Commitments to Outcomes. (Washington, DC: 2009); Loeb, M. E., and Arne H. Eide, eds., “Living Conditions Among People with Activity Limitations in Malawi: A National Representative Study,” SINTEF Health Research, Oslo, 26 August 2004; Government of the United Republic of Tanzania, “2008 Tanzania Disability Survey,” United Republic of Tanzania National Bureau of Statistics (Dar es Salaam: 2009). 49 UNICEF Innocenti Research Centre. Promoting the Rights of Children with Disabilities. (Florence: 2007) 50 Save the Children’s analysis of data from UNESCO Institute for Statistics database <UIS.Stat> Accessed 24 March 2018. 51 Save the Children’s analysis of data from UNESCO Institute for Statistics database <UIS.Stat> Accessed 24 March 2018. 52 UNICEF. Progress for Children: Beyond Averages – Learning from the MDGs. (New York: 2015) 53 Save the Children’s analysis of data from UNICEF’s global database <data.unicef.org/topic/education/primary-education/#> Accessed 29 January 2018. 54 UNICEF. Progress for Children: Beyond Averages – Learning from the MDGs. (New York: 2015) 55 World Bank. Poverty and Shared Prosperity 2016: Taking on Inequality. (Washington, DC: 2016) 56 These countries secure the top three spots for greatest absolute difference in average PISA scores between the best-off and worst-off quartiles (as measured by the PISA index of economic, social and cultural status) for reading, math as well as science at age 15. Source: OECD Child Well-Being Data Portal <www.oecd.org/social/family/child-well-being/data/education/> Accessed 4 February 2018. 57 UNESCO UIS and EFA Global Education Monitoring Report. Reducing Global Poverty Through Universal Primary and Secondary Education. Policy Paper 32/Fact Sheet 44. June 2017. 58 ILO International Programme on the Elimination of Child Labour (IPEC). Marking Progress Against Child Labour – Global Estimates and Trends 2000-2012. (Geneva: 2013) 59 UNICEF <data.unicef.org/topic/child-protection/child-labour/#> Accessed 24 January 2018. 60 ILO. Global Estimates of Child Labour: Results and Trends, 2012-2016. (Geneva: 2017) 61 Only 11 countries with recent DHS have disaggregated data. Among these, the poorest children are, on average, 3 times as likely to be engaged in child labor. 45+ countries have data on children engaged in economic activity; the poorest children are, on average, 3.7 times as likely to be engaged in economic activity. 62 ILO. Global Estimates of Child Labour: Results and Trends, 2012-2016. 63 The International Center for Research on Women (ICRW) and the World Bank. Economic Impacts of Child Marriage: Global Synthesis Report. (Washington, DC: 2017) and ICRW and the World Bank. Economic Impacts of Child Marriage: Global Synthesis Brief. (Washington, DC: 2017) 64 The worldwide rate is 50 births per 1,000 girls aged 15-19. Sub-Saharan Africa’s rate is 122 births per 1,000 girls, and in Latin America and the Caribbean, the rate is 74 births per 1,000 girls. See the Complete End of Childhood Index on pages 32-35. 65 UNFPA. Girthood, Not Motherhood: Preventing Adolescent Pregnancy. (New York: 2015) 66 The Poverty Site. Underage Pregnancy. <poverty.org.uk/24/index.shtml> Accessed 4 February 2018. 67 National Institute of Statistics, Directorate General for Health, and ICF International. Cambodia Demographic and Health Survey 2014. (Phnom Penh, Cambodia, and Rockville, Maryland, USA: 2015) 68 Average based on the latest available disaggregated data for 69 countries. Source: WHO Global Health Observatory Data Repository <apps.who.int/gho/data/node.main.nHE-1550?lang=en>. See also: UNFPA. The State of World Population 2017: World’s Apart: Reproductive Health and Rights in an Age of Inequality. (New York: 2017) p.63. 69 World Bank. Economic Impacts of Child Marriage: Global Synthesis Report. (Washington, DC: 2017) 70 WHO. Violence Prevention: The Evidence: Promoting Gender Equality to Prevent Violence Against Women. (Geneva: 2009) 71 Darroch, J, et al. Adding It Up: Costs and Benefits of Meeting the Contraceptive Needs of Adolescents. (New York: Guttmacher Institute: 2016) 72 Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. 73 Roughly 240 million children live in the World Bank’s set of 36 fragile and conflict-affected states. See footnote 1. This figure likely underestimates the true number of children affected by conflict. A recent study of children living within 50 km of all conflict incidents in 2016, for example, estimated that 357 million children are living in conflict zones. See: Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. 74 Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. 75 In 2016, fragile contexts accounted for more than 1 in 5 (22%) child deaths globally, even though they are home to only 1 in 9 (11%) children under age 5. In 1990 these states accounted for 12% of under-5 deaths. Source: Save the Children’s analysis of UN IGME (2017) data. 76 Save the Children. State of the World’s Mothers 2013: Surviving the First Day. 77 Save the Children’s Analysis of UNIGME (2017) data and <https://data.unicef.org/topic/child-survival/child-survival-sdgs/#> 78 UNIGME. Levels & Trends in Child Mortality: Report 2017. 79 FAO, IFAD, UNICEF/WFP and WHO. The State of Food Security and Nutrition in the World 2017. Building Resilience for Peace and Food Security. (Rome: FAO: 2017) 80 International Food Policy Research Institute. 2014–2015 Global Food Policy Report. (Washington, DC: 2015) 81 FAO, IFAD, UNICEF/WFP and WHO. The State of Food Security and Nutrition in the World 2017. Building Resilience for Peace and Food Security. 82 Pinstrup-Andersen, P. and S. Shimokawa. “Do Poverty and Poor Health and Nutrition Increase the Risk of Armed Conflict Onset?” Food Policy, 2008. vol. 33, no. 6. pp.513-520. 83 Development Initiatives. Global Nutrition Report 2017: Nourishing the SDGs. (Bristol, UK: 2017) 84 UNICEF. Education Uprooted. (New York: 2017) and Justino, Patricia. “Barriers to Education in Conflict-Affected Countries and Policy Opportunities.” Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children (UIS/UNICEF: 2015). 85 REACH. Humanitarian Situation Overview in Syria (HOS): Governorate Factsheets. <https://reliefweb.int/sites/reliefweb.int/files/resources/reach_syr_factsheet_hos_governorate_factsheet_may2017_3.pdf> 86 Whole of Syria Protection Sector. 2018 Protection Needs Overview V2. (2017) 87 UNICEF. Progress for Children: Beyond Averages – Learning from the MDGs. 88 UNESCO. EFA Global Monitoring Report – Education for All 2000-2015: Achievements and Challenges. (Paris: 2015) 89 The Global Initiative on Out-of-School Children <allinschool.org/location/> Accessed 28 January 2018. That is, they have a net enrollment rate (NER) or net attendance rate (NAR) of more than 95 percent. Net enrollment data are prioritized. Net attendance data from surveys were used when primary net enrollment data were not available. Sources: UNESCO Institute for Statistics <data.uis.unesco.org>, 2018, based on administrative NER data for the most recent year available during the period 2010-2016 and UNICEF <data.unicef.org/topic/education/primary-education/>, 2018, based on NAR data from MICS, DHS and other nationally representative surveys for the most recent year available 2006-2016. Accessed 22 April 2018. UNICEF: Education Uprooted: For Every Migrant, Refugee and Displaced Child, Education. (New York: 2017) Justino, Patricia. “Barriers to Education in Conflict-Affected Countries and Policy Opportunities.” UNICEF: Education Uprooted: For Every Migrant, Refugee and Displaced Child, Education. UNHCR. Missing Out: Refugee Education in Crisis. (Geneva: 2017) For this analysis, the ILO sourced its countries “affected by armed conflict,” from the Report of the Secretary-General on children and armed conflict submitted to the UN Security Council in 2015. The list of 34 countries affected by armed conflict includes Afghanistan, Central African Republic, Colombia, Iraq, Mali, Nigeria, Philippines, South Sudan, Ukraine and Yemen. Countries affected by armed conflict for which child labor data are not available in the current global estimates include: Libya, Myanmar, Somalia, Sudan and Syria. Source: ILO. Global Estimates of Child Labour: Results and Trends, 2012-2016. (Geneva: 2017) UNHCR. Missing Out: Refugee Education in Crisis. (Geneva: 2017) Justino, Patricia. “Barriers to Education in Conflict-Affected Countries and Policy Opportunities.” UNICEF: Preparing for the Future of Children and Youth in Syria and the Region through Education: London One Year On, Brussels Conference Education Report. (April 2017) p.5. University of Jordan. National Child Labour Survey 2016 of Jordan. (Amman: 2016) UNICEF: Falling Through the Cracks: The Children of Yemen. (2017) Save the Children. Too Young to Wed: The Growing Problem of Child Marriage Among Syrian Girls in Jordan. (2014) Girls Not Brides. Child Marriage in Humanitarian Settings. (2017) UNICEF: Preparing for the Future of Children and Youth in Syria and the Region through Education: London One Year On, Brussels Conference Education Report, April 2017, p. 5. Whole of Syria Protection Sector. 2018 Protection Needs Overview V2. (2017) UNICEF A Study on Early Marriage in Jordan 2014. (Amman: 2014) Government of Lebanon and the United Nations. Lebanon Crisis Response Plan 2017-2020. (2017) Girls Not Brides. “Child Marriage and the Syrian Conflict: 7 Things You Need to Know.” <www.girlsnotbrides.org/child-marriage-and-the-syrian-conflict-7-things-you-need-to-know/> Posted Tuesday June 20, 2017 and CARE UK. To Protect Her Honour: Child Marriage in Emergencies, the Fatal Confusion Between Protecting Girls and Sexual Violence. (London: 2015) UNICEF. Falling Through the Cracks: The Children of Yemen. (2017) Laiff, Rozanna and Ebrahim Harris. “Sold Into Marriage – How Rohingya Girls Become Child Brides in Malaysia.” Reuters. 15 February 2017. Guilbert, Kieran. “Child Marriage Threatens Future of Young Central African Republic Refugees in Cameroon.” Reuters. 8 November 2016. Save the Children. Every Last Child. (London: 2016) and Every Last Girl (London: 2016) Countries characterized by discrimination against girls (55 in total) are those that have significant gender-based gaps in child mortality or enrollment in primary or secondary school. See Methodology and Research Notes for details. All 55 countries are noted in the rankings table on page 31. WHO, Adolescent Pregnancy Factsheet <www.who.int/mediacentre/factsheets/fs364/en/> Accessed 27 January 2018 and UNICEF: ‘25 million child marriages prevented in last decade due to accelerated progress, according to new UNICEF estimates’ <www.unicef.org/media/media_102735.html> 6 March 2018. See rankings table on page 31. In 2016, there were 131.2 million boys and 131.6 million girls out of school. In 2015, there were actually more boys than girls out of school (132.5 vs. 131.9 million). Source: Save the Children’s analysis of data from UNESCO Institute for Statistics database <UIS.Stat>, Accessed 24 March 2018. Stromquist, Nelly P. “Out-of-School Children: Why Gender Matters?” Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children (UIS/UNICEF:2015). World Bank, World Development Report 2012: Gender Equality and Development (Washington, DC: 2012) Primary out-of-school rates are 21 percent and 7 percent, respectively. Source: UNESCO World Inequality Database on Education <www.education-inequalities.org/> Accessed 25 March 2018. UNESCO Institute for Statistics and Global Education Monitoring Report. Leaving No One Behind: How Far on the Way to Universal Primary and Secondary Education? Policy Paper 27 Fact Sheet 37. (Montreal and Paris: 2016) Save the Children’s analysis of UNESCO Institute for Statistics data, 2018 Nicolai, Susan, et al. Education Cannot Wait: Proposing a Fund for Education in Emergencies (ODI: London: 2016) UNESCO. Education for All Global Monitoring Report, 2013/14. Average is unweighted. Source: UNESCO Institute for Statistics global database, 2018 <data.uis.unesco.org/> Save the Children. Every Last Girl Free to Live, Free to Learn, Free from Harm. (London: 2016) UNFPA. Marrying Too Young: End Child Marriage. (New York: 2012) Ibid. UNICEF: ‘25 million child marriages prevented in last decade due to accelerated progress, according to new UNICEF estimates’ <www.unicef.org/media/media_102735.html> 6 March 2018. Ibid. UNICEF. Achieving a Future Without Child Marriage: Focus on West and Central Africa. (New York: 2017) WHO Adolescent Pregnancy Factsheet <www.who.int/mediacentre/factsheets/fs364/en/> Accessed 27 January 2018. Wodon, Q, et al. Ending Child Marriage: Legal Age for Marriage, Illegal Child Marriages, and the Need for Interventions. (London and Washington, DC: Save the Children and World Bank: 2017) Tahirih Justice Center. Falling Through the Cracks: How Laws Allow Child Marriage to Happen in Today’s America. (2017) WHO, London School of Hygiene and Tropical Medicine and South African Medical Research Council. Global and Regional Estimates of Violence Against Women: Prevalence and Health Effects of Intimate Partner Violence and Non-Partner Sexual Violence. (2013) CARE UK. To Protect Her Honour: Child Marriage in Emergencies, the Fatal Confusion Between Protecting Girls and Sexual Violence. (London: 2015), World Vision UK. Untying the Knot: Exploring Early Marriage in Fragile States. (Milton Keynes: 2013) and Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. United Nations Office on Drugs and Crime. Global Report on Trafficking 2016. (Vienna: 2016) Ibid. UNICEF A Statistical Snapshot of Violence Against Adolescent Girls. (New York: 2014) Save the Children. The War on Children: Time to End Grave Violations Against Children in Conflict. UNICEF A Familiar Face: Violence in the Lives of Children and Adolescents. (New York: 2017) Note: Respondents were asked how often before the age of 15 an adult who was 18 years or older did any of the following to them when they did not want them to: exposed their genitals so you; made you pose naked in front of any person or in photos, video or film; touched your webkin; touched your genitals or breasts against your will; or forced you to have sexual intercourse. Source: UNICEF A Familiar Face: Violence in the Lives of Children and Adolescents. (New York: 2017) World We Want. Addressing Inequalities: Synthesis Report of Global Public Consultation. Global Thematic Consultation on the Post-2015 Development Agenda. (New York: UNICEF and UN Women: 2013) 162 Jones Lisa, et al., “Prevalence and Risk of Violence Against Children with Disabilities: A Systematic Review and Meta-Analysis of Observational Studies,” The Lancet, vol.380, no. 9845 (July 2012) 163 Sexual and Reproductive Health and Rights of Girls and Young Women with Disabilities: Note by the Secretary-General. 14 July 2017 <undocs.org/A/72/133> 164 UNICEF. The State of the World’s Children 2005: Childhood under Threat. 165 Childhood means more than just the time between birth and adulthood. It refers to the state and condition of a child’s life – to the quality of those years. As the most widely endorsed human rights treaty in history, the Convention on the Rights of the Child, adopted by the UN General Assembly in 1989 and ratified by all but one country, represents a global consensus on the terms of childhood. Although there is not absolute agreement on the interpretation of each and every provision of the Convention, there is substantial common ground on what the standards of childhood should be. Source: UNICEF. The State of the World’s Children 2005. 166 In some cases, enders unequivocally signal the end of childhood (e.g., death). Others (e.g., departure from school; child labor) may only chip away at childhood, especially if remedial action is taken (e.g., child re-enrolls in school; child stops working). 167 This does not mean that children who experience enders are not still children or that they cannot still enjoy some aspects of childhood. A child who is out of school, for example, may still learn other skills at home. Refugee children still play and may study if the right policies and programs are in place. And even though they’ve taken on adult roles and responsibilities, child brides and teen mothers are still children entitled to protection and support. 168 Other selection criteria included: reliability, face validity, comparability, policy relevance, news-worthiness, contemporaneity and alignment with SDG targets. 169 For the 23 countries where household survey data are used, the indicator represents the share of school-age children not attending school. 170 The current international standard is to treat children of primary age or older enrolled in pre-primary education as out of school because pre-primary education does not meet the same education standards as formal primary or higher education. This may result in an overestimate of the rate of children who are not in school, in particular in countries where pre-primary education is compulsory. 171 A child is considered to be involved in child labor under the following conditions: (a) children 5-11 years old who, during the reference week, did at least one hour of economic work or at least 28 hours of household chores, (b) children 12-14 years old who, during the reference week, did at least 14 hours of economic work or at least 28 hours of household chores, (c) children 15-17 years old who, during the reference week, did at least 43 hours of economic work or household chores, and (d) children aged 5-17 years old in hazardous working conditions. 172 Includes refugees, asylum-seekers, internally displaced persons (IDPs), returnees (refugees and IDPs) and others of concern who do not necessarily fall directly into any of the other groups but to whom UNHCR may extend its protection and/or assistance services. 173 Syria’s score for displacement is the only exception. Because this year’s estimate (68.2 percent) exceeds the “worst” possible score of 65.4, Syria’s normalized score is actually negative (-0.04). 174 In other words, Marshall Islands and Tuvalu would not have been indexed even if they had sufficient data. 175 The Complete End of Childhood Index table indicates the indicator(s) that are missing for the 78 countries missing one or two indicators. 176 In the inaugural year, correlation coefficients were 0.68, 0.76 and 0.74, respectively. 177 The correlation coefficient was 0.81. 178 See, for example, <data.unicef.org/topic/child-survival/under-five-mortality/ and data.unicef.org/topic/nutrition/malnutrition/> 179 See <gmapserver.who.int/mapLibrary/Files/ Maps/Global_AdolescentBirthRate_2015.png and data.worldbank.org/indicator/SP.ADO.TFR.TOT?view=map> 180 UNHCR. Mid-Year Trends 2016. (Geneva: 2017), p.11 181 See UNICEF. Hidden in Plain Sight: A Statistical Analysis of Violence Against Children. (New York: 2014), p.39 and UNODC. Global Study on Homicide 2013. (Vienna: 2014), p.12 182 This designation is made for the purpose of statistical analysis only. For the list of countries belonging to “developed” and “developing” regions, see: <unstats.un.org/unsd/methodology/m49/>. Note that for the comparison of End of Childhood Index scores for 2017 vs. 2018 (pages 3-5), the dozen “developed” countries in Central and Eastern Europe were included only in the CEE/CIS regional analysis. 183 Under-5 mortality rate data were pulled from <data.unicef.org>. All other world and developing subregional averages were pulled from The State of the World’s Children (SOWC) 2017, with the exception of the global average for child labor, the CEE/CIS average for child labor and child labor and child marriage rates for South Asia, which were all pulled from SOWC 2015, as well as the child labor rate for East Asia and Pacific, which was pulled from SOWC 2016. 184 The official primary + secondary school-aged population in 2016 (UIS.Stat), total national population in 2017 (UNDESA) and child population aged 0-19 in 2015 (UNDESA) were used as weights for out-of-school, displacement and child homicide averages, respectively. The following nations had school-aged populations for Brazil (2015), Iraq, Libya, Moldova (2015), Ukraine (2014), San Marino, South Korea, Sudan, Vanuatu, which were from 2017 unless otherwise noted. The global average for child homicide was estimated in the same way (i.e., as a weighted average of country rates) but the rate of forced displacement worldwide was calculated directly from the latest global count from UNHCR (unhcr.org/en-us/figures-at-a-glance.html) and world population data from UNDESA, both for the start of 2017. 185 Even if a country didn’t have sufficient data to be included in the Complete End of Childhood Index table, if it had indicator-level data, it was included in global and regional rates for that indicator. 186 Coverage exceeded 99% for all estimates except for school-aged populations in CEE/CIS (97% coverage) and the Middle East and North Africa (90% coverage). 187 A list of excluded indicators has been compiled and can be provided upon request. 188 Household surveys measure participation as attendance at any time during the preceding school year – a fairly generous approach that is not substantively dissimilar to formal enrollment. Holding constant other reasons that survey and administrative data may differ (such as attendance in non-formal schools), one would expect attendance to be slightly lower than enrollment since children may be officially enrolled but not attend. For the seven countries with old enrollment data, attendance rates are actually higher than enrollment figures, which produced more favorable results. 189 The World Bank does not distinguish between fragility due to conflict and war and fragility due to political crisis (which is often accompanied by violence). It also refers to this set of countries both as “fragile situations” and “fragile and conflict-affected situations.” UNICEF has also referred to these states simply as “conflict-affected countries.” These terms are used interchangeably throughout the report to refer to this same set of countries. 190 Because of the uncertainty of these estimates, only countries with sex ratios below 1.0 were identified. With the exception of Central African Republic, Niger and Tonga, all other countries have been previously identified as having higher-than-expected female mortality (see Alkema et al. “National, Regional, and Global Sex Ratios of Infant, Child, and Under-5 mortality and Identification of Countries with Outlying Ratios: A Systematic Assessment.” Lancet Global Health 2014; 2: e521–30). Central African Republic and Niger also have large gender disparities in education, meaning they would have made this category anyway. 191 There are 40 countries that face at least two threats. Of these, 23 countries are characterized by poverty and conflict (some are also characterized by discrimination against girls) and 17 are characterized by discrimination against girls and either poverty or conflict (but not both). Summing all children living in countries in the first category and only girls in countries in the second places 337 million children or nearly 1 in 4 children worldwide at high risk of missing out on childhood. 192 This figure includes both boys and girls in these 20 countries. Why count all children in countries characterized by conflict, poverty and discrimination against girls instead of only girls in these countries? Counting just girls would miss the inter-generational component: Boys living in conflict-affected countries where poverty is widespread born to mothers who have been discriminated against face a triple threat to their childhoods. In this way, discrimination against girls (e.g., which results in lower levels of maternal education) is also a handicap for boys. ACKNOWLEDGEMENTS This report was written and project-managed by Tracy Geoghegan from Save the Children. The researchers were Beryl Levinger and Nikki Gillette. Production of this report would not have been possible without valuable inputs and feedback from many colleagues across the global Save the Children movement. Special thanks for substantive inputs and support at different stages to: Michel Anglade, Smita Baruah, Anita Bay, George Graham, Carolyn Miles, Richard Morgan, Bernice Romero, Sean Ryan and Patrick Watt. We are grateful to colleagues from across Save the Children for comments and inputs that have helped improve and enrich the report: Kitty Arie, Yeva Avakyan, Khadija Badri, Claire Blackburn, Misty Buswell, Paul Butcher, Wendy Christian, Rob Doble, Habtamu Fekadu, Jorge Freyre, Gunvor Krag Fylkesnes, Jesse Hartness, Eric Hazard, Joan Jennings, Michael Klosson, Kristen Lacey, Alexis Le Nestour, Tracy Manners, Winifride Mwebesa, Sara Neumann, Taskin Rahman, Vishna Shah, Evan Schuurman, Janine Scolpino, Lene Steffen, Alison Sutton, Eric Swedberg, Devendra Singh Tak, Andrew Wainer, Lisa Wise and Simon Wright. We thank colleagues who produced case studies for this report who are based in country offices in Bangladesh, Democratic Republic of the Congo, Ethiopia, India, Jordan, Lebanon, Nigeria and Uganda. Special thanks to Angelica Cadavid, Penny Crump, Natasha Dos Santos, Aisling Finneran, Madhu Kalra, Kate Kenny and Mike Sunderland for their leadership in identifying and producing case studies, and to many others across the organization who supported the process. Many thanks to Tanu Anand, Catherine Bowden, Kandace Doyle, Charlotte Greene and Holly Taylor for global coordination and project management. Thanks also to Judy Cusick, Lois Jensen and Mike Kiernan for editorial support. And to Joe Ansah, Senad Ibrahimbegovic and Maribel Paredes for support on design and production. Design by Alison Wilkes. Cover design by Joe Ansah. Save the Children believes every child deserves a future. Around the world, we give children a healthy start in life, the opportunity to learn and protection from harm. We do whatever it takes for children – every day and in times of crisis – transforming their lives and the future we share. Save the Children USA 501 Kings Highway East, Suite 400 Fairfield, Connecticut 06825 United States 1 (800) 728-3843 www.SavetheChildren.org Save the Children International St Vincent’s House 30 Orange Street London WC2H 7HH United Kingdom +44 (0)20 3272-0300 www.SavetheChildren.net ON THE COVER Clockwise from upper left: Bdai from Vietnam (photo by Jonathan Hyams); Kamal, Arwin and Sejun* from Nepal (photo by Oli Cohen); Gina* from Democratic Republic of the Congo (photo by Joan Marie del Mundo); Fatema, a Rohingya refugee living in Bangladesh (photo by GMB Akash/Panos Pictures/Save the Children); Olivia from the United States (photo by Susan Warner); Lixi from Nicaragua (photo by Dorothy Sang); Farah, a Syrian refugee living in Lebanon (photo by Louis Leeson); Avina* from India (photo by CJ Clarke); Saeed* from Syria (photo by Save the Children) and Sifa*, a Congolese refugee in Uganda (photo by Hannah Maule-Tiffin).	c46734b7-3ab0-4c40-9ce0-a4330a262f99	CC-MAIN-2024-30	https://balrakshabharat.org/sci-in/media/PDFs/9fb29e6b-bb08-4751-b046-0ffb5fc09fad.pdf	2024-07-14T10:49:56+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514564.41/warc/CC-MAIN-20240714094004-20240714124004-00811.warc.gz	103,157,618	42,029	eng_Latn	eng_Latn	0.975063	eng_Latn	0.998558	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 57, 699, 4402, 10038, 12728, 14853, 19427, 19718, 23312, 26841, 29069, 32101, 36107, 41230, 43362, 43507, 47411, 51217, 55194, 59956, 60153, 60569, 65119, 67023, 69093, 73892, 77886, 77991, 81959, 85251, 89283, 89396, 94079, 111430, 122148, 129136, 132609, 138557, 141733, 145448, 150854, 159997, 168625, 176631, 186001, 187977, 189210 ]	[ 2.25, 1.1796875 ]	13	0
Helping my child return to School after Coronavirus www.lancashire.gov.uk What is this document all about? As we begin to think about children returning to school following the coronavirus pandemic it is a good opportunity to consider how your child is feeling and how we can prepare them emotionally and psychologically for the transition journey. We have been through unusual and unsettling times. This booklet anticipates some of the difficulties and anxieties that our children may be feeling as they return. Advice for successful transitions reminds us to focus on relationships as well as recognising the growth, development and learning that has occurred while our children have not been in the setting. We should also remember that transition is not just an experience for the individual child but for everyone around the child. In normal circumstances, you would begin supporting and preparing children for starting school on as soon as they found out their receiving school, but with Covid-19, that is now incredibly difficult. We need to evaluate activities that you would normally do in the setting around this time to support the transition process and evaluate the best way to meet the needs of the children and their families. Your child may be returning to the same class as before the lockdown, but things will be different and this should be supported as another key transition in your child’s life. Our key focus areas will be to support your child’s well-being, confidence, security and nurturing friendships. Happiness is the priority. This document gives some tips and advice about how you might help your child through this transition and also supports the sharing of information so that we know what is important to you and your child. “View transition as a process rather than an event; a clear pathway with different options to support a more personalised approach” What might I need to be ready to return to school? - Talk to me about my favourite things at school - Talk to me about staying at school on my own - Talk to my class teacher about what they expect - Praise me when I try to do things independently - Tell my teacher how to recognise if I’m feeling anxious or worried - Talk to me about my friends at school - Read my favourite stories and then I can share them in school - Play games with me that I played in school - Make links between routines at home and school e.g. meal times What can my parents/carers do to help me get ready? - Re-establish routines e.g. mealtimes - Make a boasting book to help me share what I did during lockdown - Share ideas that will help me to feel happy and confident - Maintain good eating and drinking patterns - Ask for photographs of any changes to my classroom - Talk to me about things I am doing that my school have suggested - Celebrate what I can do - Talk about my behaviour and the emotions behind them with my class teacher - Share fun things we’ve learned together with my key person/class teacher Top tips for parents and carers Be prepared for returning to school - Talk to your child about happy things that happened in school - Keep in touch with school friends using technology e.g. Google duo, Zoom etc. - Look at the school website or social media to keep updated - Share pictures and snap shots of things you do during lockdown - Share activities you have done suggested by school with friends - Respond to the things that the school send home or share on social media with your child - Walk past the school building, if it is close, on some of your walks - Talk to the school about transition arrangements and social distancing - Check if there are any virtual tours and video opportunities with the school - Ask for photographs and information about your child’s key person/class teacher to support conversations and build positive anticipation - Discuss how additional support will be provided for children such as, those with special educational needs, education and health care plans or looked after children - Re-establish routines around meal times, bedtime etc. if necessary - Share your concerns and expectations with the school - Explore potential phased return with employers to reduce anxiety around expectations and possible phased return to school Returning to School - Talk to the school about your child’s development during lockdown - Talk to the school about the things your child has enjoyed the most during lockdown – their interests - Share stories and games that you have played during lockdown to support continuity during transition - Be aware of your own emotions so that you don’t transmit your anxiety to your child - Talk to the staff about your child settling in again, if their interests have changed and how they are feeling - Follow your child’s lead during the transition and respond to their emotions as they happen - Expect the school to provide a curriculum of learning through play with a clear focus on personal, social and emotional development - Be positive but be honest; don’t dismiss your child’s emotional behaviour, they are showing you how they feel - Act on any concerns swiftly to minimise impact of adversity and maximise support available - What is important to you and your child when they begin to return to school? What is important to you and your child when they begin to return to school? Making a ‘boasting book’ A boasting book can be a book, loose papers, an electronic photo album or photographs stored on a cloud. The idea is that you will have chosen the photographs with your child. You will already have talked about them together at home. They will also need to be accessible to share in the setting. Make a big deal of sharing them with the setting. Everyone should be excited. The photographs will help to support the link between home and the school. Children will have had different experiences at home. Using the photographs practitioners can share the experiences and the emotions associated with them creating a link between home and the setting. The content of the photographs are not as important as the conversation that will take place around them and the information key persons/class teacher will gain about your child’s experience in lockdown. Useful Resources: Author: Mark Sperring Stylish and beautiful, this is a heart-warming book full of bear hugs that will cheer even the most nervous of new pupils. Author: Anna Ilenas From music lessons, to lunchtime, to making new friends, the Colour Monster’s first day of school is filled with exciting new adventures. Author: Kate Berube This picture book acknowledges the anxiety that children might have about starting school, but reassures them that they’re not the only one with such worries. Author: Sam Lloyd With bright bustling illustrations fizzing with quirky details and insect jokes, this cheery, rhyming introduction to starting school from a unique bugs-eye point of view is reassuring and fun. Author: Sam Lloyd This big, bright and funny is a different take on school-themed picture books for little ones that might just be starting in Reception or returning to Year 1, showing that everyone – even skeletons and monsters – goes to school. Author: Jo Hodgkinson With its rhyming text, adorable characters, expressive illustrations and humorous details, this exuberant starting school story beautifully portrays the intense dramas of infant classroom emotions. Websites with general information and resources for parents: Bitesize and CBeebies have some activities and games linked to starting school; www.bbc.co.uk/bitesize/collections/starting-primary-school/1 www.bbc.co.uk/cbeebies/curations/starting-school-curation Book Trust is the UK’s largest children’s reading charity. Their website has lots of ideas for families. The following link has suggestions for using stories to help children to make sense of their world and support their wellbeing www.booktrust.org.uk/news-and-features/features/2019/september/5-ways-reading-together-can-support-childrens-wellbeing/ Tom Hardy reads a bedtime story, Don’t Worry Little Crab by Chris Haughton. It’s all about a little crab overcoming his worries with a little help and encouragement www.bbc.co.uk/iplayer/episode/mOOOhs1y/cbeebies-bedtime-stories-753-tom-hardy-the-problem-with-problems Book trust has information about supporting bedtime routines www.booktrust.org.uk/books-and-reading/tips-and-advice/bath-book-bed/ CBeebies have a story time app that can be downloaded for free; www.bbc.co.uk/cbeebies/watch/watch-presenters-cbeebies-storytime?collection=apps-collection Music activities with young children support their physical and mental wellbeing by encouraging movement and providing a means of expression. The songs on CBeebies music time are varied and fun for everyone. www.bbc.co.uk/programmes/pO5532jj Try out some yoga and mindfulness to help your child to relax and soothe any anxieties www.youtube.com/user/CosmicKidsYoga Characteristics of effective learning – information for parents https://famly.co/blog/the-child/sue-allingham-characteristics-effective-learning/ Talking to children about coronavirus www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak A letter to my key person The following is a template that you might like to use to help you give the school information that is important to you. Dear................................................., I am looking forward to seeing you again and having lots of fun playing, learning and seeing my friends. These are some of the things I have been learning at home: These are some of the things I want to do when I come back to School: Other things my family want to tell you about my time at home: Love from firstname.lastname@example.org Lancashire Early Years Consultants	01e07142-c18b-4bfe-af05-7c16181807d2	CC-MAIN-2021-43	https://www.chaucer.lancs.sch.uk/wp-content/uploads/2020/06/Helping-my-child-return-to-school-after-coronavirus.pdf	2021-10-23T22:10:31+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00521.warc.gz	848,753,170	2,037	eng_Latn	eng_Latn	0.974844	eng_Latn	0.998149	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 74, 1899, 2431, 2994, 5277, 5355, 6237, 7447, 9438, 9880, 9955, 10026 ]	[ 3.078125 ]	3	0
Introduction On June 25, 1950, war broke out on the Korean peninsula when the Soviet-backed Communist forces in North Korea invaded the recently founded democratic republic of South Korea. Following a unanimous UN resolution condemning the invasion, President Harry S. Truman committed US troops to the conflict. During the 1950s, the United States took the lead in fighting against North Korea to combat the spread of Communism. The events in Korea contributed to the escalation of the Cold War, a decades-long rivalry between the US and the Soviet Union. Active combat on the Korean peninsula ended in a cease-fire in 1953, but no peace treaty has ever been signed. The legacy of the Korean War continues to shape relations between the United States, South Korea, and North Korea. This set of 48 trading cards entitled Fight the Red Menace: Children’s Crusade against Communism was designed to teach American children about the threatened spread of Communism. They were part of the propaganda initiative to gain the support of Americans for the war by creating fear and demonizing the enemy. Each card features a dramatic, colorful depiction of American military heroes and victories, or Communist villains and their atrocities. The text on the reverse uses strong language to focus on the threat posed by Communism, building on fears of infiltration at home and military attacks from abroad. The cards were officially marketed to children. However, the inclusion of a note encouraging children to tell their parents to read the Department of State Bulletin “if they want to learn more about the brutal conditions of life under communism” is a clear indication the cards were intended for an adult audience as well. Questions for Discussion 1. What are the mood and tone of the five images? 2. Read the text that was printed on the back of the cards. What is the most powerful phrase in each text? Describe why each one is powerful. 3. Based on the images and texts on the cards, list three values that the creators believe are important or central to the American democratic way of life. Use examples from the text to support your answer. 4. List three Communist activities that, according to the creators of the cards, threaten American democratic values. 5. Look at the faces and colors in the cards. How does the artist use colors and depictions of people to support his point of view? 6. Landing at Inchon We couldn’t stand by and let North Korean Reds gobble up South Korea. So we sent troops to help the South Koreans keep their freedom. Our soldiers had a rough time because the enemy had lots more men than we did. We had to retreat down the Korean peninsula. Things looked bad in September 1950. Then we pulled a surprise punch. Our troops stormed ashore at Inchon, 150 miles behind the enemy lines. We recaptured Seoul and kept going. We had freed most of Korea when the Chinese Reds struck us from Manchuria. “6. Landing at Inchon,” Fight the Red Menace: The Children’s Crusade against Communism trading cards, Bowman Gum Company, 1951. (The Gilder Lehrman Institute of American History, GLC09627.06.) 47. War-Maker Mao Tse-tung is the leader of the Chinese Reds who attacked the United Nations forces in Korea. His army was built up, in the first place, with the help of outlaws. Later the Russian Reds supplied him with arms and advisers. He captured the China mainland in three years of savage warfare against the Nationalist government. Mao delights in war. History, he says, “is written in blood and iron.” The free world must find a way to keep war-makers like Mao Tse-tung from shedding the blood of innocent people. “47. War-Maker,” Fight the Red Menace: The Children’s Crusade against Communism trading cards, Bowman Gum Company, Philadelphia, PA, 1951. (The Gilder Lehrman Institute of American History, GLC09627.47) 3. Slave Labor The Soviet Union claims to be the champion of human freedom. It claims to be the friend of people who do the world’s work. Yet in Soviet Russia, and in other countries which the Reds rule, millions of human beings have been herded into concentration camps. They are forced to do slave labor under conditions of great cruelty. (If your parents would like further information about this, they can find it in The Department of State Bulletin for Sept. 25, 1950, which is a United States government publication.) © 1951 Bowman Gum, Inc., Phila., Pa., U.S.A. “3. Slave Labor,” Fight the Red Menace: The Children’s Crusade against Communism trading cards Bowman Gum Company, Philadelphia, PA, 1951. (The Gilder Lehrman Institute of American History, GLC09627.03) 35. Visit by Red Police Why is this Russian family being arrested? Perhaps the radio is a clue. These people may have been listening to the “Voice of America.” The “Voice,” you know, is a radio program in which our State Department tells the truth about the free world. The Red leaders do not want the Russian people to learn what real freedom is like. They might ask it for themselves. But who reported that this family tuned in on the “Voice”? Perhaps someone they thought was a friend. Who can tell who may be a spy for the secret police? © 1951 Bowman Gum, Inc., Phila., Pa., U.S.A. “35. Visit by Red Police,” Fight the Red Menace: The Children’s Crusade against Communism trading cards, Bowman Gum Company, Philadelphia, PA, 1951. (The Gilder Lehrman Institute of American History, GLC09627.35) 23. Ghost City The picture is an artist’s idea of what an atom bomb could do to a great American city. The Reds like us to think of this. They think it will make us afraid. But actually, we are growing stronger by realizing that this could happen to us. We are working to make America stronger day by day, week by week. We must continue to work for peace through the United Nations and in every possible way. 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Motivation and Development – Using Poly-Universe Game in Teaching Mathematics “Children learn as they play. Most importantly in play children learn how to learn.” (O. Fred Donaldson) Motivation and development of different skills are keywords in teaching mathematics all over the world – and how can we achieve these better than by playing? János Saxon-Szász, a Hungarian artist invented the Poly-Universe game. It is a game of arts and mathematics. In our presentation and paper we would like to introduce the artistic and methodological background of using the game in teaching different fields of mathematics on different ISCED levels. As well, in an international consortium (Poly-Universe in Teacher Training Education, Erasmus+ Strategic Partnership, 2020-1-HU01-KA203-078810) we have a research project on how to implement these methods into teacher training education through using the Poly-Universe game. After the first semester of pilot courses in our partner institutions we would like to present the experiences and outcomes of them – and to raise your interest in further development. Keywords: game-based learning, teacher training, arts and mathematics, motivation Introduction Learning mathematics is a hard world for most of the pupils in the world. Though they accept that mathematics is important for life, the majority of them don’t like it. So a good teacher of mathematics has to catch every opportunity to make it more enjoyable and easier to learn. We have already learned from Zoltán Paul Dienes (Dienes, 1960) in the late 1960’s and 1970’s, that through games, many mathematical structures can be taught. Nowadays his ideas are getting more popular again. The world is changing so quickly that we have to realise that the development of skills and abilities are more important than the content of teaching. So we have started to think in competence based teaching strategies. The information nowadays is available for more and more people through the internet, so in the classroom not the teacher is the only source of knowledge. We use less frontal teaching methods and more cooperative teamwork in the classroom – thanks to Dewey, Lewin, the Johnson brothers, Cohan and Lotan, Kagan and others. The educational approaches are changing consequently as we know more and more about the brain, memory, development of childrens’ mental skills and personality. Anyhow, there are a lot of possibilities to make the learning of mathematics easier and more motivation for pupils – which can be equally good and effective. The aim of the present paper is to introduce a special tool for this purpose: the Poly-Universe game set, and the research project for introducing it into teacher training education. The Poly-Universe game was invented by a Hungarian fine artist, János Saxon-Szász (http://www.saxon-szasz.hu/). He is an internationally known representative of the MADI artistic movement. In his constructivist geometric art there is an important role of rates, self-similar shapes, affine transformations. He calls these kinds of structures “poly-dimensional”. From this artistic background came the idea of the Poly-Universe game set, which was invented originally for creative artistic use. But it soon became clear that this game has got many connections to mathematics. The pure shapes, clear colours and the system of combinatorial varies makes it a perfect tool for using them in teaching mathematics (Fig. 1) Figure 1. The three shapes of the Poly-Universe game sets The novelty of the game comes from the scale shift symmetry of the three basic shapes (triangle, square, circle) and the colour combination system (red, blue, green and yellow). In one set we can find all variations of the colours on the parts of one element. The rate of the parts on every shape is 1:2:4:8. (Fig. 2.) So it is easy to count that the different elements have got 24 variations each shape – that’s what the game sets consist of. Figure 2. The elements of the three Poly-Universe game sets This simple system of attributes and the aesthetic design makes this game useful for teaching different fields of mathematics from geometry to combinatorics and probability theory. Besides this it is a game of art and creativity, so it can also be used as a motivation or a special viewpoint for complex mathematics lessons, planned with STEAM methods. See more about the game: http://www.poly-universe.com/. Based upon several experiences at conferences and school workshops, between 2017-2019 the Poly-Universe Ltd. company in consortium with partners from Hungary, Finland, Slovakia and Spain realised an ERASMUS + project to develop a new visual approach for mathematics education based on Poly-Universe games. Within the project the partner schools tried out in different educational levels and fields of mathematics (from elementary school to upper secondary level and mathematical talent care) how the games can be used for motivating the students, for developing their mathematical competences. During the 18 months of the project the partners (teachers and students together) discovered many applications for using the game in teaching mathematics and arts in an experience-centred visual way. The main objective of the project was to work out a new visual mathematics educational system, the PUSE Methodology. The result of this project is a collection of tasks from elementary school education (ISCED1) to secondary school education (ISCED3) in the following fields of mathematics education: - Geometry and measurement; - Combinatorics and Probability calculations; - Sets and Logic; - Graphs and Algorithms; - Complex and Visual. The PUSE Methodology book is an impressive publication beginning with the description of the game, the background of the game and more than 300 tasks (worksheets for students and teachers) (http://www.poly-universe.com/puse-methodology/). On the dissemination events of the PUSE project the participants spread these methods and practices and made available EU-wide in school education. The webpage of the project still exists, so that every teacher interested in this game, method and approach can find and adapt it to his/her own teaching practice. Poly-Universe in Teacher Training Education (PUNTE) After finishing the PUSE project, a demand arose in the coordinators to continue and extend the development they’d started. It has been seen from the start, that there are so many possibilities in the Poly-Universe game that the PUSE Methodology is not a closed system. There were many unsolved problems, and more tasks that couldn’t belong to any of the chapters of the book. So we’ve tried to find the best continuation of the work done before. For that, we have been looking for partners in the field of teacher training high school education who were interested in using new innovative methods. We think that the best way to reach changes in the teaching practice in schools is to start changing the methods in teacher training education. If we show new possibilities and approaches for future teachers, it might be a fruitful start to reach our target: make school practise more playful, joyful and experience centred, while a real development of skills and abilities realises in pupils. So for continuing the work we have applied for an Erasmus+ support for our plans with the following partnership: - Eszterházy Károly Catholic University, Eger, Hungary (consortium leader) - Partium Christian University, Oradea, Romania - University of Coimbra, Portugal. - University J. Selye, Komarno, Slovakia - Poly-Universe Ltd., Budapest, Hungary - Johannes Kepler University, Linz, Austria - Experience Workshop Ltd., Jyväskylä, Finland - Technical College of Applied Sciences, Subotica, Serbia Figure 3. Partnership of the PUNTE project Finally we have succeeded in winning the grant, and started working in the „2020-1-HU01-KA203-078810 Poly-Universe in Teacher Training Education (Erasmus +, Strategic partnership)” (PUNTE) project in autumn 2020. The ultimate aim of PUNTE project is to develop, test and disseminate new innovative pedagogical methods, build a new educational framework for improving transversal skills and stimulate a kind of visual paradigm shift in teacher training higher education in various fields of teacher training programs in the partner institutes. The main technical and methodological tools of this educational framework are based on the revolutionary educational tool, the Poly-Universe game. In the last 10 years, this game was tested by thousands of teachers and students belonging to different age groups (6-18) in hundreds of institutions and events (school workshops, conferences, art & mathematics festivals, museums) throughout Europe. As we’ve mentioned before, our project is also based on the highly successful predecessor project PUSE (Poly-Universe in School Education), where this game was introduced to various forms of school mathematics education. The PUSE project, although it was very successful in quantitative and qualitative terms as well, was evidently not able to enforce systemic change and did not reach the level of higher education. The aim of the PUNTE consortium is to make some significant steps further. Our objectives are as follows: - collect best practices of applying Poly-Universe in various fields of school practise (different subjects, formal and informal pedagogical situations); - create and test a theoretical and practical methodological framework of improving transversal skills by Poly-Universe; - introduce this pedagogical framework to regular teacher training higher education and stimulate methodical paradigm shift through this method; - develop, adjust and publish open source teacher training materials supporting various forms and paths of teacher training higher education (distant learning, modular forms, blended learning etc.); - disseminate the results in the European Higher Education Area and involve policy makers to further support long-term systemic change in this field. Although the most obvious field of application of Poly-Universe is in arts and mathematics education, we definitely follow a deeply interdisciplinary approach – we strive to find and develop pedagogical aspects through which this tool can also be applied in several other fields, including the entire spectrum of STEAM and beyond: Physics, Geography, Computer Science, Economy, but also in Communication and Literature. Since Poly-Universe has proved successful in the development of a large variety of age groups, our methodological approach is planned to be as comprehensive and inclusive as possible. The educational portfolio and methodical research of the applicant institution (Eszterhazy Karoly Catholic University) and members of the consortium actually cover the entire spectrum of teacher education, from preschool teachers to upper secondary level. The project also intends to develop cross-cutting key competences of future teachers at all levels, which, in the long term, can support the development of these competences at every level of the education. Moreover, the consortium pays special attention to inclusiveness. Techniques and methods to support educators in teaching students with special needs and pupils with various social backgrounds are also in the forefront of our cooperation. These methods can further support societal inclusiveness in education. Some of the planned activities: - Desk research: - collection of best practices; - joint development of methodological and pedagogical tools. - Test and improvement, including mobility activities: - short- and long-term mobility of educators to introduce and test various aspects of the developed teacher training methods; - organisation of joint project meetings and training where educators can further be trained. - Dissemination and communication activities: - in-house and out of consortium multiplier activities (presentations and workshops in other higher education institutions and schools, meetings with policy makers etc.); - communication of the results to the wider audience (info-days, Researcher’s Nights, local and international conferences, publications etc.). To reach our targets the following intellectual outcomes are being developed: - IO1: PUNTE Methodological Study – Handbook for pre-service and in-service teachers and students. - IO2: Framework and curricula of PUNTE methodological courses for pre-service teachers, students of teacher training education. - IO3: Task repository for collecting new applications of using Poly-Universe in a wide spectrum of school subjects, for formal and informal teaching/learning situations, for inclusive education also. Intellectual outcomes of the project Methodological study This study is meant to be the base of our PUNTE methodical courses. For this purpose, we have summarised the theoretical, methodological, artistic background of using the Poly-Universe in teaching for different specialisations of teacher training education: preschool teachers, elementary teachers, teachers of special needs children, teachers of lower and upper secondary levels (despite the subject). The authors of the study are experts from our partner institutes, researchers and educators from various fields of teacher training education: psychology, pedagogy, subject methodology, computer sciences, fine arts, mathematics. In the first part of the study we present those teaching-learning theories, which are behind the method: - Constructivism in pedagogy - Problem solving in Mathematics teaching, Bruner’s learning and representation theory. - The Dienes-Varga method. - Inquiry-based strategies in mathematics education. - Philosophy of STEAM education. - The role of games in learning. - Visuo-spatial skills and their development. - Motivation and engagement on learning. - Inclusion in education. Most of these themes are parts of the students’ regular training system. We selected especially those theories that have got the most connection to our goal: introducing the Poly-Universe game into their teaching practice. The second chapter is about learning-teaching through art, because we think, that it is crucial to understand the mentality behind the game. So we can learn from the following topics in this chapter: - “Teaching to see” – a dimension change in geometric art and education. - Fundamentals of geometric art in the 20th century and its correlations to pedagogy. - Art Concrete and the MADI movement. - “Let it play” – the role of geometry in education. - Dimension Pencil – an imaginary tool for changing pedagogical approach by János Saxon-Szász. - About the Poly-Universe elements: triangle, square and circle – and the philosophy of the game. - Friezes, rosettes and Poly-Universe - symmetry groups in different patterns from rosettes to the traditional Portuguese tiles. The third part of the study is about the methodological background – to present the most important teaching-learning strategies for the realisation of the application of the Poly-Universe game. This part is more practical, with concrete proposals: - Cooperative learning and its benefits. - Playful learning and guided play. - Gardner’s multiple intelligence theory combined with Bloom’s taxonomy: the activity matrix. - Creativity in general and in mathematics education. - Holistic approaches and creative learning in the Finnish education system. At this point we have reached the second main aim of the PUNTE project: working out the framework of university courses based on these theories and strategies. So the next chapter deals with the place and tools of Poly-Universe in teacher training: - About Poly-Universe in formal and informal learning contexts. - The fields of using Poly-Universe in teacher training education. - The framework of PUNTE methodological courses – a proposal. - Dynamic GeoGebra applications inspired by Poly-Universe – involving online tools. - Poly-Universe digital game interface – developing a new e-learning platform. At the end of our study we show about forty concrete tasks for using Poly-Universe in the following subjects: - mathematics (beyond the previous PUSE Methodology book); - arts; - interdisciplinary approaches; - inclusion. These tasks are not just for illustrating the wide spectrum of the usage of the game, but also for the purpose of giving hints for the students, to start thinking about new applications and awaken their creativity. It wouldn’t be fair, if I didn’t mention the co-editors and the co-authors of this book, so let me list them: Branko Andić (JKU), Bettina Bakos (JKU), Maria de Graça Bidarra (UC), Anikó Bordás (EKCU), Andrea Bordás (PCU), Zsuzsa Dárdai (PU), Edith Debrenti (PCU), Zoltán Fehér (JSU), Kristóf Fenyvesi (EW), Miklós Hoffmann (EKCU), Ladislav Jaruska (JSU), Zoltán Kovács (EKCU), Zsolt Lavicz (JKU), Zoltán Papp (VTS), Vanda Santos (UA, on behalf of UC), Gordana Stankov (VTS), János Szász Saxon (PU), Eleonora Stettner (PU), Eva Ubrich (JKU), Maria da Piedade Vaz Rebelo (UC), Ilona Téglási (EKCU). And special thanks to János Szász Saxon for the fantastic layout, and to the Líceum Publisher of the Eszterházy károly Catholic University for taking care of the publication procedure. Figure 4. The front page of the PUNTE Study PUNTE courses The aim of the course is to reveal how the Poly-Universe game can be used in an experience-based, enabling differentiated development teaching methods, for students of different levels of teacher training education (from special education to subject teachers). The course aims to construct a teaching-learning environment through which the students can realise that the Poly-Universe game is an appropriate tool for raising motivation, developing creativity and involve pupils with learning difficulties in teaching different subjects. As the specialties of the students are different in the different partner institutes, when planning the content of the PUNTE courses we were cogitating a modular structure, to be able to choose among the modules and adapt them to the requirements of the users. Table 1. Modules of the PUNTE courses and their types \| Modules \| Module’s type \| \|------------------------------------------------------------------------\|---------------\| \| 1. Introduction \| compulsory \| \| 2. Geometry and the methodology of its teaching \| compulsory \| \| 3. Combinatorics and the methodology of its teaching \| optional \| \| 4. Informatics and the methodology of its teaching \| optional \| \| 5. Developing logical thinking \| optional \| \| 6. Complex, interdisciplinary problems \| compulsory \| \| 7. Poly-Universe as concrete representations in solving problems \| compulsory \| \| 8. Electronic version of Poly-Universe \| optional \| \| 9. Games in teaching with Poly-Universe \| compulsory \| \| 10. Helping disabled students’ in learning and communication with Poly-Universe \| optional \| \| 11. Poly-Universe and art \| compulsory \| \| 12. Presentations of students work \| compulsory \| During the completion of the course we expect the following competences of the students to be developed: a) Knowledge The students should get acquainted with the Poly-Universe toolkit and its artistic background. The students should learn about the pedagogical-psychological theories which give the base for using the game in teaching situations. The students should acquire those methodological tools and approaches with which they will be able to plan a teaching-learning unit using the Poly-Universe game. b) Skills and abilities The students evolve in abstract, logical thinking, analytical skills, spatial seeing, problem solving, problem posing and model-making abilities through practising with the Poly-Universe game on the course. The students’ creativity can also evolve by planning new exercises and games. c) Attitude Fulfilling the expectations of the course should raise the empathy and tolerance of the students when teaching pupils with learning difficulties or special needs, regarding differentiated development strategies. The students should be engaged in teaching his/her own subject using experiential teaching methods. The students should be sensible for involving visual arts in teaching/learning procedures. d) Autonomy and responsibility After the course the students should be able to work out a special topic (regarding his/her specification) of planning a lesson with using the Poly-universe game independently. The students should be able to reflect on a task or a lesson plan where the Poly-Universe game was used: effectiveness, conformance to the awareness of the curriculum, appropriateness, meeting with children’s needs, realisation differentiated development of children. At the Eszterházy Károly Catholic University we have worked out and run the course with the following content and schedule at the 2nd semester of the 2021/2022 academic year: 1 Introduction – Getting acquainted with the elements of the Poly-Universe game family, discussing the characteristics and the artistic background of it. Theoretical background of usage in teaching-learning procedures (self-study by e-learning materials). (2 lessons) 2 Poly-Universe and arts. Teaching-learning through arts. (2 lessons) 3 Using Poly-Universe in teaching geometry – methods, exercises, ideas. About spatial skills and their development. Using Poly-Universe in the development of combinativity – problems from the field of Combinatory. (2 lessons) 4 Development of abstract, logical thinking and analytical skills with the Poly-Universe game. Complex and interdisciplinary problems, where Poly-Universe can help model the solution. The theory of Problem Based Learning methods. Using Poly-Universe as a concrete/material representation form in problem solving – the role of different representation forms in learning procedure. (2 lessons) 5 Poly-Universe in a digital environment – using GeoGebra for solving problems connected to the game. The methodology of using ICT tools and material tools during the teaching/learning procedure. (2 lessons) 6 The role of games in teaching-learning in general. Presenting game-based teaching methods through Poly-Universe games. How can the Usage of the Poly-Universe games help in the development of pupils with special needs, special attention or learning difficulties? (2 lessons) 7 Presenting the students’ projects – worked out individually, in pairs or small groups, where the using of Poly-Universe appears in a certain learning activity – and evaluation. (2 lessons) The course was held with attendance of the students and aided by e-learning material. Fort he e-learning platform we have used the Moodle system of the Eszterházy Károly Catholic University (https://elearning.uni-eszterhazy.hu/login/index.php). We’ve used this platform to disseminate the theoretical knowledge of the course, and for an online communication between the educators and the students, and also to upload the students' works and projects, and finally the evaluation of the course. The participants of the course were students of the following specialisations: teacher of special needs children, elementary school teacher, secondary school teacher of mathematics, arts, geography, informatics, physics, chemistry, physical education (in different pairs of subjects). On some multiplier events the description of the course had taken the attention of some in-practice teachers of mathematics, so we’ve also announced a short, intensive course for part-time students of teachers of mathematics. During the lessons we have used the Poly-Universe game family, paper, pen, notebook, scissors, glue to process the theoretical background and to construct new tasks and games. The students have worked in groups of 3-5 members on all lessons, and we took special attention on forming heterogeneous groups of them (regarding their specialities and interests). We have also used cameras and smartphones to take photos and short videos about the students' activities. The requirements of the course for the students were: - Active participation in the lessons and in the project work. - Presentation of 1 chosen theoretical issue on one of the lessons. - Working out a project and presenting it individually, in pairs or in small groups at the last lessons. The students had to choose a special topic to work out till the end of the course in pairs, small groups or individually. The evaluation of the acquired knowledge and competences took place through a presentation of their project work, according to given viewpoints (applicability, feasibility, meeting the expectations of the curricula and methodological studies). These final presentations and the description of the students’ projects have been uploaded to the e-learning platform of the course. For the evaluation and quality assurance of the PUNTE project during the semester we’ve observed some lessons (at the beginning, in the middle and at the end) according to the following guidance: - Information about the lesson/session (date, place, duration, number of participants, topic of the activity) - Description of the activities through detailed answering of some questions (How did the activity begin? What did the teacher do? How did students get involved? What was the task proposed? How was it developed? What were the materials used? How were they used? Did the students reproduce models or did they create new ones? - Analysis of the reproduction process: How was the reproduction developed? Which were the strategies used? Did the students start with all materials or do they choose piece by piece? Was it an intuitive copy? In case that a new model is produced, analysis of the new model. - Analysis of the students’ behaviour: How did the students continue work? Did they collaborate? Did they share materials while developing their own product or did they develop the task together? Did students ask questions? - Reflection on the session: positive and negative aspects, difficulties, engagement, development, successfulness, effectiveness, suggestions for improvement. To evaluate the pilot courses in the partner institutes we have used a post questionnaire after each course. The main part of it was an Intrinsic Motivation Inventory Questionnaire (https://selfdeterminationtheory.org/intrinsic-motivation-inventory/) We have used the following subscales of the original test, and modified slightly the items to fit the specific activity, the university PUNTE courses: - Interest/Enjoyment - Perceived competence - Effort/Importance - Pressure/Tension - Perceived choice/autonomy - Value/Usefulness Beyond the intrinsic motivation we have added some more statements referring to the specific course to be able to improve them: - It was easy to start using Poly-Universe. - It will be easy to use the Pol-Universe in mathematics. - The Poly-Universe can be used in different scientific areas. - The Poly-Universe can be used in different educational contexts, eg. formal, non-formal, informal. - Poly Universe can be used to implement games in education. - With Poly Universe, I know how to plan and implement interdisciplinary activities. - I think that in the future I will be able to do activities similar to the ones done in the PUNTE module. For the scoring of the questionnaire we have used the Likert-scale from 1 to 5 (1 – the statement is not at all true for me, 5 – the statement is fully true for me), attending to the scores of the reverse statements too. As in the main aims of the PUNTE project we have put special attention on the development of transversal skills, in the post questionnaire we’ve asked the students to point out, which of the following can be developed in the children through playing/learning activities with Poly-Universe by their opinion: • group work • creativity/creative thinking • critical thinking • understanding • problem solving • sharing/cooperation • concentration/attention • innovative thinking • decision-making • autonomy • responsibility. In addition, for the improvement of the pilot courses we have asked four questions to give a chance to the participants to explain their ideas about the Poly-Universe course by answering with a few sentences: - What did you enjoy most during the course activities? - What were the difficulties for you? - What have you gained most from the course and why is it useful for you? - What are your suggestions for improvement of the course? The analysis of the answers for the whole questionnaire is just in front of the partnership, and planned to be published in the near future. As the courses will follow up in the partner institutes also in the next academic year, it is essential for us to draw the inferences from the pilot year, and improve the content, the learning environment and other circumstances as we can. Task Repository The third main intellectual outcome of the PUNTE project is meant to be a Task Repository for the application of the Poly-Universe game in various learning/teaching situations. The planned fields of the applications are: - Mathematics - Programming and algorithms - Arts - Inclusive learning - Interdisciplinary approaches - Language skills and communication - Sciences - Logic games As well as in the previous PUSE project, in PUNTE there are several occasions for workshops with the Poly-Universe game (multiplier events, short intensive courses, project meeting days, conference workshops, etc.) we have many possibilities to collect the newly invented tasks and problems to be solved. Also the sessions of the PUNTE courses give the opportunity to create new approaches in the different modules and in the students’ own projects. To collect these tasks we have created a template for describing a task or an activity with Poly-Universe. On this template there are some general information about the author, the recommended level of using it (ISCED1 to 5), the purpose of the task/activity (formal or informal learning/teaching, inclusive teaching, free time activity, etc.), school subjects (if relevant), the expected benefits of solving the task or doing the activity. Of course, the largest part of the template is the detailed description of the task/activity with figures or photos included, and additional comments of the author for the future user. The main aim of this Task Repository is to show and disseminate the wide spectrum of applications of the Poly-Universe game both in fields and levels. For disseminating these tasks, we have developed our own webpage for the PUNTE project: http://www.punte.eu/. The collecting, analysing and evaluating of the tasks is still in progress, and that will be the third intellectual outcome of the PUNTE project. Having had many occasions to work with the game, we know, that every time some new ideas and problems occur. Sometimes, we find the solution soon, but sometimes it takes a longer period to put an end on a special problem. We know, that this Task Repository will never be finished. Besides the original aim, that is to collect the best practices, it is also to create a place where the new users can upload their new ideas – after a quality control by the experts of the area of the task/activity. Conclusion The aim of the present paper was to introduce and describe a progressive initiation of widening the methodological preparedness of students in teacher training education Europe-wide through a revolutionary game called Poly-Universe. Our main target is to show how modern approaches of teaching/learning strategies can be involved in teacher training education, giving the theoretical base as well as an active, practical experiment to the students aided by an online learning platform. As detailed above, the developments of the project (the intellectual outcomes) are partly finished, but some are in progress. The first result of the project is the PUNTE methodological study, which can be downloaded from the project webpage: http://www.punte.eu/punte-study/. The second outcome taking shape in university courses at the partner institutes has just come to end. During the summer of 2022 the first pilot courses will be evaluated and improved, modified if needed for the next academic year. The third result of our project will be a Task repository of special applications for using Poly-Universe in different pedagogical situations. This phase is still in progress. So we cannot show a final result yet. But with this paper, we would like to raise the readers’ interest in this unique game, the Poly-Universe. This game is universal for developing children’s skills and abilities (problem solving, creativity, spatial seeing, algorithmic thinking, inductive and deductive thinking, analysing – just to mention a few). Also a wonderful tool to raise and keep pupils’ motivation for learning and their competence motivation. The target group of the project is university students of teacher training education – any specialisation – but our team is open to multiplying the methods to other areas of higher education also. So if the paper and the web pages raise your interest, don’t hesitate to contact us in the hope of future cooperation or dissemination. References Dienes, Z. P. (1960), Building up Mathematics, Hutchinson Educational Ltd, UK Knowledge and Skills for Life, First results from PISA 2000, Paris, OECD Detailed Work Programme on the follow-up of the objectives of education and training systems in Europe (2002/C 142/01). Johnson, D. & Johnson, R. (1975), Learning together and alone: cooperation, competition, and individualization. Englewood Cliffs, NJ: Prentice-Hall. Cohen, E. G. & Lotan, R. A.(ed.)(1997), Working for equity in heterogeneous classrooms: Sociological theory in practice, Teachers College Press, New York K. Nagy, E. & Révész, L. (2019), Differenciált fejlesztés Heterogén Tanulócsoportokban (DFHT) – metódus, mint a Komplex Alapprogram tanítási-tanulás stratégiája, fókuszban a tanulók státusz kezelése (Differentiated Development in Heterogeneous Student groups – methods as the teaching-learning strategy of the Complex Basic Program, with the status-conditioning of pupils in focus), Líceum Kiadó, Eger Perneczky, Géza (2003), The Poly-dimensional Fields of Szász Saxon - A creative artist between mathematics and the realm of ‘beautiful proportions’ http://www.Saxon-szasz.hu/writings/about-saxon/the-poly-dimensional-fields-of-szasz-saxon/ ) in: Új Művészet, 2003. August, XIV. vol. 8. Saxon, J. – Stettner, E. et al (2019), PUSE Methodology – Visual Experience Based Mathematics Teaching, KOZO Print Ltd, Budapest (ISBN: 978-615-81267-1-7) Darvas, Gy. ed. (2020), Poly-Universe in School Education, in: Symmetry: Culture and Science, Vol. 31., Nr. 1, 1-112 Saxon, J. & Dárdai, Zs. ed., Művészet/tudomány határterületek az alkotásban (Art/science borderlands in creation), in: Magyar Tudomány (Hungarian Science) 2021/8. (Thematic issue). ISCED 1997 http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-1997-en_0.pdf Plant, R. W., & Ryan, R. M. (1985), Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. 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Hundreds of Years of History Agricultural land has provided home and sanctuary to grassland birds and other wildlife for hundreds of years in the Northeastern United States. Birds such as bobolinks and eastern meadowlarks nested, hunted for food, and returned each spring to continue this cycle. As land was cleared for farming in the 1800s, grassland-dependent species expanded their populations. Grassland birds use hayfields, meadows, and pastures for breeding, building nests on the ground and foraging exclusively within these areas. Other birds nest along the edges of the fields and rely upon the open areas for feeding on insects and seed. In the fall, the fields provide food for migrating sparrows, larks, and warblers. Raptors including American kestrel, northern harrier and short-eared owl rely on grasslands for hunting small mammals such as meadow voles and jumping mice. Over the last 100 years, the quality and quantity of grasslands for wildlife has declined due to changes in land use and agricultural practices. Remaining fragmented farmland is no longer suitable for species that require large unbroken tracts. Hayfields that were traditionally harvested late in the season, avoiding impacts to nesting birds, are mowed earlier and more frequently during the growing season. Preservation Priority The 89-acre Cider Mill Grassland Preserve is part of the NJ Natural Heritage Program’s designated “Amwell Valley Grassland Macrosite” that totals approximately 1,600 acres. A prime example of agricultural grasslands, this sweeping complex is critical for grassland birds and is a high priority for protection. Good Land Stewardship D&R Greenway Land Trust manages this preserve as a safe haven for grassland-dependent species. Stewardship practices include: mowing later in the season to avoid disturbances and mortalities during the nesting bird breeding season; rotational mowing of fields to enable a wider variety of species; and removing hedgerows to create larger, open grasslands. Patches of milkweed were planted to provide habitat for the vulnerable monarch butterfly that relies on this plant for survival. Funding for this interpretive sign provided by Washington Crossing Audubon Society D&R GREENWAY LAND TRUST One Preservation Place, Princeton, New Jersey 08540 609-924-4646 www.drgreenway.org Photo credits: Bobolink – Kelly Cogan Azar, Grasshopper sparrow – Rick and Nora Bowers, Horned lark – G. Lasey, Eastern meadowlark – Frank Shufelt, Monarch – Mary Anne Burke, Short-eared owl – Gregg Thompson, Common buckeye – S. Lark	<urn:uuid:bc014c04-5abb-4096-9b3a-db3849bb39a0>	CC-MAIN-2019-13	https://drgreenway.org/wp-content/uploads/2017/08/Cider-Mill-Sign-PRODfinal.pdf	2019-03-21T09:42:52Z	crawl-data/CC-MAIN-2019-13/segments/1552912202510.47/warc/CC-MAIN-20190321092320-20190321114320-00046.warc.gz	474,855,620	548	eng_Latn	eng_Latn	0.994116	eng_Latn	0.994116	[ "eng_Latn" ]	true	rolmOCR	[ 2570 ]	[ 3.203125 ]	1	3
In this art kit, we will explore social and political art. Social and political art visually highlights issues in communities and the world. For example, art can call attention to unfair treatment of people, animals, and our environment. Think of the issues you may have seen on the news or issues that people are protesting about in your community. Sometimes artworks are calls to action for change. Artists use bold text, symbols, and images to clearly convey their messages. Barbara Kruger, Jenny Holzer, and Shirin Neshat are a few artists in the Broad collection known for creating social and political art. LET’S BUILD OUR ART KNOWLEDGE! WORDS TO KNOW: - Political art Art made to share concerns about political issues, such as climate change, civil rights, and immigration - Social art Art created to promote change in a community - Consumerism The focus on obtaining more and more clothes, toys, and other desirable items - Exile Forced to leave one’s country - Feminism The belief that women and men should have equal rights and opportunities - LED signs Signs made up of bright LED lights, usually used for store signs and billboards since they are visible even in the daylight - Mass media Technology made to reach a wide audience—including advertisements, newspapers, magazines, radio, television, and the Internet - Oppression Unfair, unjust, or cruel treatment - Setting The area or surroundings where something takes place - Subject A person or thing that is shown or described In the late 1970s, JENNY HOLZER started making art in public spaces, outside of museums and art galleries, to get people to think about the world around them differently. Holzer creates art out of text. She has made flyers (which are handed out to people in the street), posters, billboards, T-shirts, and scrolling LED signs. Some of the topics she addresses in her artwork are feminism and anti-war beliefs. She uses poetry, public documents, and her own writing in her artwork. Holzer uses words to create powerful messages about issues in her community and the world. - Have you seen LED signs like this before? Where? Why do you think Holzer uses them to display her text? - Why do you think she repeats the text multiple times? - Imagine you are an artist like Holzer. Who needs to see the message of your artwork? - Think of the issues you came up with before. In what public space would you display your artwork? - What format would you use for your art (for example, flyers, a billboard, a sign)? - What would your artwork say? What kinds of words and text would you use? --- Left Image: Jenny Holzer, Thorax, 2008. Twelve double-sided, curved LED signs (lower two signs with two elements each); white diodes on front; red and blue diodes. The Broad Art Foundation. ©2020 Jenny Holzer, member Artists Rights Society (ARS), New York. Photo by Christopher Burke Top Image: Jenny Holzer, Thorax (detail), 2008. BARBARA KRUGER is an artist whose work explores issues of women’s rights, power, and consumerism. She is known for her style of black-and-white photos with red bars and bold text. Kruger knows how powerful words and images can be, especially together. She uses mass media and her experience working at magazines in her artwork. Kruger chooses phrases that speak directly to us. She uses phrases like “Your body is a battleground” or “You are a very special person.” - What do you think Kruger means by the phrase “Your body is a battleground”? - How does viewing an artwork that directly addresses you make you feel? What would you say back to the artwork? - What issue in your community or your school do you feel needs to change? Or what issue have you heard about in the news? Why are these issues important to you? - Think of a word or phrase that expresses the importance of the issue or the way you feel about it. - What image would you use to pair with your message? What colors would you use with the words or image? Barbara Kruger, Untitled (Your body is a battleground), 1989. Photographic silkscreen on vinyl. The Broad Art Foundation. © Barbara Kruger SHIRIN NESHAT is an Iranian American artist. Neshat lives in exile from her home country of Iran. She uses photography and film to address identity, oppression, and exile. In her photographs, she chooses how her subjects are posed. Then she handwrites Persian texts and poetry on top of the photos. She also creates films in many settings to capture global issues such as immigration. Sometimes her work expresses her personal experiences of feeling like she does not quite belong in America or in Iran. - Where do you think this picture was taken? Does it remind you of anywhere you know? - How does this image make you feel and why? - What do you think is the story of the solitary person in the image? - What issue would you explore in a photograph or film? How would you represent your issue? - Who would you choose to include in a photograph or film? Why? - What setting would you choose? Why? Shirin Neshat, Soliloquy Series, 2000. Cibachrome print. The Broad Art Foundation. © Shirin Neshat CREATE YOUR OWN SOCIAL AND POLITICAL ARTWORK! Artists often ask themselves questions about the world around them. They write or draw ideas in journals or sketchbooks as the first steps to creating their artworks. The journal in your kit can be used to write down the answers to the questions in the art cards. You can use the journal to brainstorm ideas! WHAT issues are important to you? WHAT is the message you want to get across? WHAT materials will you use to convey your message? Use the materials in your box and materials from home to create your own social and political art! MATERIALS INCLUDED: - Journal - Pencil - Scissors - Cardstock - Glue - Construction paper - Markers	b1c6e127-a64f-4d57-b3a7-493ed6fe00c1	CC-MAIN-2022-33	https://www.thebroad.org/sites/default/files/2021-06/The_Broad_To_Go_Art_Kit-Social-Political-English.pdf	2022-08-09T16:24:52+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00184.warc.gz	895,585,570	1,303	eng_Latn	eng_Latn	0.99887	eng_Latn	0.999038	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1563, 3008, 4177, 5180, 5871 ]	[ 4.03125 ]	1	0
THE TRUTH ABOUT ORGANIC ANSWERS to YOUR MOST PRESSING QUESTIONS ABOUT THE ORGANIC LABEL RODALE INSTITUTE™ Rodale Institute is a 501(c)(3) nonprofit organization dedicated to pioneering organic farming through research and outreach. Rodale Institute is committed to groundbreaking research in organic agriculture, advocating for policies that support farmers, and educating people about how organic is the safest, healthiest option for people and the planet. 611 Siegfriedale Road, Kutztown, PA 19530 610-683-1400 \| RodaleInstitute.org \| Page \| Title \| \|------\|-------\| \| 3 \| Introduction \| \| 4 \| Is the Organic Label Just a Marketing Scam? \| \| 6 \| Do Organic Farmers Spray Their Crops? \| \| 9 \| Can Organic Feed the World? \| \| 12 \| Is Meat Ruining the Planet? \| \| 14 \| Is Organic Really the Healthier Option? \| \| 16 \| Conclusion \| \| 17 \| References \| For as long as people have been growing food, natural and organic methods were the norm. What’s new is organic’s substantial value in the modern marketplace. Today more than 82% of American households purchase organic products. As of 2018, the organic market is worth more than $50 billion in the United States alone, and it continues to grow.$^1$ In 1954, J.I. Rodale said, “Organics is not a fad.” 65 years later, he’s proven right. For more than 70 years, we’ve been researching best practices in regenerative organic agriculture. Our decades-long Farming Systems Trial has borne out the evidence that organic systems are more resilient, sequester more carbon, yield fewer emissions, require less energy, and can produce yields equal to conventional—if not higher.$^2$ Now, we’re expanding our research to encompass links between soil health and human health, an area woefully unexplored through long-term trials. We remain objective in our research, but we believe in the power of organic, and we always have. Even with this tremendous growth, there are still a lot of questions out there about organic. This guide will give real, honest, and clear answers about the biggest questions and myths surrounding organic agriculture, and what it means for you. Some people think that the organic label is just an excuse to charge more that doesn’t mean anything. But that’s not the case. WHAT IS ORGANIC? Organic agriculture is a production system that regenerates the health of soils, ecosystems, and people. Organic farmers rely on natural processes, biodiversity, and holistic cycles adapted to local conditions. If you purchase a product with the USDA Organic seal, you can be assured that item was produced without synthetic pesticides, herbicides, or fertilizers, and that it is GMO-free. Organic also prohibits dozens of other chemical additives and preservatives.$^3$ As organic grew in popularity, farmers and shoppers wanted a standard that could make things easier for consumers trying to make choices in the grocery aisle. THE CERTIFICATION PROCESS Here are some important things to know about certification: 1. The rules for what materials and practices are allowed in organic production are determined by the National Organic Standards Board and the National Organic Program and are reviewed biannually with input from people all over the agricultural spectrum, including farmers and scientists. 2. The public is encouraged to submit their comments on what should be permissible in organic. 3. A USDA Certified Organic label requires a yearly review and audit by a third-party certifier. Every facet of the farm or business and every material used is examined to make sure it’s in compliance. Certification is a rigorous process based on frequent collaboration and review of the standards. The USDA Certified Organic seal is a stamp of approval that the farm or business is in compliance, and you can trust it. CURRENT CHALLENGES In recent years, updates to the standards (or a lack thereof) have caused concern. Here’s what you should know: 1. Organic certification for livestock still isn’t as rigorous as it should be. Organic advocates are fighting to ensure stricter rules and enforcement for organic animal management. 2. Hydroponics can be considered organic, even though they are soilless systems. Many farmers feel that soil is the essence of organic and cannot be left out. 3. As organic has become more profitable, there’s been an increase in import fraud. That means that some shipments (usually livestock feed) claimed as organic were actually conventional. The most recent Farm Bill has applied specific resources to eliminating fraud. As more and more labels have entered the marketplace, like Fair Trade, Biodynamic, Non-GMO, Certified Humane, and more, confusion in the grocery aisle has increased. The bottom line: no current label is as all-encompassing as USDA Certified Organic. USDA Certified Organic is the only label that means no synthetic pesticides, herbicides, or fertilizers, and no GMOs—not to mention it prohibits dozens of other additives. WHAT THAT MEANS FOR YOU Don’t let organic’s growing pains deter you. The USDA Certified Organic seal is still an excellent signpost that the item was produced in a healthy way. There are several new certifications emerging that aim to take organic even higher. Keep your eyes open for these “coming soon” labels: a. Regenerative Organic Certification: Regenerative Organic Certification requires eligible farms to be USDA certified organic first. The farms must then implement additional practices to improve soil health, animal welfare, and social justice. Learn more at RegenOrganic.org. b. The Real Organic Project: The Real Organic Project is also an add-on to USDA certified organic. It prohibits hydroponics and upholds high standards for animal welfare and soil health. Read the standards at RealOrganicProject.org. When it comes to what and how we eat, each of us has more choices available than ever before. Yes, the landscape of organic is changing. But you have the power to enact positive change. 😊 IS THE USDA CERTIFIED ORGANIC LABEL JUST A MARKETING SCAM? ABSOLUTELY NOT. Organic is based on sound farming practices that protect resources, and it’s backed by a rigorous certification process. QUESTION #2 DO ORGANIC FARMERS SPRAY THEIR CROPS? ANSWER: YES—BUT NOT THE WAY YOU THINK. Organic agriculture prohibits the use of synthetic herbicides, pesticides, and fertilizers. So when consumers find out that organic farmers sometimes use sprays and other “inputs,” they’re understandably confused. Get the full story on how organic farmers deal with pests. GETTING STRAIGHT ON GLYPHOSATE Many families choose organic to avoid exposure to toxic synthetic chemicals like glyphosate, the chief ingredient in the weed-killer RoundUp. Glyphosate is so ubiquitous in our food, water, and air that it is regularly found in human urine.¹ Organic not only bans synthetic herbicides like RoundUp—it prohibits the use of hundreds of chemical additives, preservatives, colorings, and more.² The key word is “synthetic.” Generally, organic farmers use no synthetic (read: man-made chemical) inputs. However, they are allowed to use natural ones. But the story is more nuanced than that. THE APPROVED MATERIALS LIST The National Organic Standards Board and the National Organic Program maintain a list of materials that are approved for use in organic production (see Question #1). Once the NOSB and NOP add a material to the national list, third-party organizations like the Organic Materials Review Institute (OMRI) evaluate new products to make sure they’re in compliance. The general rule for the national list is that naturally occurring materials are allowed, and synthetic materials are prohibited. There are, however, exceptions to that rule. Almost all natural materials are approved for use in organic. Take, for example, neem oil. Neem oil is derived from the seeds of the neem tree. It has been used for hundreds of years to minimize pests and plant diseases. Neem oil is natural and approved for use in organic. Most synthetics are prohibited in organic—unless there is no naturally occurring alternative. Certain synthetics like copper sulfate have been approved for use in organic for a few reasons: 1. No natural alternative exists that can effectively target the same plant diseases. 2. Copper was determined safe with restrictions on its use by the USDA before approval. 3. Farmers can only use copper once they’ve exhausted all other options. In these cases, a certifier will work with the farmer to make sure only the minimum amount of the material is applied. Preference is always given to biological and preventative methods before a synthetic material is introduced, and exposure is always minimized as much as possible. “Approved substances are naturally derived and quickly degrade by weather...lowering the chance of human exposure. Chemical pesticide formulations and other synthetic materials are manipulated in laboratories and are foreign to the human body, which might see the compounds as intruders.” DR. ANDREW SMITH Rodale Institute Chief Scientist THE ROLE OF BIODIVERSITY For more persistent pest issues, organic farmers utilize strategies like introducing natural predators and beneficial insects, crop rotation, natural pheromones, or mechanical controls like trapping. Broad sprays of non-specific pesticides are always a last resort. Healthy soil, from good farming practices, is always the first line of defense. As the organic industry booms, more large farms are joining the movement, and those large farms sometimes grow just a single crop for efficiency. Complex ecosystems have more natural defenses than monoculture farms. Because of this, large farms are more likely—though by no means guaranteed—to use more organic-approved sprays. If you are concerned about avoiding even organic-approved sprays, do some research on the farms that grow the produce that you and your family enjoy. WHAT THAT MEANS FOR YOU • Organic is a surefire way to avoid the most dangerous chemicals on the market, including glyphosate, which has been implicated in human health concerns like cancer. • Organic-approved inputs are generally natural and safer than conventional and go through a rigorous review process. • Organic farmers only use inputs as a last resort. • If you’re concerned about the safety of an approved material, speak up to the NOSB and NOP. • Organic is about more than pesticides and fertilizers. Organic also prohibits dozens of artificial preservatives and additives. 😊 DO ORGANIC FARMERS SPRAY THEIR CROPS? SOMETIMES—BUT ONLY WITH THOSE APPROVED BY THE ORGANIC STANDARD BOARDS AND ONLY AS AN ABSOLUTE LAST RESORT. If you want to minimize your family’s exposure to harmful synthetic chemicals, organic is the best choice. “Although achieving [this] increase will be challenging, global agricultural output is at least on the right trajectory. In contrast, agriculture’s environmental performance is going in the wrong direction: Aggregate impacts are increasing and must drop sharply over the coming decades.” AGRICULTURE IN 2050: RECALIBRATING TARGETS FOR SUSTAINABLE INTENSIFICATION, 2017 With the global population set to hit 9.1 billion by 2050$^7$, it’s true that in the future we’ll need to grow more food than ever. But there’s a common misconception that organic isn’t up to the task. A LOOK AT THE NUMBERS Recent research says we need to increase food production by anywhere from 20% to 70% in order to meet demand in coming years.$^8$ Yes, we need to produce more food. But more importantly, we need to mitigate farming’s harmful effects on the environment—fast. Agriculture accounts directly for 11-13% of greenhouse emissions and indirectly for another 12%$^9$. With our climate increasingly unsteady, we can’t afford to continue with current methods that erode soil and pollute the environment. That’s why the myth that organic food can’t feed the world isn’t just wrong, it’s downright counterproductive. If we’re going to decrease farming’s impact—and we must decrease farming’s impact—then we need organic. Because farming doesn’t only contribute to climate change; it’s greatly affected by it. And it is getting harder and harder to grow food in extreme weather. THE PROBLEM WITH YIELDS Conventional and organic methods are often compared based on how much crop they yield per acre, leading to farm consolidation in addition to environmental degradation from soil erosion, air pollution, and water contamination. We hear that in order to feed the world, the only solution is bigger farms with fewer farmers that achieve higher yields with new technologies like chemical fertilizers, pesticides, and GMOs—the conventional American way. Is a marginal increase in yields achieved by further burdening ecosystems really worth it when other solutions exist? Organic farmers protect the environment and prioritize soil health, clean and air water, and nutrient-dense foods. Their emphasis is typically less on maximizing crop yields and more on creating healthy, resilient ecosystems. However, it’s untrue that the difference in yields between organic and conventional is drastic, or that organic doesn’t ever yield as much as conventional. In fact, organic outperforms conventional in adverse weather conditions like drought by as much as 40%. CHALLENGES TO CURRENT RESEARCH Studies claiming that organic yields are less than conventional are generally short-term, meaning they collect data over just a couple years. There is a serious dearth of long-term research on the differences between organic and conventional farming. Organic systems, when transitioning from conventional, need time to rebuild soil health to operate at maximum capacity. Rodale Institute’s Farming Systems Trial, started in 1981, is the longest-running side-by-side trial of organic and conventional in North America. THE NEXT FRONTIER: NUTRIENT-DENSITY 70% of the crops grown in America are cereal grains, primarily corn and soybeans. The majority of that harvest doesn’t go to human food. Boosting yields of these crops isn’t going to feed the world. To truly feed the world, we’re going to need more foods that provide complete nutrition and more farmers to grow it. 40 YEARS OF RESEARCH Our Farming Systems Trial data shows: 1. Organic yields are competitive with conventional yields after a 5-year transition period 2. Organic systems produce yields up to 40% higher in drought 3. Organic methods leach no toxic chemicals into waterways 4. Organic uses 45% less energy 5. Organic releases 40% fewer greenhouse emissions 6. Organic earns 3-6x higher profits for farmers Currently, our food system overproduces grains, fats, and sugars and underproduces the vitamins, minerals, and proteins vital for human health. The nutrition in some fruit and vegetable crops has been declining for decades as we’ve bred for yields over flavor and health.$^{11}$ The answer to these problems isn’t maximum yields of corn and soy—it’s more nutritious food grown in a healthier way. UNTAPPED POTENTIAL 40% of the world’s current crop production comes from small farmers in the developing world, and they are poised to make a big difference.$^{12}$ Given tools like viable seed and better crop varieties, these farmers can dramatically increase their productivity. Pair those tools with basic infrastructure and weather information to help time planting and harvest and these small farmers could triple their yields while regenerating resources. WASTE NOT More than 800 million people are hungry today despite the fact that we grow enough to provide for the current population.$^{13}$ One-third of the food we produce globally gets lost or wasted.$^{14}$ If we’re worried about feeding the world, we should spend time making sure the food we do have is used completely and responsibly. WHAT THAT MEANS FOR YOU Our growing population needs farming methods that conserve and regenerate resources while generating healthy food—not methods that use more chemicals, polluting the environment in order to grow more corn to feed more feedlot animals. 😞 CAN ORGANIC FEED THE WORLD? YES IT CAN, WHILE ALSO IMPROVING HUMAN HEALTH AND THE ENVIRONMENT. Organic methods can compete with conventional yields and have huge potential to expand global food production while actively regenerating resources and protecting the environment from pollution and toxic waste. For a healthy future, we can’t afford anything less. In the last few decades, factory farms have taken over the global meat supply. Their focus is on maximum production at the cheapest cost—and that comes at the expense of animal welfare and environmental health. A FRIGHTENING TREND By 2050, global meat and dairy production is projected to increase more than 150%.¹⁵ In 2017, the EPA reported that agriculture contributed nearly 10% of all greenhouse gas emissions, and livestock accounted for a full third of that.¹⁶ Animal feed production and processing contributes the bulk of those emissions, with manure next in line.¹⁷ However, it’s a myth that animal agriculture has to be destructive or that we have to stop eating meat to save the planet. It’s not the cow, it’s the how. AGAINST THE GRAIN Cows’ and pigs’ digestive systems aren’t built for grain—they’re built for grass. Perpetual grain feeding leads to health problems that require more antibiotics, leading to higher risks of antibiotic resistance. Grain-fed animals also emit more methane. Between 1990 and 2005, U.S. methane emissions from dairy cow manure rose 50%. Pasture-raised animals, on the other hand, produce manure with about half of the potential to generate methane.²² Artificial fertilizers and herbicides required for corn and soybeans are also major CO₂ emitters.²³ The result is an increasingly unsteady climate, a food system saturated with toxins like glyphosate, polluted air and water, and a deforested landscape. THE ORGANIC DIFFERENCE It’s clear: Factory farming isn’t working out. The good news is that organic prohibits what factory farming allows. To be certified organic, livestock farmers have to follow these rules: - No antibiotics or artificial growth hormones - Animals must be managed in a way that conserves natural resources and biodiversity - All feed must be 100% organic, and that means no glyphosate or polluting fertilizers - Animals must have year-round access to the outdoors THE POWER OF PASTURE If we continue to lose soil at current rates, we have fewer than 60 years remaining before global topsoil is depleted.$^{24}$ Smart grazing can help the soil recover and build soil health. Grazing encourages plants to send out more and deeper roots, boosting soil biomass and fertility and sequestering carbon from the atmosphere. As the soil carbon matter increases, so does the land’s ability to hold water, preventing erosion and agriculture runoff. If we applied strategic grazing to just 25% of our crop-lands and grasslands, we could mitigate the entire carbon footprint of North American agriculture.$^{25}$ Grazing animals can utilize marginal land otherwise unable to grow food, bringing those lands back to life. WHAT THIS MEANS FOR YOU If you’re ready to say no to factory farms and make the switch to regenerative organic meat, look for new labels like Regenerative Organic Certification that consider animal welfare in their standard. Buy local meat and eat vegetarian at restaurants, focusing on organic and regenerative meat when you do choose to eat it. 😊 IS MEAT RUINING THE PLANET? IT COULD, IF WE DON’T CHANGE OUR PRACTICES QUICKLY. By utilizing regenerative organic methods like rotational grazing and eschewing antibiotics, our meat will be healthier for the environment and for us. UNFORTUNATE FACTS OF FACTORY FARMING ANIMAL WELFARE VIOLATIONS • Animals are often raised indoors under artificial light and crowded in small confinement pens. • Lack of pasture creates vast “manure lagoons” that contribute to animal disease. ENVIRONMENTAL VIOLATIONS • Factory farm manure pits are easily eroded in heavy rain or storms and can leach antibiotics, insecticides, and potential pathogens like salmonella into the water supply.$^{18}$ • Fertilizer used to grow animal feed combined with animal waste runs off into waterways. This creates algae blooms that suffocate aquatic life. HUMAN HEALTH CONCERNS • 80% of all the antibiotics produced in the U.S. are fed or administered to livestock.$^{19}$ Frequent antibiotic use creates resistant bacteria that could lead to the outbreak of a superbug.$^{20}$ • Factory farms create noxious fumes that pollute the air and degrade quality of life for rural residents, particularly African Americans, Hispanics, and American Indians.$^{21}$ IS ORGANIC REALLY THE HEALTHIER OPTION? ANSWER: WE WANT TO FIND OUT. SCIENCE SAYS... Here are some studies that shine light on the question of whether an organic diet is healthier. - THE INTERNATIONAL AGENCY FOR RESEARCH ON CANCER: They’ve classified glyphosate, the common ingredient in the herbicide RoundUp, as a probable carcinogen.$^{24}$ - INDEPENDENT RESEARCH ON GLYPHOSATE AND THE MICROBIOME: One report finds that contact with glyphosate can destroy intestinal villi, affecting nutrient absorption.$^{25}$ This is linked to the rise of celiac and autism.$^{26}$ - THE AMERICAN MEDICAL ASSOCIATION: A population-based study of French men and women over 5 years found a 25% reduction in cancer risk for participants who ate a largely organic diet.$^{27}$ The study has been criticized for its largely female sample and for its assessment questionnaire. - UC BERKELEY, UC SAN FRANCISCO, AND FRIENDS OF THE EARTH: Their peer-reviewed study found that switching to an organic diet reduced levels of synthetic pesticides found in the participants by 60.5%.$^{28}$ The last frontier in organic research is determining exactly how organic foods affect human health. And that’s easier said than done. HERE’S WHAT WE KNOW: - We’re using more pesticides and herbicides in our conventional agricultural systems than ever before.$^{29}$ - Cancer rates are on the rise worldwide.$^{30}$ - The International Agency for Research on Cancer (IARC) has classified three common conventional pesticides and herbicides—glyphosate, malathion, and diazinon—as probable carcinogens.$^{31}$ - Incidents of autoimmune diseases have increased significantly worldwide—as much as 7% for some conditions.$^{32}$ - We’re spending $3.5 trillion a year on healthcare each year in America,$^{33}$ yet the majority of physicians spend less than 3 minutes discussing nutrition with patients.$^{34}$ - 70% of Americans are on at least one prescription medication.$^{35}$ We’re treating our food with more chemicals than ever before and we keep getting sicker. Many people choose organic to avoid additional chemical exposure and to fight back against a food and healthcare system that is no longer working. Getting a Handle on Nutrition Research studies on the effects of an organic diet have been controversial. Nutrition doesn’t exist in a vacuum, with factors like genetics and environmental influences at play, and that makes it hard to study the impact of an organic diet. However, several studies do indicate that eating organic foods might be better for your health. Something in the Water But what about other factors? We’re impacted by more than just what we eat. The air we breathe and the water we drink also affect our immune system and our quality of life. Organic production not only releases fewer emissions by avoiding nitrogen fertilizers—it also keeps toxic chemicals out of the public water supply. A study in 2017 found neonicotinoids, a conventional insecticide, in treated tap water. Our own Farming Systems Trial has found that conventional systems leach atrazine, another toxic pesticide, into groundwater. Bridging the Gap It’s difficult to design sound studies on the effects of organic vs. conventional food, and there’s an abundance of competing interests. Rodale Institute’s Vegetable Systems Trial is designed to help fill in the gap. In this study, the first of its kind, we’re growing conventional and organic crops side-by-side under controlled conditions. We aren’t currently studying people, but this long-term research will give us a more accurate picture of any differences in nutrient-density between organic and conventional produce. This type of controlled, long-term research is critical to future conversations on the links between agriculture and human health. What Does That Mean for You? We need more research. In the meantime, your health and your family’s health are in your hands. You have the power to make informed decisions. An unhealthy planet is unhealthy for everyone on it, and that matters. The choice is yours. Is Organic the Healthier Option? We know organic foods contain less pesticide-residues, are free of potentially harmful substances like antibiotics, GMOs, and glyphosate, and that there are some nutritional differences—like higher omega-three fatty acids in organic dairy. But we need more research to understand the long-term effects of an organic vs. conventional diet on human health. Families considering making the switch to an organic lifestyle understandably have a lot of questions. Is it worth it? What does it mean for my family’s health? How am I impacting the planet? We’re here to be your resource. Rodale Institute is backed with facts, science, and rigorous research. We’ve been studying the effects of organic farming—on your health, on the climate, on water, and for farmers—for more than 70 years. We hope this guide has given you clear answers to an increasingly complicated food system. Every time you’re in the grocery store aisle, or sitting down for a meal, you can vote with your dollars for the type of future you’d like to see for your family and the planet. TOGETHER, WE HAVE THE POWER TO HEAL THE WORLD. Learn more about our other research, farmer training, and consumer education initiatives at RodaleInstitute.org. REFERENCES 1 Organic Trade Association 2017 market analysis https://ota.com/resources/market-analysis 2 https://rodaleinstitute.org/science/farming-systems-trial/ 3 USDA National List of Allowed and Prohibited Substances https://www.ams.usda.gov/rules-regulations/organic/national-list 4 Mesnage, Robin, and Michael N Antoniou. “Facts and Fallacies in the Debate on Glyphosate Toxicity.” Frontiers in public health vol. 5 316. 24 Nov. 2017. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5705608/ 5 “Not in Organic” Toolkit.” Organic Trade Association. Web. https://ota.com/resources/not-organic-toolkit 6 “The National List.” United States Department of Agriculture, Agricultural Marketing Services. Web. https://www.ams.usda.gov/rules-regulations/organic/national-list 7 http://www.fao.org/fileadmin/templates/wsfs/docs/expert_paper/How_to_Feed_the_World_in_2050.pdf 8 https://academic.oup.com/bioscience/article/67/4/386/3016049 9 https://academic.oup.com/bioscience/article/67/4/386/3016049 10 6. Smith, Pete, and Mercedes Bustamante. “Agriculture, Forestry and Other Land Use.” The Intergovernmental Panel on Climate Change, United Nations, www.ipcc.ch/site/assets/uploads/2018/02/ipcc-wg3-ar5_chapter11.pdf. 11 https://journals.ashs.org/hortsci/view/journals/hortsci/44/1/article-pl5.xml 12 http://www.fao.org/3/y4252e/y4252e06.htm 13 https://www.researchgate.net/publication/241746569_We_Already_Grow_Enough_Food_for_10_Billion_People_and_Still_Can't_End_Hunger 14 http://www.fao.org/save-food/resources/keyfindings/en/ 15 https://link.springer.com/chapter/10.1007/978-3-319-19168-3_8 16 https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions#agriculture 17 http://www.fao.org/news/story/en/item/197623/icode/ 18 https://www.wsj.com/articles/florence-flooding-hits-north-carolina-hog-farms-hard-1537398585 19 Sharma, Shefali, and Zhang Rou. “China’s dairy dilemma.” Institute for Agriculture and Trade Policy: Washington, DC (2014). 20 https://www.cdc.gov/narms/faq.html 21 http://www.ncpolicywatch.com/wp-content/uploads/2014/09/UNC-Report.pdf 22 https://www.osti.gov/biblio/1464240 23 Steinfeld H, Gerber P, Wassenaar T, Castel V, Rosales M, de Haan C. Livestock’s Long Shadow: Environmental Issues and Options. Rome: Food and Agriculture Organization of the United Nations; 2006. 24 http://www.fao.org/soils-2015/events/detail/en/c/338738/ 25 http://www.jswconline.org/content/71/2/156.full.pdf+html 26 Benbrook, Charles M. “Trends in glyphosate herbicide use in the United States and globally.” Environmental sciences Europe vol. 28.1 (2016): 3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5044953/ 27 https://www.cancer.org/research/infographics-gallery/rising-global-cancer-epidemic.html 28 International Agency for Research on Cancer. IARC Monographs Volume 112: Evaluation of Five Organophosphate Insecticides and Herbicides. Lyon, France: World Health Organization; March 20, 2015 29 Lerner, Aaron & Jeremias, Patricia & Matthias, Torsten. (2015). The World Incidence and Prevalence of Autoimmune Diseases is Increasing. International Journal of Celiac Disease. 3. 151-155. 10.12691/ijcd-3-4-8. 30 https://www.cms.gov/research-statistics-data-and-systems/statistics-trends-and-reports/nationalhealthexpenddata/nationalhealthaccountshistorical.html 31 Aggarwal, M., et al (Accepted/In press). The Deficit of Nutrition Education of Physicians. American Journal of Medicine. https://doi.org/10.1016/j.amjmed.2017.11.036 32 https://newsnetwork.mayoclinic.org/discussion/nearly-7-in-10-americans-take-prescription-drugs-mayo-clinic-olmsted-medical-center-find/ 33 International Agency for Research on Cancer. IARC Monographs Volume 112: Evaluation of Five Organophosphate Insecticides and Herbicides. Lyon, France: World Health Organization; March 20, 2015 34 Samsel, A.; Seneff, S. Glyphosate, pathways to modern diseases II: Celiac sprue and gluten intolerance. Interdiscip. Toxicol. 2013, 6, 159–184 35 https://www.ncbi.nlm.nih.gov/pubmed/24678255 (https://rodaleinstitute.org/blog/healing-autism-with-organic-food-one-family-s-amazing-story/ 36 Baudry J, Assmann KE, Touvier M, et al. Association of Frequency of Organic Food Consumption With Cancer Risk: Findings From the NutriNet-Santé Prospective Cohort Study. JAMA Intern Med. 2018;178(12):1597–1606. doi:10.1001/jamainternmed.2018.4357 37 Hyland, Carly, et al. “Organic diet intervention significantly reduces urinary pesticide levels in US children and adults.” Environmental research 171 (2019): 568-575. 38 Bauer, Susanne E., Kostas Tsigaridis, and Ron Miller. “Significant atmospheric aerosol pollution caused by world food cultivation.” Geophysical Research Letters 43.10 (2016): 5394-5400. 39 https://www.nrdc.org/experts/jennifer-sass/neonic-pesticide-may-be-come-more-toxic-tap-water	f80eb2c2-b9ff-442a-85f3-c1de649e8196	CC-MAIN-2021-31	https://thefellowfoodie.com/wp-content/uploads/2019/11/The-Truth-About-Organic-Rodale-Institute.pdf	2021-07-25T19:40:24+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046151760.94/warc/CC-MAIN-20210725174608-20210725204608-00034.warc.gz	576,991,479	6,797	eng_Latn	eng_Latn	0.91995	eng_Latn	0.992695	[ "wes_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 107, 874, 2143, 3832, 6223, 7211, 9119, 10819, 12291, 14687, 16541, 18499, 20845, 23080, 25346, 26208, 31021 ]	[ 2.03125, 1.46875 ]	1	1
RECOMMENDED READING by Jacqueline Williamson NATURE Activity Book For Little Ones by Samantha Lewis Spend some time in nature with your kids or grandkids this summer using this interactive activity book. Designed for children ages 2 to 5, the activities are easily adaptable for older kids as well. Includes fun ideas for a day in the park or your own backyard. This book has over 100 ways to get your kids outside and engaged with the natural world. IMPORTANT Monday, July 25 is the deadline to register for the primaries or to postmark an application sent by mail. You can check your status at https://registertovoteflorida.gov FLORIDA WILDLIFE EXTENSION Wildlife Happenings Click on the link below to check out the “Wildlife Happenings” in our area. https://wec.ifas.ufl.edu/extension/wildlife_info/happenings/ THE Native PLANT Connection Your yard – and the kinds of plants in it – matters to birds! As natural area for birds continue to decrease, so do native plants and the important food sources they provide for birds. White caterpillars of the Zebra Longwing butterfly and orange caterpillars of the Gulf Fritillary butterfly feasting on Passion Vine. What are native plants? Native plants are those that occur naturally in an area. Florida is home to thousands of native plant species. Many are stunningly beautiful; some occur nowhere else in the world. Over many millennia, our native wildlife – including birds – have adapted to the resources provided by the native flora. Native plants are, in a real sense, "home" for our birds. Pokeweed is loved by many bird species. Red-eyed Vireos feast on these berries. Why are native plants important for birds? In a word: insects. Virtually all land birds – 96% - require insect food for their young. Native plants support healthy populations of insects, including caterpillars, that breeding birds feed their nestlings. However, nonnative plants contain foreign compounds that most native insects won't eat. Without insects for food, baby birds starve. By adding native plants to your yard, you can help restore the imbalance created by non-native plantings and ensure the survival of future generations of birds. To learn more about native plants in our area: https://www.audubon.org/plantsforbirds Also, visit https://www.fnps.org Florida Native Plant Society for info and plant lists and sources. GOOD NEWS NEW CRITTER CORRIDOR Crews are working on lifting a part of I-4 in Polk County to provide a crossing for wildlife under the busy highway between Orlando and Tampa. Fencing around the highway will act to herd any wildlife toward the safe underpass. ZOMBIE GRASSHOPPER From the “Fact Is Stranger Than Fiction Department” by Michael Drummond I saw this grasshopper at La Chua trail, thinking I was just getting a semi-interesting grasshopper-on-a-plant photo. I remember being grateful as it patiently posed for the photo and did not seem the least bit concerned with my presence. Well, when I got home and pulled up the image on my computer screen for post-processing, it became obvious that the critter was well beyond being tolerant… it was dead. So, I became curious about why a dead grasshopper would be found with it’s legs wrapped around the top of a Scirpus stem (see close-up image). Grasshoppers just do not normally “hug” stems. I then contacted the go-to grasshopper expert (Dr. John L. Capinera). Turns out that there is a species of fungus (Entomophaga grylli) that turns grasshoppers into zombies! Upon infecting an unsuspecting ‘hopper, the fungus causes a condition called “summit disease.” Somehow, evolution has produced a grasshopper-specific fungus that, upon infection, releases certain chemicals that take control of the grasshopper’s brain and induce it to climb to an elevated location (the “summit”), wrap it’s legs around the stem, and then die. Spores then develop inside the animal. As the dead grasshopper disintegrates, the elevated location enables fungal spores to disperse over a wider area than if the fungus matured in a grasshopper at ground level. As a result, more spores land on more grasshoppers which, in turn, results in greater reproductive success for the fungus. It’s Darwin 101. Is nature cool, or what?!! BIRD OF THE MONTH BLACK-BELLIED WHISTELING-DUCK Dendrocygna autumnalis band code “BBWD” The Black-bellied Whistling-Duck is a boisterous duck with a brilliant pink bill and an unusual, long-legged silhouette. In places like Texas and Louisiana, watch for noisy flocks of these gaudy ducks dropping into fields to forage on seeds, or loafing on golf course ponds. Listen for them, too—these ducks really do have a whistle for their call. Common south of the U.S., Black-bellied Whistling-Ducks occur in several southern states and are expanding northward. COOL FACTS: The oldest recorded Black-bellied Whistling Duck was a male, and at least 10 years, 7 months when it was found in 2015 in Louisiana. It was originally banded there in 2005. For more information about Black-bellied Whistling-Ducks visit: [https://www.allaboutbirds.org/guide/Black-bellied_Whistling-Duck/overview](https://www.allaboutbirds.org/guide/Black-bellied_Whistling-Duck/overview) Fun Fact: A group of ducks has many collective nouns including a “brace”, “flush”, “paddling”, “raft” and “team” of ducks.	ff027167-0738-402b-aa6d-91525095c739	CC-MAIN-2024-18	https://santafeaudubon.org/Resources/The_Kite_July2022.pdf	2024-04-23T20:16:25+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296818740.13/warc/CC-MAIN-20240423192952-20240423222952-00285.warc.gz	434,174,413	1,237	eng_Latn	eng_Latn	0.995631	eng_Latn	0.99579	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2371, 5331 ]	[ 2.546875 ]	2	0
Reading Recovery is a thoroughly researched and proven early literacy intervention for the lowest-achieving first graders. Individual students work one-to-one with a specially trained teacher for only 12 to 20 weeks and receive daily 30-minute lessons. After a full series of lessons, about 72% of students achieve grade-level standard. Reading Recovery received the highest possible rating for general reading achievement of all beginning reading programs reviewed by the What Works Clearinghouse. The Reading Recovery network provides the support necessary to produce these gains with your students. Recently, a federally funded independent evaluation found large gains for the lowest-performing students, as 3,675 teachers were trained in 1,321 schools across a 5-year scale-up grant. READING RECOVERY WORKS! - Exceeds ESSA’s strong evidence standard with demonstrated scale-up success - Produces measurable results in weeks, not years - Accelerates the lowest readers with proven results - Supplements good classroom teaching as part of a comprehensive literacy plan - Benefits the whole school with specially trained literacy experts - Informs instruction and provides documentation of positive outcomes - Reduces or closes achievement gaps across varying racial, ethnic, and socioeconomic groups Reading Recovery helps struggling beginning readers and writers in the United States, Canada, Australia, New Zealand, and the United Kingdom. Reconstructions for children learning to read in Spanish (Descubriendo la Lectura) and French (Intervention Préventive en Lecture-Écriture) achieve similar results. ACCOUNTABLE The intervention requires ongoing data collection for each and every child who has lessons. In the U.S., evaluation is conducted by the International Data Evaluation Center (IDEC) located at The Ohio State University. Results are consistent across more than 30 years and include more than 2.3 million Reading Recovery students. Because accountability is a key part of Reading Recovery, administrators receive annual reports at the teacher, school, and district level. FORMATIVE ASSESSMENT Progress is measured before, during, and after instruction. Developed by Marie M. Clay, The Observation Survey of Early Literacy Achievement is a formative assessment tool that received the highest rating from the National Center on Response to Intervention and contains six literacy tasks: Letter Identification, Word Reading, Concepts About Print, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading. A Reading Recovery teacher analyzes and uses the valuable information from these tasks to plan initial lessons and to assess student progress over time. Additionally, the Observation Survey can be used by classroom/specialist teachers or researchers as a universal screener for early literacy knowledge and contains national norms that help make comparisons. A READING RECOVERY LESSON IS A POWERFUL EXAMPLE OF FORMATIVE ASSESSMENT IN MOTION. Black and Wiliam demonstrated that the largest student achievement gains were the result of effective formative assessment practices. These practices involve close observation for the purpose of in-the-moment teaching adjustments and for feedback to inform students about how to improve. In Reading Recovery, daily running records and other teacher observations inform text selections, teaching points, and feedback for each child. In fact, Reading Recovery is so formative in nature that a lesson cannot be planned for tomorrow until the teacher analyzes what happened today. These practices result in accelerated literacy learning so students can: - Read increasingly more difficult texts - Expand learning from problem solving as they read and write - Compose increasingly complex messages - Continue to learn and progress with only classroom instruction Source: Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148. PROFESSIONAL DEVELOPMENT For struggling students, the best investment is knowledgeable teachers. Teachers trained in Reading Recovery know what to do, why it works, and how to adjust their teaching based on a child’s capabilities and needs. Why? That’s because training in Reading Recovery integrates both theory and practice. Reading Recovery-trained teachers achieve unparalleled results because they are part of a three-level literacy network of universities, teacher training sites, and schools. Faculty in universities support teacher training sites in local schools and districts nationwide. Ongoing professional development is a Reading Recovery requirement. After their initial year of training, Reading Recovery teachers in the U.S. participate in a minimum of six sessions a year. Published standards and guidelines assure fidelity of the teacher training and high-level teacher expertise for schools. WHOLE SCHOOL BENEFITS Because of their deep understanding of literacy theory and practice, Reading Recovery-trained teachers and teacher leaders become experts for their schools and districts. Trained teachers typically work for part of the day in Reading Recovery and the other part day in another role including: - Title I or Small-Group Reading Teacher - Kindergarten Teacher - Shared Classroom Teacher - Special Education Teacher - Emergent Bilingual (EB) Teacher - Staff Developer/Literacy Coach - Administrator Each year, a typical Reading Recovery-trained teacher works with 8 Reading Recovery students and about 40 other students. INITIAL TRAINING FOR READING RECOVERY TEACHERS INCLUDES: - A full academic year of weekly graduate-level course work - Teaching at least four first-grade children daily in individual 30-minute lessons - Keeping complete records on each child as a basis for lessons FROM BEHIND THE GLASS: Initial training and ongoing professional development in Reading Recovery include teaching, observing, and discussing lessons taught behind a one-way mirror. WHEN WE WORK TOGETHER, THEY WIN! Reading Recovery is a perfect fit with RTI and MTSS. Response to intervention (RTI) and multi-tiered systems of support (MTSS) are frameworks to help schools identify and support struggling students before they are identified with learning disabilities. Reading Recovery is a powerful component that meets core features identified by leading education organizations. BENEFITS OF AN MTSS APPROACH: - Earlier intervention with students at risk of failure - Fewer inappropriate referrals to special education - Reduced inappropriate identification of children from minority groups in special education - Greater ongoing collaboration between general education and special education “Reading Recovery is an integral part of our RTI process and a major reason our state percentile ranking has increased for several consecutive years. It has increased the literacy development of countless individual children, provided our staff with valuable and ongoing professional learning, and helped us achieve our mission and duty of helping every child, every day!” - Principal Nayal Maktari, Pleasant Lake Elementary, Walled Lake Schools, West Bloomfield, Michigan 131% In one of the largest controlled studies ever conducted in the field of education, the growth rate for students who participated in Reading Recovery was 131% of the national average rate for first-grade students. Total standardized effect size was 4.6 times greater than average for studies that use comparable outcome measures, with equally strong results for rural and English language learner populations. Effects were 2.8 times greater than reading outcomes of other instructional interventions and 3.5 times larger than average effects of a 1996 meta-analysis of Title I programs. Source: Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up, 2016 independent report by the Consortium for Policy Research in Education. http://www.cpre.org/reading-recovery-evaluation-four-year-i3-scale-up 72% of Reading Recovery students read at grade level after a full series of lessons. Source: International Data Evaluation Center, 2014-2015 Reading Recovery National Summary Report for the United States. https://www.idecweb.us/ 99% of students who successfully complete Reading Recovery lessons don’t need to be referred to special education for reading at the end of Grade 1. Source: International Data Evaluation Center, 2014-2015 Reading Recovery National Summary Report for the United States. https://www.idecweb.us/ LEARN MORE AT READINGRECOVERY.ORG Reading Recovery® is a trademarked intervention through the United States Patent and Trademark Office.	6dda65b7-8b72-40fb-ba32-ad4862e88017	CC-MAIN-2024-18	https://readingrecovery.org/wp-content/uploads/2019/10/Reading_Recovery_Overview_2022-20220922-192507.pdf	2024-04-14T23:06:12+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00062.warc.gz	451,866,668	1,638	eng_Latn	eng_Latn	0.993823	eng_Latn	0.994395	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1308, 4000, 6010, 8681 ]	[ 2.171875 ]	2	0
IN THIS ISSUE: • Mental Health- An Overview • Mental Health - Framework • Early Warning Signs • A Sneak peek into the Classrooms • Mental Health Checklist • Tips to Maintain A Positive Mental Health • References ‘I do not fix problems. I fix my thinking. Then problems fix themselves.’ -Louise Hay Anything that’s human is mentionable, and anything that is mentionable can be more manageable. When we can talk about our feelings, they become less overwhelming, less upsetting, and less scary. ~Fred Rogers. Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood. The 2021 theme is “Mental health care for all: Let’s make it a reality” - and focuses on highlighting the fact that mental health care access remains unequal across the world. Mental Health awareness creates a balance in various spheres of life - school, work, relationships, etc. The key elements of Mental Health illustrated below highlight the priority it deserves. - Body Reactions - Changes in your body functions like heart rate, breathing, digestion - Emotions - Changes in emotions often accompany changes in mental health - I feel happy - I feel angry - Thoughts - The way you think something has a big impact on your mental health - I did a good job - I hate being stuck in traffic - Behaviour - The way you act and respond to your environment can sometimes be helpful or harmful - I rewarded myself with a movie - I pound my fist --- Mental Health - My muscles feel relaxed - My heart is racing - I feel happy - I feel angry - I did a good job - I hate being stuck in traffic - I rewarded myself with a movie - I pound my fist Here are some early warning signs to be noticed/identified if you or your loved ones are going through. These signs could be due to various reasons such as relationship issues, confidence, failure in tasks, conflict at the workplace, financial issues and so on. Each early sign may vary from simple to severe in its intensity and can lead to mental health issues that may cause disturbance in your daily productivity. Stages of Mental Health Conditions - Stage 1: Mild Symptoms and Warning Signs - Stage 2: Symptoms Increase in Frequency and Severity and Interfere with Life Activities and Roles - Stage 3: Symptoms Worsen with Relapsing and Recurring Episodes Accompanied by Serious Disruption in Life Activities and Roles - Stage 4: Symptoms are Persistent and Severe and Have Jeopardized One's Life WWW.cbhcfi.org If things are piled up for long and have started bothering you, it’s time to talk to someone as it may get worse by day! What one can do in such situations- Talk to someone you trust Take some time out and work on yourself Start taking ‘ME’ time Love yourself Communicate Express yourself in appropriate way “Don’t ignore your discomforts about a place or person. They are normally vital signs for you to change.” – Dr. Jacinta Mpalyenkana Early signs - Having persistent thoughts and memories you can’t get out of your head - Feeling helpless or hopeless - Having unexplained aches and pains - Eating or sleeping too much or too little - Yelling or fighting with family and friends - Having low or no energy - Feeling unusually confused, forgetful, upset, angry or scared - Inability to perform daily tasks “You can’t teach children to behave better by making them feel worse. When children feel better, they behave better” – Pam Leo Our young learners from Grade 1 created ‘feeling’ words in the form of emojis. Grade 2 students identified the range of emotions that are experienced by all of us. The chart below provided them with some tips to tackle these emotions. \| Green \| Blue \| Purple \| Orange \| \|----------------\|------------\|------------\|-----------\| \| Take Care of Yourself or Talk to a Caring, Safe Adult \| Go \| Slow Down \| Stop \| \| Sad \| Happy \| Nervous \| Angry \| \| Upset \| Excited \| Surprised \| Screaming \| \| Hurt \| Calm \| Confused \| Ready to Fight \| \| Tired \| Proud \| Silly \| Furious \| Students of Grade 3 shared their responses in the form of thoughts and actions to various emotions. Here are a few techniques to follow when ‘Disappointed’ or ‘Sad’. - I can play any sport so that my mind is off it and I can feel better. - Instead of watching mobile, I would read story books. - Instead of crying I can start doing it again. - I seek help from parents. - I follow RTR method - Read To Relax method. - I can ask my parents to help me with it. - I am looking forward to enjoy next time. - I do yoga. Students of Middle School and High School explored various skills as they engaged themselves in activities such as virtual tour to museums, acting, listing their strengths and weaknesses, recognising and respecting individual differences through thumb impressions. These collaborative efforts also encouraged the students to fine tune their social skills. Mental Health Checklist Read! Recognise! Remember! Mental Health Check In Where are you on the scale today? I'm wonderful! 😊 I'm great! 😃 I'm good. 😊 I'm okay. 😐 I'm not okay. 😟 I'm struggling. 😢 I'm having a really hard time. 😭 Courtesy: https://www.teacherspayteachers.com/Product/Mental-Health-Check-In-Scale-6065769 Tips to Maintain a Positive Mental Health “If we start being honest about our pain, our anger, and our shortcomings instead of pretending they don’t exist, then maybe we’ll leave the world a better place that we found it.” Russell Wilson Mental Health Improvement - Eat Well - Share your Feeling - Be creative - Relax - Good Sleep - Excercise - Talk to Friends - Manage Your Stress References: Heretohelp.bc.ca Mentalhealth.gov Self.com Psychologytoday.com Happy Reading! 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The Bridge The magazine for All Saints’ Church, Marlow Advent 2020 - Free Copy All Saints Marlow 4U \| four churches, one vision Comfort and Joy CHRISTMAS in Marlow You are welcome to join us to celebrate the real meaning of Christmas. For more information, see www.4u-team.org/digitalchurch Welcome to the Advent edition of All Saints Marlow’s ‘The Bridge’ Magazine. In this edition you can find articles on: 5 Advent: Rewind the tape. 2020 has sometimes felt like the film Groundhog Day - a perpetual cycle of days where one day looks just like the last one. Roland explains how Advent is the opportunity to stop, to bring structure and shape to the blur that has been lockdown. 9 Emotions and feelings in light of Covid. Mental health has been in the press a lot recently with worrying predictions of a second pandemic of mental illness and a call for additional mental health support for our children and teenagers. Ruth Scott talks about some of the ways we can improve our mental health. 13 Caring for God’s creation. Eco Church is an award scheme for churches that want to demonstrate the gospel is good news for God’s earth. With Christmas looking different this year, Paul Taylor offers some ideas to show your loved ones, and the planet, a little love. Advent’s inevitable light - Rev Dave Bull p2 Staying connected - Gill Taylor p7 Community news from Marlow’s C of E Schools p15 Wycombe Homeless Connection - Mu Reynolds p22 Christmas quiz - Liz Ferris p24 Angela’s Christmas, the best ever! - Anne Morse p25 Advent’s inevitable light - Rev Dave Bull We need Advent. This year, more than ever. Advent literally means ‘coming’. It’s the season where we sit in the dark and wait for the coming of the Light of the World. It’s a time of waiting and, often, impatience. But it is also a time of hope. Hope that – in the words of the famous Christmas reading from John 1 – “the light shines in the darkness and the darkness has not overcome it.” If ever there was a time in our lifetimes when the darkness seems it might overcome light, surely it is now. It’s hard to escape the oppression of the pandemic. Even as some light emerges with the news of an effective vaccine, the dark storm clouds of recession and a mental health crisis are blowing towards us. Light and hope are in short supply in our nation. We feel like the Narnians in CS Lewis’s fantasy land who (under the reign of the white witch) complain that it is “always winter, never Christmas”. We’re not sure how much we can take. We long for the light to arrive. This is why we need Advent. Advent is the promise that light WILL arrive. It is about waiting in the dark with patient faith, while we “Look for the light,” as Roland writes elsewhere in this edition of The Bridge. Christmas IS coming Advent is also a lesson in inevitability. As every child knows, eventually you reach the 24th door on the Advent calendar. It seems a long way off at first and there is a powerful desire to jump straight to Christmas Eve. But Advent involves waiting – and every day that passes brings that joyful moment closer when the light will break forth with the coming of Jesus. For those of us who are Christians, the joy of Christmas is inevitable – even unavoidable. And so we pray the Advent prayer “Come, Lord Jesus!” We pray this prayer not with the desperation of a drowning man calling for a lifeboat that cannot hear him, but like a watchman calling to the rising sun after a long night watch. God Brings New Life Jesus knew what it is to live in darkness. He suffered the worst that the world could throw at him, to the point where he cried out, “My God! My God! Why have you forsaken me?” Jesus knows what it is to feel abandoned. Even then, he entrusted himself entirely to God’s love: “Father, into your hands, I commit my spirit.” The test of faith is to practice in the dark what we learned in the light. Does God seem far off? Commit yourself into his hands each day anyway. Does God seem absent in your home, your work or your relationships? Call out to him anyway. He is in fact near. Do you feel that hope is a long way off? Act today as if hope were already here. Faith is trusting that God Brings New Life – even from times that look and feel like death. This is our faith – and the basis of our Church Values below. Our most important value is to be Led By God: We believe that there is no safer place than putting our trust in God, so we hold nothing... back as we follow the Holy Spirit together. Let’s not lose hope this advent – the Light is coming! Let’s also reach out to those who do not know of this hope. Please invite friends and neighbours to come to our Carol Services and Christingle services on Christmas Eve. Who has God placed you near so that you can share light and hope with them? Singing in the dark There is a song that has really helped me throughout this lockdown. It is called ‘Is He Worthy?’ and is based on Revelation 5:9-10. I first heard it in April this year, since when it’s been watched over 1m times. The opening words are: Do you feel the world is broken? Do you feel the shadows deepen? But do you know that all the dark can’t stop the light from getting through? Do you wish that you could see it all made new? The response to each line is ‘I do.’ This song expresses so powerfully what we are going through. Why not have a listen now and use it as a prayer - just search ‘Is He worthy?’ on You Tube. I offer it as a prayer we can all join in with this Advent. May the Lord draw near to you as you read this and pray. Come Lord Jesus! We are waiting here for you. Advent: Rewind the tape - Roland Slade 2020 has sometimes felt like the film Groundhog Day - a perpetual cycle of days where one day looks just like the last one. Life can blur into one continuous and seemingly unremarkable series of days. Like a tape that is just playing round on a loop. I think this was one of my fears when it came to the second lockdown in November. I didn’t want that sense of life being stuck on repeat again. This idea was playing on my mind as I was thinking about Advent and preparations for Christmas. Advent is the beginning of the church year; it is a season of preparation. Historically we would use this time to remind ourselves of various Christian ideas that would help us get ready to celebrate Christmas. It was then that I realised that Advent was exactly what I needed this year. Not because of the chocolate and the calendar but because of the opportunity to stop, to bring structure and shape to the blur that has been lockdown. Advent calls us to press rewind and to look back at the story with fresh eyes. There are key themes that we can see in Advent. Long for a just leader to come Many centuries before Jesus was born, the people of God realised they needed a leader who was different. Someone incorruptible and full of wisdom. Some of their leaders had characteristics that were needed from their true Godly leader. Prophecies arose that a ‘Messiah’ would come. This leader would rule with justice, they would be marked by peace and they would achieve what no other leader could. Long for the coming Kingdom In the Old Testament the land that God’s people lived in was quite small, but the prophecies went out that God’s spirit would be poured out on all peoples. Everyone would be included in God’s kingdom, it would increase and spread throughout the world. This is still something we are seeing today and Advent reminds us to look out for that growing kingdom. Look for the light In these dark evenings, it’s easy to see light as a powerful symbol. Jesus described himself as the light of the world which would shine throughout the world and cast out all darkness. Advent reminds us to invite Jesus into all areas of our lives and to let his light shine. I’m reminded of this every time I go down the High Street and see the lights hanging up. Stay alert! It may seem silly that we replay this story every year. Why do we need to spend a month every year remembering to prepare for Christmas? At the heart of every Advent season is a truth. The God who was able to come down to earth in Jesus, will come back again and take us back to himself. Fundamentally we use Advent to remind us that the God who was able to do this once, will do it again. Let’s choose to rewind and engage with the story again to deepen our spiritual experience with God. Here are some short readings to help you engage with Advent. - Isaiah Chapter 40 v1-8 - Jeremiah Chapter 23 v5-6 - Zechariah Chapter 9 v9-10 - Isaiah Chapter 35 v1-6 - Luke Chapter 1 v26-38 - John Chapter 1 v19-28 - Mark Chapter 1 v9-15 Staying connected - Gill Taylor As we head towards the end of the year and what can be a very busy time; I’m reminded how important it is to stay connected into God. We know that life works better when we’re in regular contact with God, but it can be so easy to get anxious and distracted; life seems to pull us in the opposite direction. However, the truth is that God is still in control; the Bible tells us that no plans of his can be thwarted. So let’s take a breath, and remember that God is God, not us, and that’s okay. In fact, it’s pretty brilliant when you start to think about it. So how can we stay focussed on God and listening to Him? How can we know the peace that comes from being in His presence? How can we trust God when the world seems to have gone bonkers? John 15:1-4 says: “I am the true vine, and my Father is the gardener. “He cuts off every branch in me that bears no fruit, while every branch that does bear fruit he prunes so that it will be even more fruitful. “You are already clean because of the word I have spoken to you. “Remain in me, as I also remain in you. No branch can bear fruit by itself; it must remain in the vine. Neither can you bear fruit unless you remain in me.” Okay – remaining in the vine – I get it. But how? Well here’s some spiritual and practical ideas: - Put some time in your diary to pray – it’s easy to miss this, but make a date with God and keep it like you would any other commitment. - Find some friends who also want to work on this, and commit to pray together. I have a prayer triplet – a group of three of us who pray together. I find that praying together regularly helps me to remember to pray at other times. Don’t forget you can do this over the phone / internet if you can’t meet in person. - Be creative with your times with God. There are lots of resources to help with this; different books, apps etc. Visit www.24-7prayer.com/helpmepray for loads of helpful ideas. - Read the Bible regularly. If you find this difficult, ask a friend how they do it. Consider reading the same passages and then talking together about it; it’ll help you stay motivated and think about what you’ve read. - Restrictions permitting – connect with others at our regular Sunday services. It’s easy to underestimate the value of meeting together; but the Bible tells us not to give up meeting together, and we’d do well to pay attention. - Check out the church website (www.4u-team.org) and Facebook page (www.facebook.com/4Uchurches) and make sure you’re on the church database. It’s really helpful to know what’s going on in church life, and be able to join in with things. Try some or all of the above, but above all – put down the guilt and step away from it. God loves you, and He loves to spend time with you. Everything else is just details. As we spend time with God, the problems in our own lives – and in the wider world – gain their proper perspective, and we can see more clearly as we move forward. Emotions and feelings in light of Covid - Ruth Scott Mental health has been in the press a lot recently with reports of significant rises in anxiety, depression, insomnia, financial worries, fear, relationship breakdown and loneliness. There are worrying predictions of a second pandemic of mental illness and a call for additional mental health support for our children and teenagers. But what is ‘mental health’? We are all much more aware of and generally feel comfortable discussing our physical health, but WHO defines health as “a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmary”, and as such there is no health without mental health. Mental health is determined by a range of socioeconomic, biological and environmental factors and includes our cognitive, behavioural and emotional wellbeing. Since the emergence of Covid19, things have been far from normal for the majority of us. There was a hugely disruptive, sudden change to our daily lives that no one was prepared for, and this has understandably had a major impact on all of our emotional and psychological wellbeing. The crisis has been particularly hard for those with pre-existing mental health problems such as anxiety, depression, bipolar disorder, emotionally unstable personality disorder or PTSD. The well known mental health charity, Mind, reports the common feelings people told them they were experiencing during the pandemic: The very core of what normal looks like has been shaken over recent months – churches closed, schools closed and parents juggling work with home-schooling, people unable to hug their grandchildren, women giving birth without their partners, people dying in hospitals alone, relatives and friends unable to visit their loved ones in nursing homes, many facing redundancy and financial hardship, strained relationships and an increase in domestic violence and recent reports about the significant increase in reports of harm to children during the first lockdown. Social distancing is clearly important in reducing the spread of Covid but we are being taught to assume that everyone around us is a threat. Our children now automatically move away from others as they pass on a pavement. In other situations, this would be defined as stigma. Lockdown led to many feeling isolated, with the loss of what is a very basic right to control our lives and loss of freedom to move around and meet up with those we want. For others there has been an increased awareness of vulnerability. Others may have feelings of being punished when they didn’t do anything wrong, or trapped and claustrophobic. In contrast the period of lockdown for others felt like a welcome retreat, an opportunity to slow down, re-evaluate priorities or spend extra time with God. This may have been associated with a sense of working for the common good, keeping ourselves and others safe. For some the crisis provided a way out of loneliness into connection with neighbours as we became more aware of those in our community who were in need, but it is so important that this is not lost as we ‘get back to normal’. As the pandemic continues and we are still left in a state of uncertainty, not sure what the future holds, many are left feeling unsettled, vulnerable and unsure where to place their hope or manage the kaleidoscope of emotions they are feeling. Negative emotions need to be felt - they are designed to be short term signals to highlight something important is happening. The more we suppress them, the more they build up, the urgency grows and the pressure builds up. The risk is that they bubble over in frustration, anger or emotional outbursts or overwhelm and engulf us in feelings of desperation or drive us to destructive coping strategies like drugs or alcohol self-harm. So, how do we release these emotions in a healthy way? First, we must remember that although things feel hard now, the situation is very unusual and it won’t last forever. We must all practice self-care – give yourself a break, ditch the perfectionism, be kind to yourself and show yourself compassion. Don’t sweat the small stuff – make choices to control what you can but accept there are things beyond our control and leave them to God. Connect with others – we may need to be creative and flexible in how we do this, but whether it is a socially distanced meet up with someone for a walk, a regular phone call, Zoom small group, WhatsApp group, text message to a friend, old fashioned letter in the post, it can be helpful to make definite plans rather than vague suggestions of contact. Plans or routines – even if you are someone who likes spontaneity, having some fixed points around which to structure your week and consistent healthy behaviours can really help to ground us during periods of increased stress, as it expends less mental energy and helps to prevent us resorting to unhealthy coping mechanisms. Look after our physical health – regular movement or exercise (there are lots of online opportunities for exercise at every level, but even just doing some seated stretches or walking around your home can help), getting some fresh air, connecting with nature and exposure to daylight are some really effective ways of also maintaining our emotional health. Looking after your health also includes bathing regularly, taking any prescription medications and also seeking help from a GP if you notice a change in your physical symptoms. Think productively / creatively – but don’t be too ambitious! Perhaps complete a project you have been wanting to finish, practice a skill you have been neglecting, clear out that chaotic drawer in your kitchen, sort a pile of paperwork, finish a book you have half read. Some of you may have taken on Dave’s challenge to make the lockdown a month of prayer – how long can you continue? Be mindful of what messages we are flooding our minds with, particularly with regards to our use of TV, news channels and social media, let’s try and make them more positive. We can also look at examples from the Bible where we can see people expressing their emotions, and supporting each other through difficult times. The psalms are full of expressions of all emotions. God is big enough to handle our tears, anger, frustration, pain and fear. “The Lord is close to the broken hearted and saves those who are crushed in spirit” (Psalm 34:18). David led his men in outpouring of grief, “weeping aloud until they had not strength left to weep” (1 Sam 30). He expressed his distress and “found strength in the Lord”. Jesus wept with Lazarus’s family and friends (John 11). Paul instructs the Roman church not to deal with their emotions alone “rejoice with those who rejoice, mourn with those who mourn” (Romans 12:15). As a church we can help to support each other through this difficult time. Compassion, empathy and sacrificial love for one another, we can help to bear each other’s burdens and pray for each other, pointing us all back to God who is our anchor through every storm. We must continue following Jesus’ instruction to love our neighbour. For some the support needed might be professional help, from someone who has the expertise to help you work through more complex issues - don’t be reticent to ask for help - often situations like this can bring us to a place where we need to see a clinician. If your emotions are making you feel you might hurt yourself or other people - reach out now. Your GP and local mental health teams are there to help. Our pastoral care team are available via firstname.lastname@example.org Other resources online include: - https://www.oxfordhealth.nhs.uk/healthyminds/ - https://www.mind.org.uk/ - https://www.mindandsoulfoundation.org/ - https://patient.info/ - https://www.sanctuarymentalhealth.org/ Caring for God’s creation - Paul Taylor Eco Church is an award scheme for churches in England and Wales that want to demonstrate the gospel is good news for God’s earth and that caring for creation as an integral part of loving their neighbours and following God faithfully. It is operated by A Rocha UK (https://ecochurch.arocha.org.uk/) – a charity committed to helping Christians in the UK to care for the natural world. All Saints Marlow has been participating in Eco Church since 2017. Actions taken by the church community led to us being awarded an Eco Church Bronze award in summer 2018, and we are currently working towards the Silver award. For many of us, this year looks like being very different to any Advent and Christmas that we’ve ever experienced. Yet in the run-up to Christmas it’s worth remembering that our Christmas activities shouldn’t cost the earth. From buying second-hand to choosing sustainable products (and avoiding companies that aren’t eco-friendly), there are plenty of ways to show your loved ones, and the planet, a little love: - Make or buy a reusable advent calendar and fill it with a variety of homemade treats. - If you’ve got an artificial tree already, keep using it – make it last as long as possible. - Real Christmas trees are more sustainable than artificial ones, particularly if grown locally, or bought with roots and re-planted each year. - LED lights use less energy than traditional incandescent lights. - Christmas decorations can be used year after year; or create edible ones to eat during Advent. - E-cards (sent online) are an increasingly popular alternative to physical Christmas cards. - When shopping, look for items with no packaging, or less packaging; or buy second-hand. - Eat the food in your freezer in the run-up to Christmas, so that you have space to freeze leftovers. - There are lots of vegan and vegetarian options to consider; whereas if you eat meat try choosing organic and free-range, and support small-scale farming wherever possible. - Use leftovers to create new meals, save money and cut waste. Arrange a socially-distanced carol sing-along with your neighbours whilst standing at a window, doorstep or balcony. Lots of wrapping paper contains plastic, so use brown parcel paper tied up with string, or try using a scarf to wrap a present. Keep gift bags rather than recycling straight away – they can usually be reused more than once with a new tag. With the stress and uncertainty of the pandemic, it’s more important than ever to get outside for some fresh air and change of scenery. Remember to follow government guidelines on social distancing and travel. After Christmas, go to www.recyclenow.com to find out where your real tree can be taken for composting or recycling; or chop it up and stack the wood in your garden to create a habitat for birds and bugs. Recycle your cards in January or turn them into decorations or present tags for next year. If you want to know if your wrapping paper can be recycled or not, use the scrunch test – Scrunch up the paper in your hands and then let it go; if the paper stays scrunched up then it can be recycled but, if it unfolds on its own, then it likely contains non-recyclable elements. We will be talking more about Eco Church at All Saints Marlow in the coming months, so please look out for ways in which you could help express care for God’s earth. This could be in our worship and teaching; in how we look after buildings and land; in how we engage with the local community and in global campaigns, and in your personal life and day-to-day decision making. As a starting point, you could work out your environmental footprint using the WWF calculator at https://footprint.wwf.org.uk For further information, or to get more involved in the Eco Church scheme, contact Paul Taylor at email@example.com The Federation of Holy Trinity and Little Marlow Church of England Schools - Steve Butler, Executive Headteacher It’s been a busy, at times challenging but very exciting, first term back for our federation family this year. I am delighted that we have been able to open fully for all our children across both schools; not only is it great to have schools full again of children’s joy and excitement, it has been so beneficial for their learning and social and mental health. I would like to take this opportunity again to thank all our parents and hard working staff for all their support and cooperation in these unprecedented and anxious times, to ensure we are able to offer the best provision for our children within the restrictions as possible. While we have not been able to organise all the usual Autumn term events such as our Harvest Festival or offer as many extra-curricular activities, I’m delighted that staff have still managed to provide some wonderful learning experiences for our children. Some of these have included visitors on site at a social distance, some have been virtual; but nevertheless, children have all embraced these new ways of working and thoroughly enjoyed the activities. I must add too how pleased we have been that so many staff, parents and children have engaged in our remote leaning provision via Google Classroom when necessary. Thank you all of you again; this is new to all of us, but I’m delighted to see how effective it has been so far. As many of you will know, I will be leaving the Federation of Holy Trinity and Little Marlow Schools at Christmas to take up another head teacher position in Beaconsfield in January. I will be sad to leave both schools; they are special places - special because of the children and staff that come in each day. I have some wonderful memories of my time in this role and will miss everyone, but I am excited at the same time for the challenges that my role will bring. I will of course still be local and look forward to catching up with you all at All Saints or St John the Baptist in the future. Holy Trinity - Julie Field, Head of School We have had a different but fantastic start to our new school year. Despite the new restrictions, the school has been a hive of activity with class WOW days providing exciting starts to topics for the year groups, together with activities including; Harvest, Armistice Day and Children in Need Day. The children and staff have adapted well to our new ways of working and I am incredibly proud of how everyone has pulled together to make school as “normal” as possible. Year 3’s year started with their Scrumdiddlyumptious topic linked to the story of Charlie and the Chocolate Factory! Great fun was had by all when a chocolatier visited the school and the children had the opportunity to create wonderful new mouth-watering chocolates. After half-term, Year 3 moved onto their Tremors topic - all about rocks and natural disasters. The ‘Rock Lady’ visited the school and the children became explorers for the day digging for different types of rocks. It was a very enjoyable but muddy day. Year 4 had an amazing start to the year with the arrival of a climbing tower on our field for their Misty Mountains topic. Throughout the topic they were able to locate mountains and mountain ranges around the world, learning about the different types of mountain and how they are formed. This half-term Year 4’s topic is Burps, Bottoms and Bile. They started finding out all about teeth. Unfortunately this year we were not able to visit the dentists in person but through the wonder of technology they were able to come to us. They have been finding out about the different types of teeth and most importantly how to keep them clean. Vikings took over the school at the beginning of the year when Year 5 started their new project. The children learnt all about who they were, why they came here and the effect this had geographically and historically. This half-term they have been learning about space and we were extremely fortunate to still be able to have a planetarium visit the school, giving the pupils an unforgettable opportunity to explore the solar system and beyond. Year 6’s first topic - Blood Heart started with a WOW as the children dissected a pig’s heart! There was a mixture of great excitement, as well as a smattering of trepidation as they uncovered the mysterious object. The art work they produced was amazing. This half-term started with the children embracing their new topic ‘Revolution’, which delves into the Victorian era and explores the vast changes made during this revolutionary period of history. Our gym became a Victorian classroom for the day and Sir Teachalot provided the children a truly ‘authentic’ experience: a day in a Victorian classroom. Although a great experience I think they were relieved to return to present day schooling the following day. Unfortunately, Christmas is going to be very different at school this year without our traditional carol service and Christingle, but all the staff are working exceptionally hard to ensure we provide the children with some memorable experiences. Fingers crossed 2021 bring us a bit closer to normality. The children have settled beautifully back into school life this term after a rather tricky summer. We have kick-started our topics in the usual manner of having a WOW day to introduce the concept and excite the children. Themes for this term have included; Skies and beyond: The children used their DT skills and science knowledge to create their own parachutes using a range of different materials. They thoroughly enjoyed observing how each one drifted to the floor. Once upon a time: The children enjoyed making their very own tasty gingerbread men as they explored the much loved fairy tale. Land ahoy: Elder class was overtaken by pirates for the day. Activities included map reading and outdoor adventure. --- The start of the autumn term, for us at Marlow Infants and for all other schools in the country, was like no other. After fully reopening the school in the summer term, we were pleased to welcome our pupils back again in September with a whole range of control measures in place. The staff team was determined to make the learning experience as ‘normal’ as possible for our pupils and we have continued to ensure that the children feel settled, nurtured and safe. When I look back on the term so far (and at the time of writing we still have 5 weeks to go until we break up for Christmas), we have certainly been able to offer an enriched curriculum, thanks to an incredibly determined and dedicated team of teachers. The parent body has been fabulous too. They have taken on board all the measures we have put in place and shown their generosity through their unwavering support. I think that one of the positive outcomes of the situation we find ourselves in has been the drawing together of the school community. It has not been an easy term but we know we are held up by your prayers and I’m truly grateful for the place we hold in the All Saints community too. Harvest Festival Our Harvest Festival took place outside at the beginning of October and it was the first time we’d been able to have the whole school together since the end of the summer term. Everybody donned their coats and jumpers but the cold was barely noticed. It was such a moving occasion and we were able to show our thankfulness for all that God provides us with. The list of ways the children said we could show our thankfulness was inspiring: - with our prayers - with songs - with our actions - with our hearts - by forgiving As part of the Harvest celebrations, we collected items for One Can Trust and you can see in the photo above, our school councillors loading up a car with all the goodies that were taken straight to the One Can Trust by one of our parents. Roman Day During the first half of the autumn term, the Year 2 children were learning all about Italy and the Romans and they were able to explore the Roman culture through their history lessons. Their focus story was ‘Escape from Pompeii’ where they not only learned about the characters in the story and what their lives were like, but also to show their fascination for volcanoes. They designed and made Roman style jewellery and even went on an archaeological dig in the school grounds during one their outdoor learning days. To finish off the topic, the children held a ‘Roman’ Day, where they dressed up as Ancient Romans, learned about Roman food, numbers, dance and customs. Superheroes In Year 1, the focus was on Superheroes and the children learned about what characteristics Superheroes displayed. This covered all areas of learning including art, where they created their own superhero words in the style of a pop artist, and in design and technology, where they designed and made their own superhero soup. The focus text was ‘Supertato’ which the children loved especially when they were able to create their own superheroes for the story. The topic would not be complete, of course, without a Superhero Day and there were some truly colourful costumes. Remembrance Day I hope that you saw our Year 2 children in the Marlow Town Remembrance Day service. They performed ‘In Flanders Fields’ by John McCrae. They had been learning about the First World War and Remembrance Day and it seemed fitting for them to learn and perform the poem as part of their English lessons. I was so impressed with how well they were able to express the respect and feeling that the poem embodies. During our school Remembrance Service on 11 November, the children shared the poem with the rest of the school and laid a wreath they had made at the foot of the cross in the school playground. We were still able to sell poppies for the British Legion this year and the Reception children joined in by making poppy biscuits. The idea was to have some fun, promote wellbeing and raise our heart rate by walking, jogging, running or skipping every day. The children asked their friends and families to sponsor them to run to raise money for our school PFA and the One Can Trust. All those that took part received a certificate and a real Mini Marathon Medal! The Mini Marathon coincided with Mrs Downing’s (one of our school’s Assistant Headteachers) training for a double marathon. I am pleased to say that she completed both the virtual Brighton and the virtual London Marathons – a great achievement and she was such an inspiration for the children when they completed their Mini Marathon. Mini London Marathon At the end of September, the pupils and staff put on their trainers and took part in a ‘Mini London Marathon’. You may have seen some articles in the local press about this. During the week they each ran a total of 2.6 miles around a measured course on the school field. Wycombe Homeless Connection - Mu Reynolds At the time of writing my last article, Covid-19 had arrived. All volunteers had been asked to stand down. The Winter Night Shelter had just closed abruptly and all the shelter guests (17+) had been placed in B&B accommodation to keep them safe: because of their lifestyles, homeless people are in the most vulnerable category. Despite this many, many lives have still been changed. In the last year: - 69 people were given emergency winter accommodation. - 76 people were resettled into new homes. - 629 people were helped at the Support Centre. - More than 4300 individual instances of support were given to people seeking help with getting off the street or avoiding homelessness. Volunteers have always been at the heart of the charity and in a normal year there are between 300-400 helping run it; being a part of night shelter and support centre, being office administrators, speaking in schools and churches, fundraising in communities and much more. WHC knew back in March when the shelter shut that a dormitory style shelter simply isn’t safe, and indeed the government have instructed that this kind of shelter should not reopen. Despite best efforts to prevent anyone ever losing their home, there are people who, for a variety of reasons, still end up on the street. As quickly as WHC can, they will be placed in hotels and B&Bs for the rest of this winter as it is vital people have places where they can self-isolate if needed. The homelessness prevention line is open for longer hours than ever and the area served by WHC has been expanded offering services across the whole of South Bucks. Some volunteers have returned, using Covid-secure, meaningful ways to make a difference in the lives of the people served. They are making support calls to former rough sleepers and keeping in touch with people who have been helped by the advocacy team to make sure they are doing okay. Another team of volunteers is delivering food parcels and sorting clothing donations, and a pilot project partnering with Meals from Marlow has started delivering fresh food to people WHC supported in emergency accommodation. WHC is also about to restart outreach walks. If in High Wycombe you may see the outreach workers in their distinctive purple and/or turquoise jackets. So in these troubled times how can we help? First and foremost, pray. - For the guests that they remain healthy and engaged with WHC. - For those resettled that it may be the start of a happy, settled way of life. - Pray for wisdom and health for the staff team so they can continue to meet the ever growing need despite the challenges. Another way to help is to donate. If you can, any gift will help to ensure the services continue and nobody is street sleeping at this time. To donate, please visit: https://www.wyhoc.org.uk/donate And finally pray that the social changes we have seen over the last few months will result in a more caring society for all, including our homeless population. Keep safe and well. Christmas quiz - Liz Ferris Questions for grown-ups 1. What does “Advent” mean? 2. Which King made the first royal Christmas broadcast? 3. Where did Mary and Joseph travel from to get to Bethlehem? 4. Where does the Trafalgar Square Christmas tree come from? 5. How many wise men were there? 6. What is Santa called in France? 7. Who was the king when Jesus was born? 8. When do the 12 days of Christmas end? 9. Which prophet said “A virgin will have a baby boy and he will be called Immanuel”? 10. What are two names for the day after Christmas Day? Questions for kids 1. How many zeros are there in one hundred thousand? 2. Which continent is the Sahara Desert located on? 3. Which are the two main colours that make up the Spanish flag? 4. Whose nose grows longer every time he tells a lie? 5. Who is the UK Prime Minister? 6. What is his official London residence? 7. Which planet is closest to the sun in our solar system? 8. What was the name of the first person to walk on the moon? 9. Who painted the Mona Lisa? 10. How do you say “hello” in Spanish? Adults: 1. Coming (in Latin). 2. George V. 3. Nazareth. 4. Norway. 5. Three. 6. Pere Noel. 7. Herod. 8. 5th January. 9. Isaiah. 10. Boxing Day and St Stephens Day. Children’s: 1. Five. 2. Africa. 3. Red and yellow. 4. Pinocchio. 5. Boris Johnson. 6. Downing Street. 7. Mercury. 8. Neil Armstrong. 9. Leonardo da Vinci. 10. Hola! Angela’s Christmas, the best ever! - Anne Morse Angela was a happy little girl. She lived with her parents in a small village in the English countryside. She had just had her 6th birthday and it would soon be Christmas. She enjoyed being with her friends and she specially loved her school. Everyone in the village knew one another, it was a safe and happy place. There was just one thing Angela longed for, a baby brother. Most of her friends in the village had brothers and sisters, but so far Angela did not. Mummy and daddy said she must be patient, but it always helps to pray to God that he might grant a truly desired dream. Angela prayed every night for a baby brother. Her mummy and daddy called her their “little angel”, in fact everyone in the village did too. Angela loved going to church and she looked forward to hearing about Jesus and all the stories he told. She knew Jesus was her friend but she got a bit confused about how Jesus was a baby, then he grew up and died on a cross to save us and then went up to heaven to be with God, but every year at Christmas he was a baby again in a stable. Angela was really interested too in ‘angels’ especially because they came at Christmas and because her name was almost the same as angel and everyone called her “little angel”, and Christmas was just 21 sleeps away and she was going to be a special angel in the Nativity play at school, and stand by the baby Jesus in his crib. If only she could be a real angel and see the real baby Jesus! Grandma and grandad always explained things so one day she asked about angels. Grandad said the angels were God’s messengers and when God wanted to send a message to anyone, he would send an angel. Angela was excited, perhaps she was a special messenger, grandma explained that everyone could be a messenger for God, and anyone could be a guardian angel, someone who cared about other people and did helpful and thoughtful things. Just like Angela. Angela thought a lot about the angels and the message to the shepherds and how the wise men followed a star to find baby Jesus. Angela wondered if she might find a star to follow that would lead her to her own baby brother. She also longed to be able to go to Bethlehem to see baby Jesus in the stable. As it drew nearer to Christmas, mummy took her shopping for Christmas things, they chose presents for daddy and grandma and grandad and for her best friends. Angela saw a beautiful angel that would fit well on the Christmas tree. Mummy said it was indeed lovely and she could buy it. That evening after Angela helped daddy to decorate the tree, he lifted her up so that she could fix the new angel at the top of the tree. They all agreed it looked perfect and Angela thought that the angel gave her a special smile. “I am going to call her Angelica,” said Angela. After mummy had read the Christmas story again and snuggled Angela down in bed, she could not stop thinking about Angelica, ‘her angel’, and following the star like the wise men. She got out of bed and peeped through the window at the dark sky and much to her amazement she saw the biggest brightest star ever. She could feel the light from the star shining on her face. Oh! If only I could follow the star and find the baby Jesus, just to see him and ask him for my own little brother, if it was God’s wish too. She heard a rustle behind her and turned to find an angel, her angel Angelica, shining in the light. Angela was amazed. It took her breath away but it was exciting too. Angelica said to her, “your prayers have been heard and God has asked me to take you to see baby Jesus in Bethlehem. Do you want to come?” Angela was lost for words. She could only nod. The angel picked her up and together they flew over the village and the school, the church steeple and beyond the countryside, across many different lands she did not recognise, until they reached fields above a little village with shepherds running down a hill. There were many other angels singing and Angelica called out to them. Slowly they came down to earth just outside a stable. Angelica led Angela into a dimly lit space where Mary and Joseph were bending over a crib with straw and a bright halo of light was hovering over the tiny baby. Mary looked up and smiled at Angela and beckoned her over. She lifted baby Jesus from the crib and helped Angela to hold him safely. Angela said, “hello Jesus, my name is Angela, and my new Christmas angel, Angelica, has brought me from England to see you. I would love to have a baby brother just like you, but to be able to see you and hold you like this will be enough if it is not possible for God to send me a baby.” The baby Jesus gurgled and looked into her eyes, and with a big smile Angela gave him back to Mary who sang a lullaby as Jesus nestled in her arms. Angela could not stop saying “thank you” to Mary, it was the ‘bestest’ Christmas present ever. Quietly, several shepherds came into the stable. One, a little boy, was carrying a sheep, just like the Crib scene back in the church in her village, and behind them came three wise men, in beautiful robes and strange hats, just like the many pictures Angela had seen. It was all so beautiful and wonderful, beyond her wildest dreams. Angela could have stayed there forever, but Angelica called her. It was time to go back home to bed. She took Angela into her arms and gently flew up above the little town of Bethlehem, the angels still singing their hymns of praise and joy. Mummy smiled at daddy and Angela. “Well, I wonder how that got there?” she said. Angela laughed, “I told you it was not a dream.” It did not take long before the familiar church and school in her village appeared and by the time Angela was back in her bedroom and tucked up in bed she was fast asleep. Daddy turned to Angela and told her that he and mummy had some exciting news. The next morning, she could not wait to tell mummy and daddy all about her adventure. She was so excited. Angela would have a baby brother in a few months. They listened with amazement and said what a wonderful dream she had had. Angela was so happy she jumped up and down and clapped her hands. Angela said she was sure it was not a dream. She really had seen Jesus and held him in her arms, with a whole choir of angels singing beautiful hymns. “Thank you Jesus, thank you God for answering my prayers.” Mummy, daddy and Angela all had a big hug and Angela said a big thank you to Angelica who was quite definitely smiling. “Thank you for the best Christmas ever.” Mummy said, “that is just wonderful, my little angel, you tell your exciting story to your friends.” Angela peeped at Angelica on the top of the Christmas tree, she could not be sure, but she thought she winked at her. That evening, as Angela helped mummy and daddy put the presents around the Christmas tree, she found a big white feather on the carpet. It was much too big to have come from the little figure of Angelica on the tree. Stay up-to-date with the latest news from All Saints Marlow by following us on social media. https://www.facebook.com/4UChurches https://twitter.com/4u_churches https://www.instagram.com/allsaintsmarlow/ Would you like to contribute to the next edition of The Bridge? Is there an area of the church you would like to hear more about? 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Head first Well, since we last shared our news with you we have marked our 50th anniversary as a school, welcomed back and celebrated the achievements of our Year 11 leavers, raised over £6,000 for the school through The Friends’ Auction of Promises and taken stock and collected our thoughts for Advent in our Pray Space. I would like to thank all parents, carers and friends who came to the auction and especially to Hayden Clarke, our auctioneer for drumming up so much support. The generosity of those who donated items, from a dog walking service offered by students in Year 9 to a ski chalet for a week offered by a Year 11 parent, was complemented by the generosity of those bidding on the night. Over the Christmas break we start work on our £1.1 million project to install a new biomass boiler and heating infrastructure. Through this project we will improve the efficiency and future costs of the heating of our school buildings. As we head to our Christmas break we won’t be slowing down. After the Christmas Music concert comes our Carol Service in St Mary’s Church and the infamous Debenham’s Got Talent on the last Friday afternoon of term. I hope that you enjoy reading some of our highlights from this term within this edition. I wish all our readers a restful and peaceful Christmas. Julia Upton Charity work This term Year 10 and 11 led our first charity week of the year. Supporting Children in Need and Samaritan’s Purse with busking, a charity rugby game, student v teacher basketball, dodgeball and cake sales we raised almost £1,000 across the two charities. We were delighted to send of 104 boxes to children in Serbia from our Christmas Boxes Campaign. Students gave presentations in assembly about the charity, how the shoe boxes were used and what to include in them. Given our target of 75 boxes we were delighted with this achievement. Equally, some of our male staff raised money for Movember - with some impressive facial hair! Thanks to all those who supported any of these causes. Thanks to some monies secured to the school for improvement of facilities the school council have been involved in plans to best utilise these funds. Jamian Stephan & Lottie Kissick-Jones - Chair of School Council report. On Friday, the 5th of December, year representatives of the School Council attended a meeting with Mrs Ramsay, and architect Mr Simon Smeaton. Mr Smeaton presented to the meeting two possible plans for a redesign of our current changing rooms, including new features that may be implemented, such as a toilet in both the girls’ and boys’ changing rooms. The School Council members then proceeded to give feedback to Mr Smeaton about these plans, as well as giving their own ideas that could be included in this redesign. If you have any suggestions or questions about these plans, feel free to talk to a School Council member that attended the meeting. On Friday 28th November, Year 7 to 9 students enjoyed watching a play in French. We were so entertained that we already look forward to their return next year! Here is what some our Language Leaders had to say: Nous avons beaucoup aimé la pièce de théâtre qui s’appelle “Erreur d’identité” parce que c’était facile à comprendre. Nous pensons que c’était intelligent car il n’y avait que deux acteurs. Nous espérons qu’ils vont revenir l’année prochaine encore!” Tilly Felton 8C, Emily Salisbury and Phoebe Eglington Year 8 A notre avis, nous pensions que la pièce était assez drôle mais ils pourraient parler un peu plus lentement. Notre partie préférée était quand ils ont demandé à Josh et Marcus de venir sur scène. Nous attendons avec impatience leur retour l’année prochaine.” Maggie Lynch and Izzy Woodhouse Year 8 Nous avons aimé la pièce car c’était éducatif et plein de plaisanteries. C’était surprenant comme ils arrivaient à changer de costumes aussi rapidement. Ollie Ling, Max Pinn, Ellie Faulkner Year 9 In November we celebrated our 50th anniversary. More than 5,000 children have been taught at Debenham High School since it first opened its doors on 4 September 1964. The school was delighted to welcome back former colleagues and pupils following the assembly, for the unveiling of a new honours board, by Dr Dan Poulter MP. Our honours board recognises the commitment of previous headteachers, chairs of governors and head girl, boy and deputies of the school. As well as the daughter of the first headteacher Sue Denny (nee Holifield) and former headteacher Mrs Angela McClelland, the school was delighted that the first head boy and girl, Trevor Hatcher and Gillian Miller were able to attend the event. After the unveiling, guests were taken on a tour of the school by current prefects, able to view old photographs and memorabilia and then join current staff for a cream tea. When the school was opened, by the Minister for Education and the Bishop of St Edmundsbury and Ipswich, there were 176 students. By the 1980s it had grown to 295 students; now it is the educational home to 650 young people. Do you recognise yourself or anyone you know in these pictures? The displays are still available to see at events at the school. Super start breakfast In the penultimate week of term we recognised the achievements of fifty students who have made a “SUPER START” to the academic year. Tutors and Heads of Year each chose two students from their form who have made an exceptional start to the year. They were recognised for their hard work and commitment with bacon butties, pain au chocolat and croissants at the start of the school day. Teachers were warned that these students may arrive a few minutes late to lessons in order to allow them to relax over their breakfast. Not surprisingly given their reason for being selected they were all away promptly, eager not to be late to class! Well done to: Year 7 7C Ewan Green & Noelia West 7D Patrick Stennett & Hope Patterson 7E Esme Howton & Glenn Canham 7F Charlotte Codd & Emre Altintop 7G Lewis Hunt & Courtney Balaam Year 8 8C Zoe Burchell & Stewart Smith 8D Eugenie Clarke & Rory Coe 8E Sam Minter & Niamh Givern 8F Kerry Self & Patrick Farrow 8G James Walker & Abbie Cook Year 9 9C Ellie Fawkner & James Denny 9D Grace Maly & Sinead Lynch 9E Joe Sharpe & Jack Marsh 9F Mariah Dighton & Ed Botwright 9G Jamie Mallett & Hannah George Year 10 10C Connor Ellis & Jordon Ejembi 10D Harrison Barker & Emily Walczak 10E Alex Herman & Megan Hallet 10F Jasmine Balaam & Eddie Knock 10G Chiara Girling & Kirsty Goodchild Year 11 11C Lewis Whayman and Millie Palmer 11D Eleanor Webb and Hannah Lockwood 11E Laura Tuley Katie Morris 11F Faye Gooch and Suzie Davison 11G Matt Cross and Alicia Zagni Language Leaders Congratulations to all our newly selected Language Leaders. Students from Year 8 to 10 will support others in their learning of French and Spanish through lunchtime activities and events with our Primary Feeder Schools. Aluric Humphrys Joe Bagnall Bea Trott Tilly Felton Zak Hilton Maggie Lynch Izzy Woodhouse Bella Woodley Zinnia Smart Rory Coe Jake Philips Leigh Dennis Jess Gaitley Loryn Bosworth Phoebe Eglington Amber McBlane Emily Salisbury Eve Poole Will Bosley Max Pinn Ellie Faulkner Sophie Caves Phoebe Frampton Alex Shore Ollie Ling Charlie Boast Tallula Francis Paddy Hughes Aidan Coe Dawn Poole Oli Hines Francesca Silverton Ellen Heath Poppy Fawkner Leah Golding George Carter Bethan Barrett Will Bagnall Jamilla Simpson Team Mathematics Challenge The top 52 mathematicians in Years 8 and 9 gathered in the Boulter room on Wednesday 3 December to compete in this year’s Junior Team Mathematics Challenge. Each team contained four students, two from each year group. Working in pairs they competed in four rounds which tested their mathematical ability, problem solving skills and co-operation. There was plenty of excellent work from all groups and everyone was trying their best to help their team achieve as many points as possible. While not every team could win it was great to see so many students apply their mathematical knowledge with such enthusiasm. Congratulations to all the participants, however in the end there was a clear winner. The top three teams were: 1st place – Nathan Austin, Alex Shore, Rory Coe & Jake Phillips 2nd place – Evie Kilbourn, Marcus McMyn, Isaac Bachu & Joseph Styles 3rd place – Ellie Billington, Daniel Hempstead, Leigh Dennis & Will Haigh Book mastermind Once again students battled it out in our annual Book Mastermind competition. Students answered forty questions on their chosen book to gain a place in the Suffolk competition. Competition has been fierce over the last few years. Last year Eddie Speight narrowly pipped Sophie Caves to top spot, but only after two extra rounds following a tie. This year Sophie was determined to gain top spot. Well done to all who took part, reminding us once more of the value and enjoyment from reading. 1st Sophie Caves: Sleepovers by Jacqueline Wilson 2nd Jessica Culley: Catching Fire by Suzanne Collins 3rd Alfie Tournay-Godfrey: Tiny Bit Lucky by Tom Gates Year 10 Computing students joined with over 1200 young people to attend the “Think Computer Science” event held at Duxford Imperial War Museum. Hosted by Microsoft Research Cambridge, the event’s aim was to inspire students to consider the opportunities that would be available to them if they became part of the next generation of computer scientists. The students attended various workshops, talks and demonstrations to learn more about the field of computer science. This year’s keynote speakers were Chris Bishop, Deputy Lab Director of Microsoft Research and Mukta Prasad, Associate Professor in Creative Technologies at Trinity College Dublin. Mr Bishop talked about some of the most important ideas in computer science that are helping to drive the digital revolution. This ranged from algorithms, cryptography, machine learning and genetic engineering. Professor Prasad discussed how computer vision and machine learning are used to solve problems such as recognising objects in images, or building 3D models from photos. After the main talks, the students were given the chance to attend workshops of their choice, the most popular being the ".NET Gadgeteer" activity session. ".NET Gadgeteer" is a toolkit for building and programming small electronic devices. It was the perfect opportunity for our students to use the knowledge they had learned so far in their Visual Basic programming lessons. Another popular workshop was "Coding: Why it’s Awesome" delivered by Andrew Fitzgibbon, Principal Researcher at Microsoft Research. Mr Fitzgibbon is a coding whiz and was part of the team that created the ‘body tracking’ behind Xbox Kinect. He talked about why coding is highly creative, extremely useful and in demand as a skill. The students also had the chance to look at the various demonstration exhibitions which were available throughout the day. Suffice it to say that the most popular exhibition was the Xbox Forza Horizon challenge! It was indeed a very informative and enjoyable day out for our computing students! Each student went home with a goody bag provided by Microsoft. We were delighted to install a new milling machine, following a grant received from Adnams, in October as part of our new GCSE Engineering Course. The milling machine will be used by all students taking GCSE Resistant Materials and Engineering. The machine will enable students to design and make more products from metal as they will have the facility available to carve out materials in a manner which is very difficult to do by hand. This will in turn will allow more accurate and intricate products to be made. On a beautiful autumnal day, Year 7 went to Mountfitchet Castle for an all-day history trip. I was especially looking forward to this trip because Mountfitchet is a good example of a Motte and Bailey castle which I studied in Primary School. When we arrived we were each given a worksheet to fill in during the day, whilst roaming and exploring the settlement. One of the things I most enjoyed was the independence of being able to go around in groups and complete the tasks at our own pace. A variety of questions were set; to draw the front of the castle where the main entrance was or locate where a certain building was and list objects which were in that building. One of our objectives was to find evidence of how life changed after the end of the Roman period, since we are now studying the Middle Ages. Not only were there old buildings and houses with information plaques to help us, there was also livestock, model catapults and defensive walls. We had a lunch break, and then we were back to work until sadly we had to leave. Everyone thoroughly enjoyed this trip and thought it was a great start to Year 7 along with the Science trip to Colchester Zoo. Naomi Ryder - Year 7 Bring your bear to school! My favourite part of the trip was the Kobe earthquake simulation and the dinosaur exhibit which brought to life films like Night at the Museum, Disney Dinosaurs, Ice Age 3 and Jurassic Park. I saw the three moving velociraptors and T-Rex. Of course it was also wonderful to see the newly installed Sophie the Stegosaurus. I also saw, as soon as I stepped into the museum, the massive skeleton of a diplodocus and two presentations of the dinosaurs’ life until the meteor wiped them out. My least favourite exhibit was the one on puberty - all rather disturbing! Finally we all watched a variety show and I was fascinated by the length of the giant squid, Archie. Did you know that Archie is female and a ground-breaking length of 13m? The visit has triggered my interest in dinosaurs and made me want to learn more. Issac Farrington - Year 8 We were delighted to achieve GOLD in the RE Quality Mark assessment in December. We use such awards to stand back and review our practice and consider what we can do to improve. We were of course delighted with the endorsement of the work and worth of this subject through the highest possible standard awarded. Each Advent students in Year 7 to 9 take time from their RE lessons to stop and think about their own beliefs and values. This year stations made the students consider the Christian values of Hope, Thankfulness and Forgiveness along with consideration of their fears, their identity and “What is God?” Students are invited to write in the visitor’s book during their time in the space or over break and lunchtime. This is what they had to say: I liked this pray space as it helps you to think about things that are going on and helps you with your worries. I love the part where you look in the mirror and think about your identity, especially on the inside. It helped me to think about my life but also about the lives of others who are less fortunate than myself. Relaxing and stopping to think helps me to be happy. Relaxing, thoughtful, enjoyable and fun. A good time to think. I would like to do this again. It was nice to have time to think about things. The theme for this year’s Big Draw art week was “make your dinner”. There was much creativity on show as students interpreted this in different ways. Well done to Charlie Williamson in first place with her very apt artist’s palette. From the music from Frozen to La Cinquantaine by Marie we were treated to some extraordinary musical performances across Year 7 to 11 at our Christmas Concert. Well done to all who took part, especially individual performances from Joseph Ferrier, Eleanor Roberts, Kate Gilbert, Eve Martin, Lottie Kissick-Jones and Evie Paddon. Congratulations to all the students below who have gained grade exams in music over the last six months. With many talented students we commend them all: Grade 6 Rachel Saxby, Sebastian Da Costa, Ewan McMyn Grade 5 Joseph Ferrier, Jodie Mitson, Phoebe Frampton, Gina McDonald (saxophone), Catherine Mole, Ellen Farmer, Aidan Coe Grade 4 Sarah Manto, Niall Thomas, Amber Pearce-Wright, Emily Walczak, Gina McDonald (piano), Barnaby Long, Nathan Lock, Phoebe Glasse Grade 3 Bailey Rockett, Emma Burley, Mollie Richardson, Chloe Pipe, David Ramsay, Faye Gooch Grade 2 Hetty Allsop, Nerys Feeney-Howells, Joel Ethingham, Rory Coe, Emily Bower, Isabelle Woodhouse, Anna Jacobs, Ellie Fawkner, Grade 1 Charlotte Codd, Scarlet Eade, Tabitha Euston, Mia Iannelli, Phoebe Eglington, Eve Poole, Hattie Smith, Emma Sharpe, Lily Hudson, Kyle Day, Lily Turner-Smith, Jessica McGuire We are proud of the students below who have been selected for Suffolk Young Strings or Suffolk Youth Orchestral: Amber Pearce-Wright, Zinnia Smart, Adam Johnson, Barnaby Long and Alex Shore, Eleanor Roberts Coming up…. This summer Debenham High School is proud to host a summer music school. The summer school is open to all instrumentalists (from Debenham High School and beyond) who are playing at grade 2 - 8+. There will be workshops over three days, leading to a final performance. Application forms will be available on the website soon - we will keep you posted. Football The Under 15 boys are our sole representative side left in the National ESFA cup and have played superbly to now reach the quarter final stage, the same round they reached last year. Their results so far: Round 1 - beat Archbishop Sancroft (Norwich) 3-1 Round 2 - beat Bow School (Tower Hamlets) 3-0 Round 3 - beat Nicholas Breakspear School (St Albans) 3-2 Round 4 - beat St Bernards Catholic (Slough) 4-2 AET Round 5 - HOME vs St John’s Senior school (Enfield) Wednesday 14th January 1.30 KO Top scorers so far in the competition are Callum Scott (5) and Will Aldis (2). In the last round they had to come from 2-0 down to force extra time through goals by Callum and Captain Connor Williams. A penalty from Will and a final goal from substitute Josh Smith sent us through to the last 8. The whole team and indeed squad have been magnificent. It is very much a squad contribution, with 16 players regularly involved. Well done and good luck in the next round. Elsewhere in the County Cup we have two sides remaining. Our Year 9 boys will now face County Upper from Bury in the quarter finals away, whilst the Under 13 Girls have been drawn at home against Kesgrave. Both these matches will take place after Christmas. Hockey Boys Under 13 hockey lost to Hartismere High School 6-1 Year 9 Mixed Hockey v St. Joseph’s College drew 0-0 Under 13 Girls hockey beat HHS 5-3 Under 14 Mixed V Copleston won 2-0 Under 15 Hockey v St. Joes won 9-1 Under 12 Boys hockey v Thomas Mills lost 3-1 Under 12 Girls Hockey v Thomas Mills lost 4-0 Badminton Two of our badminton squads have been action in the partnership rounds of the Center Parcs competition. The Under 14 squad of Harvey Mills, Josh Blunden, James Denny and Jake Phillips won 9 out of their 15 games to finish a close 2nd to Thomas Mills. In the Under 16 tournament, Matt Cross, Tom Godfrey, Billy Apps and Charlie Machin came up against some tough County players to finish 3rd. Netball Year 8 A Netball team v Hartismere lost 5-3 yet beat Thomas Mills 9-1, the B team lost both of their games. Year 7 A & B Netball teams v Thomas Mills won 7-4 and 6-2 respectively (pictured above). Under 14 Netball v Hartismere lost Inter-House Competitions In the penultimate week of term we have had Year 7 sports Inter-House matches taking place. Run and organised by our Year 11 Sports Captains, every single member of Year 7 are currently participating in Football, Netball, Dodgeball and Short Tennis. The matches are keenly contested and supported and a lovely spirit of the importance of taking part is very obvious. Results to follow... And finally,..... .....if anyone has any sporting successes outside of school, in any sport, we would really like to hear from you and celebrate on our notice boards. Thank you to all of our pupils who have taken part in either an extra curricular club or fixture this term. 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This work has been submitted to NECTAR, the Northampton Electronic Collection of Theses and Research. Monograph Title: Connected to Music evaluation report Creators: Prior, R. W. Example citation: Prior, R. W. (2010) Connected to Music evaluation report. UK: The University of Northampton and Orchestras Live. Version: Published version Official URL: http://www.orchestraslive.org.uk/default.asp?id=414 http://nectar.northampton.ac.uk/3888/ Connected to Music Evaluation Report Dr Ross W. Prior Disclaimer: This report was commissioned by Orchestras Live for evaluation purposes only and the views contained within are not necessarily the official views of Orchestras Live or project partners. Orchestras Live takes full responsibility for ensuring all images and text included within this report is permitted to be reproduced herewith. In accepting this report Orchestras Live agrees to defend, indemnify, and hold the report’s authors and affiliates harmless from and against any and all claims, losses, liabilities, damages and expenses (including legal fees) arising out of the use of the materials. The University of Northampton nor its employees or agents shall be liable to any party for the use of any information or statements made or contained in any evaluation, report or recommendation. You shall not copy, use, modify, transmit, distribute, reverse engineer, or in any way exploit copyrighted or proprietary materials available from here, except as expressly permitted by the respective owner(s) thereof. All trademarks, service marks, and trade names are the marks of the respective owner(s), and any unauthorized use thereof is strictly prohibited. Connected to Music Evaluation Report Prepared for Orchestras Live Independent Evaluator: Dr Ross W. Prior B.Ed., M.Ed., Ph.D., PG Cert. RD Supervision, MACE. The University of Northampton October 2010 Acknowledgements Research Assistants: Scott Burns and Daniel Plowman Data Collection: Sharon Green, Jan Ford and Louise Wildish Photographs: Bob Fielding (front & back cover, pages 43 & 44) and Sharon Green (pages 45 - 47) # Table of Contents Chapter 1: Executive Summary ........................................................................................................... 1 Chapter 2: Introduction & Context ..................................................................................................... 15 Chapter 3: Methodology .................................................................................................................... 35 Chapter 4: Key Findings ..................................................................................................................... 41 Chapter 5: Key Conclusions .............................................................................................................. 79 Chapter 6: Appendices ....................................................................................................................... 83 1. Executive Summary Project Outline Orchestras Live, the national development agency for orchestral music, in partnership with Northampton Music & Performing Arts Service (NMPAS), Learning Achievement & School Improvement Services (LASI), Royal & Derngate, Royal Philharmonic Orchestra (RPO) and sinfonia ViVA were awarded one of five Music Partnership project grants for 2009/10 from the Department of Children Schools and Families (DCSF) to work with young people and their families in Northamptonshire. Connected to Music aimed to create a new model of music education delivery in the County that contextualised young people’s music learning experiences by linking learning in the classroom, particularly the Wider Opportunities programme and those in transition years, to a wide range of performance opportunities outside of the classroom, supported by professional musicians from NMPAS and two professional orchestras. Running from October 2009 to July 2010, Connected to Music (CtM) has involved delivering monthly creative workshops in Daventry with pupils in Year 6 in five primary schools, two secondary schools, and a broad range of young musicians attending the NMPAS Daventry Music Centre on a Saturday morning. At the heart of the project was the empowerment of music practitioners to inspire young people to achieve the highest possible standard and fulfil their potential. Combining the strengths and experience of educators in the County with professional orchestral musicians, supported by a flagship performance venue and a national development agency, young people in Northamptonshire were given a unique opportunity to listen to and perform alongside inspirational orchestras in a wide range of settings both in and out of school. The project partners were united in the belief that all young people have an entitlement to a broad, balanced and relevant music education and experience. Music education must meet the needs of children with special educational needs and limited access to the curriculum whilst also promoting the importance of excellence as an aspiration for all young people, regardless of their background. NMPAS, LASI, sinfonia VIVA, RPO, and Orchestras Live are Music Manifesto Signatories, passionate about the aims of the Music Manifesto$^1$ and supporters of the recommendations of Report Number 2$^2$. Northamptonshire Connected to Music programme included: - Practitioner training focused in the Daventry area with 5 primary, 2 secondary schools and Daventry Music Centre led by a high profile music director and educator, Tim Steiner; - Development of music support resources for teachers including web-based and CD-ROM platform (pending completion); - Monthly creative workshops for primary and secondary schools in Daventry delivered by a Creative Ensemble including NMPAS peripatetic music teachers, classroom teachers, RPO and sinfonia VIVA musicians and two young music leaders from Daventry; - Two school concerts – ‘Get Connected’ with the RPO at Derngate, open to many primary schools and several secondary schools in the County; - Opportunities for teachers and young people and their families to experience the RPO in concert at Derngate at concessionary rates; and - A large-scale collaborative ‘celebration’ performance at the end of the school year involving musicians from the RPO, sinfonia VIVA and young people from all the participating schools and Music Centre, open to friends, family and the general public.. The project contributed to the delivery and development priorities of a number of the County plans including the Children and Young People’s Plan, Culture and Sports Plan, Arts Learning Plan and the County Music Action Plan, as well as contributing to national priorities including Every Child Matters, Music Manifesto, Making More of Music and Arts Council’s Great Art for Everyone. Evaluation of the project was undertaken by The University of Northampton. By the end of the project it is reported that an additional 65 children had taken up instruments, standards of classroom music-making had improved, and levels of inspiration spanning across students, teachers and parents had appeared to rise. There are frequent reports of students’ increased ability to perform productively both individually and in ensemble. There are reported increased levels of student discussion about music and improved ability to use sophisticated music vocabulary in evaluating their own work and the work of others. Broader aspects of improved classroom behaviour and school cohesion were welcome but unintended outcomes of the Connected to Music outcomes. In general the project has given rise to new ways of thinking and doing in music education. --- $^1$ Available from [http://publications.education.gov.uk](http://publications.education.gov.uk) $^2$ [http://www.musicmanifesto.co.uk/research/details/music-manifesto-report-no-2/19085](http://www.musicmanifesto.co.uk/research/details/music-manifesto-report-no-2/19085) Project Partners Orchestras Live – Lead Partner Northamptonshire Music & Performing Arts Service (NMPAS) Northamptonshire County Council Learning Achievement & School Improvement Service (LASI) Royal & Derngate (R&D) Royal Philharmonic Orchestra (RPO) sinfonia ViVA Tim Steiner – Project Creative Director Participating Schools and Groups in Daventry Ashby Fields Primary School Danetre School (Secondary) Daventry Abbey Junior School Daventry Music Centre Falconer’s Hill Community Junior School Southbrook Junior School The Grange School, Daventry (Primary) William Parker School, Humanities College Evaluation methodology A ‘mix methods’ approach was taken to ensure the distribution of different types of data collection which suited the wide range of participant groups involved in the project. Using mixed methods research meant adopting a strategy employing more than one type of research method being a mix of qualitative and quantitative methods, a mix of quantitative methods and a mix of qualitative methods. This strategy fits with the political currency accorded to ‘practical enquiry’ that speaks to policy and policymakers and informs practice. Mixed methods research also means working with different types of data. The process of evaluation used a range of data collection methods including observation, self-reflection, journals, questionnaires, in-depth interviews, data from performances, photographic records, DVD, peer appraisal and longer-term tracking. Every effort has been made to monitor against baseline information (where available) gathered prior to the start of the project. Also a representative sample of students from each school has been used to conduct specific in-depth tracking of perception change. Throughout the evaluation phase there has been direct involvement by partners and delivery staff in the collation of data. This intentional approach to evaluation has embedded the evaluation into all aspects of the project delivery and has emphasised reflection from within rather than externally imposed. This, however, has not interfered with the independence of this evaluation as every effort has been made to only evaluate against the data made available for external scrutiny. Intended outcomes The intended outcomes of the project have largely remained intact as proposed prior to the commencement of the project and generally achieved a high degree of success in their realization as concluded below: OUTCOME 1: Two new specialist music delivery teams that can work with classroom teachers in the County to raise standards of music teaching and performance are operational by September 2010. CONCLUSION: This outcome has partially been achieved. The partnership are looking at rolling out some models that would be based on partnership working, transition projects, cluster funded and buy back packages that involve support and training. It is anticipated that there will be two after-school Connected to Music Clubs running in Falconer’s Hill/The Grange and William Parker and these will be led by County Music teachers. Daventry Music Centre will be running a Connected 2 session as part of their weekly sessions from September and these will be student-led with support for music teaching staff. At least three teachers have indicated they will be developing the programme as part of the curriculum – Falconer’s Hill, The Grange and William Parker. OUTCOME 2: Increased standards of music education in schools by July 2010 with lessons that connect music learning with performance evidenced by the children’s ability to: - perform with increasing expression and control - talk about the links between music that they perform, compose and listen to in and out of the classroom context - evaluate their music and make suggestions about how to improve it - use musical vocabulary to compare and contrast music that they perform, compose and listen to - perform musically - perform rhythms and melodies aurally and from notations - perform from memory CONCLUSION: All partner schools reported improvement against each and every one of these outcome indicators. Trends show there have been noticeable shifts in student engagement and ability to perform music. A significant number of parents have noted improved attentiveness and interest in music and school more generally. 31% of parents report their child’s positive shift to appreciating classical music. OUTCOME 3: The partnership between the music educators, professional orchestras and arts organisations in Northamptonshire is confirmed for a further two years in July 2010. CONCLUSION: Orchestras Live report that the partnership, subject to available funding, is to continue. Partners have established a successful model for partnership working and in principle appear keen to continue to actively co-operate together thus allowing further work to continue in Daventry and more widely across Northamptonshire. Commitment to partnership and legacy are detailed in the Local authority music plan required by DFE LAMP 2010-13. Roles and responsibilities are to be defined and an action plan is to be drawn up. OUTCOME 4: Development of new after-school music activity programmes in three schools in Daventry led by music practitioners in place by September 2010. CONCLUSION: This has been achieved (see Outcome 1). OUTCOME 5: 3,500 children and their families in Northamptonshire experience live orchestral music for the first time during academic year 2009/2010. CONCLUSION: This outcome has somewhat been achieved. Statistically 777 people attended an orchestral concert for the first time in their life. In total 2,420 people attended the concerts provided during the project. OUTCOME 6: Demand for instrumental teaching in Daventry increased by 10% by September 2010. CONCLUSION: This outcome has somewhat been achieved. Demand for lessons has shown a minimum 8% increase based on NMPAS data alone. Overall totals for project schools have gone from 361 to 390 students learning a musical instrument through NMPAS. Orchestras Live report that demand increased throughout the project with 65 children starting to learn instruments during the project. Set against a declining economy this increase represents a good achievement. OUTCOME 7: 10% more children on Wider Opportunities programmes continue learning instruments beyond Year 6. CONCLUSION: This outcome is being achieved (see Outcome 6 above). OUTCOME 8: A permanent national music education resource for music teachers in Northamptonshire is operational by January 2010. CONCLUSION: At the time of this evaluation a DVD entitled Connection has been produced and a copy given to each participant as a tangible record of their achievement during the project. The DVD contains a short documentary about the preparation for the Connection concert as well as the event itself. Orchestras Live report that a further educational resource is in development and is expected to be completed by November 2010. The evaluation cannot ascertain at this stage if it will be a ‘National music education resource’ as outlined in this outcome. OUTCOME 9: In the longer term we aspire to change the cultural environment of Northamptonshire, particularly in Daventry where the aspirations of both students and families will have been raised, creating a more conducive environment for learning and listening. CONCLUSION: There is already visible reporting by parents and teachers of a significant positive shift in attitudes. However a definitive conclusion is beyond the scope of this evaluation at this time and could only be measured by conducting longitudinal research at yearly intervals. Impact on young people Teachers reported that as a result of this project the students had acquired “Better listening skills” and “can sustain longer listening activities”. One teacher commented that “recordings of the performances should be evidence enough that rhythms have become far more complex, the range of notes and pitches used has increased, children’s ability to conduct and also to listen and perform with sensitivity to the group has also improved”. It would appear that the ability to perform as part of an ensemble and to follow high level of aural and visual cues is evident in most schools. Some further features of noted improvement were: - Students able to listen to complex pieces of music and evaluate them using an increasingly sophisticated musical vocabulary. - Students able to listen to and evaluate their own and each other’s work and to make suggestions about how to develop and improve their performance and composition. - Use of exemplar activities such as students passing a melody around the group – students responded well, listened carefully and began to experiment with ideas – noted improvement in concentration and team work of the class. - Excellent examples of positive behaviour management strategies in sessions has had a constructive impact on student behaviour, concentration, their ability to work together as a team, to offer comments and suggestions, to take the lead and to work together following cues and musical instructions. - String players made particularly excellent progress. - Teams worked together to maintain good pace, structure and musical challenge. - Students learnt quickly, and made excellent progress musically. Overall, students demonstrated interest in the project and many found that they could make tangible achievements. The project demonstrated appropriate focus on learning-by-ear, from memory, internalising new melodies, riff, notes, scales, and rhythms. Musical vocabulary was taught accurately and appropriately and students began to use it to talk about and evaluate music that they listen to. Performing, composing, listening and appraising were effectively integrated to improve students’ musical understanding. From the overall data collected and observations made, Connected to Music has undoubtedly had a positive and inspirational impact on the young people fortunate enough to be involved in the project. Partnership working The evaluation has found that partnership working is essential for large-scale projects such as Connected to Music which relies on a diversity of expertise. Creativity and learning evident in the Connected to Music partnership appears to have been immense and impossible to quantify. It would seem that all project partners would agree that much more has been achieved than one organisation could ever have achieved on their own. There has been positive impact on all partners of the project which is reflected in their own evaluations. By its very nature the project encouraged groups and organisations to think and possibly re-think about how they operate in order to improve practice and build innovative programmes. The willingness for all partners to participate in Connected to Music and strive for successful outcomes has been a key feature. These are some of the successes and challenges identified for partnership working: \| Successes \| Challenges \| \|--------------------------------------------------------------------------\|----------------------------------------------------------------------------\| \| • Greater respect and understanding of each other’s work \| • Getting buy-in at senior level and understanding benefits \| \| • More effective use of existing resources, physical and human, i.e. \| • Conflicting priorities \| \| economies of scale \| • Accommodating different styles and practices \| \| • Education and music professionals working and learning together \| • Willingness to change/try something new \| \| • Innovation is becoming the norm \| • Flexibility \| \| • Sharing of knowledge, skills and ideas freely \| • Encouraging reflective practice \| \| • New, significant ways of working developed \| • Effective communications amongst partners \| \| • Shared vision \| • Capacity issues \| \| • Commitment and enthusiasm \| • Time to manage effectively \| \| • Effective leadership \| • Fear of losing individual identities \| All partners come to projects with their own priorities and agendas. In the case of Connected to Music an open dialogue was maintained throughout and a steering committee of project partner representatives was in place. The difficulty was ensuring that the communication filtered through to all the participants working on the project. However, for the most part, good communication was maintained. Project partners all reported a positive relationship in both the design and implementation of the project. The ‘buy-in’ for partners had both individual benefits to them as organisations and collectively as a consortium in achieving positive outcomes. Owing to the length of the project it was possible to develop creative working relationships between the members of the team; whereas on shorter educational projects it may be more difficult to establish constructive relationships between professional players and full-time professional teachers. ### Instrumental Music Learning Baseline Analysis \| School \| Pre-project hours \| Post-project hours \| Students (pre) \| Students (post) \| % +/- \| \|----------------------\|-------------------\|--------------------\|----------------\|-----------------\|-------\| \| Abbey Junior \| 6hrs 40mins \| 6hrs 40mins \| 40 \| 40 \| 0 \| \| Ashby Fields \| 12hrs 10mins \| 10hrs 40mins \| 73 \| 64 \| -12.3 \| \| Danetre \| 20hrs 30mins \| 23hrs 20mins \| 123 \| 140 \| +13.8 \| \| Falconer’s Hill \| 2hrs \| 2hrs 30mins \| 12 \| 15 \| +25 \| \| Southbrook \| 1hr 15mins \| 1hr 15mins \| 8 \| 8 \| 0 \| \| The Grange \| 6hrs 10mins \| 6hrs 10mins \| 37 \| 37 \| 0 \| \| William Parker \| 11hrs 40mins \| 14hrs 20mins \| 68 \| 86 \| +26.5 \| TOTAL 361 390 +8 It has been reported by NMPAS that in addition to the figures above, an out-of-school group has been created as part of the legacy programme at Danetre School which includes some 12 children. Falconers Hill has a legacy group of 30 students which includes students at the school and from William Parker, the local secondary school. As a result of the project an adult double bass group supporting five of the teachers has been set up as they were inspired by one of the VIVA musicians. Southbrook has retained their whole class wider opportunities programme for Bb instruments at full cost. ### Project Cost & Value for Money The total cost of Connected to Music was £218,700. A grant of £192,400 was made to Orchestras Live by the Department for Children Schools and Families (DCSF), now the Department for Education (DfE), with the remainder of the funding coming from Orchestras Live, Northamptonshire County Council, in kind support from Royal & Derngate, NMPAS and box office receipts. A detailed VFM analysis was beyond the scope of this evaluation but was a reporting requirement requested by DCFS as a condition of grant. However we are able to provide information about direct contact time and number of participants, teachers and musicians benefiting from the project. The amount of direct contact time received by participants amounted to 11,240 hours. The project worked in depth with a total of 281 children in 7 schools and one Saturday Music Centre. A total of 69 half and full day creative sessions were undertaken. A total of 9 teachers were involved each of whom received a total of 550 hours of training and professional development (CPD). 2,420 young people attended two large-scale orchestral concerts equating to a total of 3,603 hours of contact or experience time. 111 professional orchestral musicians were employed during the project. Considering the wide reach of Connected to Music the project would appear to represent good value for money. --- 3 NMPAS data supplied 14/10/20 with calculations based on 6 pupils per hour 4 Figures kindly supplied by Orchestras Live. Legacy Resources A DVD of the collaborative performance Connection has been produced by Orchestras Live and was available free of charge. Further resources are currently being prepared by AST Hilary Miles which are intended to include: - Lesson Plans with clear learning objectives and assessment strategies - PowerPoint presentations with embedded sound files - Listening activities, performance and composition tasks - Video clips of the materials being used with pupils - Clear guides for teachers and pupils on how to use Information and Communications Technology (ICT) - from how to plug in a microphone to editing and manipulating sound files - Links to free downloadable software and commercial programmes - Web links – links to resources sites - How to support pupils with Special Education Needs (SEN) - How to make the most of instrumental skills in the classroom - Links to the partners e.g. RPO, sinfonia VIVA, Royal & Derngate, NCC, Orchestras Live - Musical vocabulary – what it means and how to use it - Links to video extracts of Tim/another teacher presenting new info, warm ups etc - Links to pupil work e.g. modelling good examples - Examples of feedback that teachers might give pupils When completed the teacher resources aim to be user friendly and will be primarily targeted at non-specialist classroom teachers who teach music. However, as these are not available at the time of completing this report no comprehensive evaluation of resources is available. Feedback The majority of feedback from all participants as reviewed in this evaluation has appeared to be honest, very positive and for the most part quite thoughtful. Feedback gathered during the project was used to constructively advise monitoring thus allowing micro-management of day-to-day issues. Feedback was a feature of the reflective nature of Connected Music and was seen by all parties as critical to the success of the project. Regular steering group meetings ensured issues were addressed and that strategic considerations could be discussed openly. It was evident that all partners felt confident in sharing their feedback. Framework for Reflective Practice A working framework for reflection was achieved at all stages of the project. Participants, which included orchestral musicians, peripatetic musicians, teachers and students, were given opportunities to reflect upon their own experiences and practice. Whilst recognizing challenges in pursuing collaborative reflection this project offered the musicians and teachers the opportunity to reflect individually upon their experiences through journal keeping. The reflective elements of the project were based on a long-standing belief in the importance of reflective practice in developing the artistry, alongside the ‘science’ of professional practice. The issue remains how can the individual make changes in response to what they have observed or experienced? Connected to Music offered a way of challenging the tacit, unconsidered assumptions of how instrumental music should be taught in schools and opened a more dialogic approach at all levels. Opportunities for reflection by all participants were created both in and on practice at all levels of the project. At the commencement of the project it was agreed with the evaluator that all the musicians should be invited to participate in logging their reflections via provided journals. However by the conclusion of the project the evaluation team was not in receipt of these journals and therefore we cannot comprehensively understand the level to which the musicians (either orchestral or peripatetic) engaged with an ongoing reflective practice process. It has subsequently been reported to the evaluation team that the orchestral management teams made it clear at the beginning of the process that in their opinion the keeping of journals was not something which would produce the most effective feedback from their musicians. This is unfortunately a missed opportunity since the evaluation methods employed favoured a continuity of reflection and opportunities for honest (and anonymous) personal consideration which was consistent with the overall framework for reflective practice. Evaluation Process Some features of the evaluation process included: - A ‘360 degree’ perspective creating a good balance of formative and summative evaluation. - Capturing many of the voices using a range of methodologies. - Laborious questionnaires were avoided where ever possible. - Audio and video recording using mini digital cameras was invaluable. - Independent evaluator welcomed. - The development of reflective practice model for the entire practitioner group. - Of the journals which were both completed and submitted were found to be detailed and illuminating. The journals encouraged on-going reflective practice. Some were more diligent than others in completing them. No orchestral musician journals were kept. • Tracking pupils – high, average and low achievers. Q-methodology was used to identify shifts in attitude and feelings. Very easy to see progress and identify similarities and differences and map these against other factors, i.e. behaviour, learning etc. • Partners have learnt much about evaluation which may influence their own evaluation practice. • Honesty – all partners appeared confident in sharing their feedback. • Regular training days enabled honest feedback from the team and this has helped to deliver better outcomes. • Ownership – the feeling that the evaluation was being done “with them” rather than “to them”. Lessons Learnt For programmes such as Connected to Music to be successful at both a regional and national level, it is essential that we continue to learn from experience. By incrementally capturing 20/20 hindsight (lessons learned) and turning that hindsight into 20/20 foresight (best practices), it is possible to achieve far greater long-term success than by simply ignoring or forgetting what occurred once the project has ended. Connected to Music successfully brought together a range of partner organisations presently working across the County and Nationally. One aim of this evaluation report is to draw upon the learning of those involved in this project. Although the experiences of the participants vary, there are common lessons which can be identified. These lessons have the potential to inform the approach, activities and processes employed in any future roll-out or replication of this project. Project managers and project team members alike should make time to reflect in written form at regular intervals in order to capture what they feel about their experiences on projects, what observations they experienced when facing new hurdles, what paths of accomplishment they have taken to reach a successful solution, and what thoughts they would share with other people who might be faced with similar challenges. Reflection should not be viewed as a ‘nice’ optional extra if one has the time or inclination. Through Connected to Music the value of ongoing reflection has been highlighted. Where this occurred we were able to capture useful data and understood how the process of reflection assisted the participant in their practice. Where this did not occur we are left without data and cannot be assured of the benefits of this project to the individual. Greater emphasis upon the reasoning behind the journal task and greater buy-in from participants would be desirable to establish before the project begins. Some regular guidance in journal writing and reminders to participants of the importance of it to both the process and evaluation would be seen as essential. Partnership working will always have its problems; however these are outweighed when all partners take a positive resolve to find solutions. This was indeed evident in Connected to Music and Orchestras Live was key to maintaining this positive approach to liaising and planning. It was noted, however, that some of the final stages of the project required more forward planning in order to ensure legacy work was appropriately and effectively designed in a timely manner. Summary Conclusion The evaluation has demonstrated that Connected to Music has achieved its intended outcomes and has paved way for continuing partnership working. The details of lessons learnt and more comprehensive understandings are contained within the body of the evaluation report. The evaluation has aimed to capture the high level of collaboration evident in this unique project which brought together professional musicians, teachers, students and various arts partners to offer Daventry a productive model of collaboration and, above all, the vision of inspiration which was at the fore. The large-scale events were successful in raising the profile of Connected to Music. There were three major concerts, two by the RPO, open to all Northants schools at Northampton’s Royal & Derngate (R&D) which attracted 2,402 children and young people, and the other, a celebration event at R&D featuring the individual and collective work of all the groups, totalling 281 children and young people as well as sinfonia ViVA. That event attracted over 600 people. There is much evidence to indicate students benefited substantially from this project where professional musicians were brought in to work alongside teachers and students. Students are recorded as demonstrating very good progress in their ability to perform complex rhythms, improved listening and evaluation skills, improved ability to work in ensemble, and learners given the opportunity to play by ear, from memory and from notations. Much of the improvements and successes noted are a direct result of having access to qualified and highly skilled musicians, an enthusiastic lead such as Tim Steiner, opportunity to watch and participate in large-scale orchestral concerts, increased access to musical instruments, and dedicated, focused and challenging music lessons. The project was achieved through a sense of co-participation where it was also evidenced that some of the teachers were not afraid to become learners too. It is clear that only an independent organisation such as Orchestras Live is uniquely placed to liaise with a number of partners and deliver a programme which involves a range of clearly defined outcomes falling outside the usual contexts from which most organisations derive. The administrative support which Orchestras Live provided was a significant enabling factor. A key success of this particular project was the coming together of all the partners to form one delivery team. The overarching message to emerge from this evaluation is that participants of projects within and outside mainstream education must buy into a shared vision and be fully cognisant of the benefits derived from partnership working, as seen in Connected to Music. One of the most pertinent positive features of this project was the process of genuine skill-sharing at all levels which took place alongside a complimentary process of delivery. The Way Forward The evaluation identifies a number of benefits in using the partnership approach and in employing the consortium model to support the attainment of added value within music education. It is therefore a strong recommendation that funding for the provision of future projects surrounding music education contain a significant amount of partnership working and that this forms the backdrop of policy. What might be considered next time: - Appoint a deputy or apprentice workshop leader to continue the legacy within the region; - A concerted effort needs to be made for the creative ensemble to meet more regularly; - Profile the creative ensemble with further opportunities to perform; - Allow a greater percentage of awarded grant for comprehensive evaluation; - Use of a Connected to Music interactive website which also becomes an on-going resource; and - Build a relationship between existing County recital teams. Based upon the evaluation’s findings, it is recommended that key stakeholders should continue to meet in order to discuss the possibility of continuing similar programmes within Northamptonshire and beyond. 2. Introduction & Context Outline of Evaluated Project Connected to Music – Northamptonshire The project partners: Orchestras Live (lead partner), Northamptonshire Music & Performing Arts Service (NMPAS), Northamptonshire County Council Learning Achievement & School Improvement Service (LASI), sinfonia ViVA, Royal Philharmonic Orchestra (RPO) and Royal & Derngate, Northampton (R&D). The programme has developed a new model of music education that connects young people’s music learning in the classroom, particularly those participating in Wider Opportunities programmes and in transition years, to a wide range of live orchestral music experiences both inside and outside the classroom. It is designed to empower teachers and professional musicians to inspire young people to achieve the highest possible standard and fulfil their potential. Running from October 2009 to July 2010, Connected to Music (CtM) has involved delivering monthly creative workshops in Daventry with Year 6 students in five primary schools, students in two secondary schools and with a broad range of young musicians attending the NMPAS Daventry Music Centre on a Saturday morning. The workshops were led by Tim Steiner with a unique Creative Ensemble made up of musicians from the Royal Philharmonic Orchestra and sinfonia ViVA along with... the classroom teachers, peripatetic music teachers, Advanced Skills Teachers (AST) specialising in music and two young musicians from the Daventry area as assistant leaders and mentors. The Creative Ensemble met regularly as a team for professional development and creative activities, working as two teams to cover all the schools and deliver the creative programme. There were three major concerts, two by the RPO, open to all Northants schools at R&D which attracted 2,402 children and young people and the other, a celebration event at R&D featuring the individual and collective work of all the groups, totalling 281 children and young people as well as sinfonia VIVA. That event attracted over 600 people. A music resource based on the learning from the project for all teachers in Northamptonshire is being developed as part of this project and will be launched at a training event specifically focusing on the Connected to Music model in November 2010. The evaluation broadly focuses on four key areas – concept, delivery, partnership and legacy. Specifically: - Impact of the project on the participants, practitioners and partners – attitudes, skills, teaching, learning, leadership, attainment, behaviour, creativity, management, and communications. - Understanding the partnership dynamic – critical factors, characteristics, strengths, weaknesses, achievement, and potential. Project Partners Orchestras Live – Lead Partner Orchestras Live is an Arts Council England Regularly Funded Organisation and the national development agency for orchestral music, facilitating and delivering a huge range of performances and learning and community projects involving some of the country’s leading professional orchestras and partnering over 90 local authorities and music promoters in England. Connected to Music key contacts were Jan Ford, Partnership Manager and Louise Wildish, Project Manager. Northamptonshire Music & Performing Arts Service (NMPAS) NMPAS is based in the Children and Young Peoples Department and offers a range of arts activity with a strong bias towards music for schools. NMPAS has established programmes for working in a range of settings with professional practitioners capable of offering support for a whole range of children and young people. Key contacts were Peter Dunkley, Head of Service and Alaster Thom, Head of Instrumental Services. Northamptonshire County Council Learning Achievement and School Improvement Service (LASI) The Learning, Achievement and School Improvement Division of Northamptonshire County Council was established in September 2008 marking the beginning of a new era for school improvement in Northamptonshire. The creation of four Area Teams and Northamptonshire Professional Learning Communities (NPLC), along with a new school improvement strategy, ‘Sustainable Schools for the Future’, gives them the opportunity to secure their ambition and deliver the very best services to our children, young people and all those who work with them in schools, settings and the wider community. Key contact was Sharon Green, Learning Adviser for Music. sinfonia ViVA sinfonia ViVA was founded in 1982. As a national Orchestra based in the East Midlands, it is recognised for its enlightened and imaginative approach to music making on stage and in the community – making live orchestral music accessible to all. ViVA has an integrated approach to concert giving, outreach and audience development work, performing in a wide range of venues, from established concert halls to leisure centres. The Orchestra participates regularly in the main concert series of the region and has a busy schedule of outdoor summer concerts. Smaller chamber groups from within the Orchestra provide access to classical music for communities in more rural areas. ViVA’s diverse education and outreach programme often includes new works ‘devised’ by local people working with specialist composers and ViVA musicians. Key contacts were Peter Helps, Chief Executive and Marianne Barraclough, Education Manager. Royal Philharmonic Orchestra (RPO) Royal Philharmonic Orchestra was established in 1946 by Sir Thomas Beecham to bring world class performances to audiences across the UK. More than sixty years later, the RPO remains loyal to this founding principle through a busy schedule of concert residencies, tours and recording commitments. The RPO is the orchestra in residence at the Derngate Theatre in Northampton and has established links with education establishments in the area. The RPO was one of the first London symphony orchestras to establish a community and education department. Since its inception, musicians from the Orchestra have delivered hundreds of pioneering projects, allowing the RPO to gain an unrivalled reputation for its work across a wide range of community settings. Much of this work builds on the RPO’s key residencies, allowing the Orchestra to extend its artistic work through a vibrant and innovative Community and Education programme. Key contact was Ruth Currie. Royal & Derngate (R&D) Royal & Derngate is the main venue for arts and entertainment in Northampton. Royal & Derngate is the main venue for arts and entertainment in Northampton. Recently the subject of a £15 million redevelopment project, the theatre offers two auditoria and Underground, a creativity centre that’s home to the Youth Theatre and a wide range of workshops and projects for the local community. Royal & Derngate offers a diverse programme of work with everything from drama to dance, stand-up comedy to classical music, children’s shows to opera on its stages. Some of the biggest names and shows on tour can be found here, alongside a programme of widely acclaimed in-house produced work. The theatre also offers a programme of Creative Projects that gives people the chance to get involved in performing, writing or to find out more about what goes on behind the scenes. Key contact was Alex Soulsby. Tim Steiner Tim Steiner acted as the project’s creative director. Tim is a renowned composer and performer with a specialty in devised and collaborative performance. He has directed music projects in virtually every conceivable musical and social context ranging from small-scale devised work in schools, prisons and homeless centres, to large-scale multi-layered works involving massed groups of professionals, amateurs and beginners. He has directed creative projects in collaboration with numerous orchestras and arts centres throughout Europe including all the BBC orchestras, the Royal Concertgebouw Orchestra, the Casa da Musica in Porto, and the National Concert Hall in Dublin. He has longstanding relationships with sinfonia VIVA, Royal Philharmonic Orchestra, Philharmonia Orchestra, Bergen Philharmonic Orchestra, and the BBC singers. Recent work includes composing and directing the opening fanfare for last year’s Special Olympics, directing a 1000 piece band at the London International Music Show, and leading a team of 40 musicians, dancers, filmmakers, actors and artists through a range of performances in Turku, Finland. Tim was the creative director for the live events for BBC’s Over the Rainbow and I’d Do Anything programmes, and was a mentor on CBBC’s Clash. He is currently working on a major new music series to be broadcast on BBC4 later in the year and will be directed a new work for 6000 young people in July in Birmingham City Football stadium. Tim is a professor at the Guildhall School of Music and Drama. Evaluation Time Allocation The time allocated$^5$ to the evaluation is as follows: Lead researcher: 10 days Research assistant: 7 days Data collection: 14 days The lead researcher’s time includes attendance at steering group meetings, data analysis and report writing but excludes project evaluation consultation and attendance at events. The research assistant’s time includes data collection, transcription and collation of data, data analysis and some report writing. Data collection included site visits and interviews. --- $^5$ The allocated time was far exceeded due to the demands of the evaluation and the difficulty in obtaining data in a timely manner. The lead researcher and The University of Northampton absorbed the additional time required in order to complete the evaluation report as agreed. The Project Context Daventry District is mainly rural with a small urban area to the east and one to the west, covering an area of 665.61km$^2$ (28.1% of the area of the County). The Northamptonshire Population Projection Model (NPPM, 2008) estimates Daventry’s population at 76,400 and accounts for 11.3% of the population of Northamptonshire. There is a small but growing black minority ethnic (BME) population, with increasing numbers of migrants working and/or residing in Daventry since the expansion of the European Union in 2004. National Insurance number registrations for non-UK workers fell by almost a quarter from 2002/03 to 2003/04. The number then doubled in 2004/05 to 260, of which nearly a quarter were Polish, this almost doubled again in 2005/06 to 500, of which over 40% were Polish. 2006/07 saw a small decrease of 4% to 480, of which over half were Polish. A recent report produced by the Institute of Public Policy Research estimated that between May 2004 and December 2007, the level of migrant workers from the A8 accession countries (Poland, Czech Republic, Latvia, Lithuania, Estonia, Hungary, Slovakia and Slovenia) in Daventry was 930 (8 per 1000 population). The economy of Daventry is largely Business Services (which includes Estate Agents, Rental, Legal and Accounting Services) accounting for 33% of all businesses, and the Wholesale & Retail Trade accounting for 19% of all businesses. The Wholesale & Retail Trades, Business Services and Manufacturing are the largest employers (20%, 17% and 17% respectively). There are a relatively small number of areas that have been recognised as relatively deprived both locally and nationally and have been a focus of partnership and agency activity. Figure 2.1 Daventry shown within Northamptonshire --- 6Source: www.daventrydc.gov.uk/strategy-and-policy Children and young people Ethnicity: The ethnic composition of pupils attending schools in Northamptonshire varies between districts. Northampton (24.47%) has the highest proportion of children and young people with a non-White British ethnicity and Wellingborough has the second largest (19.12%). In comparison, approximately 5% of pupils in East Northamptonshire, Daventry and Corby have a non-white ethnicity. Children living in Deprivation: There are 41 Lower Super Output Areas$^8$ in Northamptonshire that are in the bottom 20% in the Country so considered to be the most deprived in terms of the Income Deprivation Affecting Children. Children in Need: Northamptonshire reports providing services for 2,150 Children in Need. As a rate this equates to 14 Children in Need per 1,000 population aged 0-17. This is smaller than the national rate of 20 per 1,000. Looked After Children: Northampton has the highest rate of children becoming looked after (5 in every 1,000 population aged 0-19 years). Corby has a rate of 3.81 per 1000 population aged 0-19 years. Daventry/ South Northants have the lowest rate of CLA (1.28 in every 1000 population aged 0-19 years). Domestic Violence and Crime: The demand for refuge accommodation continues to be high. Requests were received from 542 women and 684 children, of these Women’s Aid were able to accommodate 137 women and 151 children from April 2007 to March 2008. The level of crime in this area is considered ‘average’. The reported average number of crimes in this area has decreased from 423.7 to 404.3 (4.6%) compared to the same three month period in the previous year. Child Protection Register: The number of children and young people who are on the Child Protection Register, as of September 2007, in the County, was 192 (1.14 per 1000 population). The estimated prevalence of Learning Disability: It is estimated that there are 5,043 children and young people who had a learning disability in Northamptonshire. Of these, around one third (1,681) of these children and young people also have a deficit to their adaptive functioning. --- $^7$ http://www.northamptonshire.nhs.uk $^8$ Super Output Areas are a set of geographies with areas of consistent size, and whose boundaries do not change, unlike electoral wards. The Project Schools Ashby Fields Primary School\textsuperscript{9} \| Type of school \| Primary \| \|----------------\|---------\| \| School category \| Community \| \| Age range of pupils \| 4–11 \| \| Gender of pupils \| Mixed \| \| Number on roll (School) \| 414 \| \| School address \| Wimborne Place, Ashby Fields, Daventry, NN11 OYP \| Description of School:\textsuperscript{10} Ashby Fields Primary School is a larger than average primary school situated in a residential area of Daventry. The proportion of pupils eligible for free school meals is below average. Early Years Foundation Stage provision is made available in two Reception classes. The majority of pupils are White British. The number of pupils with learning difficulties and/or disabilities is in line with national averages. The school has received many awards such as Basic Skills Quality Mark, National Healthy Schools Award, FA Football Charter and Eco-Schools Award. Within the school premises there is a breakfast club which is managed by the governing body of the school. \textsuperscript{9} Ofsted Data 2009 \textsuperscript{10} Supplied by LASI based on Source: Office for Standards in Education, Children’s Services and Skills; (2009) Section 5 inspection: Ashby Fields Primary School. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15\textsuperscript{th} May 2010]. Danetre School Type of school: Comprehensive School category: Community Age range of pupils: 11-16 Gender of pupils: Mixed Number on roll (school): 1040 School address: Hawke Road, Southbrook Estate, Daventry, NN11 4LJ Description of School: Danetre School is slightly larger than other secondary schools nationally and students enter at age 11 with attainment that is average. The proportion of students from minority ethnic groups, including those with English as an additional language, is well below national averages. The number of students with learning difficulties and/or disabilities is slightly higher than that found nationally. Fewer students than average are eligible for free school meals. The school achieved specialist status in engineering in 2005. The current headteacher took up post in September 2007. After reorganisation of the 14 to 19 provision in Daventry, the school has been re-designated as an 11–18 school from September 2008 and will operate as a partner in the Daventry Learning Partnership. The school will teach engineering and provide pastoral support to sixth form students. --- 11 Ofsted Data 2008 12 Supplied by LASI based on Source: Office for Standards in Education, Children’s Services and Skills. (2008) Section 5 Inspection: Dantre School. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15th May 2010]. Daventry Abbey Junior School\textsuperscript{13} \| Type of school \| Junior \| \|----------------\|--------\| \| School category \| Voluntary controlled \| \| Age range of pupils \| 7–11 \| \| Gender of pupils \| Mixed \| \| Number on roll (school) \| 228 \| \| School address \| Vicar Lane, Daventry, NN11 4GD \| Description of School:\textsuperscript{14} Daventry Abbey Junior School is of average size for a school in the primary sector. It draws pupils from the locality and the town of Daventry. The proportion of pupils eligible for free school meals is below average. The proportion of pupils with identified learning difficulties and/or or disabilities is average. A small proportion of pupils come from minority ethnic groups, with some being at an early stage in learning English. The school holds Investors in People, Healthy Schools and Football Association Charter Mark awards. Childcare before and after school is based at St James’ Infant School and transport is provided. \textsuperscript{13} Ofsted Data 2008 \textsuperscript{14} Supplied by LASI based on Office for Standards in Education, Children’s Services and Skills. (2008) Section 5 inspection: Daventry Abbey Junior School. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15\textsuperscript{th} May 2010]. Falconer’s Hill Community Junior School\textsuperscript{15} \| Type of school \| Junior \| \|----------------\|--------\| \| School category \| Community \| \| Age range of pupils \| 7–11 \| \| Gender of pupils \| Mixed \| \| Number on roll (school) \| 234 \| \| School address \| Ashby Road, Daventry, NN11 0QF \| Description of School:\textsuperscript{16} Falconer’s Hill Junior is average in size. Most pupils are from White British homes with a small proportion representing a range of other ethnic backgrounds. A few pupils are at the early stages of learning English. The proportion of pupils with learning difficulties and/or disabilities is above average. At the time of the inspection the school had an interim headteacher. \textsuperscript{15} Ofsted Data 2009 \textsuperscript{16} Supplied by LASH based on Office for Standards in Education, Children’s Services and Skills. (2009) Section 5 inspection: Falconer’s Hill Community Junior School. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15\textsuperscript{th} May 2010]. The Grange School, Daventry\textsuperscript{17} \| Type of school \| Primary \| \|----------------\|---------\| \| School category \| Community \| \| Age range of pupils \| 3-11 \| \| Gender of pupils \| Mixed \| \| Number on roll (school) \| 487 \| \| School address \| Staverton Road, Daventry, NN11 4HW \| Description of School:\textsuperscript{18} The Grange is a large primary school came into being in April 2005 after the amalgamation of an infant and junior school. The headteacher previously led the junior school. Most pupils are from White British backgrounds, with a smaller than average proportion from minority ethnic backgrounds. The proportion of pupils with learning difficulties and/or disabilities is above the national average. The school has a Designated Special Provision (DSP) for children with speech and language difficulties in the Foundation Stage and a second DSP for pupils with autism in all key stages. Eleven pupils currently have a statement of special educational need. \textsuperscript{17} Ofsted Data 2008 \textsuperscript{18} Supplied by LASI based on Office for Standards in Education, Children’s Services and Skills. (2008) Section 5 inspection: The Grange School, Daventry. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk (Accessed 15\textsuperscript{th} May 2010). Southbrook Junior School \| Type of school \| Junior \| \|----------------\|--------\| \| School category \| Community \| \| Age range of pupils \| 7–11 \| \| Gender of pupils \| Mixed \| \| Number on roll (school) \| 148 \| \| School address \| Hawke Road, Daventry, NN11 4LJ \| Description of School: Southbrook Junior In this average-sized junior school, the proportion of pupils eligible for free school meals is significantly above average, as is the proportion of pupils with special educational needs and/or disabilities. There is a designated unit for pupils with moderate to severe learning difficulties which currently caters for ten pupils, seven of whom have statements for their learning difficulties. The proportion of pupils from minority ethnic groups is average. For a small minority of these pupils, English is an additional language. The school has experienced significant disruption recently, including the long-term absence of the headteacher and an extensive refurbishment programme. There has been a collaboration with Danetre and Southbrook Infants and Nursery Schools since May 2010, with an Interim Headteacher in place since September 2010. The school is participating in an intensive support programme with the local authority. The school has a breakfast club and has gained a Healthy Schools award. --- 19 Ofsted Data 2010 20 Supplied by LASI based on Office for Standards in Education, Children’s Services and Skills, (2010) Section 5 inspection: Southbrook Junior School. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15th May 2010]. William Parker School, A Specialist Humanities College\textsuperscript{21} \| Type of school \| Comprehensive \| \|----------------\|---------------\| \| School category \| Community \| \| Age range of pupils \| 11–16 \| \| Gender of pupils \| Mixed \| \| Number on roll (school) \| 937 \| \| School address \| Ashby Road, Daventry, NN11 0GF \| Description of School:\textsuperscript{22} William Parker The school is of average size. The proportion of students eligible for free school meals is below average. The proportions of students with learning difficulties and/or disabilities and those with a statement of special educational needs are broadly average. Fewer than average numbers of students come from minority ethnic backgrounds or speak English as an additional language, although the numbers are rising. The school became a specialist humanities college in September 2007. It has achieved the Healthy Schools Award, Careers Mark and Sportsmark. It is part of the Daventry Learning Partnership, developing post-16 education locally. \textsuperscript{21} Ofsted Data 2009 \textsuperscript{22} Supplied by LASI based on Office for Standards in Education, Children’s Services and Skills. (2009) Section 5 inspection: William Parker School, A Specialist Humanities College. UK: Department for Children, Schools and Families. Available from: http://www.ofsted.gov.uk [Accessed 15\textsuperscript{th} May 2010]. Music provision in the selected schools at the start of the project in September 2009 was generally considered in need of improvement. Available data suggests that only 14 children in the primary schools were receiving instrumental lessons in school and 4 privately. It should be noted, however, that this data was incomplete and may not be entirely conclusive. Every school ran some type of collective music making activity either in or out of school time. Access to musical instruments in the primary schools was largely limited to recorders and tuned and un-tuned percussion. Most schools had at least one keyboard or piano. Two primary schools had participated in Sing Up activities. ### 1. Extracurricular music activities \| School \| Type of activity \| Level – Beginner, Intermediate, Advanced \| Time activity takes place \| Led by \| \|-------------------------------\|------------------\|------------------------------------------\|---------------------------\|-------------------------\| \| Ashby Fields Primary School \| African Drumming \| Beginner \| After school \| Year 6 class teacher \| \| \| Ukuleles \| Beginner \| Afterschool \| Year 5 class teacher \| \| Southbrook Junior School, Daventry \| Ocarinas \| Beginner \| Wednesday Lunchtimes \| Music coordinator \| \| \| Choir \| Beginner \| Autumn 2 at a lunchtime \| Music coordinator \| \| The Grange School \| Recorders \| Beginner \| Tuesday 12.30 \| Music coordinator \| \| \| Recorders \| Intermediate \| Tuesday 12.30 \| Music specialist \| \| \| Guitar \| Beginners/Intermediates \| Wednesday 12.30 \| Music coordinator \| \| \| Orchestra \| All Levels \| Tuesday 2.00 \| Music specialist \| \| \| Boys Choir \| - \| Monday 12.30 \| Music coordinator & Music specialist \| \| \| KS1 Choir \| - \| Wednesday 12.30 \| Reception class teacher \| \| \| Junior Choir \| - \| Monday 3.15-4.30pm \| Reception class teacher \| \| Abbey Junior School \| Choir \| All \| 12.30pm \| Music coordinator \| \| \| Music Club \| All \| 3.30pm Tuesday \| Music coordinator \| \| Falconer’s Hill Junior School\| Violin \| All \| During the School Day \| String teacher NMPAS \| --- 23 Data for secondary schools was not provided for this part of the evaluation. 2. Schools with a choir \| School \| Yes/No \| Explanation \| \|---------------------------------------------\|--------\|------------------------------------------------------------------------------\| \| Ashby Fields Primary School \| No \| - \| \| Southbrook Junior School, Daventry \| Yes \| When needed e.g. Easter and Christmas \| \| The Grange School \| Yes \| Boys choir, KS1 Choir, Junior Choir each with rehearsals once per week \| \| Abbey Junior School \| Yes \| Music co-ordinator with rehearsals once per week \| \| Falconer’s Hill Junior School \| No \| - \| 3. Schools who have participated in Sing-Up activities \| School \| Yes/No \| \|---------------------------------------------\|--------\| \| Ashby Fields Primary School \| Yes \| \| Southbrook Junior School, Daventry \| Yes \| \| The Grange School \| - \| \| Abbey Junior School \| No \| \| Falconer’s Hill Junior School \| No \| 4. NMPAS recital team school visits – strings, brass, woodwind, & rock band \| School \| Recital \| Date of Visit \| \|---------------------------------------------\|-----------\|---------------\| \| Ashby Fields Primary School \| Rock Band Group \| Autumn 2007 \| \| Southbrook Junior School, Daventry \| Brass \| Oct 2008 \| \| The Grange School \| Strings \| Easter 2007 \| \| Abbey Junior School \| Strings \| 2008 \| \| Falconer’s Hill Junior School \| Rock Band \| 2007 \| \| Falconer’s Hill Junior School \| String Quartet \| 2009 \| 5. Access to musical instruments \| School \| Piano \| Electric piano/s \| Drum kit \| Steel pans \| Guitars \| Ukuleles \| Untuned percussion \| Tuned percussion \| Recorders \| Woodwind \| Brass \| String \| \|---------------------------------------------\|-------\|------------------\|----------\|------------\|---------\|----------\|-------------------\|-----------------\|-----------\|----------\|-------\|--------\| \| Ashby Fields Primary School \| 1 \| 0 \| 1 \| 0 \| 0 \| 1 \| 15 approx. Tambourines, Shakers, Drums, Bells \| 8 \| 0 \| 0 \| 0 \| 0 \| \| Southbrook Junior School, Daventry \| 1 \| 6 \| 0 \| 0 \| 0 \| 0 \| Claves: 30 Maracas: 8 Drums: 4 Bells: 8 Triangles: 10 Tambourines: 20 Cabassa: 1 Total = 81 \| Xylophone: 1 Glocks: 5 Ocarinas: 24 Total = 30 \| 15 \| 0 \| 0 \| 0 \| 0 \| \| The Grange School \| 1 \| 1 \| 0 \| 0 \| 2 \| 0 \| 8 \| 0 \| 0 \| 0 \| 0 \| 0 \| \| Abbey Junior School \| 2 \| 0 \| 0 \| 0 \| 0 \| 0 \| Various items. Large quantity. \| 30 (approx.) \| 0 \| 0 \| 0 \| 0 \| \| Falconer’s Hill Junior School \| 1 \| 5 \| 0 \| 0 \| 0 \| 0 \| 30 \| 15 \| 5 \| 0 \| 0 \| 0 \| 6. Children in project class having peripatetic music lessons at school \| School \| Instrument \| Level \| Number \| \|---------------------------------------------\|------------\|------------------------\|--------\| \| Ashby Fields Primary School \| Guitar \| 2 Silver, 1 Initial, 2 Grade 1 \| 5 \| \| \| Clarinet \| Grade 1 \| 1 \| \| \| Violin \| Beginner \| 1 \| \| \| Saxophone \| Beginner \| 1 \| \| Southbrook Junior School, Daventry \| N/A \| \| \| \| The Grange School \| Cello \| Not yet graded \| 1 \| \| \| \| Not yet graded \| 1 \| \| Abbey Junior School \| Violin \| 3 years \| 1 \| \| \| Guitar \| 2 years \| 1 \| \| \| Flute \| Beginner \| 2 \| \| Falconer’s Hill Junior School \| - \| - \| - \| 7. Children in project class learning a musical instrument out of school \| School \| Instrument \| Level \| Number \| \|---------------------------------------------\|-----------------------------------\|------------------------\|--------\| \| Ashby Fields Primary School \| Piano/Keyboard \| Beginner \| 3 \| \| Southbrook Junior School, Daventry \| N/A \| - \| - \| \| The Grange School \| Cello (Saturday music centre: Ruby) \| Not yet graded \| 1 \| \| Abbey Junior School \| - \| - \| - \| \| Falconer’s Hill Junior School \| - \| - \| - \| NB: The above data are incomplete and inconclusive. 8. Spaces identified available for the monthly Connected to Music activities \| School \| Space \| \|---------------------------------------------\|------------------------------------\| \| Ashby Fields Primary School \| Music Room \| \| Southbrook Junior School, Daventry \| Hall, spare classrooms and library \| \| The Grange School \| Hall, Spare Classrooms and possibly Conference Room \| \| Abbey Junior School \| Hall, Spare Classroom \| \| Falconer’s Hill Junior School \| Hall, Music Room, Spare Classrooms, Conference Room \| The Evaluation Context Project objectives Objective 1: To create and deliver an integrated and collaborative programme of workshops and training sessions supplied both during and beyond the school day designed to enrich and enable 100+ teachers and two professional orchestras to expand their own and thereby their students’ horizons and aspirations. The model will be an exemplar of good practice for dissemination across the UK. Objective 2: To enable 3,000 young people in Northamptonshire, regardless of their musical experience or interests, to experience high quality live orchestral music in a professional venue for the first time by July 2010. Objective 3: To enable 500 young people to compose and perform music alongside a professional orchestra by August 2010. Objective 4: To empower up to 100 music practitioners, music teachers and general class teachers (in primary and EYFS settings) to work confidently and effectively with children to improve musical learning, understanding and standards by July 2010. Objective 5: To develop a music learning and teaching resource that promotes and disseminates material and good practice developed during the project by July 2010. Intended project outcomes - 2 new specialist music delivery teams that can work with classroom teachers in the County to raise standards of music teaching and performance are operational by September 2010. - Increased standards of music education in schools by July 2010 with lessons that connect music learning with performance evidenced by the children’s ability to: - perform with increasing expression and control; - talk about the links between music that they perform, compose and listen to in and out of the classroom context; - evaluate their music and make suggestions about how to improve it; - use musical vocabulary to compare and contrast music that they perform, compose and listen to - perform musically; - perform rhythms and melodies aurally and from notations; and - perform from memory. - The partnership between the music educators, professional orchestras and arts organisations in Northamptonshire is confirmed for a further two years in July 2010. - Development of new after-school music activity programmes in 3 schools in Daventry led by music practitioners in place by September 2010. • 3,500 children and their families in Northamptonshire experience live orchestral music for the first time during academic year 2009/2010. • Demand for instrumental teaching in Daventry increased by 10% by September 2010. • 10% more children on Wider Opportunities programmes continue learning instruments beyond Year 6. • A permanent national music education resource for music teachers in Northamptonshire is operational by January 2010. • In the longer term we aspire to change the cultural environment of Northamptonshire, particularly in Daventry where the aspirations of both students and families will have been raised, creating a more conducive environment for learning and listening. Connected to Music Evaluation Report This section outlines the steps undertaken in the evaluation of the Connected to Music project. The evaluation methodology employs both qualitative and quantitative data throughout. A particular aspect of this evaluation was the use of a type of Q-methodology which enables qualitative data to be represented and analysed quantitatively. The process of evaluation used a range of methodologies including observation, self-reflection, journals, questionnaires, in-depth interviews, data from performances, photographic records, DVD, peer appraisal and longer-term tracking. Where practical every effort has been made to monitor against baseline information gathered prior to the start of the project. A representative sample of students from each school has been used to conduct specific in-depth tracking. Evaluation Management Orchestras Live commissioned The University of Northampton to conduct a full evaluation of the Connected to Music project. The evaluation was led independently by Dr Ross Prior from the University. However in an attempt to embed evaluation, monitoring and reflective practice into all levels of the project, the entire team was given evaluation and monitoring responsibility which entailed data collection, administering surveys, Q-sorts, and making observations. The stages of evaluation were monitored internally by the steering committee, which took advice from the lead evaluator. To ensure accuracy and usefulness of the evaluation report, the evaluator collaborated with project staff to: • Identify documents for review; • Identify and contact data sources; • Discuss and approve interview guides to be used during data collection; and • Discuss and approve the draft and final evaluation report. On a day-to-day basis, internal evaluation was ongoing by Orchestras Live, partners and by the beneficiaries themselves and is based on the following: • The collection of baseline data from existing sources including national and local statistics of deprivation and educational attainment as well as qualitative data from project participants on expectations and aspirations; • The observation and collecting of video, photographic and audio evidence and developing a good practice resource; • Regular discussions and interviews with children, families, workshop leaders, instrumentalists, learning mentors etc; • The regular feedback from workshop leaders, teachers, parents/carers and children involved in the project; and • The development of a framework of reflective practice for practitioners. Although Orchestras Live aimed to monitor and evaluate the project at each stage against the stated aims and objectives, involvement of beneficiaries in the process was also seen as important, both in terms of gaining their feedback and in terms of ensuring they felt ownership of the project. Funding for a full external evaluation was built into the project budget. Evaluation is an area of work which Orchestras Live has been developing and to this end has, with the support of Charities Evaluation Services, devised what it claims as a ‘robust internal monitoring system focussed on organisational impact and outcome monitoring’. Design, Sampling & Data Collection The Design: The evaluation employed an on-going approach to data collection which reflected both formative and summative responses and observations throughout the project. There were three quite specific review periods which included the beginning, mid-point and end of project. Sampling: Where appropriate and practical, all participants were invited to feedback throughout the project. Three children from each class were selected on the basis that they were typical of either a High, Medium or Low academic achiever. This selection was done by the classroom teacher. Particular interest was in tracking these sampled children to measure any change in perception of instrumental music (see Q-sort data below) over the duration of the project. All teachers, musicians and partners were invited to be part of the evaluation process. Selected quotes have been distilled according to patterns of high frequency of repetition. All documents relevant to this project have been reviewed in this evaluation. Data collected which was not especially illuminating has been excluded. Data Collection: The collection of data involved a ‘360 degree’ perspective. There has been a good balance of formative and summative evaluation. Every effort has been made to reasonably capture all the voices using a range of methodologies. Questionnaires have been avoided where ever possible in order to maximize input and allow for creative responses from participants. Data collection techniques involved the following broad approaches: a) Interviews Interviews were conducted with children, teachers and musicians to provide a monitoring guide for the Steering Committee and for use in the evaluation. Some interviews were recorded, others written, and some responses consisted of drawn pictorial responses. The interviewers explained the purpose of the evaluation and asked each respondent to participate in the evaluation interview to ascertain their experiences with the project or in the case of the headteachers, this was also used to gain deeper insights into music provision at each school. b) Q-sorts The name ‘Q’ comes from the form of factor analysis that is used to analyze the data. Q factor analysis looks for correlations between subjects across a sample of variables and reduces the many individual viewpoints of the subjects down to a few ‘factors,’ which represent shared ways of thinking. Data for the Q factor analysis comes from a series of Q-sorts which were administered to students at the beginning and end of the project to gain an understanding of perception shift. The Q-sort is a ranking of variables – presented as 24 statements printed on small cards. The use of ranking, rather than asking participants to rate their agreement with statements individually, is meant to capture the notion that people think about ideas in relation to other ideas, rather than in isolation. The sample of statements for a Q-sort was drawn from a ‘concourse’ – the sum of selected statements students may say or think about music. One salient difference between Q and other social science research methodologies, such as surveys, is that it typically uses many fewer subjects. In this case 3 students were chosen from each class, 1 High, 1 Middle and 1 Low ranked academic achiever. c) Journals It was agreed with the evaluator at the commencement of the project that all teachers and all musicians would be asked to keep a hard copy journal in which they could record observations and reflections throughout the project. Respondents were encouraged to be as creative as they desired but were asked to add to their journals frequently. This task was as much about assisting personal reflection as it was about evaluation. It appears, however, that at the beginning of the process the steering committee heard from orchestral management teams that they did not believe journal keeping would produce the most effective feedback, therefore no journal data are available from them. d) Audio, video recording and photography Exemplars and practice sharing has been made possible through the video recording. Impressionist vox pops, for example, were also gathered after the performance at Royal & Derngate. Photographic records are also useful in capturing the particular dynamic of the project in situ. e) Questionnaires There were three types of questionnaires used during the project: - Practitioner questionnaire. - Student questionnaire. - Parent questionnaire. f) Student responses These responses were collected as a result of teacher initiated activity and consist largely of: - ‘Thank you’ letters - Poetry - Drawings Ethical considerations The Connected to Music evaluation was carried out within The University of Northampton ethical guidelines for research. Permission for students to be interviewed, photographed and videoed has been sought via Orchestras Live and where no permission has been granted, no interviews, photographs or videos have been intentionally undertaken. Participants have had the right to withdraw from the evaluation and where a participant does not wish to be interviewed, researchers have honoured this. Responsibility for permission and copyright rests with Orchestras Live alone. Students and parents have been referred to anonymously. Data analysis The data was analyzed using traditional quantitative and qualitative analytic techniques in addition to blended approaches such as Q-factor analysis. Findings of interviews with project participants and staff were analyzed for thematic content by several researchers. The themes identified by researchers were compared, and any diversity in interpretation of findings was resolved through deliberation among the researchers. Where practical the results were shared with appropriate project partners for comment and consultation. Limitations Although large amounts of data were gathered only a relatively small number of participants (< 25%) submitted or completed the journal task which was outlined at the commencement of the project. It appears that generally the musicians’ preferred method of response was verbal. The data collection across the various participants was sometimes incomplete – one of the limitations of having the participants responsible for returns. It should also be noted that due to Southbrook Junior School’s unusually difficult and unstable situation we are unable to report in any great depth, particularly due to shifting staff and students. However data gained from this site are beneficial within the limitations of the context. Some of the broad barriers to effective evaluation encountered were: - Access to students to interview them. As the project progressed it became more difficult to take students out of the creative sessions to interview them; - Different understandings of reflective practice models and pedagogy may exist between classroom teachers and orchestral musicians however this requires further exploration which is beyond the conclusive evidence supplied for this evaluation$^{25}$; $^{25}$ These understandings are limited in that no orchestral musician journals were required to be kept. • Finding effective ways of obtaining feedback, other than anecdotal, from parents; • Some children have limited vocabulary when asked to respond – “it was good”, “we had a good time”, “wicked” etc were typical responses; • Transient nature of students in one school with a particularly high number of fixed term exclusions and transfers of pupils has made tracking progress difficult; • Schools under time pressures and are often unable to prioritise evaluation tasks asked of them; • No orchestral musicians’ reflective journals; and • There were enormous amounts of data, observations and interviews required to evaluate according to DfE requirements which appear to blur the distinction between substantive research and evaluation. The following section contains a synthesis of formative and summative data collected for the evaluation of the Connected to Music project. Key findings of data collection are organized in this section by data collection method and are presented with brief analysis and/or discussion. Journals Listed below are a compilation of journal extracts from the teachers which reflect recurring themes or particularly illuminating comments across the project schools: Impact on students: Students instantly engaged. They didn’t know what to expect. What a sound! Not a music stand in sight. Students’ reaction: Totally Brilliant! 26 Started off sitting down round table – laying down ground rules, expectations, goal, building up confidence: - learning to listen to each other - Respecting each others’ contribution - praising where appropriate --- 26 Reference to Music Centre session 6th February 2010 Had all working really well – Very pleased. Tim is an excellent leader – amazing control without verbal cues – getting children to watch carefully to participate in warm up exercises. Today is the first 1st time I am made aware that one of the cellists does not have English as his 1st language – it has not been noticeable as the sessions are very practical and physical. I wonder if the progress of the children would have been similar if they had received specialist music teaching each week for the year. Or even, dare I say it, had specialist music lessons from an early age. Impact on teachers: I need to build my confidence and believe in myself more – Initially I felt that my musical limitations made me inferior – actually my own learning during this process is helping me identify tricky parts – to understand how it is for the children – how more ground work in rhythm and beat (maintaining a steady 1) is vital. Another great day. I really am confident to try these sorts of ideas with pupils I currently teach. Tomorrow we’re going to build upon the work we’ve done today and I can’t wait!!! Their teacher is such a good example to them. She was saying how learning the double bass has helped her to understand why certain notes go with others! She can also help her cellists and violinists a little more now. One of her TAs said how much she’d enjoyed our work this year and she ‘wouldn’t have missed it for all the world!!!’ Impact on schools: With our ‘inclusive’ schools policy every class has children in it with specific difficulties – most schools have children who have English as a 2nd /3rd or even 4th language. The Arts are often the only subjects which these children can easily access and succeed in. These schools and teachers have been prepared to change their routine to accommodate the team, and also me, on my separate visits. It is very rewarding to work with teachers, and TAs who take on board suggestions, and the try their own things. At the end the class had changed from the most hated, to the one that everyone wanted to teach. This class have major behaviour problems, some of them have been excluded this year due to poor behaviour. Their teacher told me last week that she was really concerned about their lack of cohesion as a class. Within ten minutes the ‘refusers’ were joining in and maintained concentration throughout the whole afternoon. The head teacher was amazed, he couldn’t believe how well the creative ensemble team worked with the children helping them to co-operate and communicate with each other. Partnership working: The orchestra responded really well to the kids and encouraged them, particularly the newer strings and percussion and really got involved in it. You could see the kids’ reaction and they obviously enjoyed this and I just felt their energy so the pieces sounded even better! A brilliant day, all staff friendly, helpful and supportive. An excellent opportunity to make new contacts. sinfonia VIVA turned up and for many of the kids it was the first time they had worked with or seen a professional orchestra that close! I found it slightly strange working alongside people who used to – and sometimes still are – my teachers. Making the transition this year is weird, but the project is helping loads with that already. As the project has progressed I think it’s been a learning process for all, not least Tim. He has listened and responded to criticism, and he has made things clearer. I do think that some of these professionals would also benefit by spending time with those of us in music education, as I think there are some misunderstandings about what we ‘do’. Perhaps these are based on their experience as children. I think it is certainly easier to connect to orchestral music when you have access to orchestral instruments and players. They help bring musical elements to life. It was great to see the wind and brass players sat with the children from the secondary school, one of the aims of the project was to strengthen links between transition and all of these children now know both of the Danetre music teachers. I arranged with one of the teachers from the Danetre to leave our instruments after the concert in their Music department as our school would be locked. Again, links being forged. Legacy: For me the project has been successful in a variety of ways. The inspiration has come from the overall love of music from adults, sharing with children. The children have then ‘caught’ this enthusiasm. My fear will be that without follow through support teachers will become bogged down by the usual bureaucracy and paperwork that has become the ‘norm’. Their musical skills and knowledge have improved, and in most cases, attitudes and behaviours appear to have moved. It’s been very gratifying to know that a large number of children have expressed an interest in learning an instrument. Some have shown a natural aptitude to playing a variety of instruments. It would be interesting to see how many do learn next year and how many continue to play. Behaviour in the Concert hall was excellent. The final song ‘Ritual Fire Dance’ was amazing. The clapping, rapping and singing part of this song will stick in my mind forever. I really hope if the project has the money to fund it, this type of concert (RPO) could be included as a yearly event. It is an experience that I don’t think I or the children will forget for a long time. The journal entries written by the teachers reflected a high level of engagement with Connected to Music. Comments demonstrated reflective practice in action. Impact on staff, students and schools was reported positively with wider ranging positive impact beyond the music class. Anecdotal reporting of improved student enthusiasm for learning was a feature. The positive benefit to working with instrumentalists and taking part in large-scale events, particularly at Royal & Derngate, were reported as inspirational and memorable. An increased reported up-take in students learning a musical instrument is another significant outcome of the project. The potential for students, teachers and musicians to learn from each other is clearly voiced. Audio, Video Recordings & Photography Evidence of practices was gained via audio and video recordings. A DVD Connection, a musical celebration with sinfonia ViVA, musicians from the Royal Philharmonic Orchestra and Daventry schools was recorded (May 2010) and is available from Orchestras Live. All the partners, children, young people, teachers and musicians who participated received a copy of the DVD free of charge. Vox Pops recorded at the Connected to Music concert on 2 March 2010 revealed general agreement from students that they enjoyed Simpsons, Stars Wars and Beethoven’s Fifth (audience participation) at concert put on by Orchestra’s Live at Royal & Derngate. General excitement and enthusiasm and were looking forward to next concert opportunity. Students enthusiastically summarized the event as “wicked”, “cool” etc. The following images demonstrate some of the practices observed in situ throughout the project: Figure 4.1: Workshop & Launch Event 16 October 2009 - Royal & Derngate Figure 4.2: Workshop & Launch Event 16 October 2009 - Royal & Derngate Figure 4.3: Workshop & Launch Event 16 October 2009 - Royal & Derngate Figure 4.4: Daventry Abbey Junior School Percussion workshop February 2010 Figure 4.5: Daventry Abbey Junior School Strings workshop February 2010 Figure 4.6: The Grange School workshop Figure 4.7: William Parker workshop Non-composed photographs taken throughout the project reflect a demonstrably high level of co-operation between students, teachers and musicians. Musicians and leaders are working amongst the students rather than remaining separated. Enjoyment and enthusiasm are qualities which appear to be shared by all participants. For much of the time students had instruments in their hands and were actively engaged in music making and listening. Clearly evident is a strong sense of ensemble and the ability to use a range of spaces available for creative music-making. Q-Sorts: Students’ Attitudes to Music Students were surveyed at the commencement and conclusion of the project in order to gain an understanding of attitudes to music. Follow-up questions for both Q-Sorts 1 & 2 are organized by students’ names. Raw numbers appear at the top of columns. Q-sort 1 = prior to commencement of project. Q-sort 2 = at conclusion of project. ### Most Agree with Statements \| Card \| Statement \| Card \| Statement \| \|------\|------------------------------------------------\|------\|------------------------------------------------\| \| 1 \| I know what an orchestra is \| 13 \| I can play a musical instrument \| \| 2 \| I enjoy music lessons at school \| 14 \| I make up my own music \| \| 3 \| Music lessons at school are boring \| 15 \| I am in a music club \| \| 4 \| I want to see a live orchestra \| 16 \| I play music in a group \| \| 5 \| I want to make music with my friends \| 17 \| I have worked with real musicians \| \| 6 \| I like listening to music \| 18 \| Music is boring \| \| 7 \| Music at school is cool \| 19 \| I know a lot about music \| \| 8 \| I have been to a music concert \| 20 \| I like listening to music more than making it \| \| 9 \| I’ve been to Royal & Derngate Theatre before \| 21 \| For me making music is hard to do \| \| 10 \| Orchestras are cool \| 22 \| I wish we could do more music \| \| 11 \| I would like to go to a music concert \| 23 \| I would prefer not to do music \| \| 12 \| I have a musical instrument \| 24 \| I want to play music when I am older \| Figure 4.9: Most ‘Agree’ to statements provided \| Card \| Statement \| \|------\|------------------------------------------------\| \| 1 \| I know what an orchestra is \| \| 2 \| I enjoy music lessons at school \| \| 3 \| Music lessons at school are boring \| \| 4 \| I want to see a live orchestra \| \| 5 \| I want to make music with my friends \| \| 6 \| I like listening to music \| \| 7 \| Music at school is cool \| \| 8 \| I have been to a music concert \| \| 9 \| I’ve been to Royal & Derngate Theatre before \| \| 10 \| Orchestras are cool \| \| 11 \| I would like to go to a music concert \| \| 12 \| I have a musical instrument \| \| 13 \| I can play a musical instrument \| \| 14 \| I make up my own music \| \| 15 \| I am in a music club \| \| 16 \| I play music in a group \| \| 17 \| I have worked with real musicians \| \| 18 \| Music is boring \| \| 19 \| I know a lot about music \| \| 20 \| I like listening to music more than making it\| \| 21 \| For me making music is hard to do \| \| 22 \| I wish we could do more music \| \| 23 \| I would prefer not to do music \| \| 24 \| I want to play music when I am older \| Figure 4.10: ‘Least Agree/Disagreed’ with statements provided The statement ‘I like listening to music’ was the most favoured response in the Q-sort and increased by 1 student by the conclusion of the project. The next most favoured statement was ‘I wish we could do more music’, however this decreased by 1 student by the project conclusion which may indicate the already increased engagement with music. The third most favoured response was to the statement ‘I enjoy music lessons at school’ also decreased from 5 to 2 students. This lessening enjoyment is inconsistent with other data and maybe reflective of what the students believe constitutes music lessons at school. The fourth most favoured statement ‘I have a musical instrument’ increased by 2 students at the conclusion. These results in themselves do not reveal significant trends and to these ends it must be acknowledged that the survey sample is small. To the statements which the students least agreed ‘Music is boring’ and ‘I would prefer not to do music’ were highest ranking which demonstrates an already favourable disposition to music at the commencement and which showed further support by the conclusion. Questionnaires Pre & Post RPO ‘Get Connected’ Concerts 2 March 2010 Data Students and Teachers surveyed from the following schools: - Ashton CofE Primary School - Brigstock Latham’s CofE Primary - Brixbworth Primary - Woodford Halse CoFE School - Ecton Brook Primary - Flore CofE Primary - Freemans - Great Addington - Great Creaton Primary - Headlands Primary School - Little Houghton Primary - Loddington CofE Primary - Mears Ashby CCVA - Our Lady of Walsingham - Roade Primary School - Thrapston Primary - Titmarsh Primary School - Yardley Hastings - Croughton All Saints CofE Primary School Summary of Pre-Concert Questionnaire - 19 non CtM project schools were surveyed. - 20 teachers and staff attended the concert. - 702 children attended the concert. (59% Year 5/6, 41% Year 3/4, There were no Children from Years 2 or 7/8 included in the questionnaire) - 53% (372) of the children sampled who attended the concert are learning an instrument. Of this: - 117 Children have private music lessons outside of school - 235 Children have individual NMPAS lessons in school - 86 Children have group lessons (Wider Opportunities) [NB: Some children who have private or individual lessons may also partake in group lessons.] - 75% of teachers have attended an orchestral concert. - 19% (131) of children have attended an orchestral concert. - 38% (265) of Students have attended a show at Royal & Derngate in the past year. The most popular shows and performances included: Snow White, Peter Pan, Honk, Wizard of Oz and High School Musical. - 20% (137) of the children said their parents/carers/family have attended an orchestral concert. Figure 4.11: A summary of pre-questions concert questionnaire responses from non CtM Project schools, invited to the Royal Philharmonic Orchestra concert on 2 March 2010 Teachers surveyed from the following schools: - Abbey Fields - Ashby Fields - Ashton CE Primary - Campion School - Cedar Road Primary School - Ecton Brook Primary School - Finedon Mulso Junior School - Woodford Halse CE School - Great Addington - Great Creaton Primary - Headlands Primary - Helmdon Primary - Kings Heath Primary - Little Houghton Primary School - Loddington CofE Primary - Milton Parochial Primary - Roade Primary School - Rothersthorpe CofE School - Silverstone CofE Junior School - Southbrook Junior - The Grange School - Titmarsh Primary School - Whitehills Primary School - Freemans Endowed CE Junior School Summary of Questionnaire - 24 Schools attended the concert. - 54 Teachers and staff attended the concert. - 930 Students attended the concert. (61% Year 5/6, 31% Year 3/4, 5% Year 7/8, 3% Year 2) - Majority of schools were attracted to the concert because of the Royal Philharmonic Orchestra and that it was a free event. - Schools were asked to rate the concert across 6 areas (Overall, Performance, Tim Steiner, Music, Venue and Staff). The vast majority of schools rated the concert as ‘excellent’ across all areas. - When asked how much each school would be willing to pay for a similar concert, most schools said they would be willing to pay £3 to attend the concert. - The majority of schools have music lessons on a weekly basis which every class attends. - All but two schools have music co-ordinators. - 61% of schools offer Wider Opportunity lessons to their students. - 39% (363) of students who attended have individual music lessons. Figure 4.12: A summary of teacher survey responses from schools that attended the Royal Philharmonic Orchestra concert on 2 March 2010 The pre and post concert survey data shows the response from teachers and students to be highly favourable, rating the concert as ‘excellent’. Results for non-Connected to Music schools invited to the RPO concert who responded to the survey revealed that for 81% of the students and 25% of the teachers this was their first experience of an orchestral concert. These statistics are useful in gaining a regional understanding of orchestral concert attendance. The most frequent answer from respondents to indicate their reason for attending the concert was the fact that it was offered free-of-charge and that it was presented by the Royal Philharmonic Orchestra. Parents’ Survey 45 parents returned the parents’ questionnaire at the end of the project. Selected questions pertinent to evaluation are shown here. In response to the question: ‘Has this project made you and/or your family feel differently about classical music?’ the following indicated: ‘Don’t know’: 36% ‘No’: 33% ‘Yes’: 31% Musical instrument take-up: Survey results indicate that 42% of the students have taken up a musical instrument this year. Typical general comments: The connected to music project was fantastic for my son and he has decided to take up the guitar next year. Thank you much to all involved! Parent: The Grange My son really enjoyed this music project, he doesn’t usually talk about what’s going on at school but he would often talk about the music project. Parent: The Grange It has been a superb project for my daughter to be involved. It has given her a lot of confidence to perform in front of people. Thank you. Parent: Falconer’ Hill Notable comments on parents’ observation of learning or concentration improvement: [name] has been putting a lot more effort into his work at school and his concentration is getting better as a result of this project. Parent: Falconer’ Hill Yes! Lots more confidence and is more interested in what goes into music. As a result of the project we are looking for guitar lessons for [name]. Parent: Falconer’ Hill From the parents’ survey data it would suggest that there has been a significant up-take of learning a musical instrument by their children. However it would not be reliable to assume that 43% (as indicated by the parents’ survey) of the total number of children did take up an instrument since the survey is based on 45 returns. Other data elsewhere reveal the actual number that did take up instruments to be 65 students. What can be concluded positively is the interest that 45 parents took to return the survey and the generally high level of enthusiasm for the Connected to Music project expressed in their comments. 31% indicated feeling differently about classical music (positive inference), Parents reported increased confidence, concentration and enthusiasm in their children as a result of the project. Student Responses A variety of student responses were gathered and a wide sample of these is reproduced in Appendix 2 demonstrating the level of engagement in the project. Drawings and hand written responses form the bulk of these student responses. Whilst a greater proportion of the students’ responses were initiated as teacher directed tasks, the individual responses indicate a high level of engagement with the Connected to Music project. Observations made by the children of the various concerts show strong impact and are likely to provide motivation for their own subsequent engagement with music, either to learn a musical instrument or appreciate instrumental music more generally. The importance of viewing these as legitimate artifacts cannot be emphasized sufficiently and whilst included in the appendices these should be viewed as significant contributions to the evaluation itself. Mid-Point Project Teacher Evaluations – Survey Responses At the mid-point of the project teachers we asked a number of questions about the progress of the students involved in the project. On a scale of 1-5, the extent teachers feel their pupils: a) have improved their musical skills? b) are performing with expression and control? c) are talking about links between music that they perform, compose and listen to? d) are evaluating their own music and making suggestions about how to improve it? e) are using musical vocabulary? Teachers reported increased levels of musical ability in their students which was evidenced in skill, expression and control, forming links between played music and composition, evaluation, and musical vocabulary. The survey results reported that teachers believed that there had been significant levels of improvement, with an average rating of close to 3 on a 1-5 point scale and there were nil reports of not much improvement. Summative Reflections via Interview What the headteachers said (non-verbatim) about the project: Positive comments Motivation: - Children who have been really motivated and engaged and many who aren’t normally. - Have already programmed in a year of music activity but are still at the planning stages regarding content. - Keen to engage families and maybe incorporate their input at end of year shows, even having parents play. Partnerships: - The class as a whole worked really well together – the concert had given them a goal to work towards. - They are an ISP school, so having music has been a nice escapism from yr 6 SATS as well as a learning opportunity. - Welcomed the idea of the secondary schools taking the lead and working with the clusters to create music consortiums. - Worthwhile and would like to applaud the partners for the delivery of the project in its areas of speciality. - Felt that the project worked due to the big concert at the Derngate. - Loves the concept of putting young people with talented and professional musicians; this project really inspires the talented pupils particularly in their aspirations. - Was immensely proud at the Derngate concert as a large amount of GCSE students came from [school name]. Legacy: - 100% committed to carry this work on and said that although SATS create a busy time and many targets, they are not that important, where as creativity is high on her agenda. - Overall it’s been impressive. - Has recently formed a Creative Arts Department a year ago as part of his healthy schools programme, which is doing really well. This project supports this. Negative comments Staffing: - Because [name] wasn’t the music coordinator, the work hasn’t yet filtered down through to other classes, but welcomed the idea to adapt policy and maybe use [name] in some way to target whole school. - The project has been hard in terms of staffing and they at times have felt overstretched both in terms of time and logistics. - Working under the guidance of the secondary schools is a good concept but again worries about the delivery/organisation/lead. An example he gave was a school carol concert that was organised by [name], [name] ended up being ill, and the concert folded without that key member of staff to lead. We need more than one or two people to organise such events/projects. - Issues with freeing up [name’s] time as he is team leader. When he is absent he isn’t managing the team and this can lead to problems. Also a concern for the future. He is happy for [name] to take a lead, but worries that he may take on too much. It may help if we provided specialist music cover, then the students wouldn’t lose out on music teaching, although there would still be issues surrounding management of team. - The possibility of having an end of year Daventry based concert as a culmination, but worried who would organise this. Time: - The issue of it clashing with GCSE’s has created some problems for them, but he can also see that this project is a welcome relief from the pressures of GCSE for some so is happy to work around that. - Issue of resources arose – instruments are needed here. - Like to see the County Orchestra stay for a whole day at school. Have a performance in the morning followed by workshops in the afternoon, then a concert. Students: - By working with year 6, we lose transition with secondaries. If we work with Year 5, we have them for two years or a year after the project finished. - Concern that he is losing music students to Danetre due to them hosting the Music Centre, students tend to think that Danetre is the school to attend if you are into music and rule out WP. He asked if there was the possibility of rotating the Music Centre sessions between the two Secondary’s in the future. - Year 5 students NOT year 6 with respective music departments and heads on board and supported, perhaps GCSE students can have working with Primary students built into their course work – peer education. We could use the students in the same way we have used the musicians. Resourcing: - Asked would we be able to fund a large venue (Royal & Derngate) again as this in his opinion gave the project staff and students something to aim towards, and gave it the wow factor. - Consider buying into CPD sessions annually between £60-£100 - Keen to create a legacy but lack the know-how in putting a comprehensive and quality music education programme together, Christmas concerts were discussed. - Would like to continue the work in ‘blue sky’ vision, but has concerns that without the professionals the achievements and standards won’t be high. Further ideas & the future: - Are really keen to work with Danetre School and get support from them. - Would consider buying into CPD sessions if the annual fee was below £100. - Sympathise with other heads though and make the point that they are the only primary not in some ISP or special measures. - Wants to work with proactive Primary Schools. - Aims to raise the profile of Music in school. Improve relationships with Primaries, and to improve transition. - Working with the professional musicians is a must. They add a new dynamic and raise the achievement and aspiration levels of pupils and staff. Seemed to be happy with a beginning, middle and end format of musicians coming in. - Consider buying onto CPD training over the year at a cost, but only if the training met the needs identified through assessment. - Could the project run as a summer school over 10 days in August? Or across the year in half terms, then the internal impact would be nil. Working with the gifted and talented. - For the legacy we need to avoid more than 1-2 days a week out of school. - He has started working on a smaller scale plan working with [name] Primary and the [name] Primary. We need to take what we have learned from this and create a one size fits all for the cluster. - Happy to work in partnership with other schools but ONLY if they are committed as [name] want to build out excellent practice that can then inform the less committed. Perhaps to work with them in the future. - He would like to see more links with the professionals even on a smaller scale, maybe even do a co-performance with the young people and the musicians, young person concert followed by a string quartet for e.g. He would be prepared to invest in that. - Likes the idea of older pupils working with Primary children and peer work education. Perhaps the yr 11 could work with the year 6 to deliver work. - Timescale needs to be flexible and it’s hard to be specific. He would suggest something on a weekly basis and ideally more than one thing. Headteachers were generally supportive of the project and had predictable concerns over timing, staffing and resources. The significant number of comments about future partnerships and programmes indicated an acknowledged value of Connected to Music and displayed a willingness to explore a range of partnerships with professional musicians and neighbouring schools, both primary and secondary. Some shared concern was expressed (both on and off the record) about the location of the Music Centre at Danetre and felt this was partisan. It was acknowledged that there is a lack of available expertise within the schools. There was also shared willingness to support affordable professional development in music for appropriate staff. What the Teachers & Peripatetic Musicians said about the project: Project Expectations: - Expectations were better links with Danetre and access to more music making using pro musicians. Expectations were all met. - I expected to make music in groups and as a class which would then lead on to a big performance. Exceeded expectations in the sense that the quality of the outcome was far more sophisticated musically and instrumentally than I would have thought possible from children who started out as complete beginners. - To develop my own confidence/skill at delivering a wider range of music skills to a class group. I believe that at the start of the project it was difficult to see the direction that the project was going in, however, as the project developed it was easier to see how this type of project could benefit children and classes of all ages and abilities. Favourite project ‘lightbulb’ moments: - Listening to all the schools playing together in instrumental groups at the Derngate. - When some children began independently using the signals that the conductor had been using during work with the class. - Watching the children’s confidence building when we worked on our own version of Beethoven’s 5th. The children wanted to impress Tim and show how they were multi talented and could play a range of instruments. Biggest challenge: - So many changes of teacher in the school I’ve been working in. Keeping the new teacher up to date with the project. - Leading improvisation with no ‘concrete’ given starting point, coupled with teaching older children as I have always taught infants. - Time constraints. My class has been extremely busy this year and I feel that a year 6 class, with SATs and other commitments add to the time pressure put upon teachers. I felt that had I taught a year 5 class and done the same project, I would have been able to devote more time to the project and the class may have got more out of it. Positives of working on project of this length: - Children looking forward to the team coming into school. - The children were allowed time to develop as instrumentalists and had time with visiting and class teachers to really make a difference to their overall musical skills. - I feel empowered to develop something similar, but on a smaller scale, with other teachers in my school. (I am only able to do this because I will have release time next term. - The children’s enjoyment of music and how to produce it has developed. - Watching children of all abilities play different instruments and see how they interact with the musicians. Especially as the musicians have a huge range of skills. Negatives of working on project of this length: - Hard to keep continuity with gaps between sessions. - The children have been playing (and teachers too) the same thing for a very long while. I felt the connections between our work and the original pieces may have been lost as well. - When Tim wasn’t there, it was often hard to see the direction the project was going in. - Without the help of the professional musicians it would have been hard to motivate the children playing repetitive pieces of music. - Time was an issue. Having time to plan and rehearse the next part. Having time to meet other teachers. Having time to write evaluation forms etc. Students’ development over the course of project: - Yes. Better listening skills. - Yes, recordings of the performances should be evidence enough that rhythms have become far more complex, the range of notes and pitches used has increased, children’s ability to conduct and also to listen and perform with sensitivity to the group has also improved. - One boy played as part of our orchestra in our summer show. He played the cello and had previously not been involved with the music side of the show. - All the children seem excited to go to music sessions when orchestras live are in school. - They can sustain longer listening activities. School implications: - As a class teacher I will be using many of Tim’s techniques in my own music lessons next year. - I have not seen evidence of the project filtering into any other classes and know that the other year 6 class has been rather jealous of the class taking part. However it has kick-started interest in instrumental tuition in the school and the year 6 teacher and Head are both keen to promote music more in September. - It hasn’t filtered down yet, but I will be developing the project next year, with two classes. Teachers reported that more students as a direct result of taking part in the project expressed an interest in learning an instrument and had improved learning in music class. Teachers further comments on: ‘School legacy’: - We hope so but need to discuss it with our new head teacher starting in September. - The best legacy is the attitude and experience of the year 6 teacher who has really promoted music for September and is looking into additional instrumental lessons. - Only if time and funding are used to help support teachers. Experienced music practitioners are needed in order to boost the ethos of music in all schools. - I have enjoyed being part of the project and think it has been a wonderful opportunity for the children involved and something that they will remember for a long time to come. ‘Greater confident in delivering music sessions and particularly in composition’: - Yes, definitely. - Yes as I had no experience of delivering music at KS2 level and I have been given the chance to during this project. - Yes. But I would still need advice and support of a more experienced music teacher like [name]. ‘Skills learnt on the project which can be implemented in teaching’: - Warm-ups. Composing using a limited number of notes. Listening skills. - The teaching and assimilation of aural skills and the skills of leading improvisation. - Composition, The games to warm up the class, Listening skills. ‘How this project differed from previous music education projects in school’: - No other projects have involved professional musicians coming into school to make music with the children. - The string instrumental projects in the school have been successful in the past and have only been over 1 term, then moving to smaller group lessons in terms 2 and 3. This project has been longer and there has been more time for every child to develop for the whole of that time. ‘Practices affected by working with Tim and the orchestral musicians’: - Yes, but would find it difficult without the back-up. - I have been using some of Tim’s activities and warm-ups in my own teaching both of wider opportunities and small group tuition. I have also been turning to a less formal approach and using learning by ear some more in my teaching. I have also been reminded of the need to play to children so that they hear the instrument – I have been guilty of only playing the tunes from teaching material and pupils have really enjoyed listening to one of my pieces at the end of their lessons. I think the orchestral musicians provide inspiration for the children. - It has shown me that I should never underestimate the ability of the children. They have shown that they have more music skill than I gave them credit for. Their adaptability to change their music style is incredible. ‘Creative Professional Development Days’: - Interesting to hear others’ points of views and hear how the project affected them in different schools. - I felt that the material covered was useful for me but I did think it could have been covered over much less time. These days have meant lots of extra catch-up teaching for me as well as arranging supply cover and missing important teaching time at some schools. - They were okay. I felt that sometimes more time for ideas and sharing good practice could have been used. We as teachers needed time to plan and work out how to continue the project in our own schools. ‘Creative aspirations’: - Yes. I’m so glad that I was part of the Creative ensemble. In terms of professional development I’ve learnt more about music this year than in my 15 years of class teaching. - I think my answers above cover this. - I think I may learn to play an instrument! Teachers and peripatetic musicians observed marked improvements in the students’ musical abilities and confidence. Noticeable in their comments is the enthusiasm for the project and the enjoyment both staff and students experienced. Teachers report that students’ listening and concentration skills have improved. Significant increases in the student up-take of musical instruments were reported. The positive impact of Tim Steiner on the teachers is noticeable as many record their intention to replicate his teaching methods and exercises in the future. However staff noted time restrictions as a problem to learning music this way at school. It is evident here that teachers believe that experienced music practitioners working both with staff and students are needed in order to boost the culture of music in all schools. One teacher enthusiastically claimed: ‘I’ve learnt more about music this year than in my 15 years of class teaching’. What sinfonia ViVA Musicians said about the project: Feedback collated from two orchestral musicians (ViVA Double Bass) and (ViVA Trumpet). VIVA Musician 1: Seeing the transformation of the teachers – the change in how they now comfortably deliver creative music activities to the class. Seeing the change in some of the students – more demanding participants being so focused and taking responsible roles with their peers. I feel that my job in the creative ensemble is to use my skills and experience as a professional musicians to inspire and support the group and share my expertise in the workshop scenario with all the other members of the creative ensemble, not just those that are less confident / musical etc, but also to help develop skills between all the professionals. Having more project time to skill share with teachers has been a clear benefit. I think a very positive and comfortable relationship was developed with the creative team and teachers. This was particularly obvious on the training days and performance. Suggestions and advice were always happily offered and received. Most of the teachers had not considered / attempted composition before. Now they can build convincing pieces with a group based on improvising on 1, 2 and 3 notes and combining rhythmic structure with colours / textures. Many teachers said how pupils responded very positively to the workshops, being more confident and keen to join in. Teachers have said their own self-esteem and confidence has been boosted by the response of their pupils. The solo singer of the don’t forget song said to me ‘I’ve never been so scared and excited at the same time… when can I do it again?!’ I think that my role changed and developed quite early on. Tim utilised me in a strong holding role as a central part of the rhythm section. This is a traditional role for the bass, but I like to think that although quite specific it didn’t restrict my level of creating with the participants. Many responded excitedly to the De Falla sections that they knew. For the younger ones, the playing (pros) and involvement in the concert seemed more obviously inspiring than the actual repertoire. Great project – needs to be rolled out across the nation. VIVA Musician 2: The creative ensemble training days have been lovely – lovely to hear how things are going from different perspectives (and backgrounds) within the group; lovely to figure out where to go next and try out ideas. It has been wonderful being part of the creative ensemble – working well despite the vast differentials of job / skills / musicianship / age etc. The participants gained quiet confidence, self value, broadened horizons. My guess is that Southbrook probably lead the way in being released from behaviour pattern shackles, but most children benefit to some extent. I enjoyed the splitting up of schools into instrumental families aspect of the Connection event. Being part of a larger, more powerful team was irrepressible to the younger children especially. The younger participants emulated the older students and professional musicians in terms of behaviour, concentration, performance skills, which was extremely positive. They so obviously wanted to join in with anything that sounded genuine and convincing. I have loved being part of this effort. I have grown personally and relished the thought of an elongated time period being attempted. I think it has worked well. I like the possibility of passing the baton to year 6 teachers and the use of music centre. I like the connection of year 6 pupils with year 7 music teachers and peris. I like the change of behaviour through musical games / exercises. I like having two culminations, neither of which was a culmination. Thank you for having me along. [name] and I should have been booked with the RPO and the RPO team should have played in the VIVA performance. Although a small sample, the two sinfonia ViVA musicians share common perceptions of the project. The musicians noted the growing ability of both the teachers and students to engage with instrumental music. In their feedback the musicians noted positive relationships between the participants, teacher induction into composing music, growing confidence of the students, improvements in behaviour, concentration and performance skills. Partner Evaluations Orchestras Live – Jan Ford, Partnership Manager: This was a significant project for Orchestras Live. Not only did it build on our already thriving and active partnership with Northamptonshire County Council, the Royal Philharmonic Orchestra, sinfonia VIVA, Royal & Derngate and Daventry District Council but it was the first major award from a government department which recognised the national role Orchestras Live has in the development and delivery of music education in partnership with professional orchestras, local authorities and cultural providers. The award not only raised our national profile, it enabled us to translate our belief in the power of orchestral music to engage and inspire a wide range of people, often for the first time. From the outset we set about challenging existing practice; the way music is delivered in schools, the way professional orchestras deliver education activities, the way concerts are presented, the way young people engage with music. Again partners rose to the challenge and embraced new ways of working often taking a massive leap of faith safe in the knowledge that they would be supported by their peers. This trust led to some of the most amazing musical achievements by young people and their teachers that we have ever witnessed. The management of the project was challenging not least because of the number of organisations, musicians, schools, venues and children that were involved. The complexity of delivering such a groundbreaking the project, just in terms of getting the right people in the right place at the right time whilst maintaining the goodwill, enthusiasm and motivation of all the partners was, occasionally, difficult. A less experienced group of partners might have given up or compromised the objectives of the project by taking the route of least resistance. Not this partnership. A ‘can do’ culture pervaded, driven by the desire to provide high quality music experiences for and with children and young people and their teachers. This ‘can do’ culture contributed greatly to achieving, and in some cases exceeding, the stated outcomes of the project. We would like to think that this project has changed or at least contributed significantly to both individual and organisational professional practice and that practice will continue to be adopted and developed not only in Northamptonshire but play a part in influencing the way music is delivered nationally. Orchestras Live’s role now is not only to disseminate the findings of this project widely among a wide group of decision makers but to sustain and, against a backdrop of severe financial constraints, continue to do what it does so well, provide a bridge between the professional arts sector and the statutory education sector, enabling the partnership to grow so that many more children and young people can be inspired and motivated by music. The Connected to Music project has allowed us to continue to develop an existing partnership and to extend and develop the creative work that we had begun in another area of the county. It has been a great learning experience and one that has involved a high level of reflection and analysis. Members of the RPO and sinfonia VIVA, instrumental teachers, ASTs, Class teachers, Music co-ordinators, student mentors and young people have been able to work together on this project and build up an understanding and empathy for each other’s work. Schools have engaged with the project on different levels. Most have embraced the project and begun to plan the legacy. It has been great to watch teachers grow in confidence, ability and enthusiasm for music during the year. For example, Ros, a year 6 class teacher with little or no musical background has started double bass lessons, bought an instrument, passed grade 1 with a merit and now taken on the role of music co-ordinator across the school. She has also taken a lead in an after school transition project and is leading a CTM group at the Daventry Music Centre on Saturday mornings. Her enthusiasm and passion for music have been an inspiration to her class, colleagues and to the creative team. The level of reflective practice has been high. Teachers and the creative team have gone through a complex learning journey. For example frustration from some of the teachers about the lack of clarity in terms of learning objectives has sparked healthy and heated debate about the nature of the creative process, what objectives look like and how to assess musical learning. It has been extremely valuable to have a music AST (Hilary) as part of the creative team. Hilary has been able to work with the schools in between sessions. In partnership with the teachers and pupils she is developing materials to support teachers and pupils in the classroom. The student mentors (Christine and Ben) have been a real asset to the project. They are very positive role models – everyone wants to be in Ben and Christine’s teams, they have worked very well as members of the creative team and have developed in skill and confidence during the year. It has been great to listen to such large numbers of children talking about orchestras, Beethoven, Manuel de Falla, riffs, cellists being ‘cool’ The musical skills of the children and young people have improved during the year – in particular: - ensemble playing: this was a real strength of the project. The pupils were able to perform with a sense of ensemble - understanding how their part contributed to the whole and working as a team. This is a skill which is often under developed in the classroom (in both primary and secondary schools). - the ability to concentrate and work together – this was particularly evident when Tim led some rhythm warm up activities at Falconer’s Hill Junior at the start of the Ritual Fire Dance project – the engagement and concentration was excellent. - musical memory and aural skills: all pupils (and most of the teachers) were all able to remember their parts and to follow and respond to numerous visual and aural cues. Royal Philharmonic Orchestra – Ruth Currie, Community and Education Co-ordinator: The model of partnership was really strong in terms of the types of organisation it brings together. A great breadth of skillsets (local musicians NMPAS, professional expertise RPO – symphony, ViVA – chamber) and networks (national orchestral agency, local venue’s cross county audiences, LASIs schools and local authority networks). For a project that concerns itself with inspiring young people to make music there are all eventualities covered – from professional performer, to working in a large concert venue, being a peripatetic teacher, or non-music-specialist class teacher. The role of the Creative Ensemble as a equal platform for training in creative leadership skills, and sharing local knowledge, resources and best practise was of great value to all involved. The forum was equally as valuable for the professional orchestral musician, as it was for the class teacher, with all stakeholders being able to contribute to and learn from the process. It exemplified a format the RPO can learn from and apply to future partnership work. Furthermore it helped to form strong links between school teachers in the area who had previously little to no contact, and gave momentum to the creation of an informal support network of fellow colleagues and peripatetic teachers in the region. The role of Tim Steiner as the singular Creative Director who not only excellently delivered the practical workshop side of the programme but was thoroughly integrated into strategic planning allowed a good sense of coherent creative overview throughout the project. Although the steering meetings allowed partners to discuss and explore best practice, sharing information in between these meetings was difficult at times as email was heavily relied on. Understandably with so many stakeholders involved it meant that either there was an inundation of email communication, or people were missed out of certain communications, and duplicate conversations occurred. All partners have been flexible to the evolving elements (role of creative ensemble, creative focus for training days) and structure (positioning of workshops and concerts), and in each instance changes have led to new positive outcomes. The ability to bring the culmination event forward, and continue workshops afterwards meant that we maintained the energy and excitement of the large-scale event into the classroom, and simultaneously passed the creative ownership back to the participants for the final stages. It’s natural for a programme of this scale taking place over the period of a year to change shape, and one thing we could have improved upon was regular review and monitoring of how the programme moved forwards from its initial plans and the corresponding evolution of the aims, objectives and outcomes. This process would have helped discussions about the legacy of the programme to take place earlier, and allow sufficient lead in time to plan legacy activity starting immediately after summer holidays which hasn’t been possible. The positive response and incredible energy of the audiences at the RPO’s schools concerts at the R&D was unprecedented for us, and it really underlined the value, strengths and impact of this area of our work. The culmination concert, Connection, with all partners working alongside each other, and alongside the full orchestra from sinfonia ViVA was our first experience of collaborative working of this nature and scale. There was a real sense of teamwork from our entire Creative Ensemble with everyone contributing to the success and smooth running of the day – from just a practical angle being able to share the workload in this way is a great model of best practice for future large-scale events. It also meant that more people had special interest in the success of the event and their role within it, and were dedicated to creating the best possible experience for participants on the day. There were many benefits of having two orchestras working together in this partnership. Firstly having two orchestras allowed any scheduling difficulties to be shared – and there were naturally many issues with so many different partners involved in each singular event, and with the programme taking place over a year. Having a chamber and symphony orchestra involved also allowed participants to experience the breadth of the orchestral world, repertoire, ensembles and working life as a professional musician. And furthermore was a great experience for our education department to observe and share best practise in the community and education sector. sinfonia ViVA – Marianne Barraclough, Education Manager: The project was a success for sinfonia ViVA in a variety of ways: The partnership with Daventry Schools and Music Centre, and more specifically and interestingly with the creative ensemble team. It was by far the most successful partnership with peripatetic music teachers we have been involved with, largely due to the development time the team had together, initially outside workshops, and then the fact that the project took place over a full academic year with workshop sessions in schools and ongoing development time. To be able to work with peripatetic instrumental teachers in the delivery of creative sessions, with them supporting the instrumental development of the participants in between sessions was a revelation and something we would like to further develop in future if possible. The chance to work with another Orchestra provided good development opportunities for both orchestras and gave the participants a varied experience of orchestral music. The two Orchestras played to their strengths, with the RPO giving a schools concert and ViVA taking the lead on the collaborative performance, which together provided a rounded view of the work of orchestras. Very successful large scale collaborative performance at the Royal and Derngate – involving the largest number of non professionals alongside the Orchestra of any other project we have delivered. We had previously been wary of taking on longer term projects, as we were worried that our musicians would find it difficult to commit to sessions over an extended time period. However, this project showed that with the right musicians and the right buy in to the project from them, that it is in fact possible for us to work effectively on longer term projects. The longer term nature of the project was also a challenge in terms of the management of the project. We usually work on projects which are delivered fairly intensively over a time period of one to four months and the intensive nature of the project means that as a management team we become immersed in the current project. It was necessary to be able to drop in and out of this project throughout the year and therefore skills were developed in how to do so more effectively. The combination of delivery in schools and planning and development time with the Creative Ensemble provided the VIVA musicians with a high level of development opportunity alongside Tim Steiner and the rest of the team. Both VIVA musicians involved in the project developed skills in leadership and the confidence to use these skills throughout the course of the project. Tim Steiner has been a real asset to the project – shaping the work and guiding the team throughout. It has been a pleasure working with him on this project. Working with so many partners was sometimes a challenge in terms of administration. There was a high volume of email correspondence as there were a large number of partners with varied interests in the project. Sometimes this was unwieldy and decisions took time to be taken which was frustrating at times, yet fully understandable. Project Creative Lead/Facilitator – Tim Steiner: - Great to have a project with long term goals and vision, with the funding and resources to tackle issues on an on-going basis rather than everything being set in stone at the outset. - The long term nature of the project allowed us to try new ideas in terms of logistics and educational and creative work which would not have been possible during a shorter term project. - Delivery of creative and evaluation sessions following large events (schools concert / Connection concert) very rarely happens and has given incredible opportunities to capture and nurture the energy of those events. - Ability to deliver differing phases of the project in differing ways and with differing aims and objectives. The range spanned from sessions in which participants were taught pre-devised material, to sessions in which participants individually devised and performed all their own material. - Possibility to look at the benefits of mixing the creative teams. When orchestral musicians were variously unavailable for sessions we could bring in others in a positive way as an additional resource and experience for the participants. It was almost always a positive thing. This is less possible on a short project and often has a negative effect. - It was possible to really properly develop creative working relationships between the members of the team. It can be difficult to strike up very constructive relationships between professional players in an education context, and full time professional instrumental teachers. During this project a process of genuine skill-sharing took place and the properly complimentary process of delivery took place. - The musical inspiration of the professional players had time to influence not only the children, but also the staff. It was only due to the length of the project that led to one teacher beginning to learn to play double bass. And only in the latter stages has another teacher begun to show interest in learning the cello. Adults can take far longer than children to come around to taking the first steps to learning an instrument. This project has allowed that to happen and provided the resources for the teachers to play. - The ability to change logistical and creative aspect of the project was fantastic and essential to its success. Despite the difficulty some members of the team had with this changing flexible approach, with time everyone became used to it and saw the benefits. - There has been time to properly learn about, and to draw on the individual strengths of all participants (children and professionals) - There has been time to take the professionals through a process during which they begin to fully understand some of the basic working principles of creative group music work. This has led to a number of the professionals having an understanding of fundamental principles, rather than merely a knowledge of a few techniques. The use of a mixed team of professionals: - The combination of instrumental teaching/coaching and creative work had a very good balance particularly in terms of the violins. The process by which the specialist violin teachers could take a smallish group of beginners who showed interest AND potential, as part of a larger mixed instrumental creative project proved to be hugely successful for all. The children developed at a vast rate, and then inspired the rest of the class with the quality of their playing. This is a tremendously exciting model of instrumental tuition and one which connects the process of learning technique and repertoire, with mixed ensemble playing and creative work. - The quality of the violin work far outshone the other instrumental areas and this seems largely due to the fact that there were 2 violin teachers working with teams of violins, but no teachers specializing in any other areas with similar teams of instruments. Wind and brass tended to become a general mixed wind/brass group with no wind specialist and no dedicated classroom instrumental teacher. Indeed, even the difference between violins, with their specialists, and cellos, with no specialist was hugely marked. A future project should look to strike a better balance here. - Regular steering groups meetings have provided the opportunity for genuine sharing and discussion with respect to educational and creative processes. The combination of professionals with differing objectives, knowledge and experience has been an invaluable resource. It has been possible to have genuine and meaningful ongoing debates discussions about the delivery of music in the classroom. It has, however, also been very notable when one or more key members of the steering group have not been present. During such times, it is clear that not all perspectives of the work are brought to the table, and also that key members become removed from ownership and understanding of parts of the project. It is as disruptive and unhelpful as teachers or musicians failing to attend workshops. - It has been very helpful to have feedback and input for the perspective of the DfE in the meetings. The representatives have always brought an objective, informed and constructive perspective to the meetings. - The mutual respect and sharing between the two orchestras, both players and managers has been inspirational. Some things we might do differently next time: - More regular meetings of the creative ensemble. We didn’t really establish the creative ensemble as a working group. All teachers should have attended the initial two days’ of training. We could also have had a regular monthly twilight session. The creative ensemble (albeit) minus teachers played at the launch but then never again. They should have played at least once more, ideally during the schools concert combined with the RPO, and during Connected. This would have been inspirational both to the pupils and to the members of the ensemble. - We could have looked at employing an apprentice workshop leader. This might have been a member of the instrumental teaching staff or other local practitioner. It could have been useful to advertise for the post and to audition so that we would be sure to recruit someone who had the potential to develop overall workshop leading skills with an understanding that they would be a crucial part of the legacy. An apprentice leader needs to be someone who is really up for it, and who also possesses the basic music skills and personality. - A website for all the professionals with a forum to share ideas, and a place to post information, photos, videos, audio etc. with profile pages and all info would have been invaluable. We should have got this up right at the start and taught everyone how to engage with it in the very first training session. It could have been good to have developed more of a culture of on-going dialogue between the professionals. - It would have been good to make greater connection (any connection!) with the county recital teams that visit the schools. It seems a missed opportunity not to have worked with them at some point. - A greater knowledge of the projects already happening in each school, and the various practitioners working would have been useful. We should have had clear points of communication with the specialist music providers in the schools. It felt odd to be working in some schools, knowing that a specialist instrumental teacher, or class music specialist was working elsewhere in the school at the same time. - It would be good to insist that in future, all partners in the collaboration witness the work in its grass roots setting. It was noticeable that some key members of the steering group failed to attend a single workshop throughout the year. - It has been disappointing that a number of members of the creative team were unable to attend some of the final sessions and especially the final team session. These were, in many ways, the most important sessions in terms of legacy. It would be useful to assess the reasons for a seeming drop in commitment to the work in the latter stage to ensure that the same does not happen on a future project. Northamptonshire Music and Performing Arts Service – Peter Dunkley, Head of Service: I feel the project was very well led by Orchestras Live and they deserve considerable credit for both bringing the partnership together and holding it together – not easy with the number of organisations involved. They also played a key role as a catalyst and inspiration for the project taking place, and of course to raise and negotiate the necessary funding. The partnership provided the Derngate Theatre in Northampton with the potential to develop their links with the orchestra’s education teams and schools, which I think was on the whole achieved. The Derngate Theatre offers a range of fabulous spaces for arts activity and every effort was made to offer those spaces to meet the projects needs. However, the participants and their parents were effectively a new audience for the theatre and perhaps this aspect and opportunity wasn’t always as developed as it might have been. That said, the Derngate is a busy place and our project was undoubtedly one of many projects that take place in the venue across the year. For any future events there perhaps needs to be greater consideration given to the potential for audience development and further engagement beyond the project. The RPO’s education team were clearly 100% behind the project and did everything they possibly could to work with all the partners and ensure that any logistical problems were resolved. The major concert day at Derngate Theatre clearly demonstrated that given the opportunity, there is a hunger for schools to expose their students to quality orchestral music making in the right surrounding (a professional theatre) and significantly in these difficult financial times the schools were willing to put some funding towards it (in this case mainly for travel as the concert attendance was free). Tim Steiner presented this concert brilliantly and he was an absolute inspiration throughout the project – his leadership and vision were paramount to the project’s overall success. Ideally we need more Tims in the classroom but I’m not sure it’s something you can learn during the length of a project. Certainly the teachers, student mentors and the professional musicians who worked with him have all been inspired by his expertise and enthusiasm. Because of funding restrictions orchestral projects are generally quite time limited and working across a whole year is a different challenge, something all partners have been having to come to terms with as the weeks have gone by – but then that’s how schools work – teachers and students are not there for the short term they’re there every week! Musical progress was achieved, but by the nature of the work and again time limitations, some students only engaged in activity at a fairly basic instrumental level (chime bars etc). This was highlighted for me during the mega Derngate performance with ViVA where other students had clearly been able to develop their skills on a more authentic orchestral instrument to great effect – rather leaving the others behind. For example, there was some stunning string playing in view – these children had clearly responded well to what was on offer and their musical skills had benefitted commensurately. The orchestral musicians from ViVA were a particular source of inspiration at classroom level (significantly they stayed the same throughout the project which helped) – as a body ViVA looked totally engaged during their big event at Derngate and played beautifully both on a solo basis and as part of massed ensemble (including some really challenging music). An inspirational event all round for both the participants and the audience (the parents were so enthusiastic they as a body came to their feet in admiration of their youngsters at the end of the evening). The positives of the project were for me a great deal of high level musical activity taking place both in the classroom and beyond, and focused in Daventry linked to schools that face a range of challenges. As a direct result there has been an increased take up in instrumental lessons which from the Music Service’s perspective is a real plus. The benefits of a more practical approach to classroom music making have clearly been established and will no doubt be continued both by those teachers involved throughout the year but also by the creation of additional resources/shared experiences and the legacy programme that is now being put in place. The schools that attended the RPO orchestral performance at the Derngate Theatre absolutely loved it and as an LA we will no doubt be seeking methods of viably meeting this clear need and aspiration. within our school community. The dialogue that has now been established between the staff of the junior and secondary schools, signposts what should ideally become standard practice across all school communities. The issue is now what has the project achieved in the longer term – if you invest a large sum of money in a year there will inevitably be a lot of positive activity at that time, which there undoubtedly has been, but the real proof of the pudding will be what happens next, and that’s still somewhat in the melting pot. The students, teachers and professional musicians involved during the year of activity gained a lot and will be using these skills in their day to day delivery with young people, but without the catalyst of the project to keep them working together it’s presently unclear what will happen and whether these links can be maintained. That said, at a local level we are committed to ensuring things do continue to develop, plans for the legacy are being discussed with Orchestras Live and other partners, and some programmes have already been established through the local music centre in Daventry and schools. ____________________ The following is from Alaster Thom- Deputy Head of Service and line manager for the Music Service teachers taking part in the project across the year: “The partnership has been beneficial in ways that are not always entirely expected. As a manager of three of the staff who have been working with the pupils, I had initially expected it to be mainly an additional form of training i.e. working with partners whose main emphasis may not be school based delivery; but it proved to be far more than this…. For example; working with people like Tim Steiner who has skills when working with children which are of the highest level and justifiably admired. We all learnt from Tim, not only his way of developing pupils and making their work seem valuable but the way that he uses himself and his body language to make reflection and evaluation an essential part of performance and composition. My staff discovered techniques of how to take time, and that varying the pace is good! The area that was hardest to deal with was where the instrumental teachers were put into situations of having to cover for partners whose main priority didn’t always seem to be where they were at that time. On one occasion the afternoon session was left to run with just two Music Service staff after the orchestral musicians all left because of slightly bad weather. That said on the whole the professional musicians seemed to be valuing their time working with the pupils and Music Service teachers reported back very positively on the effect that they had had on the pupils.” Note: Royal & Derngate were invited to contribute but a report has not been received. All partners make positive reference to the project itself. Creative ensemble music-making has been highlighted as a constructive accomplishment of the project along with its ability to inspire. A project of this length gave rise to the ability of musical inspiration derived from the professional players and which had sufficient time to influence not only the children, but also the teachers. The complexity of bringing such a large array of people together over a long period of time is a common theme, however the success of this attempt has been unanimously acknowledged. The issue of legacy has been raised by several partners and this particularly concerns allowing sufficient time to plan adequately for this to be achieved and sufficient foresight by individual partners in their own capacity to make greater impact following the project. The developing positive relationship between the two orchestras and the enthusiasm expressed by all partners is in itself a legacy of the project. Perhaps not surprisingly most project partners were less self-critical in their own evaluation statements than might otherwise be helpful to future development. Connected to Music Evaluation Report \| Summary of Project Statistics \| Creative Programme \| Orchestral \| Concerts \| Other \| \|-------------------------------\|-------------------\|------------\|----------\|-------\| \| Number of... \| \| \| \| \| \| Groups involved \| 8 \| \| \| \| \| Participants from schools involved \| 281 \| \| \| \| \| Sessions over 10 month period \| 69 \| \| \| \| \| Musicians involved in workshops \| 10 (7 RPO, 3 VIVA) \| \| \| \| \| Instruments involved in the project* \| 28 \| \| \| \| \| Partners \| 6 \| \| \| \| \| Teachers involved \| 9 \| \| \| \| \| AST/PERIS and teaching support staff \| 5 \| \| \| \| \| Young mentors \| 2 \| \| \| \| \| Training sessions \| 12 sessions/6 days \| \| \| \| \| Concerts performed \| \| 3 \| \| \| \| Student rehearsals \| \| 3 \| \| \| \| Musicians involved in concerts \| 111 (76 RPO, 35 VIVA) \| \| \| \| \| Schools that attended 2nd March concerts \| 48 \| \| \| \| \| People that attended both 2nd March concerts \| 2402 \| \| \| \| \| Percentage attendance - 2nd March concert \| 82% \| \| \| \| \| Percentage of schools that thought the 2nd March concert was excellent \| 92% \| \| \| \| \| Percentage of schools that thought the presenter was excellent \| 92% \| \| \| \| \| People that attended 25th May concert \| 563 \| \| \| \| \| Percentage attendance - 25th May concert \| 48.7% \| \| \| \| \| People who had previously not attended an orchestral concert before 2nd March \| 777 \| \| \| \| \| Steering Group Meetings held \| 7 \| \| \| \| Pipes, Violin, Cello, Clarinet, Percussion, Drums, Trumpet, Flute, Saxophone, Horns (French and Tenor), Cornet, Viola, Guitar, Bass Guitar, Tuba, Trombone, Euphonium, Metallophone, Recorder, Swanee Whistle, Keyboard, Voice, Baritone, Sax, Piano, Double Bass, Xylophone, Glockenspie Table: 3.1 Summary of Project Statistics 5. Key Conclusions Conclusions based on intended project outcomes The evaluation of the Connected to Music* project has revealed that in fulfilling the intended project outcomes it has achieved a significant benefit to the schools and groups involved. The project successfully met the intended key outcomes of Connected to Music (see Executive Summary) and developed a productive partnership model. Connected to Music has demonstrated increased standards of music education in schools by July 2010. All partner schools reported improvement against each and every one of this particular outcome’s indicators. Trends show there have been noticeable shifts in student engagement and ability to perform music. A significant number of parents have noted improved attentiveness and interest in music and school more generally and 31% of parents report their child’s positive shift to appreciating classical music. An analysis of data reports that the project group showed observable improvements in students’ musical ability which is typically characterised by: - Very good progress in ability to perform complex rhythms by ear and from memory with awareness of and sensitivity to other performers; - Ability to perform as part of an ensemble and to follow high level of aural and visual cues evident in all schools; • Pupils able to listen to complex pieces of music and evaluate them using an increasingly sophisticated musical vocabulary; • Pupils able to listen to and evaluate their own and each other’s work and to make suggestions about how to develop and improve their performance and composition; • Evidence of appropriate activities such as pupils passing a melody around the group – pupils responded well, listened carefully and began to experiment with ideas; • Clear examples of positive behaviour management strategies in session had a positive impact on student behaviour, concentration, their ability to work together as a team, to offer comments and suggestions, to take the lead and to work together following cues and musical instructions; • String players made particularly excellent progress; • Teams work together to maintain good pace, structure and musical challenge; • Students generally learnt quickly and were engaged in their work and achievement was noticeable; • Activities and demands were matched sensitively to the needs and interests of learners. Learners views were sought and teachers respond to these; • Students took pride in their performing, composing • Students were taught to solve technical problems in their playing and singing e.g. how to use beaters appropriately on glockenspiels, how to bow etc; • Students demonstrated keenness to improve their performance and composition; • Problem-solving skills were in evidence and students were encouraged to take decisions and learn how to work independently; • Students appeared sensitive to each other’s musical ideas and judgements; • Students were willing to lead and or support each other during ensemble performances; • There is a good focus on learning by ear, from memory, internalising new melodies, riff, notes, scales, rhythms etc; • Musical vocabulary was taught accurately and appropriately – students began to use this to talk about and evaluate music that they listen to; • Performing, composing, listening and appraising were effectively integrated to improve students’ musical understanding; • Learning was differentiated, so students built appropriately on their musical learning in or out of school – students receiving instrumental lessons used and build on their skills appropriately (resources and activities were differentiated); • Learners were given opportunities to play by ear, from memory, from notations. These methods were valued equally. It was intended that two new specialist music delivery teams able to work with classroom teachers in the County to raise standards of music teaching and performance would be operational by September 2010. This outcome is intended to be achieved with the partnership looking at rolling out some models that would be based on partnership working, transition projects, cluster funded and buy back packages that involve support and training. The project has led to the anticipated development of new after-school music activity programmes in three schools in Daventry led by music practitioners in place by September 2010. There will be two after school Connected to Music Clubs running in Falconer’s Hill/The Grange and William Parker and these will be led by County Music teachers. Daventry Music Centre will be running a Connected 2 session as part of their weekly sessions from September 2010 and these will be student-led with support for music teaching staff. At least three teachers have indicated they will be developing the programme as part of the curriculum – Falconer’s Hill, The Grange and William Parker. Demand for instrumental teaching in Daventry increased by at least 8% from the beginning of the project to September 2010. Approximately 10% more children on Wider Opportunities programmes continue learning instruments beyond Year 6. A permanent national music education resource for music teachers in Northamptonshire is currently being devised. Orchstras Live report that these educational resources are in development and are expected to be completed by November 2010. In the longer term the project has aspired to change the cultural environment of Northamptonshire, particularly in Daventry where the aspirations of both students and families will have been raised, creating a more conducive environment for learning and listening. There is already visible reporting by parents and teachers of a significant positive shift in attitudes. The project worked in depth with a total of 281 children in 7 schools and one Saturday Music Centre. A total of 69 half and full day creative sessions were undertaken. A total of 9 teachers were involved each of whom received a total of 550 hours of training and professional development (CPD). 2,420 young people attended two large-scale orchestral concerts equating to a total of 3,603 hours of contact or experience time. 111 professional orchestral musicians were employed during the project. 777 people attended an orchestral concert for the first time. The project has undoubtedly had a wide impact, however a definitive conclusion about aspiration-raising is beyond the scope of this evaluation at this time and could only be measured by conducting longitudinal research at yearly intervals. The following reflect the key strengths and weaknesses of the project and are presented in no particular order: Strengths of the project - The ability for professionals from education, music and cultural sectors to work closely together to achieve common outcomes; - The involvement of and access to a large-scale professional venue; - Closer links with and between feeder Primary and Secondary schools established; - Working with professional musicians from RPO and sinfonia ViVA; - Students, teachers and parents experiencing in large-scale orchestral concerts in a professional venue; - The high degree of mentorship at all levels of the project; - Opportunities to present instrumental music to audiences; - Commitment to a discipline with observable outcomes; - The high level of instrument take-up during the project; The positive shifts in student engagement not only with music but also with school in general; Overall positive and glowing praise of the project at all levels; and Increased headteacher awareness of the importance of music programmes. Weaknesses of the project - Not having the same amount of time during the curriculum lesson to continue with the project effectively; - Not having the extra staff to help manage the project; - Parallel classes who did not take part in the project felt left out; - The need for clear mentoring approaches to be developed; - Poor return rate of reflective journals; - Lack of assurance over continuing music leadership within in schools and how the work of this project will continue; - Insufficient school commitment and planning to ensure ongoing benefit to both teachers and students; - Lack of a virtual mode of communicating and sharing between project participants; - Not all project partners made full use of the opportunities possible through Connected to Music; - Limited number of classroom teachers specializing in instruments other than strings working within the teams of instruments; and - Ability of ‘Creative Ensemble’ to truly act as a defined unit throughout the entirety of the project. In conclusion, the Connected to Music project has generally had a positive effect on music teaching within the participating schools and groups. Overall Connected to Music successfully met the intended key outcomes of the project and developed a new productive partnership model which was characterised by enthusiasm and co-operation. This model has paved the way for continuing partnerships within music education. Orchestras Live report that the partnership, subject to available funding, is to continue. This commitment to partnership and legacy are detailed in the Local authority music plan required by DfE LAMP 2010-13. Finally, it is noted by the evaluator that additional research into the development of effective mentoring schemes is suggested to further inform future projects of this type, and which may consider developing a clear mentoring model effective at all levels to ensure lasting added-value. 6. Appendices Connected to Music Evaluation Report ## Appendix 1: ### Original Project Plan and Timeline \| Apr-09 \| May-09 \| Jun-09 \| Jul-09 \| Aug-09 \| Sep-09 \| Oct-09 \| Nov-09 \| Dec-09 \| \|--------\|--------\|--------\|--------\|--------\|--------\|--------\|--------\|--------\| \| Project award announcement \| Further consultation and research \| Further consultation and research \| Planning meetings with partners \| Planning meetings with partners \| Programme launch (before end of term) \| Partner steering group meeting \| \| Partner steering group meeting \| \| Recruit music director (MD) \| Recruit project manager (PM) \| Appoint music director (MD) \| Appoint project manager (PM) \| Programme plan complete \| Press work \| \| \| \| \| Communications plan complete \| VIVARPO planning meeting with MD & PM \| 4 ‘taster’ sessions in Diversity primary and secondary schools \| Practitioner recruitment and briefings \| Practitioners training \| Introductory sessions in schools – 2 days VIVARPO \| County groups performances – Daventry school with VIVARPO musicians \| PPOvTS Big Noise concert for primary, Demgate \| County groups performances – Daventry school with VIVARPO musicians \| \| \| \| \| \| \| \| \| \| \| \| Evaluation framework agreed \| Staff development of digital resources \| Development of digital resources \| Development of digital resources \| Supporting resources ready \| Workshops KSS 2 days \| Practitioners forum \| Workshops KSS 2 days \| Pre-concert performances by YP in ‘underground’ \| \| \| \| \| \| \| \| Young people’s steering group formed \| Young people’s steering group formed \| Practitioners training \| \| \| \| \| \| \| \| \| \| Practitioners training \| \| \| \| \| \| \| \| \| \| Workshops KSS 2 -3 days \| \| \| \| \| \| \| \| \| \| Pre-concert performances by YP in ‘underground’ \| \| \| \| \| \| \| \| \| \| PPO evening concert at Demgate \| \| \| \| \| \| \| \| \| \| PPO instrument project (PIP) \| \| \| \| \| \| \| \| \| \| Written evaluation report \| \| \| \| \| \| \| \| \| \| PPO evening concert at Demgate \| Legend: - Planning and project management - Performance - Practitioner development - Participation - Resource development - Evaluation --- 27 Dates were revised a number of times during the project and the timetable shown here is only illustrative. Appendix 2: Children’s feedback from Royal Philharmonic Orchestra concert at Royal & Derngate 2 March 2010. Connected to Music Evaluation Report The Outstanding Classic Demagte Orchestra On Tuesday 3rd March a whole variety of schools all over Northamptonshire gathered into the Sirzebie demagte theatre to listen to Royal Philharmonic play the Simpsons, Star Wars to the hall of the Mountain King. A year fives option - Autsons, great atmosphere. But one of the most enjoyable things was the presenter, he was making it extremely pleasant and inviting all the audience doing dance moves. Orchestra On Tuesday the 2nd, KeyStage 2 went to the Demgate Theatre, to watch the orchestra. The orchestra co-operated brilliantly, which meant they performed amazingly, the music was terrific especially the choices. I learnt a new dance and new instruments, also I learnt that some unusual instruments played in the orchestra. "Brilliant day out, Super view" remarked Jack Estam. They played: Simpsons, Four cornish dances, In the hall of the mountain king, Sabre dance, Gymnopedie No.3, Rodeo, Symphony and Star wars, each played splendidly. The orchestra itself was brilliant, they concentrated and listened to their team to make sure they did well, the marvellous conductor pulled it together as it was so professional. I really enjoyed it as the view was fabulous also the music was outstanding. I would love to go again. "OK magazine" d' orchestra goes wild!!! Tim Steiner: presenter Patrick Bailly: conductor Royal Philharmonic Orchestra The pupils of Loddington School have gone to one of the best orchestras and they all loved it and they want to go again. The Demgate theatre has great music and it has been around for years. It is a great opportunity to go and see this music all children and adults love it. One of the pupils from Loddington School said "I wish I could go to an orchestra every day, they must practice four hours a day to be that good, it was amazing." Songs played: - The Simpsons - Rodeo - Beethoven - Hall of the Mountain King - Sabre Dance - Symphony - Four Cornish Dance - Gymnopedie Are you looking for a great morning out? Are the children getting bored of maths? What they need is an visit to the orchestra! Dengate Theatre has a great range of performances and orchestras to throw at the public, one of the main orchestras which has inspired children to play instruments is called the Royal Philharmonia, which is a group which plays many well know pieces like The Simpsons and Star Wars but also classical pieces like Hall of the Mountain King and even Beethoven. A quote from one of the teachers from Hoddington School who attended the concert Mrs Dean-Hall described it as an “experience of a lifetime.” Any teacher looking for a great trip out I would certainly recommend it. You must go to the amazing orchestra there will be wood wind instruments, Brass, string and percussion. They played the Simpsons, Rodeo, star wars, Beethoven, Hall of the Mountain King and Sabre Dance. Quotes Abigail "I thought Hall of the mountain king was the best one it was great." Lenny "Awesome!" Get connected Come and see the wonderful Royal Philharmonic Orchestra. The presenter will be Tim Steiner - he is so funny. He made us do a funny dance. The music is amazing. They did it so quickly. I wish I could play like that. The orchestra was brilliant. I loved them. They were amazing. The Super Orchestra On Tuesday we went to the Derngate theatre in Northampton to see the Royal Philharmonic. The music was really loud and with extremely big bangs on the drums. We got really good seats because we were near the top. There were a lot of people playing instruments very fast and loud; they all sat on seats. I thought that the performance was excellent and also the music players. I would love to go again. The Royal Philharmonic When I walked into the theatre I was amazed of how big it was. I could not believe it when all of the orchestra walked on. I learned which instruments went in which family. When the orchestra played a song I was blown away, it was all in time! In some parts I learned some names of instruments what they looked like and what they sound like. The orchestra played songs like the Simpsons, Star Wars and much more! My favourite was Star Wars. It was so good to see how good it was all together also it felt so good to see a rare chance to see the Royal Philharmonic! d. The Outstanding Orchestra Performance! On Tuesday 2nd March 2010 our school went to the Derngate theatre and gathered with many other schools to see the Royal Philharmonic Orchestra perform. Everybody enjoyed this extraordinary orchestra play and loved all of the songs. They played, Simpsons, Rodeo, Starwars, Beethoven, Hall of the mountain King, Sabre dance, and more, on many wonderful instruments. As well as enjoying the theatre’s atmosphere we all learnt something too, I never knew there was a tambourine in an orchestra. Tim Steiner the presenter, was great and got everyone involved. Patrick Bailey, the conductor was brilliant too and without him the concert wouldn’t have been the same. Bate over, bate over we love the way you do it! The Royal Philharmonic Orchestra. Tim you have got a bright shirt. Connected to Music Evaluation Report When I saw the Philharmonic Orchestra I was so excited, it was great! I loved all of the different instruments especially the Harp. My favourite piece was: In the Hall of the Mountain King. Thank you Philharmonic orchestra! I really liked Tim + he was funny. When I went to the Royal Philharmonic Orchestra I enjoyed listening to every piece of music but my favourite was the Hall Of the Mountain King. The presenter was nice and I would go back. I also enjoyed listening to the trombone as I play one. I would love to go back. Royal Philharmonic Orchestra. I really enjoyed going to see the orchestra. My favourite piece was 'The Simpsons Theme tune'. I think the presenter 'Tim Stiener' was funny. I would go back to see it and I'd recommend it to my family and friends. I thought that the performance was excellent and very interesting to listen to. My very favourite instrument was the double bass and its lovely deep sound. My favourite song was In the hall of the mountain king because it was so lively and funny. Royal Philharmonical Orchestra This is a harp, it is one of the instruments in the When I saw the Philharmonic Orchestra, I thought it was great. My favourite piece was "In the Hall of the Mountain King." Every time I looked at the harp player she smiled at me, and Tim was really funny and had awesome dance moves. I had a brilliant morning. When I went to the Philharmonic Orchestra I really enjoyed it because they did not just play classical music but played modern music as well. I really liked that there were different parts to play on your instruments. I also found it great that you told us what instruments they were and what they did. My favourite piece was the Simpsons. I like the Lisa Simpson lady playing the Baritone saxophone. THE SIMPSONS Pass me the remote! We got off your case! Connected to Music Evaluation Report Appendix 2 Poetic response to Connected to Music Project Connected to Music Evaluation Report Music clatters in your ears Using drums, which you should fear...BANG! See the air, bright and clear I just have to play along Come along and have some fun! Derngate is a huge place Everyone had lots of fun Ruth played wicked saxophone Nothing could stop us Graham taught the Grange School An awesome day Time was running out... Excited, to tell everyone! Year 6 Student The Grange School Connected to Music Evaluation Report 🎵 XXX Appendix 3 Responses from Falconer’s Hill Connected to Music Evaluation Report Monday 13th June My opinion of the day I think it worked well because we all got split into different little groups and made our own tune up. I think that it all worked well. I would not change anything. I think my skills have developed because me and 2 other people made up the tune we played and the teachers liked it so my skill is making up tunes. My ideas for the next session is that we could work in groups of 3 and 4 with no instruments the same and make something up. It was fun, exciting, interesting and enjoyable. Monday 13th June my opinion of the day. My feedback is first we done some warm-ups in the hall then we split up into 4 groups and made some rhythms. I tried to be a conductor. The rhythm that worked for me was clapping a beat every second. The hardest bit was when you had to choose a different beat to everyone else. I would change the rhythms to be easier rhythms. My confidence has made a huge improvement because used to have a lot of stage fright but I'm not scared anymore. I think I could improve on playing a bit better. Key moments about this session was when I became the conductor because it was very hard. Monday 18th of June my opinion of the day. The day was fun because we seen Tim smile and he did fun beats on the floor and on different parts of the body. Then Tim sent us to our groups. Ben the guitar player helped use to learn a new part in the song. Tim is the best conductor ever and Tim is cool, awesom. I would change my part limit because I would like to do a solo and bigger and better parts. I think I have created my confidence and developed my skills. Monday 13th June my opinion of the day. We all worked in little groups, all groups had different instruments in them. It worked quite well and we all got a chance to play on our own. I didn't think splitting us up into groups with hardly any people on the same instrument was good because it was hard to learn a new tune on your own. I would change the groups round about so it was an equal amount on the same instrument. I think all of our confidence has rose and we all enjoyed the day because we worked together more than we did before. My hopes and ideas are that we all become one team instead of little ones, and that next time we come together as more of a group instead of many other little ones. Monday 13th June, my opinion of the day. The whole class got split into 3 teams, to make different rhythms. Also we all got a chance to play on our own. Being split into groups worked really well, but if we all put the music together it would sound great. I don't think nothing went wrong because it was all great. I think I would change to more solo's. And maybe groups. I think that my confidence has developed a lot, I wasn't really happy doing things but now I go to music school... I find it very exciting. My creative skills have also been very good. After the session on Monday my hopes are that we will change groups. I think the next session could develop more tunes and group changing. Connected to Music Evaluation Report Appendix 4 Responses from Ashby Fields Connected to Music Evaluation Report 🎵 xl Monday 13th June my opinion of the day. My feedback is first we done some warm-ups in the hall then we split up into 4 groups and made some rhythms. I tried to be a conductor. The rhythm that worked for me was clapping a beat every second. The hardest bit was when you had to choose a different beat to everyone else. I would change the rhythms to be easier rhythms. My confidence has made a huge improvement because used to have a lot of stage fright but I’m not scared anymore. I think I could improve on playing a bit better. Key moments about this session was when I became the conductor because it was very hard. To, Tim Louise and Musicians Thank you for giving me the excitement of being on stage playing music in front of an audience, it was amazing. Since the start of the project my musical ability has grown a lot as well. From Musicians Ben Fiona Eric Dave Alex Graham Phil Hilary Mr Marsh Ruth Christine Marianne Ant Monday 13th June my opinion of the day. We all worked in little groups, all groups had different instruments in them. It worked quite well and we all got a chance to play on our own. I didn't think splitting us up into groups with hardly any people on the same instrument was good because it was hard to learn a new tune on your own. I would change the groups round about so it was an equal amount on the same instrument. I think all of our confidence has rose and we all enjoyed the day because we worked together more than we did before. My hopes and idea's are that we all become one team instead of little ones, and that next time we come together as more of a group instead of many other little ones. To Tim, Louise & the musicians, I thank you so much that I can't even say how much I thank you! I enjoyed every bit of the performance and I wish we can do it again and again. Me and my friends couldn't stop talking about! My mum, Auntie and Nana said it was absolutely fantastic! The main reason I'm saying thank you is that if it wasn't for you we wouldn't have this great experience of a life time! Thank you, thank you, thank you. Thank you very much to.... Tim, for putting all of the pieces of music together, and coming up with all of the great ideas! Thank you to Louise, for deciding the amazing venues, also making sure everything is fully organised. Finally a big, big, big thank you to all of the musicians, who came to our workshops, and who helped us learn all the different, fantastic pieces of music! Connected to Music! A very big thank you to... Tim, Louise and the musicians, you are truely amazing people and you have worked so hard to makes all of us fantastic musicians, so THANK YOU! THANK YOU Tim, Louise & the orchestra Dave Ben Eric Phil Hilary Mr Marsh Alex Ruth Christine Graham Ant Douggie Marianne By Elise The Ritual fire dance, it's here for you... Hurray! We just want to say thanks! We just want to say thanks, Firstly to Tim, We couldn't of done it, If it wasn't for him! We just want to say thanks, For a whole lot of fun, For organising, improvising, And getting things done! We just want to say thanks, To the wonderful Louise, For organising everything, We didn't even say please! We just want to say thanks, To name but a few: Dave, Ben and Hilary, And lots of others too. Marianne with her flute, Ruth with her Saxophone, Ant with his trumpet, And Graham with his Trombone. The orchestra is a fantastic opportunity for children to develop their musical skills and learn about teamwork, discipline and commitment. It is also a great way for them to make new friends and enjoy the rewards of hard work and practice. If you would like to find out more about joining the orchestra, please contact the school office or visit our website. 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By WILLIAM SHAKESPEARE Directed by SARA BRUNER \| Page \| Title \| \|------\|----------------------------------------------------------------------\| \| 3 \| Dear Educator \| \| 4 \| A Note to Students: What to Expect at the Theater \| \| 5 \| Director’s Note \| \| 7 \| Summary \| \| 8 \| About the Author \| \| 9 \| Dramatis Personae \| \| 10 \| William Shakespeare’s Life Timeline \| \| 12 \| The Globe Theatre \| \| 12 \| Timeline of William Shakespeare’s Plays \| \| 13 \| Playnotes \| \| 17 \| Through the Ages \| \| 21 \| From Page to Stage \| \| 24 \| Costume Design \| \| 27 \| Scenic Design \| \| 28 \| Romeo and Juliet Onstage at Idaho Shakespeare Festival \| \| 30 \| Questions for Discussion: Before Attending the Performance \| \| 35 \| Writing Prompts & Activities \| \| 48 \| How to Write a Review \| \| 49 \| A Sample Review Written by a Student \| \| 50 \| Vocabulary \| \| 53 \| Questions for Discussion: After Attending the Performance \| \| 60 \| A Brief Glossary of Theater Terms \| \| 62 \| Learning Standards \| \| 63 \| 2022-2023 Student Matinee Season \| \| 64 \| Residency Program \| \| 65 \| Generous Support \| \| 66 \| About Great Lakes Theater \| Dear Educator, Thank you for your student matinee ticket order to Great Lakes Theater’s production of Romeo and Juliet, by William Shakespeare which will be performed in the beautiful Hanna Theatre at Playhouse Square from October 21 through November 9, 2022. Shakespeare’s powerful, poetic tale of star-crossed lovers abides as one of the greatest love stories ever told. Two young lovers with feuding families navigate their budding relationship as uncontrollable circumstances lead to a tragic end. Love leads to loss, then grace, in this everlasting tale that has captivated audiences throughout history. Special note: While Romeo and Juliet is the best known romance in the English language, someone experiencing the story for the very first time may be entirely unaware that it ends with both protagonists dying by suicide. Or, even if you have read the play and know how it ends, some audience members may be surprised to see these tragic deaths performed on stage. It may be true that the children in our care see violence portrayed on television and gaming all the time, it is quite another thing to see it right in front of you. We hope you and your students have a wonderful time enjoying this production, and that you were also aware of a potentially upsetting conclusion. This guide is designed – through essays, discussion questions and classroom activities – to give students both an introduction to, and a point of entry for, a personal exploration of Romeo and Juliet. We offer special thanks to arts educator Jodi Kirk for her outstanding contributions to this guide. Great Lakes Theater is proud to provide you with the finest in classic theater and the necessary educational resources to support your work in the classroom. We are thrilled that you will be coming to see us and we welcome your input on how best to support your classroom preparation for our work. Please let us know what you think! Sincerely, Kelly Schaffer Florian Director of Educational Services email@example.com David Hansen Education Outreach Associate firstname.lastname@example.org --- A note to pass on to students. Asking for help is not a weakness. If you found yourself in a seemingly unsolvable situation, who would you go to for help? Who is your “go to” adult? Help is available. Speak or text with someone today. 988 Suicide and Crisis Lifeline A NOTE TO STUDENTS: WHAT TO EXPECT AT THE THEATER You may or may not have attended a live theater performance before. To increase your enjoyment, it might be helpful to look at the unique qualities of this art form — because it is so different from movies or video. The live theatrical performance not only involves the actors on the stage; it is meant to involve you, the audience, in ways that film and television cannot. In truth, although you are sitting in an auditorium and the actors are on stage, there is very little separating the audience from the performers. How you react to the play deeply affects the actors. Something as seemingly trivial as whispering or unwrapping a candy bar can distract them and disrupt the mood and tone of their performance. Due to the important relationship between actors and audience members, there are certain, perhaps obvious, provisions of live theater we wish to call to your attention. In the Hanna Theatre, it is important to know that the taking of pictures, either with or without a flash, is strictly prohibited. Also, it is essential that all electronic equipment, including cell phones, music players (even with headphones), alarm watches, etc., be completely powered off once you have entered the theatre. Even the glow from a watch or a silent cell phone (used for checking the time, text messaging, or posting social network updates, for example) can be very distracting to fellow audience members, even if you try to mask it under your hand or an article of clothing. Our goal is to provide every person in the audience with the best possible theatrical experience, so we appreciate your respectful cooperation during the performance. Other differences live theater provides: in film or video, the camera and editing define what we will see. In the theater, however, each of us works as our own camera and editor, choosing our own personal points of focus. And in the Hanna Theatre, you should know that often we do not use microphones. As audience members you’ll need to actively listen and “tune in” to the sound of the unamplified human voice. As for our lighting and scenery, it might surprise you to know that these are not necessarily meant to be realistic. In this production, for example, there may be design elements that are abstract or metaphorical. The theater’s ability to focus on human experience — distilled through the dialogue and behavior of people on stage and enhanced by the scenery, costumes, lighting, music and dance — is a centuries-old tradition. Being part of the communal magic when performer and audience connect — whether at a baseball game, music concert or theater performance — cannot be duplicated. The performance you will see at Great Lakes Theater will happen only once. It is unique and personal. Though this play will be performed more than a dozen times, the performance you see belongs only to you. We hope you enjoy it, and we’d like you to share your response with us. Shakespeare’s version of Romeo and Juliet has the distinction of being one of the single most recognizable stories in our collective culture. The title alone is likely to summon some type of memory for almost everyone sitting in this audience —which is a double-edged sword. On one hand it’s really useful to have a hold on a Shakespeare piece before we see it — it allows us to sit back a bit more and watch how this particular version unfolds — we are not experiencing a new story, so we don’t have to track characters and plot points the same way that we would if we were coming to see a story that had never been told. On the flip side, our curiosity can be dulled if we come in with a rigid set of assumptions, preferences and opinions. I invite you to hear and watch this play as if it were a new piece of work. Even those of us who have a long and deep history with Romeo and Juliet are still making discoveries — lines that we’ve never heard, moments that are landing in a new way. One of the most striking elements of this show for me this time around is the way that the plague is featured in the story — though as theater goers we often take this plot point for granted. Let me remind you how is all falls out — you may have forgotten — or never noticed: When Mercutio is killed he curses both the Capulets and Montagues, feeling that their feud is responsible for his untimely end. In his final moments he repeats the phrase “a plague o’ both your houses” — he is essentially using his last moments to curse, or jinx these families. Now, let’s fast forward a bit. Friar Laurence devises a plan with Juliet in which she will drink a “distilled liquor” that will make her appear dead causing Juliet’s family to mourn her death and inter her in the family tomb. Meanwhile, the Friar will write a letter to Romeo letting him know that Juliet is feigning death. The letter further asks that Romeo meet the Friar in Capulet’s tomb to witness Juliet’s waking. The final step being, of course, that Romeo and Juliet will secretly be reunited and live out their days in Mantua together. Most of you remember that the letter that the Friar writes never makes it into Romeo’s hands, but do you remember why? Mercutio’s “plague” moves from figurative to literal and seals the fate of the star-crossed lovers. The messenger that Friar Laurence employs to carry the letter from Verona to Mantua is not allowed to leave the city walls because he has recently visited the sick and was exposed to the plague. They fear he is infectious and so, he is quarantined. Mercutio’s “a plague o’ both your houses” is made manifest and Romeo and Juliet both die in the tomb that very night. All of this is to say, we both do and do not know these plays. In some cases, our memories are not serving us, in other instances we just miss things because the language is so dense that it’s impossible to hear everything that is packed into the text, and in other instances our lives happen to us, and our ears get tuned in new ways. Suddenly, something pops in a way that it never has before — like the plague plot did for me. If you allow yourself to, you can always hear these plays anew. So, with that, I challenge you to lean in and see what Romeo and Juliet has in store for you this time. Ángela Utrera & Benjamin Bonenfant, Idaho Shakespeare Festival Verona is home to two feuding noble houses, the Montagues and the Capulets. In response to the constant brawling between members of these families, the Prince of Verona has issued an edict that will impose a death sentence on anyone caught dueling. Against this backdrop, young Romeo of the house of Montague has recently been infatuated with Rosaline, a niece of Capulet. Rosaline is quickly forgotten, however, when Romeo and his friends disguise themselves and slip into a masque ball at Capulet’s house. During the festivities, Romeo catches his first glimpse of Juliet, Capulet’s daughter. Romeo steals into the garden and professes his love to Juliet, who stands above on her balcony. The two young lovers, with the aid of Friar Lawrence, make plans to be married in secret. Tybalt, Juliet’s cousin, later discovers that Romeo has attended the ball, and he sets out to teach the young Montague a lesson. Romeo is challenged by Tybalt, but tries to avoid a duel since he is now married to Juliet (making Tybalt a kinsman). Mercutio, Romeo’s best friend, takes up Tybalt’s challenge and is killed in the ensuing fight. Enraged, Romeo slays Tybalt. As a result, the Prince banishes Romeo from Verona. Romeo bids farewell to Juliet, though he hopes to be reunited with her once the Capulets learn they are husband and wife. The Capulets, meanwhile, press for Juliet to marry Paris, a cousin to the Prince. Juliet, relying again on Friar Lawrence, devises a desperate plan to avoid her parents’ wishes. She obtains a drug that will make her seem dead for forty-two hours; while she is in this state, Friar Lawrence will send word to Romeo of the situation so that he can rescue her from her tomb. Unfortunately, the letter from Friar Lawrence is delayed. Romeo instead hears second-hand news that Juliet has died. Grief-stricken, Romeo purchases poison and hastens to Juliet’s tomb to die at her side. Meanwhile, Friar Lawrence has discovered to his horror that his letter did not arrive, and he means to take Juliet away until he can set things aright. At the tomb, Romeo encounters Paris, mourning Juliet. Romeo slays Paris, then enters the tomb and drinks his poison. As Friar Lawrence comes upon the scene, Juliet awakens only to find the lifeless body of her beloved Romeo. The friar scurries away, and Juliet takes the dagger from Romeo’s belt and plunges it into her body. Upon this scene, the Prince arrives—along with the Montague and Capulet parents—demanding to know what has happened. The families look in horror at the tragic consequences of their fatal feud. From www.bardweb.net William Shakespeare (1564-1616), English playwright and poet, is recognized in much of the world as the greatest of all dramatists. Shakespeare’s plays communicate a profound knowledge of the wellsprings of human behavior, revealed through portrayals of a wide variety of characters. His use of poetic and dramatic means to create a unified aesthetic effect out of a multiplicity of vocal expressions and actions is recognized as a singular achievement, and his use of poetry within his plays to express the deepest levels of human motivation in individual, social, and universal situations is considered one of the greatest accomplishments in literary history. A complete, authoritative account of Shakespeare’s life is lacking, and thus much supposition surrounds relatively few facts. It is commonly accepted that he was born in 1564, and it is known that he was baptized in Stratford-upon-Avon, Warwickshire. The third of eight children, he was probably educated at the local grammar school. As the eldest son, Shakespeare ordinarily would have been apprenticed to his father’s shop so that he could learn and eventually take over the business, but according to one account he was apprenticed to a butcher because of declines in his father’s financial situation. According to another account, he became a schoolmaster. In 1582 Shakespeare married Anne Hathaway, the daughter of a farmer. He is supposed to have left Stratford after he was caught poaching in the deer park of Sir Thomas Lucy, a local justice of the peace. Shakespeare and Anne Hathaway had a daughter, Susanna, in 1583 and twins—Hamnet and Judith—in 1585. Hamnet did not survive childhood. Shakespeare apparently arrived in London about 1588 and by 1592 had attained success as an actor and a playwright. Shortly thereafter he secured the patronage of Henry Wriothesley, 3rd Earl of Southampton. The publication of Shakespeare’s two fashionably erotic narrative poems Venus and Adonis (1593) and The Rape of Lucrece (1594) and of his Sonnets (published 1609, but circulated previously in manuscript form) established his reputation as a gifted and popular poet of the Renaissance (14th century to 17th century). The Sonnets describe the devotion of a character, often identified as the poet himself, to a young man whose beauty and virtue he praises and to a mysterious and faithless dark lady with whom the poet is infatuated. The ensuing triangular situation, resulting from the attraction of the poet’s friend to the dark lady, is treated with passionate intensity and psychological insight. Shakespeare’s modern reputation, however, is based primarily on the 38 plays that he apparently wrote, modified, or collaborated on. Although generally popular in his time, these plays were frequently little esteemed by his educated contemporaries, who considered English plays of their own day to be only vulgar entertainment. Shakespeare’s professional life in London was marked by a number of financially advantageous arrangements that permitted him to share in the profits of his acting company, the Chamberlain’s Men, later called the King’s Men, and its two theaters, the Globe Theatre and the Blackfriars. His plays were given special presentation at the courts of Queen Elizabeth I and King James more frequently than those of any other contemporary dramatist. It is known that he risked losing royal favor only once, in 1599, when his company performed “the play of the deposing and killing of King Richard II” at the request of a group of conspirators against Elizabeth. In the subsequent inquiry, Shakespeare’s company was absolved of complicity in the conspiracy. After about 1608, Shakespeare’s dramatic production lessened and it seems that he spent more time in Stratford, where he had established his family in an imposing house called New Place and had become a leading local citizen. He died in 1616, and was buried in the Stratford church. Until the 18th century, Shakespeare was generally thought to have been no more than a rough and untutored genius. Theories were advanced that his plays had actually been written by someone more educated, perhaps statesman and philosopher Sir Francis Bacon or the Earl of Southampton, who was Shakespeare’s patron. However, he was celebrated in his own time by English writer Ben Johnson and others who saw in him a brilliance that would endure. Since the 19th century, Shakespeare’s achievements have been more consistently recognized, and throughout the Western world he has come to be regarded as the greatest dramatist ever. Shakespeare, William, Microsoft® Encarta® Online Encyclopedia 2001 Contributed By: A. Kent Hieatt, Ph.D., Professor Emeritus of English, University of Western Ontario. Author of Chaucer, Spenser, Milton: Mythopoetic Continuities and Transformations. DRAMATIS PERSONAE Chorus ........................................................................................................ J.T. Snow, Aamar-Malik Culbreth, Jaime Nebeker, Michael Burns, Danny Bó, Avery LaMar Pope Prince Escalus .......................................................................................... Alex Syiek* Mercutio .................................................................................................. Stephen Michael Spencer* Paris ....................................................................................................... Nick Steen* Page to Paris ......................................................................................... J.T. Snow Montague .............................................................................................. Aled Davies* Lady Montague .................................................................................. Jessie Cope Miller* Romeo .................................................................................................... Benjamin Bonenfant* Benvolio ............................................................................................... Aamar Malik Culbreth Abram ..................................................................................................... Jaime Nebeker Balthazar ............................................................................................... Michael Burns Capulet .................................................................................................. Maggie Kettering* Juliet ....................................................................................................... Ángela Utrera* Tybalt ................................................................................................... Joe Wegner* Nurse .................................................................................................... Kate Mulligan* Peter ..................................................................................................... M.A. Taylor* Sampson ............................................................................................... Danny Bó Gregory ................................................................................................. Avery LaMar Pope Friar Laurence .................................................................................. Jeffrey King* Friar John ............................................................................................. Lynn Robert Berg* Apothecary ......................................................................................... Stephen Michael Spencer* Ensemble ............................................................................................ Aamar-Malik Culbreth, Jaime Nebeker, Danny Bó, Avery LaMar Pope, Jessie Cope Miller, J.T. Snow Members of Actors’ Equity Association, the Union of Professional Actors and Stage Managers in the United States William Shakespeare’s Life Timeline April 23, 1564 — William Shakespeare is born in Stratford-upon-Avon, Warwickshire, England. 1571-1578 — William attends grammar school. 1583 — his daughter Susanna is born. November 27, 1582 — Shakespeare marries Anne Hathaway. 1585 — Judith and Hamnet, twins are born. Shakespeare goes to London and starts his theatrical career. 1592 — Shakespeare’s talent is noticed in London theater circles and is famously called an “upstart crow” by writer and critic Robert Greene. 1593-1594 — Shakespeare writes poetry while London theaters are closed due to the plague. 1594 — Shakespeare becomes a founding member of Lord Chamberlain’s Men, an acting company. 1596 — Shakespeare’s son, Hamnet, dies at the age of 11. 1599 — Shakespeare and the Lord Chamberlain’s Men build the Globe Theatre. 1600 1603 — His acting company changes their name to The King’s Men when King James ascends the throne and becomes the company’s patron. 1610 1612 — Shakespeare moves back to Stratford-upon-Avon. 1613 — On June 29th the Globe’s thatched room caught on fire and the playhouse burned to the ground. It is rebuilt the next year, but this time with a tile roof. April 23, 1616 — Shakespeare dies and is buried in Holy Trinity Church. 1620 1623 — Shakespeare’s plays are published in the First Folio. The Globe Theatre The Globe was built in London in 1599 by Shakespeare’s playing company, The Lord Chamberlain’s Men. It was built on the South Bank of the Thames River and was destroyed by fire in 1613. A new Globe Theatre was built on the same site and remained open until it was closed in 1642. In 1997 a modern reconstruction of the Globe, named “Shakespeare’s Globe” was built approximately 750 feet from the original site. 1. Tiring House—wardrobe, storage and dressing rooms where actors rested between scenes and changed into costumes. The door to the tiring rooms served as actors’ main entrances and exits. 2. The “Heavens”—a canopy that protected the actors from weather and represented the sky and heavens. It was painted with heavenly scenes and gold stars. 3. Stage—the stage was comprised of inner stage with curtains and the main stage where most outdoor action took place. A trap door in the floor of the stage led to a cell underneath referred to as “Hell.” 4. Upper Stage—this chamber was used for most bedroom and balcony scenes. The balcony above it was used for musicians. 5. Yard—the least expensive audience area where the “groundlings” stood to watch the play. This area was open to the weather and the floor was often covered with litter. 6. Galleries—three levels of seating on wooden benches for audience members who could afford to pay a bit more. The galleries were covered by a thatched roof, which provided shade and kept out the rain. Timeline of Shakespeare’s Plays Earliest Period - The Two Gentlemen of Verona (1589–1591) - The Taming of the Shrew (1590–1591) - Henry VI, Part 2 (1591) - Henry VI, Part 3 (1591) - Henry VI, Part 1 (1591–1592) - Titus Andronicus (1591–1592) - Richard III (1592–1593) - Edward III (1592–1593) - The Comedy of Errors (1594) - Love’s Labour’s Lost (1594–1595) - Love’s Labour’s Won (1595–1596) - Richard II (1595) - Romeo and Juliet (1595) - A Midsummer Night’s Dream (1595) - King John (1596) - The Merchant of Venice (1596–1597) - Henry IV, Part 1 (1596–1597) - The Merry Wives of Windsor (1597) - Henry IV, Part 2 (1597–1598) - Much Ado About Nothing (1598–1599) - Henry V (1599) - Julius Caesar (1599) - As You Like It (1599–1600) - Hamlet (1599–1601) - Twelfth Night (1601) - Troilus and Cressida (1600–1602) - Sir Thomas More (1592–1595; Shakespeare’s involvement, 1603–1604) - Measure for Measure (1603–1604) - Othello (1603–1604) - All’s Well That Ends Well (1604–1605) Shakespeare’s Globe Shakespeare’s Globe is a reconstruction of the original that opened in 1997 with a production of Henry V. It was founded by actor and director Sam Wanamaker and built about 750 ft. from the original site. In early 1595, Shakespeare was hitting his stride as a playwright. His credits at that time included a slew of history plays, a handful of romantic comedies — Comedy of Errors, The Taming of the Shrew and The Two Gentlemen of Verona — and a gory revenge drama, Titus Andronicus. He was in the public eye. In 1592, he’d been attacked in print by a more established, and jealous, writer named Robert Greene. He had a long narrative poem, Venus and Adonis, published in 1593, followed soon after by several plays. By 1595, Shakespeare was a principal member of the Lord Chamberlain’s Company. Along with leading actor Richard Burbage and comedian Will Kempe, he was mentioned in a court document as handling logistics for the theater company’s performances at court that year. Two years later, he had earned enough money to purchase the second-largest house in his native town of Stratford. The plays that Shakespeare wrote circa 1595 — Love’s Labour’s Lost, Romeo and Juliet, Richard II and A Midsummer Night’s Dream — only enhanced his reputation. Even during that productive stretch, Romeo and Juliet was a standout. A pirated edition was rushed into print in 1597, with an assist from actors who reconstructed the script. A corrected edition, possibly based on Shakespeare’s rough draft, came out two years later under the auspices of a prominent book seller, Cuthbert Burby, who shopped some of the most fashionable writers of the day. The title pages of both editions claimed that Romeo and Juliet had been presented “publiquely” — “often (with great applause)” insisted the 1597 edition, “sundry times” boasted the 1599 quarto. Romeo and Juliet was noticed. It was mentioned in two widely shared reviews of English writers of the day — one published by Cambridge student John Weever in 1598, and the other by schoolteacher Francis Meres in 1599. So-called “commonplace” books were popular at the time, consisting of excerpts from admired plays, poems or works of prose. Of all Shakespeare’s plays, Romeo and Juliet was one of the most quoted in commonplace books during the writer’s lifetime. In the second “quarto” edition of Romeo and Juliet, based on a manuscript more directly associated with Shakespeare, the character of Peter, a messenger, was identified as “Will Kempe.” A celebrated comedian, Kempe was a shareholder in the Lord Chamberlain’s Men. He left the company in 1599, publishing an account, with frontispiece, of his traveling solo act, “Kempe’s Nine Days Wonder,” in 1600. The play made such an impression that one of the leading satirists of the day, John Marston, mocked the character of Romeo in his 1598 anthology, “The Scourge of Villainy.” Marston was famously engaged in the so-called “Poetomachia,” or “war of the poets,” with Ben Johnson and others at the time. Shakespeare’s balcony scene was parodied by Thomas Dekker, another of the poet-warriors, in his 1607 comedy, Blurt, Master Constable. Although Romeo and Juliet represented an early foray into tragedy, it shares literary DNA with the comedies written at about the same time — The Two Gentlemen of Verona and Love’s Labour’s Lost (both from 1594-1595), as well as A Midsummer Night’s Dream (1595-1596) — and later romantic comedies such as Much Ado About Nothing. The comedies and this early tragedy share young lovers vying with out-of-touch parents or other authority figures over who controls matchmaking. Romeo and Juliet balances on a razor’s edge between the conceits of comedy — such as disguises and secret assignations — and the missteps of tragedy. A pair of bumbling adults — Friar Lawrence and the Nurse — do try to help the young lovers. Despite and because of their bungling efforts, up until the last moment it seems possible that a comic reversal could overturn all the misunderstandings and cross-purposes. Commentators have often drawn a distinction between Shakespeare’s early tragedy and his “mature” tragedies of the next decade. The heartbreaking events of Romeo and Juliet do not stem from a tragic character flaw — unless the impulsive naïveté of youth could itself be considered a flaw. Shakespearean critic Bertrand Evans would term the play a “tragedy of unawareness” in which the juxtaposition of unforeseen and unfortunate events plays a greater role than character. While Romeo and Juliet may not match the later tragedies for depth of character exploration, the earlier play already demonstrates Shakespeare’s considerable skills. The basic story of Romeo and Juliet can be found in a variety of sources — first in several Italian “novelles” of the 15th century and then in French and English adaptations made a century later. While Shakespeare may have had access to several of the versions, he relied most heavily on a narrative poem translated from the French by English writer Arthur Brooke in 1562 under the title “The Tragical History of Romeus and Juliet.” Shakespeare compressed Brooke’s timeline significantly. Action that takes place over the course of nine months in Brooke’s poem now takes place during a few feverish days. While Brooke’s Juliet wondered aloud to herself about how suddenly she fell for Romeo at the ball, Shakespeare invents a way for his Romeo to overhear Juliet’s confession of love. The playwright’s device allows the lovers to skip several stages of conventional courtship, contributing to the sense of haste in the play — and its intensity. Shakespeare reinforces this compression with vivid language about time and love that “too swift arrives.” Any supposed “deficiencies” in tragic structure have never diminished the appeal of Romeo and Juliet. Its elemental conflict between parents and children, breathless pace, suspension between comedy and tragedy, and its stunning imagery and lyrical language have always struck a chord. Throughout Shakespeare’s career as a writer, outbreaks of the plague intermittently forced the London theaters to close. A plague epidemic forms the backdrop for the action in Romeo and Juliet. The plague also figures in pamphlets and plays written by Thomas Dekker. This striking woodcut illustrated his God’s Tokens: A Rod for Run-awayes (1625). Romeo and Juliet has always been one of Shakespeare’s most popular plays — in his lifetime and beyond: ♦ After Charles II was restored to the English throne in 1660 and permitted theaters to reopen, theater manager William Davenant presented a production of Romeo and Juliet starring Mary Saunderson, one of the first women to play the role of Juliet professionally. A granddaughter of Shakespeare’s lead actor, Richard Burbage, Saunderson was married to Davenant’s lead actor, Thomas Betterton, who took the role of Mercutio rather than Romeo. ♦ Some 18th-century theater managers, such as David Garrick, catered to the tastes of the day by softening the stark endings of Shakespeare’s tragedies. For nearly a century, theatergoers saw versions of Romeo and Juliet that allowed the lovers to live. ♦ The emotional and changeable character of Romeo opened the door for women to play the role in the 18th century. The best known was Charlotte Cushman, an American who restored Shakespeare’s original tragic ending and developed a production that served as a vehicle for herself and her sister Susan in the roles of Romeo and Juliet. Mary Saunderson — granddaughter to one famous actor (Richard Burbage), wife of another (Thomas Betterton) — was one of the first women to act professionally on the English stage. She played Juliet in a production presented by William Davenant after the theaters reopened in England in 1663. This miniature painting of David Garrick as Romeo and George Anne Bellamy as Juliet recreates the moment in Garrick’s influential 18th century adaptation of the play when Juliet wakes up in the “nick of time” to prevent Romeo’s suicide. In the mid-1840s, American actress Charlotte Cushman and her sister Susan toured a production of Romeo and Juliet across the US and Great Britain. Charlotte, who engaged in liaisons with women artists and writers along the way, played Romeo while her younger sister played Juliet. In 1869, Edwin Booth launched his own theater in New York with an inaugural production of Romeo and Juliet. A lithographic advertisement in the elaborate playbill commemorated Booth and his wife-to-be, Mary McVicker, in the play’s starring roles. Even with its poignancy restored, the play’s popularity was such that it was often chosen as the ideal production for launching a new theater. The American tragedian Edwin Booth opened his theater in New York in 1869 with a production starring himself and his soon-to-be wife Mary McVicker. Leading actors and actresses of the 18th- and 19th-centuries looked for plays that would showcase their particular talents, and some became identified with specific roles. Fanny Kemble — the daughter of actor Charles Kemble and niece of John Philip Kemble and Sarah Siddons — debuted in the role of Juliet on October 26, 1829, at the age of 20, and immediately became a fan favorite in the role. It was remarked at the time that her popular performances as Juliet helped to keep her father’s theater afloat despite his poor management skills. By the late 19th-century, theatergoers expected stars — and elaborate scenery. Theater manager Henry Irving teamed up with leading lady Ellen Terry at London’s well-appointed Lyceum Theater to deliver a sumptuous production of Romeo and Juliet in 1882. Images of Fanny Kemble playing Juliet were often featured in the 1830s in contemporary newspapers and periodicals. In the late 19th century, Ellen Terry’s avid followers eagerly collected postcard images of Terry, such as this one featuring her as Juliet in the serene repose of death. Official images for the 1882 production, starring theater manager Henry Irving along with Terry, tended to focus more on Irving and the elaborate sets that he was known for delivering. ♦ In 1935, John Gielgud began assembling a cast for a production of Romeo and Juliet at the New Theatre in London. Conflicted about whether to play Romeo or Mercutio, he approached the younger and up-and-coming Laurence Olivier about rotating with him in both roles. Their approaches to the roles were at odds. Gielgud was known for his lyrical speaking voice, while Olivier embraced what he would later term “earth, blood, humanity … I was trying to sell realism in Shakespeare.” ♦ George Cukor’s 1936 film, starring Norma Shearer and Leslie Howard at ages 34 and 43, represented the culmination of a centuries-long tradition of actors playing these parts at the heights of their careers. Two later 20th-century film adaptations overturned that tradition, and each in turn became the best-selling Shakespeare film of the day. In 1968, Franco Zeffirelli tapped two unknown teenagers, Olivia Hussey and Leonard Whiting, to play Shakespeare’s young lovers, while Baz Luhrmann chose the better-known Leonardo DiCaprio and Claire Danes. Zeffirelli’s lush and sensuous production didn’t shy away from the story’s sexual heat, while Luhrmann’s tapped into its vein of violence. Laurence Olivier (pictured on the left) and John Gielgud traded the roles of Romeo and Mercutio in a high profile 1935 production. The leading actors and actresses of the day tended to play the parts of Romeo and Juliet well into their mature years. Leslie Howard was 43 and Norma Shearer 34 when they tackled the roles in George Cukor’s 1936 film. Franco Zeffirelli rejected the long tradition of casting experienced (and older) actors in the roles by casting two unknown teenagers in his sensuous film production in 1968. Still fairly young, but better known when they were cast, Leonardo DiCaprio and Claire Danes were tapped by Baz Luhrmann for his violent and intense screen production in 1996. As an actor and director with Great Lakes Theater, Idaho Shakespeare Festival and Oregon Shakespeare Festival, Sara Bruner says she has “been on a journey with Romeo and Juliet throughout most of my professional career.” She’s performed in the play, directed it and adapted it for an outreach touring program. Romeo and Juliet has also threaded through the history of Great Lakes Theater. It’s been performed during each artistic director’s tenure, six times in all. The current production marks the seventh. Each new artistic team that engages with the play sees it through a different lens. Thinking about the play this time around, in the waning days of a global pandemic, Sara Bruner was struck by the fact that the play’s action takes place against the backdrop of a plague outbreak that prevents a crucial message from reaching Romeo. She began to reflect on how “the plague” becomes a metaphor in the play for the strife infecting the world the lovers struggle against. Layering a skirt-like "over-robe" with pants accommodates the gender-bending casting of a woman playing one of Romeo's retainers. A rustic color palette of greens and russets—and less businesslike silhouettes—distinguish the Montague family and their retainers in this production. A decision was made to dress the Capulets in more businesslike attire. For Lady Capulet, who combines the roles of both father and mother in this production, costume designer Mieka van der Ploeg provided an interpretation of navy pinstriped trousers that balances contemporary and period influences. Mid-process, Bruner shared these observations: "We live in a polarized world right now, and Romeo and Juliet is a story about polarization — between the Capulets and the Montagues, between life and death, between comedy and tragedy. What happens to a young person who is 'in between,' who strays from a society's hardened, polarized belief systems?" While the play has often been presented and discussed as a great, though tragic, love story, it can also be viewed, Bruner insists, "as a story about how communities fail their young people." Romeo and Juliet are teenagers caught up in impulse and naïve hope, trapped by the pressures of societal expectations. Unable to communicate with their parents, they rely on secret and desperate schemes that lead them to take their own lives. "In a world where 'violent delights have violent ends,' Bruner adds, 'these two young people pay the ultimate price.'" Finding resonances between Shakespeare's play and today's world is always one of Bruner's priorities. Casting choices are one tool. Bruner decided to make Lady Capulet a "single parent," collapsing the roles of Juliet's father and mother into one role. This choice allowed director and cast to explore how Lord Capulet's controlling rage — a shocking element of Shakespeare's script — translates when grounded in the pressures of single motherhood. Clothing is another tool. When Bruner asked costume designer Mieka van der Ploeg to meld period and contemporary influences, the designer came up with a look that she laughingly calls "Gothic Medieval." Modern takes on Tudor silhouettes — such as "over-robés" — also enabled the designer to create a layering effect that accommodated several gender-bending casting choices. Bruner also immediately thinks of a play in physical terms. As scenic designer Efren Delgadillo observes, "There's a lot of action in the way she describes a play." Romeo and Juliet offers the particular challenge of embodying the dynamics of youth vs age. Sword fighting, climbing, and hiding are among the physical expressions of youth in the play. The fabrics chosen for clothing had to be light and breathable enough to support sudden movement comfortably. The scenic world of the play also had to provide open spaces for the many public confrontations that erupt throughout the course of the play while also providing spaces for intimate encounters. Scenic designer Delgadillo quips, "Solve the balcony, the bed, and the tomb, and you've solved the play." Delgadillo found in the work of Spanish architect Xavier Corberó an exemplar and inspiration for using a contemporary material — stark, white concrete — to render intriguing juxtapositions of such traditional spaces as open plazas, arched colonnades, and flying buttresses. In TYVEK, a lightweight, breathable synthetic fabric, Delgadillo found an appropriate material for creating such spaces on stage. He and lighting designer Rick Martin worked closely together to illuminate the fabric from within. Together they created a visual translation of the passion that pulses through the play. The work of Spanish architect Xavier Corberó provided scenic designer Efren Delgadillo with an exemplar for combining modern materials and ancient shapes and for juxtaposing open with more intimate spaces. COSTUME DESIGN by Mieka Van der Ploeg JULIET Romeo Nurse Lady Capulet MERUTTO BEVOLLO TYBALT PRINCE FEBER PARIS MONT Apothecary ASHLEY PETER GREGORY SHARON BACCHAZZA Top: Pre-set lighting for this production of Romeo and Juliet—captured here on stage this summer at the Idaho Shakespeare Festival—conveys the intensity of the theatrical experience to come. Middle left: The company of Romeo and Juliet perform at Great Lakes Theater’s sister company Idaho Shakespeare Festival in Boise, Idaho. Middle right: Designer Efren Deldadillo provided the director and scene shop with a 3-D version of the set. Bottom: computer rendering of a scenic element ROMEO AND JULIET ON STAGE AT IDAHO SHAKESPEARE FESTIVAL Top, left to right: Danny Bo & Avery LaMar Pope; Aamar-Malik Culbreth & Daniel Molina; Ángela Utrera & Kate Mulligan; Daniel Molina & Ángela Utrera; Angela Utrera; Daniel Molina, Stephen Michael Spencer & Aamar-Malik Culbreth Top, left to right: Stephen Michael Spencer & Kate Mulligan; Joe Wegner & Stephen Michael Spencer; Maggie Kettering, Aamar-Malik Culbreth & Stephen Michael Spencer; Kate Mulligan; Jeffrey King & Daniel Molina; Ángela Utrera; Daniel Molina & Ángela Utrera 1. What are the first thoughts and/or images that come to mind when you hear “Shakespeare?” Why do you think that his plays continue to be read and produced almost 400 years after his death? What makes his work relevant to a modern audience? What are some of your expectations about seeing Great Lakes Theater’s production of Romeo and Juliet? 2. What makes a great love story? What is your favorite love story of all time? What makes it so memorable? What fictional romantic couple best captures your imagination and defines your understanding of romantic love? What is it about their connection, relationship and passion that stands out? How does the fictional portrayal of love and relationship – the media bombardment of what love and romance “should look like” – color the way you think about falling in love, dating, sex, marriage, etc.? 3. What makes “love” such a powerful emotion? What are the transcendent qualities of love? In what way can love transform your life? 4. Describe the qualities of your ideal romantic partner. How realistic is this portrait? When thinking of your ideal partner, are there traits or behaviors that are absolute requirements? What would you consider a deal breaker? Is it important to set a standard for yourself? Why? Can love and/or attraction truly be prescribed? In what ways — if any — do you have control over who you fall in love with? How is love different than marriage? What is the perfect age to get married? How do you know when you are ready to be in a committed relationship? 5. In what ways does “love” make us vulnerable? What are the benefits and costs of vulnerability? What does it feel like to have your heart broken? Does love serve to empower or weaken your sense of self? Explain. In what way does love make you susceptible to rash emotion and/or overall recklessness? Can the same be said of “hate?” Explain. What feeds “hate?” Is “hate” instinctual or is it taught? How can hatred be silenced? What does it take for you to truly hate? How does hate make you feel? What actions does hatred inspire? Which is easier to nurture and sustain — love or hate? Discuss your answers. 6. Have you ever been so overcome with hurt, frustration and/or hate that your desire to get even cancelled out all rational thought and decent behavior? What happens when you act on that primal desire to strike back? Is revenge sweeter in thought or deed? Explain. Have you ever regretted a moment when you did seek retribution? Why? 7. Have you ever witnessed or participated in a fight? What makes a fight so exciting to watch? What does it take to squelch the urge to strike back? What are people’s responses/reactions if you choose not to fight? What is the difference between strength, courage and power? When — if ever — is violence necessary? What happens when violence gets out of hand? Why are some people seemingly hard wired to lash out? What do you do to control your temper? 8. Romeo and Juliet is one of Shakespeare’s greatest tragedies. Define tragedy. What lessons can one learn from tragic events in your personal life or that in the community at large? Explore the meaning and validity in the saying/idiom – “the gift in the problem.” What, if any, gifts can be seen in a tragedy the scope of Romeo and Juliet? 9. Some of the greatest love stories in literature and popular culture, including Romeo and Juliet, involve two people who come from very different worlds. How do these kind of pairings work in the real world? How can love transcend social, economic, racial, religious, educational, familial and even moral differences? What barriers/obstacles, if any, are impossible to overcome? Have you ever dated someone with whom your parents disapproved, or your friends disliked? What does it feel like to be caught between loyalties to your family and friends and your personal allegiance to your heart and partner? 10. Is it naive to believe that people of different backgrounds and/or belief systems can get along? Why? Does society need some kind of pecking order? What is the pecking order in you school or neighborhood? Who has the most status and most power? How is that status and power achieved and maintained? 11. Have you ever been excluded from a group? What did it feel like? How important is it to fit in? How do you stay true to yourself if your friends/peers don’t seem to accept you for who you are? What would you willingly change about yourself in order to be part of the majority? Where do you draw the line? How do you choose your friends? Has the way in which you make friends changed as you have grown older? How? 12. What does it take to stand up for a belief and fight against the status quo? Have you ever fought for something that you felt was unjust? When is enough, enough? What is your personal trigger that says, “I can’t stand this anymore, I need to speak up and take a stand?” What stops us from doing the right and/or difficult and unpopular thing? How do you know when to respect authority and abide by set rules and when to oppose them? 13. What does it feel like to be discriminated against or falsely judged because of your name, reputation, race, religion, gender, social class or sexual orientation? Why must there always be an ‘other’? How does your reputation define you? What does it take for people to go beyond the various labels and group associations to see the real you? In what ways are people bound by their past histories or current ‘roles’? What does it take to break free from people’s perceptions of who you are? What does it take for someone to truly get to know you? Why is it sometimes difficult to reveal our authentic selves? 14. What does it take for you to trust someone? How are love and trust interconnected? What does it feel like to have trust and faith betrayed? Is there any way to get past a deep sense of betrayal? How do past loyalties shift when someone you love shocks and disappoints you? What does it take to forgive and move on? What is the difference between forgiving and forgetting? Which is more powerful? 15. Define prejudice. How does racism differ from prejudice? What is the difference between tolerance and acceptance? How do people get beyond social, racial and/or religious bias and stereotyping? What does it feel like to be judged based on race, religion, gender or sexual orientation? What is the best line of defense when you are physically or verbally attacked? When — if ever — does conflict resolution work? What does it take to change people’s views and/or actions regarding people’s differences? What accounts for this difference? 16. Why do parents and other adult authority figures place so many restrictions on teenagers? When does the intent to protect and teach cross over and serve to repress and shame? In what ways is rebelling against authority part of the adolescent/teenage experience? What is the best way to get your voices heard? 17. How has the relationship with your parents changed from when you were little to now? What is the thing that you wish they understood about being a teen that they just don’t seem to get? 18. What do you believe should be your parent’s primary responsibility in raising you? As a parent, how do you think you might strike the balance between freedom/experimentation and security/protection? How does making mistakes help us grow? What purpose do rules and restrictions serve? Is it better to have strict rules to help govern impulsive and, sometime, destructive behavior and experimentation, or is it best to provide little structure and just let things be? 19. In what way is exploration, experimentation and indulgence necessary in order to fully understand your sexual, moral and essential self? How does our past history, faith and childhood upbringing lay the groundwork for our understanding of morality and ethical behavior? What is the foundation for your personal moral guidelines? 20. Describe the perfect parent/child relationship. How do you keep the lines of communication open? What happens when either party experiences a great loss or hurt and fails to live up to their expectation? What does it feel like to have that trust and faith betrayed? How do past loyalties shift when the person you love shocks and disappoints you? Is there any way to get past that deep hurt? What does it take to forgive and heal those wounds? 21. How does the death of a loved one change us? What are the lasting effects of losing someone or something that is part of your heart? How do you grieve? How does healing happen? 22. What do you imagine it takes to produce a successful production of a classic tragedy, the scope of Romeo and Juliet? Do you believe that producing Shakespeare requires a different skill set from the actors, than a contemporary piece? What skills are required? What does it take for you to personally to lose yourself in the story and journey of the characters? Is this type of transcendence more difficult at a live performance? Why? How does the experience of witnessing live performance differ from going to the movie, renting a DVD, or sitting in front of the TV? Part 1, Scene 1 ACT I, SCENE I SAMPSON & GREGORY (CAPULETS), ABRAHAM & BALTHAZAR (MONTAGUES), BENVOLIO, TYBALT, PRINCE, CROWD. ABRAHAM Do you bite your thumb at us, sir? SAMPSON No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir. GREGORY Do you quarrel, sir? BALTHAZAR Quarrel sir? No, sir. SAMPSON Draw, if you be men! (SAMPSON AND ABRAHAM FIGHT; ENTER BENVOLIO) BENVOLIO Part, fools, Put up your swords, you know not what you do. (ENTER TYBALT) TYBALT What, art thou drawn among these heartless hinds? Turn thee, Benvolio, look upon thy death. BENVOLIO I do but keep the peace, put up thy sword, Or manage it to part these men with me. TYBALT What, drawn, and talk of peace? I hate the word, As I hate hell, all Montagues, and thee: Have at thee, coward. (TYBALT AND BENVOLIO FIGHT. ENTER PRINCE) PRINCE Rebellious subjects, enemies to peace, On pain of torture, from those bloody hands Throw your mistemper’d weapons to the ground, And hear the sentence of your moved prince. Three civil brawls bred of an airy word By thee, old Capulet, and Montague, Have thrice disturb’d the quiet of our streets. If ever you disturb our streets again Your lives shall pay the forfeit of the peace. On pain of death, all men depart. SOCIAL NETWORKING The meeting between Romeo and Juliet is electric and the subsequent balcony scene is truly transcendent. Shakespeare’s rich poetry and gorgeous prose captures the aching love and blooming passion of the star-crossed lovers to near perfection. In this day of social networking, how would an inspired Romeo reach out to his Juliet? Have some fun with some or all of the following ideas: - Rewrite the balcony scene as text messages between Romeo and Juliet. - Create a Romeo and Juliet inspired TicTok. - Tweet about the Capulet bash. How would the meeting of Romeo and Juliet set social media on fire? How does word of various hook-ups and connections spread in your circle? How does the immediacy of social media fuel the fires of love and hate? How would that reality have shaped and altered the classic tale of Romeo and Juliet? ELEVATOR SPEECH Shakespeare’s Romeo and Juliet is one of the greatest love stories ever written and has had many interpretations and revisions including the classic Broadway musical West Side Story. Given the universal appeal of this classic tale, how would you re-tell this story? Either as a group or individually, prepare a movie pitch — an “elevator speech” — to Hollywood producers. Where will you set this film? What are the warring factors? What stars will you cast? What modern twist will you incorporate to make the piece more meaningful to a modern day audience? To make your pitch have more resonance, include images, music clips, location preferences, character names and descriptions as well as a basic plot outline. CHARACTER COLLAGES The characters in Romeo and Juliet are as complex as they are compelling. Their motivation, wants and relationships are multifaceted. Choose one of the central figures of the play — Romeo, Juliet, Friar Laurence, Lord Capulet, Tybalt, Benvolio, the Nurse, or Paris — and search for images, words, headlines, metaphors, colors and textures that best reflect and/or capture the essence of the character. Create a visual collage. Display the various collages throughout the classroom and have the class meander through museum style. Discuss what you see. Challenge students to articulate and defend the choices they made in putting together the collage. Were various characters easy to identify? Why? What similarities and differences were present? Discuss. PLAYLIST Have students create a musical playlist that reflects the journey of one of the characters or underscores the full emotional spectrum of the play itself. Have the class share, discuss and defend their choices. THE POWER OF WORDS/WRITING EXERCISE Shakespeare’s poetry and use of language is astounding in its depth, beauty and imagery but can also be off-putting to many students. The following exercise is a way to take Shakespeare’s poetry out of context, to eliminate the need to interpret and elicit meaning. This activity allows the language to wash over the listener and allow whatever words and images that become illuminated to take a new shape and form. For the purposes of this exercise we will use Romeo’s monologue when he first sees Juliet on the balcony: But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off. It is my lady, O, it is my love! O, that she knew she were! She speaks yet she says nothing: what of that? Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks: Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. What if her eyes were there, they in her head? The brightness of her cheek would shame those stars, As daylight doth a lamp; her eyes in heaven Would through the airy region stream so bright That birds would sing and think it were not night. See, how she leans her cheek upon her hand! O, that I were a glove upon that hand, That I might touch that cheek! [Juliet’s monologue right before she takes the potion]: Farewell! God knows when we shall meet again. I have a faint cold fear thrills through my veins, That almost freezes up the heat of life: I'll call them back again to comfort me: Nurse! What should she do here? My dismal scene I needs must act alone. Come, vial. What if this mixture do not work at all? Shall I be married then to-morrow morning? No, no: this shall forbid it: lie thou there. (Laying down her dagger) What if it be a poison, which the friar Subtly hath minister'd to have me dead, Lest in this marriage he should be dishonour'd, Because he married me before to Romeo? I fear it is: and yet, methinks, it should not, For he hath still been tried a holy man. How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? there's a fearful point! Shall I not, then, be stifled in the vault, To whose foul mouth no healthsome air breathes in, And there die strangled ere my Romeo comes? Or, if I live, is it not very like, The horrible conceit of death and night, Together with the terror of the place,— As in a vault, an ancient receptacle, Where, for these many hundred years, the bones Of all my buried ancestors are packed: Where bloody Tybalt, yet but green in earth, Lies festering in his shroud; where, as they say, At some hours in the night spirits resort;— Alack, alack, is it not like that I, So early waking, what with loathsome smells, And shrieks like mandrakes' torn out of the earth, That living mortals, hearing them, run mad:— O, if I wake, shall I not be distraught, Environed with all these hideous fears? And madly play with my forefather's joints? And pluck the mangled Tybalt from his shroud? And, in this rage, with some great kinsman's bone, As with a club, dash out my desperate brains? O, look! methinks I see my cousin's ghost Seeking out Romeo, that did spit his body Upon a rapier's point: stay, Tybalt, stay! Romeo, I come! this do I drink to thee. The exercise will have four phases. The first phase involves the reading of the passage multiple times with different voices. Have 3 - 5 students read the passage out loud. The remainder of the class should allow the words and images to wash over them. They should write down any words or phrases that "glisten", stand out, or provide any kind of energy. The second phase involves meditation. Based on the chosen words and images, allow ideas to flow and release any thoughts or reactions that come to mind. Remind students not to edit themselves. This is a free writing exercise. The third phase is transforming those images, ideas and reactions into a new form — a poem, an essay, a journal reflection— whatever. The final phase focuses on contemplation and selective sharing. Ask students to sit with their discovery, what emerged from this exercise in terms of feeling, impressions and/or understanding. See if anyone wants to share either their writing or an idea/image that emerged from the exercise. Complete the exercise in its' entirety before introducing the second monologue. Compare and contrast the images and ideas that they evoke. EMOTIONAL GREETINGS and EMOTIONAL SCULPTURES The emotional spectrum displayed in Romeo and Juliet is vast and deep. The following exercises will help your students get in touch with some of these primal feelings. The first activity can serve as an ice breaker. As the facilitator you need to push your students to be over the top and give them permission to be fully uninhibited. Have the class stand in a circle. Their objective is to “greet everyone in the circle with a simple handshake and/or salutation. You will continue this process, but each new “greeting” will be colored by an extreme emotion. a) incredible excitement — you are on a major sugar high b) love with a capital “L” — you are giddy and full of joy! c) secretive — you are carrying a secret that no one can know d) cocky — you own the streets, you have all the power e) fearful — you are in the wrong side of town at the wrong time f) rage/anger — the world is against you and there is nothing that can be done about it g) loss/grief — you must go on even after you have lost everything that matters h) return to neutral and greet each without any emotion attached. How did the emotions shape your actions and or behavior? How did the class dynamic change with the various emotions? What emotions were easiest to tap into? What emotions felt the most ‘real’? Why? What did it feel like to be on the receiving end of the various greetings? How did the group energy shape your actions and behavior? Once you have processed the exercise with the class, you will move on to create group sculptures based on the emotional themes of the play. This is a silent exercise. Have the group count off in threes. Each group will collectively shape a living sculpture using their bodies to reflect the following images/themes and ideas: They need to be encouraged to try to capture the essence of the feeling or idea. They should avoid literal representations. GRIEF/LOSS Is there no pity sitting in the clouds, That sees into the bottom of my grief? TRANSFORMATIONAL LOVE My bounty is as boundless as the sea, My love as deep; the more I give to thee, The more I have, for both are infinite. HATRED/VIOLENCE What, drawn, and talk of peace! I hate the word, As I hate hell, all Montagues, and thee; Have at thee, coward! ANTICIPATION/IMPATIENCE Gallop apace, you fiery-footed steeds, Towards Phoebus’ lodging: such a wagoner As Phaethon would whip you to the west, And bring in cloudy night immediately. Give each group adequate time to prepare (about five minutes) and without revealing the source, have each group present their sculpture. Ask the remaining students to comment on what they see and to name the sculpture. Talk about the process of creating as a group. Were you able to effectively communicate the theme or idea? What surprised you by your classmates’ interpretations? COMEDY AND TRAGEDY Romeo and Juliet is one of Shakespeare’s greatest tragedies and yet it is the paradoxical nature of the story that deepens its overall impact. Hate and love stand side by side. It has been said that comedy and tragedy are the opposite side of the same coin. As an exercise in exploration, discuss with your class the essence of comedy versus tragedy. What are makes an actor or comedian “funny”? What are the traits or characteristics of great actors — actors that somehow touch your soul? Divide the class into groups of five and divide those groups into “COMEDY” and “TRAGEDY”. Give the groups time to cast, stage and rehearse Juliet’s death bed scene as either a comedy or tragedy. Encourage your students to go all out and to focus on both style and truth. Have the groups find costumes and props and even sound effects or musical underscoring to add to the performance of their scene. Have the groups perform the scene for the rest of the class. Discuss the various interpretations of the scene. How did viewing this moment of the play through different lens enhance, deepen or contribute to your understanding of the character’s and their motivations and emotional truths? SCENE V. Juliet’s chamber. Enter NURSE NURSE: Mistress! what, mistress! Juliet! fast, I warrant her, she: Why, lamb! why, lady! fie, you slug-a-bed! Why, love, I say! madam! sweet-heart! why, bride! What, not a word? you take your pennyworths now; Sleep for a week; for the next night, I warrant, The County Paris hath set up his rest, That you shall rest but little. God forgive me, Marry, and amen, how sound is she asleep! I must needs wake her. Madam, madam, madam! Ay, let the county take you in your bed; He’ll fright you up, I’ faith. Will it not be? Undraws the curtains What, dress’d! and in your clothes! and down again! I must needs wake you; Lady! lady! lady! Alas, alas! Help, help! my lady’s dead! O, well-a-day, that ever I was born! Some aqua vitae, ho! My lord! my lady! Enter LADY CAPULET LADY CAPULET: What noise is here? NURSE: O lamentable day! LADY CAPULET: What is the matter? NURSE: Look, look! O heavy day! LADY CAPULET: O me, O me! My child, my only life, Revive, look up, or I will die with thee! Help, help! Call help. Enter CAPULET CAPULET: For shame, bring Juliet forth; her lord is come. NURSE: She's dead, deceased, she's dead; alack the day! LADY CAPULET: Alack the day, she's dead, she's dead, she's dead! CAPULET: Ha! let me see her: out, alas! she's cold: Her blood is settled, and her joints are stiff; Life and these lips have long been separated: Death lies on her like an untimely frost Upon the sweetest flower of all the field. NURSE: O lamentable day! LADY CAPULET: O woful time! CAPULET: Death, that hath ta'en her hence to make me wail, Ties up my tongue, and will not let me speak. Enter FRIAR LAURENCE and PARIS, with Musicians FRIAR LAURENCE: Come, is the bride ready to go to church? CAPULET: Ready to go, but never to return. O son! the night before thy wedding-day Hath Death lain with thy wife. There she lies, Flower as she was, deflowered by him. Death is my son-in-law, Death is my heir; My daughter he hath wedded: I will die, And leave him all; life, living, all is Death's. PARIS: Have I thought long to see this morning's face, And doth it give me such a sight as this? LADY CAPULET: Accursed, unhappy, wretched, hateful day! Most miserable hour that e'er time saw In lasting labour of his pilgrimage! But one, poor one, one poor and loving child, But one thing to rejoice and solace in, And cruel death hath catch'd it from my sight! NURSE: O woe! O woful, woful, woful day! Most lamentable day, most woful day, That ever, ever, I did yet behold! O day! O day! O day! O hateful day! Never was seen so black a day as this: O woful day, O woful day! PARIS: Beguiled, divorced, wronged, spited, slain! Most detestable death, by thee beguil’d, By cruel cruel thee quite overthrown! O love! O life! not life, but love in death! CAPULET: Despised, distressed, hated, martyr’d, kill’d! Uncomfortable time, why camest thou now To murder, murder our solemnity? O child! O child! my soul, and not my child! Dead art thou! Alack! my child is dead; And with my child my joys are buried. FRIAR LAURENCE: Peace, ho, for shame! confusion’s cure lives not In these confusions. Heaven and yourself Had part in this fair maid; now heaven hath all, And all the better is it for the maid: Your part in her you could not keep from death, But heaven keeps his part in eternal life. The most you sought was her promotion; For ’twas your heaven she should be advanced: And weep ye now, seeing she is advanced Above the clouds, as high as heaven itself? O, in this love, you love your child so ill, That you run mad, seeing that she is well: She’s not well married that lives married long; But she’s best married that dies married young. Dry up your tears, and stick your rosemary On this fair corse; and, as the custom is, In all her best array bear her to church: For though fond nature bids us an lament, Yet nature’s tears are reason’s merriment. CAPULET: All things that we ordained festival, Turn from their office to black funeral; Our instruments to melancholy bells, Our wedding cheer to a sad burial feast, Our solemn hymns to sullen dirges change, Our bridal flowers serve for a buried corse, And all things change them to the contrary. FRIAR LAURENCE: Sir, go you in; and, madam, go with him; And go, Sir Paris; every one prepare To follow this fair corse unto her grave: The heavens do lour upon you for some ill; Move them no more by crossing their high will. Exeunt CAPULET, LADY CAPULET, PARIS, and FRIAR LAURENCE COMEDY AND TRAGEDY Shakespeare wrote one of his greatest tragedies, Romeo and Juliet, and, best loved comedies, A Midsummer Night’s Dream, in the same year. Compare death scene at tomb in Romeo and Juliet to the death scene of Pyramus and Thisbe in the paly within a play in A Midsummer Night’s Dream. Use this opportunity to give your students the opportunity to interact with the text, take on roles and share the scenes by actively rehearsing, staging and performing them. What similarities do you see in both of these famous scenes? How do you think writing both at approximately the same time influenced Shakespeare understanding of love, death and the style of both comedy and tragedy? WRITING PROMPTS Write a love letter or poem to your ideal partner or dream mate. Write a personal ad in search of your ideal partner. Write a personal ad in search of your ideal mate from the perspective of your mother or father. Interview a couple who you believe exemplify “true love.” Journal Entries “When I was young and naive, I used to believe…” “Now that I am older I know …” “True love is like…” “Lust is like…” “Death feels like…” “Prejudice exists because…” “In order to form a perfect and just world, we all must…” “Hatred is like…” “When you are on the outside looking in, you feel…” “I want to leave my children a world where…” “Acceptance means…” “Tolerance is another word for…” “I wish…” “My perfect love will…” “Parents need to know that what their kids really need is…” “I wish I could tell my parents that…” “The best thing about falling in love is…” “Salvation comes through…” “Mercy exists when…” “I know I’ll be ready to get married when…” “Saying good-bye to someone you love is like…” “Grief feels like…” “Love sounds like…” “Hate sounds like…” “Death sounds like…” “Grief is…” “In order to truly love, you must…” “In order to hate, you must…” Romeo & Juliet A graphic realization of Great Lakes Theater's 2022 production of Romeo and Juliet. ACT I: FOLLOWERS OF THE MONTAGUES AND CAPULET FAMILIES FIGHT IN THE STREET I WILL BITE MY THUMB AT THEM LATER: PARIS ARRIVES TO COURT JULIET! ROMEO SEES JULIET AND THEY BEGIN TO FALL IN LOVE THEY ARE SHOCKED TO DISCOVER EACH OTHER'S IDENTITIES ACT II JULIET APPEARS AT HER WINDOW AND REVEALS HER LOVE FOR ROMEO O ROMEO, ROMEO! WHEREFORE ART THOU ROMEO? FRIAR LAWRENCE AGREES TO MARRY JULIET AND ROMEO JULIET'S NURSE EXPLAINS THE WEDDING PLANS TO HER AND THE LOVERS MEET AT FRIAR LAWRENCE'S CELL FOR THIS ALLIANCE MAY SO HAPPY PROVE TO TURN YOUR HOUSEHOLDS RANCOR TO PURE LOVE! ACT III: TYBALT KILLS MERCUTIO AND THEN IS KILLED BY ROMEO WHO IS BANISHED BY THE PRINCE GOOD KING OF CATS; NOTHING BUT ONE OF YOUR NINE LIVES! WHAT WOULDST THOU HAVE WITH ME? A PLAGUE O’ BOTH YOUR HOUSES!!! JULIET GRIEVES FOR BOTH TYBALT AND ROMEO JULIET’S MOTHER WANTS HER TO MARRY PARIS AND SHE RELUCTANTLY AGREES SHALL I SPEAK ILL OF HIM THAT IS MY HUSBAND? NO WARMTH, NO BREATH, SHALL TESTIFY THOU LIVEST ACT IV: JULIET ASKS THE FRIAR TO HELP HER AND HE COMES UP WITH A PLAN JULIET TAKES THE POTION GIVEN TO MAKE HER APPEAR DEAD WHILE ACTUALLY SLEEPING ACT V: ROMEO RECEIVES A MESSAGE THAT JULIET IS DEAD - HE BUYS POISON AND RETURNS TO VERONA ROMEO KILLS HIMSELF - JULIET AWAKENS, SEES ROMEO DEAD AND KILLS HERSELF THE DEAD LOVERS ARE DISCOVERED AND THE CAPULETS AND MONTAGUES AGREE TO END THEIR FEUD “NEVER WAS A STORY OF MORE WOE THAN THIS OF JULIET AND HER ROMEO” end Create your own graphic novel page. Focus on an act or a key scene to break down the plot further. \| \| \| \|---\|---\| \| \| \| \| \| \| \| \| \| MORE HOW AND LESS WHAT A theater review is not a book review, you do not need to summarize what happens. Provide the necessary background so the reader knows the name of the play and the basics of what kind of play it is, and then move into your commentary. You do not need to explain WHAT the play is, instead write about HOW successfully it was presented. THE ACTOR NOT THE CHARACTER You can disapprove of the decisions a character makes, but how well did the ACTOR perform the role? Was their behavior appropriate to the part as written? Feel free to share your opinions, comparing or contrasting their work with other actors with whom you are familiar. WHAT IS DIRECTION? Maybe you have heard of a “director” in theater or film, but do you know what they do? It is not a director’s job to tell the actors how to say every line, but they are the person responsible for creating the general mood and concept for the production. What was your impression of the production as a whole? Was it too funny for a serious play? Or not amusing enough for a comic play? Use words to reflect back to the director how successful the production is as a whole. DON’T FORGET THE DESIGN The set you see and the sounds you hear are also unique to this one production of this play. Describe what you see and hear, but also be sure to make clear how successful these designs are in telling the story of the play. IN CONCLUSION … While it is not necessary to give a “thumbs up” or “thumbs down” your concluding sentence should summarize your impression of the production as a whole. THEATER REVIEWS IN THE NEW MEDIA Reviews in news websites may be 1000 words, they may be as brief as 300 words. Can you write a one-page review? Can you write a 100 word review, to post on Facebook? Do you think you could create a 140-character review that sums up the production for posting on Twitter? A sample review written by a student follows this page. "Gambit": More Poetry Than History — Mark Wood If Aristotle was correct when he said that poetry "is a higher thing than history," then "Royal Gambit," which opened Friday night at Pentacle Theater, is, I suppose, on the right track. For those who were expecting a representational treatment of the life of England's Henry VIII, "Royal Gambit" was a shock, if not a disappointment. Those who sought poetry got it, although of a very dogmatic and simplistic sort. This unusual, highly presentational play by Hermann Gressieker, directed by Ed Classen, is an indictment of modern man as a ruthless opportunist. The Tudor king is a representative of a rationalizing, shifty society which has become "superior to the highest" while "wallowing in the depths." As Henry uses the banners of "reason" and "humanism" to obtain then dispose of his six wives, so modern man uses them for his own pleasure and glorification, uses them to wage war in the name of peace, to hate in the name of love. Such is the grim theme pleasingly presented by a company of seven actors, who performed their roles energetically, if unevenly. The presentational acting style employed here is difficult to perfect. It should be theatrical, yet believable; aimed at the head, yet acceptable to the heart. Louise Larsen was a standout as Catherine of Aragon. Largely because she utilized this presentational approach and was not afraid of open theatricality. Her flamboyant stage presence, which needed to be toned down in her recent role in "Last of the Red Hot Lovers," found full vent here. Henry's fourth wife, Anne of Cleves, was portrayed by Gale Rieder, who quickly became an audience favorite. Her thick accent was letter-perfect and her direct humor was a welcome contrast to the bitter satire of the rest of the play. The other four actresses—Kathy Stratton, Marcia Engblom, Polly Bond and Patricia Sloan—each had their exceptional moments. However, they generally seemed tied to more conventional, representational acting styles. Ron Fox was superb in the role of Henry. Tuxedoed, leering with the look of a demonic marionette, the vacant stare of a deranged orator, Fox dominated the stage fully, commanding both in voice and stage presence. The technical elements of the play were more than adequate. Musical accompaniment was appropriately sparse and simple. At one point the play, King Henry roared, "In my realm I decide what constitutes tragedy!" Ironically, Gressieker strips modern man not only of his possibilities as a tragic figure worthy of any sympathies at all. In the final moments of the play, Catherine of Aragon announces the death of modern man and the birth of a new era. It is a scene of great hope, but it is not as profound as her earlier pronouncement to her husband that "the ways of the world are not so cut and dried!" For my own part, I wish that "Royal Gambit's" statement were not so cut and dried. By making man out to be such a simple monster the play defeats its own purposes and turns poetry into scathing dogma, which is probably even less interesting than, say, history. http://faculty.chemeketa.edu/rupert3/eng105/Annrev.html ACT I bite my thumb – make a gesture of contempt tool – weapon (with bawdy innuendo) mistempered – 1) ill made 2) used with ill will Aurora – goddess of the dawn humor – mood happy - lucky Dian’s wit – the cunning of Diana, huntress and goddess of chastity God-den – good evening (afternoon) unattainted – impartial Lammastide – August 1st tetchy – irritable trow – believe marry – indeed man of wax – man of perfect figure, good looking hoodwinked – blind folded candleholder - attendant Queen Mab – Fairy Queen (Celtic) spinners - spiders atomies – tiny creatures benefice – income, “living” hall – clear the floor choler - anger profane – insult holy shrine – metaphor Romeo uses to describe Juliet’s hand Pilgrim - a seeker, one who travels (mostly to religious artifacts and holy places) to gain spiritual enlightenment Palmer – religious pilgrim, originally signifying one who carried a palm branch; here it is used as a pun meaning one who holds another’s hand Prodigious – 1) monstrous 2) of evil portent Anon – at once ACT II demesnes – domains humorous – 1) damp 2) moody vestal livery - virginity prorogued - deferred fain – happily compliment – formal courtesy bounty – capacity for giving nyas – term of endearment gyves – fetters, leather tethers used by falconers baleful – 1) evil 2) poisonous Benedictine – bless you distempered head – troubled mind shrift – absolution fantasticoes - fops ropery – bawdy talk fool’s paradise – seduction beshrew – curse, “shame on you…” gossamers – spider webs ACT III Zounds – by God’s wounds (an exclamation) Devise – imagine passado – lunge bandying – brawling grave – 1) extremely serious 2) ready for the grave respective lenity – discriminating mercifulness fotune’s fool – plaything, dope louring – 1) look angry or sullen 2) (of the sky, weather or landscape) look dark and threatening poultice – a soft, moist mass of bread Toward’s Phoebus lodging – beneath the horizon Phaethon – Phoebus’ son, who mismanaged the horses and let them run away fettle – make ready ACT IV conceit – thought green in earth – newly entombed mandrakes – plant with forked root that resembles the human body (supposed to shriek when uprooted to drive the hearer mad) cot-quean – man who does “woman’s” work slugabed – sleepyhead aqua vitae - spirits lamentable - regrettable, full of anguish ACT V Tush – used to express mild disapproval apothecary – provider of illegal drugs, medicines and poisons penury – extreme want or poverty caitiff – miserable dateless – eternal engrossing – all-encompassing pestilence – 1) pernicious, evil influence or agent 2) fatal epidemic, disease conjurations – 1) magic spell or incantation 2) magic trick inauspicious – not favorable woe – great despair, grief 1. What were your favorite aspects of this production? How did the visual elements — the set, costume and lighting design — aid in the telling of this classic work? What actor do you believe had the most fully realized characterization? What was it about his or her performance that drew you in? What moment was the most memorable? Why? 2. Track each character’s transformation from the beginning to the end of the play. What discoveries are made by the characters in the short time between Romeo and Juliet’s first meeting to their untimely deaths? Which character, if any, do you think grows the most? Why? How is that growth manifested in performance? What moment in Great Lakes’ current production affected you the most? Why? 3. In Romeo and Juliet, Shakespeare opens the play with the following prologue: Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes(5) A pair of star-cross’d lovers take their life; Whose misadventur’d piteous overthrows Doth, with their death, bury their parents’ strife. The fearful passage of their death-mark’d love, And the continuance of their parents’ rage,(10) Which, but their children’s end, naught could remove, Is now the two hours’ traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. This opening not only sets up the feud and bitter hatred between the Montague’s and Capulet’s but also reveals the play’s tragic ending. In Great Lakes’ current production, the director chose to place the prologue right after the first fight scene and the Prince’s recrimination. This famous opening is recited by Friar Laurence instead of the anonymous figure of “The Chorus”. How does this simple change alter the piece? Why do you think the director chose to place the monologue after the street fight? How does knowing the end of a piece alter the experience of watching events unfold? The reason for the ancient grudge between the two families in Romeo and Juliet is never revealed. Does hatred need a specific source or is it fueled by instinct and/or legacy? How does hatred grow? 4. As noted, the Great Lakes’ production opens with the quarrel between the Capulet and Montague servants which leads into a full blown fight between Benvolio and Tybalt. What about the stage fight seemed realistic? What – if anything – drew you in? Did you find yourself rooting for one side over the other? Why? What is it about a battle or competition — of any kind — that gets the juices flowing? Benvolio tries to stop the fight but Tybalt eggs him on: BENVOLIO: I do but keep the peace: put up thy sword Or manage it to part these men with me. TYBALT: What, drawn and talk of peace! I hate the word, As I hate hell, all Montagues, and thee. Have at thee, coward! Do you know someone like Tybalt who loves to instigate? What is that about? What is the fight really about? What does it take, as Benvolio states, to “keep the peace”? Have you ever been drawn into a fight? What was the breaking point? What is the final straw for Benvolio? Why does physical violence escalate so quickly? How is it that even a small gesture or mild insult can grow into full blown battle? What is the underlying cause? What is the best way to handle someone who is itching for a fight? How do you deal with the energy of the crowd that cheers it on? 5. Prince Escalus enters and is able to stop the fight with the following proclamation: PRINCE: On pain of torture, from those bloody hands Throw your mistemper’d weapons to the ground, And hear the sentence of your moved prince. Three civil brawls, bred of an airy word, By thee, old Capulet, and Montague, Have thrice disturb’d the quiet of our streets. If ever you disturb our streets again, Your lives shall pay the forfeit of the peace. What was your reaction to the prince’s edict? How did the characters respond to the prince laying down the law? How does the threat of more violence distill or squelch ongoing hatred and violence? What is the role of leader when there is a rift in the group or community that they are leading? In your opinion, what is the best way for someone in charge – a teacher, a principal, even your parents – to handle grievances, ongoing disputes and/or physical altercations? Do “no tolerance” rules work? Why? What would it take for both the Montague and Capulet families to buy into the prince’s decree and Benvolio’s desire to keep the peace? 6. What is your first impression of Romeo? Benvolio asks his friend a great question: BENVOLIO: What sadness lengthens Romeo’s hours? How does the angst and turmoil that comes with unrequited love slow down time? What does it feel like to be love-sick? Have you ever been obsessed with a crush? How do you move forward? How can friends help? What advice does Benvolio give to Romeo? Has anyone ever given you the “there are more fish in the sea” speech, how did that work for you? What is it about love that is all consuming and stops you from pushing forward? Is Romeo fickle? Is love fickle? Explain. 7. In this production of Romeo and Juliet, director Sara Bruner chose to combine the roles of Lord and Lady Capulet into one role. What effect does it have on the story that Juliet has a single parent? Does it make any difference that she has a single mother, as opposed to a single father? What differences might you think those are? 8. In discussion with Paris, Lady Capulet responds to the prince’s edict by stating: CAPULET: But Montague is bound as well as I, In penalty alike, and 'tis not hard, I think, For men so old as we to keep the peace. Does the impulsivity of extreme emotion – such as love and hate – fade with age? What is it about youth that stirs the blood and pushes you to react to whatever you are feeling in the moment? What does it take for you to hold back? Have you ever regretted a moment when your feelings got the best of you? How can you take it back? Does wisdom or age temper emotion? Explain. 9. Lady Capulet wants to introduce Paris to Juliet in hopes of brokering a union. Have you ever been set up or prompted to go on a blind date? What did it feel like? How would the person your parents’ choose for you differ from your ideal romantic partner? What counts for the difference? In the beginning, Lord Capulet cautiously accepts Paris’ suit: PARIS: But now, my lord, what say you to my suit? CAPULET: By saying o'er what I have said before: My child is yet a stranger in the world; She hath not seen the change of sixteen years. Let two more summers wither in their pride, Ere we may think her ripe to be a bride. PARIS: Younger than she are happy mothers made. CAPULET: And too soon marr'd are those so early made The earth hath swallowed all my hopes but she, She is the hopeful lady of my earth: But woo her, gentle Paris, get her heart, My will to her consent is but a part; Lady Capulet seems to believe that waiting a while and having Paris court her daughter is the best path toward marriage and suggests that his approval is only part of the equation. What did you make of Lady Capulet in this scene with Paris and, later, as the host of the feast? How do you explain Lady Capulet’s drastic shift later in the play, in both temperament and sentiment, when she threatens to disown Juliet if she doesn’t marry Paris on his incredibly short time table? How did the actor portraying Juliet’s mother make this transition believable? Have your parents ever forced you to do something that went against a personal desire or belief? How did you handle the conflict? What would it feel like if that happened on a larger scale, and like Juliet, you were forced to follow a parental decision that was life changing? What is the best way to disarm your parents’ temper, frustration and/or disapproval? 10. What is your first impression of Juliet? What is notable about the relationships between Juliet and her mother, Juliet and the Nurse, as well as Lady Capulet and the Nurse? Both Lady Capulet and the Nurse are pushing Juliet to consider marriage to Paris. Juliet proclaims that marriage “is an honour that I dream not of.” Have you ever been presented with a seemingly “adult” decision that you didn’t feel you were ready for? What does it feel like to be thrust into adulthood? What are the benefits of childhood? What is the lure of adulthood? What does it feel like to straddle both? Do you believe that kids of your generation are “growing up too fast”? Explain. 11. Throughout the play, both Romeo and Juliet have premonitions and telling dreams which foreshadow their tragic fate. Have you ever had a premonition? What does that sixth sense feel like? How do you respond to those ominous sensations? Do you believe in fate? How much control do you have over life’s circumstances and events? In what way is your destiny prescribed? What part of your fate is written by your own hand? What power – if any – do dreams have? After the Queen Mab speech, Mercutio goes on to say: True, I talk of dreams, Which are the children of an idle brain, Begot of nothing but vain fantasy, Which is as thin of substance as the air And more inconstant than the wind. Do you agree with his assessment? What stock do you place in dreams? What dreams have you had that have made you stop and think and take notice? 12. The first meeting between Romeo and Juliet is electric. The world fades away and they have eyes only for each other. What is this encounter really about? Do you believe in love at first sight? Explain. How do you differentiate between love at first sight, true love, and lust? What does it feel like to make an instant connection? When do you know you are in love? Does the feeling come on suddenly or is it a gradual awakening? Explain. How would you characterize Romeo and Juliet’s relationship? What is chemistry? In what ways did the actors portraying Romeo and Juliet demonstrate stage chemistry? In what way did their connection seem believable? Does this type of encounter happen in “real” life or is it just the stuff of fairy tales, romance novels, lifetime movies and Shakespeare? 13. In what way did Shakespeare’s famous balcony scene live up to your expectations? What surprised you most about Romeo and Juliet’s exchange? What was memorable about the director’s staging and the actors’ interpretation in Great Lakes’ production? What adjustments might you make if you were given the opportunity to direct the scene? 14. Why are Romeo and Juliet able to see beyond their family name and the feud that exists between the people they love best? How does secrecy, danger and the sense of the forbidden fuel desire and, potentially, deepen passion and/or love? Why is it we always want what we are told we can’t or shouldn’t have? In what ways do Romeo and Juliet transcend prescribed boundaries and the legacy of hate? In what ways are they naïve? What obstacles and challenges in Romeo and Juliet’s world and in real life are more powerful than love? What — if anything — is threatened when people of different races, different religions, different social circles, different parts of town or the same gender are united by love? In your opinion, what is stronger, love or hate? Explain. 15. Before Romeo leaves, Juliet demands clarity of his intent. She states: Three words, dear Romeo, and good-night indeed. If that thy bent of love be honorable, Thy purpose marriage, send me word to-morrow, By one that I’ll procure to come to thee, Where, and what time thou wilt perform the rite: And all my fortunes at thy foot I’ll lay And follow thee my lord throughout the world. Why does Juliet jump to marriage? In what way is love a game? What confirmation do you seek or need before making any kind of romantic commitment? What does it take for you to disclose your feelings of love? What signals do you look for before deciding to truly share your feelings and commit to an exclusive relationship with another? How long does it take to make such a commitment? How do you know when you are ready? 16. Early the next morning, Romeo meets with Friar Laurence who, though astounded by his change of heart, grudgingly agrees to marry Romeo to Juliet. In what way is the following statement by the friar true? FRIAR LAWRENCE: Is Rosaline, that thou didst love so dear, So soon forsaken? Young men’s love then lies Not truly in their hearts, but in their eyes. Do you think that Romeo is fickle? How is Romeo’s love for Juliet different than his love for Rosaline? Romeo claims that it is different because: ...she whom I love now Doth grace for grace and love for love allow; The other did not so. Is love only true if it is fully and equally reciprocated? Explain. What does it feel like to have a crush or fall in love with someone who doesn’t return the sentiment? Is unrequited love still love? What makes love true, valid, real and lasting? Do you believe that Romeo and Juliet have that kind of love? Why? If you were Friar Laurence, what counsel would you give Romeo? What would make him think that a marriage between Romeo and Juliet would “turn the households’ rancor to pure love”? 17. Juliet impatiently waits for the Nurse’s return desperately seeking Romeo’s answer to her hasty proposal. What does it feel like to wait for a call or a message from your crush? Have you ever felt that something or someone was too good to be true? Have you ever second guessed yourself or questioned the validity of a romantic encounter after the fact? What fuels that sense of doubt? How does love expose our fears and vulnerabilities? What is Juliet afraid of? 18. Immediately after Romeo and Juliet’s secret wedding, the action returns to the streets and the brewing conflict between the Montagues and Capulets. Describe your feelings witnessing the fight between Mercutio, Tybalt and Romeo. How did the clash of swords and overall fight choreography add to the tension and sense of tragedy? Have you ever been part of a fight, either as a spectator or a participant? What emotions were part of the experience? What are Tybalt and Romeo really fighting for? Is physical violence ever justified? Why? What does it take to stop a fight? What are the consequences? Why was Romeo unsuccessful in diffusing the rage of Tybalt and quieting Mercutio? Is it naive to believe that people of different backgrounds and/or belief systems can get along? Why? Does society need some kind of pecking order? What is the pecking order in you school or neighborhood? Who has the most status and most power? How is that status and power achieved and maintained? In Romeo and Juliet, both families seem to carry equal weight so what are they fighting for? What is the difference between strength and power? 19. How does the intensity of the fight change when Mercutio is stabbed? Why does Mercutio curse both houses? Why did Romeo kill Tybalt? What does it feel like to act on impulse? Is violence/rage an instinctive or a learned behavior? Explain. What is the difference between murder and accidental death? Does the intent of an action change your perception or understanding of the end result? How? Are you more forgiving of an action, however wrong, if you love the person committing the act? Why? What, if any, actions are simply unforgivable? What do the deaths of Mercutio and Tybalt set in motion? 20. Why is Romeo “fortune’s fool”? What other choice did Romeo have besides defending his family’s honor and revenging the death of his friend? In what way is revenge honorable? Can you recall a moment when an ideal — your belief in something better and good — was destroyed? What does it take to hold onto the good? 21. Upon learning of the death of Tybalt, Lady Capulet begs for justice: I beg for justice, which thou prince, must give; Romeo slew Tybalt, Romeo must not live. Define justice. When senseless violence turns tragic, where is justice found? How does healing begin and forgiveness happen when the injury on both sides is so great? What needs to take place in order for reconciliation to occur? Can you think of a moment or an event in your own life in which two fractions were joined in spite of, or perhaps because of, a tragic event? Why must a tragic event take place before people understand the consequence of their actions? Do the deaths of Mercutio and Tybalt and the banishment of Romeo do anything to rectify the rift between the two families? Why not? 22. Upon learning of Tybalt’s death, Juliet’s immediate reaction is one of betrayal. She questions Romeo’s character: O serpent heart, hid a flowering face! Did ever dragon keep so fair a cave? Beautiful tyrant! Fiend angelical! Dove-feather’d raven! Wolvish –ravening lamb! Was ever a book containing such vile matter So fairly bound? O that deceit should dwell In such a gorgeous palace! What does it feel like to be fooled by someone’s outward appearance? How do you reconcile contrasting feelings – hating the actions of one you love but still loving the person? How do you reestablish trust once it has been eroded and doubt sets in? How does deep and abiding love set the stage for forgiveness? Where do you draw the line? What, in your view, is unforgivable? How is Juliet able to move past the shock of Tybalt’s death and rediscover her faith in and renew her allegiance to Romeo? Juliet’s grief over Romeo’s banishment is profound. She states: Tybalt is dead, and Romeo – banished; That “banished,” that one word “banished,” Hath slain ten thousand Tybals, … “Romeo is banished.” To speak that word, Is father, mother, Tybalt, Romeo, Juliet, All slain, all dead. “Romeo is banished!” There is no end, no limit, no measure bound, In that word’s death, no words can that woe sound. In what way does Juliet’s reaction seem extreme, or selfish? In what way is her reaction different than Romeo’s? How does death and loss change their relationship? In what way does love offer salvation? What do you hold onto in the darkest of times? 22. Even in their desperate hour, Romeo and Juliet are able to be together for one blissful night. What were your thoughts regarding this scene? What does it feel like to say goodbye to someone you love? How do you make time stand still? In what way do you think the actors adequately portrayed the myriad of emotions that were stirring in both Romeo and Juliet? Which is harder, to leave or to be left behind? Explain. 23. It has been said that "time heals all wounds", and yet, in Romeo and Juliet, all of the events happen within a short span of time. In what way does the rapid pace of the action contribute to the tragic consequences of the play? Why does Lady Capulet reverse her decision regarding Paris' suit and push Juliet into an immediate marriage? She is beside herself when Juliet rails against her seemingly impossible proposal and threatens to disown her. Why do you believe her reaction is so intense? Have you ever disobeyed your parents? Why? What were the consequences? How do you remove judgment and disappointment from the parent/child relationship? What is your duty to your parents? What is your duty to your 'self'? 24. Do you ever feel that your parents are over protective? What do you think is the motivating factor? What do you imagine it feels like for them when your need/desire for independence and experience outgrows their ability to shield and protect you? What happens when you and your parents don't see eye to eye, or no longer share the same values and beliefs? Don't parents have the right to impose their rules and make their children adhere to their standards? Explain your answer. In what way is rebelling against authority and pushing against parental rules a rite of passage? 25. Juliet is faced with seemingly impossible choices – defiling her marriage vows and turning her back against Romeo or disobeying her mother and marrying Paris. What does it feel like to be backed into a corner? Who do you turn to when you are not able to see a way out? Why doesn't Juliet tell the truth about her marriage to Romeo? Do you believe that a confession would have altered the tragic circumstances for the young lovers? How? What makes truth telling so difficult? Have you ever been caught between the weight of a hard truth and the agony of maintaining a cover? What does it feel like to be stuck in the middle? What was your perception of Friar Laurence's plan? Do you think Juliet was courageous in drinking the potion and faking her death? Why? After a series of misfortunate events, the plans go awry and Romeo finds himself at the tomb of his beloved Juliet. He takes poison and ends his life. Upon discovering Romeo dead, Juliet takes her life. What is your reaction to this double suicide? What dies with Romeo and Juliet? In your darkest moments, how do you find the will to move forward? How can you help others see hope and recognize possibility? 26. As with many Shakespearean tragedies at the end of the play, the carnage of lives lost is overwhelming. In your estimation who are the real victims? What — if anything — has been transformed by the love of Romeo and Juliet? What — if anything — has been gained by the tragic deaths of Mercutio, Tybalt, Paris, Romeo and Juliet? In the current production, the director chose to cut the final scene and delete the families' reaction to the death of their children. Shakespeare has both Capulet and Montague erecting monuments to honor the lives of the young lovers and the Friar paying the price for his deceit, but the current production ends with the death of Juliet and the assessment of the Prince: A gloomy peace this morning with it brings: The sun for sorrow, will not show his head; Go hence, to have more talk of these sad things, Some shall be pardon'd, and some punished; For never was there a stiry of more woe Than this of Juliet and her Romeo. How does this simple change alter the audience's reaction to the tragedy? What were you left with at the end of the production? What lessons can be learned from the tragedy of Romeo and Juliet? \| Term \| Definition \| \|----------------------\|-----------------------------------------------------------------------------\| \| Apron \| The part of the stage in front of the curtain \| \| Auditorium or House \| Where the audience sits \| \| Beam Spread \| The area a single light covers \| \| Blackout \| Turning off all the lights in the theatre at once \| \| Board \| The control center for lights, sound, or both \| \| Book (The) \| A copy of the script containing all notes and blocking \| \| Box Office \| Where the audience buys tickets \| \| Box Set \| A set in a proscenium with three walls \| \| Call \| The time certain members of the production need to be at the theatre \| \| Cheat \| When an actor takes a realistic action and modifies it for the audience to see \| \| Cloth \| Scenery painted on fabric \| \| Cue \| A line or action that immediately leads to another action by the actor (for them to speak) designer or stage manager (to change the lights or sound) \| \| Curtain Call \| The bows at the end of the show \| \| Dimmer \| Equipment that controls the brightness of a light \| \| Director \| The creative head of a production. They create a vision for the show and work with actors, designers, and crew to bring that vision to life \| \| Flat \| A frame covered with canvas, cardboard, or some other light material which is then painted as part of the set \| \| Floodlight \| A light that has a wide unfocused beam covering most of the stage \| \| Fly \| A system used to raise set backgrounds, set pieces, or potentially actors \| \| Follow-spot \| A spotlight that can follow an actor as they move across around the stage \| \| Footlights \| Floodlights on the floor at the front of the stage. \| \| Gel \| A piece of plastic placed over the light to change its color \| \| Greenroom \| A room where the company can relax, eat, or potentially watch the show if a TV and a camera has been rigged \| \| Notes \| The director’s notes on the performance or rehearsal \| \| Pit \| An area between the stage and the audience where an orchestra can sit (typically below audience level) \| \| Producer \| The person responsible for all logistical and financial aspects of a production (as opposed to the creative head, the director). \| \| Properties or Props \| Items used by actors in a show (such as swords, plates, watches, etc.) \| \| Proscenium \| A type of stage defined by a proscenium arch. Proscenium theatres typically distinctly separate the audience and stage by a window (defined by the... \| proscenium arch). The stage typically will not go far past the proscenium arch (the Ohio Theatre, for example). Raked Stage A stage that is angled (upstage is the top of the hill and downstage the bottom) so that the audience can see the action more clearly. Set The scenery used in a scene or throughout the play. Set Dressing Parts of the set that don’t serve a practical function but make the set look realistic. Spotlight A type of light that is focused so that it can light a very specific area. Strike Taking apart and removing a set from the theatre. Thrust A stage that goes beyond the proscenium arch so that the audience is sitting on three sides of the set - in front, and on either side (the Hanna Theatre, for example). Tracks The rails on which curtains (tabs) run. Trap A hole in the stage covered by a door where actors or set pieces can exit or enter. Understudy An actor who learns all of the lines and blocking of another actor (typically one of the actors in a lead role) who can perform in case the main actor cannot go on. Upstage The rear of the stage. Wings The sides of the stage typically blocked off by curtains where actors and crew can stand and wait for their cues. --- STAGE DIRECTIONS ![Diagram of a stage with labels for upstage, downstage, centerstage, right, left, right center, left center, up center, down center, and audience.] CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-LITERACY.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.11-12.5.A Analyze nuances in the meaning of words with similar denotations. CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-LITERACY.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-LITERACY.L.11-12.1.A Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. CCSS.ELA-LITERACY.L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.11-12.5.A Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. CCSS.ELA-LITERACY.L.11-12.5.B Analyze nuances in the meaning of words CCSS.ELA-LITERACY.SL.11-12.1.D Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. CCSS.ELA-LITERACY.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Student Matinee Series 2022-2023 Season Little Shop of Horrors by Howard Ashman & Alan Menken Romeo and Juliet by William Shakespeare A Christmas Carol by Charles Dickens Jane Austen’s Sense and Sensibility by Kate Hamill As You Like It by William Shakespeare Ain’t Misbehavin’ - a jazzy musical celebration of Fats Waller Make Classic Theater Come Alive for Your Students! Since 1962, students have enjoyed the thrill of experiencing classic plays, professionally produced by Great Lakes Theater. Our student audiences experience the same top-quality productions offered in our public performances, but at a fraction of the cost. The state-of-the-art classical thrust stage configuration in the gorgeously renovated Hanna Theater affords students a dynamic audience experience unequaled in our region. Greatlakestheater.org/education Launched in 1981, Great Lakes Theater’s in-school residency program is now one of the most successful artist-in-residence programs in the country. Each year over 16,000 students in over 100 schools experience the pleasure, power and relevance of classic literature brought to life in their own classrooms. From The Sneetches to Romeo and Juliet (and so many more in between!) each weeklong residency uses an interactive, hands-on approach, and is designed to meet the common core education standards. We visit your school with scripts, props, costumes—and for high schools, swords, daggers and stage blood—to explore classic literature in an unforgettable way! For more information contact Lisa Ortenzi at 216.453.4446 Greatlakestheater.org/education Arthur L. Thomas Community Foundation of Lorain County Cuyahoga Arts & Culture Eaton EY (Ernst & Young) Fifth Third Bank FirstEnergy Foundation Harry K. & Emma R. Fox Charitable Foundation Giant Eagle Foundation The George Gund Foundation Victor C. Laughlin, M.D. Memorial Foundation Trust The Lubrizol Foundation The McGrath/Spellman Family Trust The Nord Family Foundation Nordson Corporation Foundation Ohio Arts Council The Reinberger Foundation Shakespeare in American Communities: National Endowment for the Arts in partnership with Arts Midwest The Shubert Foundation The Stocker Foundation The Kelvin & Eleanor Smith Foundation And hundreds of generous Great Lakes Theater individual donors! THE GEORGE GUND FOUNDATION cuyahoga arts & culture strengthening community NATIONAL ENDOWMENT for the ARTS arts.gov Arts MIDWEST Ohio Arts COUNCIL The mission of Great Lakes Theater, through its main stage productions and its education programs, is to bring the pleasure, power and relevance of classic theater to the widest possible audience. Since the company's inception in 1962, programming has been rooted in Shakespeare, but the company's commitment to great plays spans the breadth of all cultures, forms of theater and time periods including the 20th century, and provides for the occasional mounting of new works that complement the classical repertoire. Classic theater holds the capacity to illuminate truth and enduring values, celebrate and challenge human nature and actions, revel in eloquent language, preserve the traditions of diverse cultures and generate communal spirit. On its mainstage and through its education program, the company seeks to create visceral, immediate experiences for participants, asserting theater's historic role as a vehicle for advancing the common good, and helping people make the most joyful and meaningful connections between classic plays and their own lives. This Cleveland theater company wishes to share such vibrant experiences with people across all age groups, creeds, racial and ethnic groups and socio-economic backgrounds. The company's commitment to classic theater is magnified in the educational programs (for both adults and students) that surround its productions. Great Lakes Theater has a strong presence in area schools, bringing students to the theater for matinee performances and sending specially trained actor-teachers to the schools for weeklong residencies developed to explore classic drama from a theatrical point of view. GLT is equally dedicated to enhancing the theater experience for adult audiences. To this end, GLT regularly serves as the catalyst for community events and programs in the arts and humanities that illuminate the plays on its stage. Great Lakes Theater is one of only a handful of American theaters that have stayed the course as a classic theater. As GLT celebrates over a decade in its permanent home at the Hanna Theatre, the company reaffirms its belief in the power of partnership, its determination to make this community a better place in which to live, and its commitment to ensure the legacy of classic theater in Cleveland. 1501 Euclid Avenue, Suite 300 • Cleveland, Ohio 44115 • Tel. 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The rules for managing the Colorado River expire at the end of 2026. There isn’t enough water in the Colorado River to go around. New rules are desperately needed to sustain the river for people and the environment. How will new rules be developed? The U.S. Bureau of Reclamation is developing new guidelines in collaboration with state and federal agencies, Native American tribes, Mexico, and others to address changing conditions and reduce risks to water deliveries, power generation, and environmental and cultural resources. 5 guiding principles for a solution 1. Sustain the Colorado River and its tributaries 2. Reduce water demand and account for evaporation and water losses 3. Protect groundwater 4. Promote meaningful inclusion of 30 Colorado River Basin tribes 5. Prioritize climate resilience planning for dam infrastructure Facts & figures The Colorado River - Supplies water to 40 million people in 7 states, 30 tribes, and Mexico - Nourishes 5.5 million acres of farmland - Powers 7 million households - Fuels $26 billion in recreational spending every year - Supports over 16 million jobs in the region - Is ecologically and culturally significant - Flows through 9 national parks Climate change 2000–2021 - Driest conditions in 1,200 years - Colorado River flows declined by 20% - Flows are predicted to decline another 30% by 2050 - Amount of water lost equal to a full Lake Mead (10.4 trillion gallons of water or 32 million acre-feet) Between 2000 and 2023 Lakes Powell and Mead shrank to 1/3 of their combined capacity Timeline \| Year \| Description \| \|------\|----------------------\| \| 2022 \| Pre-Scoping \| \| 2023 \| Scoping \| \| 2024 \| Alternatives \| \| 2025 \| Draft Rule \| \| 2026 \| Final Rule and Decision \| In order to avoid a catastrophic collapse of the Colorado River System and a future of uncertainty and conflict, water use in the Basin must be reduced. — Tanya Trujillo, Former Assistant Secretary for Water and Science How is the Colorado River water divided up on paper? - Upper Basin: 7.5 million acre-feet - Lower Basin: 7.5 million acre-feet + right to increase use by 1 million acre-feet - 22 Colorado River Basin tribes: ~3.2 million acre-feet - Mexico: 1.5 million acre-feet 12 tribes have unresolved claims to additional Colorado River water HINT: 1 acre-foot is how much water it takes to flood 1 acre of land (a football field) a foot deep in water, or approximately 325,000 gallons. Real vs. paper water - Average water supply - 1906-1929 (17.9 million acre-feet) - 1930-1999 (14.3 million acre-feet) - 2000-2023 (12.5 million acre-feet) 15 million acre-feet promised to Upper and Lower basins each year How does each basin divide its water? - Upper Basin - Colorado (3.855 million acre-feet) - Utah (1.714 million acre-feet) - Wyoming (1.043 million acre-feet) - New Mexico (0.838 million acre-feet) - Arizona (50,000 acre-feet) - Lower Basin - California (6.4 million acre-feet) - Arizona (2.8 million acre-feet) - Nevada (300,000 acre-feet) How much Colorado River water are we actually using? While the Lower Basin uses its entire allocation and sometimes more, the Upper Basin uses a little more than half the water allocated to it. The Colorado River is running out of water Developing new rules to sustain the Colorado River Basin is important but may not be enough to protect the river and the people, crops, wildlife, and landscapes that depend on it without evaluating the aging dam infrastructure. The system is at its tipping point. — Camille Calimlim Touton, Commissioner, U.S. Bureau of Reclamation, June 14, 2022 Hearing before the Senate Committee on Energy and Natural Resources	e5df5ac8-37bf-4d5d-bfd5-4e5420646793	CC-MAIN-2024-33	https://www.grandcanyontrust.org/sites/default/files/resources/CR_FactSheet_NewRules_WEB.pdf	2024-08-14T01:40:25+00:00	crawl-data/CC-MAIN-2024-33/segments/1722641086966.85/warc/CC-MAIN-20240813235205-20240814025205-00311.warc.gz	598,263,727	914	eng_Latn	eng_Latn	0.98711	eng_Latn	0.989398	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1790, 3772 ]	[ 3.28125 ]	1	0
Insect Sting Allergy. It’s more common to fear an insect sting than to actually be allergic to one. An allergist is an expert who can explain the difference between an allergic reaction and a normal reaction, thus reducing anxiety and preventing unnecessary medical expense. Thousands of people enter hospital emergency rooms or urgent care clinics every year suffering from insect stings. It has been estimated that potentially life-threatening allergic reactions occur in 0.4% – 0.8% of children and 3% of adults. At least 90 – 100 deaths per year result from insect sting anaphylaxis. The majority of insect stings come from wasps, yellow jackets, hornets and honeybees. Insect Sting Allergy Symptoms: - Pain - Redness - Swelling (in area of sting and sometimes beyond) - Flushing - Hives - Itching - Anaphylaxis (less common), a potentially life-threatening reaction that may impair breathing and can cause the body to go into shock. Insect Sting Allergy Management and Treatment: - Avoid insects. - Immediately inject epinephrine (adrenaline) if symptoms of anaphylaxis develop. - Consider allergy shots (immunotherapy). Symptoms The severity of an insect sting reaction varies from person to person. A normal reaction will result in pain, swelling and redness confined to the sting site. You can disinfect the area (washing with soap and water will do) and apply ice to reduce the swelling. A large local reaction will result in swelling that extends beyond the sting site. For example, a sting on the forearm could result in the entire arm swelling. Although alarming in appearance, this condition is often treated the same as a normal reaction. An unusually painful or very large local reaction may need medical attention. Because this condition may persist for two to three days, antihistamines and corticosteroids are sometimes prescribed to lessen the discomfort. Fire ants, yellow jackets, hornets and wasps can sting repeatedly. Honeybees have barbed stingers that are left behind in their victim’s skin. These stingers are best removed by a scraping action, rather than a pulling motion, to avoid squeezing more venom into the skin. The most serious reaction to an insect sting is an allergic one. This condition requires immediate medical attention. Symptoms of an allergic reaction may include one or more of the following: - Hives, itching and swelling in areas other than the sting site - Abdominal cramping, vomiting, intense nausea or diarrhea - Tightness in the chest and difficulty in breathing - Hoarse voice or swelling of the tongue or throat, or difficulty swallowing An even more severe allergic reaction, or anaphylaxis, can occur within minutes after the sting and may be life-threatening. A dose of epinephrine (adrenaline), typically administered in an auto-injector, and immediate medical attention are required. Symptoms may include: - Dizziness or a sharp drop in blood pressure - Loss of consciousness or cardiac arrest Diagnosing: If you are concerned that you may have an allergy to insect venom, your best option is to get referred to an allergy clinic. Your doctor should take a detailed medical history, including questions about previous stings (how many there have been and where you were stung), your reaction to those stings (what you experienced, how long the reaction lasted and what you did to get relief) and any additional symptoms. Your doctor may perform one or more tests to diagnose allergy to insect venom, such as a skin-prick test, an intradermal skin test or a blood test. Management and Treatment: Insect sting allergy is treated in a two-step approach: The first step is the emergency treatment of the symptoms of a serious reaction when they occur. The second step is preventive treatment of the underlying allergy with venom immunotherapy. Life-threatening allergic reactions can progress very rapidly and require immediate medical attention. Emergency treatment usually includes administration of certain drugs, such as epinephrine, antihistamines, and in some cases, corticosteroids, intravenous fluids, oxygen and other treatments. Once stabilized, these patients sometimes require close observation in the hospital overnight. Injectable epinephrine for self-administration is often prescribed as emergency rescue medication for treating an allergic reaction. People who have had previous allergic reactions and rely on epinephrine must remember to carry it with them at all times. Also, because one dose may not be enough to reverse the reaction, recent guidelines recommend keeping two doses of injectable epinephrine available and to activate emergency medical services if used. Even if symptoms improve after a single dose of epinephrine, immediate medical attention following an insect sting is recommended. Venom Immunotherapy: The long-term treatment of insect sting allergy is called venom immunotherapy, a highly effective program administered by a doctor, which can prevent future allergic reactions to insect stings. Venom immunotherapy involves administering gradually increasing doses of venom to decrease a patient’s sensitivity to the venom. This can reduce the risk of a future allergic reaction to that of the general population. In a matter of weeks to months, people who previously lived under the constant threat of severe reactions to insect stings can return to leading normal lives. If you think you might be allergic to insect stings, talk to your doctor. Based on your past history and certain tests, the doctor will determine if you are a candidate for skin testing and immunotherapy. Avoiding Insect Stings: Knowing how to avoid stings from fire ants, honeybees, wasps, hornets and yellow jackets leads to a more enjoyable summer for everyone. Stinging insects are most active during the late spring, summer, summer and early fall. Insect repellents do not work against stinging insects. Yellow jackets will nest in the ground and in walls. Hornets and wasps will nest in bushes, trees and on buildings. Use extreme caution when working or playing in these areas. Avoid open garbage cans and exposed food at picnics, which attract yellow jackets. Also, try to reduce the amount of exposed skin when outdoors. Doctor's recommend the following additional precautions to avoid insect stings: - Avoid wearing sandals or walking barefoot in the grass. Honeybees and bumblebees forage on white clover, a weed that grows in lawns throughout the country. - Never swat at a flying insect. If need be, gently brush it aside or patiently wait for it to leave. - Do not drink from open beverage cans. Stinging insects will crawl inside a can attracted by the sweet beverage. - When eating outdoors, try to keep food covered at all times. - Garbage cans stored outside should be covered with tight-fitting lids. - Avoid sweet-smelling perfumes, hair sprays, colognes and deodorants. - Avoid wearing bright-colored clothing. - Yard work and gardening should be done with caution. Wearing shoes and socks and using work gloves will prevent stings on hands and feet and provide time to get away from an unexpected mound. - Keep window and door screens in good repair. Drive with car windows closed. - Keep prescribed medications handy at all times and follow the instructions if you are stung. 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These are suggestions on how to use the materials with your students. The materials are set up so you can easily put out the materials. Make sure the students do not destroy materials. Many times the material can stay in the bag and a hand lens can be used for observation. Please put materials back the way you found them so all children at your school can enjoy them. These kits have been funded in part by a grant from Fremont Educational Foundation, Lam Research Foundation, Fremont Unified School District, Math Science Nucleus and the many high school volunteers Curriculum customized for FUSD by MSN Permission is given to each school using Helping Hands Science to duplicate for teacher use only; material is adapted from I. Science MaTe Reference Curriculum http://msnucleus.org \| Chapter \| Lab description and/or box label \| Materials \| Storybooks (on http://msnucleus.org) \| \|-------------------------------\|----------------------------------\|---------------------------------------------------------------------------\|--------------------------------------\| \| 1. Introduction to Earth Science \| 6.1 Rock Cycle - Rocks 6B \| 3 sets of limestone, conglomerate, sandstone, marble, schist, gneiss, pumice, granite, obsidian, basalt \| \| \| 2. Weathering Soil \| \| \| \| \| 3. Erosion and Deposition \| 6.2 Water Cycle - Water 6 \| 4 sets of Sands from Half Moon Bay, Montara, Del Mar, Long Beach, Ocean Beach, Santa Cruz, Ventura \| \| \| 4. Plate Tectonics \| \| \| \| \| 5. Earthquakes \| 6.3 Hayward Fault Topographic and geologic maps \| Rock samples, topographic map \| Three Earthquake Dolls (storybook) Earthquake(General) slideshow \| \| 6. Volcanoes \| 6.4 California Volcanoes – comparing rocks \| Volcanic rocks from California (5 sets of basalt(Gilroy), basalt (Buttes), pumice, scoria, obsidian, andesite porphyry) \| Leaving the Fiery Slops of Mt. Etna (storybook) Volcanoes (slideshow) \| \| 7. Atmosphere \| \| \| \| \| 8. Weather \| \| \| \| \| 9. Climate and Climate Change \| \| \| \| \| 10. Ecosystems \| 6.5 Soil - comparing soil characteristics \| 4sets of soil from Bryon, Hayward, Menlo Park, San Jose, Fremont, Berkeley, San Mateo, Half Moon Bay \| \| \| 11. Living Resources \| 6.6 Coal – comparing types of coal formation \| 5 sets of Bituminous, Anthracite, lignite, charcoal briquette, charcoal, graphite \| \| \| 12. Energy and Material Resources \| \| \| Nu, You and Water \| ROCK CYCLE – ROCKS (6A) OBJECTIVES: Exploring the complexity of the Rock Cycle. Distinguishing where different rock types are located within the Rock Cycle. VOCABULARY: erosion melt pressure MATERIALS: Rock Cycle - Rocks (6A) Hand lens SLIDESHOW: Rock Cycle STORYBOOK: Ricky the Rapping Rock BACKGROUND: In many books, the Rock Cycle is oversimplified. Statements like "igneous rocks can become sedimentary and metamorphic;" "sedimentary rocks can become igneous and metamorphic;" or "metamorphic can become sedimentary and igneous" are common. The Rock cycle is much more complicated. This is illustrated on the Rock Cycle diagram. The large counterclockwise arrows show the general trend of the Rock Cycle. First, igneous rock forms from magma. This rock is then uplifted, weathered, and eroded on the Earth's surface, forming sedimentary rock. The sedimentary rock is eventually buried within the crust of the Earth, where pressure and temperature finally change it into metamorphic rock. Eventually, some metamorphic rock may melt, beginning the cycle again. However, the smaller arrow indicate other paths of rock formation. Essentially, any rock type can be melted, weathered, or metamorphosed to make any other rock type. Moreover, a rock can be remade into the same type of rock, i.e., a metamorphic rock can be remetamorphosed. Rock formation is dynamic and very complicated. The Rock Cycle is tightly interwoven with the Plate Tectonic Cycle, in that most rocks form at plate boundaries. In general, igneous rocks and metamorphic rocks form most abundantly at divergent and convergent plate boundaries. Sedimentary rocks can form anywhere on the Earth's surface, but the thickest accumulations are associated with convergent plate boundaries, where volcanoes and mountain ranges form. Sedimentary rocks also cover most of the ocean floor. PROCEDURE: 1. Go over the Rock Cycle diagram on the student’s worksheet. Fill in the processes like “melt,” “erosion,” or any other word from the Rock Cycle diagram. 2. Set up examination specimens of each of the rocks listed below. Write the list of rock types and symbols (below) on the board. Explain the origin and environment of formation of each rock. Be sure to tell the students that these are just some of the places where these rock types can form. Tell the students to locate where each type of rock would form on the plate tectonic diagram. The rock cycle and plate tectonic diagrams below show the answers. There may be multiple answers for each rock type. limestone (L) = sedimentary rock; fine grained, calcium carbonate, formed mainly in oceans, usually with organisms that make shells; fizzes in HCl (releases carbon dioxide) conglomerate (C) = sedimentary rock; coarse grained, formed in rivers sandstone (SS) = sedimentary rock; medium grained, formed in oceans, lakes, rivers marble (M) = metamorphic rock; from limestone, formed under increased pressure and temperature schist (Sc) = metamorphic rock; shiny surface, temperature and pressure; usually formed from basalt and other fine grained volcanic rocks gneiss (Gn) = metamorphic rock; banded, pressure and temperature; usually formed from granite or other course grained plutonic rocks pumice (P) = igneous rock; light in weight, volcanic eruption with high percentage of gas; volcanic granite (G) = igneous rock; large minerals; formed in magma chamber (plutonic rocks) obsidian (O) = igneous rock; cooled quickly from lava; volcanic rocks basalt (B) = igneous rock; small, dark colored minerals, volcanic rocks 3. You may want students to write a description of each rock on their worksheet. Use a hand lens to look at the size of the crystals. Students may also want to draw a picture of the enlarged rock. 4. Review the answers with the whole class. Emphasize that the diagram the students have completed shows just some of the possible range of rock-forming environments. 5. For more information on rocks you may want to read the "Secondary" units on the individual rocks. NAME: PROBLEM: How are rocks formed on the crust of the Earth? PREDICTION: PROCEDURE: The rock cycle describes the processes by which rocks become other types of rocks by melting, erosion, and changes in temperature, and pressure in or on the Earth. Look at the rocks at the different stations around the room. Describe them on another sheet of paper. Try to place the rocks in the correct positions in the two diagrams below: the rock cycle and the plate tectonic cycle. Use the symbols for each rock type on each diagram. Rocks on display: pumice (P), sandstone (SS), conglomerate (C), granite (G), marble (M), limestone (L), obsidian (O), basalt (B), gneiss (GN), schist (SC) CONCLUSION: How are the plate tectonic and rock cycles related? WATER CYCLE – WATER(6) OBJECTIVES: Exploring ground water. Experimenting with porosity and permeability. VOCABULARY: groundwater permeability porosity water movement MATERIALS: Water Cycle – Water (6) Sand chart Hand lens or microscope (reflecting) STORYBOOKS: including Drippy the Hippy, Giving Water a Second Chance, or Dr. Drippy. SLIDESHOWS: Water BACKGROUND: Ground water is water stored under the surface of the Earth. Convey to the students that ground water sometimes takes hundreds of years to accumulate. A good example of this occurs in the Sahara Desert in Africa, where ground water has accumulated for thousands of years and is still being used for drinking and irrigation. Ground water is stored in the ground below us, where different types of rocks can act as reservoirs. Sand or sandstone is the best material for a reservoir and forms extensive aquifers underground, but not all sands are created equal, as students will find out in lab. Filtering water through different porous substances cleans water naturally in the ground. Substances like charcoal and diatomite (white powder that people put in pools), help to filter small particles that may be suspended in water. The ground on which we live, is made up of many layers of different types of rocks. Water can move into the tiny pores within the rocks or soil. As they move, the different rocks can trap the particles in the pores. Some rocks have more pores than other rocks and can act as a reservoir of water or an aquifer. Some municipal water supplies depend on ground water for a source of drinking water. Filtering techniques are used in municipal water supplies. Water from a reservoir is cleaned through a combination of filtering and chemical processes. This lab focuses on students looking at sands so they can observe first hand that sands, which is a product of erosion can be classified. The Rock Cycle creates new rocks and destroys pre-existing rocks. Sand is an example of this. Sand is a kind of rock in transition. Sand grains form from a pre-existing rock that was destroyed by weathering and erosion. Sand grains become a sedimentary rock when they are cemented together. In this lab, students will look at four key characteristics of sand including composition, grain size, grain roundness, and sorting. Since sand comes from a "mother" or source rock, it is possible to determine what type of rock produced the sand or "baby rocks." This is because the composition and general color of both the "baby" and "mother" rock are often very similar. The students will use this concept in the lab to identify sand samples and their potential "mother" rocks. For example, the plutonic igneous rock granite is largely composed of the minerals quartz, feldspar, mica, and hornblende (a dark colored iron- and magnesium-rich mineral). When a granite weathers, two types of sand can form composed of granite rock fragments or individual loose minerals. In the case of granite, these crystals might be quartz, feldspar, mica, and hornblende. Therefore, sand composed of a mixture of granite fragments, quartz, mica, and feldspar was probably from a granite source area. Hornblende and mica weather very quickly, so most sand derived from granite is mostly quartz and feldspar. Three textures are relevant to this lab including grain size, grain roundness, and sorting. Grain size is the size of the particles, measured by grain diameters. "Sand-sized" in this sense is defined as particles from 1/16 to 2 mm in diameter. Grain roundness is the presence or absence of corners and sharp edges on the particle. Particles with many edges are "angular". Particles lacking edges are "rounded". Note that roundness is not the same as spherical. An oblong particle can also be highly rounded. Sorting is the range of grain sizes in a sand. Poorly sorted sands show a wide range of grain diameters, well-sorted sands have similar sized grains. As sand grains are transported by wind, water or whatever process, the grain size tends to decrease, roundness increases, and sorting increases. Determining these textural properties is a very visual process. Students should learn to be active observers. PROCEDURE: 1. At the beginning of this lab, review the main components of the water cycle. This lab shows students how ground water moves through rocks that have a high porosity. There are several storybooks you can use including Drippy the Hippy, Giving Water a Second Chance, or Dr. Drippy. 2. Students will discover that large grains allow water to move freely and also have large pore spaces (can hold more water). You may want to use the diagram on the right to help you illustrate this principle. Have the students measure and compare their results in order to draw conclusions. Sand size and sorting of the sand particles do have a lot to do with how water moves. You may want to introduce the term Porosity (meaning the pore space available for liquid) and Permeability (how freely the liquid moves through the sand). In the diagram to the right, you can notice that water can only flow through open space. The best aquifers have large porosities and permeability. In poorly sorted sands, there is usually more pore space available. This is just an introduction to these concepts. If the sand grains are large it tends to have more porosity and permeability. The smaller the grains of sand the less pore space allowed for the movement of water. The small amount of sand used in this experiment may cause differences in results. The objective is just to recognize water movement. 1. Students should describe the grain size, roundness, sorting, and composition of each sand sample. SIZE: You have two circles with dots that are the size that is written along the outside of the circle. There is a dark circle and a light one...only because light sands are seen lighter backgrounds. Have them sprinkle a little on the paper and find the size that the particles fit into. In most cases their will be a range of sizes. Size just tells you how long a particle has been eroding...the longer it has been moving around the smaller it will be in general. ROUNDNESS: Have the students compare the particles in their sand with the pictures of roundness. You might need a magnifying glass...but a little imagination is fine. The rounder a particle, the longer it has been moving. In the diagram below the most rounded are on the right, the most angular is on the left. SORTING: Sorting refers to the range in size of particles. If a sample has big and little pieces it is not well sorted, but if all the particles were of the same size it would be very well sorted. Sorting is due to how the sand particles settled down...if it was turbulent sand would not be well sorted, if in a quiet setting it would be well sorted. Also, wind can carry small particles to areas on a beach that are controlled by the wind, like dunes, and these tend to be well sorted. In the diagram below poorly sorted is on the right, and well sorted is on the left. HALF MOON BAY, California - 0.1 - .25 mm; very well sorted, subangular to subrounded. Contains quartz, feldspar, mica and minor magnetite. The cliffs along Half Moon Bay reveals the Mother Rock for this sand. The cliffs releases millions of sand grains to re-enter the rock cycle. MONTARA BEACH, California - 0.1 - 7mm; very poorly sorted; subrounded. Contains quartz, feldspar, and small pieces of granite with mica and hornblende. This sand is eroded directly from granitic rock very close to the beach. This is near the famous "Devils Slide" area, where very badly weathered granite has created very spectacular cliffs. DEL MAR, San Diego County, California - .25-.5mm; well sorted; subangular - subrounded. Contains quartz, feldspar, mica, and a dark mineral which is probably some type of amphibole (hornblende). This sand is eroded from local sandstones that are near the beach area. LONG BEACH, Los Angeles County, California - .25 - 3mm; poorly sorted: subangular. Contains mica, quartz, feldspar, magnetite and shell fragments. The Mother Rock for the sands in this area are sandstones that were originally derived from granite. Offshore from these beaches are basins that are slowly filling up due to the introduction of sands from the continental area. OCEAN BEACH, San Francisco, California -0.1 -0.5mm; well sorted; subangular to subrounded and crystals. Contains quartz, mica, feldspar and magnetite (magnetic) Derived from sandstones exposed along cliffs south of Ocean Beach. SANTA CRUZ, California - 0.1 -.25mm; well sorted; angular -rounded. Contains quartz, feldspar and magnetite. Eroded from the sandstones that make up some of the cliffs in that area. VENTURA, California - .25 -.5mm; well sorted; subrounded. Contains quartz, feldspar, mica, some dark minerals, magnetite. Eroding from nearby sandstones. SAND CHART Sorting refers to particles that are the same size (well sorted) or many different sizes (poorly sorted.) Roundness refers to whether the particle is angular or rounded. Both sorting and roundness provide information on the duration of the particle in the erosional cycle. WATER CYCLE – WATER (6) PROBLEM: Are sands different? PREDICTION: PROCEDURE: Look at the different sands and try and determine the size, roundness, and whether they are well sorted or poorly sorted. Use the sand chart to help you determine the answers. \| sand \| location \| size \| sorting \| roundness \| characteristics \| \|------\|----------\|------\|---------\|-----------\|-----------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| CONCLUSION: HAYWARD FAULT- SIXTH GRADE OBJECTIVES: Comparing a local topographic and geologic map of the area. Outlining the Hayward Fault in Fremont. VOCABULARY: contour lines - equal lines of elevation ecosystem - biological community together with its environment, functioning as a unit faults – fracture that can be traced by topographic and geological features, a break formation – rocks that have been deposited in a similar environment about the same time geologic map – map that shows where different types of rocks are located sediments – small particles of rocks topographic map - a map that shows relief on land BACKGROUND: Topographic maps show a 3 dimensional world in 2 dimensions by using contour lines. Many people have trouble reading these maps, because they have mountains and valleys are represented with concentric circles and lines. Many hikers use topographic maps, especially in areas where there are no roads with signs. Geologists depend on topographic maps to record the types of rocks. Engineers use topographic maps when they are planning roads, buildings, or other human-made structures. Imagine designing a city without considering where hills and valleys are located! A geologic map is a map of the different types of rocks that are on the surface of the Earth. By mapping different rock types, geologists can determine the relationships between different rock formations which can then be used to find mineral resources, oil, and gravel deposits. Earthquakes are caused by the sudden movement and fracturing of rock masses along pre-existing faults. A fault is a broken surface within the Earth’s crust. Tyson Lagoon has been a site of fresh water for at least the last 3700 years. This sag pond outlines the trace of the Hayward fault zone in this area. Looking at brittle deformation and liquefaction features in trenches just north of this area, Williams (1993) concluded there may have been 6-8 large earthquakes during the last 2000 years. Lienkaemper, et al. with new data concluded that since late 1300’s there were probably 4 large earthquakes (of magnitude 6.8-7.0) In trenches in the South Pond they found evidence of the 1868 earthquake. The earthquake destroyed most of the Mission Adobe structure and devastated the homes of many of the residents. Using detailed Stratigraphy and carbon dating they arrived at dates of 1730, 1630, and 1470 (±90 years) for the other earthquake occurrences. Detailed trenching in the south pond of Tyson Lagoon by the U.S. Geological Survey has identified other earthquakes that occurred in the past. They use data derived from trench logs, radiocarbon, pollen, and detailed sedimentological data. The trenching has exposed typical pond sediments, including well-bedded deposits of silty clay, interbedded with organic layers including shell hashes, and slightly coarser, less organic silts to sandy silts. The composition and structure of the deposits indicate a rapidly subsiding, shallow aquatic environment that was subject to seasonal drying. Evidence of creeping along the fault has been calculated with an average slip rate of 9±2mm/yr. PROCEDURE: 1. Explain what a topographic map is, including contour lines. Locate region on the topographic map of the region. Instruct students to locate Tule Ponds at Tyson Lagoon, Lake Elizabeth, the railroad, Vallejo Mill School, Morrison Canyon, Shinn House, Alameda Creek, Hetch Hetchy Aqueduct, Benchmark 60, Mowry Well 2. Explain what a geologic map is. Show them the rocks that come from the different units. EARTHQUAKES – SIXTH PROBLEM: How can we define earthquake faults by using topographic and geologic maps? PREDICTION: Look at the topographic and geologic maps and answer the following questions: 1. Tyson Lagoon is a sag pond created by movement along the Hayward Fault. Find Tyson Lagoon and move your finger toward Lake Elizabeth. You have just traced a segment of the Hayward Fault. In Fremont you can see many sag ponds (naturally occurring wetland areas). They are a clue that there may be a fault. 2. Look at the Geologic Map, and notice that the Hayward Fault has 2 traces at Tyson Lagoon. The one on the east is the inactive trace and the one on the west is the active trace. Inactive means it is not moving; active is a segment that is creeping at about 5 mm per year. 3. Looking at both maps, where can you see the rocks on the surface? (Describe the area, hint: contours) 4. Where do you think you would be able to see rocks exposed? (Hint: What is a canyon?) 5. What is the symbol for railroad tracks? (Hint: look at Topographic map) 6. What school can be seen on the topographic map? 7. How many benchmarks (BM) can you locate? A benchmark is a measured area. 8. Which map is more detailed? 9. Look at the following rocks and describe them. Locate them on the map? \| Rock symbol \| \| \| \|-------------\|---\|---\| \| \| \| \| \| \| \| \| \| \| \| \| \| Age \| Name and Description of Rock Formation in Fremont Area \| \|----------------------------\|------------------------------------------------------------------------------------------------------------------------\| \| (Holocene-Pleistocene) \| UNNAMED (Qu) Clays to silt.(on Graymer) Qhaf – Alluvial fan deposit and Qhb – floodplain deposits (Holocene) Qpaf - older alluvial fan deposits and Qtig – Irvington Gravel (Pleistocene) \| \| Pliocene \| ORINDA FORMATION (Tor) sandstone-conglomerate \| \| (late Miocene) \| BRIONES FORMATION (Tbr) Sandstone to conglomerate with shells \| \| (middle Miocene ?) \| TICE SHALE (Tt) Distinctly bedded, dark brown, gray and tan, siltstone, mudstone and siliceous shale. \| \| middle to late Miocene \| OURSAN SANDSTONE (To) mudstone-sandstone \| \| middle to late Miocene \| CLAREMONT FORMATION (Tcc, Tcs) Chert and siliceous shale \| \| (middle Miocene) \| SOBRANTE FORMATION (Ts) White, fine to medium grained quartz sandstone. \| \| Paleocene \| Unnamed Tps - siltone and sandstone \| \| (Paleocene to Cretaceous) \| UNNAMED (Ku) Distinctly bedded gray to white, well lithified, massive to cross bedded, micaceous, coarse to fine grained sandstone, siltstone and shale (on Graymer) Ks – sandstone, shale; Kc - conglomerate \| \| Jurassic/Early Cretaceous \| Knoxville Formation Jkk – sandstone, mudstone, shale \| Topographic Map of Tyson Lagoon area Math/Science Nucleus ©1990, 2000, 2009 VOLCANOES - SIXTH GRADE OBJECTIVES: Comparing igneous rocks. Describing characteristics of igneous rocks. VOCABULARY: andesite basalt obsidian pumice scoria vesicular MATERIALS: Volcanoes – Sixth BACKGROUND: There are many different types of igneous rocks. They all have in common that they were all once melted, and have since cooled down and become solid. Igneous rocks look different because of two factors: they cooled at different rates and the "Mother" Magma (original melted rock) was different. In addition, volcanoes erupt in different ways. Some extrude quiet lava flows, while others explode violently, blowing lava into fragments of pumice or scoria. Geologists use these differences as criteria to name igneous rocks. Rocks that are cooled outside of the volcano are called volcanic rocks, and those that cool inside the lithosphere are called plutonic rocks. Magmas that cool at different rates develop different sized crystals. Quick cooling volcanic rocks such as lava are composed of small crystals. For example, basalt has small crystals that can be seen under a microscope, inferring that basalt cooled quickly. Obsidian is also a volcanic rock, however, this rock cooled so quickly that no crystals had time to form. Slow cooling magma inside the Earth creates plutonic rocks like granite, which is composed of large, visible minerals. Some of the samples in this lab have a "holey" or sponge-like appearance. Geologists call this a vesicular texture and the holes are called vesicles. They form in lava that contains gas. As the pressure on the lava decreases near or on the Earth's surface, the gas forms bubbles. This is physically similar to the bubbles that happen when a can of soda is opened. In the rock samples the students will see (pumice and scoria) the gas has long since escaped into the atmosphere, leaving the holes behind. PROCEDURE: 1. Ask the students if they think that one volcano can produce different types of rocks. Explain that not all volcanoes are the same. Volcanic rocks differ in composition and eruptive style. Explain the differences in appearance between plutonic and volcanic rocks. 2. On a map of California point out the areas that these rocks are from. 3. Discuss how to describe igneous rocks by offering the students the following words: bumpy, glossy, black, red, greenish, holey, grayish. Review any words that will help them describe the rocks further. Instruct students to find the locations where these rocks were formed by using the map of California to the right. Give them the following information about each location. Ask them if there are enough data points to conclude if there is a pattern of volcanic rocks in California. The answer is no. You need more data points to make a conclusion. 4. Here is information on each of the rock types: Gilroy is south of San Jose. The volcanic rock records volcanism that occurred millions of years ago. The volcanoes are now extinct. The type of rock is basalt. Clearlake is north of the San Francisco Bay Region. The volcanism in Clearlake was more recent than in Gilroy, and were thought to be extinct, but recent studies may list this area as "dormant". The type of rock is obsidian. The Clearlake volcanoes also produced another type of rock called scoria, or a reddish looking rock. Mono Craters which produces the pumice, is presently dormant. However the magma chamber below is still moving upwards and small earthquakes are common in the area. Inyo Mountains is along the California-Nevada border north of Death Valley and south of Mono Craters. This rock is andesite porphyry and was deposited in the Jurassic. This volcanic complex has long been extinct. 5. The students should conclude that volcanoes produce different types of rocks. The samples that the students have are insufficient to conclude if there are differences between a quiet and violent eruption. However, students may see that some rocks are more "holey" which represents gas being trapped in the rock which is more common in a violent eruption. PROBLEM: Do rocks produced by volcanoes provide clues about that volcanic eruption? PREDICTION: Look at a map and locate where the rocks came from in California. Describe the rocks in the area provided below. After learning about the type of eruption that caused the volcano, can you interpret if there is a difference in rock type between a violent eruption and a quiet eruption? 1. GILROY, CALIFORNIA - This ancient lava flow erupted with a powerful blast. Lava cascaded down the slopes of the growing volcano. DESCRIPTION: 2. CLEARLAKE, CALIFORNIA - The cinders swished from the volcano, causing extensive deposits, (scoria). Flows of lava cooled quickly to form thick bands of obsidian. DESCRIPTION: (scoria) DESCRIPTION: (obsidian) 3. BLACK BUTTES, CALIFORNIA - Lava slowly moved from the crater of the volcano. A thick layer of basalt was deposited. DESCRIPTION: 4. MONO CRATERS, CALIFORNIA - the volcano "coughed" violently, gas trapped in the molten rock formed pumice. DESCRIPTION: 5. INYO MOUNTAINS, CALIFORNIA - The magma chamber was cooling, but suddenly the volcano erupted formed a rock called andesite porphyry. DESCRIPTION: CONCLUSION: Are there characteristics of volcanic rocks that indicate what type of eruption produces them? Is there enough data here to really tell? Explain SOIL ENVIRONMENT SIXTH GRADE OBJECTIVES: - Exploring ecosystem requirements. - Determining which soil type can sustain plants. VOCABULARY: - soil - environment MATERIALS: Soil Environment – Sixth, Hand lens BACKGROUND: The soil that we walk on is an underground city. In this city, every organism does its part to make sure the city works together. The actions of the animals, insects, and microorganisms that live in the soil not only influence what happens in the soil but also what happens above the soil. Soil is made of inorganic matter (mainly rocks and minerals) mixed with organic matter. Soil is formed from the weathering of minerals derived from bedrock and contains living organisms and the products of their decay. Soil can be considered a mixture of mineral materials, organic matter, water, and air in varying proportions. Topsoil, the A horizon, is usually the upper ten inches of a soil in a well-developed soil profile. Plant roots, bacteria, fungi, and small animals are abundant in this area along with plants who thrive in this type of environment. Topsoil has less organic matter than in the O horizon (the surface) which is the reason that topsoil is lighter than surface soil. Topsoil is one of our most valued commodities since it provides the nutrients and environment for the growth of plants. Subsoil or the B horizon, is the middle soil layer. It has fewer organisms and less organic materials than both the A and O horizons. Consequently, the B horizon cannot support the growth of plants very well. If subsoils are clayey, they usually are harder when dry and sticky when wet than the surrounding soil layers. The C horizon is the lowest layer and is partially weathered parent material from which the other horizons are formed. It is less altered and weathered than the layers above and has less living matter. The parent material is sometimes named the D horizon. The constituents of soil are extremely variable in size, shape and chemical composition. The size of particles is one of the most significant characteristics. Water absorption, air movement, rate of solution and ease of tillage are a few things that are affected by particle size. The texture of soil refers to particle sizes and is classified on an arbitrary scale. It can be coarse, sandy, or clayey. Sand would be about the size of sand, coarse would refer to soil... that is larger and clayey would be smaller. You can also describe the structure of soil by how the soil particles stick together. When particles are rather porous and small, the soil is considered to have a granular or crumby structure, which is characteristic of many soils high in organic matter. Soil that is lumpy stick together. Sometimes soil has magnetite in it, a magnetic mineral that is attracted to a magnet. Humus, the partially decayed organic matter accumulated in soils, is a dark-colored structure less material. Soil horizons can be different for high productive areas versus low productive areas. The ideal soil horizon as shown in the Pre Lab, may not be present in all areas. You can use the following to help guide you with your students. PRODUCTIVE A. contains more organic matter in most areas, most weathered and leached at all levels, loose, easily tilled, fertile B. Yellow layer containing small quantities of clay and easily penetrated by air, water, and plant roots C. slightly weathered, permeable, calcareous NON PRODUCTIVE A. light gray layer, low in fertility and difficult to till B. heavy clay layer impermeable to air, water, and plant roots, massive stable aggregates of small particles C. heavy clay parent matter PROCEDURE: 1. Go over the soil horizon with students, making sure they understand the descriptions. 2. Instruct the students to look at the reference soil samples under the hand lens (or microscope) and describe what they see. They should ask themselves if the sample has broken up rocks or very fine clay particles. They should also see if there are other distinguishing characteristics like plant debris or animal remains. 3. If you have time it would be good for students to look at the soil around the school to see if they can identify any horizon. SOIL ENVIRONMENT - SIXTH PROBLEM: Can you determine how well plants can survive by looking at soil? PREDICTION: \| Surface: organic material dead plants, animal material \| \|-------------------------------------------------------\| \| O horizon \| \| Topsoil: plant roots, bacteria, fungi, small animal \| \| A horizon \| \| Subsoil: Fewer organisms less topsoil; plants don't grow well \| \| B horizon \| \| Altered Parent Material: Weathered, less living matter layers above were formed form it \| \| C horizon \| Look at the samples of the following areas and see if you can determine the horizon. First describe the sample by looking at it with a hand lens and predict if it would be a good soil for growing plants. \| Sample \| Horizon \| Description and is it good soil for growing plants \| \|------------\|---------\|---------------------------------------------------\| \| Bryon \| \| \| \| Menlo Park \| \| \| \| Berkeley \| \| \| \| Hayward \| \| \| \| San Jose \| \| \| \| Fremont \| \| \| \| Half Moon Bay \| \| \| \| San Mateo \| \| \| COAL SIXTH GRADE Objective: Students compare different types of coal. MATERIALS: Coal-Sixth hand lens BACKGROUND: Throughout history, coal probably has fueled more expansion of industrialized society than any other fuel. Today, it is used to create steam from water which turns generators to create electricity. Many countries in the world still use coal to cook. Typically, it takes about one ton of coal to produce 2,500 kilowatt-hours of electricity. Coal is by far more plentiful than domestic oil or natural gas, making up about 95 percent of America’s fossil energy reserves. Historically coal has been used to heat and work wherever sources of coal were near by. In the 1300’s Hopi Indians in America regularly mined coal to cook and heat their homes. In the 1700’s coal was better and more abundant than wood in the emerging industrialized nations of United States and Europe. Coal fueled most of the steam engines which were vital for rail and ocean transportation. By 1875 a by-product of coal (coke) replaced charcoal to make steel. There are four basic forms in the evolution of coal including peat, lignite, bituminous, and anthracite coal. Peat is compressed plant remains derived from swampy regions. It is the raw material from which coal is made. It is used in various areas of the world, especially in the British Isles where it is cut into cubes and dried to be burned in stoves. There are substantial quantities of fuel peat worldwide, mainly in Canada, Russia, Northern Europe, and in tropical countries such as Indonesia. Lignite is a brownish-black coal with generally high moisture and ash content, and the lowest carbon content and heating value. About 79 percent of lignite coal is used to generate electricity, 13.5 percent is used to generate synthetic natural gas, and 7.5 percent is used to produce fertilizer products. After millions of years of more heat and pressure from within the Earth’s surface, lignite changes into bituminous or hard coal. Bituminous coal is an intermediate grade of coal that is the most common and widely used in the United States. A grade referred to sub-bituminous is a dull black coal with a higher heating value than lignite, but lower than true bituminous. Bituminous coal is primarily used for power generation, and the production of cement, iron and steel. Bituminous coal in nature, transforms into a harder form called anthracite coal. Anthracite is the hardest type, consisting of nearly pure carbon. Anthracite coal has the highest heating value and lowest moisture and ash content. It is used for domestic and industrial purposes, including smokeless fuel. Coal was once a symbol of destruction of the environment and abuse of mine workers. The demand for coal during the later part of the 1800’s and early 1900’s and lack of heavy equipment for mining drove companies to push miners to produce more. This combination of demand and exploitation of workers lead to miner strikes which could have crippled the growth of the United States and England. Underground mining cost the lives of many men and many died of “black lung” disease. The dust of the coal would almost “coat” the lining of miners’ lungs and cause respiratory failure after just a few years exposure in the mines. PROCEDURE 1. Have students look at the specimens and describe them. A hand lens or microscope would be helpful. Help students with descriptive terms: a. Is the specimen hard? b. Can you see bits of wood? c. Is it dense? d. Does it rub off easily e. It black or gray 2. One of the specimens that students will be observing is inorganic carbon. This means that it was formed inside the Earth without its origins from a living organism. This will be Graphite. Graphite is used in pencil “lead.” 3. There is no peat sample, but there is lignite, bituminous, and anthracite coal. Anthracite and bituminous are difficult to tell the difference, but anthracite is usually shiny and denser. 4. The difference between charcoal and a charcoal briquette is that charcoal is burnt wood, while a briquette is compressed and denser. The briquette will burn longer. COAL - SIXTH PROBLEM: How are grades of coal different and how does it affect its energy efficiency? 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MALAPPURAM BOTANY TEACHERS ASSOCIATION BOTANY TEST SERIES-I (CHAPTER 1, 2 & 3) Time 1 hr Marks: 30 Answer any 4 of the following. Each question from 1 to 7 carries 1 score. 1. Protein coat of viruses is called.................. 2. In China rose, the gynoecium occupies the highest position while the other floral parts are situated below it. This type of flowers are called a) Hypogynous b) Epigynous c) Perigynous d) Apocarpous 3. Asexual reproduction in liverworts takes place by formation of green, multicellular asexual buds known as............... 4. Who recognized certain microbes (viruses) that cause Mosaic disease of tobacco? 5. The following diagram represents five petals (standard petal, wing petal and keel petal) of a plant belonging to a major family, identify the family. 6. Identify the statement which is applicable to Fungus a) Unicellular prokaryotes b) Autotrophic nutrition c) Cell wall is made up of chitin d) Aquatic habitat only 7. When the ovules are borne on the central axis and septa are absent, the placentation is called.......... a) Marginal b) Axile c) Parietal d) Free central Answer any 7 of the following. Each question from 8 to 16 carries 2 score. 8. Find the odd one and justify your answer a) Rhizome, Corm, Tendril, Tuber b) Spirogyra, Agaricus, Sargassum, Chlamydomonas 9. Fill up the blanks by observing the relationship with the first pair a) Plasmogamy : Fusion of protoplasms .........................: Fusion of two nuclei b) Association of algae with fungi : Lichen Association of fungi with roots of higher plants : ................ 10. Match the following Rhizophora---------- Stilt root Banyan tree -------- Fibrous root Sugarcane --------- Respiratory root Grass ------- Prop root 11. The figure given below is a bacteriophage. Label the parts A, B, C & D 12. Give reason for the following - Bryophytes are called the ‘amphibians of the plant kingdom’. - Viruses are called ‘biological puzzle’. 13. Five kingdom arrangement of organism was given by R.H Whittaker. State the criteria followed by Whittaker for his classification. 14. Even though algae are primary producers in aquatic ecosystem, man is benefited by algae in variety of ways. Write any four points in favors of this statement. 15. Use appropriate terms for the following description a) In flowers of China rose, all the filaments of stamens are united to form single bundle b) In flowers of Citrus, all the filaments of stamens are united to form more than two bundles 16. Differentiate between staminate flower and a staminode Answer any 4 of the following. Each questions from 17 to 22 carries 3 score. 17. Write the name of the stored food and major pigment of algal classes in the table given below \| Class \| Special pigment \| Stored food \| \|----------------\|-----------------\|-------------------\| \| Phaeophyceae \| ...........A................. \| Mannitol,Laminarin \| \| Rhodophyceae \| ...........B................. \| ................C................ \| 18. Write any three distinguishable characters of bryophytes? 19. Briefly describe Actinomorphic, Zygomorphic and Asymmetric flowers 20. Following is the floral formula of a family you have studied a) Identify the family. b) Write down any two floral characters 21. Arrangement of flowers on the peduncle is given below. They vary depending upon the nature and branching of the peduncle. Can you substantiate your answer with suitable examples? 22. Fill in the blanks by choosing the correct term from the bracket. a) The arrangement of petals in the flower is known as.......... (Aestivation, Venation, Placentation) b) Identify the types of arrangement of petals shown in the following diagrams. All the best......Academic team MBTA 1. Chromatin contains DNA and some basic proteins called................. 2. Identify the statement which is not related with Dicot leaf a) Stomata are equally distributed on both the epidermis b) Mesophyll is divided into palisade and spongy parenchyma c) Dicot leaves are dorsiventral leaf d) Stomata are more in lower epidermis 3. The infoldings of cell membrane seen in prokaryotes is .................. 4. Pick out the incorrect statement a) Elaioplast store oil and fat b) Mitochondria is the powerhouse of the cell c) Ribosomes are double membrane bound structures d) Sieve tube cells of vascular plants lack nucleus 5. Many bacteria have small circular DNA outside the genomic DNA called............ 6. During cell cycle, DNA synthesis or replication takes place in- a) G2- Phase b) S- Phase c) G1- phase d) M-phase 7. Every chromosome has a primary constriction, on the sides of which disc shaped structures are present known as a) Satellite b) Centromere c) Kinetochore d) Chromatid Answer any 7 of the following. Each question from 8 to 16 carries 2 score. 8. Find the odd one and justify your answer a) Tracheids, Vessels, Seive tube, Xylem parenchyma b) Bacteria, Mycoplasma, Cyanobacteria, Fungus 9. Fill up the blanks by observing the relationship with the first pair a) Nucleus : Robert Brown ......................... : George Palade b) Apical meristem : Growth in length ......................... : Growth in thickness 10. Match the column A with B \| A \| B \| \|------------\|--------------------\| \| Zygotene \| Chiasmata formation\| \| Pachytene \| Terminalisation of chiasmata \| \| Diplotene \| Formation of synaptonemal complex \| \| Diakinesis \| Crossing over \| 11. Observe the diagram given below representing a stage of mitosis a) Identify the stage b) Mention the role of spindle fibres in mitosis 12. A cell with a chromosome number 46 undergoes mitosis and another cell with 46 chromosomes undergoes meiosis. Give the chromosome number of daughter cells after mitosis and meiosis. Give reason for your answer. 13. The following is the list of cell organelles (Nucleus, Chloroplast, Mitochondria, Ribosome) a) Identify the organelle without double membrane envelope b) Mention the function of this organelle. 14. Given below is the structure of chloroplast. Mark A, B, C & D ![Chloroplast Diagram] 15. After completing the nuclear division, the cell itself is divided into two daughter cells by cytokinesis. State the difference between cytokinesis of plant cell with that of animal cell. 16. The nucleoplasm contains chromatin and small spherical structures. Name that spherical structures and write down its major function. Answer any 4 of the following. Each question from 17 to 22 carries 3 score. 17. Stomata are structures present in epidermis of leaves. a) Write any 2 functions of stomata. b) State any difference of guard cell seen in dicot stomata with that of monocot. 18. Diagrammatic representation of vascular bundles are given a) Distinguish a, b and c b) State the differences between a and b ![Diagram](image) 19. The following are some of the important events in mitotic cell division. Mention the stages of mitosis during which these events happen a) Chromosomes are most condensed and moved to spindle equator b) Chromosomal material condenses to form compact mitotic chromosomes c) The chromosomes reach at their respective poles and their individuality is lost 20. Two types of plant specimens were given to students for microscopical observation. They were directed to note down the features they observed. Major features noted by students were summarized in the box below a) Vascular bundle are numerous and scattered b) Vascular bundles are limited in number and are arranged in a ring c) Secondary growth is present d) Cambium present between xylem and phloem e) Undifferentiated ground tissue f) Water containing cavities are present within the vascular bundle Name the two specimens and substantiate your answer by picking up the features of specimens from the box and write them in two columns 21. An accepted model of the structure of a cell membrane was proposed by Sinsger and Nicolson a) Name the model b) List the two major biomolecules which this membrane is composed of. c) Mention two important points of this model from the point of view of function. 22. Different types of chromosomes based on the position of centromere are given below. Classify them and write down the peculiarity of Chromosome “A”? MALAPPURAM BOTANY TEACHERS ASSOCIATION BOTANY TEST SERIES-III (CHAPTER 7, 8 & 9) Time 1 hr Marks: 30 Answer any 4 of the following. Each question from 1 to 7 carries 1 score. 1. The element…………… Plays an important role in opening and closing of stomata. 2. The unit of water potential is……………….. 3. Primary CO₂ acceptor of C3 cycle is…………… 4. ……… is the enzyme which catalyses the first step of C3 Pathway 5. The maximum rate of photosynthesis occurs with ………..regions of the visible spectrum a) Blue and Red b) Blue and Green c) Red and Green d) Red and Violet 6. ATP formation during photosynthesis is called a) Photo respiration b) Photolysis c) Phototropism d) Photophosphorylation 7. The enzyme “nitrogenase” is a……….. a) Fe-Mg protein b) Fe- Mn protein c) Fe- Mo protein d) Fe- Zn protein Answer any 7 of the following. Each question from 8 to 16 carries 2 score. 8. Fill up the blanks by observing the relationship with the first pair a) Apoplast Pathway: Cell wall Symplast Pathway: ............ b) ATP: Adenosine Tri Phosphate PGA: .................. 9. Give justification for the following statement. a) Leguminous plants play an important role in N2 fixation. b) Dried seeds swell when it is placed in water 10. Match the following Rhizobium --------- Nitrogen fixing cyanobacteria Azotobacter --------- Free living anaerobic bacteria Rhodospirillum --------- Free living aerobic bacteria Anabaena --------- Symbiotic nitrogen fixing bacteria 11. Three potato pieces of equal weight (2g) were left in three types of solutions (A, B and C) over night, the weight change of potato pieces are as shown in the figure a) Identify the solution A and C b) Discuss the reason for not having any change in the piece put in the solution B 12. The differences between cyclic and non-cyclic photophosphorylation are given below. Fill up the column with appropriate terms given in the bracket (Occurs in lamella of grana, Occurs in the stroma lamella, Z- scheme, Only ATP is synthesized, Photolysis of water occurs, Only PS-I is involved) \| Cyclic photophosphorylation \| Non cyclic photophosphorylation \| \|-----------------------------\|---------------------------------\| \| Occurs in the stroma lamella \| Occurs in lamella of grana \| \| ........................................... \| ........................................... \| \| ........................................... \| ........................................... \| 13. During photosynthesis plants prepare food materials by using carbon dioxide, water and sunlight. a) Which molecule is the reaction centre of light reaction? b) Name the photo centers of PS I and PS II c) In which pigment system oxygen evolution occur? 14. Ammonia is first oxidized to nitrite and the nitrite is further oxidized to nitrate. a) Name the process. b) Give any one example of a bacterium which is involved in this process 15. Given below is a diagram, where hypotonic solution is separated by a semi permeable membrane a hypertonic solution and kept for a few hours. a. In which direction solvent will move? From X to Y or Y to X b. Name the process of movement of the solvent. 16. Water is absorbed by the root hairs, it can move deeper into root layers by two distinct pathways such as apoplast and symplast. Which pathway is blocked at the endodermal region and why? Answer any 4 of the following. Each question from 17 to 23 carries 3 score. 17. $ N_2 + 8e^- + 8H^+ + 16 \text{ATP} \rightarrow 2\text{NH}_3 + H_2 + 16\text{ADP} + 16\text{Pi} $ a. Name the process b. Which enzyme catalyses the process c. How the enzyme in this process is protected from oxygen in root nodules? 18. All the pigments except chlorophyll-a are known as accessory pigments. a) Name the important accessory pigments involved in light reaction b) Write any two functions of accessory pigments 19. Out of the 105 elements, only few are considered essential. Under what criteria are they selected. 20. Two solutions A and B were separated by a semi permeable membrane. The $ \Psi_w $ (water potential) of solution A is -2000 Kpa and B is -1000 Kpa. a) Which solution has higher $ \Psi_w $? b) In which direction will water move? c) Write the water potential of pure water. 21. Schematic representation of Chemi Osmotic hyposynthesis is given below which explain the ATP synthesis during photosynthesis. 21. a) Identify the structures A and B on thylakoid membrane b) Write the causes which result in proton gradient across the thylakoid lumen (any 2 reasons) 22. In C3 cycle CO₂ fixed and sugar is synthesized a) Name the three stages of dark reaction? b) Who discovered the sequence of chemical reactions in dark reaction? c) Work out how many ATP and NADPH molecules will be required to make one molecule of glucose. 23. Light reaction and dark reaction are the two stages of photosynthesis. a) Where does the light reaction occur? b) What is its product? c) Comment on their roles in dark reaction ALL THE BEST......ACADEMIC TEAM MBTA MALAPPURAM BOTANY TEACHERS ASSOCIATION BOTANY TEST SERIES-IV (CHAPTER 10& 11) Time: 1 hr Marks: 30 Answer any 4 of the following. Each question from 1 to 6 carries 1 score. 1. The site of perception of light are........... 2. Pyruvic acid + CoA + NAD → ............... + CO₂ + NADH + H⁺ 3. Ubiquinone is located within the.................. of Mitochondria 4. The rise in rate of respiration during ripening of fruits is.......... 5. The phenomenon of internodal elongation prior to flowering is known as............ 6. After glycolysis, fate of glucose in mitochondrial matrix is (a) oxidation (b) reduction (c) oxidative-decarboxylation (d) hydrolysis. Answer the following questions. Each question from 7 to 13 carries 2 score. 7. Given below is the flowchart of anaerobic respiration. Name the compounds A and B [Diagram showing the flowchart of anaerobic respiration with labels for Glucose, Glyceraldehyde 3-Phosphate, 3-Phosphoglyceric acid, Phosphoenol Pyruvic acid, Pyruvic acid, NAD⁺, NADH + H⁺] 8. Give justification for the following. a) Decapitation is widely employed in tea plantations b) Abscisic acid is known as the stress hormone 9. What does the diagram represent? 1. Write the role of F0-F1 unit in the process? 2. What is oxidative phosphorylation? ![Diagram](image) 10. Substrate level phosphorylation also occurs in TCA cycle. Do you agree with the statement. write down the step in which substrate level phosphorylation occurs in Krebs cycle? 11. Match the following \| Plant growth regulator \| Physiological response \| \|------------------------\|------------------------\| \| Improve yield of sugarcane \| Ethylene \| \| Increase lateral shoot growth \| Abscisic acid \| \| Influences femaleness in cucumber flowers. \| Cytokinin \| \| Hinder seed germination \| Gibberellic acid \| 12. How ethylene is helpful in deep water rice plants. 13. Comment on the statement – Respiration is an energy producing process but ATP is being used in some steps of the process. Justify with reference to glycolysis. Answer any 4 of the following. Each question from 14 to 18 carries 3 score. 14. Given below is the flow chart of Krebs cycle. Please identify the compounds A, B and C. How many carbon atoms are present in these compounds? 15. Plants require a periodic exposure to light to induce flowering. Given below is the different types of plants. Categorise them according to the critical duration of photoperiod. Name A, B, C. 16. In the last step of aerobic respiration (ETS) oxidation of reduced co-enzymes produced in glycolysis and Krebs cycle occur. a) What are the important reduced coenzymes? b) Which is the final hydrogen acceptor in ETS c) Name the complex V in ETS 17. List out two sets of plant growth regulators having antagonistic action. 18. The energy yield in terms of ATP is higher in aerobic respiration than during anaerobic respiration. Explain.	b16cb777-86cf-4928-b90d-b9e8b1926087	CC-MAIN-2023-50	https://educationobserver.com/forum/attachment.php?aid=49884	2023-12-02T20:56:16+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100452.79/warc/CC-MAIN-20231202203800-20231202233800-00180.warc.gz	251,130,519	4,092	eng_Latn	eng_Latn	0.968429	eng_Latn	0.988605	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 803, 1917, 3323, 3876, 4873, 5816, 6919, 8293, 8529, 9513, 10658, 11768, 13012, 13672, 14697, 15598, 16184, 16630 ]	[ 3.640625 ]	1	0
Physician What do Physicians do? Physicians diagnose and treat injuries or illnesses. They examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They counsel patients on diet, hygiene, and preventive healthcare. Physicians work in one or more of several specialties, including anesthesiology, family and general medicine, general internal medicine, general pediatrics, obstetrics and gynecology, psychiatry, and surgery. When Is Math Used? Doctors and nurses use math when they write prescriptions or administer medication. They also use math when drawing up statistical graphs of epidemics or success rates of treatments. Numbers provide an abundance of information for medical professionals. It is reassuring for the general public to know that our doctors and nurses have been properly trained by studying mathematics and its uses for medicine. “Evidence-based medicine, the use of statistical models to guide diagnosis and treatment, is already changing how doctors practice.” -Ian Ayres A mother wants to check if her 9 month old baby is properly growing, so she takes her kid to a pediatrician. She is planning to knit special pjs for the baby’s first birthday, so she asks the doctor to predict the number of centimeters that her baby is expected to grow in the next three months. How can the doctor help this mom? Math problem First, the doctor measures the length (height) of the baby: he is now 73 cm. Then, he asks the mom if she remembers the length of baby at birth. And of course she remembers... Little Johnny was exactly 50 cm at birth. Then, he shows Johnny’s mom a big chart... Boys Length (cm) Age (completed months and years) Johnny’s length at birth is 50 cm. This places Johnny on the green curve. At 9 months, he is expected to be 72 cm. Because Johnny is actually 73 cm at 9 months, the mom is happy :) Johnny is expected to grow 4 cm between 9 and 12 months. The doctor tells the mom that Johnny will be approximately $73 + 4 = 77$ cm on his birthday. At 9 months, he is expected to be 72 cm. Required Math - College Algebra - Trigonometry - Calculus I & II - Linear Algebra - Statistics and Probability - In addition, each med school had their own math requirements Becoming a doctor requires more training than most other jobs. It usually takes at least 11 years to become a doctor: 4 years of college, 4 years of medical school, and 3 years working in a hospital. To become a doctor, you should study mathematics, biology, chemistry, physics, and English. Works Cited http://mathcentral.uregina.ca/beyond/articles/medicine/med1.html https://www.bls.gov/ooh/healthcare/physicians-and-surgeons.htm https://www.studentscholarships.org/salary/469/physicians_and_surgeons.php http://weusemath.org/?career=physician http://www.medicalnewstoday.com/info/obesity/what-is-bmi.php	84cdaa90-a03d-4ae2-ae99-30ce80518872	CC-MAIN-2022-40	https://sites.ps.uci.edu/mathceo/wp-content/uploads/sites/20/2020/04/Physician.pdf	2022-09-26T21:24:31+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030334942.88/warc/CC-MAIN-20220926211042-20220927001042-00192.warc.gz	564,182,576	654	eng_Latn	eng_Latn	0.965272	eng_Latn	0.996423	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 9, 486, 1060, 1392, 1670, 1723, 1908, 2102, 2278, 2572, 2893 ]	[ 3.375 ]	1	0
Rainbows4Children Milestones 2003 – Max & Kathryn visit Mekele, meet the Tigray Disabled Veteran’s Association, and decide to build a kindergarten for the children of the disabled veterans. 2004 – Laying of the corner stone of the kindergarten and work begins. 2005 – The kindergarten opens for 4 classes, with 40 children in each. 2006 – the kindergarten is extended to 6 classes, capacity is a total of 240 children. The playground is built in memory of Laura Wolf. 2007 – Work starts on the primary school, ground floor. In September the first 80 children join in grade 1 2008 – The first and second floors are added to the primary school, giving a total of 14 classrooms. Some are used as service rooms; for a library, staff room, pedagogy. The kindergarten is landscaped to give a grassy playing area. 2009 – Work begins on the primary school staff building, but completion delayed by cement shortages. The first water tank at the school is built holding 50,000 litres. Later refinements will be made. Kindergarten playground landscaping is improved. 2010 – Kindergarten guard hut built. Complete the staff building in the primary school. Build the $4^{th}$ floor of the primary school 2011 – build kindergarten eating room, start work on library and music room for primary school. Build wall around secondary/high school land. 2012 – finish primary library and music room, build Secondary/High School classroom block (8 classes) laboratories (IT, chemistry, physics, biology), 2 student toilet blocks 2013 – Equip laboratories of secondary/high school with furniture, landscaping of primary school with hard surface sports area. Football field for secondary/high school. Staff building for the secondary/high school. 2014 – we built staff toilets for the secondary/high school using the successful dry latrine process again. A second block of classrooms was built for grades 11 and 12. 2015 – landscaping around the classrooms and the staff room was completed to keep the compound clean and dry. Landscaping with the addition of many trees and bushes continues to keep a green compound. A donor enabled us to add 4 workshops for the training of practical subjects to get the students who do not go to university into work quickly and effectively. 2016: A practical training block for cooking, sewing and practical technical skills has been constructed. Rooms for first aid, a girls room and pedagogy and a store were added as well as showers for the secondary school boys and girls. A water cleaning system, to take water from a well on the land and convert it to drinking quality water for the showers and for the students to use, was installed. 2017: the training workshops were equipped for the start of hospitality training in February 2017. The first course was food preparation and then serving at table was added for the second group. We were assisted by the Dutch training organisation PUM who helped train our trainers. During the summer work started on cleaning and clearing land for a running track (80m) and other sports facilities as well as tidying areas for more landscaping and tidying the campus. Students in the new food preparation training workshop Landscaping the road leading to the running track, work in progress, July 2017 Completed sports work in December 2018: landscaping work and small site improvements were made in all schools. In addition the KG toilets were renovated as they are now more than 15 years old. Landscaping in the primary school Landscaping in the secondary school 2019: ICT training has started with a trial in March 2019 and a course for teachers was run in the summer vacation. Entrepreneurship training started in May 2019 and a second successful intensive course was run by PUM in November 2019. A traditional house has been built as a cosy break-out area to encourage spoken English. In the staff café area, a traditional coffee house is now used to entertain guests and celebrate special occasions and the café area has been extended. ICT training for adults (school teachers) opening ceremony, English zone Greening of the compound continues and we are improving the access to water and electricity throughout the school. On an academic level the school continues to be assessed as the highest quality school in Tigrai and our students continue to apply for opportunities in further education overseas. In 2017 and 2019 students were sent to United World College in Thailand and Hong Kong, to study for IB. The student who studied in 2017-2019 was offered a scholarship to Macalester College in Minneapolis, where she currently studies. In 2019 we placed our first student at African Leadership Academy and a second student joins in the autumn of 2020. All with full scholarships. Our students continue to apply for these opportunities in 2020 and beyond. Traditional coffee area The primary school now has mature trees Our scholarship students	bb002a59-758d-422b-9f6a-9346368da8fe	CC-MAIN-2022-33	https://fr.rainbows4children.org/_files/ugd/a3f7bb_581878cc5b44403ca7859a0a35175a43.pdf	2022-08-10T05:52:41+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882571147.84/warc/CC-MAIN-20220810040253-20220810070253-00356.warc.gz	260,789,593	1,012	eng_Latn	eng_Latn	0.998012	eng_Latn	0.99915	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 471, 1198, 1733, 2666, 3134, 3465, 4670, 4935 ]	[ 2.453125 ]	3	1
Bonding with your toddler A huge amount of learning and brain development takes place in the first few years of life. Toddlers absorb information through their relationships with the people around them, and fathers play a particularly important role. Being present and active in your toddler’s life will improve your family relationships and their future. Here are some ideas for how you can improve your connection to your toddler. Connecting with your toddler Family relationships are the biggest influence on your child’s development. From the moment they’re born, children need to feel they are loved unconditionally and that their world is safe and secure. When this happens, children are more confident to explore, helping them to develop socially and emotionally. Top tips for nurturing your toddler • Tell them you love them and tell them often. This will help them feel comfortable that your love for them won’t change. • Get physical with hugs and cuddles. Children learn about healthy relationships from you so provide them with affection and attention when you’re together. • Be firm, but warm and positive. Children don’t need to be indulged or spoilt. They will feel happy, safe and loved when they have firm boundaries expressed in a positive & loving way. Activity ideas • Set a goal to say ‘I love you’ at least once every day. Perhaps when you leave for work or at bedtime. • Get physically close in fun ways. Give them a ride on your back or shoulders or let them climb over you. • Tickle them or blow raspberries on their belly. Let them try to do it to you. • Crawl around the house chasing them and when you catch them give them a big hug. Everyday Moments Children who have a close relationship with their father are less likely to develop emotional and behavioural problems. Using everyday moments to creating a caring and supportive bond with your toddler will help them to grow into healthy and confident adults and may even boost their academic potential. Top Tips for everyday moments • Have one on one time. Try to spend a few minutes with each of your children every day that you are with them. • Tune in and engage with your toddler. Focus on the moment by putting away the phone, TV remote and other distractions. • Make eye contact. Young children rely on facial recognition for bonding. Get down to their level to help them see your face and eyes. Activity ideas - Everyday moments for connecting can include: - Bath time. - Reading a bedtime story together. - Playtime when you get home after work. - Do chores together. - Quick play time ideas - Get down on the floor with them and create a game with their toys. - Roll or kick a ball back and forth. - Walk the dog together or visit a local playground. Dad and toddler dates Spend one on one time with your toddler by actively planning special Dad and toddler dates. Studies have shown that these have the most impact when the child feels they have their dad’s undivided attention, without interruptions or other people involved. Top tips for Dad and toddler dates - Actively create time for a date. Write plans in your diary so you’re unlikely to forget or double book. - They don’t have to be elaborate. Just going for a walk can create meaningful one on one time. - Talk to your children and ask them questions. Even if they are too young to have a conversation, you can model the idea of talking together. - Take pictures so you can revisit those memories. Snap some selfies during your date so you can look at them afterwards and talk about how special it was. Activity ideas - Take a picnic to the park or a playground or grab an ice-cream or special treat after your visit. - Get some big cardboard boxes and make a cubby house, or a rocket, train or car that you can pull them around in. - Wash the car together. Let them use a bucket of warm water with washing up liquid and a big sponge. - Go camping in a tent in the backyard during the day. Use an old sheet for a tent if you don’t have an actual tent. - Make a vegetable garden together so they can plant, water and watch the plants grow with you each day. - Go for walk on the beach and make a sandcastle together. The last word... Toddlers may not remember all the details of the activity you did together but they can often recall the feelings they had. Memories that generate stronger emotions are reinforced and more likely to last. Emphasising how special this time was by saying things like, “I was so proud of you”, “We had such a good time together”, “We did an awesome job on that…” will not only boost the memory, it will also help to build your child’s self-esteem and sense of self-worth. Don’t stop creating memorable moments with your kids or revisiting the ones you already have. The times they will remember most are when you make them believe “Dad thinks I am important to him, and he wants to spend this time with me”. For more information or support: The Fathering Project - www.thefatheringproject.org Raising Children www.raisingchildren.net.au \| PANDA www.panda.org.au Brighter Beginnings www.nsw.gov.au/initiative/brighter-beginnings If you need to talk to someone about stress, anxiety, depression or parenting issues, please call – Mental Health Line 1800 041 612 This resource is an initiative of the Sutherland and St George Child and Family Interagency in collaboration with The Fathering Project. Toddlers experience a whole range of feelings, just like adults, but most toddlers are still learning how to recognise and manage them so it’s normal for them to struggle with intense emotions such as fear, anger or frustration. Sometimes this can result in some epic melt downs and tantrums where they will cry or lash out. Fathers play an important role in helping their toddlers learn how to regulate their feelings and manage their behaviour. Read on to learn how you can support your toddler to develop healthy emotions. Reading their signals Learning to recognise when your child is struggling emotionally because they are over tired, not feeling well, frustrated, scared or overwhelmed will help you to better understand their needs and behaviours. Top tips for reading their signals - Learn to recognise your child’s energy limits. Don’t let them keep pushing on when they are overtired and need a rest. - Look for signs of fear or uncertainty. Especially when they’re doing something new or challenging so you know when to step in for support or when to stop. - Teach them to recognise when they’ve had enough. Learn the signs your toddler shows when they’ve had enough or are feeling uncomfortable and encourage to communicate this with you. - Help your toddler to learn how to calm down. Model how to calm down after an exciting or stimulating activity and encourage your child to join you. Activity ideas - Take turns to play stop/go. Turn your back to your child or children and tell them to creep up slowly behind you from around 10m away. Every few seconds, turn around and say ‘stop’, and when you do this they have to stand still like a statue until you turn around again. The aim is for them to touch you without you seeing them move. Swap over so they get to say ‘stop’ and ‘go’. - Role play facial expressions together. Use a mirror as well as looking at each other. Make angry faces, make scared faces, or worried faces so they can see your face and how we communicate with our expressions. ‘Big emotions’ for little kids Experiencing big emotions such as anger, sadness or even happiness can be overwhelming for toddlers. You can help your children develop the words and techniques they need to communicate their feelings by recognising the triggers, supporting them through it, and helping them calm down afterwards. Top Tips for dealing with ‘Big Emotions’ - Acknowledge their ‘big’ emotions. This might be saying, “It can be upsetting when someone takes our toy.” or “I can see you are feeling angry.” - Support your child through a big emotion or tantrum. Give them a hug if they want it and let them know that you’re there for them and the feelings will pass. - Help them to find ways to feel better. Work with them to find something that can make them feel better such as reading their favourite book, having a snack or doing something fun. - Help your child to calm down after a big emotion. Get them to breathe slowly with you and show them they can distract themselves and reduce their heightened emotions by doing something fun or active. Helping with ‘tantrums’ Some kids have tantrums often and others have them rarely. Tantrums are a normal part of child development. They’re how young children show that they’re upset or frustrated. It is important to try and remain calm when outbursts occur and understand that these tantrums are part of your child’s development. Top tips for tantrums • Try to stay calm yourself. Use a calm voice, and just let them know you are there for them. • Try not to give in. Explain in a calm voice “I know this doesn’t feel nice, but you can’t have the toy.” It’s important they learn that there are better ways to communicate needs or frustration at not getting their way. • Waiting it out. This may be maintaining that safe space for them, taking deep breaths with them, or just letting them know it will all be okay while they calm down. • Acknowledge the big emotion and praise them when they calm down. Great job, I know that didn’t feel great, but you did a good job of calming down that ‘big feeling.’ The last word… Whilst it’s a difficult time for everyone, most young children will learn how to regulate their emotions and grow out of the tantrum phase before you know it. Staying calm and actively supporting them to recognise and manage their ‘big’ emotions ultimately creates a stronger bond with your toddler and reinforces their feeling that ‘Dad is there for me’. For more information or support: The Fathering Project - www.thefatheringproject.org Raising Children www.raisingchildren.net.au PANDA www.panda.org.au Brighter Beginnings www.nsw.gov.au/initiative/brighter-beginnings If you need to talk to someone about stress, anxiety, depression or parenting issues, please call – Mental Health Line 1800 041 612 This resource is an initiative of the Sutherland and St George Child and Family Interagency in collaboration with The Fathering Project. As a father, you can encourage your children to discover things for themselves and challenge them to explore and learn. Your involvement in the early years of play learning will impact their school readiness. Read on to learn how you can instil a love of play and learning in your child. Play is a game changer Fathers tend to play in an active way that encourages children to explore, discover, try new things, and problem-solve. Children who engage in fun but safe, rough and tumble play with their fathers, have been shown to be more confident and better at coping with challenges or problems. It can teach children self-control, encourages them to take safe risks and supports the development of crucial fundamental movement skills. Top tips for playing together - Engage in gentle but physically active play. Opt for activities such as cuddling, playful tickling, rolling or running. - Let your toddler choose activities. This will help them learn to explore and be creative. (If you’re dressed up like a princess at a teddy bears tea party, you are doing something right!) - Give your child your full attention. Get down to their level and let them guide you to be involved. - Join in by asking questions about what they are doing. “What are you and Teddy doing, can I come too?” Activity ideas - Allow for some messy play. Children need to explore their surroundings so playing with water, sand, mud and grass are all part of the fun. - Engage in nature play. Helping them with safe challenges – Balancing on logs or small walls, collecting sticks and putting them in a line to step over. - Make a cubby house out of pillows and blankets. Involve your child in the design and testing. - Make binoculars out of toilet rolls and use these to see what they can find on a bush walk. Language development Children with supportive and actively involved fathers have better language development outcomes. In fact, studies show that when fathers used more words with their toddlers during play, these children had more advanced language skills a year later than those children who missed out on this. Tips for encouraging language development - Role model using language every day. - Verbally describe what happening. Like a sports commentator, describe what’s going on around you. For example “I’m putting the food out for breakfast. We’re having apple juice because I know like juice.” Or “You’re putting all the blocks into the holes. When you finish, we’ll put your coat on because it is cold outside today.” - Ask questions and pause. Ask your child questions and give him or her time to respond. Try not to finish their sentences for them. - Gradually expand on the words they know, explain them and practise using them. - Encourage your child to use their words and learn new words. Gently encourage toddlers to use words like yes, no or more please instead of body language like nodding or grabbing. Activity ideas Role play! Use props and encourage your child to take on different roles. Some ideas for role play are: - shop keeper - bus driver - doctor - caring for a toy baby Reading Reading with your child is special, as not only are you creating lasting bonds together, sharing books with your child builds their reading and language skills, encourages a lifelong love of reading and supports their understanding of the world. Top tips for encouraging reading - Read with your child from an early age and encourage a positive attitude to reading. - Reading a bedtime story together. It’s a great way for dads to spend time with their children, make it a habit. Early Maths Your toddlers are already beginning to develop early mathematical skills. Children love numbers and shapes and these lead on to most other mathematical skills. Dads can start including these skills in everyday activities and play. Top tips for maths fun - Look for the opportunities to have fun with learning - Your everyday activities are full of ideas for maths learning Activity ideas - Go to the library together, let your toddler pick out some books and sit and read them together. - Share stories together - Use books with rhyme or repetition - Let them make the sound effects in the stories once they know the story. “and the cow went....” - Get them to say the pieces of the story they know off by heart or make up their story from looking at the pictures. - Get them to look for things in the pictures. Can you find the dog? Can you see the girl? Can you see the butterflies? The last word... At The Fathering Project we say ‘play is a game changer’ because the way you play with your kids can have significant benefits to their development. If you can instil in them the mindset that learning is a process that is positive and enjoyable, they will grow up to be lifelong learners who thrive on challenges. For more information or support: The Fathering Project - www.thefatheringproject.org Raising Children www.raisingchildren.net.au PANDA www.panda.org.au Brighter Beginnings www.nsw.gov.au/initiative/brighter-beginnings If you need to talk to someone about stress, anxiety, depression or parenting issues, please call – Mental Health Line 1800 041 612 This resource is an initiative of the Sutherland and St George Child and Family Interagency in collaboration with The Fathering Project.	2f41263d-1f58-4c4a-bee6-c4213239ee36	CC-MAIN-2021-49	https://thefatheringproject.org/wp-content/uploads/2021/11/dad-toddlet-fact-sheets.pdf	2021-12-05T19:32:59+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00263.warc.gz	622,139,428	3,359	eng_Latn	eng_Latn	0.996528	eng_Latn	0.997125	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2440, 5473, 8623, 10514, 13505, 15913 ]	[ 3.96875 ]	1	0
Don’t let the bugs bug you! Follow some of these tips to get them to buzz off! Tip: Avoid Peak Times! Most bugs are active at sunrise, sundown, and in the shade. Tip: Bugs don’t enjoy the wind, so if there’s a breeze, it can be a great chance to get outdoors. Get them to react - with chemicals! Deet – This is one of the longest used and most well-known chemicals that repels mosquitoes. It should only be applied to exposed skin. It loses some of its repellent properties when it is sprayed on clothing or gear. Permethrin – This is a newer chemical that has been proven to be one of the most effective ways to repel mosquitoes. You can spray it on clothes and your gear. You should avoid spraying this directly on your skin. Mix it up-Make your own repellent (Want to know more? Check out our other activities related to the Home Scientist Badge.) Try mixing a ½ cup witch hazel to a ½ cup water in a small spray bottle, you could also add several drops of essential oils for fragrance. Some ingredients to consider adding: Citronella is probably the most common plant used in mosquito repellent and bug spray Mint is an herb that most bugs can’t stand! Lemon Balm is yet another herb that bugs tend to avoid. This herb smells great and can be dried and hung to keep bugs away as well. Build a camp fire A campfire is a great way to enjoy the outdoors on many levels, but the smoke keeps the bugs away too! Next time you’re cooking out or burning a campfire, throw in some rosemary or sage—the bugs can’t stand the smell. Be sure to always follow safe practices and Girl Scout policies when having a fire. If going with your troop be sure to have completed Troop Camping Parts 1 & 2. Be fly - Get the net Bug nets get a bad rep for not being fashionable but are practical, efficient and easy to use. Try making your own custom design by taking a favorite hat and giving it a new purpose by adding some mosquito netting to it. The fabric can be found at most hardware stores. Wear the right clothes Dress in light colors—most insects are less drawn to white, and ticks show up well against light-colored clothes. Tuck pants into socks and wear tighter clothing, which is more difficult for bugs to penetrate. Look for clothing with synthetic or tightly woven fibers (like sportswear and compression clothing) Cover up with long sleeves and long pants (a lot of outdoor brands like LL Bean, Columbia make clothing specific for repelling bugs, UV protection and light weight) as well as proper footwear such as but not limited to closed toe shoes like an athletic sneaker or hiking boot. Fun Bug Facts: • Grasshoppers existed before dinosaurs • Fruit flies were the first living creatures to be sent into space • Caterpillars have 12 eyes • Mosquitoes fly at about 1.2mph, which sounds slow, but at their size it’s like you flying over a hundred times that! • Large groups of fireflies sometimes flash in unison • There are no native poisonous spiders in Maine Although it can sting to think of, insects do a whole lot for our world. Dig deeper on what they do and how it impacts our environment by exploring some of our badges - like the bug badge! And don’t forget about our other badges that can help you discover more outdoors! Bugs are attracted to light. If adventuring at night and using a light- use the red light feature or wrap the light with red cellophane to help minimize the bugs.	c4aa3a41-7bff-4392-9362-3dec47ddad4f	CC-MAIN-2022-21	https://www.girlscoutsofmaine.org/content/dam/girlscouts-girlscoutsofmaine/documents/The_Bug_Guide.pdf	2022-05-28T11:32:08+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663016373.86/warc/CC-MAIN-20220528093113-20220528123113-00506.warc.gz	899,207,449	756	eng_Latn	eng_Latn	0.999001	eng_Latn	0.999001	[ "eng_Latn" ]	true	rolmOCR	[ 3411 ]	[ 2.875 ]	2	0
Knobs from Knobs Road near Union, WV Monroe County is a beautiful rural area in southeastern West Virginia. Much of it rests on karst formation. The Greenbrier limestone formation (pink) dominates the landscape of northern Monroe County covering over 70 square miles. Swopes Knobs is a remnant of the Bluefield formation (blue) comprised of red and green shale with a few thin limestone lenses. It rests on top of the Greenbrier formation, draining onto the Greenbrier karstland to the north, east and west. Monroe County karstland is one of the world's densest sinkhole plains, with an average of 18 sinkholes per square kilometer. This limestone also hosts the largest, deepest, and most complex caves, the largest karst basins, the largest number of caves, and one of the largest karst springs in West Virginia. The 1925 West Virginia Geological Survey listed 49 caves in Monroe County. Hundreds are known today, including the extensive Scott Hollow cave system found in 1985. Scott Hollow drains an area of at least a fourteen square miles and possibly much more. Mystic River, the underground river flowing through the Scott Hollow cave system, stretches five miles from deep under the Knobs to within two miles of the Greenbrier River. Twenty-eight miles of cave passages have mapped so far in Scott Hollow. Modern day Monroe County was shaped by the Appalachian Orogeny roughly 270 to 225 million years ago. This area was uplifted, deposition of sediments ceased, and erosion began taking place. Marcellus shale outcrops can be found along the southeastern boundary of the county as a result of folding. In front of modern day Peters Mountain, older rock overrides the limestone and shale that dominates the rest of the county. Erosion from this ancient uplift ultimately exposed the Greenbrier formation and also cracked and rippled it creating synclines, anticlines and lineaments as well as many smaller fractures. This structure, in addition to erosion makes the underground paths of our water even harder to predict. Some of the major synclines and anticline are noted on this map. In addition to caves, our karst formation also has many cracks tunnels and fissures, some dramatic. The monitor lineament is an easily spotted straight line across the Monroe county landscape. On close observation it is a six mile long string of sinkholes, likely caused by water flowing along an ancient fracture and slowly dissolving the limestone, causing it to collapse. Cavers doing dye testing and expecting that water would follow the Monitor lineament were surprised to find the dyes had crossed the lineament and ended up in Second Creek. Monroe County is a rural community. Though public water is available from springs and wells in Union, Greenville and Peterstown, most of the county depends on private springs and wells for water. Living on karst formation has advantages and disadvantages. Water in our area often seems abundant. Our groundwater is rapidly replenished by surface water. However, in other watersheds toxins and other contaminants are filtered out of surface water as it works its way slowly through soil and rock into the ground water. Flowing through relatively hollow karst, contaminants from the surface can dump directly into our groundwater. In addition, wells of any sort, shallow or deep, drilled into karst can potentially divert water by providing a crack through which water can be diverted to a deeper conduit in the limestone. Judging by projections of the area in which the Marcellus Shale is 25-50 feet thick, most of the area of interest for Marcellus shale drilling in Monroe County is karst formation, or on the Knobs which drains into karst formation. Even if we assume there are no side effects from hydraulic fracting, wells created for Marcellus Gas drilling and the associated activities of frac water storage and transport have the potential of seriously impacting our drinking water, as well as water quality in the Greenbrier and New Rivers that our water flows into unfiltered by soil. Research in surrounding cave systems like Scott Hollow Cave may also be impacted. Landmen have been leasing mineral rights/gas drilling rights from Monroe County landowners for years. Many farmers in our area have come to count on their gas rights money to pay their taxes. When I asked a neighbor why he had leased his rights, he told me “I’ve been doing it for years. Nobody ever did anything. Probably won’t this time either.” He never thought to look into the consequences. Things have changed. In the last couple of years as the technology to exploit the Marcellus shale has been developed and used throughout Pennsylvania and West Virginia, we have heard stories of great riches, along with many more of industrialization, water pollution, destroyed roads, and illness. July 19th, Gordy Oil Company came to the Monroe County Courthouse to answer questions about the drilling in our county that they said they would begin in August. They have been polite and we appreciate that they talk to us, but their grasp of the geological situation in our area is not encouraging. In an initial telephone call before the July 19th meeting, they had been asked if they were aware that much of Monroe County is karst formation. They assured the callers that they intended to avoid the karst. At the courthouse meeting there were many questions and few answers. When asked that if they had a permit to drill they admitted that they did not and perhaps drilling would not begin until September. At the meeting at the courthouse they admitted that they had no experience with karst formation. To their credit, they met after the meeting with a number of cavers to get more information about the caves, fissures and tunnels that underlie our area. At the July 19th meeting Gordy Oil representatives stated that their first well would be exploratory, re-drilling a previously plugged well and taking core samples. The well number given to one of the cavers was the Beckett well number 063-00009. In a discussion between one of my colleagues and Gordy Oil representative Robbie Quinn on July 27th the story had been changed. We were told that they will be drilling a new well close to existing well number 063-00009, but claimed that it would not be in karst formation. That claim is disturbing since the entire area around well number 063-00009 is karst. Notes from the original well show Greenbrier limestone beginning under just 14 feet of soil, continuing to 386 feet and containing fresh water. Since the Greenbrier limestone is impermeable the only way to encounter water is to go through an area of erosion and karst. So for their exploratory well they will be making a second hole in the karst in that sensitive area close to the Monitor Lineament, though according to the DEP website no application has yet be made for a permit. If everything goes well from their perspective, they intend to begin hydraulic fracturing within a year. We need the West Virginia DEP to help us educate this company and guarantee that they do not damage a beautiful and irreplaceable community and landscape. We stand with other communities in West Virginia who are already experiencing Marcellus Shale drilling, asking that the operation of Marcellus Gas plays be regulated to protect the environment and lives of West Virginia citizens by regulating and monitoring: 1. Truck weight limits, 2. Road conditions, 3. Water removal limits, 4. Disclosure of frac water composition, 5. Frac water removal, 6. Reports and handling of any accidents or incidents that might cause contamination, 7. And many other issues. In addition, recognizing that karst aquifers are extremely vulnerable to contamination and the damage could be with us long after whatever gas available is extracted, we would ask the DEP to take steps to protect the unique watersheds and landscape of Monroe County. We need time and funding to assess the risks of drilling in Monroe County. We would prefer that all drilling development activities conform to the Clean Water Act or at very least we would ask that the DEP enforce the WV Code 22-12, West Virginia Ground Water Protection Plan in the case of gas and oil drilling. Before granting permits for Marcellus Shale Gas Drilling we request that: 1. Thorough dye tests of water flow through any area where drilling is anticipated, before drilling is allowed. 2. A thorough study of potential impacts of Marcellus Shale drilling in the karst aquifers in the drilling area determined by dye testing of the water flow. 3. Thorough water testing of any areas identified by the dye tests to allow us to accurately monitor impacts on our water. 4. Testing of any proposed drilling site with ground penetrating radar for caves, fissures and tunnels before any drilling permits are issued. 5. A professional assessment of the impact of any drilling on the exploration and documentation of known cave systems in the effected area, as well as on the health of both cave species and cave ecosystems. 6. We recommend that expenses for any of this testing should be paid for by the drilling company or by permitting fees charged to the drilling companies. 7. Limit the number of wells permitted to one per square mile or larger area, to limit the number of times the karst aquifer is pierced, potentially altering the flow of water to springs and wells. 8. We ask that the DEP prepare “incidental take statements” before Marcellus Shale drilling is permitted in the county. Both the Indiana Bat and the Virginia Big Eared Bat and endangered in Monroe County. Populations of bats with whitenose syndrome which may be spread or otherwise affected by drilling have been found in both Scott Hollow and Patton Caves in Monroe County. Statements should also be prepared for the mussel, James Spiney. Should drilling be allowed we request that: 1. The number of permits granted be limited to a number that DEP Inspectors can reasonably handle. If more permits are wanted, permitting fees should be increased to pay for more inspectors. 2. Hydraulic fracturing sites in karst regions be constantly monitored for impact using real-time conductivity monitors with alarms in the areas determined by dye testing to be potentially affected—recognizing that in karst country impacts could well be spread over a 20-mile radius or more and the standing 1000 foot radius rule for impacts is not applicable in these vulnerable watersheds. 3. Install real-time conductivity monitors with alarms in the areas determined by dye testing to be potentially affected by any drilling accident or unintended effect. 4. Provide citizens with notification of all permits granted, their location and particulars so that we can be aware and vigilant in the monitoring of our own well and spring sites. 5. 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HILL WEST Primary FOUR OAKS Home Learning Pack Reception Week Beginning 24.05.21 Home Learning Links Oxford Owl For a limited time, the Oxford reading scheme books we use to support your child’s reading in school and at home are providing free access to selected books. All you need to do is click on the link below and register an email to get reading. [https://home.oxfordowl.co.uk/books/free-ebooks/](https://home.oxfordowl.co.uk/books/free-ebooks/) Phonics Play This is a great resource that we use in school to support the teaching of phonics. They have a range of games for the children to complete where they will be applying their phonic knowledge. Some of the games are free or you can subscribe for a free 7-day trial which allows you full access. [https://new.phonicsplay.co.uk/](https://new.phonicsplay.co.uk/) Oak National Academy This website has been created by 40 teachers from some of the leading schools across England, backed by government grant funding. Here you can access all of our lessons. Either you can follow a set plan of lessons across a range of subjects, or you can access particular lessons in certain subjects. [https://www.thenational.academy/online-classroom/reception#schedule](https://www.thenational.academy/online-classroom/reception#schedule) Teach your monster to read Create a monster and take it on an adventure through a magical world. Travel to exciting places, meet fun characters, play games and win prizes as your monster learns the first steps of reading. Minigames help children to develop speed and accuracy of letter recognition. Lots of blending, segmenting, and tricky words. Read for purpose with magical little books. A great way to help your children with reading at home. The website is free. [https://www.teachyourmonstertoread.com/](https://www.teachyourmonstertoread.com/) White rose maths The White Rose Maths Team has prepared a series of five maths lessons for each year group. They add five more each week for the next few weeks. Every lesson comes with a short video showing you clearly and simply how to help your child to complete the activity successfully. [https://whiterosemaths.com/homelearning/early-years/](https://whiterosemaths.com/homelearning/early-years/) Letters and Sounds Filmed phonics lessons that follow phases 2 to 5 of the Letters and Sounds programme for reception, year 1 and learning to blend. Parent guidance videos. [https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw](https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-niWw) Numberblocks We use the Numberblocks to support our teaching of Maths Mastery. Check out the website for clips to help support your child’s maths development. [https://www.bbc.co.uk/cbeebies/shows/numberblocks](https://www.bbc.co.uk/cbeebies/shows/numberblocks) World Book Online World Book online have just made their fabulous collection of over 3,000 e-books and audiobooks available for free for children to access at home. They have books suitable for all ages. Click on the following link to access them. Read Works.org Read Works offers access to 3000+ comprehension for all age groups. Just sign up for a free account to access fantastic texts. https://www.readworks.org/ Beanstalk Beanstalk website is packed with lots of interactive materials for children aged 1 to 6. They are offering free access to all families during the COVID-19 pandemic. https://beanstalk.co/ Education Quizzes A series of short quizzes for children to complete related to the National Curriculum subjects. Just select KS1 for Reception, Year 1 & Year 2 and select KS2 for Years 3-6. https://www.educationquizzes.com/ks1/ Top Marks A range of activities here but especially good interactive activities for maths. https://www.topmarks.co.uk/ Are you brave enough to walk the plank? Arrr! It’s Pirate week! Our text this week is “Pirate School.” In phonics this week we continue to practise how to correctly pronounce and form each phase 3 grapheme. The following link will help ensure your child is using the correct pronunciation: https://www.youtube.com/watch?v=vU2vWZKS7rY We will also be revising out phase 2 and phase 3 tricky words – have a listen to the songs below to help refresh your memory! Phase 2 tricky words - https://www.youtube.com/watch?v=TvMyssfAUx0 Phase 3 tricky words - https://www.youtube.com/watch?v=R087lYrRpgY Have you played these NEW phonics games? Picnic On Pluto https://www.phonicsplay.co.uk/resources/phase/2/picnic-on-pluto Phonics Matching https://www.phonicsbloom.com/uk/game/match-cards?phase=2 Odd One Out https://www.phonicsbloom.com/uk/game/odd-sound-out?phase=2 Please continue to access Reading Eggs daily! Have you been having fun on it? Practise your maths skills through these fun games... Roy the Zebra – Days of the Week https://www.roythezebra.com/reading-games-high-frequency-words.html Teddy Numbers – Counting https://www.topmarks.co.uk/learning-to-count/teddy-numbers Robot Addition to 10 – Adding https://www.topmarks.co.uk/addition/robot-addition Coconut Ordering – Ordering to 10 https://www.topmarks.co.uk/ordering-and-sequencing/coconut-ordering Counting Songs Follow the links to some of the number songs we are singing in school. One More https://www.youtube.com/watch?v=Du6JHupzwVo&t=146s Days of the Week https://www.youtube.com/watch?v=3tx0rvuXIRg&t=70s We’ve made it all the way to number 20! Check out the adventures of number 20 below. https://www.youtube.com/watch?v=UcNjX8h4f-8 Can you represent 20 on the tens frames? Cut and stick the words on the next page to match the pictures. Numbers to 20 \| \| 2 \| \| 4 \| \| \|---\|---\|---\|---\|---\| \| 6 \| \| 8 \| \| 10\| \| \| 12\| \| 14\| \| \| 16\| \| 18\| \| 20\| 20: Write a sentence to describe the pirates. Can you use the tricky words ‘he’ or ‘she’ in your sentence? \| Hygienic \| Not hygienic \| \|----------\|--------------\| \| ![Image] \| ![Image] \| \| ![Image] \| ![Image] \| \| ![Image] \| ![Image] \| \| ![Image] \| ![Image] \| How to stay clean. Create and write instructions to help the pirate stay clean. Representing numbers to 20. [Image of gummy bears, dot pattern, colored circles, and hands] Labelling different coins. 1p, 2p, 5p, 10p How many phase 4 tricky words can you find hidden in the Pirate’s map? The Pirate has lost his ship! Can you help him remember what he needs to be a Pirate? Use the tricky word ‘you’ to start your sentence. e.g. “You need ...” Can you find two ways to make 20? Be a pirate for the day! Can you write a letter to your pirate friend? Can you draw numicon pieces that represent each number? 15 18 20 Write the tricky words to help the pirate ships reach the island. said have like so do some come We would love to see you create your very own pirate ship! Here are some examples below. FIVE Homemade Boats craftulate.com This week we explore floating and sinking, have a look at this wonderful unit using the National Oak Academy resources! https://classroom.thenational.academy/lessons/which-materials-float-and-sink-cdj66c Float or Sink Cut and Stick Cut out the objects and place in the tank to show whether they would float or sink. 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West Philly Promise Neighborhood Issue Brief: Housing The West Philly Promise Neighborhood is a 5-year initiative funded by a U.S. Department of Education grant to support cradle to career opportunities for children living or going to school in the Promise Neighborhood footprint. The overall Promise Neighborhood footprint is about 2 square miles bordered by Girard Avenue to the North, Sansom St. to the South, 48th to the West, and the Schuylkill River to the East. This area includes the Belmont, Mantua, Mill Creek, Powelton Village, West Powelton/Saunders Park, and East Parkside neighborhoods. In this data brief, we will explore data related to the state of housing within the West Philly Promise Neighborhood and compare the Promise Neighborhood to the city overall. Homeownership can be a significant source of wealth for families while housing insecurity can be a significant burden, negatively impacting other factors such as education and health. Housing concerns are complex and affect Promise Neighborhood residents in many ways. Pages 3 and 4 of this brief overview some of the historical decisions that impact the housing landscape today, as described in the rest of the brief. HOUSING INSECURITY IN PHILADELPHIA Housing insecurity occurs when an individual or family has unstable or unsafe shelter. People who live in large cities experience housing insecurity due to economic and structural factors that impact resource allocation. In Philadelphia, housing insecurity includes the burden of high housing costs, residential instability, people experiencing homelessness, and the quality of the housing. \| Housing Cost Burden \| 53% of Philadelphia residents paid 30% or more of their income in rent in 2020 \| \|---------------------\|----------------------------------------------------------------------------------\| \| Residential Instability \| Philadelphia's average evictions per day in 2021 \| \| Homelessness \| 6666 Philadelphians served in emergency shelters in 2021 \| \| Housing Quality \| 7789 total housing units without complete kitchen or plumbing facilities in 2020 \| Housing insecurity is often measured by effects on individuals, but it is important to consider how institutions and systems create individuals' and families' housing circumstances. The decisions that shape housing mostly involve patterns of economic investment (or lack of it) and impact access to resources and health. The effects of these decisions are explored further in this brief. Investment in housing can impact the collective wealth of residents in an area. Showing historical investment patterns reveal how -and in whom- systems historically invested and, thus, how they could change. BACKGROUND Historically, policymakers prevented investment in predominantly Black neighborhoods, like the PN. In collaboration with the Home Owner's Loan Corporation (HOLC), government officials denied homeownership to people of color by creating maps which ranked and assigned neighborhoods a color and letter based on residents' perceived creditworthiness. Areas given a "D" rating were primarily home to Black residents. These areas were outlined in red on the maps, leading to the term "redlining." Banks and lending companies denied loans to residents in redlined neighborhoods. Maps of these areas in Philadelphia were created in 1937. The 1949 Housing Act further funded other unfair practices. In West Philadelphia, it was used to label a portion of the PN known as Black Bottom as a "slum", allowing universities to take much of the land for institutional use.$^4$ Today, this neighborhood is called University City. One way to see changes in land use due to such policies is to look at zoning. In Philadelphia, major zoning changes in 1962 and 2012 expanded academic and commercial areas in the PN. The 1968 Fair Housing Act ended redlining, but the practice had lasting effects. Redlining made it difficult to get loans to repair or purchase homes, causing many homes to deteriorate. This made it harder for residents to fix their homes or sell them. However, because of the 1975 Home Mortgage Disclosure Act, it is easier to track unfair lending practices. Despite this, lending companies and banks still deny home loans or offer loans that are too expensive in areas that were once redlined. INSTITUTIONAL HOUSING DECISIONS REDLINING The map to the right is a copy of the one created by Home Owner's Loan Corporation (HOLC) and government officials in 1937. As you can see, the PN was almost entirely marked in red due to the "D" rating given by HOLC. This means that residents in this area would not have received loans. A small portion of Spruce Hill was given a "C" rating. Non-residential areas (seen in white on the map) were not given a rating. ZONING DISTRICTS Zoning is a legal method of categorizing land based on how it can be used. In Philadelphia, there are four classifications: commercial, industrial, residential and special purpose. Commercial zones are areas of business. Manufacturing or larger plots of land for business use are considered industrial zones. Residential zones are primarily homes and apartments. Areas with parks or other open spaces are designated as special purpose, as are institutions like academic or medical centers. 26% INCREASE IN COMMERCIALLY ZONED DISTRICTS IN PN (1962 TO 2012) CHANGES IN ZONING DISTRICT AREA BY TYPE IN THE PN Many zoning districts in the Promise Neighborhood were recategorized in 2012. The bar chart to the left gives a breakdown of land by zoning designation before and after the 2012 rezoning. Zoning Base Districts - Commercial - Industrial - Residential - Special Purpose (Institutional) - Special Purpose (Parks & Open Space) Source: Philadelphia Department of Licenses & Inspections, 2022 A high rate of home loan denials often indicates an area is undergoing disinvestment as banks find the area "too risky" to invest in. However, the maps below show denial rates in many areas of the PN are different according to race. For example, in areas of Spruce Hill and Mantua, the percentage of home loan applications denied to Black applicants is much higher than for white applicants. In one area of Mantua, 9% of white applicants were denied and 60% of Black applicants were denied. HOME LOANS DENIED TO WHITE APPLICANTS HOME LOANS DENIED TO BLACK APPLICANTS Source: PolicyMap, FFEIC 2020 HIGH-COST HOME LOANS Investment under the wrong conditions can also cause problems. For example, high-cost or "predatory" loans are often given to individuals who cannot afford them and eventually are foreclosed upon. In areas with low levels of loan denial, like West Powelton/Saunders Park and areas of Spruce Hill, a greater percentage of loans are high-cost. This suggests that, despite lower denial rates, it may still be financially burdensome for community members. Belmont and a portion of Spruce Hill have a relatively high percentage of high-cost loans indicating predatory lending practices are occurring in these areas. Source: PolicyMap, FFEIC 2020 Over time, neighborhood disinvestment and unfair lending practices can lead to building demolition as structures lose value or fall into disrepair. There are two ways to initiate the demolition of a building: violation of city code or requesting a permit from the city. Violation demolitions are structures torn down by the city because they have become dangerous to live in and received a violation from the Philadelphia Department of Licenses and Inspections. Buildings that are not hazardous but have lost value may be demolished by individuals or businesses who obtain a permit. The maps above show where most demolitions took place from 2016 to 2021. Demolitions can change the way neighborhoods look and function for residents. For example, violation-initiated demolitions, like those in East Parkside and Mill Creek, may lead to vacant lots, while permit-initiated demolitions, like those in Mantua and Belmont, may lead to new types of housing. Looking at which demolitions are followed by new construction, and which are not, can tell us about how much structures and land are worth to developers. This may also demonstrate patterns of profit-driven development. From 2016 to 2021, the majority of all demolitions that were permit-initiated were followed by new construction in the same location in the PN. These areas of overlap are shown in the map to the right. The brighter purple areas may show where the expected profit of development is high because the value of a new building was considered worth more than the current structure and the cost of construction. Some demolitions are followed by the construction of new buildings. As the chart to the left shows, the number of new construction permits issued in the Promise Neighborhood has been increasing since 2016. In fact, the number of permits rose nearly 280% from 2018 to 2021 and increased approximately 90% from 2020 to 2021 alone. The jump in 2021 may be a consequence of the statewide construction bans that were implemented for a portion of the COVID-19 pandemic in 2020. Demolition and new construction provide insight as to what land and structures may be worth, but the City of Philadelphia also assesses home values through a standardized process. Periodically, the City reassesses property values for every dwelling in the city. These assessments determine property taxes for residents. In 2022, the Office of Property Assessment (OPA) released new values that will determine real estate taxes for 2023. Rapidly increasing taxes can show changes in a neighborhood and be especially burdensome for long-term residents. In the 2022 assessment, median property values in the PN increased significantly compared to the rest of the city. The median property value in the PN rose 50.4% from 2019 to 2023 compared to 31.0% in Philadelphia. The map to the left shows the changes across the different neighborhoods in the PN, with darker colors indicating a greater percent increase. Property values increased the most in Mill Creek and Belmont. The policies and actions discussed on the previous pages have created inequitable conditions for individuals across Philadelphia. For example, some households spend more of their income on housing costs than others. Housing cost burden is defined by the percentage of a household’s monthly income that is spent on housing. Households that spend over 30% of their income on housing are considered cost-burdened. The map to the left shows which areas of the city contain residents who are burdened by housing costs. In darker areas, more residents are cost-burdened. In most of Philadelphia, about 39% of residents are cost burdened. Within certain areas of the Promise Neighborhood (University City, Spruce Hill and Powelton Village), over 60% of residents are cost-burdened by housing. Evictions occur when a landlord removes a renter from a housing property. Evictions often disrupt family stability and make it difficult for renters to regain safe housing. Evictions occur legally and illegally, but only legal evictions are tracked. The graph below only shows legal evictions and so underestimates true eviction rates. The graph to the right shows that the number of eviction filings fell sharply in the PN in April 2020 due to a temporary city-wide COVID-19 eviction ban to protect renters. Fewer than 10 evictions were filed per month from April 2020 through September 2020 when the local ban was lifted, and federal protection went into effect. Housing quality refers to the condition of the housing units. The maps below show the percentage of units within the West Philly Promise Neighborhood that lack complete kitchen or plumbing facilities. Belmont and East Parkside both have higher rates of housing units without these essential facilities. Complete kitchen facilities are units that have access to a sink with piped water, a range or cookstove, and a refrigerator. Complete plumbing facilities are units that have hot and cold piped water, a flush toilet, and a bathtub or shower. Note: Many of the units without complete kitchen facilities here could be student housing. VACANT AND ABANDONED PROPERTIES Vacant and abandoned properties are often a sign of disinvestment in the community. These properties are associated with more crime, increased risk for poor health outcomes, and dropping property values. These factors contribute to overall community decline. The map to the right shows what percentage of the houses in each block in the PN are vacant or abandoned. The neighborhoods with the highest percentage of vacant or abandoned properties are Belmont and East Parkside. As you get closer to University City, there are fewer vacant properties. Overall, there were fewer vacant buildings by block in 2021 than in previous years. This may be due to the demolition and new construction forces as described on the previous pages. West Philly Promise Neighborhood Data and Research Core The role of the Data and Research Core is to build an infrastructure for research, evaluation, data access, and dissemination for the West Philly Promise Neighborhood initiative. The goal of the Core is to develop and implement data systems to sustain lasting change within the Promise Neighborhood community. Data is collected at the child, family, and school-level to support, inform and evaluate the project. Biennial neighborhood surveys are conducted with households with children ages 0-18 in the Promise Neighborhood footprint to better understand contextual factors and population-level improvements over time. As a part of the Data and Research Core, the goal of the indicators briefs is to provide community stakeholders with data snapshots that can be utilized to advance community programming and social change. Through data analysis and visualization, these briefs provide data and information to contextualize the factors impacting the West Philly Promise Neighborhood. Data Sources: This brief uses contextual data to describe baseline conditions for the West Philadelphia Promise Neighborhood Community. The data is from 2020 except where otherwise stated. Home loan data is shown with 2010 census tracts. 1. US Census – American Community Survey. (2020). 2. Eviction Lab. (2022). Princeton, University https://staging.evictionlab.org/eviction-tracking/philadelphia-pa/ 3. Office of Homeless Services. (2021). FY2021 Data Snapshot. City of Philadelphia. http://philadelphiaofficeofhomelessservices.org/wp-content/uploads/2021/10/FY2021-Data-Snapshot.pdf 4. Segregation by Design. (n.d). Philadelphia: Black Bottom https://www.segregationbydesign.com/philadelphia/black-bottom To learn more about redlining, watch this video: https://www.youtube.com/watch?v=2o-yD0wGxAc Recommended citation: Munn, T., Carl, J., Fusfeld, Z., Lê-Scherban, F., Carroll-Scott, A. West Philly Promise Neighborhood, Issue Brief: Housing (2021) Dornsife School of Public Health, Drexel University: Philadelphia, PA; May 2023 For more resources related to these data, please visit our website: https://westphillypn.org/how-we-measure-success/neighborhood-indicators	b913a40e-b174-4a9b-a27e-b7774eb86db5	CC-MAIN-2024-22	https://crecstorage.blob.core.windows.net/apdu/sites/5/2023/06/647e9d2d363ec-647e9d2d363eeV520202220Housing20Brief.pdf.pdf	2024-05-25T04:41:59+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058773.28/warc/CC-MAIN-20240525035213-20240525065213-00709.warc.gz	167,088,529	3,105	eng_Latn	eng_Latn	0.996817	eng_Latn	0.998573	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 54, 2102, 4332, 5811, 7089, 8682, 10127, 11583, 13003, 15224 ]	[ 2.1875 ]	1	0
22q11.2 deletion syndrome (Velo-Cardio-Facial Syndrome) In the UK, the NHS has produced a personal health record specifically for those affected by 22q11.2DS. The UK also has several specialist multidisciplinary clinics for people with 22q11.2DS. Your clinical geneticist can advise if there is a clinic in your region. Join Unique for family links, information and support. Unique is a charity without government funding, existing entirely on donations and grants. If you can please make a donation via our website at https://www.rarechromo.org/donate Please help us to help you! Unique lists other organisations websites to help families looking for information. This does not imply that we endorse their content or have responsibility for it. This leaflet is not a substitute for personal medical advice. Families should consult a medically qualified clinician in all matters relating to genetic diagnosis, management and health. The information is believed to be the best available at the time of publication. It was compiled by Unique and reviewed by Dr. Robert J. Shprintzen, Velo-Cardio-Facial Syndrome International Center, Upstate Medical University, USA, Dr Helen V Firth, Addenbrookes Hospital, UK and by Professor Maj Hultén BSc PhD MD FRCPath, Professor of Reproductive Genetics, University of Warwick, UK 2011. [SW] Version 1.1.3 [AP] Velo-cardio-facial syndrome Velo-cardio-facial syndrome, also called 22q11.2 deletion syndrome, is caused by a small missing piece of genetic material from one copy of chromosome 22. For normal development and function, chromosomes should contain the right amount of genetic material (DNA) – not too much and not too little. Like most other chromosome disorders, having even a small part of chromosome 22 missing may increase the risk of congenital anomalies, developmental delay and learning difficulties. However, the problems vary from person to person. Background on Chromosomes Chromosomes are structures found in the nucleus of the body’s cells. Every chromosome contains thousands of genes which may be thought of as individual instruction booklets (or recipes) that contain all the genetic information telling the body how to develop, grow and function. Chromosomes (and genes) usually come in pairs with one half of each chromosome pair being inherited from each parent. Humans have 23 pairs of chromosomes giving a total of 46 individual chromosomes. Of these 46 chromosomes, two are the sex chromosomes that determine gender. Females have two X chromosomes and males have one X chromosome and one Y chromosome. The remaining 44 chromosomes are grouped in 22 pairs, numbered 1 to 22 approximately from the largest to the smallest in size. Each chromosome has a short or petit (p) arm (shown at the top in the diagram on page 3) and a long (q) arm (the bottom part of the chromosome). Chromosome Deletions A sperm cell from the father and an egg cell from the mother each carry just one copy of each chromosome. When they join together they form a single cell that now carries two copies of each chromosome. Sometimes during the formation of the egg or sperms cells parts of the chromosomes can break off or become arranged differently from usual. People with a 22q11.2 deletion have one intact chromosome 22, but a piece from the long arm of the other copy is missing or deleted. For most people with VCFS, approximately 40 genes are missing that can affect a person’s learning and physical development. Therefore, it is believed that most of the clinical difficulties are probably caused by having only one copy (instead of the usual two) of a number of genes. We are still learning about the specific Can it happen again? The possibility of having another pregnancy with VCFS depends on the parents’ chromosomes. If both parents have normal chromosomes when their blood cells are tested, the deletion is very unlikely to happen again. However, there is a very small possibility that the deletion occurred during the formation of the egg or sperm cells in a parent. When this occurs there is a tiny chance that parents with apparently normal chromosomes could have another affected pregnancy. However, if either parent has a chromosome rearrangement or deletion involving 22q11.2, the possibility is greatly increased of having other affected pregnancies. Parents should have the opportunity to meet a genetic counsellor to discuss their specific recurrence risks and options for prenatal and preimplantation genetic diagnosis (PGD). PGD requires the use of in vitro fertilisation and embryo biopsy, and only healthy embryos are transferred to the mother’s uterus. If the parents choose to conceive naturally, prenatal diagnosis options include chorionic villus sampling (CVS) and amniocentesis to test the baby’s chromosomes. Testing is generally very accurate, although not all of these tests are available in all parts of the world. Scans of the developing baby’s heart (fetal echocardiograms) may also be helpful in monitoring a pregnancy with an increased risk of VCFS. If one person in a family with VCFS is mildly affected, will others in the same family also be mildly affected? Not necessarily. There is a lot of variation between different members of the same family. We know that if one person is mildly affected, others may be more severely and obviously affected. Will my child with VCFS have similarly affected children? Your child with VCFS may well want to have children. It is thought that people with the syndrome have normal fertility. In each pregnancy, someone with the deletion has a 50 per cent risk of passing it on and a 50 per cent chance of having a child without the deletion. Prenatal diagnosis is available to determine if a pregnancy is affected (see above). Their ability to look after a child is very likely to be closely related to their own learning ability. Looking at 22q11.2 Chromosomes can’t be seen with the naked eye but if they are stained and magnified under a light microscope it is possible to see that each one has a distinctive pattern of light and dark bands that look like horizontal stripes. By looking at your child’s chromosomes in this way, it is possible (if the missing piece is large enough) to see the points where the chromosome has broken and to see what material is missing. However, because the amount of material missing is often quite small, in this type of routine analysis your child’s chromosomes may have looked normal. Consequently, there are certainly people with a 22q11.2 deletion who have not yet been diagnosed. Only molecular DNA technology can identify it. In some cases, a test known as FISH (Fluorescence In Situ Hybridization), specific to identifying VCFS, is used. The most recent technique is known as microarrays (array-CGH). This shows losses (and gains) of tiny amounts of DNA throughout the chromosomes. Microarrays can show whether particular genes or bits of genes are present once, twice or three times or not at all. These very small deletions that can’t be seen even under a high-powered light microscope are called microdeletions. In the diagram of chromosome 22 above the bands are numbered outwards starting from where the short and long arms meet (the centromere). People with a 22q11.2 deletion have all, or part of the band q11.2 missing. These deletions are known as interstitial deletions, because a piece of the long arm of chromosome 22 (band q11.2) is missing but the rest of the long arm of chromosome 22 (bands q12 and q13) is still present. Band 22q11.2 contains around 3 million base pairs. This sounds like a lot but it is actually quite small and is six per cent of the DNA on chromosome 22 (one of the smallest chromosomes). Chromosome 22 has around 49 million base pairs and is about 1.5-2 per cent of the total DNA in our cells. Base pairs are the chemicals in DNA that form the ends of the ‘rungs’ of its ladder-like structure. VCFS or Shprintzen syndrome (Shprintzen 1978, Meinecke 1981) derives from the observations made by Dr Robert Shprintzen who noted the characteristic facial features together with heart and palate problems. It is also often called DiGeorge syndrome (Sedlacková 1955; Strong 1968; Kretschmer et al, 1968) after Dr Angelo DiGeorge who described the syndrome in the 1960s. In 1992, it was discovered that the condition referred to as velocardio-facial syndrome and the condition many called DiGeorge syndrome both were caused by deletions of 22q11.2 (Scambler 1992), leading to the term 22q11.2 deletion syndrome [22q11.2DS]. Results of the chromosome test Your geneticist or genetic counsellor will be able to tell you about the point where the chromosome has broken in your child. You will almost certainly be given a karyotype which is shorthand notation for their chromosome make-up. With VCFS, the results are likely to read something like the following example: 46, XX, del(22)[q11.2q11.2]dn - 46: The total number of chromosomes in your child’s cells - XX: The two sex chromosomes, XY for males; XX for females - del: A deletion, or material is missing - [22]: The deletion is from chromosome 22 - [q11.2q11.2]: The chromosome has two breakpoints, both in band 22q11.2, and material between these breakpoints is missing - dn: The deletion occurred de novo (or as a “new event”). The parents’ chromosomes have been checked and no deletion or other chromosome change has been found at 22q11.2. The deletion is very unlikely to be inherited and has almost certainly occurred for the first time in this family with this child In addition to, or instead of a karyotype you may be given the results of molecular analysis such as FISH or array-CGH for your child. In this case the results are likely to read something like one of the following examples: 46,XX.ish del (22)[q11.2q11.2][D22S134-] - 46: The total number of chromosomes in your child’s cells - XX: The two sex chromosomes, XY for males; XX for females - ish: The analysis was by fluorescent in situ hybridisation (FISH) - del: A deletion, or material is missing - [22]: The deletion is from chromosome 22 - [q11.2q11.2]: The chromosome has two breakpoints, both in band 22q11.2 and material between these two breakpoints is missing - [D22S134-]: One copy of the DNA segment (marker) called D22S134 is missing arr[hg19] 22q11.21[18894865-21808980]x1 - arr: The analysis was by array-CGH - hg19: Human Genome build 19. This is the reference DNA sequence that the base pair numbers refer to. As more information about the human genome is found, new “builds” of the genome are made and the base pair numbers may be adjusted - 22q11.21: There are two breakpoints on chromosome 22, both in q11.21 and this is the region that is deleted - 18894865-21808980: The base pairs between 18894865 and 21808980 have been shown to be deleted. Take the first long number from the second and you get 2,914,115 (2.91Mb). This is the number of base pairs that are deleted means there is one copy of these base pairs, not two – one on each chromosome 22 – as you would normally expect. Other potential genes involved in VCFS include DGCR8, ZDHHC8 and GNB1L. Mice missing Dgcr8 have behavioural deficits similar to those seen in VCFS (Stark 2008), while ZDHHC8 and GNB1L have both been linked to schizophrenia in (Liu 2002; Paylor 2006). Additional genes in the deleted region likely to contribute to the varied features of VCFS. It is important to remember that while identifying the gene(s) responsible for certain features of VCFS is interesting and may help guide future studies, it does not lead directly to immediate improved treatment. Additionally, even if the supposedly responsible gene is missing it does not always mean that the associated feature(s) will be present. Other genetic and environmental factors often have a role in determining the presence or absence of a particular feature. Why did this happen? A blood test to check both parents’ chromosomes is needed to find out why the 22q11.2 deletion occurred. In the vast majority of cases (more than 90 per cent) the 22q11.2 deletion occurred when both parents have normal chromosomes. The term that geneticists use for this is de novo (dn) which means ‘new’. De novo 22q11.2 deletions are caused by a change that occurred when the parents’ sperm or egg cells formed or possibly during formation and copying of the early cells after the egg and sperm joined (Bassett 2008). In the other approximately 10 per cent of cases, one of the parents has VCFS and has passed it on to their child. Because the physical findings associated with VCFS can be subtle and vary from person to person, even within a family, often a parent does not know they have the syndrome until their child is diagnosed. A small minority of 22q11.2 deletions are accompanied by a gain of material from another chromosome and are often the result of a rearrangement in one parent’s chromosomes. This is usually a rearrangement known as a balanced translocation in which material has swapped places between chromosomes. As no genetically important material has been lost or gained, the parent usually has no clinical or developmental problems, although they may have difficulties with fertility or childbearing. Balanced translocations involving one or more chromosomes are not rare: one person in 500 has one, making a total world population of over 13 million balanced translocation carriers. Whether the deletion is inherited or de novo, what is certain is that as a parent there is nothing you did to cause the 22q11.2 deletion and nothing you could have done would have prevented it from occurring in your baby. No environmental, dietary or lifestyle factors are known to cause these chromosome changes. No one is to blame when this occurs and nobody is at fault. this gene may contribute to behavioural problems as well (Prasad 2008; Scambler 2010). The loss of another gene, COMT, in the same region of chromosome 22 may also help explain the increased risk of behavioural problems and mental health problems (Prasad 2008). The COMT gene provides instructions for making an enzyme called catechol-O-methyltransferase which is active in the brain and other tissues. Mice who have COMT deleted display impaired emotional behaviour. Variations in the COMT gene are among many factors under study to help explain the causes of schizophrenia and other behavioural problems seen in VCFS. A large number of genetic and lifestyle factors, most of which remain unknown are also likely determine the risk of developing these conditions. However, COMT is also thought to interact with sex hormones (for example oestrogen) which may contribute to the onset of psychiatric disorders in VCFS during adolescence and young adulthood (Gogos 1998; Gothelf 2005). PRODH might also be involved in the behavioural and psychiatric problems seen in 22q11.2DS. Mice with Prodh missing have a problem with attention focussing (Gogos 1999). Most common features Every person with VCFS is unique and so each person will have different medical and developmental concerns. There is an enormous variability in the effects of a 22q11.2 deletion, even within the same family and between identical twins (Goodship 1995; Yamagishi 1998). Additionally, no one person will have all of the features listed in this guide. However, a number of common features have emerged: - Heart conditions (approximately 70 per cent) - An abnormality of the palate resulting in nasal speech (approximately 70 per cent) - Characteristic facial features - Low levels of calcium in the blood, called hypocalcaemia (which can result in seizures) - Feeding difficulties - Kidney problems - Development and speech delay - Variable difficulties in learning and cognition, ranging from mild (most cases) to more severe. Children will often need support with learning, although the amount of support needed by each child will vary - Immune system difficulties - Growth may be at a different speed from the general population, but adult height is almost always normal - Behavioural, emotional and psychiatric disorders including attention deficit hyperactivity disorder, generalized anxiety and in the most severe cases, psychosis How common is 22q11.2 deletion syndrome? It is the most commonly occurring chromosome deletion syndrome and the second most common genetic cause of congenital heart defects. Congenital means a condition which a child is born with. It is reported to affect 1 in 2000 people and there have been more than 1500 cases reported in the medical literature worldwide. The deletion occurs with equal frequency in males and females. Despite the prevalence VCFS is often underdiagnosed because the features can be mild and/or highly variable. The condition may actually be more common than this estimate, however, because some people with a 22q11.2 deletion are not diagnosed with the disorder (Shprintzen 2008; Green 2009). Are there people with 22q11.2 deletions who are healthy, have no major medical problems or birth defects and have developed within the normal range? Yes, there are. Some people with a 22q11.2 deletion are affected very mildly. Some parents of children with 22q11.2DS have the same deletion but do not have any obvious unusual features or delayed development. The signs in other parents with the deletion are so subtle that they have not been diagnosed until later life following the birth of a child with more obvious features. Some children with 22q11.2DS may also be mildly affected. What is the outlook? There are some reports in the literature of neonatal death, most commonly due to severe cardiac problems. Progress in the management of cardiac disease has improved the prognosis of babies with cardiac anomalies, and the vast majority of babies with VCFS have successful corrections of their heart problems (either with time or surgery). Immune problems generally subside with time and speech problems respond well to speech therapy and if necessary surgery. For children with no serious heart or other organ problems, lifespan should not be significantly affected and there are many adults reported in the medical literature (see Adults with VCFS page 18). “Her general health is very good. She is happy and healthy” – 8 years Pregnancy and birth Most mothers carrying babies with VCFS experienced no pregnancy problems, had a normal delivery and only discovered their baby was affected after the birth. However, as cardiac defects and/or a cleft palate are common in 22q11.2DS, babies who have these anomalies detected on a prenatal ultrasound sound scan in the second trimester may have their chromosomes tested (either by amniocentesis or chorionic villus sampling [CVS]). The published medical literature contains many examples of prenatal diagnoses of VCFS (Goktolga 2008; Unique). Three Unique mothers reported polyhydramnios (an unusually high volume of amniotic fluid) during pregnancy. Polyhydramnios can result in a premature delivery due to overdistension of the uterus. Polyhydramnios has also been reported in the medical literature (Vantrappen 1999; Unique). Growth and feeding Babies are not typically small and underweight at birth and birth weights recorded at Unique show a considerable variation with an average of 2.92 kilos (6lb 7oz). Around a quarter of the Unique babies had a low birth weight (below 2.6 kilos or 5 lb 12oz) at term (Unique). Range of birthweights at Unique (at or near term): 1.871 kilos (4lbs 2oz) to 3.997 kilos (8lb 13oz) Although children are often short, many of them catch up after puberty and attain a normal adult height. However, in a study of 95 children between the ages of one and 15 years, almost half were small in comparison to their peers with around four per cent being very small. Many Unique children have had slow weight gain and are small and of slim build (Weinzimer 1998; Unique). However, their growth proceeds more normally in adolescence and nearly all people with VCFS reach adult height in the normal range. One issue that may affect growth more severely is the presence of severe pulmonary valve or artery anomalies. Very few cases are treated with growth hormone. One study of 78 adults with VCFS found that eight per cent had normal intelligence; around 50 per cent had borderline normal intelligence; around a third had mild learning difficulties and just fewer than eight per cent had moderate learning difficulties (Bassett 2005). Another study involving 19 adults with 22q11.2DS showed that they performed less well than their peers on tasks social comprehension and planning, but there were no differences on tests of attention, verbal fluency or learning/memory (Henry 2002). Another study focussed on those adults who were diagnosed with VCFS after their child’s diagnosis. Of the 19 adults (aged 20-52 years) in this study, two thirds graduated high school, almost all the mothers were homemakers, and fathers’ occupations included a maintenance worker, security guard and a milkman (McDonald-McGinn 2001). One of the main areas of study of adults with VCFS has been centred on schizophrenia (see Behaviour page 16) (Chow 2006). Why are people with VCFS so different from each other? We don’t understand this properly yet but a person’s genes and environment play a role. Ongoing research involving 22q11.2 The features of VCFS are likely to be a result of the loss of a number of different genes found in this region. Most commonly (in almost 90 per cent) people with VCFS have a 3 Mb deletion in the region 22q11.2 containing around 30 to 40 genes (Lindsay 1995; Carlson 1997; Shaikh 2000). This is often referred to as the typically deleted region (TDR). However, a small number of people have a smaller deletion of 1.5 Mb or other atypical deletions including around 24 genes (Fernandez 2009). There have been attempts to try to correlate the size and region of the 22q11.2 deletion with the features of VCFS, but no strong correlation has been found. However, there is a wide variation of features, even within families where the same deletion is shared. Researchers are taking a multi-faceted approach in order to further understand VCFS which includes studies of people with 22q11.2, studies of the potential genes involved and studies using mice. Not all of the 30 to 40 genes in the region have been well characterised. However, researchers have determined that the loss of a particular gene on chromosome 22, TBX1, is probably responsible for many of the syndrome’s characteristic signs (such as heart defects, a cleft palate, distinctive facial features, hearing loss, and low calcium levels). The TBX1 gene provides instructions for making a protein called T-box 1. Genes in the T-box family play important roles in the formation of tissues and organs during embryonic development. The T-box 1 protein appears to be necessary for the normal development of muscles and bones of the face and neck, large arteries that carry blood, structures in the ear and glands such as the thymus and parathyroid. However, it should be noted that as many as 25-30 per cent of people with VCFS and a deletion of TBX1 do not have cardiac problems suggesting that TBX1 contributes but is not sufficient to the heart problems. Some studies suggest that a deletion of “He generally has no behavioural problems although can be depressed – gets up, bangs doors, thumps desk, refuses to get dressed – but can also be lovely.” – 18 years “Her behaviour is good but she gets stressed in towns and supermarkets.” – 20 years “She has a kind nature and a good sense of humour. She has had mental health problems including psychotic depression in her twenties and has ongoing support from the mental health team. She has recently had a breakdown and is now responding well to specialised treatment in a psychiatric unit.” – 31 years Sleep Sleep problems affect many children with VCFS and there are multiple contributing factors including anxiety, leg pains, obstructive breathing problems, and a variety of psychiatric disturbances. Some children find it hard to settle at bedtime and consequently fall asleep late; others continue to have night-wakings throughout childhood. Puberty The evidence in the published medical literature and at Unique suggests that puberty generally proceeds as normal at the usual age. Adults with VCFS There are many adults with VCFS, a number of whom are mildly affected and only discovered they had VCFS when their child was diagnosed. However, as in children with VCFS there is a wide variation in how adults with VCFS are affected. One clinic in the USA has a number of adults in their ‘70s and at least one in their 80s (Shprintzen 2008). Unique has 19 adult members with 22q11.2DS. An 18-year-old young man obtained a number of GCSEs and now attends agricultural college. He has no behavioural problems although he can get depressed and has low self-esteem. Another 19-year-old young man is active and impulsive and sometimes suffers bouts of depression. A 20-year-old girl has 3 A Levels and is currently in her second year at university and is an exchange student spending a year in the USA. Her speech was initially delayed but is fine now. Her strengths are music, art and textiles and drama. She has a very strong sense of justice and loves books, music and theatre. She has a best friend and is also very close to her sister. A 21-year-old has grown into a lovely young woman with a very full and interesting life. She is at college studying a childcare course and wants to be a special needs classroom assistant. A 25-year-old woman obtained a GCSE in art. She is good at art, music and English and has a good memory but finds maths difficult – she struggles with money and anything to do with numbers. She loves to read magazines and novels. She has attended a life-skills course and is now a volunteer at a playgroup and lives at home. She goes to an art group once a week and belongs to a Ranger Guide unit. She suffers from anxiety, depression and panic attacks. A 31-year-old woman has completed a computer course at college and is good at pottery and art and enjoys reading magazines. In her late teens, she became depressed and suffered mental health problems and low self-esteem. Feeding difficulties, especially in the new-born period, are a major area of concern for families, affecting around 30 per cent of those with VCFS. Many families have found that a feeding specialist is often helpful. Feeding problems include food coming through the nose (nasal regurgitation) because of the palatal weakness and gastro-oesophageal (GO) reflux (in which feeds return readily up the food passage). In the Unique survey, almost a third of babies had reflux. This can generally be well controlled by giving feeds slowly, positioning a baby semi-upright for feeds and where necessary raising the head of the end of the bed for sleeping. Feed thickeners and prescribed medicines to inhibit gastric acid may control reflux. If these measures are not enough, a few babies may benefit from a fundoplication, a surgical operation to improve the valve action between the stomach and food passage (McDonald-McGinn 2004; Unique), but this should not be necessary in most cases. The hypotonia that is common in babies with VCFS can lead to difficulties with sucking and swallowing, and/or latching onto the breast. Babies with a cleft palate can also find the action of sucking and swallowing difficult. Several of the mothers surveyed by Unique successfully breastfed their babies. A number of Unique babies benefited from a temporary nasogastric tube (NG-tube, passed up the nose and down the throat). As some of these babies matured enough to suck effectively, the NG-tube could be removed and breast or bottle feeding established. Several other babies who initially benefited from temporary NG-tubes later needed gastrostomy tubes (a G-tube, feeding direct into the stomach) in order to meet their nutritional needs (Unique). Some older babies and toddlers have trouble chewing and can choke or gag on lumps in food so may continue to eat puréed food for longer than their peers and the start of finger feeding may be delayed. Parents have found that modifying the texture of foods by grating, mincing, chopping or adding sauces to foods can help to overcome these problems. As a result of these feeding difficulties a number of families have consulted a dietician. Many families report that feeding difficulties often resolve by school age (Unique). “He has nasal regurgitation. He has a sub-mucous cleft palate and a poor suck reflex. Whenever we went to the next stage of feeding he struggled with solids and gags on bits. He vomits a lot when introduced to something new.” – 4 years Appearance Children with VCFS may look similar, although the facial characteristics noted are often very subtle and are actually variants of normal. They often have a small mouth and chin, a broad bridge to the nose, and sometimes small ears with over-folded or thickened rims. Facial features change with age and the nose may become slightly more prominent in adulthood. Other features may include a slightly open mouthed expression and abundant scalp hair. Development: sitting, moving, walking (gross motor skills) Some people with VCFS will have entirely normal development, but often they are a little slow to reach their developmental motor milestones with delays in learning how to crawl and walk in comparison to other children. This could be due to your child being very sick and spending time in hospital or be due to problems associated with the deletion such as poor motor skills, muscle tone (hypotonia) and lack of coordination. Hypotonia affects most children with VCFS and often improves as children mature; nonetheless, early physiotherapy and occupational therapy can be beneficial. Some children will only have mild delays others will have more significant problems. The Unique experience is that babies start to roll between 3 months and 12 months (average 8 months); sit between 6 months and 20 months (average 10 months) and crawl between 6 months and 21 months (average 13 months). Independent walking was mastered between 12 months and 2 years 10 months (average 19 months). The average age for walking for children with VCFS in the medical literature is 12 months, although many children walk later and up to 18 months is considered normal. The majority of children go on to walk, skip, hop, climb stairs and run, although they can be unsteady with poor balance (Fine 2005; Unique). “He is fast crawling and now starting to walk. He climbs everything!” – 20 months “She is fine sitting, walking and running (sort of), can jump [just] and can walk up the stairs holding on to the rail. Outdoors she is a bit more wobbly – I think we are also more nervous of her falling down and hurting herself outside. She is confident walking and running on grass, but uneven pavements are more tricky.” – 3 years “She has no mobility problems.” – 8 years “Her mobility is fine although she is slow with stairs.” – 25 years “He is very happy, loving and sociable.” – 20 months “She has a really charming personality. Initially she can be shy but if she takes a shine to someone then she really takes a shine and can be really engaging. She is [most of the time] a smiley, happy and delightful little girl.” – 3 years “He can be very loving. He is shy and hyperactive and can be very obsessive. He has certain phobias, for example he is scared of huge areas and crowds and loud voices or noises.” – 4 years “She used to be an angry, rageful, aggressive kid but now is very loving and snuggly – medication, therapies and growth have helped! She has come a long way! She still has some anxiety issues.” – 10 years “She has no behavioural problems.” – 8 years “He can be very loving and caring at times and is usually polite. Getting him to go to bed can sometimes be difficult.” – 11 years Schizophrenia is a mental health condition that causes a range of different psychological symptoms, including hallucinations (hearing or seeing things that do not exist) and delusions (believing in things that are untrue). Schizophrenia can be treated using a combination of medical treatments such as antipsychotic medicines, and psychological interventions such as cognitive behavioural therapy (Bassett 2008). Bipolar disorder (BPD), previously known as manic-depressive illness, is estimated to occur in around one per cent of the general population. It is classically defined by cyclic periods of high and low energy where the person’s mood may become excited, elated or irritable. These mood states which can last hours to weeks are usually accompanied by an alteration in the sleep-wake cycle, excessive talkativeness, impulsive and compulsive behaviours, changes in appetite, and distractibility in thinking. The high states (hypomania or mania) are usually followed by periods of depression, marked by a sad or irritable mood, low energy, loss of interest in things that ordinarily give pleasure, insomnia or sleeping too much, and appetite loss or cravings for sweets and carbohydrates. BPD can be treated using a combination of medication and learning to recognise what triggers an episode or learning to recognise the signs of an approaching episode (Jolin 2009). Although the majority of people with VCFS do not develop schizophrenia or BPD, the risk for psychiatric illness is 25 times higher for people with VCFS than the general population. Therefore, it is recommended that all those with VCFS should be screened for predictive symptoms of psychiatric illness to enable early diagnosis and treatment (Shprintzen 2008). Treatment of psychosis in VCFS using common psychiatric medications often fails, and the use of medications that reduce levels of dopamine in the brain has been suggested (Graf 2001; O’Hanlon 2003). --- 3 years ![Image of a young girl with face paint](image-url) Teeth Generally speaking, children with chromosome disorders appear to have somewhat more dental problems than their peers. Dental problems seen at both Unique and in the medical literature include poor tooth enamel, excess dental cavities and crooked teeth. Regular and high quality dental care is recommended [Ryan 1997; Unique]. Genital anomalies Minor anomalies of the genitals are common in babies with VCFS, most often affecting boys. The most common problem is cryptorchidism (undescended testes). The testicles can be brought down by a straightforward surgical operation if they do not descend of their own accord in time. Hypospadias (where the opening of the penis is not at the tip) is also common [Ryan 1997; Unique]. Much less commonly an absent uterus in girls has been reported (Unique). Behaviour Social skills are often underdeveloped making it more difficult for children with VCFS to make friends. Their small size and unclear speech may contribute to these problems. Children are generally more at ease in familiar situations and with people they know well. Children with VCFS are often shy, immature, impulsive, overly gullible and suffer from mood swings. They can also be particularly ‘clingy’ children showing a particular attachment to their mother or other care-givers (Vogels 2002; Unique). Additionally, affected children are more likely than children without VCFS to have attention deficit hyperactivity disorder (ADHD) which is characterised by restlessness and a short attention span. Around a third to half of children with 22q11.2DS are reported to have ADHD. Autistic spectrum disorders have also been reported in 14–45 per cent of children and adolescents with VCFS and a full-blown autistic disorder was found in five to 11 per cent (Fine 2005; Antshel 2007; Jolin 2009; Unique). A diagnosis of autism can be extremely helpful in accessing services and tailoring the educational and behavioural therapy to meet the specific needs of a child with autism. Although the majority of children with VCFS do not require medication to treat behavioural disorders, some reports suggest that ADHD can be treated successfully with medication [Gothelf 2003]. Later in life during adolescence and adult years, people with 22q11.2DS are at an increased risk of developing mental health problems such as depression, anxiety, obsessive compulsive disorder, schizophrenia and bipolar disorder (Yamagishi and Srivastava 2003; Prasad 2008). VCFS is the single most significant genetic risk factor yet identified for the development of psychosis. Anxiety and depression have been found in adolescents with VCFS suggesting that the combination of puberty and increased social pressure puts people with VCFS at an increased risk of developing anxiety and depressive disorders (Swilien 1999). Obsessive compulsive disorder (OCD) is an anxiety disorder characterized by intrusive thoughts that produce anxiety, by repetitive behaviours aimed at reducing anxiety, or by a combination of such thoughts [obsessions] and behaviours [compulsions]. One study of 43 people suggested that around a third had OCD [Gothelf 2004]. Development: hand-eye co-ordination and dexterity (fine motor skills) and self-care Hypotonia can also affect fine motor skills in children with VCFS and they may take longer to reach for and grab toys and hold a bottle or cup. This can lead to delays in children being able to self-feed, dress themselves [zips and buttons can be especially problematic] and hold a pen to write or draw. Special chunky cutlery, cups with handles and cutting up food have helped some children. For those children who have problems holding and controlling a writing implement, mastering a keyboard or touch screen computer can often be easier (Unique). Toilet training may also be affected. The information at Unique shows that consistent toilet training was mastered between 2 years and 16 years (average 3½ years) (Unique). “She is only in nappies at night now. Her fine motor skills have been assessed as being better than her gross motor skills, but she does lack some fine control, for example manipulating puzzle pieces or pins into holes on a board. She has no trouble holding cutlery, bottle or toys and she holds a pencil perfectly already!” – 3 years “As a young baby he needed help holding his bottle until he was 8 months. He is still in nappies day and night.” – 4 years “She has no problems with fine motor skills, she is not in nappies, she can wash and shower alone, brush her teeth and hair. She is a normal 8-year-old.” “She had some small motor issues for example with zips and buttons but worked with an occupational therapist. She took longer than usual to potty train.” – 10 years “He was in nappies at night until 9 years.” “She has a strange way of holding pencils and pens.” – 25 years “She has a slight tremor and tends to be a bit clumsy.” – 31 years Speech and communication Many children with VCFS learn to speak well. However, speech is often mildly delayed. This may be due to hypotonia, palate or ear problems. Typically, children with VCFS develop first words around the age of 18 months to two years but then do not reach the next stage of language development (short phrases and sentences) until between the ages of three and five years. Those with a cleft palate or other palate problems have specific difficulty with certain sounds. In approximately 70 per cent of those with VCFS speech is hypernasal making it harder for them to be understood. As a result of not being understood, parents and carers may not reinforce early speech attempts. The most common articulation pattern in children with VCFS is the development of glottal stop substitutions for sounds requiring oral pressure. This is a type of articulation error, often confused for an omission, where a sound is articulated in the larynx [sounding like a cough] and substituted for a sound normally articulated in the oral cavity. In VCFS, glottal stops are often substituted for all other consonants except m, n, and ng. In general, expressive speech is particularly affected in children with VCFS, while receptive language skills are stronger, although still impaired. Expressive language tends to increase after four or five years of age when both speech therapy and palate surgery have taken place. However, articulation problems may persist if not correctly treated [Fine 2005; Baylis 2008; Shprintzen 2008; Unique]. “He uses gestures, vocal noises, pointing and signing. He is just starting to talk.” – 20 months “She uses talking to communicate and a handful of signs. She had initial speech delay and her speech is still significantly delayed especially in sound production. Her expressive language is worse than her receptive language. In fact her receptive communication skills have recently been measured as average for her age. In terms of teaching her speech, it is all about repetition. Specific speech sound work in a fun and engaging manner has worked for her.” – 3 years “He speaks in two-word phrases and most of the time it is hard to make out what he is saying without him showing or taking a person to what he is talking about.” – 4 years “She started speaking at 7 years. She uses signs, gestures and some speech. She can speak in full sentences but most of it is not understandable.” – 8 years “She was delayed in communicating feelings and emotions. She needed lots of therapy to use words versus aggression or rages.” – 10 years “He mostly uses full sentences but sometimes uses the wrong tense. His speech is slightly nasal.” – 11 years “He has no speech problems, although uses short sentences and tends to answer questions rather than begin a conversation.” – 18 years “She speaks in complex sentences. She sometimes has trouble with words but usually finds a suitable one. Her speech is nasal and people used to find it hard to understand her.” – 20 years “She speaks fine! Initially her speech was very nasal.” – 25 years Learning The average IQ in children with VCFS has been reported to be in the mid-70s in many recent studies. This average score compares to the average score of 100 in the general population. IQ scores of 80 – 120 are considered to be the normal range. This means that slightly more than half of children with VCFS have lower than normal IQs although almost half have an IQ in the normal range. However, nearly all people with VCFS have specific learning disabilities, primarily in the areas of problem solving, reading comprehension and mathematics. These specific learning differences result in many children requiring special help in school. Most children will attend mainstream school (almost three quarters of Unique children) but may need some classroom assistance or special needs lessons. The other 20 – 30 per cent of children benefit from a special education school. Two independent studies have suggested girls with VCFS are less likely to have difficulties than boys. This is an area that needs further research [Antshel 2005; Fine 2005; Okarsdottir 2005; Roizen 2007; Unique]. As a result of these specific learning differences, most children have relative strengths in reading, spelling and rote memorisation but more difficulty with complex maths, abstract reasoning and problem solving. A study of 50 children with 22q11.2DS and another of 90 adolescents with VCFS both reported that reading and formed or how they work, such as a single or malformed kidney or kidney (vesico-ureteral) reflux (where the urine flows upwards from the bladder back up to the kidney, potentially damaging the kidneys). In addition, some children have urinary tract infections or bedwetting [Wu 2002; Unique]. Seizures Seizures are seen in both children and adults with VCFS. Seizures may have a number of possible causes including hypocalcemia, but in most cases, seizures in VCFS are neurologically based and may be accompanied by abnormal EEG recordings. Seizures can start at any time in life and vary from mild periods of “blanking out” to severe grand mal events. For the majority of children, seizures are well-controlled with medication. Vision Eye findings in VCFS are common and include tortuous retinal vessels, small optic discs, small eyes, clefts in the iris (colobomas), and strabismus where one or both eyes can turn inwards, outwards or upwards. Hearing Some children with VCFS have a hearing impairment. The most common is a conductive hearing loss caused by fluid in the middle ear (glue ear or serous otitis media). Glue ear usually resolves as children get older secondary to growth and an improving immune system. Therefore, any hearing loss caused by glue ear is usually temporary. However, persistent fluid in the middle ear can reduce a child’s hearing at a time that is critical for speech and language development. Therefore, if glue ear persists, many children will need a grommet (a small ventilation tube) inserted into the eardrum. Sensori-neural hearing loss has also been reported in one child at Unique and in the published medical literature (Unique). Bones and skeleton Abnormalities of the vertebrae of the spine are common in VCFS and may require surgery. The most common problem is one of curvature of the spine (scoliosis), but abnormalities of the individual vertebrae also are found. Extra ribs, extra fingers and toes; differences in wing bones (scapula); and occasionally premature fusion of the bones of the skull (craniosynostosis) occur infrequently and can be addressed surgically if needed. Some children have tapering fingers. Many children suffer leg pains and cramps during the night or on resting from exercise. This can be due to tight ligaments in the legs or abnormalities of the foot or ankle joints but in most cases the cause is unknown. This can often be treated by muscle stretching exercises and/or orthotic insoles in their shoes. Several Unique children have second toes that either stick upwards or overlap their third toes [Ryan 1997; Unique]. Digestion One problem is constipation which affects three quarters of Unique children with VCFS and has also been reported in the medical literature. Dietary changes and/or medication can help to manage the problem [Ryan 1997; Unique]. problem (hypotonia of the velopharyngeal muscles), or a combination of the two. Sometimes the palate does not form correctly during development. This results in an opening in the roof of the mouth. Cleft lip occurs when the tissue that forms the upper lip does not fuse during prenatal development and is found only occasionally in VCFS. A cleft palate can contribute to the early feeding difficulties seen in children. At least 25 per cent of people with VCFS have a bifid uvula (the uvula, the little V-shaped fleshy mass hanging from the back of the soft palate, is split). Babies with palate anomalies often have vomiting through the nose and later have hypernasal speech which makes it difficult for the child to be understood (see Speech page 9). - Immunity Many babies and children with VCFS often experience recurrent infections caused by problems with their immune system. In babies and young children, the immune system is controlled by the thymus gland in the chest and sometimes this can be partially or completely absent or just not work well. Again the symptoms can be mild or severe. Often children are just more susceptible to colds and viral infections and fungal infections. Children who are frequently ill should have their immune system checked and those with a problem should be referred to an immunologist. Care should be taken with immunisations and live vaccines should be avoided in children with severe immune system problems. Most children improve with age, but some continue to be affected into later childhood and adulthood. Some children develop autoimmune diseases related to their immune deficiency, such as juvenile rheumatoid arthritis (which affects five Unique members), idiopathic thrombocytopenia (low platelet count), vitiligo (depigmentation of patches of skin) and Graves disease (an overactive thyroid) (Smith 1998; Sullivan 1999; Davies 2001; Sullivan 2004; Unique). - Hypocalcaemia (calcium deficiency) Calcium is important to the body in the firing nerve endings and muscles. More than half of all children with VCFS have calcium levels within the normal range, however less than half of all children with VCFS are hypocalcaemic (low calcium levels). This may cause jitteriness or in severe cases seizures in young children, or muscle cramps or tingling of the mouth and fingers. As a result, it is likely your baby’s calcium levels will be monitored. This problem is caused by anomalies of the parathyroid gland which produces a hormone called parathyroid hormone (PTH). The low calcium levels usually resolve in infancy with most children outgrowing this problem by their first birthday, however, some children require calcium supplements for a longer period of time. Milder symptoms can be treated by a milky drink at bedtime. Recurrence of hypocalcaemia in later childhood has been reported during illness and/or puberty when medication may again be needed. It is unlikely that your child will develop hypocalcaemia in later childhood if they do not suffer from it as a small baby (Van den Bosch 2002; Repetto 2009; Unique). - Kidney and urinary tract Around a third of children with VCFS have differences in the way their kidneys are spelling were in the low-average range (Woodin 2001; Antshel 2005). Although children with VCFS have relative strengths in reading decoding, they may struggle with comprehension and therefore may find it hard to read to learn. They often have difficulty with time concepts, shape, colour and size. They can also have disorganised thinking and become obsessed with one topic or idea. Abstract reasoning may be problematic as children tend to think literally. The evidence suggests that children with VCFS have stronger verbal than visual memory skills and stronger reading than maths skills and are often described as having a non-verbal learning disorder. They are visual learners who prefer to watch and copy, rather than problem solve. Specific teaching methods utilising these skills can be implemented in order to maximise learning. Small group or individual instruction is beneficial. Instructions should be clear and specific, using short sentences and repeating key words. Children benefit from a lot of repetition and routine and computer-aided learning may help. They also do well with music and learning using musical templates can be an important tool (Shprintzen 2000; Unique). A recent study of 172 people with 22q11.2DS aged from 5 to 54 years suggests that there is a decline in IQ as children and adolescents enter adulthood (Golding-Kushner 1985; Green 2009). This is an area that needs further research. “ He loves the computer and learns computer games all by himself. Anything that is electronic he can figure out quickly.” – 4 years “She struggles with maths but she is strong in reading, PE and music.” – 8 years “She has support in school to help her academically and with her behaviour. She needs routine and structure and clear expectations to be successful. Her maths skills took off when she learned to ice skate through Special Olympics! Her art skills are fabulous. She is now a very hard worker which helps her become more successful.” – 10 years “He is in a special educational needs unit attached to a mainstream school. He struggles with technical subjects such as maths and science, but is better at English, art etc. He reads books for younger children and can draw and write (not very tidily but OK!).” – 11 years “He is now 18 with a spelling age of 12. He finds numeracy very difficult but managed a few GCSEs. He is now at agricultural college.” – 18 years “Her strengths are music, art and textiles, social awareness and drama. She has 3 A levels and is at university. She reads anything from text books to novels.” – 20 years “She was in mainstream school throughout and obtained a C in GCSE art. She is hopeless at maths, but good at English.” – 25 years “She is good at art and enjoys reading soap-style magazines.” – 31 years Most likely features Heart problems VCFS is the second most commonly seen chromosome disorder in congenital heart disease after Down’s syndrome. Heart problems are reported in around 70 per cent of those with VCFS and these heart conditions have often been the trigger for the genetic testing which resulted in the diagnosis of VCFS [McDonald-McGinn 1999; Repetto 2009; Unique]. Due to the prevalence of heart conditions in VCFS babies and children should have their hearts checked. The investigations usually take the form of an echocardiogram, (which is a detailed ultra sound scan of the heart using a machine very similar to those used during pregnancy), or an electrocardiogram (which monitors the heart beat). These are not invasive procedures and are completely harmless and painless. If a heart defect is discovered some babies and children will require surgery to correct the problem, often in the new-born period. If your child has not been diagnosed with a heart defect as a baby, minor changes may be found in later life, so follow-up cardiac assessment even in children who are not known to have heart problems is recommended. Most of these later changes are minor. The most common cardiac defects in VCFS are septal defects, but the most obvious and easiest to detect anomalies in VCFS affect the main outflows of the heart such as the aorta and the pulmonary arteries, with tetralogy of Fallot, truncus arteriosus, and interrupted aortic arch being the most common. The heart problems diagnosed in individual children may be single or multiple [McDonald-McGinn 1999, Carotti 2008; Unique]. They include: Tetralogy of Fallot (reported in 22 per cent of those with VCFS, and about 15 to 25 per cent of all TOFs are cases with VCFS). A complex heart condition involving both a VSD (see page 13) and an obstruction just below the valve in the artery that leads to the lungs. Blue (deoxygenated) blood cannot easily get to the lungs to pick up oxygen and some of it flows through the hole into the other pumping chamber from where it is pumped around the body. If there are no other risk factors, more than 95 per cent of babies with tetralogy of Fallot successfully undergo surgery in the first year of life. Interrupted aortic arch (reported in 15 per cent of those with VCFS). The aorta is the main blood vessel that carries oxygen-rich blood away from the heart to the organs of the body. After it leaves the heart, it first ascends in the chest to give off blood vessels to the arms and head. Then, it turns downward, forming a semicircular arch, and heads toward the lower half of the body. An interrupted aortic arch is the absence or discontinuation of a portion of the aortic arch. Ventricular septal defects (VSDs) Holes in the wall between the two pumping chambers of the heart (ventricles). This allows blood to flow from the left to the right chamber, increasing the blood flow to the lungs. Treatment is determined individually. Small VSDs may close spontaneously; a larger VSD usually needs surgical repair to prevent lung problems that would develop from extra blood flow. Truncus arteriosus (reported in seven per cent of those with VCFS) Instead of having separate blood vessels leading out of each side of the heart, a baby with a truncus arteriosus has a single blood vessel leaving the heart that then branches into vessels that go to the lungs and the body. This great vessel usually sits over both the ventricles and the upper part of the wall between the two chambers is missing, resulting in a VSD. Early surgical repair is usually needed. Vascular ring (reported in five per cent of those with VCFS) Abnormal formation of the aorta (see diagram on page 12) and/or its surrounding blood vessels. Atrial septal defects (ASDs) Holes in the muscular wall between the two filling parts of the heart. Some blood flows through from the left to the right side, increasing the amount of blood flowing to the lungs. Treatment depends on the type of defect, whether it closes spontaneously and its size. Treatment can include medical management, taking medications to help the heart to work better, control of potential infection to the inner surfaces of the heart and surgical repair with stitches or a special patch. Aortic arch anomaly These anomalies arise from unusual patterns of development of the aortic arch arteries, such as persistence of prenatal vessels that normally regress, and degeneration of vessels that normally continue to develop. Others include pulmonary stenosis (the entrance to the artery that takes blood to the lungs is unusually narrow. The narrowing usually affects the pulmonary valve and the pulmonary artery itself); hypoplastic left heart syndrome (the left side of the heart has not developed properly and is very small); bicuspid aortic valve (a congenital defect in the aortic valve where the valve has only two cusps (flaps) rather than the usual three. The aortic valve ensures that the blood flows only in one direction. When the valve is bicuspid there can be a tendency for the valve to leak). Palate This is one of the most common areas affected in VCFS with around seventy per cent of children having some kind of palate (roof of the mouth) anomaly. The types of problems are very variable and can often be a combination of anomalies. The most common problem is velopharyngeal insufficiency (VPI) affecting about 70 per cent of people with VCFS. The velopharyngeal mechanism is responsible for directing the transmission of sound energy and air pressure in both the oral cavity and the nasal cavity. When this mechanism is impaired in some way, the valve does not fully close, and VPI can develop. VPI may be a structural problem (short palate), a functional	edc1703e-0e1e-464f-9981-3796ed6a0c22	CC-MAIN-2022-33	https://rarechromo.org/media/information/Chromosome%2022/22q11.2%20deletion%20syndrome%20(Velo-Cardio-Facial%20Syndrome)%20FTNP.pdf	2022-08-10T15:21:48+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882571190.0/warc/CC-MAIN-20220810131127-20220810161127-00082.warc.gz	446,134,643	12,553	eng_Latn	eng_Latn	0.997599	eng_Latn	0.998434	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1353, 3675, 8543, 13797, 17540, 23313, 28805, 34064, 40439, 46394, 52382, 58123 ]	[ 1.8125, 2.875 ]	3	0
THE RECALIBRATION OF JEWISH EDUCATION AS A TOOL TO CREATE, SUPPORT AND SUSTAIN JEWISH FAMILY LIFE A thesis submitted to the Academy for Jewish Religion Yonkers, New York in partial fulfillment of the requirements for Rabbinic Ordination by ELIANA A. FALK Arnold Carmel, Ph.D., Thesis Supervisor MAY 2013 ©2012 Eliana A. Falk ALL RIGHTS RESERVED The undersigned, appointed by the dean of the Academy for Jewish Religion, have examined the thesis entitled THE RECALIBRATION OF JEWISH EDUCATION AS A TOOL TO CREATE, SUPPORT AND SUSTAIN JEWISH FAMILY LIFE presented by Eliana A. Falk, a candidate for Rabbinic Ordination, and hereby certify that, in their opinion, it is worthy of acceptance. Rabbi Jeffrey Hoffman ACKNOWLEDGEMENTS In grateful appreciation of my teachers and students with whom I have learned a deeper understanding of the necessity to use ancient Jewish traditions to create a new paradigm for Jewish education. # TABLE OF CONTENTS The Current Status of Jewish Education ................................................................. 1 Changes and Challenges .........................................................................................4 The Standard Synagogue Model Conspires Against Jewish Continuity ..................9 Damaging Messages: Drive-by Judaism ...............................................................13 Creating a Learning Community ...........................................................................16 The Opportunity to Create a New School for the Synagogue ..............................17 The CHAI Center for Jewish Learning .................................................................19 CHAI Model Time/Impact Assessment.................................................................27 Practical Matters: Meeting the Needs of Families Individuals ............................33 Models in Practice .................................................................................................36 Interim Assessment: September-December 2012 .............................................40 Bibliography ..........................................................................................................47 Appendices Appendix A: Motivational Analysis For Launching A New School ....................50 Appendix B: Needs Assessment...........................................................................52 Appendix C: Strengths, Weaknesses, Opportunities And Threats .....................53 Appendix D: CHAI's Mission, Vision, Goals and Initial Strategies ..........................55 Appendix E: Message to Parents.............................................................................56 Appendix F: CHAI Information Day Format.........................................................57 Appendix G: Enrollment Policies and Service Requirements...............................58 Appendix H: Schedule, Tuition And Policy Information For Potential Students...59 Appendix I: Technology Plan ..............................................................................61 Appendix J: CHAI Schedule/Calendar.................................................................71 Appendix K: CHAI Educators..............................................................................74 Appendix L: ShalomLearning Sample Curriculum..............................................76 Jewish education focused on children alone will not, and cannot, create a strong environment for Jewish life. Our task is not to "simply" reform Jewish education to meet the needs of Jews and the continuity of Judaism. Rather, it is to create age-integrated worship and learning communities that support unified and singular Jewish family and community life in which members are more fully engaged in Jewish life and learning and serve as role models for all ages - in short, recreating aspects of the closely-knit Jewish communities of old in which formal learning was reinforced by religious life experience. We must make a synagogue community a living entity in which every member, (and non-member) at every age, can find or create a means to explore his or her Judaism, enrich both family and synagogue life, create an integrated and active community that engages members of all age groups and strata simultaneously -- creating a large extended family in which generations learn with and from one another, sharing questions and experiences and building a supportive, intergenerational chevruta. THE CURRENT STATUS OF JEWISH EDUCATION The current status of traditional Jewish education can best be understood through the prism of demanding changes in Jewish demographics that raise crucial questions: What is the goal of Jewish education? For nearly two thousand years, the concept of formal Jewish education for children was understood to be the foundations preparing the child to live a full life in the Jewish faith and tradition. Is that the current goal of formal Jewish education for our children; more importantly, should this be the current goal? If we look at current and projected demographics, we may think it is time for a change. Our sages long understood the need to continue to learn and to struggle with the challenges of life in the context of text and tradition, and for nearly two thousand years, continuing adult education was a mitzvah - an ongoing commitment to Jewish life. As continuing adult Jewish education now seems to be an a la carte activity, rather than an ongoing and treasured pursuit, Jewish adults are increasingly less prepared and inclined to ask and answer their life questions in the context of Judaism. Are we doing enough to support and inspire searching adults of all ages? And most crucially, are these basic approaches to Jewish education enough to sustain and support Jewish family life in these days and into the future? THESIS Jewish education focused on children alone will not, and cannot, create a strong environment for Jewish life. Our task is not to "simply" reform Jewish education to meet the needs of Jews and the continuity of Judaism. Rather, it is to create age-integrated worship and learning communities that support unified and distinctive Jewish family and community life in which members are more fully engaged in Jewish life and learning and serve as role models for all ages - in short, recreating aspects of the closely-knit Jewish communities of old in which formal learning was reinforced by religious life experience.$^1$ We must make a synagogue community a living entity in which every member, (and non-member) at every age, can find or create a means to explore his or her Judaism, enrich both family and synagogue life, create an integrated and active community that engages members of all age groups and strata simultaneously -- creating a large extended family in which generations learn with and from one another, sharing questions and experiences and building a supportive, intergenerational chevruta. Focusing on what is "wrong" with our members families and those who remain unaffiliated is alienating and counter-productive. It is not the families who are failing; we are failing to demonstrate that Judaism is a living and life-giving faith. Therefore, we must focus on how can we not only transmit, but instill in them the richness and depth of Jewish life so families will embrace it as a meaningful and, indeed, essential core of the family's life. Most importantly, we must do it in such a way that we will awaken in the parents a desire to learn and embrace Judaism and be strong role models for their children, and that children will --- $^1$ This paper will be confined to the effects of demographic changes in non-Orthodox Jewish life in North America and, in particular, to addressing the challenges they present for Jewish educators seeking to preserve and enhance not only Jewish continuity, but also meaningful Jewish religious life in America. Additionally, there are certainly many healthy synagogue communities with successful education programs. This paper is not intended to critique those synagogues and programs but, rather, to offer an alternative approach to Jewish education that extends beyond traditional approaches. grow up with a deeper understanding of their faith and a desire to make it part of their lives into their adulthood and impart it to their future families. If we do not respond to this need, our families will seek meaning elsewhere. As Rela Mintz Geffen teaches: A sense of belonging to a small group in which other members care about you as a person is critical to the maintenance of meaning and quality of life. Absent the perception that of the Jewish community as a source of emotional and spiritual support, some Jews seek the intimacy of needed by all human beings in other settings. After all, the need for intimacy and celebration does not disappear; rather, the perception of the Jewish community as a prime locus of meeting these needs is eliminated. Conversely, the presence of effective Jewish social circles supports the quality of life of their members, which in turn strengthens the larger community.$^2$ Adults of all ages as well as children benefit from participating in intergenerational services and events. It is not sufficient for a synagogue to require children to attend Shabbat services as part of their formal education and expect them and their parents to automatically grasp the depth and breadth of Jewish teachings. Nor can we teach our children the same child-oriented Judaism their parents learned and expect that what may be recognized as a Jewish home will spring nearly sui generis into being when the children bring home the artifacts of their learning, no matter how treasured those artifacts may be. $^2$ Rela Mintz Geffen, “The Jewish Family: Institution in Transition.” Journal of Jewish Communal Service, (Winter/Spring 1997): 119. CHANGES AND CHALLENGES Each family has its own familial, social and religious profiles that they have either chosen thoughtfully or have attained by default. While we, as educators, are deeply concerned and perhaps even desperate to maintain and enrich Jewish life in all of its richness and beauty and to support its mission, we must recognize the tension between our goals and the lives, assumptions and choices of the families with whom we wish to communicate. Changes to the American Jewish family are all-encompassing. Nearly every aspect of what was at one time as accepted and expected in Jewish life as breathing seems to be in a constant process of re-evaluation. The larger concepts of the definition of the faith itself, the religion and what it represents in personal, communal and societal terms; the role of religion in personal and family life; the singularity of Jewish tradition; the role and power of God as Creator and an active force in human life; Jewish peoplehood; worship and personal spirituality; and the significance of religious exclusivity have all been called into question since the turn of the 20th century. In the last 50 years, each element has been critiqued not only for its own value, but against the backdrop of a heavily secularized host society. Many members of the last generation (or two) of American Jews were raised with marginal involvement in Jewish life ("secular" and "gastronomic" and "holiday" Jews$^3$). As intermarriage increases,$^4$ many Jewish parents rely ever more heavily on synagogue religious schools to --- $^3$ While these terms are in common parlance they are also troubling symbols of an "us and them" philosophy. I use the terms here for their denotations, not their connotations. $^4$ National Jewish Population Survey 2000-01: Strength, Challenge and Diversity in the American Jewish Population. A United Jewish Communities Report In Cooperation With The Mandell I. Berman Institute – North American Jewish Data Bank 2003, updated 2004. 16 transcend their traditional roles and to provide the full scope of Jewish education that the parents are unable, for lack of knowledge, time or interest, to provide at home. Families recognize that they can no longer rely upon institutions that had once been central to the socialization of young Jews: most Jewish parents have neither the time nor, in many cases, the knowledge to transmit learning to their children; extended families are now widely dispersed, so they cannot play an active role; and few Jews reside any longer in densely populated Jewish neighborhoods, where in past years Jewish mores and customs were internalized through osmosis.$^5$ Often, in intermarried families, either the Jewish or non-Jewish parent takes the main responsibility for the child's Jewish education. While some parents have had strong, positive formal, informal and in-home Jewish education, others had little or no formal Jewish education. Some may have ambivalent or negative feelings about their own Hebrew school experiences. Parents in any of these groups may have had personal life experiences that left them wondering about the nature or even the possibility of God, and may find it difficult to engage in their own inner conversation on the subject, and still more challenged to discuss God or Judaism with their children.$^6$ --- $^5$ Jack Wertheimer, "The High Cost of Jewish Living," Commentary, (March 2010): 4. $^6$ Sylvia Barack Fishman, in her book, Double or Nothing? Jewish Families and Mixed Marriage, (2004 Waltham, Mass: Brandeis University Press) presents an extensive study on the challenges of interfaith family life and the predictors of continuity into the next generation. Over the past 50+ years, the signs that a tremendous change in Jewish life and American life would demand a change in organized Judaism's self-definition and the 'packaging' of the religion have been extremely apparent. Many individuals and families no longer feel bound by their parents' or grandparents' religion, even while they may feel a strong connection to family rituals. As in the experience of many immigrant cultures, each successive generation is farther from the foundation of those who carried the religion and peoplehood with them to these new shores. When we examine the demographic, religious and social shifts of our day, we may find that the questions we need to ask are only tangentially linked to those asked by Jewish educators 50 years ago, when Judaism in the home may not have been a 'given,' but was certainly a more reliable assumption than it is today, and when families were more likely to have been engaged from the beginning of the lives together and remained engaged in Jewish life after their own and their children's B'nai Mitzvah. When we combine this sociological reality with the desire to be accepted by the host society, the effects have been devastating not only on religious observance, but also on the central teachings of what Judaism is and offers, an awareness of sacred texts and their teachings, the social contract that Judaism brought to Western civilization and, most tragically of all, the beauty and wholeness that a life lived in faith and in community offers. FAMILIES UNDER PRESSURE Families may feel the tensions presented by the demands - and lure - of secular life, including economic, employment and child activity programming. Interfaith families, if they celebrate each religion's holidays, may feel the tensions of the mixed messages the children receive, as well as pressures from their extended families. Religious school teachers will also attest to "competition" with sports teams and dance lessons, attendance at which often seem to receive more respect from the parents than does religious education. Our highly mobile society has also deeply affected the transmission of Jewish values through grandparents, aunts, uncles and cousins. Many families do not have the benefit of sharing Jewish holiday celebrations or building on extensive Jewish traditions for themselves if they feel isolated in their practice or observance. The effects of these challenges is broad and pervasive. According to Sylvia Barack Fishman: American Jewish parents ... find it difficult to say to their children, "I really care that you should be Jewish because..." When saying to a teenager "I don't want you to date a non-Jew. I only want you to date a Jews," one must be prepared to add "It matters to be Jewish because..." Many American Jewish parents, however, say they have no desire to cast off their own Jewishness, but they do not know why it matters to them. And because they have difficulty articulating it, they often do not. ...Through its proactive responses -- or lack of them -- the American Jewish community itself can have an impact on the dynamic positive developments of the American Jewish population or, on the other hand, on stagnation and possible shrinkage. Much depends on whether the community can find the communal will to take those actions that can enhance the future of American Jewish households.$^7$ THE HIGH COST OF JEWISH LIVING The high cost of Jewish life is taking a serious toll on Jewish life as fewer families can afford to pay ever-increasing synagogue dues and school tuition for their children. In households and communities, the recession has brought to the fore an "affordability crisis" that has been gathering for decades. At the heart of this crisis is an unyielding reality: above and beyond what Jews spend on the usual necessities and conveniences, it costs a great deal to live an active Jewish life. Growing numbers of families worry that they will not be able to pay the ever-rising bills associated with full participation in Jewish life.$^8$ In addition, according the National Jewish Population Survey (NJPS) 2000-2001, the economic vulnerability of American Jewish households is not only a cause for increasing concern, but a reality not likely to change for some time.$^9$ This data provides a clear message to American synagogues: we have to find ways to make not only membership, but Jewish education, affordable and available. --- $^7$ Sylvia Barack Fishman, “Transformations in the Composition of American Jewish Households,” American Jewry’s Comfort Level: Present and Future, Edited by Steven Bayme and Manfred Gerstenfeld, (Jerusalem Center for Public Affairs 2010): Retrieved from: http://www.jcpa.org/cjc/cjc-fishman-f05.htm 151, 159 $^8$ Jack Wertheimer, "The High Cost of Jewish Living," Commentary, March (2010). Retrieved from http://www.commentarymagazine.com/article/the-high-cost-of-jewish-living/ $^9$ National Jewish Population Survey 2000-01: Strength, Challenge and Diversity in the American Jewish Population. A United Jewish Communities Report In Cooperation With The Mandell I. Berman Institute – North American Jewish Data Bank 2003, updated 2004. 3-23 THE STANDARD SYNAGOGUE MODEL CONSPIRES AGAINST JEWISH CONTINUITY One result of these demographic, social and spiritual tectonic shifts is that families and individuals within those families may be disinterested, disenchanted, searching, devoted and dedicated to Judaism -- all at the same time. If we are to save, create and inspire Jewish life in our synagogues, communities and the country, we must immediately cease to see our members in neat, encapsulated demographic pigeonholes. Rather, we must address and serve each individual as a treasured member of a single community by addressing as many facets of the individual's and families' lives as possible. In courageous attempts to welcome families into Jewish life, large and small synagogues are struggling to attract and hold young Jewish families through any number of lauded techniques. They may offer musical services, young adults clubs, free first year membership or free school for K-1 children, all with varying success. Small synagogues struggle even more as it is incredibly difficult to attract young families unless there is a critical mass in place already. In addition, the American Jewish family is changing more quickly than some synagogues are prepared to recognize. Interfaith families, single parents and the large proportion of older Jewish adults living alone have altered the perceived landscape of traditional synagogue membership. According to the 1990 NJOP, the most common type of household in the American Jewish community comprises one Jewish adult living alone; the next most common group is two adult Jews, and only then comes two adult Jews living with at least one child under the age of 18 living at home. This last category makes up just 14 percent of the households in the survey.\textsuperscript{10} Some synagogues, in their efforts to hold and draw new members, may inadvertently work against their own survival and the fulfillment of members' needs. Some may find themselves leaning toward a type of apologetics about Judaism, and thereby blur or dilute the core mission of the synagogue and send mixed and confusing messages to members. Adults without children may join for social and what is loosely defined as "spiritual" reasons, and looking at the low average percentage of any congregation that attends services, a synagogue may be tempted to offer more social events to bring members in the door. Yet, if we focus our efforts for adults primarily on social activities we will, in effect, be repeating the messages we inadvertently give to children: synagogue and religious life are basically social and are not closely linked to the core of Judaism. Some interfaith families may be at ease in the synagogue community while others may be struggling or, worse, remaining disengaged. Among these families may be those who Rabbi Harold M. Schulweis describes as "interfaithless" couples... "neither fundamentalists nor liberals, nor believers nor atheists."\textsuperscript{11} \textsuperscript{10} Rela Mintz Geffen, "The Jewish Family: Institution in Transition," \textit{Journal of Jewish Communal Service}, Winter/Spring (1997): 118 \textsuperscript{11} Harold M. Schulweis, \textit{For Those Who Cannot Believe: Overcoming the Obstacles to Faith} (NY Harper Collins, NY 1994) 5. For an excellent discussion on existential Jewish challenges in interfaith families, see \textit{Preserving Jewishness in Your Family After an Interfaith Marriage Has Occurred} (1995) by Alan Silverstein (Jason Aronson, Inc. Northvale, NJ). At the same time, enrollment is dropping in both day schools and after-school programs, and many three-day-a-week schools are cutting back to two- or even one-day programs, because over-scheduled children (and parents) cannot cope with the time commitment.$^{12}$ So often, we see and address our members in terms of the strata that simplify our approach and duties to them, and this is not lost on the members. For example: - Young parents are potential leaders and the financial support of the synagogue - Middle aged adults are the leaders - Infants to toddlers are potential school children - Lower School children are pre-B’nai Mitzvah taught with a standard curriculum aimed at producing strong B’nai Mitzvah candidates - Upper school children are prepared for what we actively (if unwittingly) affirm is a culmination of their Jewish studies. - Seniors may be active or not; may be struggling with end of life concerns; may be seen as potential donors, etc. While we may be tempted to wring our hands while wondering how we could approach this work, given the incredible variety of members and their needs, interfaith marriages, et. al., or, we could instead see a remarkable opportunity to change our approach by seeing each person as an individual filled with questions, longing, potential, experience, desires and needs. $^{12}$ While the National Jewish Population Survey 2000-2001 (p 14-15) reported that enrollment on Jewish educational institutions was stable or increasing, the recent recession has had a marked influence on reduced synagogue membership and school enrollment. An often overlooked group is adults well past age 60. Lisa D. Grant, Ph.D., describes Catherine Bateson's work about the "second adulthood" that is characterized by "the wisdom culled from long lives and rich experience," "combined with the energy and commitment brought about by the release of many kinds of daily responsibilities. ... This wisdom can enrich both the lives of older adults and the broader Jewish community. ... The question, then, that Jewish educators and religious leaders should be asking is: How can we provide learning contexts, content and settings that both honor and value older adults and motivate them to contribute to their communities in creative and active ways?"$^{13}$ As stated so well by Cyd Weissman: The family is central to raising a child's Jewish spirit and identity. Our families, in their changing make-up and in our shifting world overflow with essential questions of existence: How do we live meaningful and lovingly in today's mad rush and complexity? Effective models of education balance the "me" and the "we." Models that matter give voice to the choice of the individual (me), and create a community (we) that asks one another and our tradition, "How do we raise a child to fulfill his or her sacred promise?" Engaging the family, not just in how to light a candle, but in how to light a life, is a model worthy of pursuit.$^{14}$ We speak with tenderness about the concept of passing Judaism l'dor v'dor. However, if we truly mean what we say we must be willing to do what may seem counterintuitive: we must be willing to break out of "the box" of tradition in order to keep the tradition alive. --- $^{13}$ Lisa D. Grant, Ph. D., "Older Adults Restoring Their Lives," Sh'ma Magazine, 41/677 (February 2011): 14 $^{14}$ Cyd Weissman, "Seamless Learning: New Thinking About Congregational Education," Sh'ma Magazine, 41/677 (February 2011): 7 DAMAGING MESSAGES: DRIVE-BY JUDAISM I can think of no force greater than that of frustrated or ambivalent parents that works against their children's delight in their Judaism. When I served as Education Director for a traditional religious school, I was delighted to see many parents transmitting their Jewish knowledge to their children as a precious gift. Far more often, I saw ambivalent parents who made it very clear to their children that they were required to attend school "against their will," that sporting events were more important and that they were "not supposed to enjoy religious school. In fact, one parent told her children, right in front of me, that she hated religious school, that they would hate it, and that they would have to suffer just as she did. Judging by the attitudes of many parents and children, this message is often transmitted, either knowingly or unknowingly. This attitude is exacerbated by traditional Hebrew school schedules that require an extensive time commitment for children and for parents who must often leave work early to transport their sometimes cranky children, who are often over-programmed and begging for "down time." Sunday family time is interrupted by class time, and resentment grows. During this experience I coined two terms: "Pediatric Judaism" and "Drive-by Judaism." "Pediatric Judaism" is created by default, rather than by applied practice. Parents who attended Hebrew school as children and left after their B'nai Mitzvah may well not have returned to synagogue membership until their own children were of school age. Their children, like their parents before them, receive similar instruction (even after pedagogical advances) concerning various Bible stories, holidays, etc. However, the children may not be engaged in a meaningful way about the essence of Jewish teachings, their own personal theology and spirituality, Jewish history, philosophy, theology -- and the all-important concept of Jewish life as experienced through personal practice and community activity -- all of which would be addressed through intensive text study in a traditional cheder and in homes in which the parents were fully engaged. "Drive-By Judaism" is evident in many synagogue parking lots when children are dropped off at the curb at the beginning of classes and picked up later while the parents are still chatting on their cell phones, rarely speaking to their children about the learning still fresh in their minds. The results of both of these symptoms seems to be that both the children and the parents may see Judaism as a religion for children (and, possibly, old Jews). Several strong messages to the children are indoctrinated at an early age, and include: - Jewish learning is for children and they are going to have it whether they like it or not. - Synagogue life is tangential to 'real' life. - It's all about the Bar/Bat Mitzvah. - The older people at the shul are somehow separate from the young families and have little, if any, role in their lives. - Parents left the synagogue after their B'nai Mitzvah, and that is the expectation for the children. - The concepts of faith and worship are decreasingly accessible (and decreasingly compelling) as a child becomes an adult. We may contrast these messages with those of parents who are engaged in exploration of their own faith and who are prepared to discuss the topics with their children and reinforce a family experience of faith and purpose. It is crucial that we transmit not only the rituals, liturgy and stories... but the faith that is their foundation. Parents who are at ease in their faith can transmit that faith honestly. In his remarkably accessible book, Teaching Your Children About God, David Wolpe addresses the need to reengage parents in the spiritual development of their children. He invites parents to reopen the parts of themselves long closed, to regain their sense of wonder, to re-engage in faith for their own sakes, and so they can engage their children in meaningful discussions about faith and spirituality. The result is an exploration of the parents' questions about their own faith that enhances and deepens the quality of parent/child dialogue. He writes: What is religion all about? Judaism is clear: Religion is about shaping our attitudes and actions towards ourselves, toward each other, and toward God. Religion should help us believe that we matter, that our actions matter, and that we are never alone.$^{15}$ $^{15}$ David J. Wolpe, Teaching Your Children About God: A Modern Jewish Approach. New York: Henry Holt and Company, Inc. 1993): 11 CREATING A LEARNING COMMUNITY As noted above, the current structure under which many synagogues operate unintentionally interferes with "natural" Jewish life by supporting the artificial stratifying of intergenerational interactions. In addition to the real and compelling challenges mentioned above, there are others. It may be very difficult for synagogue leadership to be willing to reassess the effectiveness of the synagogue / school relationship. It may be more difficult still to bring parents to a new model, and may be most difficult of all to retool teachers who have been teaching their lessons in a traditional paradigm. We are compelled to support our educators as they retool to expand their grasp on the meaning and purpose of Jewish education and respond with creative approaches, the reach of which will extend far past the walls of the classroom. I posit that the smaller the synagogue, and the more forward-looking the leadership, the more effectively positive change can be instituted. At the same Conservative synagogue at which I served as education director, the rabbi told me a story that inspired me to create a learning community. When a Jehovah's Witness temple was built across the street from his synagogue, he was given a tour. When he asked where the school was located, the elder looked at him directly and said: "We never separate our parents from our children." The rabbi, who had been raised in the tightly knit Chasidic community of Borough Park, Brooklyn, said he was immediately overtaken by a specific emotion: jealousy. Our standard model does not educate, motivate or inspire Jewish conversation, observance, theological learning, spiritual development or intergenerational experience. In short, we need to stop teaching about Judaism, and instead, learn to teach Judaism itself. THE OPPORTUNITY TO CREATE A NEW SCHOOL FOR THE SYNAGOGUE The synagogue at which I currently serve had not had school-aged children for many years. In the last few years we welcomed families with children now in the 9-12-year age range, and they had attended the local Reform synagogue's school. Both the parents and students found the school to be less than satisfactory in pedagogic and social realms. Our children were sometimes bullied and generally disrespected by students and teachers alike. As these families were not members of the Reform synagogue, they were charged twice the members' tuition rates. At the same time, our adult members were asking for more adult education. As in most synagogue communities today, their backgrounds and Jewish knowledge base ranged from enriched to spotty, incomplete, or nearly non-existent. Clearly, the time was ripe for action. My goal was to create a formal intergenerational learning environment to impart knowledge, support families and individuals in their Jewish lives, and create opportunities for personal and communal growth while addressing the challenges delineated above. I formed a small committee consisting of myself, the cantor, the synagogue president (as parent representative) and two adult members dedicated to Jewish education. After our initial meetings, I created a Motivational Analysis and a Needs Assessment to determine the scope of the need for the school and the positive benefits it could bring to our synagogue. See Appendices A, B. I then created an analysis to determine the Strengths, Weaknesses, Opportunities and Threats to the school (SWOT). See Appendix C. After analyzing of the documents, I worked with the committee to articulate the proposed school's mission, vision and goals and initial strategies and a message to parents. See Appendices D, E. In April, 2012, we held a CHAI session for all interested members and non-members. See Appendix F. The sample session was so successful that we decided to move ahead to create the school. The budget was set, policies and tuition were determined, registration forms created, and a marketing plan went into effect. See Appendix G, H. THE CHAI CENTER FOR JEWISH LEARNING CHAI is structured to address the challenges listed above and to meet the needs of individuals and families. CHAI is an acronym for the philosophy of the school: Creative, Holistic, Alternative and Intergenerational. CHAI seeks to address the needs posed by demographic realities, the personal and family needs of my synagogue, and a personal abiding desire to reach past the standard models of Jewish education as a tool to create a synagogue community of educated, cohesive and committed families. CHAI's MISSION Through innovative, intergenerational, immersion-style Jewish educational experiences, CHAI aims to make Jewish life meaningful and relevant while supporting, enhancing and enriching Jewish life in the home and synagogue community, CHAI'S VISION Our vision is to engage children, families, members of Beth El and the larger Jewish community in stimulating and engaging interactive and inter-generational group experiences as well as age-appropriate learning and skill development. ESSENTIAL ELEMENTS OF CHAI LEARNING CHAI is designed not to teach about Judaism but, rather, to teach Judaism through Jewish learning, conversation and living. We believe that children and adults have unique insights and capabilities that can be nurtured and developed through a caring, supportive and creative learning environment. Perhaps the most important aspect of CHAI is a holistic approach that engages mind, body and spirit. Text-Based Learning In the words of Rabbi Larry Hoffman: Sometimes we have conversations that are deeper (than hi), where we don’t know the answers…about life, the universe and everything. People come to the synagogue knowing this is a place to have those conversations. A good educator is someone who knows how to keep those conversations going.$^{16}$ In each adult CHAI session, an aspect of Jewish learning is taught through one or more traditional texts, elements of history, etc., as appropriate, and Jewish conversations are engendered through discussions about ethical and/or spiritual elements of the teaching (also supported by traditional and contemporary texts). Adult students engage in chevruta study. Subjects included are, for example, the Jewish Calendar as Life-Cycle, Shabbat, the Concept of a Messiah, and Jewish Concepts of Life after Death. Through these elements, students become aware of depth and richness of our tradition, the importance and relevance of texts and, most importantly, the relevance of Judaism to their lives.$^{17}$ --- $^{16}$ The Jewish Education Project, Retrieved December 2012 from http://www.thejewisheducationproject.org/news/Highlight-Deepening-Jewish-Learning-through-Art-Conversation-0 $^{17}$ I had designed a basic curriculum outline but soon found that it would be wiser to allow the adult class to drive the subject matter to ensure that the teachings were not only relevant to the students in attendance, but also to create a culture in which they could see that their questions were considered to be important and respected. The result has been a remarkably fast cohesion in the classroom and a beautiful sense of respect for one another not just as learners, which they expected to be, but also as fellow searchers. This is the case even for those who did not profess to be searchers at the outset. Multiple Modalities Writing, music, journal-keeping, story-telling and hands-on projects such as cooking, bibliodrama, chanting, etc., engage each learner in various pedagogic modalities. This engagement increases confidence not only in learning, but also in their ability and desire to engage actively in expressing their Jewish ideas, innermost thoughts, heartfelt joys, questions, frustrations and more. Minimal homework may be assigned to adults, for example, a journal entry, a few pages of background information for the next session, and for parents (or grandparents), a home project with their children. Teaching Through Fowler's Stages of Faith To the extent possible in this new and developing school, Jewish concepts and content to be taught at each age level will be informed by James W. Fowler's Stages of Faith, incorporating Piaget's Form of Logic, Selman's Perspective Taking, Kohlberg's Form of Moral Judgment, Bounds of Social Awareness.$^{18}$ Grade School Skills, Text and Faith Development Each grade-school session includes Hebrew reading skills practice, relationship with prayers being learned, their relevance to the children's lives, the children's relationship with God, storytelling, ethics, history as appropriate, and most importantly, the reasons we do what we do. Homework includes 10 minutes of Hebrew reading per day, and may also include reading, research, online learning game reinforcement, etc. Families are provided with a CD of all $^{18}$ James W. Fowler, "Table 5.1 Faith Stages by Aspects," Stages of Faith: The Psychology of Human Development and the Quest for Meaning, (HarperSanFrancisco 1981): 244-245 prayers to be learned in CHAI classes, translations, and transliterations with which parents who cannot read Hebrew can follow along as their children practice. Of course, this parent-partner practice is a step to empowering the parent to raise his/her voice in prayer and to inspire him/her to greater learning for themselves.\textsuperscript{19} \textbf{Intergenerational Sessions} Children, parents and individual adults share the wealth of their learning and wisdom in engaging and exciting intergenerational sessions that serve several purposes. - Children and adults serve as role models for one another. - Hands-on projects translate theoretical concepts into theological and sociological responses. - Adults raising children in relative isolation from their own parents, and adults whose children are grown, benefit from the growing bond between "instant adoptive parents" and "instant grown children." - Adults who are otherwise isolated in nearly exclusively adult relationships and children whose grandparents and other extended family members do not live nearby enjoy "instant grandparents" and "instant grandchildren." \textbf{Extensive Benefits of Embracing Elders in an Intergenerational School} The benefit of learning from "gray" members of the community cannot be overestimated. And, \textsuperscript{19} This year, the synagogue purchased \textit{Eit Ratzon siddurim} (with Hebrew transliterations) so our members would be able to raise their own voices in prayer, and in acceptance of the reality that very few members were Hebrew literate or able to decode Hebrew text. While we would love to increase Hebrew literacy of all members, there is little chance to engage many in this pursuit. Therefore, while we insist that our children learn decoding and the basic Hebrew prayer vocabulary, we must support the parent and inspire him/her. It is hoped that their children, upon witnessing this new phenomenon, will also understand that Jewish learning is a life-long pursuit. in intergenerational learning, elders have the opportunity to engage the challenge they feel to keep the tradition alive and pass on their accumulated Jewish experiences. It is important to note that, according to Geffen, there is no consensus on the role of grandparents in the transmission of tradition. She notes: "Are they, or should they be, the keepers of the hearth and of tradition? In fact, grandparents are often part of the generation most removed from formal Jewish education and observance. And many of them had no grandparents when they were growing up and hence no positive role models of grandparenting." 20 This demographic reality, however, does not seem to overcome the desire for grandparent generation to want to take on the role of having close relationships with their own grandchildren and/or children in the community. In my experience, they may experience, especially in cases in which their children have intermarried, they may feel displaced or disempowerment in regard to their grandchildren's religious education.21 Because elders are in touch with the traditions and stories of the past, they can transmit a spark, a living flame of wisdom, to help young people meet the challenges of the present at the unfolding future. Without the continuity of tradition, young people fall prey to the excessive occupation with "nowness"... an attitude that invites a complete rupture with the past. ... When elders hand down a tradition, they transmit something __________________________ 22 Geffen, Rela Mintz. The Jewish Family: An Institution in Transition, "The Journal of Jewish Communal Service, Winter/Spring 1996/97. p120 21 For an extensive overview of the changing Jewish family, see Rela Mintz Geffen's “The Jewish Family in America Today, Is It Jewish?” A Reprint from Perspective on Jews and Judaism, Essays in Honor of Wolfe Kelman. The Rabbinical Assembly, N.Y. 1978 timeless in its truth or universal beauty... the heirs of a tradition... must make the legacy bear new fruit, otherwise the tradition grows desiccated and eventually dies.\textsuperscript{22} Younger adults and parents have the opportunity to learn from local/additional parent role models to help them understand how to translate their desires to learn so they can take their places as the next generation of transmitters of the faith. As psychologist Gay Luce notes: Elders have a greater capacity than younger people to see all of life and how it is connected. The wisdom that accompanies this wider vision cannot be acquired by reading books, listening to tapes, or attending seminars. Many young people seek to study with Eastern gurus, while their grandparents sit at home like Zen masters, dispensing wisdom that usually goes unnoticed.\textsuperscript{23} Once per month, or more often if the lessons are so coordinated, all adults and children come together from 30 minutes to an hour for an intergenerational session. For example, adults may learn the Purim through the text of \textit{Megilat Esther}, historical notes, and a discussion about the ethical and spiritual lessons we can glean from the story as children engage in parallel learning on their level. The groups would then come together to assemble \textit{Shalach Manot} baskets for our members who are shut-in, local nursing home residents, and perhaps send a \textit{tzedakah} donation for \textit{Shalach Manot} for IDF Forces who are still carrying forward the mission of defending our people. \textsuperscript{22} Zalman Schachter Shalomi and Ronald S. Miller, \textit{Age-ing to Sage-ing}, (New York: Grand Central Publishing): 143 \textsuperscript{23} Op cit. p 206 In another example, adults may learn about kashrut, eco-kashrut and ethical kashrut while children are learning about Jewish concepts of the ethical treatment of animals. The groups will then come together to cook with foods that take their learning into consideration, cook and bake for the local soup kitchen, and perhaps bake animal biscuits for the local no-kill animal shelter. Teen Madrichim CHAI looks forward to providing opportunities for “study-buddies” and teen “madrichim” assistants to encourage peer leadership and support skills-development of our students as well as reinforce to our students that Jewish involvement does not end with Bar/Bat Mitzvah. Food Every intergenerational CHAI session includes a 30-minute shared meal. The meal serves several purposes: - to bond the community socially - to provide an opportunity for additional learning such as blessings for food, sitting with the rabbi for an "Ask the Rabbi" session or with the cantor for a "Shulchan Ivrit" session. - to make it easier for families and individuals to attend classes without rushing after work and, in some cases, to provide a nutritious meal for those who may need one. CHAI Shabbat Services Once per month, and on all holidays on which family-friendly services are offered, families must attend a CHAI service in which they participate according to their abilities. There are many benefits: • Children and adults receive reinforcement from the clergy and fellow members. • Children witness adults in prayer and develop a common spiritual language with the adults. • In-classroom learning is translated to a holistic Jewish sensibility that extends past the walls of the classroom. • Non-parent adults serve as role models of prayer and synagogue involvement for both the parents and the children. • Socializing before and after the services bonds students of all ages. Service participation may include the leading of prayers in Hebrew and/or English.$^{24}$ $^{25}$ Choir members may sing or chant together or individually. Adults who do not yet read Hebrew may read passages in English from the siddur or their own writings. Eventually, some will be asked to join the rabbi's Guest Darshan program.$^{26}$ --- $^{24}$ By the middle of their 7th grade year, CHAI students will know all basic prayers common to both the Friday Ma'ariv and Shabbat Shacharit services. The Torah service and some preliminary prayers are learned in B'nai Mitzvah tutoring sessions. $^{25}$ Many adults have not yet learned to decode Hebrew, and others may need refresher courses and practice. These sessions are offered twice each year at the synagogue. $^{26}$ The monthly Guest Darshan program provides an opportunity for members to research Jewish texts, write and deliver a drash to the congregation on Friday and Saturday. This program is empowering to members who take part while they also serve as role models to fellow members. CHAI MODEL TIME/IMPACT ASSESSMENT In order to accomplish its many goals, CHAI classes meet for fewer hours per month than traditional Hebrew schools. This matter was given the deepest thought, weighing each benefit of CHAI against few hours of learning time. It is not yet clear whether it is wise to weigh CHAI's model "against" a standard model, because I am not convinced that the standard model is the benchmark to which we should strive. For the moment, however, we can quantify the time differences. Hebrew School Hours Compared to CHAI's Schedule When I served as education director in the past, I noted with some dismay the remarkable amount of time that was lost in each class session. Straggling in, hanging up coats and bags, settling down, greetings and bantering with classmates, etc., consumed a remarkable amount of time, as did snack break and ramp-down and preparation for dismissal - all tolled perhaps 30 minutes each day. Additionally, the rabbi of the synagogue led a very popular Asefah (assembly) session with the children for 45 minutes each Sunday, leading them in prayer and song. Wednesday sessions actually yielded 1.5 hours of lesson time (1.5 x 26 sessions=39 hours). Sunday sessions yielded just under 2 hours of classroom time. (2 x 26 sessions = 52 hours). This totals 91 hours of serious class time per year. CHAI's Schedule CHAI will meet for 75 hours per year, which is 18% fewer hours than traditional two-day Hebrew school. While less material may be covered in a classroom context, it is hoped that the quality of the learning and intergenerational discussion and activities will provide a strong foundation for students of all ages. CHAI meets twice per month for 2.5 hours. (2.5 x 20 sessions = 50 hours). Children meet an additional 1.5 hours once per month (1.5 x 10 sessions = 15 hours). All students attend Monthly CHAI Kabbalat Shabbat Services, in which they read, chant, sing and otherwise participate. (1.5 hrs x 10 services = 15 hours). This totals 75 hours of serious experiential learning time per year. Because we need to make every minute count, CHAI classes must be very efficiently run. On Hebrew skills days, children are expected to be in their seats, fully prepared, by the start of class time, therefore, parents must walk their children into the building 10-15 minutes before classes begin. On intergenerational days, adults should also arrive 10-15 minutes before classes are to begin and be ready to begin at 4pm. Transition time to supper and discussion is very short. It is not at all unusual for parents and individual adults to stay long past the end of supper to continue the discussion or the current project. While I admire the Aseyfah program mentioned above, I do favor the CHAI Shabbat services because the students -- both adults and children -- are not only applying their learning in context of a service, they also finding their places as active participants in the sanctuary and the congregation. I prefer this active effort to passive attendance at any number of services they may be required to attend. LEARNING THROUGH TECHNOLOGY Following is an excerpt from the extensive CHAI Technology Plan. See Appendix I for the full plan.$^{27}$ Technology presents unprecedented opportunities for learning for students of nearly all ages. Baby-boomer parents raised without technology are working hard to keep in stride with their children's technological activity and savvy. Boomers, GenXers and NextGens have vastly different learning styles, expectations, understanding of a learning environment and experience. NextGens have been learning and interacting collaboratively since they were small through internet games and school projects. For all intents and purposes, nearly everyone else is in a constant state of catching up to them. Parents may be apace, or may marvel and rely in their offspring to be the tech-heads of the family. While older individuals are certainly catching up with the young by means of increasing Internet use, a large number do not own computers. These statistics, and the demographics of the synagogue, present CHAI with a challenge. How do we use technology to enhance our intergenerational educational experiences, supplement our limited class meeting times, and encourage creativity in learning and applying Jewish lessons in life - without leaving anyone behind? How can we build community between members of like and disparate ages? Also, how can we utilize technology without making the technology itself a focus of our learning? $^{27}$ A PowerPoint presentation for synagogue leadership and parents is available upon request. BASIC REASONS TO INCORPORATE TECH TOOLS CHAI will meet twice per month. We need tools to keep individuals and families engaged between classes. CHAI will not be held in standard classroom settings. Rather, grades 3-5 and 6-7 will meet with their teachers and learn through experiential activities. Adults will meet with the rabbi to learn through a combination of structured lessons, discussions, chevruta study and experiential activities. At the end of each learning session, ample time will be allowed for intergenerational exchange concerning the lessons just taught, and for activities that will reinforce the learning through the life experience of the adults and the natural spirituality and energy of the children. Tech tools such as photography, Internet research, video and recording of singing and acting, etc. can add many layers of inter-play on an any subject, offer opportunities for several different learning modalities, as well as making some of our lessons, projects, and learning available to all through the Web. Collaborative projects can be carried out via document sharing in Google Suite and Wikispaces and via photography, video and sound recording. Additionally, a record of all learning can be kept in Wikispaces for reference by the entire congregation, which will be invited to learn and participate on their own pages. Of course, much of the learning can and will take place outside of the classroom setting through collaborative online projects, face-to-face team efforts, online research, blogging, video-recording, photography projects, personal history interviews and recordings, and more. USING TECHNOLOGY TO ENHANCE AND CREATE EXPERIENTIAL LEARNING OPPORTUNITIES CHAI’s intergenerational student body presents certain challenges. While the younger generations are often more comfortable with certain aspects of technology, some of the older students are limited in experience, and some do not own computers, digital cameras or even cell phones. This challenge can be turned into an intergenerational learning opportunity. Clearly, limited class time can be enhanced via existing online educational materials, such as Behrman House's interactive sessions,$^{28}$ National Jewish Outreach Program's online "Twebrew School"$^{29}$ Hebrew reading course for all ages, etc. Example of Technology Engaging Students of All Ages and Enhancing and Increasing Learning Adults may learn and do research on Jewish views on environmentalism and teach 4th- and 5th-graders. The children then create a lesson they wish to teach through a journal of photos they take and/or download from Snapfish.com or scan at home. Third- and fourth-graders can write poems or song and record them, and 6th- and 7th graders may make a video or PowerPoint presentation incorporating all these elements, learning the subject matter as they work. Additional digital photography and video can be made by members of all ages, and musically inclined students may write and record songs expressing the Jewish lessons they have learned. Planning can take place through Wikispaces.com exchange, and text can be written in collaboration on Google Docs. The photos can be posted on Snapfish.com and the entire presentation uploaded to YouTube, with links from Facebook.com, the synagogue website, etc. $^{28}$ Behrman House. Retrieved December 2012 from: http://babaganewz.com/ $^{29}$ National Jewish Outreach Program: Retrieved December 2012 from: http://njop.org/resources/hebrew/twebrew-school A final presentation may be presented at the synagogue dinner at which the synagogue's "green team" presents their recommendations for a synagogue environmental policy. ON-LINE LEARNING AND COLLABORATION While there are numerous Web 2.0 tools available, CHAI will need to be somewhat conservative in its use of technology until all hardware is purchased, the tech staff is trained, and individuals and families become accustomed to and comfortable with using these tools. It is also important not to overreach for two reasons. First, the plan has to be manageable with a small group of volunteers and, second, the clergy is part-time and must be mindful in the use of their time applied to the tech planning and learning. Reduced Schedule to for Over-Programmed Families CHAI meets far fewer times per month than traditional schools to ensure that parents and children do not see religious school as a burden (or transmit that message to their children) and to ensure that the children who are already highly programmed are in the best frame of mind to learn. See Appendix J. Children receive Hebrew skills training for 90 minutes one afternoon per month, and also meet twice each month for 2.5 hours for reinforcement of liturgical skills, in-depth understanding of prayer, general Jewish knowledge through texts, and hands-on activities and projects that reinforce their lessons. Adults of all ages are welcome to attend CHAI. At the same time, since Judaism must be embraced by and flourish in the entire family, at least one parent must attend CHAI classes concurrent with their children's twice-monthly 2.5 hour sessions. CHAI grade-schoolers (currently 4th-7th graders) meet for 90 minutes once per month for Hebrew skills reinforcement. Welcoming and Supporting Interfaith Parents While at least one parent must attend CHAI, we encourage, but do not require, both parents to attend. The adult curriculum is carefully written to be informative and inclusive of those of all levels of learning and various backgrounds. It is hoped that the education of Jewish parents, and their increasing involvement in synagogue life, will inspire non-Jewish spouses to attend services and events in which their family members participate and perhaps to enroll in CHAI in coming years. Non-Jewish parents are also specifically invited to participate in rituals and events such as helping to coordinate planning for the social aspects of a holiday celebration (e.g. catering, room set-up, decor, sukkah building), etc. and to participate in all intergenerational learning and hands-on sessions. Responding to Financial Considerations CHAI is designed to run on a shoestring budget to ensure that attendance would be affordable and attractive to members and non-members. Tuition for children is half the cost of local traditional religious schools, and parents whose children are enrolled in the school are not for their participation. Individual adults (who do not have children enrolled in CHAI) are charged a nominal fee. There is a tuition structure of individuals and families of non-members that is still considerably lower than traditional religious school. Fees for supplies and meals are charged on a per-person basis. See Appendix H. The rabbi and cantor are currently the only paid educators. As CHAI grows, there will be a need to hire additional educators. This expense should be met by increased tuition income. See Appendix K. Personal Theology All students have their own personal theology, whether they are actively engaged in seeking connection and understanding, ambivalent about what they think God is or could be, feel embraced, forgotten or any number of other emotions. Adult CHAI classes are taught with not only respect for each student's concept of God, be it God as creator, parent, "clockmaker," all of the above, none of the above, or no belief in God at all - the development of personal theology is a major goal of the enterprise. If adults are ambivalent about their personal theology, they may not be comfortable with their Judaism or be able to create a peaceful and supportive Jewish home. Therefore, personal theological discussions are important elements of each class discussion. Students are asked to keep a journal of thoughts, questions and reactions to each class session. Outreach We perceive that there are many unaffiliated Jewish individuals and families in our area who may be interested in Jewish life and synagogue affiliation if it could be attractive, meaningful and affordable. Therefore, we do not required membership for the first year of CHAI for individual adults or families.$^{30}$ $^{30}$ However, families with children in the 6th and 7th grades must be members of the synagogue. MODELS IN PRACTICE SHALOMLEARNING ShalomLearning is a new enterprise that sells its intergenerational curriculum to religious schools. Parents and children learn on parallel tracks and come together for parent/child activities. Additionally, they incorporate technological tools such as online learning to support elements of the curriculum. The founders and directors are established Jewish educators whose vision will make parent/child learning far more accessible to synagogues. The major difference between CHAI and ShalomLearning is that CHAI incorporates older individual adults in order to reinforce three generations of learning and teaching one another side-by-side. See Appendix L. THE JEWISH EDUCATION PROJECT The Jewish Education Project (JEP) (formerly BJENY-SAJES) is also pioneering intergenerational learning. Their powerful network, including the resources of the Experiment in Congregational Education (ECE) of the Rhea Hirsch School of Education at Hebrew Union College in Los Angeles and the Leadership Institute of Hebrew Union College – Jewish Institute of Religion and the William Davidson Graduate School of Jewish Education at the Jewish Theological Seminary positions them well to form coalitions of educators, congregations and learners. Their extensive network and funding enable their success in dozens of congregations. According to their website: The Jewish Education Project helps congregations create new models of learning to enhance children’s and families’ ability to construct meaningful and purposeful lives rooted in Jewish practice and community. Our networks bring professionals and lay leaders from different congregations together to collaborate and support each other, and our educational consultants identify strategies to enable congregations to reach their goals. By connecting innovators and supporting bold approaches, The Jewish Education Project strengthens congregations’ abilities to create impactful and inspiring models of Jewish learning.$^{31}$ The JEP is employing many of the elements of CHAI, including the balance between secular activities and religious life and using meals for social and bonding time.$^{32}$ Their "EdJewTopia" newsletter provides timely and relevant insights and inspiration for educators.$^{33}$ JEHOVAH'S WITNESS MODEL Jehovah's Witnesses, mentioned earlier, do not have congregational schools. Rather, they place the responsibility of the spiritual development of their children in the hands of the parents and community. Their website clearly explains their philosophy: "Fortunately, parents have a wonderful role model in Jesus and the way he dealt with his disciples. Jesus was not a literal parent. But his goal in choosing and training his disciples was to empower them to carry on the work, even after he was gone. (Matthew 28:19, 20) What Jesus accomplished is similar to the goal each parent hopes to reach in raising responsible children. Consider just three aspects of the example Jesus set for --- $^{31}$ The Jewish Education Project. Retrieved December 2012 from: http://www.thejewisheducationproject.org $^{32}$ The Jewish Week. Retrieved December 2012 from: http://www.thejewishweek.com/special_sections/jewish_family_now/overscheduled_jewish_child $^{33}$ EdJewTopia. Retrieved December 2012 from: http://us2.campaignarchive1.com/?u=524d2abf6965df545331370dc&id=12ca8f2c47 parents: "Set the Pattern" for Your Child. ...Have Reasonable Expectations. ... Provide Specific Instruction."34 Children and adults worship and develop their religious and spiritual understanding together. Therefore, parents guide their children through their experiences and children are taught that their faith will be relevant throughout their lives. STANDARD CATHOLIC MODEL AND ST. THOMAS THE APOSTLE CHURCH, OXFORD, CONN. According to CatholicEducation.org, an online Catholic education resource center, their stated goals are far loftier than those of the standard Jewish education model: "The Church sees education as a process that, in light of man's transcendent destiny, forms the whole child and seeks to fix his or her eyes on heaven. The specific purpose of a Catholic education is the formation of boys and girls who will be good citizens of this world, loving God and neighbor and enriching society with the leaven of the gospel, and who will also be citizens of the world to come, thus fulfilling their destiny to become saints."35 While the standard Catholic Catechism still calls for children to be taught in religious schools, they are involving parents to a greater extent than in the past. However, the parents are not involved in formal education, but rather, for feedback on the success of the school model. --- 34 JW.org. Retrieved December 2012 from: http://www.jw.org/en/publications/magazines/wp20100501/raising-responsible-children/ 35 Catholic Education Resource Center. Retrieved December 2012 from: http://www.catholiceducation.org/articles/education/ed0395.htm St. Thomas the Apostle Church in Oxford, Conn., has given up the standard model in favor of a once-monthly family educational session (also employing a meal for community development). The children have no regular religious school. However, all adults in the congregation are encouraged to take part of their ongoing spiritual formation program. INTERIM ASSESSMENT: SEPTEMBER-DECEMBER 2012 The CHAI Center for Jewish Learning opened its doors in August, 2012 for a student body consisting of four grade-schoolers, four parents and six individual adults. Attendance has been strong and feedback has been positive. As a start-up school in a synagogue that is just beginning to attract younger families, we forged ahead with few children in the hope that once we have established the school and a good reputation among parents who are well-connected in the community, we will be able to attract more students in the coming 2012-2013 school year. The children and adults have been deeply engaged in learning in their separate classes and enjoying their interactive sessions, including activities such as learning about Chanukah and learning and reciting candle blessings and synagogue community candle lighting. They have learned prayers and led them at our monthly Soup, Song and Story Shabbat, and the children have taught the adults several Hebrew letters and words. One of the most remarkable aspects of the adult learning sessions is the desire of all of our learners to engage in Jewish conversations encompassing historical, theological, philosophical and ethical aspects of Judaism. As the weeks progressed, their willingness to articulate and share aspects of their personal theologies also increased. In our initial sessions all adults were guarded in speaking about their theologies and God. We concluded the pre-Chanukah session about miracles and the role of God in our personal lives and the world by writing prayers inspired by their learning. A sampling of their prayers illustrates how deeply they needed to engage in open conversation about God in order to express their heartfelt thoughts and emotions: "May we be reminded through the lights of Chanukah of our rededication to God, and of making our shared Jewish past an eternal guide to an enlightened Jewish future. May I begin with my family and extend this rededication to the larger Jewish community throughout the world." "I try to make my life a miracle like the lights of Chanukah. I will try to live my days as a miracle and dedicate my days to living an illuminating and Jewish and righteous life." "Dear God, Help me strong enough to do what is right, to be a role model for my children and to discover Your light in my life and keep it glowing." "On this Chanukah, let me be aware of the blessings and of the miracles all around. Let me shine with the light of Adonai and spread the story of rededication." "Dear Lord, thank you for my time, and my health and allowing me to participate in the relearning experience of my religion and its meanings and holidays. Only You recognize where I am coming from and where I want to go!" The children, ages 9 through 12, learn together in one classroom and are given age appropriate lessons and homework. There is an emphasis on the meanings of the liturgical prayers as two of the students are preparing for Bat Mitzvah. The children are also engaged in Torah study to examine the ways their lives are reflected in the text, especially through discussion of some of the ethical questions raised in Bereshit. They have written prayers and blessings to express their own thoughts and feelings. Parents and children are drawing on their learning to respond to their children's questions about life and death, why bad things happen and any number of daily events, and the benefit of faith and hope and community. This enhanced aspect of parent/child conversations, and the open dialogue of all adults in the class, have been of great help as our community struggles with the Newtown, Connecticut massacre on December 14, 2012. Several of our members and students live in Newtown and are struggling with losses of their dear friends and their friends' children. Discussing this horrible sadness through a Jewish prism has provided a great deal of healing in a setting of trust and searching that would not have been otherwise possible. SHABBAT SHALOM PROGRAM In January, 2013, we launched a Shabbat Shalom program for children ages seven and younger. These once-monthly sessions family sessions will take place during adult Torah Study sessions on Shabbat morning. Recently, the local Federation asked our cantor to run a musical session at a PJ Library program. She floated the idea of the Shabbat Shalom session to the parents. Several registered on the spot and several more called the next week. The program is free and open to all parents and grandparents who wish to introduce their children to Jewish learning. Of course, we hope that they will affiliate strongly with the program and enroll their children in CHAI next fall. If we attain a critical mass of students in grades K-2 and/or grades 4-5, we will hire an additional educator (or two) to teach those classes. CHALLENGES All of these successes having been noted, we have been presented with many challenges in these first few months. Because our projected source of funding did not materialize as expected and alternative funding needed to be secured at a late date, our ramp-up time was even more truncated than originally imagined. In addition, the classroom space we had secured and confirmed was withdrawn from use one week before the school was to open. From September through November, we met at a member's home. While the offer was generous, the space was not entirely conducive for type of learning we had planned. Finally, in December, after changing meeting days and times several times, we have settled into newly available space at the facility in which the congregation rents sanctuary and office space. We meet on Wednesdays from 4:00pm - 6:00pm, and enjoy dinner from 6:00pm - 6:30pm. This time was chosen to fit the needs of families and individual adults, especially those who have other responsibilities during the day. Those who do drive at night have volunteered to drive those who do not. Because funding is limited, and because a certain amount of individual and intergenerational class time was lost due to changing circumstances, we have not been able to implement the technology plan in the fall, nor certain intergenerational sharing times. POSITIVE FEEDBACK AND SELF-PROMULGATING SUCCESSES CHAI has received a great deal of enthusiastic feedback from parents and individual adults who are happy to have been empowered to pursue their own learning, are building their own vocabulary of Judaism and theology, have greater grounding and background to have meaningful discussions with their children (and for individual adults, with their grown children and friends). At Beth El, children are prepared for B'nai Mitzvah by both clergy members. The cantor teaches them chanting and prayer. I meet with them individually, twice each month, to talk about God, their theology, their role in bringing God and Jewish teachings into the world, their concept of their roles in the Jewish community, Torah, Israel, and the role of their faith in their lives. At a recent meeting, one of our students listed 10 of her ideas about Judaism, all of which were important. However, she chose "Jewish community" as a high priority. She said she is happy at Beth El because it is smaller and more intimate than her last synagogue, where she had been frustrated because in her estimation, the people didn't know or care much about one another. She also reported that many students in her Hebrew school didn't come to class much and didn't really care about God, and therefore classes were unruly and not very good. She said she loves CHAI "because the people there care about each other and understand God and want to talk about God in their lives." Because her parents are students as well, Jewish conversations are taking place in their home as a matter of course. Her experience of CHAI is exactly what I had been praying, hoping and working for. Additionally, because the intergenerational community was successfully established as a community of adults seeking answers, I was able to respond, through CHAI, in the aftermath of the Newtown massacre. Several members of our congregation live in Newtown, including CHAI parents and students. Some of the children's friends were killed, and all of the Newtown adults' friends lost children. Parents felt supported as they strived to grasp this nightmare through a Jewish prism while being comforted in this new extended family. This response perfectly illustrated the incalculably vast importance of a setting in which adults (and children in their own class) have the opportunity, support and desire to approach their very personal and urgent needs and dilemmas through a Jewish perspective -- and through Jewish texts -- a concept I believe would have been outside the realm of their consciousness before they participated in CHAI. This event also demonstrated the critical role of older members' presence and wisdom for the younger adults and children, and the importance of fostering close intergenerational relationships in the congregation. CONCLUSION We are looking forward to a wonderful spring semester with a reorganized schedule and in a stable and appropriate setting. In fact, the fall semester was so well received that we have opened registration for the spring semester so adults and families who were not able to commit to the previous time frame will have an opportunity to join the classes. I expect to carry forward with the above-mentioned lessons about environmentalism in January (for Tu b'Shevat), Purim in February, Pesach workshops in March, and kashrut/cooking in April. These lessons will ensure excellent intergenerational dialogue and activities and will incorporate several aspects of the technology plan including on line research and social networking regarding environmentalism; personalized cards created and printed for IDF soldiers; photography and life-story telling about the adult's and children's childhood memories that will illustrate an on line synagogue cookbook of the recipes we make in our classes; and the creation of a "CHAI / Beth El All Things Passover Database" to be compiled with the submissions from all members and which will be taught in CHAI classes. Influenced by the sociological adage that "what the grandparents strive to forget, the grandchildren strive to remember," we will continue to bring the wisdom and inspiration of all three generations together so it will be passed m'dor l'dor - developing hope, meaning and faith in current and future Jews, and ensuring that our precious tradition is not lost in the dusty recesses of time. I feel strongly that with our hard work, use of ready resources such as those described above, increased commitment of our parents, and reinforcing strength of our older adults, we will succeed in our mission of providing a Creative, Holistic, Alternative and Intergenerational Jewish education to our community. Fishman, Sylvia Barack (2004) Double or nothing? Jewish families and mixed marriage. Waltham, MA: Brandeis University Press. National Jewish Population Survey 2000-01: Strength, Challenge and Diversity in the American Jewish Population. A United Jewish Communities Report In Cooperation With The Mandell I. Berman Institute – North American Jewish Data Bank 2003, updated 2004. Retrieved December 27, 2012 from http://www.jewishfederations.org/local_includes/downloads/4606.pdf Wertheimer, Jack. (2010, March). The High Cost of Jewish Living. Commentary. American Jewish Committee. Retrieved December 27, 2012 from http://www.commentarymagazine.com/article/the-high-cost-of-jewish-living/ Geffen, Rela Mintz. (1997). The Jewish family: Institution in transition. Journal of Jewish Communal Service. Winter/Spring. Fishman, Sylvia Barack. (2010). Transformations in the composition of American Jewish households. American Jewry’s Comfort Level: Present and Future, edited by Steven Bayme and Manfred Gerstenfeld. Jerusalem Center for Public Affairs. Schulweis, Harold M. (1994). For those who cannot believe: Overcoming the obstacles to faith. New York: Harper Collins. Silverstein, Alan. (1995). Preserving Jewishness in your family after an interfaith marriage has occurred. Northvale, NJ: Jason Aronson, Inc. Grant, Lisa D., Ph.D. (2011, February) Older Adults Restorying Their Lives. Sh’magazine, 41/677. Retrieved December 27, 2012 from http://www.shmadigital.com/shma/201102#pg1 Seamless Learning: New Thinking About Congregational Education. (2011, February) Sh’magazine, 41/677. Retrieved December 27, 2012 from http://www.shma.com/2011/02/seamless-learning-new-thinking-about-congregational-education/ Wolpe, David J. (1993): Teaching your children about God: A modern Jewish approach. New York: Henry Holt and Company, Inc. Fowler, James W. (1981). Stages of faith: the psychology of human development and the quest for meaning. HarperSanFrancisco: 244-245 Geffen, Rela Mintz. (1978) The Jewish family in America today, is it Jewish? Perspective on Jews and Judaism, Essays in Honor of Wolfe Kelman. edited by Arthur A. Chiel. The Rabbinical Assembly, N.Y. Shalomi, Zalman Schachter and Miller, Ronald S. (1997). From age-ing to sage-ing. New York: Grand Central Publishing. Berhman House, Retrieved December 27, 2012 from http://babaganewz.com/ National Jewish Outreach Program. Retrieved December 27, 2012 from http://njop.org/resources/hebrew/twebrew-school The Jewish Week. Retrieved December 27, 2012 from http://www.thejewishweek.com/special_sections/jewish_family_now/overscheduled_jewish_child Jehovah's Witnesses. Retrieved December 27, 2012 from http://www.jw.org/en/publications/magazines/wp20100501/raising-responsible-children/ Catholic Education Resource Center. Retrieved December 27, 2012 from http://www.catholiceducation.org/articles/education/ed0395.htm The following books were consulted for information not cited in the paper, but which informed and expanded my knowledge base. Economic Vulnerability in the American Jewish Population, United Jewish Communities Report Series on the National Jewish Population Survey, 2000-2001. Retrieved December 27, 2012 from http://www.jewishfederations.org/local_includes/downloads/6261.pdf Bayme, Steven. Bubis, Gerald B. The Costs of Jewish Living: Revisiting Jewish Involvement and Barriers. American Jewish Committee (AJC). 2008. Retrieved December 2012 from: http://www.bjpa.org/Publications/details.cfm?PublicationID=322 Cohen, Gene D., M.D., Ph. D. (2000) The creative age. New York: Harper Collins. Hadassah Magazine: Special Jewish Education Issue. (2004, November). New York. Kurshan, Neil. (1987). Raising your child to be a mensch. New York: Atheneum. Balka, Christie and Rose, Andy. (1989) Twice Blessed: On being lesbian or gay and Jewish. Boston, Mass.: Beacon Press. Fuchs, Lawrence H. (2000). Beyond patriarchy: Jewish fathers and families. Hanover, NH: Brandeis University Press. The following books are referenced in the Appendix: "Technology Plan for the CHAI Center for Jewish Learning." David J. Neff and Randal C. Moss. (2011). The future of nonprofits: Innovate and thrive in the digital age. Hoboken, NJ: John Wiley and Sons, Inc. Kivi Leroux Miller (2010). The nonprofit marketing guide. San Francisco: Jossey-Bass. A Wiley Imprint. Beth Kanter and Allison H. Fine. (2010). The networked non-profit. San Francisco, CA: Jossey Bass, A Wiley Imprint. APPENDIX A MOTIVATIONAL ANALYSIS FOR LAUNCHING A NEW SCHOOL A Build / Retain Membership 1. The best and only way to grow our synagogue for the long term is to attract new families. 2. Families will be motivated to join the synagogue and participate in the school in order to educate their children. 3. A school provides long-term membership and retention. 4. There are dissatisfied and disenfranchised families in the area who we believe may be seeking a new synagogue and school. 5. New engaged members provide potential leadership sources. B Provide Excellent Learning and Engagement in Jewish Life 1. Responsibility to teach our children - v’shinantan l’vanecha Participants will engage in experiential learning with multiple pedagogical modalities a. Small size is a benefit. b. The best way to engage families is through alternative education. c. Traditional frontal classroom teaching does not engage mind / spirit of children. d. Traditional schools are not as effective in life-long engagement in Jewish life. 2. Responsibility to offer educational opportunities to our adult members engage all members, not just children in inter-generational learning that deepens education and commitment. 3. Responsibility to provide safe learning environment - several disturbing issues in current school situation a. Bullying b. Punitive (double) tuition rate for our members c. Lack of responsibility on part of teacher, principal d. Families and adults not engaged Collateral Benefits 1. Increased service attendance - children / families required to attend 2. Engage participants in learning to read Torah and lead services Why An Alternative School 1. Meaningful Jewish experiences in youth and teen years are the greatest factor in retaining them in Jewish life for the rest of their lives 2. Statistically, If our children are not engaged in useful Jewish education, Judaism will lose the children forever 3. We can offer an excellent educational program for all members for a very attractive tuition 4. Our parents dissatisfied. Our children distressed 5. Our children are not in safe learning environment 6. An alternative school engages the whole child and whole adult. Not compartmentalized learning. Traditional frontal classroom teaching does not engage mind / spirit of children 7. Inter-generational experiential education best duplicates home/ family learning and engagement APPENDIX B NEEDS ANALYSIS Participation 1. Students - minimum three, plus parents 2. Adult learners - as interested Space 1. MUST be outside the building a. No space for us in the building b. Those no longer in local traditional school will not be comfortable in that space 2. Looking into alternative space in Tri-bury area a. non-classroom space if possible b. kitchen space if possible c. yard and garden space if possible Educators 1. Rabbi and Cantor to begin 2. Parent and adult volunteers Insurance 1. for off-premises activities 2. for rabbi and cantor as educators School Supplies 1. to be determined APPENDIX C STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT) STRENGTHS 1. Highly trained clergy educators 2. Rabbi highly trained in changing structure of Jewish life, families, outreach technologies, collaborative planning and learning, etc. 3. Opportunity for highly creative programming and curriculum 4. Small group of dedicated parents 5. Some funding has been secured and additional grants available from local and national sources 6. Nothing to disassemble and recreate 7. Nothing to lose - whatever we do will better than doing nothing 8. Base of adults seeking Jewish education CHALLENGES – WEAKNESSES 1. Small Grade School Student Base - possible responses: massive outreach efforts, heavy marketing, open house, social networking, financial incentives (low dues and tuition). Possible mailing to Federation's vetted unaffiliated list 2. Procuring Appropriate Meeting Space(s) - possible responses: call local clergy regarding the securing of space in their schools, Southbury library, city hall for other suggestions. Last resort: Southbury school board. 3. Short Ramp-Up Time - possible responses: create mission and vision statements, draft a holistic plan, break it into steps that will, over the course of a determined time, bring the mission and goals to fruition OPPORTUNITIES 1. Synagogue and community need alternative school. BI School failing its students / employs old educational methodology not developed for the current generation of kids or parents 2. engage members of each generation in creative experiential learning 3. tapping into social networks and technology for marketing 4. utilizing technologies for all manner of collaborative learning and experiences 5. many unaffiliated Jews in the community - potential Beth El members 6. provide opportunities for members and potential members to become active in synagogue, community and Jewish life and learning THREATS 1. Established local religious school 2. Small start-up time 3. Few active board / committee members 4. Little internal member networking 5. Explaining non-traditional model - building confidence in concept 6. Uncertain funding APPENDIX D CHAI'S MISSION, VISION, GOALS AND INITIAL STRATEGIES Mission The CHAI Center for Jewish Learning is a refreshing alternative for Jewish education. Through innovative, intergenerational, immersion-style Jewish educational experiences, CHAI aims to make Jewish life meaningful and relevant and to support, enhance and enrich Jewish life in the home and community. Vision Our vision is to engage children, families, members of Beth El and the larger Jewish community in stimulating and engaging interactive and inter-generational group experiences as well as age-appropriate learning and skill development. Goals - Prepare students of all ages to be competent in Hebrew reading, comprehension, prayers and liturgy. - Inspire participants to embrace our rich heritage, culture, rituals, history and traditions. - Cultivate a caring community based on a foundation of Jewish ethics, morals, values, and teachings. - Deepen spiritual awareness and faith - Provide tools to build Jewish identity and pride, and empower participants to develop their leadership potential. Initial Strategies - Experiential and participatory learning style supplemented with peer and teen Madrichim leadership programs - Multiple modalities incorporating arts, music, drama, and collaborative technologies. - Meals and snacks as part of community building and Jewish learning - Sociological data to engage all levels of learners at all ages, taking into account all modalities and constructs to engage all participants in their sociological, as well as pedagogical level - Capitalize on all sociological constructs include the needs of Boomers, GenX, GenY and NextGen - all of whom see the world, their places in it, and their interaction with it very differently from one another - Providing knowledge, tools, experiences and opportunities for all to develop their understanding of our rich tradition and its relevance to every family member, to inspire them to experience its relevance and meaning and incorporate it into daily life and to participate in the Jewish community. - Create multi-level curricula for youth, parents, joint experiences and other adult members of the congregation - Incorporate the needs of interfaith families and inclusion of non-Jewish parents. - Bar / Bat Mitzvah must never be a stated goal. Participation and education is the stated goal. APPENDIX E MESSAGE TO PARENTS CHAI is a family-oriented learning program. By enrolling your child(ren) in the CHAI Center for Jewish Learning, you are taking an active role in enriching their Jewish lives - and your own as well! At CHAI, we believe that it is not enough to teach students about Judaism. Rather it is critically important to teach the amazing depth and breadth of our tradition and faith and give them life-long tools to guide them through their Jewish lives. Students of all ages will not only gain knowledge about important subjects; they will be engaged in acquiring a deeper understanding and Judaic connection through interesting and informative sessions designed to bring out the best in every student. Today’s Jewish families face real challenges. Jewish children are a distinct minority in local schools; and at home, many children are brought up in interfaith families. CHAI offers a unique and safe setting where parents can meet and learn with other parents facing similar issues. Moreover it will provide an opportunity to encourage an appealing distinct Jewish spin to their children’s current life situations and inclinations. CHAI will help provide a foundation of personal strength and faith for an often challenging world. As you explore the richness of Jewish history, traditions, folklore, values, laws, customs and prayers connected to this 5000 year-old faith, we hope it will instill a greater sense of pride and identity. Our educators will guide and support you and your children on this remarkable journey, making the beauty and relevance of Jewish traditions spring to life! APPENDIX F CHAI INFORMATION DAY FORMAT CHECK-IN: Greeters both front and side doors 10:30-10:45 - check in / name tags Folder containing forms, handouts, etc, distributed at sign-in Name tags Beth El t-shirts for committee members Greeter welcome handicapped people at youth lounge entrance Greeters need clip board rsvp list pen pad for writing questions 10:45-11:15 brunch with motzi blessing and brich rachamana adults fill in information intake forms - need pens on tables 11:15-11:30 intergenerational ice breaker 11:30-12pm separate groups - children in alcove, parents in youth lounge 12:00-12:10 kids present learning 12:10 - 12:30 refreshments, informal Q & A with rabbi / cantor speaks to parents about how child program works children create hamsa craft with 2 adult helpers need: hamsas, card stock, coloring markers and crayons, scissors, ribbons Committee members to collect information intake forms during Q & A Possible Questions • what will the curriculum cover? o adults ▪ topics are conceptual – via Jewish tradition and texts ▪ work for all levels – not to be intimidated – and to be aware of all learning levels in the room ▪ some Hebrew conversational skills – organic via environment o children will learn the skills in Sunday classes, supplementary class, online learning, interactive online learning for all ages ▪ at-home practice will be required for parents and children/supplemental available for those who wish o this is year-one curriculum, an innovative program that will grow organically that the students will help us develop Enrollment Policy Beth El expects all Beth El member families to enroll their children in CHAI. Halachically Jewish children (according to Conservative practice) or those who will be converted within one year. Service Requirement Adults encouraged to attend and participate in the monthly CHAI service. Parents and children are required to attend services on the following schedule. Grades 3-5 - two Friday per month, including monthly CHAI service Grades 6-7 - three services per month, including monthly CHAI service (Bar / Bat Mitzvah training is expected and is additional to CHAI school.) APPENDIX H SCHEDULE, TUITION AND POLICY INFORMATION FOR POTENTIAL STUDENTS The CHAI Center for Jewish Learning understands the demands of a busy family calendar. CHAI packs a full year of meaningful Jewish education into just 16 engaging sessions for adults, and 25 sessions for children. CHAI FOR ADULTS Engaging Sunday classes (two per month) include sessions on a wide variety of Jewish subjects from the basics to beyond while encouraging and supporting each student's personal spiritual and intellectual growth. CHAI FOR CHILDREN We believe that children have unique insights and capabilities that can be nurtured and developed through a caring, supportive and creative learning environment. Additional class time (one weekday session per month) focuses on requisites of Jewish learning. Opportunities for “study-buddies” and teen madrichim assistants encourage peer leadership and support skills-development of our students. INTERGENERATIONAL CLASS SCHEDULE Two Wednesday afternoons per month from September through May from 4-6:30pm. This allows people to drive home in daylight for most of the year, for families to fit class time into their schedules, and to ensure that families can spend precious time together on the weekends. Each Sunday session includes a light supper for the entire CHAI community. Grade School Skills Class Schedule One supplemental skills class for 3rd-7th graders held one Wednesday afternoon each month from 4-5:30pm. AFFORDABLE TUITION CHAI welcomes Beth El members and non-members! Tuition for Children and Families Beth El Members: $500 tuition includes one child and parent(s); $350 per additional child Non-Members: $700 includes one child and parent(s); $500 per additional child (Families of 6th and 7th-grade children must be members of Beth El.) Tuition for Individual Adults Beth El members: $150 Non-members: $250 Fees and Supplies $75 per person, includes a communal meal at each intergenerational session. Please note Beth El membership is not required for the first year of enrollment, with the exception of 6th- and 7th-grade families. Beth El membership is required in the second year of enrollment. Beth El membership dues are affordable. No one is turned away for lack of funds. For more information on membership, please call the Beth El office at 203-264-4500. BACKGROUND INFORMATION ABOUT THE SCHOOL The CHAI Center for Jewish Learning will be an intergenerational school meeting twice per month on Sunday afternoons. Children will meet an additional weekday once per month. It is an alternative educational offering and there is no religious school currently in place. Children attend CHAI with at least one parent. The following background information was edited in Google Docs by the CHAI committee, as was the SWOT analysis that focused our thoughts and helped turn our concepts into useful plans.$^1$ Our Mission The CHAI Center for Jewish Learning is a refreshing alternative for Jewish education. Through innovative, intergenerational, immersion-style Jewish educational experiences, CHAI aims to make Jewish life meaningful and relevant while supporting, enhancing and enriching Jewish life in the home and our community. Our Vision Our vision is to engage children, families, members of Beth El and the larger Jewish community in stimulating and engaging interactive and inter-generational group experiences as well as age-appropriate learning and skill development. Our Goals - Engage students of all ages in Jewish life and inspire participants to embrace the rich heritage, culture, rituals, history and traditions of Judaism and Jewish life - Prepare students for competence in Hebrew reading, comprehension, prayers and liturgy - Cultivate a caring community based on a foundation of Jewish ethics, morals, values, and teachings --- $^1$ The Future of Nonprofits: Innovate and Thrive in the Digital Age. David J. Neff and Randal C. Moss. John Wiley and Sons, Inc. Hoboken, NJ 2011. Utilizing the general SWOT model, we also incorporated Step 2 of "Mike's Model Innovation Process" (p153). Give the concept an initial review against its funding criteria: Scalability, Sustainability, Cost Basis, Tie to Organizational Mission, Capacity for Execution." The tech plan is at once far-reaching for us because we are novices working with a new school concept, and at the same time it is limited for the same reason. That is, anything we do will be new. We will begin with small scale projects to test the waters and increase participation with these tools as comfort levels increase. Fortunately, the costs of the limited amount of hardware we will need to begin are all within the budget. • Deepen spiritual awareness and faith • Provide tools to build Jewish identity and pride, and empower participants to develop their leadership potential Message to Parents At CHAI, we believe that it is not enough to teach students about Judaism. Rather it is critically important to teach the amazing depth and breadth of our tradition and faith and give them life-long tools to guide them through their Jewish lives. Students of all ages will not only gain knowledge about important subjects; they will be engaged in acquiring a deeper understanding and Judaic connection through interesting and informative sessions designed to bring out the best in every student. Today’s Jewish families face real challenges. Jewish children are a distinct minority in local schools; and at home, many children are brought up in interfaith families. CHAI offers a unique and safe setting where parents can meet and learn with other parents facing similar issues. Moreover it will provide an opportunity to encourage an appealing distinct Jewish spin to their children’s current life situations and inclinations. CHAI will help provide a foundation of personal strength and faith for an often challenging world.$^2$ As you explore the richness of Jewish history, traditions, folklore, values, laws, customs and prayers connected to our 5000 year-old faith, we hope it will instill a greater sense of pride and identity. Our educators will guide and support you and your children on this remarkable journey, making the beauty and relevance of Jewish traditions spring to life! --- HOW TECHNOLOGY WILL HELP CHAI TO REACH ITS GOALS The demographics of American Jewish families is changing rapidly. Boomer parents raised without technology are working hard to keep in stride with their children’s technological activity and savvy. Boomers, GenXers and NextGens have vastly different learning styles, expectations, understanding of a learning environment and experience. NextGens have been learning and interacting collaboratively since they were small through internet games and --- $^2$ IBID. Neff and Moss clearly define what innovation is not. It is not reviewing old ideas and making small improvements. It is based on the concept that there will be “authentic, durable economic gains.” (p23). CHAI is, in itself, an innovative approach to Jewish education and its goals will not be accomplished by the same ho-hum activities that occur in the average Hebrew school classroom and Lunch and Learn with the rabbi. Therefore, it must look, act, feel and taste different, and digital tools can not only expand the formal learning experience, but also greatly enhance what will be taught in informal sessions. school projects. For all intents and purposes, nearly everyone else is in a constant state of catching up to them. Parents may be apace, or may marvel and rely in their offspring to be the tech-heads of the family. While older individuals are certainly catching up with the young by means of increasing Internet use, a large number do not own computers. These statistics, and the demographics of the synagogue, present CHAI with a challenge. How do we use technology to enhance our intergenerational educational experiences, supplement our limited class meeting times, and encourage creativity in learning and applying Jewish lessons in life - without leaving anyone behind? How can we build community between members of like and disparate ages? Also, how can we utilize technology without making the technology itself a focus of our learning? BASIC REASONS TO INCORPORATE TECH TOOLS CHAI will meet twice per month. We need tools to keep individuals and families engaged between classes. CHAI will not be held in standard classroom settings. Rather, grades 3-5 and 6-7 will meet with their teachers and learn through experiential activities. Adults will meet with the rabbi to learn through a combination of structured lessons, discussions, chevruta study and experiential activities. At the end of each learning session, ample time will be allowed for intergenerational exchange concerning the lessons just taught, and for activities that will reinforce the learning through the life experience of the adults and the natural spirituality and energy of the children. Tech tools such as photography, Internet research, video and recording of singing/acting, etc. can add many layers of inter-play on an any subject, offer opportunities for several different learning modalities, as well as making some of our lessons, projects, and learning available to all through the Web. Collaborative projects can be carried out via document sharing in Google Suite and Wikispaces and via photography, video and sound recording. Additionally, a record of all learning can be kept in Wikispaces for reference by the entire congregation, which will be invited to learn and participate on their own pages. Of course, much of the learning can and will take place outside of the classroom setting through collaborative online projects, face-to-face team efforts, online research, blogging, video-recording, photography projects, personal history interviews and recordings, and more. USING TECHNOLOGY TO ENHANCE/CREATE EXPERIENTIAL LEARNING OPPORTUNITIES CHAI's intergenerational student body presents certain challenges. While the younger generations are often more comfortable with certain aspects of technology, some of the older students are limited in experience, and some do not own computers, digital cameras or even cell phones. This challenge can be turned into an intergenerational learning opportunity. For example, adults may learn and do research on Jewish views on environmentalism and teach 4th- and 5th-graders who will create a lesson they wish to teach through a journal of photos they take and/or download from Snapfish. Third- and fourth-graders can write poems or song and record them, and 6th- and 7th graders may make a video or PowerPoint presentation incorporating all these elements, learning the subject matter as they work. Additional digital photography and video can be taken / made by members of all ages, and musically inclined students may write and record songs expressing the Jewish lessons they have learned. Planning can take place on Wikispaces, and text can be written in collaboration on Google Docs. The photos can be posted on Snapfish and the entire presentation uploaded to Youtube, with links from Facebook, the synagogue website, etc. A final presentation may be presented at the synagogue dinner at which the synagogue's "green team" presents their recommendations for a synagogue environmental policy. In addition, limited class time can be enhanced via existing online educational materials, such as Behrman House's interactive sessions, NJOP's online Twebrew School Hebrew reading course for all ages, etc. ON-LINE LEARNING AND COLLABORATION While there are numerous Web 2.0 tools available, CHAI will need to be somewhat conservative in use of technology until all hardware is purchased, the tech staff is trained, and individuals and families become accustomed to and comfortable with using these tools. It is also important no to overreach for two reasons. First, the plan has to be manageable with small group of volunteers and second, the clergy is part-time and must be planful in use of their time applied to the tech planning and learning. - Wikipages: The pages will be viewable by all synagogue members. When a reasonable amount of content is posted and the tech members are comfortable, some pages will be made available to non-student members who can share their drashes, personal stories and photos of their Jewish experiences and memories, recipes, ideas, new things they have learned, etc. It is not important how many non-student members participate in this activity. Rather, it is important that the option is available and the seed of on-line sharing in this space be planted, as over time it will build community and pride. - Google Docs: This powerful tool will be used by the CHAI committee to collaboratively plan everything from the SWOP analysis, mission and vision statements, marketing plan, forms, and policy documents to lesson and event evaluation, and budget/expenditures tracking. Educators can submit and share their lesson plans, request input or help and communicate successes to the CHAI committee. While this collaboration will not replace meetings, it will reduce the number of meetings required and make the information available to all in real time. - Delicious.com can serve as an interactive resource for students grades 5 and up and adults, and be particularly helpful to the team that seeds the Facebook page with engaging educational information. The rabbi and cantor can help by adding links to various stacks and making them available to various groups as appropriate. INITIAL MARKETING PLAN While CHAI will be advertised through print media, collateral materials (flyers, posters), mailings and possibly local radio announcements, social media will play an important role in attracting younger families - especially those who are not involved in the local Jewish community and are, therefore, not accessible through common avenues such as the local Jewish Federation's mailing list.$^3$ Facebook: CHAI's Facebook page will incorporate links to synagogue website on which all relevant school materials will be posted (mission, philosophy, overview, certain policies, application form, academic calendar, etc). The Facebook page will be seeded with helpful articles on Jewish parenting, recipes, tidbits about Israel, games, Hebrew phrases, etc. that individuals can read for their own benefit, comment on, "Like" and also "Share" with friends and families. Updates should be made on a weekly basis to keep interest fresh. A CHAI tech committee member will work with the rabbi and cantor and some members to seek and "Share" external info from a wide variety of sources. Of course, open house information, links to registration forms, etc will be incorporated. Each month a new story by a student or class should be posted to demonstrate the vibrancy and relevance of the school and the learning that takes place there.$^4$ --- $^3$ IBID. Moss and Neff say definitively: "Get Public, Get Loud" (p160). As we are a Jewish Learning Center, our audience is limited, but our marketing must be broad as there are many 'hidden Yidden' in the area. Some who are involved in Jewish life certainly know others who are not, and every non-Jew knows a Jewish adult of family to whom they may spread the word. $^4$ The Nonprofit Marketing Guide. Kivi Leroux Miller. Jossey-Bass. A Wiley Imprint. San Francisco. 2010. In the section entitled "Help Fans See Their Story in Your Story" (p158). Miller speaks of the importance of storytelling to engage the reader and help them realize not only the mission of the organization but also the way it relates to their lives. CHAI will invite students and on-students alike to submit stories that resonate with Jewish content to help make CHAI a hub of Jewish sharing and learning. Current members and the synagogue "Friends" list (individuals and families who have attended and shown interest in one or more synagogue activities on the past three years) will be invited to the page. Members will be asked to share and publicize CHAI postings to the best of their ability by "Liking" and "Sharing" content. The rabbi, cantor and others will add comments, weekly spiritual and secular Jewish postings each week and encourage sharing of postings, etc, to build community via the page. Twitter: Few, if any, members use Twitter, however, we will ask those who do to support the marketing efforts via their tweets. The rabbi, cantor and committee members will tweet at least once per week to stir interest in registration and, later, tweet once per week or so to drive users to the Facebook page or website, or simply to inspire Jewish thinking. Website: CHAI will be featured prominently on the synagogue website home page and have designated navigation button leading to the pages mentioned above and to the Facebook page as well. Synagogue and community events, social action projects and community involvement will be posted to Facebook, the website and tweeted as appropriate. (Please note that CHAI students will be involved in these events and projects.) TECH COMMITTEE A Tech Committee will oversee several activities. - Facebook: The committee will oversee and generate Facebook and Web postings and a calendar for postings, incorporating external links, stories, etc, as mentioned above, and ensure that photos from events will be posted on Facebook and the website with appropriate captions and stories. Each tech committee member may be responsible for generating either one type of content (e.g. photos, games, etc) or for all postings for a specific length of time.$^5$ Either way, the committee members will learn new content without being overwhelmed by responsibility.$^6$ --- $^5$ OP CIT. Fortunately, as Kanter and Fine point out, many of the younger families and members are already using these tools for their personal lives, and can easily transfer their skills to the school's page. (p51). They must be provided clear social media and privacy policy guidelines to be successful. $^6$ The Future of Nonprofits: Innovate and Thrive in the Digital Age. David J. Neff and Randal C. Moss. John Wiley and Sons, Inc. Hoboken, NJ 2011. Moss and Neff give a great deal of attention to staffing issues. Hiring the right person for the task is crucial (p135), however, it staffing with volunteers can be a challenge. Even the most well-meaning and talented people can be pushed and pulled by their various obligations. As the school's budget is limited, we still need to rely on volunteers. It is more cost-effective for us to train and cross train a number of volunteers and make use of their skills, talents and willingness to learn than to hire someone to do the task. If it is well-directed, it will also have the secondary • Wikipages: Tech committee chair and one additional committee member will create a Wikipage for the CHAI student community where they can brainstorm for projects, post photos they take and videos they create. • Synagogue Website The synagogue needs an upgraded website. It is currently accessible only through HTML programming. A new site is being built in Yahoo Sitebuilder. The tech team will be given guidelines and website policies and taught how to manage and upload images, videos, recording and text into templated pages. The homepage will have links to the Facebook page, Twitter, the rabbi's blog, the cantor's MP3 recordings, and a page of Youtube links for timely and current learning (anything from a "How to Braid a Challah" to the USCJ's Heckshire Tzedek for socially and environmentally responsible food and products. The site will also incorporate PayPal for donations dues payment, ticket orders and dinner reservations and the like. The website should include links to Jewish learning sites, Israeli news, etc, and an "Ask the Rabbi" link that will generate an email. This will engage members and non-members and help build an email database for general use but also specifically for CHAI learning events. • SEO: While the synagogue is small, the community is always welcoming new families and individuals. We need our web pages to be SEO-friendly, especially as families new to the area, or considering moving here, will likely search for a school. The Website needs to incorporate search words and strings that will help create contact. Tags: CHAI, Jewish learning, Hebrew school, Hebrew, Religious school, Jewish, grades, classes, intergenerational, Jewish children, bar and bat mitzvah, creative, holistic, alternative, intergenerational, experiential, alternative • Database updates (contact info) will be managed through synagogue office. BLOGS and PODCASTS As there will be limited time for writing and recording blog entries and podcasts, they will be used judiciously, especially in the beginning. The rabbi will use her blog to communicate with adult members, and invite comments and guest postings. Podcasts will be used to teach specific content related to the lessons at hand, and posted on Youtube or, when appropriate, on the Wiki, where additional external links will also be posted. It is hoped that, in time, and as students become used to this type of communication from the clergy and teachers, that their use can be expanded. bonus of building a micro-community of do-ers who will be learning Jewish content as they work. That’s the hope, anyway. --- 7 OP CIT. While Kanter and Fine discuss the benefits of mapping a potential social network, it seems to be too great an effort for a school that is likely to begin with 20-25 students. It will be more worthwhile to put limited volunteer effort to school administration and the tech committee. It is important, however, not to build expectations concerning frequency that cannot be fulfilled. EMAIL MARKETING - ONGOING Marketing CHAI and the synagogue and building community are deeply linked. To make better use of time, get more news to the community, enhance learning, and build pride in the school land interest for involvement, the synagogue needs to switch from standard blind-copied group emails to Constant Contact or a similar product to ease management of news and information sent to targeted audiences. This change will also help us track the effectiveness of the communication, and improve it on a regular basis. While the current weekly email lists upcoming services and events, an improved letter could include links to the articles and postings on the website and the CHAI Facebook page. Emails may be enhanced on a schedule, e.g. first week of the month: a student story and project photos; second week: video / vlog entry; third week: a Hebrew blessing or lesson taught by the rabbi; fourth week: an MP3 of a new setting the cantor wishes to teach. Every email must include good news and perhaps celebratory announcements such as birthdays, anniversaries, births, etc. as well as a call to action to encourage greater participation, from attending services or lessons or volunteering or even clicking on a link.$^8$ Target groups for different email content and frequency include: families with children, adult students, non-student adults, the synagogue 'Friends' list mentioned above, realtors, local journalists, interfaith clergy.$^9$ HOW ARE WE DOING? USE OF ON-LINE SURVEYS Because CHAI is a new concept, the committee will need regular feedback to identify strengths and needs for improvement. Because it can be difficult to get feedback in face-to-face discussion and sometimes challenging to get paper evaluation forms completed, CHAI will send an online survey each of its first several months to evaluate how well the school concept is working, if learning is happening, if learning is engaging, to ascertain our strengths and --- $^8$ The Nonprofit Marketing Guide. Kivi Leroux Miller. Jossey-Bass. A Wiley Imprint. San Francisco, 2010. A clear call to action does not have to be a fundraising pitch. For CHAI, a call to action may be a request for volunteers for a specific event, or even a call to click on a link with Jewish content. (p57) $^9$ IBID. Miller discusses the merit of "building your own media empire" (p5). It is critical to self-publish CHAI's accomplishments and to invite local media to events and share successes via CHAI's Facebook page, Twitter, emails - whatever it takes - to be on their radar. The same is true for building relationships with interfaith clergy and their members for the sake of community cooperation, and also to be known to the interfaith families attending church instead of synagogue. weaknesses, and ask for ideas. Those who do not use email will be sent a questionnaire with a self-addressed stamped envelope to facilitate response.\textsuperscript{10} SURVEY MONKEY AS A TEACHING TOOL Survey Monkey can be used for friendly Jewish knowledge quizzes generated by the clergy, teachers, or students themselves. The quiz can be emailed to the congregation, and the "winners" will be acknowledged in the weekly email and in services. TECHNOLOGY REQUIREMENTS COMPUTER HARDWARE (see BUDGET below for details) - The synagogue computer is capable of serving as a storage drive for all photos, Word docs, etc, however, a travel drive is required for external back-up. - Need to purchase dedicated CHAI laptop with webcam - Need to purchase webcam for loan to students as required - Need to purchase video/still camera with voice recording capability - Those who do not have a computer at home can use the CHAI laptop between classes for individual or group learning. PRIVACY / SOCIAL MEDIA POLICY - The Privacy Policy used to guide CHAI's Facebook page and website must be consistent with the synagogue's general policy. - Photo releases will be signed by all CHAI participants. - No children will be identified by name. - Events at members' homes will not ID the member or the address. COPYRIGHT POLICY All information and educational links and downloads posted on the synagogue website, and referred to on the CHAI Facebook page, must be properly attributed to the author or copyright owner. All materials created by CHAI clergy, teachers, students and synagogue members will be likewise attributed and will be copyrighted by the synagogue. \textsuperscript{10} \textit{The Networked Non-Profit}. Beth Kanter and Allison H. Fine. Josey Bass, A Wiley Imprint. San Francisco, CA. 2010. Kanter and Fine discuss (p82) creating a transparent plan for the future (p83). The school was conceived to meet the known needs of the community, and our surveys and various forms of feedback will help us make adjustments wherever and whenever required. It is hoped that as social networking takes a toe-hold that comments and "Likes" will help us gain an understanding of the CHAI experience as well as the way the school is being perceived by non-students. BUDGET Laptop with webcam $600 Travel Drive (16G) $40 to serve as back-up drive A. Four (4) Polaroid 4GB MP3 Player (PMP281-4) with Video Playback and 2.8" Touch Screen built in video camera, and still camera, voice record, Internet access $50ea $200 II. for use by those who do not have digital cameras or recorders or cell phones or the ability to download / upload their photos and videos, and recordings. Also for use in Hebrew song, blessings prayer and chant for enrolled students and for common access via the website. DVDs RW 50-pk $45 for recording multiple elements of projects. RW disks may be passed from one student to the next to add or edit content Logitech Webcam $25 for recording of personal stories, etc recorded by students. Rabbi's and cantor's messages will be recorded and uploaded to website, Youtube and for vlog use. This cam will be loaned to students as required or used in the school setting. Two (2) Vivitar 12mp Digital Cameras $50ea $100 Lynda.com three-month subscription $35pp per month $315 for three key tech team or CHAI committee members to learn Web 2.0 skills and teach them to others. Total Tech Budget: $1325. 2012 CALENDAR Sundays - 11 a.m. to 1:30 p.m. / Wednesdays- 4:15 to 5:45 p.m. Wed. Sept. 5 (Grades 3 to 7) Sun. Sept. 30 (Erev Sukkot)- 5:30 to 8:00 p.m. CHAI opening session for all students. Evening session with fall harvest dinner (no charge). Dessert in the sukkah, weather permitting. Wed. Oct. 10 (Grades 3 to 7) Mon. evening, Oct. 8 (Simchat Torah & CHAI dedication service) Beth El celebration open to all. Pizza dinner at 5:45 p.m. Reservations required. Cost for dinner: TBD. Service from 6:30-8:00 p.m. Sun. Oct. 21 (All students) Sun. Oct. 28 (All students) Wed. Nov. 7 (Grades 3-7) Fri. Nov. 9 (CHAI-led Shabbat service)- 7:30 p.m. Sun. Nov. 11 (All students) Sun. Nov. 18 (All students) continued... DECEMBER Sun. Dec. 2 (All students) Wed. Dec. 5 (Grades 3-7) Sun. Dec. 9 (All students) Fri. Dec. 14 (CHAI-led Shabbat service) - 7:30 p.m. Sat. Evening, Dec. 15 (Beth El Chanukah Party) - Time TBD JANUARY Wed, Jan. 9 Grades 3 to 7: 4-5:30pm Fri, Jan. 11: Shabbat Services at River Glen Health Care Center - 6pm This is not a CHAI service, however, it may be of interest to our families. Wed, Jan. 16 All Students: 4-6pm / Group Dinner 6-6:30pm Fri, Jan. 25: CHAI Soup, Song and Story Shabbat - 6:15pm Wed, Jan. 30 All Students: 4-6pm / Group Dinner 6-6:30pm FEBRUARY Wed, Feb. 13 Grades 3 to 7: 4-5:30pm Fri, Feb. 15 - CHAI Shabbat Service - 7:30pm Wed, Feb. 20 All Students: 4-6pm / Group Dinner 6-6:30pm Sat. Evening, Feb. 23 - PURIM CELEBRATION! Wed, Feb. 27 All Students: 4-6pm / Group Dinner 6-6:30pm continued... MARCH Wed, Mar. 6 Grades 3 to 7: 4-5:30pm Fri, Mar. 8 - CHAI Shabbat Service - 7:30pm Wed, Mar. 13 All Students: 4-6pm / Group Dinner 6-6:30pm Wed, Mar. 20 All Students: 4-6pm / Group Dinner 6-6:30pm APRIL Wed, Apr. 3 Grades 3 to 7: 4-5:30pm Wed, Apr. 10 All Students: 4-6pm / Group Dinner 6-6:30pm Fri, Apr. 19 - CHAI Shabbat Service - 7:30pm Wed, Apr. 24 All Students: 4-6pm / Group Dinner 6-6:30pm Sun, Apr. 28 - CHAI Lag B'Omer Celebration - time TBA MAY Wed, May 8 Grades 3 to 7: 4-5:30pm Friday, May 10 - Erev Bat Mitzvah of Tara [X] - CHAI Shabbat Service - 7:30pm Wed, May 15 All Students - Last Day of Classes and Shavuot Celebration - time TBA Fri, May 17 - Erev Bat Mitzvah of Jenna [X], CHAI Graduation and Step-Up Service - 7:30pm Eliana Falk, Student Rabbi Rabbi Falk is dedicated to revealing the depth and beauty of Jewish life to all who seek it, and to the pursuit of intellectual and spiritual growth through the prism of Jewish teachings. In her studies at the Academy for Jewish Religion, a pluralistic seminary, she has learned the most compelling elements of all Jewish movements and traditions and incorporates the wisdom of our ancient and contemporary sages in her teaching. She was the recipient of the 2010 Rabbi Herschel J. Matt Liturgy Award, a national prize conferred for creative liturgy. In her training as an art educator, she learned to engage the innate creative spirit of every student, and her background in communications enhances her ability to teach complex concepts, and to facilitate interactive and cooperative learning in the synagogue, classroom, and experiential learning environments. She welcomes discussion in every Shabbat service and welcomes guest sermons by members. She has energized Jewish learning at Beth El by initiating learning sessions that reveal the wealth of Jewish wisdom that our tradition - and our participants - have to offer. She has taught several adult Beginning Hebrew classes to empower students to become more confident and active in services. Rabbi Falk served as the Education Director of Congregation Or Shalom Hebrew School in Orange, Conn., for three years. She worked closely with the rabbi to update the curriculum and administered all aspects of the 105-student school where she also taught upper grades. She taught Jewish history for two years at MAKOM Hebrew High School in Woodbridge and has prepared many students for their B’nai Mitzvah, personalizing goals and learning to the needs of each student, and ensuring a meaningful life-cycle journey designed to awaken each candidate to his/her Jewish life, identity and pride. Rabbi Falk has served as Beth El’s spiritual leader since 2008. She expects to receive her ordination at the Academy for Jewish Religion in May 2013. "It is my absolute belief that the time for teaching about Judaism has passed. Rather, when we experience our tradition, we nourish ourselves with the astonishing wealth of wisdom that is relevant to children and adults each and every day. CHAI offers youth and adults a truly unique opportunity to experience and share Jewish learning and to find greater meaning, perspective and fulfillment." Sharon Citrin, Cantor Cantor Citrin is passionate about Jewish education as a means to engage and empower students of all ages, build a positive Jewish identity, and develop the potential for leadership. She has extensive experience teaching students from pre-schoolers to seniors. Her professional career began as a Hebrew teacher while still an undergraduate student at Hamilton-Kirkland College. Following college, she was awarded the prestigious Mailliard Teaching Fellowship at The Taft School in Watertown, Conn., to teach art. She then taught elementary school art at the Hebrew Academy of Nassau County. Additionally, she instructed Jewish seniors, as well as children, in arts and crafts at enrichment programs and summer camps. After an interim career in the business world, she returned to teaching as director of the music program at Alef Bet Preschool for five years and for many years as a Hebrew school teacher and B’nai Mitzvah tutor at B’nai Israel in Southbury, Conn. She received a grant from the Jewish Communities of Northwestern CT to develop an innovative religious school curriculum based upon thematic, experiential learning for grades K through seven. This curriculum, which integrated the arts, Hebrew language and Jewish culture into all subject areas, was implemented school-wide at the Azoree Regional School for Conservative Judaism- a merged school for the Jewish communities of Waterbury and Meriden- where she served as the founding Education Director. Since 2001, Cantor Citrin has directed the Confronting Anti-Semitism Program for the Connecticut Regional Office of the Anti-Defamation League conducting interactive educational workshops for Jewish students and parents. She is especially proud of the Teen Trainer program she initiated, where young targets of anti-Semitism present their personal stories to audiences across the state as role models of Jewish pride, empowerment and leadership. Cantor Citrin earned a Masters in Jewish Education and Cantorial Ordination from Hebrew College in Boston. She has served as Beth El Synagogue’s Cantor since 2009. “I’m excited about this opportunity to make Jewish learning dynamic and stimulating for all ages. Not only is there so much to learn; but there is so much we can teach each other! There’s no better way to create meaningful bonds between the generations than to share experiences that strengthen our common identity and heritage. We welcome you to be part of it!” Why ShalomLearning? An introduction to the ShalomLearning Curriculum Philosophy of ShalomLearning The best Jewish learning engages the whole child, including social, emotional, spiritual, and intellectual development. The ShalomLearning curriculum blends technology, developmentally appropriate content and teaching methods to reach students on their terms in order to build understanding, impart critical skills and forge a lifelong love of Judaism and Jewish learning. The ShalomLearning curriculum and approach to teaching will encourage families to see the consonance between a set of key Jewish values and the secular world where they live their lives. ShalomLearning Teachers expose students (and their parents) to a wide range of engaging content and media in the classroom, through self-directed learning, online group discussions and family havurah activities. The ShalomLearning curriculum has been developed by experts using Understanding by Design (UBD) principles. If you are unfamiliar with the concepts of Understanding by Design, see Appendix 1A and 1B at the end of the unit plans. Values-based Curriculum The ShalomLearning curriculum is organized around seven core Jewish values that infuse our traditions (both ancient and modern) with wisdom and meaning. Students think about the ways these values inform their daily choices, and how the stories and traditions associated with these values can enrich their lives. In true UBD backwards design process, the content selected in the ShalomLearning curriculum was selected based on what best uncovers the enduring understandings and essential questions. The selected content is intended to spark conversation and learning that will connect deeply with students’ experiences in the secular world. For this reason, much of the content found in the ShalomLearning curriculum does not reflect all of the most common or popular content found in commercial curriculums. Special care has been taken to ensure that the units are developmentally appropriate, and that they relate to the ideas and issues that are important to the participants in other areas of their lives. The seven core values are: - Teshuvah. Taking responsibility for the effect your actions have on others. - B’Tzelem Elohim. Honoring the image of God in ourselves and others and how that effects the way we behave in the world. - Gevurah. Using one’s inner strength to do what’s right. - Achrayut. Recognizing your responsibility to make the world a better place. - HaKarat HaTov. Seeking joy and being grateful. - Koach HaDibbur. Understanding the power of our spoken words. - Shalom. Helping to create a calmer, more wholesome and peaceful world. These values were chosen as the foundation and the directive for this curriculum because of their universal value and application. They are intentionally broad and encompass many other values we often consider central to Jewish tradition (such as Tikkun Olam, Derech Eretz, or Shalom Bayit). These seven core values are overlaid with the Jewish calendar in order to add additional depth to the students’ experiences with the Jewish holidays. The ShalomLearning curriculum is “laddered” across grades 3-6, so students revisit the same values each year from a new, age-appropriate perspective. Each grade has a particular lens through which the learning is viewed and experienced: \| Grade \| Developmental Lens \| \|-------\|--------------------------\| \| 3rd \| Family \| \| 4th \| Self \| \| 5th \| Peers \| \| 6th \| Self-Empowerment \| This incrementally deepens students’ knowledge and understanding of Jewish values, history, language and customs, laying the foundation for a strong Jewish identity. It creates a "spiral" curriculum, where repetition features important nuances for review and the expansion of concepts. Family In order for ShalomLearning to be both effective and successful, parents/families must be fully integrated into the learning experience. ShalomLearning will provide many opportunities to bring Jewish Education into the home. These experiences (havurah, self study and at-home questions) are as important as the virtual and in-person class experiences. ShalomLearning sparks conversations that extend the learning process beyond class time and integrate the views and values of parents and other family members. Technology An important goal of the Shalom Learning curriculum is to raise students’ level of Jewish engagement so that Judaism becomes a cherished touchstone in their lives. While ShalomLearning teachers use technology as a tool for guiding the individual learning process and for providing access to a myriad of digital content, it is not an end in itself. Technology and the ShalomLearning model allow Jewish Education to become mobile. Students can access learning materials, connect online and control when and how they learn. Blending classroom instruction with online learning activities will help students learn faster and stay engaged. Prayer - Tefilot True to the foundation of this curriculum, the prayers selected for the Tefilah curriculum are organized by the seven values. The selections are often mainstream core prayers, but there are some outliers. Prayers were selected based on the time of year (on the Jewish calendar), the most authentic connection to the value and the age appropriateness (skill level) of the students. ShalomLearning believes that through this intentional approach to Jewish Education students and families be able to approach the world with a Jewish lens. They will gain a strong sense of Jewish identity, community and a renewed sense of responsibility to the world. With that said, b’hatzlacha (good luck) and let’s begin! Unit 1: Teshuvah (4.1) Developmental Lens: Self Overview Enduring Understandings We can forgive ourselves because mistakes are learning opportunities, a natural part of growing. Mitzvot help guide your choices, and teshuvah is a process that can guide us back to desired behaviors. Essential Questions When you have made a mistake in some aspect of your life, what path does Judaism provide for correction and repair? Unit Learning Goals By the end of this unit, students will: Know: Students will be able to apply the four steps of teshuvah as a way to learn from their mistakes. They will be able to explain the role of mitzvot and ritual objects as ‘coaches’ to help make good behavior choices. Feel: Students will feel confident that there is a way back (teshuvah) from mistakes without stigma or trauma. Do: Students will use the steps of teshuvah as an opportunity to learn and grow, and will be able to use these steps during the entire year when they need to “let go” of something they did. Unit Vocabulary \| Hebrew \| Transliteration \| Translation \| \|----------\|---------------------\|------------------------------------\| \| תשובה \| Teshuvah \| Return, “repentance” \| \| חטא \| Chet \| Miss the mark \| \| תשליך \| Tashlich \| To send out \| \| מזוזה \| Mezuzah \| Case and scroll we place on our doorposts \| \| חשבון הנפש \| Cheshbon hanefesh \| Inventory of the soul \| \| מצוות \| Mitzvot \| Commandments, “deeds” \| Kickoff Questions The students should take the Kickoff Questions survey online. Week 1: Teshuvah Havurah (4.1.1) Teshuvah can help us use our free will to repair our wrongs and return to the right path. Suggested Settings An orchard with areas for apple picking, areas for holding discussion groups, and set-up for a New Year’s party. Learning Goals - A result of having free will is that people will sometimes make bad choices even as they try to do what is right. (Chet literally means missing the mark.) - In a system with free will, it is not unusual to make some bad choices on the path to growing older and, hopefully, as a result wiser. Students will be able to explain why the process of teshuvah is so important when they inevitably make mistakes. - Students will illustrate how the process of teshuvah can be a tool to learn from mistakes instead of denying that mistakes were made. - Participants will relate some of the ways that Judaism attempts to keep us “aiming straight and hitting the target” of good behavior instead of “missing the mark.” Activities & Guiding Questions 1. How does a GPS help us travel in the right direction along the correct path? Does using a GPS mean we never make a wrong turn or drive past the exit? When we mess up, what do you hear from the GPS? [When the GPS says “recalculating”, it means “I will try to understand where you are now, and plot a path to return you to a right path to your destination.”] 2. Have you ever been on an antique car ride or those kiddie carousels with boats or racecars? You were moving but were you really steering and controlling the ride? Did you have any choice? Will that ride ever make you a better driver? That is why God gave us the gift of free will so we can be in charge and learn to steer and get better at driving our lives. However, a part of that free will or free choice is that we can crash or steer off the road. That is why in Judaism we see the idea of teshuvah as another gift that helps balance or repair the potential pitfalls that come with free will. 3. Study the definition of teshuvah found in Maimonides’ Mishneh Torah 2:1 - “What does it mean for a person to do complete teshuvah? It is when a person faces the same situation in which he or she has done wrong and has the chance to repeat the wrong action- and doesn’t.” Relate the definition of the Hebrew teshuvah to the idea of an internal, personal GPS that helps you recognize when you make a “wrong turn” and works to keep you from repeating the same “wrong turn” again. We may repeat the same mistake because of “free will,” and that is a part of being human. Using teshuvah as our personal GPS will reinforce the right path and help you to grow and to learn from each mistake. 4. Continue with a further definition from Maimonides 7:3 “Do not think that teshuvah is limited to sinful actions such as robbery and theft. Just as a person must repent from doing these, so too a person must do teshuvah for such traits as anger, hatred, envy, scoffing, greed, vanity, etc. These are worse than sinful actions because they are addictive and very hard to stop.” Help students define and illustrate each of the traits listed. Ask if they apply only to the High Holiday season or all year round. 5. Ask students to design a personal GPS (Goodness Positioning System) as a tool for learning from mistakes and growing in wisdom all year long. What would it look like and how would it work? Compare their personal GPS to the four steps of teshuva: (1) Recognize your mistake; (2) Regret what you have done (3) apologize/confess and try to make it right; (4) make a plan so you will not to do it again. 6. Discuss how people learn by repeating things, so it makes sense to repeat things the right way. That is why we have lists and reminders called mitzvot and minhagim (ritual traditions) to help us repeat things in the right way until they become natural and part of who we are. Teach the song Mitzvah goreret mitzvah... aveirah goreret aveirah [with sign interpretation to reinforce words and idea] and explain the idea of good and bad habits and patterning. 7. Introduce the ritual of tashlich, making it clear to students that it is a “reminding ritual” and not a magical way to get rid of sins. Rituals are actions or objects that grab our attention so we can pay more attention to the real problem. Read the ashamnu list of how we “missed the mark” in our behavior [good translation of vidui penitential prayer in Silberman’s “Tiku Shofar” page 122]. Reading the list is a “reminder ritual”. Actually role-playing throwing these bad behaviors away is also a “reminder ritual”. Have students copy the words onto small note cards. Pass along a trashcan and have students declare their goal to change their behavior, learn from mistakes, and throw the cards in as they recite the words. 8. Join the New Year party with the symbolic foods (another reminding ritual!). If possible, pick apples and dip in honey as a positive reminder for having (and helping to create) a sweet new year. Week 1: Teshuvah Havurah Parent Education (4.1.1) Learning Goals - Parents will review the texts and ideas behind the Jewish definition of teshuvah as self-improvement. - Parents will design ways in which they can engage in their own self-improvement (admitting errors, repairing damaged relationship...) with their children watching. They will formulate ways to create “teachable moments” with their family. - Parents will examine a few rituals to discover the way they serve as reminders for us to change/improve/strive for better behavior. Activities & Guiding Questions 1. Teach the Maimonides texts on repentance from the student activities #3 and #4 above. Add the following texts as well: “One should not say: that which God has created is unchangeable, nor should one say that if God has planted within me bad character, how can I hope to uproot it? This is not so. The character traits of a person can be conquered and even changed. We find that animals can be tamed, their nature changed and their evil roots uprooted. So too, mankind has the strength to conquer evil nature and even change it to good through study and habit.” – Rav Yisrael Salanter (1810–1883) in “Birurei HaMidos”. Share your personal theories of change; do you believe that humans can learn new behaviors? Is everything forgivable, or are there certain red lines? Does this apply to children? How can you create and encourage the “study and habit” for your family so they can learn from mistakes and “move on” in healthy ways from past actions? 2. Read and discuss the unetaneh tokef prayer (Shoshana Silberman’s “Tiku Shofar” p.74-76.) and use the questions on page 76 and the reading at http://www.myjewishlearning.com/elcms/jewniverse/unetaneh-tokef.shtml to discuss repentance and free will. How can our understanding of the Jewish system which attempts to balance free will with the tool of repentance be applied to better dealing with our own and our children’s behavior? 3. Ask participants how they would craft the process of teshuvah. Compare their answers with the four steps of teshuvah: (1) Recognize your mistake; (2) Regret what you have done (3) apologize/confess and try to make it right; (4) make a plan so you will not to do it again. (See Maimonides Mishneh Torah, Hilchot Teshuvah 2: 3-4) How can the teshuvah process enrich their family life? 4. Talk about the mezuzah on the door as a “filter” to remind people that they have “free will” in terms of what they allow to pass through their doors and into their homes (and what they allow themselves to do and be when they leave their homes) Discuss the way Jewish ritual objects can be props and reminders for better behavior and personal change. Note: this will foreshadow the mezuzah and post-it note activities that the children will do at home and in class. 5. Do the tashlich activity as stated above and join all for the New Year’s party. 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Spring is here, which means our mighty pollinators are out in full force! Now is a great time to talk to your kids about the importance of these amazing creatures we are traditionally taught to fear. Going on a “Bug Hunt” is a great way to get started! You can do a Bug Hunt everywhere- From natural environments to urban areas. Bugs (and evidence of bugs) are everywhere- You just have to take a closer look! Tell your kids they are about to become Nature Detectives, and the suspects they are investigating are bugs. If you have the supplies, have them create their own detective badges. If you have the clothing, have them fashion their own detective outfits (perhaps one of dad’s tweed jackets, or one of mom’s fashionable hats?). Once everyone is outfitted properly, pack your detective case! Things to include: Notebooks or paper, pencils, rulers or tape measures, magnifying glasses, cameras, cell phones or ipads, and if you have field journals to help you identify what you find, throw those in too! Next: Set your mission! Tell your kids they are being tasked with finding as many bugs as possible. Explain that nature provides us with clues that will lead us to those bugs. For example- Where there are flowers, there are bugs! Where there is soil, there are bugs! Where there are rocks, leaves, wood, grass, trees…. there are bugs! Even something as simple as a crack in the sidewalk of a densely-concrete area is an effective place to find your suspects. If they don’t find any physical bugs, they may be able to find “evidence” of bugs- Tiny tracks in dirt, a slug’s shimmering trail on pavement, chew holes in a leaf, or even tiny bug eggs laid on the underside of that leaf! Simply lying down on the grass and looking deep into its forest of blades, or flipping over and gazing up can yield amazing discoveries. A Bug Hunt can be a fun, physical activity or a peaceful exercise in mindfulness. For the latter, consider having your children spend some time really studying what they see, and journaling their observations with notes, drawings, etc. You can take photos with your camera, or take a time-lapsed video of a bug at work, then head home and do a google search about the bugs you found, and journal about your data. You can also use your photos to zoom in and take a much closer look at your bugs! A Bug Hunt can be taken in so many fun directions- You can see how many winged bugs you can find, how many different colors of bugs you can find, who can find the smallest bug, who can find the largest….. And you can take some time to observe what they are doing, and hypothesize why! There are so many connections to be made. Why is that bee drawn to that flower? Are there any commonalities between the plants the different butterflies are attracted to, such as their colors or their shapes? Is the ant you see alone, or in a group? Are they working together or independently? What are they doing? For each bug that you find, your children can scribble down details about it, including what it looks like, how many legs or wings (or maybe even eyes!) it has, where it’s found, what it’s doing, and what they think it eats. (Simply drawing a picture of the bugs they see can yield charming and hilarious results!) Many children develop irrational fears of bugs at a young age, or are taught that bugs are gross. A Bug Hunt helps children to not only deprogram those feelings, but also to gain an understanding of and appreciation for our pollinating friends in a fun, competitive way that gets them outdoors and engaging in physical activity. It aims to instill curiosity and fascination by showing them that a wide variety of insects are harmless, can be found almost anywhere- from parks and schoolyards to their own backyard and city neighborhood -and are necessary for life to thrive. As with any outdoor activity, remember a few safety tips- Remind your little Nature Detectives that they are looking at bugs, not touching or collecting them. This is a great time to talk about empathy for other living creatures, and respecting their lifestyles. Make sure they know to keep a safe distance, and to be mindful of plants they may touch, rocks they may turn over, leaves they may dig through, and the life they are living. Remind them to be gentle of all living things on their adventure, so as to not disturb the evidence! When you have completed your mission, take some time to discuss the experience, and reflect on the many lessons learned. Fun Bonus: Taking kids on a Bug Hunt is a fun way to practice Next Generation Science Standards! It gets them asking questions, making observations, carrying out investigations, taking notes, analyzing data, and trying to understand a tiny piece of the world- Just like a scientist! And hopefully, in the process, those empathy skills get some exercising as well. Have fun! *See the following resources for help kicking off this activity: Fun Facts About Bugs: [http://destinationnature.com/cool-bug-facts/](http://destinationnature.com/cool-bug-facts/) All About Pollination: [https://www.youtube.com/watch?v=9AuVm1jpKEA](https://www.youtube.com/watch?v=9AuVm1jpKEA) Bug Identifying Apps: [https://www.fatherly.com/gear/7-apps-that-will-convince-your-kid-you-know-everything-about-the-natural-world/](https://www.fatherly.com/gear/7-apps-that-will-convince-your-kid-you-know-everything-about-the-natural-world/) Bug Scavenger Hunt Printables: [https://www.google.com/search?q=bug+scavenger+hunt&client=safari&rls=en&sxsrf=ALeKk03naur8sgw5Eu7P5vbJ1iOo4rCA9g:1584996291839&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjD1senu7HoAhVOMa0KHRT9CzoQ_AUoAXoECA0QAw&biw=1373&bih=739](https://www.google.com/search?q=bug+scavenger+hunt&client=safari&rls=en&sxsrf=ALeKk03naur8sgw5Eu7P5vbJ1iOo4rCA9g:1584996291839&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjD1senu7HoAhVOMa0KHRT9CzoQ_AUoAXoECA0QAw&biw=1373&bih=739)	50f5f302-cd21-4629-af61-49be3bd89341	CC-MAIN-2021-04	https://www.arboretum.org/wp-content/uploads/2020/03/BUG-HUNT-2.pdf	2021-01-21T20:37:03+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703527850.55/warc/CC-MAIN-20210121194330-20210121224330-00144.warc.gz	670,340,602	1,424	eng_Latn	eng_Latn	0.993084	eng_Latn	0.997263	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3005, 5878 ]	[ 3.953125 ]	2	0
STRENGTH BUILDER In order to transform your stress into strength, you must befriend your stressful emotions. Use this page to keep track of your progress. Once you have wiggled through all these emotions, you will have confidence that you will be a sunshine friend no matter what the circumstance! If you need help, find someone who can be your sunshine friend. :-) Mad Emotions - ANNOYED - FRUSTRATED - ANGRY - ENRAGED - APATHETIC - I TRUST MYSELF TO BE CLEAR & CALM WHILE EXPRESSING A NEED OR LIMIT Sad Emotions - DISAPPOINTED - SAD - LONELY - REJECTED - HEARTBROKEN - I TRUST MYSELF TO TAKE CARE OF MYSELF & BECOME RESILIENT Afraid Emotions - UNCERTAIN - ANXIOUS - AFRAID - PANICKED - OVERWHELMED - I TRUST MYSELF TO FIND MY COURAGE Critical Emotions - GUILTY - ASHAMED - I TRUST MYSELF TO BE CURIOUS & KIND - DISGUSTED - RESENTFUL - I TRUST MYSELF TO SAY NO OR ASK FOR HELP Icky Emotions When I use my stress to make Sunshine Choices that are Respectful, Responsible & Kind, I become a Sunshine Friend! SUNSHINE FRIENDS ARE: Respectful: - They respect your limits and accept “no” without arguing - They are flexible - They know how to apologize - They do not minimize or deny your reality - They celebrate your joy open-heartedly, without jealousy - They know what they need to be calm and reliable friends & do their best to protect these needs Responsible: - They acknowledge stress whenever it appears, and know how to guide themselves & others into a calmer state - They can make responsible choices about how to express their stress calmly & nonviolently - They are truthful, and want to do the right thing, even when no one is watching - When they make a mistake, they reflect on their actions and make efforts to change without anyone asking them to Kind: - They make you feel seen and understood - They like to comfort you and welcome your affection - They are not afraid of grief or anger, and make you feel safe when you are experiencing a stressful emotion - They are curious, not critical or judgmental - They want to share their heart & are vulnerable too	716d6f71-991c-4c14-be9c-48449994b4ad	CC-MAIN-2021-43	https://s3.amazonaws.com/kajabi-storefronts-production/sites/6017/themes/2148295277/downloads/5bvERGqaRi2tf9OtKGpy_Strength_Builder.pdf	2021-10-25T15:57:17+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323587719.64/warc/CC-MAIN-20211025154225-20211025184225-00514.warc.gz	624,794,912	537	eng_Latn	eng_Latn	0.940887	eng_Latn	0.96383	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 901, 2087 ]	[ 2.296875 ]	1	0
Local student workshop Innovation Bootcamp DT.Uni 10 December 2019 Introduction DT. UNI. will explore and develop design-led thinking approaches which support innovation in higher education institutions by using a bottom-up approach, i.e. supporting students, researchers, academics and management staff in developing their ability to think in a more divergent, creative and design thinking way. International Innovation Bootcamp: Lublin 20-24 April 2020 Design thinking Following classical design methodologies: division in different steps characteristics: - iterative - diverging and converging Fig. 1 Problem and solution space in design thinking The right (design) attitude - Build on the ideas of others - Defer judgement - Stay focused on topic - Fail early and often - Be visual - One conversation at a time - Think user-centric - Go for quantity - Go for wild ideas Brainstorming Rules. Photo Courtesy: Gavin O’Leary We have to keep track of time! The teams Become acquainted Ask a few questions (on things that interest you) to person next to you (2 m.) For instance: - personal interest (in study, life..) - best qualities … - pitfalls … - dreams … Than other way around (2 m.) Next: Each of you tells whole team some things (s)he has heard on that person (1 m. p.p) How we work Creativity is increasingly important in higher education, also in the exact sciences, as many of the problems we face are so complex that we need forms of creativity to deal with them. The challenge therefore is how to increase the creative competencies of students in higher education. EXPLORING Discuss the challenge and previous solutions Reformulate what you now think that the challenge is Go out and ask two 'stakeholders' UNDERSTANDING Map the elements in the (current) system What basic/underlying theme emerges from this system (map) POINT OF VIEW Reframe the challenge based on this underlying theme IDEATING Brainstorm from this perspective/frame on the problem PROTOTYPING Fast prototyping of the best idea TESTING Ask other team for feedback COMMUNICATION AND CRITICAL THINKING Prepare short presentation The two teams present Comments by the jury Feedback on the workshop Goals Learning to think differently; by formulating the challenge in an original manner so that new solution directions appear > focus is on the formulation process Important is an interesting frame, and what you learned on the process, and not so much the sophistication of the prototype To support this we have a worksheet Criteria: the four Cs > critical thinking: your questioning of approaches/solutions [recognizing the assumptions; evaluate its arguments] > the creativity/originality of your approach/frame > collaboration and communication: interdisciplinary teamwork; clarity of ideas and of information used Here we go! Exploring 1. Discuss the challenge and previous solutions [. 45] each team member shortly discusses one solution (s)he found [2 m.] what can you learn from the previous solutions? Reflect on that and write it down on worksheet > use for presentation at the end (criterium of critical thinking) 2. Reformulate what you now think that the challenge is write it down on worksheet also try to think of a better, future situation (so that you detach the problem from the current context and new frame can appear) >write/sketch on worksheet 3. Go out and ask 'stakeholders' Go out and ask two 'stakeholders' on what they think on your formulation of the challenge write down (worksheet) at least 2 insights that you didn't have yet in your team Understanding 4. Map the elements in the (current) system Cluster map: what is it to start exploring complex problem arenas put the topic in the middle of a page, and then free associate nodes (elements within the system). elements can be: stakeholders (relevant groups of people) but also places, technologies, values, attitudes, ideas • suspend the need to solve * No ‘right’ or ‘wrong’ answers to the exploration: just trying to mine the collective knowledge of you and/or your team to find out what’s going on Cluster map: how to - Write your topic in the center of the page - Everyone a pen: not one person writing what others say; all contributing - Throw down everything that relates to the arena you are exploring - When page is full of random works/concepts/nodes, then start to draw connections between them (can use different colors to define different flows) (can name the relations) Time for a break? GIVE US A BREAK Themes Themes: the sense we make of a situation when we approach it openly, without pre-judgment -help discover deep layer of meaning that underlies observations -can be both deeply personal and universal LEVELS OF INSIGHTS IN HUMAN NEEDS FOR DESIGN & INNOVATION WHAT?: what kind of products/services do people want? SOLUTIONS HOW?: which future interaction or scenario do people want? SCENARIOS experiences emotions interaction qualities thoughts & feelings WHY? why do people want this interaction or scenario? GOALS attitudes personal goals trends WHY? which values and meanings drive these goals? THEMES concerns values & meanings principles Theme: what does it mean to parent? reframe 5. What basic/underlying theme emerges from this system (map) [15.05] take a look at the elements and their connections; and use questions as the following to get to a more fundamental aspect (themes) >are there some sort of patterns? >what is the deeper layer of meaning that underlies all this? >can you filter until a core insight is achieved? write down 3 themes (worksheet) Point of view From Themes to Framing Now you have to pick, choose, decide on the most significant theme; or maybe have to combine them - as to create a frame. Frame: an approach to the problem situation * and the proposing of a solution direction Like: If stimulating creativity is a matter of reducing timepressure, then… Or: How can we reduce timepressure in order to stimulate the creativity of students? Frames Frame, must be: inspiring actionable should trigger solution ideas absorbed by all team members (no use in convincing frame is right; only right if its inspiring and useful) integrates lots of issues under consideration -for a sharp frame: may have to focus on one section of the population 6. Reframe the challenge based on this underlying theme [20] discuss which theme, or combination, you will use * then create the frame Formulation can have form of: If ... then ... How can we ... > in any case it should be an approach to the problem situation, which implicitly proposes a solution direction Ideating 7. Brainstorm from this perspective/frame on the problem [.40] Now you have your perspective/frame on the problem Brainstorm from this Point of View Crazy 4: * sketch 4 ideas/solutions in 4 minutes * present 2 best ideas in 2 minutes to the group * use 2 stickers to rate your best ideas of the whole group Prototyping Prototyping: Why, what In order to get feedback Make in order to think To communicate and start a conversation To fail fast and cheap >don’t get too stuck to your ‘child’ To test: think about what you want to get feedback on (can’t do anything) Prototype can be anything that a user can interact with: a wall of post-its; a simple gadget or model; role-play; a storyboard Different kinds of prototypes Basic features More detailed concepts (like Concept poster: how does the idea work, why is it important ...) Scenario (like Storyboard) Different kinds of prototypes Simulation (of a functionality; like in Wizzard of Ozz prototype: as if user experiences it) So: Prototype should not contain everything (better not) Goal is to create some sort of experience that user can give feedback to 8. Fast prototyping of the best idea • Testing Testing - why Is about getting feedback Don’t just ask whether they like it, but continuously ask the question ‘Why’ Focus on what you can learn (“test as if you know that you don’t know”) > not just to refine your prototype > also to refine your Point of View / Frame > is it a good frame, meaningful, do we need to change it …? 9. Ask other team for feedback ‘Show don’t just tell’: *write down at least 2 important comments, ideas ... that you got >worksheet Communication and critical thinking 10. Prepare short presentation What is the problem or deficiency with current approaches to the challenge? What are the (faulty) assumptions in these approaches? How did you reformulate the challenge? Why is this a better formulation? What is the pivotal theme (or combination of themes) in the challenge? Why is this so? What is your frame? What is your prototype: show it. Explain why this was your best option. What did you learn about the process and about yourself (in such a design process)? 11. The two teams present [40] 7 min. each 12. Comments by the jury [.50] 14. Feedback on the workshop Learnings? Tops? Tips? Usefulness of design thinking? 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Biodiversity Conservation Guide for Farmers and Ranchers in Alberta The committee gratefully acknowledges the many editorial and technical reviewers from Agriculture and Agri-Food Canada – Prairie Farm Rehabilitation Administration, Alberta Agriculture and Food, Ducks Unlimited Canada, other government and non-government conservation agencies and individual farmers and ranchers. This guide may be reproduced for educational or training purposes. Reproducing or storing this guide by any means for any other use requires written permission from Alberta Agriculture and Food. Printed in Canada. Copies of this guide are available from: Agriculture and Agri-Food Canada – Prairie Farm Rehabilitation Administration Alberta Agriculture and Food Ducks Unlimited Canada # Contents \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Acknowledgements \| 1 \| \| Welcome \| 3 \| \| What is Biodiversity? \| 3 \| \| Biodiversity and Agricultural Landscapes \| 5 \| \| Essential Benefits to Farms and Ranches \| 6 \| \| Biodiversity and the Bigger Picture \| 7 \| \| Your Actions Make a Difference \| 8 \| \| Conserving Biodiversity on Your Land: Principles and Actions \| 9 \| \| Principle 1. Soil Is the Foundation of Healthy Ecosystems \| 9 \| \| What you can do: \| 10 \| \| Principle 2. Native Areas Are Biodiversity ‘Storehouses’ \| 11 \| \| What you can do: \| 12 \| \| Principle 3. Timing and Intensity of Use Influence Biodiversity \| 13 \| \| What you can do: \| 14 \| \| Principle 4. Variety is the Spice of Life ... and Biodiversity \| 15 \| \| What you can do: \| 16 \| \| Principle 5. Not All Things Are Ecologically Equal \| 17 \| \| What you can do: \| 18 \| \| Principle 6. Biodiversity Conservation Increases with Community Cooperation \| 19 \| \| What you can do: \| 20 \| \| Next Steps \| 21 \| \| 1. Identify and assess current habitat and biodiversity \| 21 \| \| 2. Identify and assess biodiversity enhancement options \| 21 \| \| 3. Develop your biodiversity enhancement plan \| 21 \| \| 4. Implement actions and monitor effects \| 21 \| \| Resources \| 22 \| \| Agencies \| 22 \| Welcome. Agricultural producers care deeply for the land on which they live and from which they make their living. For many producers, caring for the land includes a special interest in wildlife and natural areas on their property. This guide’s objectives are to: help you to learn more about the benefits that biological diversity provides to your farm or ranch; and help you identify what you’re already doing and what else you can do to conserve biodiversity. The guide begins by defining biodiversity and explaining its importance to agricultural producers and to our world. In the next section, the guide explains six basic principles of biodiversity conservation and, for each principle, lists supporting actions. These general principles and actions can be adapted to suit your own situation. If you farm or ranch in ways that are guided by these six principles, then you likely already know a great deal about your land and its ecological characteristics – about how living things interact with and respond to each other and their physical environment. The guide concludes with information to help you take action to conserve biodiversity. It outlines the steps in developing and implementing a biodiversity conservation plan. And it lists agencies that provide financial/technical assistance to Alberta farmers and ranchers for biodiversity conservation. Your actions can make a difference. What is Biodiversity? At first glance it appears simple – biodiversity equals biological diversity, or the great number of ways living things can differ. It is easiest to imagine when you think of all the different kinds (or species) of plants and animals there are, from big to small. Species diversity includes large grazing animals like bison and elk foraging in grassland, to microscopic fungi and bacteria breaking down organic matter in soil, and everything in between. Biodiversity also refers to the degree to which individuals of a species differ from one another. Just as no person is exactly the same as another, individuals of a particular species differ. The difference is in their genes, or genetic makeup. Where species diversity is about the differences among species, genetic diversity is about differences within a particular species. Beyond genetic and species diversity, biodiversity also includes the variety of unique associations that occur between species within a particular area. This type of diversity is termed community diversity. Many of us are familiar with some of the clearly distinct communities of life in Alberta. For example, a foothills fescue grassland is different than a cottonwood-dominated river bottom forest. An aspen bush is different from a pothole slough. In fact, differences between communities can be even subtler – for example, no two sloughs are exactly alike. Each of these different communities developed as a unique response to local conditions, such as soil and climate. Thus, each community contains a unique combination of species and, as such, adds to the diversity of life. There is something else you should know about biodiversity: it includes people. We are part of the living systems around us. We influence these systems, and in turn are influenced by them and the other organisms contained in them. Biodiversity is also dynamic, constantly changing and evolving through natural processes that we do not fully understand. Biodiversity, or biological diversity, refers to the variety among living organisms, from bacteria and fungi to grasses, ferns, trees, insects, birds and mammals. It encompasses the variety found at all levels of life, from genetic differences between individuals and populations (groups of individuals) to the types of communities (groups of interacting species) found in an area. People are also part of this complex web of life. Agricultural areas are filled with biological diversity. Take a moment to think about the diverse, complex ecosystem processes continually going on around us. Soil bacteria are composting stubble and other dead plant material and enriching the soil. Natural predators like birds and bats are limiting insect pest outbreaks and reducing the need for pesticides. Wetlands are collecting runoff and replenishing groundwater that tops up water wells. Plants are removing carbon dioxide from the air we’ve exhaled, and using it to build plant material while also producing the oxygen we need for our next breath. Interestingly, about 95% of all living species are hidden from view in the soil, where life-forms range from worms and ants to microscopic mites, nematodes and single-celled organisms. These tiny life forms play a huge role in agricultural productivity. For instance, it has been estimated that the amount of plant material consumed by soil roundworms can be up to three times greater than that consumed by cattle in the mixed-grass prairies! As it turns out, above ground biodiversity generally reflects below ground diversity – that is, the more diverse the plants and animals living above the soil, the more diverse will be the life in the soil. The most biologically diverse ecosystems are generally those least altered by human activities. Areas like native grasslands, native bush, uncultivated fencelines and riparian areas (e.g., sloughs, creeks, river bottoms) are biodiversity “storehouses” benefiting the entire landscape. Because of this, biodiversity conservation tends to focus on native areas and their management. Soils contain an incredible diversity of life. Ecosystem refers to a community of organisms living and functioning together in a given area. An ecosystem can be any size. A farm is an ecosystem. A ranch is an ecosystem. There is an ecosystem in a drop of water, and the entire world can be thought of as an ecosystem. Biodiversity and its many interactions are an integral part of agriculture’s productivity and sustainability. Generally, the more diversity in life forms present on your farm or ranch, the greater the benefits you can realize now and in the future. Here are some examples of the benefits to agriculture that result from managing for increased biodiversity: - Greater biodiversity can buffer against year-to-year variability in productivity. Systems rich in biodiversity tend to endure extreme conditions and recover more readily from disturbances like droughts and floods. - Greater biodiversity is linked to improved quantity, quality reliability and duration of pollination, which, for example, is particularly important for growing crops like canola. - The increased levels of soil biodiversity that result from reduced tillage are linked to increased soil fertility, nutrient cycling and storage, greater crop yields, and long-term soil productivity. - Greater biodiversity contributes to increased resistance of production systems to invasion by disease, weed and insect pests. For example, studies have shown that birds are capable of suppressing insect populations, at least at medium to low infestation levels. In prairie environments, birds have been shown to effectively control grasshoppers. Similarly, studies have shown that the greater the diversity of beetles, parasitic wasps and spiders in a farm landscape, the lower the incidence of insect pest outbreaks. - Living organisms are the source of all livestock, all crops, all pollinators of crops, all biological control agents of pests, many pesticides and many pharmaceuticals. Retaining farm-scale biodiversity keeps options open for future benefits that are not yet discovered or realized. Biodiversity is like money in the bank for your farm or ranch. Biodiversity and pollination services Reduction of insect pollinators results in reduced pollination services and lower crop yields. One example is the reduction in Manitoba of alfalfa seed production from 1000 kg/ha to 150 kg/ha as field size increased and wild bee habitat was removed during the 1940s and early 1950s. Robberflies are found in native pastures in the drier regions of southern and central Alberta. Adults feed on a variety of pest species such as grasshoppers and hornets. The larvae live in the soil and decaying organic material where they prey on other insects and spiders. While some species of birds can be pests to agricultural crops, most are not. In rangeland habitats, maintenance of populations of insect-eating birds, like this mountain bluebird, in combination with good management, can prevent grasshopper outbreaks. Biodiversity and the Bigger Picture The link between biodiversity and agriculture is becoming a topic of global interest, debate and research. There is a growing worldwide awareness and concern about agriculturally induced, broad-scale decline of ecosystems and their biodiversity. Reductions in biodiversity signal concerns related to the loss of existing economic, environmental and social benefits, as well as the loss of opportunities for future benefits that we aren’t currently even aware of including resilience to the potential impacts of global climate change. Such concerns exist for Canada, including the prairies. According to studies done for the World Wildlife Fund, little of the short-grass prairie in Canada is intact, and there are few major intact habitat blocks remaining of the northern mixed-grass prairie. They also report that little of the aspen parkland remains in North America. Although the biodiversity value of the prairie grasslands remains high, this ecosystem hosts disproportionately high numbers of plant and animal species showing long-term population declines. Healthy, working agricultural landscapes are key to stopping these declines. Restoring biodiversity is a complex, gradual process, but it is achievable and provides increasing rewards along the way. Many songbirds thrive in healthy grassland areas. Species such as the Sprague’s Pipit increase in numbers in larger unfragmented grassland areas. Your Actions Make a Difference Managing for increased biodiversity on your farm or ranch can provide benefits to not only biodiversity but also to the long term sustainability of your most important resource: your land. Farmers and ranchers across Canada are taking action to conserve biodiversity. Many producers are using agricultural practices that protect soil, water and air quality, which at the same time help to maintain biodiversity as well. Some producers are also using practices specifically aimed at enhancing biodiversity. And groups of producers are working together to provide networks of bush, grasslands, wetlands and other habitats across the landscape. These actions are rewarding producers with ecosystem benefits, like pollination, insect and disease control, and resilience to the impacts of droughts and floods. By following the principles set out in this guide, you’ll help to conserve biodiversity and benefit from what increased biodiversity brings to your land. Change with care When you change a practice, unexpected consequences may sometimes occur. For example, planting a shelterbelt or erecting a perch for raptors (birds of prey) near burrowing owl habitat can increase predation by hawks on the owls. Some changes may also have the potential to bring pest birds, mammals, insects or diseases onto your land. The risk of negative impacts appears to be greater where landscape simplification is greatest (i.e., in areas with large monoculture fields). Through careful planning, implementation and monitoring of a new practice, these risks can be reduced. Advice from experienced wildlife specialists can help you to make positive changes. Conserving Biodiversity on Your Land: Principles and Actions Biodiversity conservation on your farm or ranch simply means doing things that conserve the variety of living things and the interactions between them. What you can do to conserve biodiversity depends mainly on the natural characteristics of your land and the surrounding lands, and on the type of agricultural operation you have and your approach to production. Therefore this section provides six general principles and their corresponding actions that you can adapt and apply to your own situation. Understanding the six principles and their actions will help you gauge what you’re already doing to conserve biodiversity and what other things you might consider doing. These principles and actions reinforce the fact that managing for healthy, productive farmland and ranchland conserves biodiversity. Principle 1. Soil is the Foundation of Healthy Ecosystems Soil is a world teeming with life. Living in the soil are plant roots, bacteria, fungi, algae, protozoa, mites, nematodes, worms, ants, maggots and other insects, and larger animals. The number of living organisms belowground is often far greater than that aboveground. Soil provides a base on which plants can grow and within which animals can live and water is stored. As well, the soil and the life within it break down organic matter and cycle nutrients back into forms that plants can use. Fungi, bacteria and other microorganisms use the carbon, nitrogen and other nutrients in organic matter. Microscopic soil organisms feed on organic matter, fungi and each other. Together, the results of these activities stabilize soil aggregates, build better soil habitat and improve soil structure, tilth and productivity. All aboveground life forms depend on this foundation. No-till cropping, like this pea crop seeded into stubble, greatly reduces soil disturbance and increases soil biodiversity compared with conventional tillage systems. Throughout your farm or ranch - Maintain perennial cover on as much of your land as possible. - Maintain uncultivated fencerows, native grasslands, bush and riparian buffer strips. Grazed areas and hayland - Balance forage demand with supply so that sufficient litter remains to maintain forage and range health, conserve moisture, and to protect the soil from erosion and organic matter loss. - Learn about the specific characteristics of your riparian pastures through a riparian health assessment, and then graze those pastures at appropriate times to maintain or improve the structure and function of the streambank plant community. Cropped areas - Minimize soil disturbance by reducing or eliminating tillage. - Maintain crop and crop residue cover on the soil at all times by using such practices as growing cover crops and minimizing tillage. - Use diverse crop rotations (annuals, winter annuals, perennials) to encourage a diverse community of soil organisms. - Manage nutrients to minimize disruption of the soil ecosystem by applying only enough fertilizer to replace the nutrients harvested with the crop, or by using composted or green manure. - Minimize the use of agro-chemicals, especially pesticides, because they may affect the functioning of the soil ecosystem. Aboveground and belowground biodiversity are interdependent. Aboveground plants (1) directly support primary consumers – seed eaters (7), shoot and root feeders (3, 4, 10, 11, 12) and fungi associated with roots (5) – and depend on pollinators (6), seed dispersers (8) and nutrient cycling (2). Seed dispersal can be active (flying, walking, crawling, burrowing) (15) or passive (by air, water or accidental carrying) (14, 16). Nutrient cycling is aided by decomposers like fungi and soil engineers like earthworms. Principle 2. Native Areas are Biodiversity ‘Storehouses’ Plants and animals evolve over time in response to the physical and biological characteristics of the area where they live. These include: soils; climate and weather patterns (e.g. timing of rainfall, drought, frost); and interactions with other species. Native species and communities are those that occur in the region in which they evolved. They possess certain traits that make them uniquely adapted to local conditions. These unique traits can be highly valuable to both agriculture and the general public. For example, well-managed native grasslands have been shown to be more drought-resistant than tame pastures. Decisions to conserve native habitat, such as leaving fencerows wild, can dramatically increase biodiversity. At the same time, these habitats can support beneficial organisms and ecological processes. Studies show that bird populations are generally larger and more diverse in wide versus narrow fencerow strips, in undisturbed versus disturbed (e.g., grazed) fencerows, in treed versus grass fencerows, and in riparian versus non-riparian areas. Other studies have shown that, especially in low-input agriculture systems, locally adapted varieties often produce higher yields or are more resistant to pests than varieties bred for high performance under optimal conditions. At the same time, native areas are home to many unique plant and animal species. Large, intact native areas are also valued for their recreational, cultural and spiritual values. Conserving native areas is vital because they have the highest levels of biodiversity. If native areas become increasingly scarce in a region, the importance of each native grassland, bush and wetland remnant becomes that much greater (see Principle 6). Why keep it native? Native areas have the highest levels of biodiversity. Throughout your farm and ranch - Maintain native grasslands, bush, riparian areas, wetlands and uncultivated fencerows. - Conduct a biodiversity assessment to find out which species are present on your land. - Manage native areas as a valued resource, including consideration for sensitive species, by working with local conservation agencies. - Wherever possible, conserve locally-adapted native plant species and their seeds. - Wherever possible, restore grasslands, bush, riparian areas and wetlands, and use native species, especially locally adapted native species, for these restoration activities. Grazed areas - Graze native grasses later in the season to take advantage of their adaptation to late season use. This will also allow ground nesting birds and waterfowl to complete their spring to early summer nesting without disturbance. - Manage grazing timing and intensity in native pastures so native species are able to set seed. - Use tame pasture or annual forages for spring grazing to delay grazing of native grasses. - Complete a range health assessment of your native and tame pastures to provide a snapshot in time of the overall health of your grazed areas and to alert you to management issues and problems so that management changes can be made. Use carefully timed grazing to control invasive species. For example, to control the spread of Canada thistle, grazing should be timed just before budding to weaken plants and prevent them from going to seed. Riparian zones support remarkably high numbers of native wildlife compared to the rest of the landscape. Restoring and carefully managing these zones contribute greatly to biodiversity, as well as improving water filtration, flood protection and groundwater recharge. Agricultural production systems that support the most biodiversity are those that mimic the area’s natural patterns of disturbance (e.g., fire, grazing, flooding). You can mimic these patterns by managing the intensity and timing of agricultural use. Intensity in agriculture refers to the relative level of inputs used for every unit of production. Intensive agriculture uses high levels of inputs per unit of production. In grazing, intensity refers to the number of animals in a given area times the duration of grazing. In cropping systems, intensity refers to the amounts of such inputs as fertilizers, pesticides, fuel and labour. Generally, higher intensity farming and ranching means greater disturbance to the environment (e.g., more tillage, grazing, trampling) and higher levels of man-made substitutions of ecosystem functions (e.g., nutrient cycling, pest and disease control). Timing of use is important to both plant and animal species. The timing of critical periods varies by species, so it is important to become familiar with the types and timing of sensitive periods for the species in your area. Generally, wildlife are most sensitive to disturbance when they are involved in breeding activities, especially rearing their young – nesting, denning, calving, spawning. Many native plants thrive when rested during the spring. If a pasture is not given enough rest, livestock will repeatedly graze favoured plants, and soon those plants will be eliminated from the pasture. Without rest during the growing season, plants don’t have enough time to rebuild roots and store energy. Without stored energy, spring growth is stunted and plants have little resilience against drought and disease. Grazed areas - Minimize grazing of native areas during the spring. - Manage grazing to ensure sufficient native plants are allowed to set seed to maintain viable populations. - Alter the entry date of livestock each year in pastures (i.e., first pasture entered is different each year). - Develop a grazing plan that makes the most of your various pasture resources (native, tame, annuals, perennials) with flexibility in timing and intensity of use. - Provide adequate rest periods for pastures during the growing season (also called effective rest). - Use fencing and locate watering sites, salt/mineral and supplemental feed to control grazing intensity on native areas and create a diverse plant community with different types, ages and sizes. - Avoid overgrazing forested pastures and manage cattle so that shrubs are conserved. - Complete a range health assessment of your native and tame pastures to provide a snapshot in time of the overall health of your grazed areas and to alert you to management issues and problems so that management changes can be made. - Complete a riparian health assessment of your riparian pastures to understand which areas to monitor as a guide for adjusting stocking rates and grazing duration in those pastures. - Implement a riparian grazing management strategy that will achieve the ecological goals of the riparian area. For example, use grazing timing to maintain or improve the structure and function of the streambank plant community. - Avoid grazing riparian areas that have willows or other woody species during August and September. Hayland - Defer haying until after July 15 to minimize wildlife disturbance, injury and death. - Use a flushing bar when haying, especially if you must hay before July 15. - Change your haying pattern to allow an escape route for wildlife. Cropped areas - Apply appropriate nutrients to meet crop needs. - Use low disturbance seeding practices. - Leave stubble standing. - Grow winter annuals to minimize field equipment activity in the spring. - Minimize field passes during the year. - Minimize use of chemical pesticides; use biological and cultural methods to controls pests. Hay fields should be mowed from the center outward to allow wildlife to escape to adjacent habitat. Principle 4. Variety is the Spice of Life... and Diversity Biodiversity is a major driver of ecosystem processes, right up there with climate, nutrient supplies and disturbance. Higher levels of biodiversity generally lead to higher productivity and year-to-year stability in production, as well as increased ecosystem benefits, such as pollination, insect pest control and disease resistance. So, high levels of biodiversity, in all its forms, generally enhance ecosystem functioning. Healthy farmlands and ranchlands are characterized by high levels of plant and animal diversity. They include the full array of landscape types and plant communities typical of their area (like aspen bluffs, sloughs, wet meadows, fescue-dominated grasslands, etc.). They have: large areas of native vegetation; minimal areas with bare soil or few bare soil days; minimal soil erosion; wildlife corridors and large blocks of perennial cover; few weed problems; productive plant communities; and appropriate types and levels of disturbances, such as grazing, flooding, drought, erosion, or decomposition, to maintain ecosystem functions. Encourage and maintain diversity wherever you can. Some examples (from left): a diversity of plant and animals species in a riparian area, planting legume crops in rotation, multi-species planted in forage crops, growing winter wheat, and grazing a mixture of livestock types on pasture. Grazed areas and hayland • Graze uplands and riparian areas to create/maintain diverse plant communities of different ages and varying heights. For example, in any given year, plan your grazing with the idea of having used a full range of grazing intensities, from heavily grazed to lightly grazed, with the majority moderately grazed. This variety of grazing intensities increases the diversity within your pastures by maintaining a broad range of plant communities and types. • Plant pastures and hayland with multiple species, using forage species adapted to your area. • When possible, use more than one livestock type for grazing a pasture. Cropped areas • Diversify your crop rotation by including fall-seeded, spring-seeded and perennial crops. • Diversify your crop rotation by adding legumes, like peas and beans. • Consider companion cropping or strip cropping. • Reduce the size of your fields. • Where appropriate to the region, plant shelterbelts with multiple species, including fruit and nut trees and shrubs. Biodiversity can significantly increase grassland productivity. Multi-species perennial plant stands have significantly greater productivity than single-species stands. For example, researchers in Minnesota recently found that plots with 16 species of perennial plants produced, on average over a 5-year period, 180% more biomass than plots with only one species. Principle 5. Not All Things Are Ecologically Equal Not all species should be given equal weight when adjusting your practices to conserve biodiversity. For example, the gain of a pheasant or a hayfield does not offset the loss of a burrowing owl or a wetland. A keystone species is a species that has a disproportionately large effect on its environment relative to its abundance. If trade-offs are necessary, it is more important to conserve: species and communities that are uncommon, rare or endangered; keystone species; and species and communities that are especially helpful in enhancing productivity and minimizing the need for purchased inputs (like pesticides, inorganic fertilizers, fuel, medicines). It is less important to conserve species like European starlings and house sparrows that thrive in disturbed and fragmented landscapes. Such species are often common and contribute little to or even detract from the health of the overall landscape. Landscape • Identify important native and keystone species on your farm or ranch, as well as those that are unnaturally abundant. • With the help of specialists, conduct a biodiversity assessment on your property. • Get assistance in determining specific ways you can foster desirable species and discourage undesirable ones. • Control invasive non-native weeds. Harness the services of beneficial predators like green lacewings. Green lacewings lay eggs on stalks that hang from the bottom of leaves. The larvae hatch in a few days. The larvae are predatory and are sometimes called “aphid lions” because they eat so many aphids. They also eat caterpillars, butterfly eggs, small beetles, scale insects, leafhoppers, thrips, small flies, mites, and other insects and eggs. After transforming into pupae and then adults, lacewings become effective pollinators. Green lacewings live in fields, gardens, and along forest edges. They are readily identifiable by the striking venation of their wings. Badgers are a keystone species because they are important predators of mice, voles and ground squirrels, and they act like “ecosystem engineers” in that the burrows they construct are important habitat for a variety of other species, such as the burrowing owl and the swift fox. Principle 6. Biodiversity Conservation Increases with Community Cooperation Biodiversity conservation is most effective when it’s coordinated at the community scale, with many individual landowners working together toward common goals. This is because many wildlife species require large areas to meet all of their life cycle needs and because important habitat areas, like rivers, creeks, lakes and wildlife travel corridors, often cut across several or many properties. By linking your actions to larger-scaled conservation plans, you can increase the effectiveness of your own actions, relate your actions to those of your neighbours, and contribute most meaningfully to the broader goals. Landscape - Work with your neighbours in your community to identify and share biodiversity goals, and to develop a plan and take action to achieve those goals: - learn about the relative importance of local species and habitats in the context of the overall landscape; - maintain or restore larger blocks of native grasslands and bush. This will allow your land to retain species that are dependent on larger areas of intact habitat (e.g. owls, many grassland birds); - maintain or restore waterways and waterbodies, and their riparian areas; - identify and maintain wildlife travel corridors. Impediments to wildlife movement, such as poorly designed fences, should either be removed or improved to allow for easier wildlife movement; - identify and maintain unique wildlife habitats (e.g. nesting, feeding, wintering and denning areas); and - identify and maintain areas that support pollinating insects, such as bees, wasps and beetles. - Work with natural resource management specialists to identify the key actions you could take to contribute to healthy, functioning landscapes and watersheds. If managed as one component of a larger landscape, on-farm habitat corridors can help to allow the safe passage of wildlife across the landscape between larger habitat blocks. Next Steps Armed with the principles outlined in this guide and with some financial/technical assistance from the agencies listed in the next section, you are ready to take the next steps toward biodiversity conservation. The best way to accomplish your biodiversity goals is to develop and implement a biodiversity conservation plan that is integrated with your overall farm or ranch management plan. The process has four main steps: 1. Identify and assess current habitat and biodiversity - Identify and map ecologically important areas on and adjacent to your farm or ranch. - Conduct a biodiversity assessment to establish a baseline against which future changes can be compared. Without this baseline, it will be difficult to determine whether positive changes have resulted from your actions. - Identify land management practices that may be influencing biodiversity such as: fertilizer practices, grazing system, harvest practices, timing and frequency of practices, crop rotations, management of problem wildlife, management of invasive species, etc. - Evaluate the impact of past and current land use and management practices on the biodiversity of each ecologically important area. 2. Identify and assess biodiversity maintenance and enhancement options - Establish biodiversity goals that are unique to your farm or ranch. - Identify various options for enhancing habitat availability and biodiversity on your farm or ranch. - Estimate the effects of each option on ecologically important areas and on agricultural productivity and sustainability. 3. Develop your biodiversity maintenance and enhancement plan - Identify the most promising biodiversity enhancement options. - Describe management adjustments required for implementation. - Develop an implementation timetable, from initial field testing of ideas to eventual full implementation. - Describe the monitoring and evaluation process, including how you’ll measure progress and success. 4. Implement actions and monitor effects - Implement the actions in the plan. - Monitor and evaluate the effects of each action. - Adjust and fine-tune the actions to make sure that the intended outcomes are being achieved. ## Resources ### Agencies The following agencies provide technical and/or financial assistance to Alberta farmers and ranchers for actions that enhance biodiversity in agricultural areas. Agriculture and Agri-Food Canada Prairie Farm Rehabilitation Administration (PFRA) Website: www.agr.gc.ca/pfra/alberta_e.htm Alberta Agriculture and Food Ag-Info Centre: 310-FARM (3276) Website: www.agric.gov.ab.ca Alberta Conservation Association Website: www.ab-conservation.com/ Alberta Fish and Game Association Website: www.afga.org Alberta Stewardship Network Website: www.ab.stewardshipcanada.ca Alberta Sustainable Resource Development Fish and Wildlife Division Website: www.srd.gov.ab.ca/fw Alberta Sustainable Resource Development Public Lands Division Website: www.srd.gov.ab.ca/land/ Cows and Fish Website: www.cowsandfish.org Ducks Unlimited Canada Website: www.ducks.ca Environment Canada Website: www.mb.ec.gc.ca/index.en.html Federation of Alberta Naturalists Website: www.fanweb.ca Land Stewardship Centre of Canada Website: www.landstewardship.org Nature Conservancy of Canada Website: www.natureconservancy.ca Woodlot Association of Alberta Website: www.woodlot.org ### Photo Credits \| Page \| Description \| Source \| \|------\|-------------\|--------\| \| 2 \| Barley field and farmer \| Courtesy of Alberta Agriculture and Food (AF) \| \| 4 \| Milk River Ridge Grasslands \| Courtesy of Lois Gilchrist \| \| 6 \| Bee on alfalfa flower, \| Courtesy of Doug Friebel \| \| \| Robberfly feeding on hornet. \| Courtesy of Doug Macaulay \| \| \| Mountain Bluebird \| Courtesy of PFRA/AAFC \| \| 8 \| Burrowing Owls \| Courtesy of PFRA/AAFC \| \| \| Hawk Platform \| Courtesy of George Stalker \| \| 9 \| Peas direct seeding into canola stubble \| Courtesy of Rick Taillieu \| \| 12 \| Treed area \| Courtesy of Doug Macaulay \| \| \| Riparian area \| Courtesy of Diana Rung \| \| 13 \| Cattle grazing \| Courtesy of Duane McCartney \| \| 14 \| Hay bales in the foothills \| Courtesy of Darwin Chambers \| \| \| Flushing bar \| Courtesy of Ducks Unlimited Canada \| \| 15-16 \| Riparian area, \| Courtesy of Laura Ung \| \| \| Peas direct seeded into stubble \| Courtesy of Peter Gamache \| \| \| Multi-species pasture mixes \| Courtesy of Deb Webster \| \| \| Winter Wheat \| Courtesy of Ducks Unlimited Canada \| \| \| Mixture of livestock types on pasture \| Courtesy of USDA \| \| 17-18 \| Lacewing \| Courtesy of Doug Macaulay \| \| \| Badger and burrowing owl \| Courtesy of Lindsay Tomyn \| \| 19 \| Forest understory \| Courtesy of David Fairless \| \| 19-20 \| Two people looking at a map \| Courtesy of Ducks Unlimited Canada \| \| \| Wetland with farmyard in background \| Courtesy of Ducks Unlimited Canada \| Front Cover: Alberta Agriculture and Food (3), Delaney Anderson (2), Gwen Doran, Ducks Unlimited Canada (3), Doug Macaulay, Duane McCartney, Len Pettitt (2), PFRA/AAFC. 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Just 4 kids FALL 2021 World-first Research Learn how Brain Computer Interface is helping kids like Danial "bypass their broken bodies" Making the Impossible Possible Children living with conditions such as a stroke, spinal cord injury or cerebral palsy can suffer from several limitations in their mobility and capacity to communicate. Fully aware and capable but unable to walk, talk or use their hands, these children are trapped in their bodies. Thanks to generous community support, world-first research in Brain Computer Interface (BCI) for kids is underway at the Alberta Children’s Hospital. BCI has the potential to engage children — many of whom otherwise cannot communicate — and BC4Kids technology recognizes changes in thought patterns via a non-invasive electroencephalogram (EEG) and translates those signals to control devices such as computers, phones, TV remotes and more. While wearing a BCI headset, a child can think the word “go,” for example, to move a remote-controlled car forward. BC4Kids is exploding with a host of study with enormous potential for severely disabled people,” says pediatric neurologist, Dr. Adam Kirton. “However, to date, there has been very little focus on how to adapt it for pediatric users.” Recognizing the incredible possibilities for children, Dr. Kirton and his team established the BC4Kids program to try to find new pathways for young people to interact with the world and realize new levels of independence. The Alberta Children’s Hospital is one of only a few places in the world that provides this unique opportunity to access BCI and has garnered a reputation nationally and internationally as a leader in this area of innovative research. Unlocking Danial’s potential Like many fathers and sons, Ilyas and Danial love to joke around and play video games together. For fun, they sometimes work on colouring works of art or play games like a knight for math. Ilyas is extremely grateful for these small pleasures because there was a time he wasn’t sure his boy would ever be able to share these kinds of experiences with him. Danial was born in Kazakhstan 14 years ago. Soon after, Ilyas and his wife, Medina, received heart-breaking news. “The doctors there told us that Danial had cerebral palsy and that he might not be able to do anything,” says Ilyas. “We quickly did our research and knew there had to be better options for our son. We weren’t going to give up on him.” The family moved to China where Danial received better medical support. Six years later, wanting to be closer to Medina’s family, they immigrated to Canada. “Over that time, we saw that Danial could understand what we were saying to him,” explains Ilyas. “We developed a way of communicating with him through his eyes. He would look up or down to answer yes or no. It was pretty basic, but it worked for us.” In those early years, Ilyas and Medina home-schooled Danial — supporting him with holding a pencil, helping him draw big letters and teaching him math. He was an earnest learner. At the same time, his family was referred to the Alberta Children’s Hospital by the Augmentative Communications and Educational Technology Service (ACETS) team. Although they tried various communication technologies, Danial’s involuntary muscle contractions made it difficult for him to control any of the devices they trialed. In 2018, Danial and his parents were introduced to the hospital’s Brain Computer Interface research team. Since Danial is a biomedical engineer, he was a promising candidate to benefit from this leading-edge technology. Should he be able to master it, BCI had the potential to help him bring new levels of ability to control and interact with his environment. “That first day in the clinic, we were so impressed with how engaged and supportive the team was with Danial,” says Ilyas. “They explained everything so clearly and it took no time at all for him to use his mind to move a remote-controlled car. It was incredible to see!” It took a few weeks for Ilyas to fully grasp how profound that moment actually was for his son. “That was the first time in his life that Danial did something completely by himself. It gave him the ability to pass his broken body and make something happen intentionally all on his own.” From then on, Danial has continued to hone his BCI skills. Thanks to community support, the family has a BCI system set up at home on which he can play games, practice spelling and do his artwork. “This technology has so much potential to help Danial in the future,” says Ilyas. In fact, Ilyas was so inspired by the possibilities that he left his career in health care architecture to complete a Master’s degree in Computer Science. He has now joined the BC4Kids research team as a biomedical engineer and is focusing on optimizing the reliability of BCI headsets. He is also exploring the use of artificial intelligence technology as it relates to BCI and its applications for learning and play. “Recently, Danial set a goal to be able to turn the page on his e-reader using BCI,” says Ilyas. “It might seem like a simple thing, but it would be a game changer and give him more independence.” Thanks to generous community support, the BC4Kids team is helping kids like Danial achieve their goals and set even more. With your ongoing support, these experts will continue to knowledgably and expertly to help unite the world for otherwise silent children to engage with their families—and their world—in new and exciting ways. Program progress through COVID “Over the past year, despite challenges presented by the global pandemic, the BCI program has grown in a number of exciting ways to help kids and families like Danial and Dr. Kirton.” Before the pandemic, children in the program had regular sessions at the hospital to practice and participate in activities using BCI technology. With traffic limited at the hospital, the BCI team worked quickly to ensure these valuable opportunities continued. Now, thanks to the BCI system in the comfort of their own homes, BCI participants were provided the technology and training they needed to keep up their skills independently with support from the BCI team through online video sessions. These virtual sessions also offered an opportunity for socialization during an otherwise extended period of isolation. The BC4Kids team set up virtual gaming sessions for participants to play against one another or other family members in different households. “Gathering together is a hugely popular activity in school-aged children that brings a lot of joy to the kids,” says Dr. Kirton. “For some of these children, playing with a friend or far away family member has never been possible before. BCI has given them an opportunity to connect in new ways.” Helping kids reach their goals Beyond research and clinical applications, the ultimate goal of the program and research is to help kids live their fullest life possible. BC4Kids engages an interdisciplinary team of neuroscience experts, occupational therapists and biomedical engineers to help children set and meet their desired goals — like Danial’s desire to turn the page in his e-book and operate his power chair. Intro to BCI Attend introductory sessions to try out different BCI systems and activities to see which system is the best fit. Goal Setting Work with the team to set a BCI-related goal and develop a plan for how to meet it. The team provides resources to help track, assess and motivate. Prototyping The technical team will put together the necessary BCI system and application needed to achieve the goal. Adjustments and improvements to the system will be made as required. Goal Practice Participant works towards the goal with support of the entire team. There will be opportunities to reward goal progress and make adjustments to the goal if needed. Goal Complete After the initial goal is met, choose whether to continue with a new goal, implement the completed goal in a new setting (school or home) or further refine it. “For severely disabled young people, BCI aims to make the impossible possible.” — Dr. Adam Kirton, pediatric neurologist Next-Gen Solutions from Next-Gen Scientists Thanks to generous community support, a new generation of scientists is fuelling the research engine at the University of Calgary and the Alberta Children’s Hospital. They are tackling a range of child health problems with far-reaching impacts designed to refine treatments, uncover new cures, and ultimately improve the quality of life for kids, here at home and all over the world. Here are five exciting projects happening right now, all of which are made possible by you. Advancing burn recovery When a child suffers a burn or ulcer, the result is often pain, immobility, disfigurement and, in some cases, dangerous infections. These injuries often lead to the formation of scar tissue that can have lifelong impacts on a child’s quality of life. Kiran Todkar seeks to better understand what is happening at the cellular level that drives the body’s response to scar formation. Work conducted in the Biernaskie Lab at UCalgary has shown that by modulating the early immune system response, it’s possible to prevent skin to burn scarring. Todkar is studying the effects different drug compounds have on the process of skin regeneration to provide entirely new drug targets that can be used to prevent scarring and restore function after severe skin injury. “Considering the lifelong impairment that accompanies severe skin injury in children, effective therapies could have a major impact on quality of life,” says Todkar. New hope in tumour fight Rhabdomyosarcoma is the most common type of soft tissue cancer in children often forming in their muscles. It frequently recurs after treatment mainly due to stem-like cells that resist therapy and transform into features of the original tumour. Arthur Dantas is studying the mechanisms that cause these cells to adapt and early work in this field suggests that by blocking these WGS gene scientists can boost the benefits of treatment and treat these tumours. “Our ultimate goal is to understand this stem cell population better and consequently reduce recurrence, greatly improving long term outcomes for kids with this cancer,” says Dantas. Predicting and preventing mental health issues We know most mental health issues first appear in childhood and adolescence. What we don’t know is why they develop there in the first place. Kathryn Manning is using brain scans and data collected from more than 10,000 ten-year-old kids to identify unique brain patterns that underlie the development of mental illness. By understanding these linkages, experts would be able to identify specific brain regions and functional patterns that could aid in the delivery of effective, targeted prevention approaches. “This presents a powerful opportunity to both understand and predict children at risk before problems emerge,” says Manning. Improving the diagnosis of heart defects in babies Congenital heart defects (CHD) occur in about one percent of all babies, yet the cause in most cases remains unknown. CHD diagnosis is at times difficult in emergency surgery for newborns and the health problems associated with the condition can last into adulthood. New research suggests that genetics may play a key role in the development of heart defects, so Bethany Radford is examining that potential connection. Her focus is identifying structural and molecular genetic abnormalities that are commonly linked to CHD with a goal of better prediction options during gestation. “My hope is to better understand and ultimately prevent, delay, or develop new options for treatment of heart defects,” says Radford. “Ideally this will lead to improved early diagnosis and risk assessment.” Back to school after concussion Conussions in children and youth can cause many symptoms, including headaches and dizziness, to reoccur that can affect their ability to attend school and effectively learn. Young people recovering from concussions often miss school and may perform below grade level academically. This can have serious academic, social, psychological, and emotional impacts on a child. Heather Shepherd wants to better understand how to facilitate the safe and successful and successful return to school for children who have suffered a concussion, and to enable school staff to support them. “Things like new breathing exercises or flash card memorization may be key in ensuring a child’s effective re-entry to the classroom,” says Shepherd. “My aim is to reduce the missed school days and struggles that come with this and may further develop an enhanced Return to School Strategy for a supportive learning environment.” Mental Health Lifeline for Families Aimee Cooper had no idea that extreme stress could cause seizures. She learned this terrible fact last fall after her 10-year-old daughter, Mady, was found unconscious on the school playground and had to be rushed to the Alberta Children’s Hospital. “We were scared and confused,” says Aimee. “Nothing like this ever happened before and then suddenly Mady was seizing four times a day, sometimes for as long as an hour.” After extensive testing, doctors determined Mady really was suffering from psychogenic seizures and needed treatment from mental health specialists in hospital. After two admissions, Aimee and her husband, Trent, were grateful to be able to bring Mady home. Yet they worried about being able to care for their daughter on their own. Thankfully, that’s when they were referred to the Acute at Home program. This innovative community-funded outreach service enables children in mental health crisis to receive care in the comfort of their own homes — by trained therapists, social workers and nurses. They deliver intensive mental health care for children and teens — in person, by video or phone — using treatments tailored to their needs. It was exactly the bridge they needed. Aimee says they looked forward to their weekly Zoom meetings. They also connected with counsellors by phone and text in between. The Acute at Home team helped them better understand what was causing Mady’s seizures, gave them practical tools and advice on how to manage difficult situations, and worked hard to support Mady — both at home and at school. “Outreach services like Acute at Home has become one of the most active programs in our service,” says Carol Coventry, manager with the Child and Adolescent Addiction, Mental Health and Psychiatry Program. “It has been absolutely vital to kids and families whose mental health has worsened because of school and recreational disruptions, separation from loved ones and concerns about the virus itself.” Today, Aimee is happy to say that Mady has had more good days than bad and she’s back to doing things kids her age should be enjoying — like dance, swimming and climbing trees. “Acute at Home was so helpful,” says Aimee. “We are so grateful to the generous people who’ve made the program possible. I don’t know how we would have survived without it. I feel in my heart, having this support has kept our daughter from having to go back to the hospital many times.” “I feel in my heart, having this support has kept our daughter from having to go back to the hospital many times.” — Aimee, Mady’s mom Crews are busy working as construction on the new Centre for Child & Adolescent Mental Health continues. A large portion of the hill on site has been excavated to make room for the Centre, storage walls have been installed, and crews have finished pouring concrete slabs on the parkade level and main floors. Construction completion is currently expected to occur next summer, with first patients to be seen at the Centre in late fall of 2022. BuildThemUp.ca Megan Hackenschmidt hasn’t slept well in months. She lies awake next to her four-year-old daughter Kate listening to her breathe, sensitive to the slightest movement in case it’s a seizure. When Megan does eventually drift off, she wakes up to Kate crying. It’s understandable. The whole family has been on high alert since last winter when Kate started having convulsions. Megan and her family will always remember January 10th. That’s the day they found Kate completely unresponsive while playing with big sister Sawyer outside their rural Alberta home. Terrified, Megan and her husband Jordy scooped up their little girl from the green ground and rushed her to the nearest hospital in Rocky Mountain House. There, Megan and Jordy were told their daughter had likely suffered a massive seizure. They prayed it was a one-off; but two weeks later, Kate became rigid while eating dinner, as though she was choking. It was another seizure. After a second hospital visit, they left with a prescription, and more concern than ever. Kate was referred to the epilepsy experts at the Alberta Children’s Hospital, where the team used EEG technology to measure the seizure activity in her brain. Unfortunately, although her results improved, things didn’t. Kate continued to be plagued by seizures that became a regular, and devastating part of her life. She suffered massive convulsions, or grand mals, weekly and nearly every day. Some days she had sometimes hundreds a day. Some were absence seizures that made her stare blankly. Others stole her head control so she couldn’t eat on her own or play with her toys. Doctors prescribed multiple medications, and while one effectively managed Kate’s grand mals, it came at a cost. “The drugs stopped the big seizures, but my sweet little girl’s essence was gone. She lost her wit and laugh,” Megan says. “Her sparkle was gone. And the small seizures were still happening. It felt like what we were was slipping through our fingers. As a parent, it’s absolutely devastating to feel so helpless.” Sadly, one in three of all children with epilepsy are unresponsive to current medications. Thankfully, support from people like you has enabled Alberta Children’s Hospital specialists to develop their precious expertise in an innovative therapy called the Ketogenic Diet — a high-fat, low-carb diet specifically designed to alter the brain’s chemical balance to stop seizures. Kate’s specialists were optimistic it could help her. “I remember being in the exam room feeling scared, frustrated, but hopeful and Kate just wrapping her tiny arms around me whispering, ‘It’s gonna be okay, Mama,’” says Megan. Within weeks of starting the diet, Kate’s seizures decreased dramatically. She was even able to stop two of her medications, return to playschool and start T-Ball. “Her sparkle was back,” says Megan. Then, one morning, just as life was getting a bit easier, Kate awoke to another grand mal seizure. “While it’s clear we are moving in the right direction, this is a long journey,” says Megan. “I have learned that treatment success is often a trial-and-error process. Epilepsy takes an emotional toll on the whole family. It can make you experience the highest of highs and the lowest of lows.” Today, Kate’s seizures have been greatly reduced with periods of seizure freedom and to parents’ tremendous relief, she has avoided any developmental delays. While her family still faces uncertainty and adapts to their new normal, they celebrate how far Kate has come. “Our lives are now are nothing compared to our bad days months ago,” Megan says. Experts at the Alberta Children’s Hospital are working to advance epilepsy research and develop leading-edge treatments tailored to each child. With generous community support, families facing the uncertainty, distress and day-to-day disruptions caused by seizures, Kate can have more effective treatments, sooner. With a focus on developing innovative therapies to treat and even prevent seizures from happening in the first place, the Alberta Children’s Hospital Epilepsy Program will continue making incredible advancements in research and care that will immeasurably improve life for thousands of children and families. As Kate’s journey continues, her family is grateful their amazing team at the hospital is with them every step of the way. With their expertise and support from people like you, Kate can look forward to even better days ahead and truly shine her brightest. Holiday giving Making a gift at this special time of year means you will help even more children by funding the latest medical advancements that are changing and saving lives every day. If you would like to support the incredible work of the Alberta Children’s Hospital Epilepsy Program and kids like Kate, you can do so at childrenshospital.ab.ca/sparkle Or use the enclosed post-paid return envelope to mail in your support. Shane Daalder’s haircut in December of 2019 would be his last one for quite some time. Just a few months later, the world essentially closed down due to the COVID-19 pandemic and haircuts were hard to come by. When the barber shop finally reopened, Shane decided to keep his mane growing. At first, it was just a fun experiment — how long would his hair actually get? — however, it then became something much more powerful. Two of Shane’s friends — Luke and Loic — needed treatment for cancer at the Alberta Children’s Hospital. Shane decided he would shave his head to donate to the hospital and raise money to help kids and families facing similar diagnoses. “It’s pretty sad they are so young and they have cancer,” says Shane. “And I knew that there are more kids who will have cancer so this was a good place to give the money. I want the research for cancer to be better and better.” In April 2021, Shane had his head shaved — nine inches of hair came off — in his school gym in front of his classmates. Other classrooms as well as family and friends who had supported his fundraising were able to turn out to cheer. He raised more than $5,300, which he donated to the Kids Helping Kids program at the Alberta Children’s Hospital Foundation. His efforts even garnered him a Top Fundraiser Award! Shane was one of hundreds of kids and teens who raised money to support the hospital through the Kids Helping Kids program last year. From his initial idea to lemonade stands, online auctions, school fundraisers and more, creative and generous young philanthropists in our community raised $40,000, bringing the total amount raised since the program began 12 years ago to more than $4.5 million. 2020/21 Kids Helping Kids Award Winners HERO Award Benjamin Huijken Isaac Moek Lincoln & Theo Nitschke Top Fundraiser (Age 10 and up) Shane Daalder Top Fundraiser (Age 9 and under) Elysa Ladha Top Fundraising School George McDougall High School Top Fundraising Group Spartan Titans Hockey Team CHILDRENSHOSPITAL.AB.CA/KHK We’ve launched a new website! Check out our beautiful new site and learn more about how generous support from our community makes a life-saving, life-changing difference for kids and families every day. CHILDRENSHOSPITAL.AB.CA Support community fundraising events! Find out how you can support community initiatives and see what’s coming up. Save the date for the Country 105 Caring for Kids Radiathon February 2-4, 2022. CHILDRENSHOSPITAL.AB.CA/EVENTS Will Power Did you know that by leaving even a small portion of your estate to the Alberta Children’s Hospital Foundation, you can give the gift of future cures, while still supporting those you love? It doesn’t have to be one or the other — you can do both. CHILDRENSHOSPITAL.AB.CA/LEGACY The days are long, stress levels are high, and while the pandemic continues to take an unimaginable toll, one thing that doesn’t change for the incredible team at the Alberta Children’s Hospital is their compassion for the children who need them. We send our deepest gratitude to all the health care workers at the hospital for treating our children with your whole hearts.	a8369ca7-49aa-44af-a160-2b9a6591450a	CC-MAIN-2021-49	https://cumming.ucalgary.ca/sites/default/files/teams/291/ACHF_newsletter_fall2021.pdf	2021-11-27T10:58:43+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358180.42/warc/CC-MAIN-20211127103444-20211127133444-00117.warc.gz	274,224,312	4,847	eng_Latn	eng_Latn	0.993087	eng_Latn	0.998605	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 137, 8168, 12783, 15847, 20758, 23583, 23958 ]	[ 2.40625, 1.3515625 ]	1	0
Youth Group for Indian Culture YEAR VII Chapter 1 – Time Management 1.1 Time-Introduction Session 1 6 1.2 What is time? Session 1 6 1.3 Time facts Session 1 7 1.4 How we organize things...? Session 1 8 1.5 How well do you plan? Session 1 9 1.6 Time Audit Session 2 11 1.7 The clock and the compass Session 2 12 1.8 Ingredients of ideal time management Session 2 12 1.9 Life plan-Timeline Session 2 14 1.10 Master schedule Session 3 15 1.11 Why task scheduling? Session 3 15 1.12 How to enter a master schedule with times? Session 3 15 1.13 Master schedule activity Session 3 16 1.14 Task schedule activity Session 4 17 1.15 Daily – To do list Session 4 18 1.16 Interrupting devices Session 5 19 1.17 Follow the matrix of action Session 5 20 1.18 Assigning time & schedule to the To-do List Session 5 21 1.19 Time Reviews Session 5 21 1.20 Feedback of how well you are doing Session 5 21 1.21 Revision - Time concepts Session 6 22 1.22 Keep focus on bull’s eye Session 6 22 1.23 Main goals of quality time Session 6 22 1.24 Time Tips Session 6 23 1.25 How do I know I am doing well? Session 6 23 Chapter 2 – Problem Solving Introduction to Problem Solving Session 7 25 2.1 Defining the problem Session 7 26 2.1.1 Understanding Complexity Session 7 26 2.1.2 Affinity Diagrams Session 7 27 2.1.3 Understanding complexity alternate methods Session 7 30 Chapter 3 – Creativity Creativity tools start here! Session 8 33 3.1 Approaches to Creativity Session 8 33 3.2 Programmed Thinking & Lateral Thinking Session 8 33 Chapter 4 – Decision Making 4.1 Decision Making skills Session 9 38 4.2 A systematic approach to Decision Making Session 9 38 4.2.1 Create a constructive environment Session 9 38 4.2.2 Generate Good Alternatives Session 9 39 4.2.3 Explore the Alternatives Session 9 41 4.2.4 Choose the best Alternatives Session 10 44 4.2.5 Check your decision Session 10 46 4.2.6 Communicate your decision, & move to action Session 10 47 Chapter 5 – Project Management What is Project Management? Session 10 49 5.1 Project Management basics Session 10 49 5.2 Defining the project Session 10 49 5.3 Planning the project Session 10 49 5.4 Tasks for building a house Session 10 50 5.5 Assign time to the task Session 11 51 5.6 Constraints in finishing... Session 11 51 5.7 Time, Money, Scope Session 11 52 5.8 Controlling the project Session 11 52 5.9 Closure of the project Session 11 53 5.10 Successful project Session 11 53 5.11 Project Competition Session 12 54 Chapter 6 – Leadership Leadership skills Session 13 56 6.1 What is Leadership? Session 13 56 6.2 What are the qualities of a leader? Session 13 57 6.3 Why do we need a leader? Session 13 57 6.4 Emotional Intelligence in Leadership Session 13 58 6.5 Behavioral theories Session 14 58 6.6 Understanding power Session 14 58 Chapter 7 – Communication skills Communication - Introduction Session 15 61 7.1 Clear Session 15 61 7.2 Concise Session 15 62 7.3 Concrete Session 15 63 7.4 Correct Session 15 64 7.5 Coherent Session 15 65 7.6 Complete Session 15 66 7.7 Courteous Session 15 67 Chapter 8 – Stress Management What is stress? Session 16 69 8.1 Fight-or-Flight Session 16 69 8.2 Coping Strategies - Short term Session 16 70 8.3 Coping Strategies for Long term stress Session 16 71 Chapter 9 – Social skills Social skills Session 17 74 Chapter 10 – Personal Improvement 10.1 Being patient Session 18 78 10.2 Emotional Intelligence Session 18 80 10.3 Building Self-Confidence Session 18 83 10.4 Anger Management Session 18 86 Resources 91 The left hand side pages in this book are left blank on purpose. They can be used for taking notes. The book is strictly for non-profit use only. Feel free to make copies and circulate it and should not be sold for Profit. Any questions or comments please refer to www.ygic.us. CHAPTER ONE Time Management 1.1 Time - Introduction What is time? Why is it so important? Why should something be done in time? Why are people always complaining that there is not enough time? Why are people late? 1.2 What is time? We all know what time is. It's the ticking of a clock, the whine of an alarm, the calendar on the wall. And since we all agree about how those things work, time can seem as solid as a rock. In fact, it's a lot more fluid. Our calendars are imperfect. We need a leap day to keep them in line with the seasons, and even so, time will eventually get away from us. "If you feel there aren't enough hours in a day, just wait," says Max Tegmark, a cosmologist at the Massachusetts Institute of Technology. "In a few hundred million years, tidal friction will have slowed Earth's rotation to make the day 25 hours long." If that doesn't make your head spin, consider that in physics, motion alters time; in psychology, different stimuli alter our perception of time; and in philosophy, there's disagreement on whether time is even real. "In terms of our inner lives, no time exists except for what is happening in the present moment," says Joan Halifax Roshi, a Zen Buddhist teacher. Remarkably, without having even a fundamental definition of time, there is much that physics has revealed about its properties. And what has become thoroughly clear is that whatever time is, it doesn't behave as experience would lead you to believe. Here's what it means. In 1905, with his "Special Theory of Relativity," Albert Einstein upended the familiar, thoroughly intuitive notion that time elapses in the same uniform manner regardless of where you are or what you are doing. Instead, Einstein discovered that if you and I synchronize our watches, and then you sit still while I run to and fro, when we rejoin and compare our watches, we'll find that less time has passed on mine than on yours. In short, motion through space slows the passage of time. At everyday speeds, the effects are too small to be noticed, which is why it took millennia before anyone realized this. But at speeds approaching that of light, the slowing of time becomes evident. If we typically zipped from here to there at speeds nearing 670 million miles per hour, we would experience time's true nature; we'd know in our bones that time's passage depends on how fast we move. By 1915, with his "General Theory of Relativity," Einstein took these realizations one step further, concluding that something similar happens in a gravitational field. He figured out that the stronger the gravity you experience, the slower the passage of time. After synchronizing our watches, was I to stay in the lobby of the Empire State Building while you went sightseeing on the observation deck, I would experience stronger gravity (being closer to Earth) and according to Einstein, when we rejoin, my watch would be behind yours. The effect would be incredibly small however. 1.3 We can talk all day about time. Here are some facts: a) PRESENT IS AN INFINITESIMAL Present is the most real perception of time. However, almost all of what we perceive as the present is already past. The present is a brief moment; whatever is happening now (present) is confined to an infinitesimally narrow point on the timeline which is being encroached upon by what we think of as the past and the future. Present resembles the sharp point of a recording laser or needle while past being a duration or extension resembles the recorded material like tape or CD. Present may be mental awareness of the recording of memory into our brain. A person can go to an event but fall asleep and miss the event completely. So that event basically does not exist in his past. Unless we are consciously aware of an event it does not seem to enter our past memory. b) At the moment one cannot go back in time. When you have passed that time or the second you have passed it, it cannot be reclaimed. When you miss your flight, you have missed your flight. It makes it all the more important that the present be utilized to the best at the moment. c) Total Time is infinite. But our time in the universe is very small. The big bang happened 13.7 billion years ago. Human life expectancy is less than 100 years. Finish everything that one wants to finish in the given amount of time. d) We cannot create time or add or subtract time. We can only manage time to the best of our abilities. 1.4 The next question is how we organize things to be done given time constraints. 1) Plan - Have a master plan and a smaller plan. Everything you do must fit into a plan. Even if you are going to sit around or play Wii for an hour, it should be part of the plan. 2) Prioritize - Time is never enough. Pick what you want to do for the day and for the week to organize. 3) Productive - The best thing to do is to be productive for yourself, for your family, for your neighbors, for the country, and for that matter the entire humanity. After all we all are Jeevaatma, part of Paramaatma. 4) Implement the plan - Have control over the time you are going to spend on various tasks. A lot of people have a lot of great ideas. These ideas are only good if they can be executed. You need the time to make it happen. 1.5 How Well Do You Plan? Activity 1 DIRECTIONS: FOR EACH QUESTION, CIRCLE THE NUMBER THAT BEST DESCRIBES YOU. \| Question \| Never \| Seldom \| Sometimes \| Often \| Always \| \|--------------------------------------------------------------------------\|-------\|--------\|-----------\|-------\|--------\| \| How often do you plan in an effort to keep time from running out of control? \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Do you put daily plans on paper? \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Do you allow flexibility in your plans? \| 1 \| 2 \| 3 \| 4 \| 5 \| \| How often do you complete your tasks for a given day? \| 1 \| 2 \| 3 \| 4 \| 5 \| \| How often do you prioritize time for what matters to you most? \| 1 \| 2 \| 3 \| 4 \| 5 \| \| How often is your daily plan destroyed by urgent interruptions? \| 5 \| 4 \| 3 \| 2 \| 1 \| ©Academic Skills Center, Dartmouth College 2001 SCORING: Add the numbers next to your answers. INTERPRETATION: Score 6-10: Terrible Planner. You should consider using new tools and processes to help you plan effectively. A great first step would be to take a time management course. Score 11-15: Below average planner. You may already have a planning system, but using it more effectively will help to reduce the stress and lack of control you feel in your life. Score 16-20: Average planner. Your planning system is working, but you can do better. You may need help in focusing on priorities, dealing with urgent interruptions or writing your daily plan. Score 21-25: Above-average planner. Your planning system is working well. Keep up the good work, with periodic reviews to be sure you’re planning around what matters most in your life. Score 26-30: Excellent planner--or candidate for burnout? You have mastered planning and should experience the serenity that comes from taking charge of your life. But make sure you’re in control of your planning rather than letting it control you. 1.6 Time audit - Activity 2 Write down each activity from the morning your alarm goes up. You get up in the morning on a weekday and go catch the bus. Wake up at ________AM \| No. \| List the tasks \| start \| end \| Amount \| \|-----\|----------------\|-------\|-----\|--------\| \| 1 \| \| \| \| \| \| 2 \| \| \| \| \| \| 3 \| \| \| \| \| \| 4 \| \| \| \| \| \| 5 \| \| \| \| \| \| 6 \| \| \| \| \| \| 7 \| \| \| \| \| \| 8 \| \| \| \| \| \| 9 \| \| \| \| \| \| 10 \| \| \| \| \| \| 11 \| \| \| \| \| \| 12 \| \| \| \| \| \| 13 \| \| \| \| \| \| 14 \| \| \| \| \| \| 15 \| Catch the bus at \| \| \| \| Let us discuss everyone’s plan. 20 minutes. 1) Do all your planned activities take place? 2) Do you sacrifice activity to make it on time? 3) Do you go late instead of sacrificing a planned activity? 4) Do you add cushion to your plan so that the plan will work? If you respond YES to any one of these questions you need to address the problem now. 1.7 The Clock and the Compass To help strengthen our understanding, let us consider the analogy of the clock and the compass — two powerful tools that direct us. TIME - The clock represents things like our schedule, commitments, appointments, goals, activities — what we do with and how we manage our time. TASK - The compass on the other hand represents the visions and priorities we have, the principles we follow, and the direction we feel we should go. This tool dictates how efficiently we lead our lives. The frustration happens when you notice a gap between the two. When what you do, doesn’t contribute to what is most important in your life, it is time to stop and ponder. With all the pressure to close this gap, many of us turn to time-management tools/methods. The idea of this class is not to give you what your goal should be. Whatever your goal is, you have to achieve it effectively. In this course you will learn how to set realistic goals and schedule realistic timeline. When you achieve your goals in a non-stressful way you can live happily. 1.8 Ingredients of ideal time management Time management is all about planning carefully. Don’t bite more than you can chew. At the same time do not bite too little and be a moderate achiever. The balancing is all about getting the maximum out of life. a) Chart Lifetime goals. Section 2.5 b) Set specific academic and personal goals for the year/semester. (After college -4 years). a. Make a master time schedule - Create a term calendar, recording major events. Create a weekly schedule of your classes, labs, drills, meetings, etc - Section 3.4 b. Make a to-do list for each day the night before. c) Make the schedule work – time management. d) Review the results of your schedule and make adjustments. 1.8.1 Interesting Quotes Time = Life, therefore, waste your time and waste of your life, or master your time and master your life. --Alan Lakein Work is hard. Distractions are plentiful. And time is short. --Adam Hochschild Don’t say you don’t have the time. You have exactly the same number of hours per day that were given to Helen Keller, Mahatma Gandhi, Michelangelo, Mother Teresa, Leonardo Da Vinci, Thomas Jefferson and Albert Einstein. – H. Jackson Brown, Jr. Time is like Math. Bad master, but a good servant. You better master it. --Ven Swaminathan😊 Write your own Time quote or favorite quote. Activity 3 1.9 Life Plan - Timeline We studied Timeline of India in year 5. Let us see how the human timeline looks like. Let us sketch the Life Plan. My DOB is ___________ I am ______________ years old. Activity 4 \| Expenditure \| Age \| Savings \| Big \| \|------------------------------\|-----\|---------\|-----\| \| Go to high School \| _____\| _______ \| \| \| Go to college \| _____\| _______ \| \| \| Start Working \| _____\| \| \| \| Get Married \| _____\| _______ \| \| \| Child one \| _____\| _______ \| \| \| Child Two \| _____\| _______ \| \| \| Child Three \| _____\| _______ \| \| \| Child Four \| _____\| _______ \| \| \| Child 1 to college \| _____\| _______ \| \| \| Child 2 to college \| _____\| _______ \| \| \| Child 3 to college \| _____\| _______ \| \| \| Child 4 to college \| _____\| _______ \| \| \| Child 1 Marriage \| _____\| _______ \| \| \| Child 2 Marriage \| _____\| _______ \| \| \| Child 3 Marriage \| _____\| _______ \| \| \| Child 4 Marriage \| _____\| _______ \| \| Retirement at the age of ________________ 1.10 MASTER SCHEDULE - Any plan to schedule time and tasks must have at its center a MASTER SCHEDULE, that is, a schedule of activities that is fixed. For college students - A master schedule needs to be drawn up only once a semester / quarter. For high school students, it could be yearly or by semester if classes change. 1.11 Why Task Scheduling? Students who deliberately undertake to schedule their time are not the ones who have decided to spend all their time studying and doing nothing else. They usually have decided to use their time efficiently so as to study and also do other things that are important to them, and to "desensitize" themselves to the many commonly occurring distractions. What does this "desensitizing" involve? It means removing oneself from constant day-to-day, hour-to-hour decisions as to whether one will or will not spend the next hour studying, whether one will or will not go to the library to study, whether one will or will not go to a show on impulse, and whether or not to use that hour between classes to get next week's lab assignments out of the way. 1.12 How to enter a master schedule with times. - A workable time schedule can make decisions for you, thus desensitizing you to momentary distractions. For example, an hour of study in one course is not disturbed by wondering about when you will study for another course, or when you'll be able to get out and have some fun. - First, fill in all the required activities, such as classes, drills, and laboratory periods. - Second, add other regular activities, such as part-time jobs, commuting time, sports, and regular meetings. - Third, include sleeping and eating. - With the fixed activities accounted for, the remaining blank spaces on the uncluttered chart are free for use on a weekly or day-by-day basis. Such a schedule, on a 5x8 card, scotch-taped over your desk, or carried in your notebook, unclutters your mind, and more importantly, enables you to visualize the blank boxes as actual blocks of time into which you may fit additional necessary activities. With the MASTER SCHEDULE as your source, you may concoct any type of schedule that fits the uniqueness of your courses, your part-time or full-time job, or your personality. What matters most is that the schedule works for you. \| Time \| Mon \| Tues \| Wed \| Thurs \| Fri \| Sat \| Sun \| \|-------\|-----\|------\|-----\|-------\|-----\|-----\|-----\| \| 6-7 \| \| \| \| \| \| \| \| \| 7-7 \| \| \| \| \| \| \| \| \| 8-9 \| \| \| \| \| \| \| \| \| 9-10 \| \| \| \| \| \| \| \| \| 10-11 \| \| \| \| \| \| \| \| \| 11-12 \| \| \| \| \| \| \| \| \| 12-1 \| \| \| \| \| \| \| \| \| 1-2 \| \| \| \| \| \| \| \| \| 2-3 \| \| \| \| \| \| \| \| \| 3-4 \| \| \| \| \| \| \| \| \| 4-5 \| \| \| \| \| \| \| \| \| 5-6 \| \| \| \| \| \| \| \| \| 6-7 \| \| \| \| \| \| \| \| \| 7-8 \| \| \| \| \| \| \| \| \| 8-9 \| \| \| \| \| \| \| \| \| 9-10 \| \| \| \| \| \| \| \| \| 10-11 \| \| \| \| \| \| \| \| The idea of this step is to see if it is a balanced plan that is healthy and effective. Usually a minimum time schedule is best. In other words, plan what you know is necessary, and add to it later only as necessary. But plan as your first schedule, one you know you can keep, and one that is important for you to keep. One: How many total hours do you have besides sleeping time? (7 X ) A) Two: Total school hours per week for all courses? (FSS) _______ Three: Must-do-Time outside the fixed schedule. No of hours / week - Club meeting and networking (FSN) _______ - Commuting to school (FSC) _______ - Breakfast, dressing up - Morning (FSB) _______ - Dinner (FSD) _______ - Personal grooming – Evening (FSP) _______ - Family Time (FSF) _______ Total Fixed hours B) _______ Four: Discretionary Study Time (DS) Setting up certain hours in which to study Specific subjects (DSH) _______ Setting aside certain hours that you will study, but not deciding in advance which courses will be studied in which hours (DS1) _______ Five: Discretionary Recreation Time (DT) - Physical Recreation – Games and sports - Music, Dance (DTP) _______ - Mental recreation – Reading books, Video games, TV (DTM) _______ - Hobbies (DTH) _______ - “To do List” (DTT) _______ Later we will see how to assign priority to the emerging to do list. Total Discretionary time Add steps 4 and 5 C) _______ Seventh TIME LEFT for TO Do List (Step A-B-C) _______ Remember: Keep your schedule where you can see it. It should be conspicuous, so put it on top of your desk, or pinned on the wall. Keeping to a schedule is not a matter of "will power," but of the development of a habit of referring to the schedule and following its outline, and this habit development may take weeks of practice. - Don't let the extra study that you may find necessary, interfere with your recreation hours. Take time from unscheduled hours. - Exceptions will occur, but afterwards return to the schedule's pattern. 1.15 Daily - To do list Before going to bed, make a list of things to do for the next day. If the list is big, then put a time when you are going to do it. If the time is tight, you need to figure out how to assign priority. Activity 7 - - - - - - - - The reason you do this list before going to bed is to decide whether you are going to have the time to do the things on the list the next day. Sometimes even if you don’t have the time, it may enable picking out critical things that must be done. The only way to accommodate them is cutting one of your regular tasks or moving it. It may boil down to cutting the discretionary time like sleeping or entertainment. It helps to decide all this the previous day, so that you have the flexibility. One’s success in being timely is going to boil down to handling the miscellaneous, unplanned tasks effectively. This is what will make you successful. This is the most important part of Time management. 1.16 Interrupting Devices Once a practical master schedule is made, we have to make the schedule work and tweak it till it becomes easy to follow. One might wonder, once a schedule is put in place, why is it hard to follow. A good balanced plan is not very hard to follow. Having said that, it is a lot harder to follow in today’s world than it was 40 years ago. You have constant interruption working against you. TV, video games, phone, cell phone, pager, texting, email, social networking tools and other gadgets are tempting you to break your own commitment to time. We will call these as Interrupting-Devices (ID) from now on. Although some of these are essential, learning to control the “urgency addiction” is very crucial to being successful in life. Activity 8 a) Do you have a cell phone? Yes No b) Do you get more than 5 messages a Day? Yes No c) Do you see the messages immediately? Yes No d) Do you reply immediately to most of them? Yes No e) Could you have waited replying to the IM? Yes No f) Discuss in the class whether replying to IM all the time is good or bad. Does the quality of other work you do reduce because of replying to incoming IMs immediately? Yes No g) Discuss in the class - How do you balance the IM with improved quality of Life? - Keep the interrupting devices (ID) away at specific times, so that it does not distract you. - Email - Do not look for emails every 5 minutes. Instead set aside some time once a day. Act immediately and clear them from inbox. Keeping them in the inbox will make you read every time and waste time on it. - IM – Set sometime and sign into IM. Do not be signed in all the time. Almost all things can wait. - Cell Phone – Set some phone time and pick them up only at those times. - TV – Do not have the TV on while doing something of importance when you want to be productive. Otherwise, obviously your brain will be distracted between the two activities and it will take much longer to complete the task. - When you are doing a productive task it is best you keep IDs away. If a new task shows up at your doorstep or through ID, you have to make a decision as to what kind of task it is. You have to decide if it is important and Urgent. 1.7 Follow the matrix of action. 1. If a job falls into first quadrant, go ahead and take care of it. 2. If the job falls into second quadrant, make a decision on when to do it and put it in the calendar or to do list. 3. If the job falls into third quadrant, see if the job can be delegated to someone else. 4. If the task falls into the fourth category, dump it. Schedule the task in your plan. Do not get into urgency addiction of doing things as they come to you. If you can plan and schedule the tasks then you can effectively handle all the tasks you would like to complete. The idea is to achieve all your goals. It is not completing the tasks in first-come first-serve basis. Evaluate all the tasks that come your way; decide on when and what to do and set an appropriate time to carry out the task. This will achieve your overall goal effectively. Activity 9 What quadrant would you put this task into 1) Hi you want to catch movie. _______ 2) IM - Hi, r u there _______ 3) Instant message – Mum wants to talk when you are free _______ 4) The boss wants to meet you in his office. _______ 5) Do you want to do some volunteering? _______ 6) The newspaper boy delivers the paper. _______ 7) You hear a email come in. _______ 8) Calendar alarms – Scheduled meeting in 5 minutes _______ 1.18 Assigning time and schedule to the To-do List - By now we know how to look at a new incoming task and assign priority. - We know how much time is left according to the Task Schedule. - Enter the to-do list item into the master schedule. At this point all your tasks are in the schedule. You can just enter to-do list in the schedule. As long as all the tasks are in the schedule and you can execute them and you should be Ok. However, what happens if there are tasks that need to be done and there is no time in the schedule? - Improve the efficiency of execution of the existing tasks and gain time. - If possible do multi tasking. But be very careful in sacrificing quality. - If you can afford it, get help. - At last do not bite more than what you can chew. Do not take extra work if you don’t have the time. 1.19 Time reviews - Stop regretting your failures and start learning from your mistakes. - Continually look at ways of freeing up your time. - Examine your old habits and search for ways to change or eliminate them. - Examine and revise your lifetime goals on a monthly basis and be sure to include progress towards those goals on a daily basis. - When you catch yourself procrastinating—ask yourself, “What can I avoid?” - Catch yourself when you are involved in unproductive projects and stop as soon as you can. - Find time to concentrate on high priority items and activities. - Think and plan on paper first when possible—it makes it easier to review and revise. 1.20 Feedback of how well you are doing Once you have decided you are going to follow the approach scientifically, you need to evaluate how it is working. One good way to get feedback is to get answers to the following questions: a) How many times did I miss a planned task? Why did it happen? Was it avoidable? b) Did I have enough rest? c) Did I have enough discretionary time to do whatever I wanted to do? d) How many days or times was I stressed out due to being “out of time”. Make adjustments based on time management techniques, to reduce this number continuously. It may not come to zero occurrences. But if it improves from where you started then you have done well for yourself. 1.21 Revision - Time concepts A) Discuss life plan – 10 minutes B) Discuss task list – 10 minutes C) Discuss task scheduling and amount of time left – 10 minutes D) Discuss to do list – 5 minutes E) Discuss scheduling the to do list in amount of time left – 10 minutes F) Overall goal – ENOUGH Time and QUALITY Time 1.22 Keep focus on bull’s eye - Always keep long term goals in mind. - Put up reminders in your home or office about your goals. - Have confidence in yourself and in your judgment about priorities and stick to them no matter what. - Put your efforts in areas that provide long term benefits. - Be sure and set deadlines for yourself whenever possible. 1.23 Main goals of quality time - Count all your time as time to be used and make every attempt to get satisfaction out of every moment. Spend the time with highest possible quality. - Find something to enjoy in whatever you do. - Try to be an optimist and seek out the good in your life. - Find ways to build on your successes. - Remind yourself: "There is always enough time for the important things." If it is important, you should be able to make time to do it. 1.24 Time Tips 1) Do first things first. 2) Keep a paper or a calendar with you, to jot down the things you have to do to yourself. 3) Look ahead, say to the next month, try and anticipate what is going to happen so that you can better schedule your time. 4) Concentrate on one thing at a time. 5) Delegate responsibility whenever possible. 6) Start with the most difficult parts of a project, so that either the critical part gets done early or you may find you don’t have to do all the other small tasks. 7) Push yourself and be persistent, especially when you know you are doing well. 1.25 Take home for the six sessions - How do I know if I am doing well. Activity 10 a) I can finish all tasks on time. Yes No b) I am not stressed out for time. Yes No c) I have enough discretionary time to give it to my friends and family. Yes No d) I have enough time to exercise and be healthy. Yes No e) I have enough time to sit down and do nothing and feel happy. Yes No f) Once in a while I can take a minute to help any stranger. Yes No g) I can walk around with a smile all the time. Yes No If you can say YES to all of the above you have won the time game. Are you a winner? Or do you plan to win it? - Set a plan - Execute the plan - Prioritize the tasks - Look back and tweak it all the time CHAPTER TWO PROBLEM SOLVING Introduction to Problem Solving "Problems are only opportunities in work clothes." — Henry Kaiser (American industrialist) Problem solving is a key skill, and it's one that can make a huge difference to your career. At work, problems are at the center of what many people do every day. You're solving a problem for a client (internal or external), supporting those who are solving problems, or discovering new problems to solve. The problems you face can be large or small, simple or complex, and easy or difficult to solve. Regardless of the nature of the problems, a fundamental part of every manager's role is finding ways to solve them. So, being a confident problem solver is really important to your success. Much of that confidence comes from having a good process to use when approaching a problem. With one, you can solve problems quickly and effectively. Without one, your solutions may be ineffective, or you'll get stuck and do nothing, with sometimes painful consequences. There are four basic steps in problem solving: 1. Defining the problem. (Dealt in this chapter) 2. Generating alternatives. (Chapter 3 - Creativity) 3. Evaluating and selecting alternatives. (Chapter 4 – Decision making) 4. Implementing solutions. (Chapter 5 – Project Management) Steps 2 to 4 of this process are covered in depth in subsequent chapters. For these, see our sections on Creativity for step 2 (generating alternatives); Decision Making for step 3 (evaluating and selecting alternatives); and Project Management for step 4 (implementing solutions). We will now focus on Step 1 – defining the problem. A significant part of this involves making sense of the complex situation in which the problem occurs, so that you can pinpoint exactly what the problem is. The most important component of problem solving is to understand the problem. A solution may be great, but it may not pertain to the real problem. For example, to be a successful doctor, one has to listen and probe the patient to understand the symptoms. 2.1 Defining the Problem The key to a good problem definition is ensuring that you deal with the real problem – not its symptoms. For example, if performance in your department is substandard, you might think the problem is with the individuals submitting the work. However, if you look a bit deeper, the real problem might be a lack of training, or an unreasonable workload. Tools like 5 Whys and Root Cause Analysis help you ask the right questions, and work through the layers of a problem to uncover what's really going on. The 5 Whys strategy involves looking at any problem and asking: "Why?" and "What caused this problem?" Very often, the answer to the first "why" will prompt another "why" and the answer to the second "why" will prompt another and so on; hence the name the 5 Whys strategy. Benefits of the 5 Whys include: - It helps you to quickly determine the root cause of a problem. - It's simple, and easy to learn and apply. At this stage, it's also important to ensure that you look at the issue from a variety of perspectives. If you commit yourself too early, you can end up with a problem statement that's really a solution instead. For example, consider this problem statement: "We have to find a way of disciplining people who do substandard work." This doesn't allow you the opportunity of discovering the real reasons for under-performance. Example: You live in 4th floor. You need Gas for cooking. The cylinder is 120Lbs. You have no Lift. Define the problem. __________________________________________________________ 2.1.1 Understanding Complexity When your problem is simple, the solution is usually obvious, and you don't need to follow the four steps we outlined earlier. So it follows that when you're taking this more formal approach, your problem is likely to be complex and difficult to understand, because there's a web of interrelated issues. The good news is that there are numerous tools you can use to make sense of this tangled mess! Many of these help you create a clear visual representation of the situation, so that you can better understand what's going on. We are going to learn a couple of methods. One is Affinity diagrams and the other is Cause-and-Effect Diagram. 2.1.2 Affinity Diagrams are great for organizing many different pieces of information into common themes, and for discovering relationships between these. A. Describe the problem or issue Figure 2 Customer Service is sub-standard. B. Generate ideas by brainstorming. Write each idea on a separate sticky note and put these on a wall or flip chart. Remember to: - Emphasize volume - Suspend judgment - Piggyback on other ideas Figure 3 Why is customer service sub-standard? Too much turnover There aren't enough phone lines Untrained staff Staff aren't compensated enough Staff morale is low Staff feel unappreciated No standard systems There's no measurement for what is and what isn't good service Not enough management support C. Sort ideas into natural themes by asking: - What ideas are similar? - Is this idea connected to any of the others? If you're working in a team: - Separate into smaller groups of 3 to 4 people - Sort the ideas IN SILENCE so that no one is influenced by anyone else's comments - Keep moving the cards around until consensus is reached Figure 4 Why is customer service sub-standard? Too much turnover Untrained staff Staff aren't compensated enough No standard systems There's no measurement for what is and what isn't good service Not enough management support Staff feel unappreciated Staff morale is low There aren't enough phone lines D. Create total group consensus - Discuss the shared meaning of each of the sorted groups - Continue until consensus is reached - If some ideas do not fit into any theme, separate them as "stand-alone" ideas - If some ideas fit into more than one theme, create a duplicate card and put it in the proper group - Try to limit the total number of themes to between five and nine E. Create theme cards (also called affinity cards or header cards) - Create a short 3-5 word description for the relationship If you're working in a group, do this together, say it out loud Write this theme/header on a blank card and place at the top of the group it describes Create a "super-headers" where necessary to group themes Use a "sub-header" card where necessary as well Figure 5 Why is customer service sub-standard? \| Human Resource Issues \| Lack of standard processes and measurement \| Workplace culture \| Resources and tools \| \|-----------------------\|-------------------------------------------\|-------------------\|---------------------\| \| Too much turnover \| No standard systems \| Not enough management support \| There aren't enough phone lines \| \| Untrained staff \| There's no measurement for what is and what isn't good service \| Staff feel unappreciated \| \| \| Staff aren't compensated enough \| \| Staff morale is low \| \| F. Continue to group the themes/headers until you have reached the broadest, but still meaningful, categories possible - Draw lines connecting the super-headers, themes/headers, and sub-headers - You'll end up with a hierarchical structure that shows, at a glance, where the relationships are. 2.1.3 Understanding complexity alternate methods. Another popular tool is the Cause-and-Effect Diagram. To generate viable solutions, you must have a solid understanding of what's causing the problem. Here are two pictures of solving problem haphazardly and in an orderly manner: An example of a cause and effect diagram on reasons for downtime is shown in the figure. The steps to create this diagram are given below. a. Pinpoint the problem you want to fix or the goal you want to reach. b. Write the problem or goal (effect) on the right hand side of a large sheet of paper taped to the wall and draw a horizontal line to the left. c. Select the categories for the causes of the problem or for what needs to be done to reach the goal. These categories will be the main factors of the cause and effect diagram. Each main factor forms a branch off the horizontal line. d. Brainstorm detailed causes for each main factor. These detailed causes are written on the branches off those of the main factors. Use the brainstorming rules shown below to maximize the number of causes your group develops. - Go for quantity of ideas. - Everyone participates. - Encourage creativity. - Don’t discuss/criticize/evaluate ideas. - Build off other ideas. - Pass if you don’t have an idea to contribute. e. Always try to branch further by continuously asking, “What causes variation in this branch?” In this way, you can add to the cause and effect diagram until it fully shows all the possible causes of variation. CHAPTER THREE Creativity There are two completely different types of creativity. The first is technical creativity, where people create new theories, technologies or ideas. We will be addressing this type of creativity here. The second is artistic creativity, which is more born of skill, technique and self-expression. Many of the techniques discussed in this chapter have been used by great thinkers to drive their creativity. Albert Einstein, for example, used his own informal variant of Provocation to trigger ideas that lead to the Theory of Relativity. 3.1 Approaches to Creativity There are two main strands to technical creativity: programmed thinking and lateral thinking. Programmed thinking relies on logical or structured ways of creating a new product or service. Examples of this approach are Morphological Analysis and the Reframing Matrix. The other main strand uses ‘Lateral Thinking’. Examples of this are Brainstorming, Random Input and Provocation. 3.2 Programmed Thinking and Lateral Thinking Lateral thinking recognizes that our brains are pattern recognition systems, and that they do not function like computers. It takes years of training before we learn to do simple arithmetic – something that computers do very easily. On the other hand, we can instantly recognize patterns such as faces, language, and handwriting. The only computers that begin to be able to do these things do it by simulating how human brain cells work. Even then, computers will need to become more powerful before they approach our ability to handle patterns. The benefit of good pattern recognition is that we can recognize objects and situations very quickly. Imagine how much time would be wasted if you had to do a full analysis every time you came across a cylindrical canister of effervescent fluid. Most people would just open their can of fizzy drink. Without pattern recognition we would starve or be eaten. Unfortunately, we get stuck in our patterns. We tend to think within them. Solutions we develop are based on previous solutions to similar problems. Normally it does not occur to us to use solutions belonging to other patterns. We use lateral thinking techniques to break out of this patterned way of thinking. Lateral thinking techniques help us to come up with startling, brilliant and original solutions to problems and opportunities. It is important to point out that each type of approach has its strengths. Logical, disciplined thinking is enormously effective in making products and services better. It can, however, only go so far before all practical improvements have been carried out. Lateral thinking can generate completely new concepts and ideas, and brilliant improvements to existing systems. In the wrong place, however, it can be sterile or unnecessarily disruptive. Tool 1 – Programmed thinking - Attribute Listing, Morphological Analysis and Matrix Analysis To use the techniques of programmed thinking, first list the attributes of the product, service or strategy you are examining. Attributes are parts, properties, qualities or design elements of the thing being looked at. For example, attributes of a pencil would be shaft material, lead material, hardness of lead, width of lead, quality, color, weight, price, and so on. Another example: Imagine that you want to create a new lamp. The starting point for this might be to carry out a morphological analysis. Properties of a lamp might be power supply, bulb type, light intensity, size, style, finish, material, shade, and so on. You can set these out as column headings on a table, and then brainstorm variations. This table is sometimes known as a "Morphological Box" or "Zwicky Box" after the scientist Fritz Zwicky, who developed the technique in the 1960s. \| Power Supply \| Bulb Type \| Light Intensity \| Size \| Style \| Finish \| Material \| \|--------------\|-----------\|-----------------\|----------\|---------------\|----------\|----------\| \| Battery \| Halogen \| Low \| Very Large \| Modern \| Black \| Metal \| \| Mains \| Bulb \| Medium \| Large \| Antique \| White \| Ceramic \| \| Solar \| Daylight \| High \| Medium \| Roman \| Metallic \| Concrete \| \| Generator \| Colored \| Variable \| Small \| Art Nouveau \| Terracotta \| Bone \| \| Crank \| \| \| Hand held \| Industrial \| Enamel \| Glass \| \| Gas \| \| \| \| Ethnic \| Natural \| Wood \| \| Oil/Petrol \| \| \| \| Fabric \| Stone \| \| Flame \| \| \| \| \| Plastic \| Interesting combinations might be: Solar powered/battery, medium intensity, daylight bulb – possibly used in clothes shops to allow customers to see the true color of clothes. Large hand cranked arc lights – used in developing countries, or far from a mains power supply. A ceramic oil lamp in Roman style – used in themed restaurants, resurrecting the olive oil lamps of 2000 years ago. A normal table lamp designed to be painted, wallpapered or covered in fabric so that it matches the style of a room perfectly. Some of these might be practical, novel ideas for the lighting manufacturer. Some might not. This is where the manufacturer's experience and market knowledge are important. Activity: Come out with 3 different products of your own. --- Tool 2 – Lateral thinking – Provocation Lateral thinking techniques help to challenge traditional thinking and allow you to avoid conflicts while constructively criticizing ideas and exploring new opportunities. Provocation is an important lateral thinking technique that helps to generate original starting points for creative thinking. When using this technique all members of the group/audience should know about how the Provocation is supposed to work and accept it! For example: The owner of a video-hire shop is looking at new ideas for business to compete with the Internet. She starts with the provocation 'Customers should not pay to borrow videos'. She then examines the provocation: - Consequences: The shop would get no rental revenue and therefore would need alternative sources of cash. It would be cheaper to borrow the video from the shop than to download the film or order it from a catalogue. - Benefits: Many more people would come to borrow videos. More people would pass through the shop. The shop would spoil the market for other video shops in the area. - Circumstances: The shop would need other revenue. Perhaps the owner could sell advertising in the shop, or sell popcorn, sweets, and bottles of wine or pizzas to people borrowing films. This would make her shop a one-stop 'Night at home' shop. Perhaps it would only lend videos to people who had absorbed a 30-second commercial, or completed a market research After using the Provocation, the owner of the video shop decides to run an experiment for several months. She will allow customers to borrow the top ten videos free (but naturally will fine them for late returns). She puts the videos at the back of the shop. In front of them she places displays of bottles of wine, soft drinks, popcorn and sweets so that customers have to walk past them to get to the videos. Next to the film return counter she sells merchandise from the top ten films being hired. If the approach is a success, she will open a pizza stand inside the shop. Taking the Best of Each... A number of techniques fuse the strengths of the two different strands of creativity. Techniques such as the Concept Fan use a combination of programmed and lateral thinking. DO IT and Min Basadur's Simplex embed the two approaches within problem solving processes. While these may be considered 'overkill' when dealing with minor problems, they provide excellent frameworks for solving difficult and serious ones. The Creative Frame of Mind Often the only difference between creative and uncreative people is self-perception. Creative people see themselves as creative and give themselves the freedom to create. Uncreative people do not think about creativity and do not give themselves the opportunity to create anything new. Being creative may just be a matter of setting aside the time needed to take a step back and allow yourself to ask yourself if there is a better way of doing something. Edward de Bono calls this a 'Creative Pause'. He suggests that this should be a short break of maybe only 30 seconds, but that this should be a habitual part of thinking. This needs self-discipline, as it is easy to forget. Another important attitude-shift is to view problems as opportunities for improvement. While this is something of a cliché, it is true. Whenever you solve a problem, you have a better product or service to offer afterwards. Using Creativity Creativity is sterile if action does not follow from it. Ideas must be evaluated, improved, polished and marketed before they have any value. The next two chapters will give you more ideas on how to put the ideas together, evaluate them and implement them. Have fun creating! CHAPTER FOUR Decision Making 4.1 Decision making skills Don't leave decisions to chance. All of us have to make decisions every day. Some decisions are relatively straightforward and simple: Is this report ready to send to my boss now? Others are quite complex: Which of these candidates should I select for the job? Simple decisions usually need a simple decision-making process. But difficult decisions typically involve issues like these: - Uncertainty - Many facts may not be known. - Complexity - You have to consider many interrelated factors. - High-risk consequences - The impact of the decision may be significant. - Alternatives - Each has its own set of uncertainties and consequences. - Interpersonal issues - It can be difficult to predict how other people will react. With these difficulties in mind, the best way to make a complex decision is to use an effective process. Clear processes usually lead to consistent, high-quality results, and they can improve the quality of almost everything we do. In this article, we outline a process that will help improve the quality of your decisions. 4.2 A Systematic Approach to Decision Making A logical and systematic decision-making process helps you address the critical elements that result in a good decision. By taking an organized approach, you're less likely to miss important factors, and you can build on the approach to make your decisions better and better. There are six steps to making an effective decision: 1. Create a constructive environment. 2. Generate good alternatives. 3. Explore these alternatives. 4. Choose the best alternative. 5. Check your decision. 6. Communicate your decision, and take action. Here are the steps in detail: 4.2.1 Step 1: Create a constructive environment To create a constructive environment for successful decision making, make sure you do the following: - Establish the objective - Define what you want to achieve. • Agree on the process - Know how the final decision will be made, including whether it will be an individual or a team-based decision. The Vroom-Yetton-Jago Model is a great tool for determining the most appropriate way of making the decision. • Involve the right people - Stakeholder Analysis is important in making an effective decision, and you’ll want to ensure that you’ve consulted stakeholders appropriately even if you’re making an individual decision. Where a group process is appropriate, the decision-making group – typically a team of five to seven people – should have a good representation of stakeholders. • Allow opinions to be heard – Encourage participants to contribute to the discussions, debates, and analysis without any fear of rejection from the group. This is one of the best ways to avoid groupthink. Gradually introducing more and more people to the group discussion, and making sure everyone is heard. Also, recognize that the objective is to make the best decision under the circumstances: it’s not a game in which people are competing to have their own preferred alternatives adopted. • Make sure you’re asking the right question - Ask yourself whether this is really the true issue. The 5 Whys technique is a classic tool that helps you identify the real underlying problem that you face. • Use creativity tools from the start - The basis of creativity is thinking from a different perspective. Do this when you first set out the problem, and then continue it while generating alternatives. Create new connections in your mind, break old thought patterns, and consider new perspectives. 4.2.2 Step 2: Generate Good Alternatives (Chapter Creativity) This step is still critical to making an effective decision. The more good options you consider the more comprehensive your final decision will be. When you generate alternatives, you force yourself to dig deeper, and look at the problem from different angles. If you use the mindset ‘there must be other solutions out there'; you're more likely to make the best decisions possible. If you don't have reasonable alternatives, then there's really not much of a decision to make! Here's a summary of some of the key tools and techniques to help you and your team develop good alternatives. Generating Ideas - Brainstorming is probably the most popular method of generating ideas. Here is a Picture of a tool called STARBUSTING. - The Charette Procedure is a systematic process for gathering and developing ideas from very many stakeholders. Make a few groups, brainstorm and collect the ideas together. - Use the Crawford Slip Writing Technique to generate ideas from a large number of people. Make everyone write ideas on slips of paper. This is an extremely effective way to make sure that everyone's ideas are heard and given equal weight, irrespective of the person's position or power within the organization. Considering Different Perspectives - The Reframing Matrix uses 4 Ps (product, planning, potential, and people) as the basis for gathering different perspectives. You can also ask outsiders to join the discussion, or ask existing participants to adopt different functional perspectives (for example, have marketing people spoken from the viewpoint of a financial manager). The same blocks can be assembled 4 different ways (See Picture). - Organizing Ideas This is especially helpful when you have a large number of ideas. Sometimes separate ideas can be combined into one comprehensive alternative. Use Affinity Diagrams to organize ideas into common themes and groupings. In the coming section there is an example of how it works out. (Touch on Section 2.2) 4.2.3 Step 3: Explore the Alternatives When you're satisfied that you have a good selection of realistic alternatives, then you'll need to evaluate the feasibility, risks, and implications of each choice. Here, we discuss some of the most popular and effective analytical tools. Risk In decision making, there's usually some degree of uncertainty, which inevitably leads to risk. By evaluating the risk involved with various options, you can determine whether the risk is manageable. One way of putting figures to risk is to calculate a value for it as: \[ \text{risk} = \text{probability of event} \times \text{cost of event} \] - Risk Analysis helps you look at risks objectively. It uses a structured approach for assessing threats, and for evaluating the probability of events occurring - and what they might cost to manage. - Validation Determine if resources are adequate, if the solution matches your objectives, and if the decision is likely to work in the long term. Tool 1 - Cost-Benefit Analysis looks at the financial feasibility of an alternative. Example: A sales director is deciding whether to implement a new computer-based contact management and sales processing system. His department has only a few computers, and his salespeople are not computer literate. He is aware that computerized sales forces are able to contact more customers and give a higher quality of reliability and service to those customers. They are better able to meet commitments, and can work more efficiently with fulfillment and delivery staff. His financial cost/benefit analysis is shown below: Costs: New computer equipment: - 10 network-ready PCs with supporting software @ $2,450 each - $24,500 - 1 server @ $3,500 - 3 printers @ $1,200 each - Cabling & Installation @ $4,600 - Sales Support Software @ $15,000 Total Cost – $48,800.00 Training costs: - Computer introduction – 8 people @ $400 each - $3,200.00 - Keyboard skills – 8 people @ $400 each - $3,200.00 - Sales Support System – 12 people @ $700 each - $8,400.00 Total – $11,800.00 Other costs: - Lost time: 40 man days @ $200 / day - $8,000.00 - Lost sales through disruption: estimate: $20,000 - Lost sales through inefficiency during first months: estimate: $20,000 Other costs Total - $48,000.00 Total cost: $116,600 Benefits: - Tripling of mail shot capacity: estimate: $40,000 / year - Ability to sustain telesales campaigns: estimate: $20,000 / year - Improved efficiency and reliability of follow-up: estimate: $50,000 / year - Improved customer service and retention: estimate: $30,000 / year - Improved accuracy of customer information: estimate: $10,000 / year - More ability to manage sales effort: $30,000 / year Total Benefit: $180,000/year Payback time: $116,600 / $180,000 = 0.63 of a year = approx. 8 months Tool 2 - Plus-Minus-Interesting looks at the financial feasibility of an alternative Example: A young professional is deciding where to live. Her question is 'Should she move to the big city?' She draws up the PMI table below: \| Plus \| Minus \| Interesting \| \|-----------------------\|------------------------\|---------------------------\| \| More going on (+5) \| Have to sell house (-6)\| Easier to find new job? \| \| \| \| (+1) \| \| Easier to see friends (+5) \| More pollution (-3) \| Meet more people? (+2) \| \| Easier to get places (+3) \| Less space (-3) \| More difficult to get own work done? (-4) \| \| \| No countryside (-2) \| \| \| \| More difficult to get to work? (-4) \| \| \| +13 \| -18 \| -1 \| She scores the table as 13 (Plus) – 18 (Minus) – 1 (Interesting) = -6 For her, the comforts of a settled rural existence outweigh the call of the 'bright lights' – it would be much better for her to live outside the city, but close enough to travel in if necessary. Worksheet For cost benefit analysis You are traveling to Milwaukee to meet a customer and it takes 8 hours to get there by car. You charge the customer $100/hr. If you drive your own car, you would charge the customer 60 cents a mile. Milwaukee is 500 miles away. It takes 1.5 hours to fly to Milwaukee. It takes 2 hours to get to the airport and board the plane. It takes 30 minutes to get your luggage out and 1 hour to get to the customer. Two way plane ticket is $450/-. Rental car is $65/- a day including taxes. You car to be parked at local airport is $5/ day. Return journey would take you a total of 2 hours to get to the airport and 1 hour to get home from the airport. Calculate a cost benefit analysis and decide which way you would do it to save money for the customer. The meeting is at 12:30 AM. There is a flight at 9:30AM. Return flight at 4:00PM. It is an hour long meeting. \| Total travel by Driving Time \| Hours \| \|-----------------------------\|-------\| \| Cost of time \| $ \| \| Cost of miles X $.60 \| $ \| \| Total cost \| $ \| Pros and cons: Total hours, risks \| Total travel time by flying one way to reach the customer \| Hours \| \|----------------------------------------------------------\|-------\| \| Total time both ways \| Hour \| \| Cost of time \| $ \| \| Cost of the plane plus car rental \| $ \| \| Cost of parking \| $ \| \| Total cost \| $ \| Pros and cons: Total hours, risks Discuss: Is the cost of ticket $950, or $1450? 4.2.4 Step 4: Choose the Best Alternative After you have evaluated the alternatives, the next step is to choose between them. The choice may be obvious. However, if it isn't, these tools will help: - Grid Analysis, also known as a decision matrix, is a key tool for this type of evaluation. It's invaluable because it helps you bring disparate factors into your decision-making process in a reliable and rigorous way. - Decision Trees are also useful in choosing between options. These help you lay out the different options open to you, and bring the likelihood of project success or failure into the decision making process. Example of Grid Analysis A windsurfing enthusiast is about to replace his car. He needs one that not only carries a board and sails, but also one that will be good for business travel. He has always loved open-topped sports cars, but no car he can find is good for all three things. His options are: - An SUV/4x4, hard topped vehicle. - A comfortable "family car." - A station wagon/estate car. - A convertible sports car. Factors that he wants to consider are: - Cost. - Ability to carry a sail board safely. - Ability to store sails and equipment securely. - Comfort over long distances. - Fun! - Look, and build quality. Key Points: Grid Analysis helps you to decide between several options, where you need to take many different factors into account. Firstly he draws up the table shown in Figure 1, and scores each option by how well it satisfies each factor. To use the tool, layout your options as rows on a table. Set up the columns to show the factors you need to consider. Score each choice for each factor using numbers from 0 (poor) to 5 (very good), and then allocate weights to show the importance of each of these factors. Multiply each score by the weight of the factor, to show its contribution to the overall selection. Finally add up the total scores for each option. The highest scoring option will be the best option. Figure 1: Example Grid Analysis Showing Unweighted Assessment of How Each Type of Car Satisfies Each Factor \| Factors: \| Cost \| Board \| Storage \| Comfort \| Fun \| Look \| Total \| \|----------\|------\|-------\|---------\|---------\|-----\|------\|-------\| \| Weights: \| \| \| \| \| \| \| \| \| Sports Car \| 1 \| 0 \| 0 \| 1 \| 3 \| 3 \| \| \| SUV/4x4 \| 0 \| 3 \| 2 \| 2 \| 1 \| 1 \| \| \| Family Car \| 2 \| 2 \| 1 \| 3 \| 0 \| 0 \| \| \| Station Wagon \| 2 \| 3 \| 3 \| 3 \| 0 \| 1 \| \| Next he decides the relative weights for each of the factors. He multiplies these by the scores already entered, and totals them. This is shown in Figure 2: Figure 2: Example Grid Analysis Showing Weighted Assessment of How Each Type of Car Satisfies Each Factor \| Factors: \| Cost \| Board \| Storage \| Comfort \| Fun \| Look \| Total \| \|----------\|------\|-------\|---------\|---------\|-----\|------\|-------\| \| Weights: \| 4 \| 5 \| 1 \| 2 \| 3 \| 4 \| \| \| Sports Car \| 4 \| 0 \| 0 \| 2 \| 9 \| 12 \| 27 \| \| SUV/4x4 \| 0 \| 15 \| 2 \| 4 \| 3 \| 4 \| 28 \| \| Family Car \| 8 \| 10 \| 1 \| 6 \| 0 \| 0 \| 25 \| \| Station Wagon \| 8 \| 15 \| 3 \| 6 \| 0 \| 4 \| 36 \| This gives an interesting result: Despite its lack of fun, a station wagon is the best choice. Windsurfing really matters to him! For group decisions, there are some excellent evaluation methods available. When decision criteria are subjective and it's critical that you gain consensus, you can use techniques like Nominal Group Technique and Multi-Voting. This is better done on a face-to-face process for gaining consensus. A typical application is in organizational planning, when a group needs to agree on priorities in order to assign resources and funds. These methods help a group to agree on priorities. 4.2.5 Step 5: Check Your Decision With all of the effort and hard work that goes into evaluating alternatives, and deciding the best way forward, it's easy to forget to 'sense check' your decisions. This is where you look at the decision you're about to make dispassionately, to make sure that your process has been thorough, and to ensure that common errors haven't crept into the decision-making process. After all, we can all now see the catastrophic consequences that over-confidence, groupthink, and other decision-making errors have wrought on the world economy. The first part of this is an intuitive step, which involves quietly and methodically testing the assumptions and the decisions you've made against your own experience, and thoroughly reviewing and exploring any doubts you might have. The second part involves using a technique like Blind spot Analysis to review whether common decision-making problems like over-confidence, escalating commitment, or groupthink may have undermined the decision-making process. Whatever you thought was straight forward is what normally has a hidden problem. Search for all the hidden problems in the process. The third part involves using a technique like the Ladder of Inference to check through the logical structure of the decision with a view to ensuring that a well-founded and consistent decision emerges at the end of the decision-making process. Starting at the bottom of the ladder, we have reality and facts. From there, we: - Experience these selectively based on our beliefs and prior experience. - Interpret what they mean. - Apply our existing assumptions, sometimes without considering them. - Draw conclusions based on the interpreted facts and our assumptions. - Develop beliefs based on these conclusions. - Take actions that seem "right" because they are based on what we believe. 4.2.6 Step 6: Communicate Your Decision, and Move to Action! Once you've made your decision, it's important to explain it to those affected by it, and involved in implementing it. Talk about why you chose the alternative you did. The more information you provide about risks and projected benefits, the more likely people are to support the decision. CHAPTER FIVE Project Management What is Project Management? Project management is the science (and art) of organizing the components of a project, whether the project is development of a new product, the launch of a new service, a marketing campaign, or a wedding. A project isn't something that's part of normal business operations. It's typically created once, it's temporary, and it's specific. As one expert notes, "It has a beginning and an end." A project consumes resources (whether people, cash, materials, or time), and it has funding limits. 5.1 Project Management Basics No matter what the type of project, project management typically follows the same pattern: 1. Definition 2. Planning 3. Execution 4. Control 5. Closure 5.2 Defining the Project In this stage, the project manager defines what the project is and what the users hope to achieve by undertaking the project. This phase also includes a list of project deliverables, the outcome of a specific set of activities. The project manager works with the business sponsor or manager (who wants to have the project implemented) and other stakeholders (who have a vested interest in the outcome of the project). Objective – To build a tree house Resources – 9 people Cost - $10,000 Time - 30 days Business Sponsor - Bank 5.3 Planning the Project Define all project activities. In this stage, the project manager lists all activities or tasks, how the tasks are related, how long each task will take, and how each task is tied to a specific deadline. This phase also allows the project manager to define relationships between tasks, so that, for example, if one task is x number of days late, the project tasks related to it will also reflect a comparable delay. Likewise, the project manager can set milestones, dates by which important aspects of the project need to be met. Define requirements for completing the project. In this stage, the project manager identifies how many people (often referred to as "resources") and how much expense ("cost") is involved in the project, as well as any other requirements that are necessary for completing the project. The project manager will also need to manage assumptions and risks related to the project. The project manager will also want to identify project constraints. Constraints typically relate to schedule, resources, budget, and scope. A change in one constraint will typically affect the other constraints. For example, a budget constraint may affect the number of people who can work on the project, thereby imposing a resource constraint. Likewise, if additional features are added as part of project scope, that could affect scheduling, resources, and budget. Tools: Make a Project file showing the plan. Update the plan and keep everyone informed. Step 1 – Enter all the tasks Step 2 – Enter time it takes for each task Step 3 – Calculate total time Step 4 – Assign predecessors, and determine critical path. Step 5 – Assign resources Jargon to know Project timeline: Shows the amount of time it takes to finish the project. A Gantt chart is a type of bar chart that illustrates a project schedule. Gantt charts illustrate the start and finish dates and other dependencies. Critical Path: Longest sequence of activities in a project plan which must be completed on time for the project to complete on due date meeting the deadline. An activity on the critical path cannot be started until its predecessor activities are completed; if it is delayed by a day, the entire project will be delayed by a day unless the activity following the delayed activity is completed a day earlier. 5.4 Tasks for building a house 1. Loan approval from the bank 2. Buying Material 3. Framing and structure 4. Plumbing /Electrical work 5. Drywall construction 6. Cabinet installation/ flooring/painting 7. Interior decorations 8. Furnishing 9. Deck building and 10. Landscaping 5.5 Assign time to the task \| Task \| Duration \| Start Date \| End Date \| \|-------------------------------\|----------\|--------------\|--------------\| \| Total Project timing \| 40d \| Mon 8/29/11 \| Fri 10/21/11 \| \| Loan approval from the bank \| 10d \| Mon 8/29/11 \| Fri 9/9/11 \| \| Buying Material \| 3d \| Mon 9/12/11 \| Wed 9/14/11 \| \| Framing and structure \| 3d \| Thu 9/15/11 \| Mon 9/19/11 \| \| Plumbing /Electrical work \| 3d \| Tue 9/20/11 \| Thu 9/22/11 \| \| Drywall construction \| 3d \| Fri 9/23/11 \| Tue 9/27/11 \| \| Cabinet work/ flooring/painting \| 3d \| Wed 9/28/11 \| Fri 9/30/11 \| \| Interior decorations \| 3d \| Mon 10/3/11 \| Wed 10/5/11 \| \| Furnishing \| 3d \| Thu 10/6/11 \| Mon 10/10/11 \| \| Deck building \| 4d \| Tue 10/11/11 \| Fri 10/14/11 \| \| Landscaping \| 5d \| Mon 10/17/11 \| Fri 10/21/11 \| 5.6 Constraints in finishing the projects successfully A) Time to completion = 40 days – Need to bring it down to 30 days. B) Material cost $5500/- C) 40 days of labor at $100/; Total labor-$4000 D) Total cost is 9500/-. Project seems within budget but for unexpected delays. E) Customer says delay will cost $100/ a day extra as fine. Finishing earlier will reap a bonus of $100/- Executing the Project Build the project team. In this phase, the project manager knows how many resources and how much budget is available for the project. The project manager then assigns those resources and allocates budget to various tasks in the project. Now the project work begins. Resources- People who would be conducting the following task 1. Manager 2. Framer 3. Mechanicals 4. Drywall 5. Interior finishing 6. Decorator 7. Furnishing 8. Decker 9. Landscaper 5.7 Time, Money, Scope Frequently, people refer to project management as having three components: time, money, and scope. Reducing or increasing any one of the three will probably have an impact on the other two. If a company reduces the amount of time it can spend on a project, that will affect the scope (what can be included in the project) as well as the cost (since additional people or resources may be required to meet the abbreviated schedule). Discuss - How to reduce the length of the project to maximize profit - The effect of finance costs like overtime, interest on borrowed money on budget. - Careful planning of material coming in JUST IN TIME (JIT). The cost of theft and storage on project budget and schedule. 5.8 Controlling the Project The project manager is in charge of updating the project plans to reflect actual time elapsed for each task. By keeping up with the details of progress, the project manager is able to understand how well the project is progressing overall. A product such as Microsoft Project facilitates the administrative aspects of project management. A good tool depicting the plan, communicating the plan and other leadership qualities of a project manager are essential for the success of a project. Communication: A) Communicate the project initiation – Iron out the dates and prices B) Regularly (e.g., daily morning) make sure all parts and people are available. C) Regularly (e.g., daily evening) remind the people of the plan and ensure availability of necessary resources to ensure it is on schedule. D) Listen to the problems the team is facing. Finally the manager is responsible for the result. Leadership: Excerpts from the Chapter 6. The most effective leaders use mainly referent and expert power. An effective leader has the following attributes. - Has integrity. - Sets clear goals. - Clearly communicates a vision. - Sets a good example. - Expects the best from the team. - Encourages and supports the team. • Recognizes good work and able people. • Provides stimulating work. • Helps people see beyond their self-interests and focus on team interests and needs. • Inspires people to be productive. THE BUCK STOP WITH THE LEADER. 5.9 Closure of the Project At this stage, the project manager and business owner pull together the project team and those who have an interest in the outcome of the project (stakeholders) to analyze the final outcome of the project. Reevaluate them at the end and enumerate lessons learned. 5.10 Successful Project A project is a success if a) Scope – The customer got all that was wished at a competitive price. b) Time – Effectively finish by the deadline. c) Money - Made good returns for the team and brought quality work to the team thereby satisfying the team with challenging work. 5.11 Project Competition - Whichever team makes the most money wins. a) You will be building a Tennis court starting today. Cost: $1600/- Here are the tasks and the number days: 1) Clearing the land 1 2) Digging the land 1 3) Pouring Concrete 1 4) Leveling the surface 1 5) Putting in Rubber 1 6) Installing Net 1 7) Installing the Fence 3 8) Installing Wind breaker on the fence 2 9) Installing Flood Lights 3 10) Installing Benches 2 Resources: You have 5 people in your team. Each can do only 2 tasks Constraints a) Concrete has to cure 2 days after pouring b) No one can work around when Electrical work is carried out c) There will be one day of rain – will happen on the second Monday. d) Project to be done in 13 days, e) Earlier finish gets 100/ day, later finish – fine $100/day f) Cost of one person per day per task is $100/- g) To make your team work on Overtime you will have to pay extra $50/- per day of work h) Working by the same person 2 days of work has to be compensation for OT. Maximum 2 days of work in a day by the same person. i) Working weekend in addition O/t Working 16 hours by a person on a weekend is double time. Here is the timeline of the project – Total 75 minutes 1. Step1 – Enter all the tasks – 5 minutes 2. Step 2 – Enter time it takes – 5 minutes 3. Step 3 – Calculate Total days – 5 minutes 4. Step 4 – Assign predecessors – 5 minutes 5. Step 6 - Evaluate the critical path – 5 minutes 6. Step 5 – Assign resources – 5 minutes 7. Work on making the process efficient -20 minutes 8. Announcement on when rain will be 9. Rework the process to see the total time and cost – 20 minutes CHAPTER SIX Leadership Leadership skills "At the age of seven, a young boy and his family were forced out of their home. The boy had to work to support his family. At the age of nine, his mother passed away. When he grew up, the young man was keen to go to law school, but had no education. At 22, he lost his job as a store clerk. At 23, he ran for state legislature and lost. The same year, he went into business. It failed, leaving him with a debt that took him 17 years to repay. At 27, he had a nervous breakdown. Two years later, he tried for the post of speaker in his state legislature. He lost. At 31, he was defeated in his attempt to become an elector. By 35, he had been defeated twice while running for Congress. Finally, he did manage to secure a brief term in Congress, but at 39 he lost his re-election bid. At 41, his four-year-old son died. At 42, he was rejected as a prospective land officer. At 45, he ran for the Senate and lost. Two years later, he lost the vice presidential nomination. At 49, he ran for Senate and lost again. At 51, he was elected the President of the United States of America. The man in question: Abraham Lincoln." 6.1 What is Leadership? "Leaders are people who do the right thing; managers are people who do things right." — Professor Warren G. Bennis "Leadership is the art of getting someone else to do something you want done because he wants to do it." — Dwight D. Eisenhower The word "leadership" can bring to mind a variety of images. For example: - An army officer, charging forward to meet the enemy. - An explorer, cutting a path through the jungle for the rest of his party to follow. - An executive, developing her company's strategy to remain ahead of the competition. Write down a few more people you consider them leaders - ________________________________ - ________________________________ 6.2 What are the qualities of a leader? - Has integrity. - Sets clear goals. - Clearly communicates a vision. - Sets a good example. - Expects the best from the team. - Encourages. - Supports. - Recognizes good work and people. - Provides stimulating work. - Helps people see beyond their self-interests and focus more on team interests and needs. - Inspires. List the qualities you think are important to be a leader - ________________________________ - ________________________________ - ________________________________ - ________________________________ 6.3 Why do we need a leader? 1. To steer the thoughts into action. 2. To give a fair chance to one and all to put their thoughts through for collective good. Do you want to be a leader and why? - ________________________________ - ________________________________ - ________________________________ - ________________________________ 6.4 Emotional Intelligence in Leadership 1. Self-awareness - Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses. And it means having humility. 2. Self-regulation - Know your values. Hold yourself accountable. Practice being calm. 3. Motivation - Re-examine why you're doing this. Know where you stand. Be hopeful and find something good. 4. Empathy - Put yourself in someone else's position. Pay attention to body language. Respond to feelings. 5. Social skills - Learn conflict resolution. Improve your communication skills. Learn how to praise others. 6.5 Behavioral theories – What does a good leader do? Behavioral theories focus on how leaders behave. Do they dictate what needs to be done and expect cooperation? Or do they involve the team in decisions to encourage acceptance and support? In the 1930s, Kurt Lewin developed a leadership framework based on a leader's decision-making behavior. Lewin argued that there are three types of leaders: 1. Autocratic leaders make decisions without consulting their teams. This is considered appropriate when decisions genuinely need to be taken quickly, when there's no need for input, and when team agreement isn't necessary for a successful outcome. 2. Democratic leaders allow the team to provide input before making a decision, although the degree of input can vary from leader to leader. This type of style is important when team agreement matters, but it can be quite difficult to manage when there are lots of different perspectives and ideas. 3. Laissez-faire leaders don’t interfere; they allow people within the team to make many of the decisions. This works well when the team is highly capable and motivated, and when it doesn't need close monitoring or supervision. However, this style can arise because the leader is lazy or distracted, and, here, this approach can fail. 6.6 Understanding Power One of the most notable studies on power was conducted by social psychologists John French and Bertram Raven in 1959. They identified five bases of power: 1. Legitimate – This comes from the belief that a person has the right to make demands, and expect compliance and obedience from others. 2. Reward – This results from one person’s ability to compensate another for compliance. 3. Expert – This is based on a person's superior skill and knowledge. 4. Referent – This is the result of a person's perceived attractiveness, worthiness, and right to respect from others. 5. Coercive – This comes from the belief that a person can punish others for noncompliance. Give me an example of someone you are influenced by and why? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ If you're aware of these sources of power, you can... - Better understand why you're influenced by someone, and decide whether you want to accept the base of power being used. - Recognize your own sources of power. - Build your leadership skills by using and developing your own sources of power, appropriately, and for best effect. The most effective leaders use mainly referent and expert power. To develop your leadership abilities, learn how to build these types of power, so that you can have a positive influence on your colleagues, your team, and your organization. Communication skills We can spend almost our entire day communicating. So, how can we provide a huge boost to our productivity? We can make sure that we communicate in the clearest, most effective way possible. This is why the 7 Cs of Communication are helpful. The 7 Cs provide a checklist for making sure that your meetings, emails, conference calls, reports, and presentations are well constructed and clear – so your audience gets your message. According to the 7 Cs, communication needs to be: - Clear. - Concise. - Concrete. - Correct. - Coherent. - Complete. - Courteous. In this article, we look at each of the 7 Cs of Communication, and we'll illustrate each element with both good and bad examples. ### 7.1 Clear When writing or speaking to someone, be clear about your goal or message. What is your purpose in communicating with this person? If you're not sure, then your audience won't be sure either. To be clear, try to minimize the number of ideas in each sentence. Make sure that it is easy for your reader to understand your meaning. People shouldn't have to "read between the lines" and make assumptions on their own to understand what you're trying to say. Bad Example Hi John, I wanted to write you a quick note about Daniel, who's working in your department. He's a great asset, and I'd like to talk to you more about him when you have time. Best, Skip What is this email about? Well, we're not sure. First, if there is multiple Daniels in John's department, John won't know who Skip is talking about. Next, what is Daniel doing, specifically, that's so great? We don't know that either. It's so vague that John will definitely have to write back for more information. Last, what is the purpose of this email? Does Skip simply want to have an idle chat about Daniel, or is there some more specific goal here? There's no sense of purpose to this message, so it's a bit confusing. Good Example Let's see how we could change this email to make it clear. Hi John, I wanted to write you a quick note about Daniel Kedar, who's working in your department. In recent weeks, he's helped the IT department through several pressing deadlines on his own time. We've got a tough upgrade project due to run over the next three months, and his knowledge and skills would prove invaluable. Could we please have his help with this work? I'd appreciate speaking with you about this. When is it best to call you to discuss this further? Best wishes, Skip This second message is much clearer, because the reader has the information he needs to take action. ### 7.2 Concise When you're concise in your communication, you stick to the point and keep it brief. Your audience doesn't want to read six sentences when you could communicate your message in three. - Are there any adjectives or "filler words" that you can delete? You can often eliminate words like "for instance," "you see," "definitely," "kind of," "literally," "basically," or "I mean." - Are there any unnecessary sentences? Have you repeated the point several times, in different ways? Bad Example Hi Matt, I wanted to touch base with you about the email marketing campaign we kind of sketched out last Thursday. I really think that our target market is definitely going to want to see the company's philanthropic efforts. I think that could make a big impact, and it would stay in their minds longer than a sales pitch. For instance, if we talk about the company's efforts to become sustainable, as well as the charity work we're doing in local schools, then the people that we want to attract are going to remember our message longer. The impact will just be greater. What do you think? Jessica This email is too long! There’s repetition, and there’s plenty of “filler” taking up space. Good Example Watch what happens when we’re concise and take out the filler words: Hi Matt, I wanted to quickly discuss the email marketing campaign that we analyzed last Thursday. Our target market will want to know about the company's philanthropic efforts, especially our goals to become sustainable and help local schools. This would make a far greater impact, and it would stay in their minds longer than a traditional sales pitch. What do you think? Jessica ### 7.3 Concrete When your message is concrete, then your audience has a clear picture of what you’re telling them. There are details (but not too many!) and vivid facts, and there’s laserlike focus. Your message is solid. Bad Example Consider this advertising copy: The Lunchbox Wizard will save you time every day. A statement like this probably won't sell many of these products. There's no passion, no vivid detail, nothing that creates emotion, and nothing that tells people in the audience why they should care. This message isn't concrete enough to make a difference. Good Example How much time do you spend every day packing your kids' lunches? No more! Just take a complete Lunchbox Wizard from your refrigerator each day to give your kids a healthy lunch AND have more time to play or read with them! This copy is better because there are vivid images. The audience can picture spending quality time with their kids — and what parent could argue with that? And mentioning that the product is stored in the refrigerator explains how the idea is practical. The message has come alive through these details. 7.4 Correct When your communication is correct, it fits your audience. And correct communication is also error-free communication. - Do the technical terms you use fit your audience's level of education or knowledge? - Have you checked your writing for grammatical errors? Remember, spell checkers won't catch everything. - Are all names and titles spelled correctly? Bad Example Hi Daniel, Thanks so much for meeting me at lunch today! I enjoyed our conservation, and I'm looking forward to moving ahead on our project. I'm sure that the two-weak deadline won't be an issue. Thanks again, and I'll speak to you soon! Best, If you read that example fast, then you might not have caught any errors. But on closer inspection, you'll find two. Can you see them? The first error is that the writer accidentally typed conservation instead of conversation. This common error can happen when you're typing too fast. The other error is using weak instead of week. Again, spell checkers won't catch word errors like this, which is why it's so important to proofread everything! 7.5 Coherent When your communication is coherent, it's logical. All points are connected and relevant to the main topic, and the tone and flow of the text is consistent. Bad Example Traci, I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she wanted to make sure you knew about the department meeting we're having this Friday. We'll be creating an outline for the new employee handbook. Thanks, Michelle As you can see, this email doesn't communicate its point very well. Where is Michelle's feedback on Traci's report? She started to mention it, but then she changed the topic to Friday's meeting. Good Example Hi Traci, I wanted to write you a quick note about the report you finished last week. I gave it to Michelle to proof, and she let me know that there are a few changes that you'll need to make. She'll email you her detailed comments later this afternoon. Notice that in the good example, Michelle does not mention Friday's meeting. This is because the meeting reminder should be an entirely separate email. This way, Traci can delete the report feedback email after she makes her changes, but save the email about the meeting as her reminder to attend. Each email has only one main topic. 7.6 Complete In a complete message, the audience has everything they need to be informed and, if applicable, take action. - Does your message include a "call to action", so that your audience clearly knows what you want them to do? - Have you included all relevant information – contact names, dates, times, locations, and so on? Bad Example Hi everyone, I just wanted to send you all a reminder about the meeting we're having tomorrow! See you then, Chris This message is not complete, for obvious reasons. What meeting? When is it? Where? Chris has left his team without the necessary information. Good Example Hi everyone, I just wanted to remind you about tomorrow's meeting on the new telecommuting policies. The meeting will be at 10:00 a.m. in the second-level conference room. Please let me know if you can't attend. See you then, Chris 7.7 Courteous Courteous communication is friendly, open, and honest. There are no hidden insults or passive-aggressive tones. You keep your reader's viewpoint in mind, and you're empathetic to their needs. Bad Example Jeff, I wanted to let you know that I don't appreciate how your team always monopolizes the discussion at our weekly meetings. I have a lot of projects, and I really need time to get my team's progress discussed as well. So far, thanks to your department, I haven't been able to do that. Can you make sure they make time for me and my team next week? Thanks, Phil Well, that's hardly courteous! Messages like this can potentially start office wide fights. And this email does nothing but create bad feelings, and lower productivity and morale. A little bit of courtesy, even in difficult situations, can go a long way. Good Example Hi Jeff, I wanted to write you a quick note to ask a favor. During our weekly meetings, your team does an excellent job of highlighting their progress. But this uses some of the time available for my team to highlight theirs. I'd really appreciate it if you could give my team a little extra time each week to fully cover their progress reports. Thanks so much, and please let me know if there's anything I can do for you! Best, Phil What a difference! This email is courteous and friendly, and it has little chance of spreading bad feelings around the office. CHAPTER EIGHT How Can You Manage Your Stress? Avoid stressful situations. Avoid extremes. Set realistic goals. Manage how stress affects you. Change how you see the situation. Change how you react to stress. Set Priorities. Take control of the situation. Discover new relaxation techniques. Figure out what’s most important. Stress Management What is Stress? The most commonly accepted definition of stress (mainly attributed to Richard S Lazarus) is that stress is a condition or feeling experienced when a person perceives that "demands exceed the personal and social resources the individual is able to mobilize." In short, it's what we feel when we think we've lost control of events. 8.1 Fight-or-Flight Some of the early research on stress (conducted by Walter Cannon in 1932) established the existence of the well-known "fight-or-flight" response. His work showed that when an organism experiences a shock or perceives a threat, it quickly releases hormones that help it to survive. In humans, as in other animals, these hormones help us to run faster and fight harder. They increase heart rate and blood pressure, delivering more oxygen and blood sugar to power important muscles. They increase sweating in an effort to cool these muscles, and help them stay efficient. They divert blood away from the skin to the core of our bodies, reducing blood loss if we are damaged. As well as this, these hormones focus our attention on the threat, to the exclusion of everything else. All of this significantly improves our ability to survive life-threatening events. Not only life-threatening events trigger this reaction: We experience it almost any time we come across something unexpected or something that frustrates our goals. When the threat is small, our response is small and we often do not notice it among the many other distractions of a stressful situation. Unfortunately, this mobilization of the body for survival also has negative consequences. In this state, we are excitable, anxious, jumpy and irritable. This actually reduces our ability to work effectively with other people. With trembling and a pounding heart, we can find it difficult to execute precise, controlled skills. The intensity of our focus on survival interferes with our ability to make fine judgments by drawing information from many sources. We find ourselves more accident-prone and less able to make good decisions. There are only very few situations in modern working life where this response is useful. Most situations benefit better from a calm, rational, controlled and socially sensitive approach. In the short term, we need to keep this fight-or-flight response under control to be effective in our jobs. In the long term we need to keep it under control to avoid problems of poor health and burnout. 8.2 Coping Strategies – Short term It is not uncommon for someone to be perfectly happy and normal and to suddenly go into a stressed mode. Very often by end of the day people get stressed out due to normal routine work. The following techniques will help coping with them. Toffler's Stability Zones Toffler's concept is fairly simple. Stability Zones are places or things that make you feel safe, relaxed, and secure. Think of them as buffers – types of protection or defense – against the outside world. When you're in or with your Stability Zone, you feel safe. It's something safe and familiar, something that doesn't change. And they're not limited to specific places. They can be things, people, objects, or even ideas: - People – People Stability Zones offer you a relaxing, restful atmosphere when you're with them. They listen to what you say, and you don't have to try to be a different person when they're around. They have values similar to yours, and they've probably been in your life for a long time. A Person Stability Zone could be a spouse, best friend, parent, or co-worker. - Ideas – Idea Stability Zones could be anything from religious faith and political ideology to deeply held beliefs or values (such as environmental protection). - Places – These are very common. Home is one of the most widely used places of refuge, to help someone feel "safe." But a Place Stability Zone can also be larger in scale – like a country – or much smaller in scale – like a specific room. - Things – These could be favorite possessions – like a well-loved book or family heirloom – or favorite clothes that make you feel good. - Organizations – A favorite club, professional group, or even your company could be your Stability Zone – any place or group that you identify with and where you feel welcome. When: When something bothers one really and cannot continue to function effectively. Going into stability zone can be done anytime. Deep Breathing Deep breathing is a simple, but very effective, method of relaxation. It is a core component of everything from the "take ten deep breaths" approach to calming someone down, right through to yoga relaxation. It works well in conjunction with other relaxation techniques such as Progressive Muscular Relaxation, relaxation imagery and meditation to reduce stress. To use the technique, take a number of deep breaths and relax your body further with each breath. That's all there is to it! When: This can be performed anywhere anytime. It is good to do this every day during lunch break or later to get through the rest of the day. Progressive Muscular Relaxation Progressive Muscular Relaxation is useful for relaxing your body when your muscles are tense. The idea behind PMR is that you tense up a group of muscles so that they are as tightly contracted as possible. Hold them in a state of extreme tension for a few seconds. Then, relax the muscles normally. Then, consciously relax the muscles even further so that you are as relaxed as possible. By tensing your muscles first, you will find that you are able to relax your muscles more than would be the case if you tried to relax your muscles directly. Experiment with PMR by forming a fist, and clenching your hand as tight as you can for a few seconds. Relax your hand to its previous tension, and then consciously relax it again so that it is as loose as possible. You should feel deep relaxation in your hand muscles. When: This can be performed anywhere anytime. It is good to do this every day during lunch break or later to get through the rest of the day. 8.3 Coping Strategies for Long term Stress - For prolonged stress, some lifestyle changes physically and mentally are necessary. Any one or more of the following would be helpful. These are better done when you have enough time and on a daily routine. Planning: Most of the people are stressed out for a prolonged period because they have more to do in the time they have available. This can be made easy by using our time audit Section 1.6. There is only so much time one has. After completing a TIME AUDIT take only enough work that can be accomplished. Have enough time for personal relaxation. There is absolutely no other magic way around stress created by lack of time. Yoga: We have done several classes of Yoga. Doing yoga first thing in the morning as a practice would be good. SURYA NAMASKAR helps with physical activity as well as breathing. Meditation: There are several ways a meditation can be done. Find a method what suits you. This will definitely rejuvenate the mind. This is something that you can do for yourself by following these steps: - Sit quietly and comfortably. - Close your eyes. - Start by relaxing the muscles of your feet and work up your body relaxing muscles. - Focus your attention on your breathing. - Breathe in deeply and then let your breath out. Count your breaths, and say the number of the breath as you let it out (this gives you something to do with your mind, helping you to avoid distraction). Do this for ten or twenty minutes. Physical activity – Any type of exercising would help relax the mind and body. Social circles - Be a part of social circles of your interest. Talking to friends and family is a good thing for the mind. Hobbies: Any hobby is better than no hobby. For example cooking and feeding your friends can be a great way to relax. Travel: Travel opens one’s mind on different places, cultures, history among other things. Broader the mind is better it behaves in less important scenarios. Relaxation: All the above said techniques are to bring about relaxation. Listening to music and media is also relaxation. All the relaxation activities should be done to create relaxation of body and mind and should not become a chore by itself. Sometimes the best relaxation is to do nothing and watch the stars or listen to the birds. Volunteering: The activity of doing greater good helps the mind relax and understand the bigger picture of life. Seeing unfortunate and underprivileged would help the mind take it easy on the smaller things what one thought was the most critical thing. Stress is a matter of mind. Mind at ease and peace makes one less stressful. CHAPTER NINE Social skills Social skills All of you are ready to start the first going out of the home environment and into professional environment. First step you will be doing some volunteering and then going to college working and studying and go into the world working every day for the rest of your lives. You will always look back and say, I wish I had known this before. This chapter is an attempt to put together a short and sweet section on professional behavior. - Dressing – One has to be dressed to occasion. Though one does not have to spend enormous time and money in dressing to be attractive, being dressed to be pleasant and presentable increases the chances of others working with you. - Shaking hands – Always shake hands firmly with a man, and gently with a woman. Always with a smile and eye contact. - Introducing yourself – When you say your name say it clearly. Spell it out if you have to. Help them in saying it. Make a joke if you could, about your name. People will always remember you for the strange name of yours. Remember how President Obama introduced himself “A skinny kid with a funny name”. Every difficulty is an opportunity. Your difficult name is your best opportunity. - Distance in standing – When you talk to someone, give a handshaking distance away and talk to them. Lot of people do not like one standing too close. - Adjust your height – When you are communicating to someone, try to adjust your height by standing or sitting according to their level of height. This helps the other person be comfortable. - Speak clearly and slowly – DO not be in a hurry and mumble. There is never a prize for finishing your line sooner. Speak slowly. Watch for signs if the person on other side understands what you are communicating. Always feel free to ask if you made sense or show your willingness to repeat. - Look in the Eye – When you communicate with people the American culture is to look in the eye and speak. Some people get offended if you do not do that. - Hand Gestures – Use enough hand gestures but not too much. Keep the hands together and let one hand give a gesture at a time. Don’t let the hands fly more than a foot. People get distracted. Also too much hand gesture comes out like one is jittery. - Develop a relationship – Discuss about sports or hobbies of the other person. Taking a few minutes and talking about or listening to their passion goes a long way. People will remember you. Even though you are in a hurry to run, that extra couple of patient minutes will be remembered by others. • Use personal Hygiene products – Your school has given enough information on this. To repeat, if you are going to be in close quarters with people or talking a lot use mouthwash before meetings and use antiperspirant products. Smelling good is always an advantage. Your audience will focus on what you have to say. • Be pleasant – Make it a habit to be smiling and pleasant. It will become a habit and you don’t have to work on it. • Carry a planner – Always carry a planner if your jobs allow you to. When you have a conversation, do take notes and write down the reminders. This professional behavior will be appreciated by your peers and superiors. • Eating – Do not talk with food in your mouth. • Eating – Keep the mouth closed while eating. Noisy eating is considered not cultural. • Fork and knives – In the US it is OK to keep the Fork in the right hand. If you are in Britain or commonwealth country, holding the fork in right hand is considered not cultural. If you are in a new country, it is Ok to ask the host on which silverware goes where. In USA in more exclusive restaurant there are several spoons and forks and each is used for a different purpose. IF you are going to one of those restaurants it is good to take a few minutes to know about these. These are practices. Your idea is not stand out and distract what you are there for. IT is not about right or wrong. It is about showing you are cognizant of these cultural practices. • Burping – It does happen. Close your mouth and say “Excuse me” • Eating speed – If you are hosting a dinner, plan to eat at the speed of the guest. You can always take a break if you did eat faster to match the finishing time. • Eating Pause – Corporate dining is considered the best face time with your customer. Take the time to eat. Pause and put the forks and spoons down and wipe up often. This way you can continue a conversation. • Ordering food – While eating with a customer order food which is easy to eat. You should not become the side show. Avoid foods like Spaghetti which can send the sauce flying. • Seating preference – If you are sitting with a customer you go in first and get a seat first where you are in the middle so that you can talk to everyone. Make your important customer sit in a place so that he can only see you. This way you can get the maximum out of the time. As much as possible avoid dining on a bar, this way customer can face you. • Sneezing – Cover your mouth and nose while sneezing. IF you have excuse yourself to clean up it is acceptable to do so. • Listen – When someone talks to you listen and maintain full eye contact. • Do not interrupt – Allow others to finish speaking before you say something. • Recognize – Do not start the sentence with ‘NO’ - When someone says something, before you reply pause a few seconds and say “that is a good idea” or “That is interesting” or “Hmm I never thought about that” and then put in your next idea. This way you have given a sincere thought and appreciated the other person’s time and opinion. If you really do not agree at least start with “Well, How about this”. A few people in meetings would start with No and say their opinion. That is not a pleasant way of putting it. • Be a good soldier – You have to be a good soldier before you can become a good leader. • Be a team player – A lot of smart people are not the best team players or perceived to be not the best. When you play a game, it has several aspects to it. Some are defenders and some are forwards. Know your role. Play well on that role and the team outcome would be better. Sometimes that is what you want to do. But it is not about you. It is about the team. This important quality is what will help you progress in a team environment. Be ready to put your thoughts away for the team. Play the playbook and not by independent judgment. This is also called BIG PICTURE. CHAPTER TEN Personal Improvement 10.1 Being patient Here's the problem: You're waiting for someone to finish compiling a report that you need for a meeting. Because of an issue that came up, you're already 15 minutes late. You can feel your body getting tense, and you're getting quite cross. You start sweating, and suddenly you yell at the person for being slow and putting you behind schedule. You can tell she's hurt, but you can't help it. She's making you late! Does this sound familiar? Many of us are impatient at times. Losing control of our patience hurts not only us, but those around us. Impatience raises our stress level and can even cause physical harm to our bodies. Being impatient can also damage relationships. In this article, we'll examine strategies that you can use to be more patient. Why Practice Patience? Others often see impatient people as arrogant, insensitive, and impulsive. They can be viewed as poor decision makers, because they make quick judgments or interrupt people. Some people will even avoid impatient people, because of their poor people skills and bad tempers. People with these personality traits are unlikely to be at the top of the list for promotions to leadership positions. Impatience can even affect relationships at home. The more patient you are with others, the likelier you are to be viewed positively by your peers and your managers, not to mention your family and friends. Signs of Impatience How do you know when you're being impatient? You will probably experience one of more of the following symptoms: - Shallow breathing (short breaths). - Muscle tension. - Hand clenching/tightening. - Jiggling/restless feet. • Irritability/anger. • Anxiety/nervousness. • Rushing. • Snap/quick decisions. Finding Your Causes If you experience the symptoms of impatience, your next step is to discover the true cause. Many of us have "triggers." These could be people, phrases, or specific situations (like rush-hour traffic) that regularly cause us to enter an impatient frame of mind. Make a list of things that cause you to become impatient. If you're having trouble identifying your triggers, use these tips: • Stop and think about the last time you were impatient. What caused it? You can narrow this down to the root cause by using the 5 Whys technique. • Ask your family, friends, and co-workers about your impatience. Chances are that they know what gets you "wound up". • Many people become impatient due to physical factors such as hunger, dehydration, or fatigue. Analyze your body the next time you start to feel impatient. A simple remedy might be a snack and a glass of water! • Keep a journal with you to record when you start to feel impatient. Write down what the situation is, and why you're getting frustrated. Identifying your triggers helps because it forces you to examine your actions and uncover why you're doing what you're doing. This knowledge also helps you devise strategies to avoid becoming impatient. Of course, it would be great if you could avoid the triggers that make you impatient. But for most of us, that's just not possible. So you have to learn to manage impatience instead. Managing the Symptoms When you feel impatient, it's important to get out of this frame of mind as quickly as possible. Try these strategies: - Take deep, slow breaths, and count to 10. Doing this helps slow your heart rate, relaxes your body, and distances you emotionally from the situation. If you're feeling really impatient, you might need to do a longer count, or do this several times. - Impatience can cause you to tense your muscles involuntarily. So, consciously focus on relaxing your body. Again, take slow, deep breaths. Relax your muscles, from your toes up to the top of your head. - Learn to manage your emotions. Remember, you have a choice in how you react in every situation. You can choose to be patient, or choose not to be: it's all up to you. - Force yourself to slow down. Make yourself speak and move more slowly. It will appear to others as if you're calm – and, by "acting" patient, you can often "feel" more patient. - Practice active listening and empathic listening. Make sure you give other people your full attention, and patiently plan your response to what they say. - Remind yourself that your impatience rarely gets others to move faster – in fact, it can interfere with other people's ability to perform complex or highly-skilled work. All you're doing is creating more stress, which is completely unproductive. - Try to talk yourself out of your impatient frame of mind. Remind yourself how silly it is that you're reacting this way. People often don't mind if a meeting is delayed, just as long as you let them know that you're running late in advance. - If your impatience causes you to react in anger toward others, use anger management techniques to calm down. - Some people become impatient because they're perfectionists. However, in addition to causing impatience, perfectionism can actually slow productivity and increase stress. Learn how to stop being a perfectionist. Remember that, although many people are naturally patient, the rest of us need to practice patience for it to become a habit. Becoming more patient won't happen overnight, but do persist – it's so important! 10.2 Emotional Intelligence We probably all know people, either at work or in our personal lives, who are really good listeners. No matter what kind of situation we're in, they always seem to know just what to say – and how to say it – so that we're not offended or upset. They're caring and considerate, and even if we don't find a solution to our problem, we usually leave feeling more hopeful and optimistic. We probably also know people who are masters at managing their emotions. They don't get angry in stressful situations. Instead, they have the ability to look at a problem and calmly find a solution. They're excellent decision makers, and they know when to trust their intuition. Regardless of their strengths, however, they're usually willing to look at themselves honestly. They take criticism well, and they know when to use it to improve their performance. People like this have a high degree of emotional intelligence, or EI. They know themselves very well, and they're also able to sense the emotional needs of others. Would you like to be more like this? As more and more people accept that emotional intelligence is just as important to professional success as technical ability, organizations are increasingly using EI when they hire and promote. What is Emotional Intelligence? We all have different personalities, different wants and needs, and different ways of showing our emotions. Navigating through this all takes tact and cleverness – especially if we hope to succeed in life. This is where emotional intelligence becomes important. Emotional intelligence is the ability to recognize your emotions, understand what they're telling you, and realize how your emotions affect people around you. Emotional intelligence also involves your perception of others: when you understand how they feel, this allows you to manage relationships more effectively. People with high emotional intelligence are usually successful in most things they do. Why? Because they're the ones that others want on their team. When people with high EI send an email, it gets answered. When they need help, they get it. Because they make others feel good, they go through life much more easily than people who are easily angered or upset. Characteristics of Emotional Intelligence Daniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence: 1. Self-Awareness – People with high emotional intelligence are usually very self-aware. They understand their emotions, and because of this, they don’t let their feelings rule them. They’re confident – because they trust their intuition and don’t let their emotions get out of control. They’re also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of emotional intelligence. 2. Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don’t allow themselves to become too angry or jealous, and they don’t make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity, and the ability to say no. 3. Motivation – People with a high degree of emotional intelligence are usually motivated. They’re willing to defer immediate results for long-term success. They’re highly productive, love a challenge, and are very effective in whatever they do. 4. Empathy – This is perhaps the second-most important element of emotional intelligence. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships, listening, and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way. 5. Social Skills – It’s usually easy to talk to and like people with good social skills, another sign of high emotional intelligence. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and maintaining relationships. As you’ve probably determined, emotional intelligence can be a key to success in your life – especially in your career. The ability to manage people and relationships is very important in all leaders, so developing and using your emotional intelligence can be a good way to show others the leader inside of you. How to Improve Your Emotional Intelligence The good news is that emotional intelligence CAN be taught and developed. Many books and tests are available to help you determine your current EI, and identify where you may need to do some work. You can also use these tips: - Observe how you react to people. Do you rush to judgment before you know all of the facts? Do you stereotype? Look honestly at how you think and interact with other people. Try to put yourself in their place, and be more open and accepting of their perspectives and needs. - Look at your work environment. Do you seek attention for your accomplishments? Humility can be a wonderful quality, and it doesn't mean that you're shy or lack self-confidence. When you practice humility, you say that you know what you did, and you can be quietly confident about it. Give others a chance to shine – put the focus on them, and don't worry too much about getting praise for yourself. - Do a self-evaluation. What are your weaknesses? Are you willing to accept that you're not perfect and that you could work on some areas to make yourself a better person? Have the courage to look at yourself honestly – it can change your life. - Examine how you react to stressful situations. Do you become upset every time there's a delay or something doesn't happen the way you want? Do you blame others or become angry at them, even when it's not their fault? The ability to stay calm and in control in difficult situations is highly valued – in the business world and outside it. Keep your emotions under control when things go wrong. - Take responsibility for your actions. If you hurt someone's feelings, apologize directly – don't ignore what you did or avoid the person. People are usually more willing to forgive and forget if you make an honest attempt to make things right. - Examine how your actions will affect others – before you take those actions. If your decision will impact others, put yourself in their place. How will they feel if you do this? Would you want that experience? If you must take the action, how can you help others deal with the effects? 10.3 Building Self-Confidence So how do you build this sense of balanced self-confidence, founded on a firm appreciation of reality? The bad news is that there’s no quick fix, or 5-minute solution. The good news is that building self-confidence is readily achievable, just as long as you have the focus and determination to carry things through. And what’s even better is that the things you’ll do to build self-confidence will also build success – after all, your confidence will come from real, solid achievement. No-one can take this away from you! So here are our three steps to self-confidence, for which we’ll use the metaphor of a journey: preparing for your journey; setting out; and accelerating towards success. Step 1: Preparing for Your Journey-Five steps Look at what you’ve already achieved: Put these into a smartly formatted document, which you can look at often. And then spend a few minutes each week enjoying the success you’ve already had! Think about your strengths: Looking at your Achievement Log, and reflecting on your recent life, think about what your friends would consider to be your strengths and weaknesses. From these, think about the opportunities and threats you face. Make sure that you enjoy a few minutes reflecting on your strengths! Think about what’s important to you, and where you want to go: Setting and achieving goals is a key part of this, and real self-confidence comes from this. Goal setting is the process you use to set yourself targets, and measure your successful hitting of those targets. Start managing your mind: At this stage, you need to start managing your mind. Learn to pick up and defeat the negative self-talks which can destroy your confidence. Create strong mental images of what you’ll feel and experience as you achieve your major goals – there’s something about doing this that makes even major goals seem achievable! And then commit yourself to success! The final part of preparing for the journey is to make a clear and unequivocal promise to yourself that you are absolutely committed to your journey, and that you will do all in your power to achieve it. If as you’re doing it, you find doubts starting to surface write them down and challenge them calmly and rationally. If they dissolve under scrutiny, that’s great. However if they are based on genuine risks, make sure you set additional goals to manage these appropriately. Step 2: Setting Out This is where you start, ever so slowly, moving towards your goal. By doing the right things, and starting with small, easy wins, you’ll put yourself on the path to success – and start building the self-confidence that comes with this. Build the knowledge you need to succeed: Looking at your goals, identify the skills you’ll need to achieve them. And then look at how you can acquire these skills confidently and well. Don’t just accept a sketchy, just-good-enough solution – look for a solution, a program or a course that fully equips you to achieve what you want to achieve and, ideally, gives you a certificate or qualification you can be proud of. Focus on the basics: When you’re starting, don’t try to do anything clever or elaborate. And don’t reach for perfection – just enjoy doing simple things successfully and well. Set small goals, and achieve them: Starting with the very small goals you identified in step 1, get in the habit of setting them, achieving them, and celebrating that achievement. Don’t make goals particularly challenging at this stage, just get into the habit of achieving them and celebrating them. And, little by little, start piling up the successes! Keep managing your mind: Stay on top of that positive thinking, keep celebrating and enjoying success, and keep those mental images strong. And on the other side, learn to handle failure. Accept that mistakes happen when you’re trying something new. In fact, if you get into the habit of treating mistakes as learning experiences, you can (almost) start to see them in a positive light. After all, there’s a lot to be said for the saying “if it doesn’t kill you, it makes you stronger!” Step 3: Accelerating Towards Success By this stage, you’ll feel your self-confidence building. You’ll have completed some of the courses you started in step 2, and you’ll have plenty of success to celebrate! This is the time to start stretching yourself. Make the goals a bit bigger and the challenges a bit tougher. Increase the size of your commitment. And extend the skills you’ve proven into new, but closely related arenas. 10.4 Anger Management Learning to control aggression Anger can be normal and healthy emotion that helps us instinctively detect and respond to a threatening situation. More than this, when it is properly channeled, it can be a powerful motivating force – we all know how hard we can work to remedy an obvious injustice. However it can also be an emotion that gets out of control, leading to stress, distress, unhealthiness and unhappiness. Uncontrolled anger can seriously harm your personal and professional life, because it can become incredibly destructive – to yourself and the people around you. And in a modern workplace that often demands trust and collaboration, it can cause great damage to working relationships. This article teaches an effective 12-step approach that helps you direct your anger constructively rather than destructively. The 12-step approach is based on the ideas of Duke University's Redford Williams, MD, who with his wife authored the best-selling book Anger Kills. (In this book, Williams discusses 17 steps for controlling anger – these are often abridged to the 12 steps described here.) Understanding the Theory Anger is a well-developed coping mechanism that we turn to when our goals are frustrated, or when we feel threat to ourselves or to people, things and ideas we care about. It helps us react quickly and decisively in situations where there is no time for a careful, reasoned analysis of the situation. And it can motivate us to solve problems, achieve our goals, and remove threats. Acting in anger can serve, therefore, to protect yourself or others. A positive response and constructive outcome can improve your self-esteem and self-confidence. The Danger of Anger – Foolishness... On the other hand, a negative response can damage relationships and lead to a loss of respect and self-respect. This is particularly the case when we react instantly and angrily to what we perceive to be a threat, but where that perception is wrong. This can leave us looking very foolish. So we need to learn to use anger positively, and manage it so that it is constructive and not destructive. Where situations are not immediately life-threatening, we need to calm down and evaluate the accuracy of our perceptions before, if necessary, channeling anger in a powerful but controlled way. Anger management, then, is the process of learning how to "calm down" and diffuse the negative emotion of anger before it gets to a destructive level. A Subjective Experience People experience anger in many different ways and for many different reasons. What makes you angry may only mildly irritate one of your colleagues, and have little to no effect on another. This subjectivity can make anger difficult to understand and deal with; it also highlights that the response is down to you. So anger management focuses on managing your response (rather than specific external factors). By learning to manage your anger, you can develop techniques to deal with and expel the negative response and emotions before it causes you serious stress, anxiety and discomfort. Despite our differences in the level of anger we feel toward something, there are some universal causes of anger that include: - Frustration of our goals. - Hurt. - Harassment. - Personal attack (mental or physical) on ourselves. - Threat to people, things or ideas that we hold dear. We commonly experience these potential anger triggers in our daily lives. An appropriate level of anger that is expressed correctly helps us take the right action, solve the problem that is presenting itself, or deal with the situation in a positive manner. If we can learn to manage our anger, we will learn to express it appropriately and act constructively. Using the Tool: Redford Williams' 12 steps to calm down: Step 1: Maintain a "Hostility Log" Download our free Hostility Log worksheet and use it to monitor what triggers your anger and the frequency of your anger responses. When you know what makes you angry, you will be in a much better position to develop strategies to contain it or channel it effectively. Step 2: If you do, acknowledge that you have a problem managing anger It is an observed truth that you cannot change what you don't acknowledge. So it is important to identify and accept that anger is a roadblock to your success. Step 3: Use your support network If anger is a problem, let the important people in your life know about the changes you are trying to make. They can be a source of motivation and their support will help you when you lapse into old behavior patterns. Step 4: Use Anger Management techniques to interrupt the anger cycle - Pause. - Take deep breaths. - Tell yourself you can handle the situation. - Stop the negative thoughts. Step 5: Use empathy If another person is the source of your anger, try to see the situation from his or her perspective. Remind yourself to be objective and realize that everyone makes mistakes and it is through mistakes that people learn how to improve. Step 6: Laugh at yourself Humor is often the best medicine. Learn to laugh at yourself and not take everything so seriously. The next time you feel tempted to kick the photocopier, think about how silly you would look and see the humor in your inappropriate expressions of anger. Step 7: Relax Angry people are often the ones who let the little things bother them. If you learn to calm down you will realize that there is no need to get uptight and you will have fewer angry episodes. Step 8: Build trust Angry people can be cynical people. They believe that others are going to do something on purpose to annoy or frustrate them even before it happens. If you can build trust in people you will be less likely to become angry with them when something does go wrong and more likely to attribute the problem to something other than a malicious intent. Step 9: Listen Miscommunication contributes to frustrating and mistrusting situations. The better you listen to what a person is saying, the better able you will be to find a resolution that does not involve an anger response. Step 10: Be assertive Remember, the word is assertive NOT aggressive. When you are angry it is often difficult to express yourself properly. You are too caught up in the negative emotion and your physiological symptoms (beating heart, red face) to put together solid arguments or appropriate responses. If you learn to assert yourself and let other people know your expectations, boundaries, issues, and so on, you will have much more interpersonal success. Step 11: Live each day as if it is your last This saying may be overused, but it holds a fundamental truth. Life is short and it is much better spent positively than negatively. Realize that if you spend all your time getting angry, you will miss out on the many joys and surprises that life has to offer. Step 12: Forgive To ensure that the changes you are making go much deeper than the surface, you need to forgive the people in your life that have angered you. It is not easy letting go of past hurts and resentments but the only way to move past your anger is to let go of these feelings and start fresh. (Depending on what, or who, is at the root of your anger, you may have to solicit the help of a professional to achieve this fully.) These 12 steps form a comprehensive plan to get control of inappropriate and unproductive anger. And the quicker you begin the better. Anger and stress are highly correlated and the effects of stress on the body are well documented. Even if you are not at the point where you feel your anger is a problem, it is a wise idea to familiarize yourself with the processes listed. If you do not have the tools to deal with anger correctly, it has a way of building-up over time. Before you know it, you can be in a position where anger is controlling you and becoming a negative influence in your life. Being proactive with anger management will help to ensure it remains a healthy emotion that protects you from unnecessary hurt or threat. Resources a) Academic Skills Center, Dartmouth College 2001 b) http://www.timephysics.com/ c) http://www.forbes.com/2008/02/28/what-is-time-oped-time08-cx_ee_0229thought.html d) Read more: http://www.brainyquote.com/quotes/topics/topic_time3.html#ixzz1L0mPcPXE e) http://www.diegm.uniud.it/create/Handbook/techniques/List/ProvAndMov.php f) http://www.mindtools.com/pages/article/newCT_00.htm	32e4d0cf-a031-4a63-a0d2-4b8ce5bcbb77	CC-MAIN-2021-04	http://www.ygic.us/Year%20VII%20Book/Year%20VII%20Book.pdf	2021-01-19T04:37:26+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703517966.39/warc/CC-MAIN-20210119042046-20210119072046-00794.warc.gz	185,000,965	29,487	eng_Latn	eng_Latn	0.979526	eng_Latn	0.998407	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 40, 1353, 2908, 3961, 3991, 6342, 7800, 9239, 10390, 11444, 12791, 14801, 15196, 16454, 18755, 19801, 21781, 22744, 24959, 26258, 27988, 29590, 30889, 30919, 32941, 34833, 35927, 37076, 38292, 39166, 39800, 39827, 41957, 44557, 46746, 49010, 49041, 50973, 52997, 54673, 56544, 58471, 60443, 61947, 64407, 66266, 66619, 66653, 68476, 70531, 72392, 74400, 75218, 76851, 76876, 78595, 79622, 81977, 83178, 83200, 84581, 86231, 87731, 89268, 90681, 91905, 93331, 93687, 96150, 98516, 100790, 102458, 102487, 105021, 107734, 108916, 108951, 110604, 112101, 114527, 116489, 119056, 121318, 123619, 125318, 127289, 129148, 131097, 133102, 133838, 134237 ]	[ 3.171875, 1.8671875 ]	1	0
AI Emotions Total time to complete activity: 45 minutes BIG IDEA In this social emotional learning lesson, students explore the concepts of emotions and artificial intelligence. All humans have emotions. There are patterns in how we express emotions but also differences. Artificial intelligence functions by learning patterns. IN THE FILM In Superhuman Body, we meet Dr. Ayanna Howard. She is a roboticist who engineers a wide variety of robots. One of these robots is the NAO robot. In the movie, children practice their motor skills by copying it. This robot is unique because it can also read and display emotions. In this lesson, students learn more about their own emotions and how robots with AI, like NAO, work. OBJECTIVES 1. Students will identify emotions and how they’re expressed. 2. Students will demonstrate how AI learns by sorting pictures of emotional expressions. NGSS STANDARDS K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. AI Emotions MATERIALS - Board or chart paper - Smart board or projector - AI Emotion Sorting Cards (1 set per group) - Printer - White paper - Scissors - Paper clips or rubber bands - Laminator (optional) and laminating sheets LESSON PREPARATION Before students arrive, make sure to review the lesson materials. Review background information. Gather materials and set up the classroom. Material preparation: - On the board, or chart paper, write the heading, “Today, I am feeling…” - Prepare the video, “NAO Robot speaking with a child” by Axentel Robotics to begin at 6:25. - Prepare one set of AI Emotion Sorting Cards per group of 3-5 students. - Print the AI Emotion Sorting Cards. - Laminate the pages (optional). - Cut on the lines. - Shuffle the cards. - Group with paperclips or rubber bands. BACKGROUND INFORMATION Artificial Intelligence: Programming machines to problem-solve, make decisions, or learn, similar to how humans think, by inputting large amounts of data. Emotions: Mental states impacted by one’s situation or physiology, often with their own physiological and behavioral reactions. PROCEDURE ANTICIPATORY SET 1. If possible, have students sit in a circle, so they can all see each other’s faces. Use a talking piece to give each student a chance to share without being interrupted. Ask students to answer the question, “What emotion are you feeling today?” 2. Model answering the question yourself with the sentence starter, “Today, I am feeling…” and write your answer under the heading, then pass the talking piece to the next student in the circle. 3. As students share, add any new answers to the chart paper, or allow students to add their answers. 4. Once all students have shared how they’re feeling, encourage students to look at the list of feelings they’ve created. Reread the list for the class. Ask students if they know any other emotions that could be added to the list. Write any additional suggestions. ACTIVITY EMOTION SIMON SAYS 1. Tell students we are going to play a quick game of Simon Says. During this game, learners can stand up if they keep their hands and feet to themselves. The teacher will be Simon and give directions to show an emotion from the list saying, “Simon says, act like you’re _______.” However, they need to listen carefully, because if you leave off the phrase “Simon says,” learners should not show the emotion! If the group is familiar with this game, consider letting students take a turn as Simon. 2. Encourage students to think about how they displayed the emotions Simon said. How could they tell their classmates were showing the correct emotion? Possible answers may include: - Facial expressions like furrowed brows (worried or upset) or a smile (happy) - Body language like jumping (excited) or clenching fists (angry or frustrated) - Vocalizations like crying (sad) or growling (angry) 1. Tell students to pay close attention to this robot and notice what programmers taught it to do. Play “NAO Robot speaking with a child” by Axentel Robotics at from 6:25-7:00. 2. Ask students what they noticed. Share that this robot by Dr. Ayanna Howard was designed to show emotions and notice the emotions of the human it’s interacting with. Do you have any ideas for how programmers could teach robots to interpret human emotions? EDUCATOR TIP: To scale back this activity, limit the cards to two or three emotions (e.g., happy and sad). Make it more open-ended and challenging by removing the category titles and allowing students to determine their own categories. 3. Tell students that we’re going to do an activity that is similar to how programmers teach robots. Put students in groups of 3-5. Pass out a set of AI Emotion Sorting Cards to each group. Read the emotion categories as a group: happy, sad, excited, and angry. Tap out the sounds and syllables of each word. Explain that students will look at the faces and separate them into groups based on what emotion they seem to be showing. 4. Give students time to work. 5. Once groups have finished sorting, discuss their results. Did all of the tables sort the same way? Were there any differing interpretations? WRAP-UP Review and Discussion Questions: Explain that artificial intelligence works because programmers give data to robots. If a programmer was teaching a robot to tell a happy face from a sad face, they would give the robot lots of pictures of happy faces and tell it that those faces are happy. The robot would notice all of the similarities between happy faces and be able to tell that a new happy face belongs in that group and not with the sad faces. Did any tables sort the pictures differently? Has anyone ever been happy, but not smiling? Or sad, but put on a happy face and pretended they felt okay? There are similarities to how humans show emotions, but there are also differences and that’s okay! Even though we can use artificial intelligence to train robots, because humans are unique, robots won’t interpret emotions correctly all the time, just like we’ll sometimes interpret our friends’ emotions incorrectly. This is why it’s important to use our words to share our emotions and check on our friends. READ Learn more about artificial intelligence by reading Artificial Intelligence by Betsy Rathburn. Expand your social-emotional learning by reading The Boy with Big, Big Feelings by Britney Winn Lee. WATCH Explore artificial intelligence, and the many ways people use it, by watching “What is ARTIFICIAL INTELLIGENCE?” - Argo’s World \| STEM for Kids (Science, Tech, Engineering, Math). DO What do you do when you’re experiencing a feeling you don’t like, such as anger or frustration? Do you have strategies to help you feel better? Try taking a deep breath in and blowing out slowly, like you’re trying to blow on birthday candles without putting them out. When you’ve pushed all of the air out of your lungs, try it again. Do this a few times. Do you feel different? When you get home tonight, observe the body language of the other members of your household. If you can’t tell what they’re feeling, ask how they’re doing. If any household members are feeling difficult emotions, like sadness or frustration, is there anything you can do to help them and cheer them up? Explore more ways you and your friends, family, or classmates express emotions by playing a charades-style game! Adults, or all players, will write scenarios on slips of paper. For players who can’t read, an adult can whisper a scenario into their ear. Players will take turns acting out the emotion they would feel in that scenario. (For example: “You score a touchdown in your football game.”) Then the group will guess the emotion the actor is demonstrating. Once they get it right, the actor can explain the scenario and other players are offered the opportunity to share if they would have the same emotion or express it in a different way. 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PW Behaviour Strategy Aims of the approach: • To create a culture of effective behaviour for learning in all areas of life • To build a community underpinned by our agreed values that thrives on consistency and understanding EEF Improving Behaviour in schools (2019) 1. Know and understand your pupils and their influences - Pupil behaviour has multiple influences, some of which teachers can manage directly - Understanding a pupil’s context will inform effective responses to misbehaviour - Every pupil should have a supportive relationship with a member of school staff 2. Teach learning behaviours alongside managing misbehaviour - Teaching learning behaviours will reduce the need to manage misbehaviour - Teachers can provide the conditions for learning behaviours to develop by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning - Teachers should encourage pupils to be self-reflective of their own behaviours 3. Use classroom management strategies to support good classroom behaviour - Effective classroom management can reduce challenging behaviour, pupil disengagement, bullying and aggression - Improving classroom management usually involves intensive training with teachers reflecting on their classroom management, trying a new approach and reviewing their progress over time - Reward systems can be effective when part of a broader classroom management strategy 4. Use simple approaches as part of your regular routine - Some strategies that don’t require complex pedagogical changes have been shown to be promising - Breakfast clubs, use of specific behaviour-related praise and working with parents can all support good behaviour - School leaders should ensure the school behaviour policy is clear and consistently applied 5. Use targeted approaches to meet the needs of individuals in your school - Universal behaviour systems are unlikely to meet the needs of all your students - For pupils with more challenging behaviour, the approach should be adapted to individual needs - Teachers should be trained in specific strategies if supporting pupils with high behaviour needs Our values-based approach Learning as we grow, growing as we learn A reminder... Hari Hedgehog- Strength through Positivity Sami Squirrel- Step up Bonnie Bird- Dream Big Ozzie Owl- Enjoy learning Betty Bee- Heart of our community Barney Badger- Choose Kind Our values Strength through positivity Hari Hedgehog “Be resilient in mind and body. Keep going when things get tough. Be optimistic and know that you can overcome challenges. Be solution focused and forward thinking. You can do it!” Our values Enjoy learning Ozzie Owl “Have fun whilst enjoying learning – wonder at the discovery of new things and delight in having new experiences. As we grow we learn – and as we learn, we grow.” Our values Step up Sammy Squirrel “Be you! Be proud of who you are! Take responsibility for your actions, stand by your ideas and support our school. Go the extra mile to make Pinner Wood a better place – because of you.” Our values Heart of our community Betty Bee “Celebrate being part of our diverse community and contribute what you can to make Pinner Wood a special place to be. Know you belong to our community, all of us together as one.” Our values Choose kind Barney Badger “Be thoughtful, considerate, forgiving and generous. Treat people how you would like to be treated. Be understanding, empathetic and go out of your way to help others. Be kind to yourself; make sensible and healthy choices to enable you to live life to the full.” Our values Dream big Bonnie Bird “Be ambitious and interested in your future. Be curious, dedicated and unstoppable. Aim to create an exciting and beautiful world for us to live in together. Reach for the stars!” Design Principles Self-regulation All behaviour is communication Behaviour management is a team sport Aim: to foster intrinsic motivation and teach the skills of recognising and managing self regulation based on values Our agreed rewards are • Praise praise praise • Values time – chances to win minutes back • Certificates • Postcards • Behaviour shield • Sharing with parents • Responsibilities How we do this: • Living and sharing our values • Talking- lessons, PSHE, assemblies, drama • Listening • Creating space and time • Belonging- Monday Morning Meeting, Friday Round-up, class treats, school treats, theme days, houses • Celebrating - in class, assemblies Agreed consequences and sanctions • Losing minutes of Values Time • ‘Time in’ with an adult • Reflect rethink redirect • Time off the playground (if the unacceptable behaviour happened there) • Time out of class (always with an adult) • Phone calls and meetings with parents and carers • Working with families (NB we will never share details of your child with another family) • Missing class treats and or trips Relationships are key • Visible consistency • Visible kindness and emotional warmth • Maintain dignity and respect • Gain trust and strong relationships through learning how to manage emotions • Adults modelling unconditional positive regard • Adults modelling self-regulation and managing emotions and behaviour What about when things go wrong? • Spot the signs – know our children • What are the triggers? (football, work that’s too hard/easy, change in the timetable, sensory - could be a tiny thing) • Identify the cues (ignoring adults, head on the table etc.) • De-escalate the situation whilst maintaining dignity- give them a way back ‘in’ Afterwards... • Reflect • Talk • Restoration • Rethink • Working with outside agencies such as Children’s Services, Harrow Horizons, our Play Therapist • Working with Lisa • Working with the Educational Psychologist Children with SEN The majority of children won’t need anything more than praise and the systems that we already have e.g. house points. The children with behavioural needs will need extra, bespoke strategies e.g. visuals, social stories, etc. They have SEN (SEMH needs) and will need SEN documentation in place. Zones of Regulation for all Do not forget yourselves! Introducing the Zones of Regulation for all Use tools to get in the green zone - drink of water - count - deep breaths - squeeze and release - wall push ups - use fidgets - draw - write this - talk with adults - take a break - self talk - take a walk - stretch - volcano breath - lift something heavy - ask for a snack - think of a calm place - listen to music Visuals • Values display in your classroom • Zones display in your classroom • PW Way visual • Sammy Squirrel’s Step Up to Success visual The Pinner Wood Way Certificates Year group / class treats Behaviour shield Head squad Acknowledgment Values time Friday trophies House points Speaking to parents and carers Whole school treats Postcards Responsibilities Gold stars Dream big Enjoy learning Heart of our community Choose kind Strength through positivity Step up Learning as we grow, growing as we learn Redirect – rethink – re-evaluate Loss of values time Discuss ‘Time in’ Make amends Change our behaviour Pinner Wood School SAMMY SQUIRREL SAYS, ‘STEP UP TO SUCCESS’ 1. CHOOSE KIND - Treat everyone with kindness and respect - Include everyone - Use kind words, gestures and actions - Be polite and friendly 2. KEEP EVERYONE SAFE - Walk inside school- don’t run - Play safe games - Tell someone you trust if there’s a problem - Be safe online 3. DREAM BIG AND DO YOUR BEST - Allow others to do their best too - Use your time well - Use your voice to share ideas and opinions 4. TELL THE TRUTH - Take responsibility for your actions - Be honest 5. LOOK AFTER OUR SCHOOL - Label your property - Take care of things - Be tidy and put things away Final thoughts... one size does not fit all Equality is everyone getting a pair of shoes. Diversity is everyone getting a different type of shoe. Equity is everyone getting a pair of shoes that fits. Acceptance is understanding we all wear different kinds of shoes. 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Engaging in Mathematics Through Playful Inquiry Afternoon - August 30th, 2018 Cambridge/Bayride Elementary Schools Jen Barker ~ K - 12 Numeracy Helping Teacher Twitter: @barkerJBarker Website: http://www.meaningfulmathmoments.com/ Learning Intentions • I have an emerging definition of PLAY! • I understand there are different types of inquiry and what these look like. • I understand my role as the teacher during playful mathematical inquiry, including designing the learning opportunities, asking nudging questions, and providing formative and summative assessment. • I have a few ideas about how to design and incorporate playful Mathematical inquiry in my math class. Think of a time this summer when you engaged in play. What words and/or feelings would you use to describe your experience? play verb 1. engage in activity for enjoyment and recreation rather than a serious or practical purpose. "the children were playing outside" synonyms: amuse oneself, entertain oneself, enjoy oneself, have fun; More 2. take part in (a sport). "I play softball and tennis" synonyms: take part in, participate in, be involved in, compete in, do "I used to play hockey" noun 1. activity engaged in for enjoyment and recreation, especially by children. "a child at play may use a stick as an airplane" synonyms: amusement, entertainment, relaxation, recreation, diversion, distraction, leisure; More 2. the conducting of an athletic match or contest. "rain interrupted the second day's play" play verb 1. engage in activity for enjoyment and recreation rather than a serious or practical purpose. "the children were playing outside" synonyms: amuse oneself, entertain oneself, enjoy oneself, have fun; More 2. take part in (a sport). "I play softball and tennis" synonyms: take part in, participate in, be involved in, compete in, do "I used to play hockey" noun 1. activity engaged in for enjoyment and recreation, especially by children. "a child at play may use a stick as an airplane" synonyms: amusement, entertainment, relaxation, recreation, diversion, distraction, leisure; More 2. the conducting of an athletic match or contest. "rain interrupted the second day's play" ShadowCon - Kassia Wedekind on Math Play What is PLAY? Diminished consciousness of self - no good or bad - willingness to take risks Improvisational Potential - its openness - co-constructing understanding Continuation Desire - it hooks! Focused attention - self motivated “Neuroscience has shown use that the brain is highly complex…Play literally sculpts the brain, giving us the resources we need to meet the challenges we face in our daily lives.” – Susan Harris McKay (2012) What is Play? Burgart (2011) Five criteria for recognizing play... - is spontaneous or pleasurable - initiated in the absence of stress - light hearted - repeated - freely chosen In addition, PLAY can provide: - opportunities for social engagement - language skills - creative thinking / imagination - critical thinking - use of materials that are appealing - physical skills and coordination - confidence building - motivation - engagement - development of cognitive skills - residence and coping skills - a sense of wonder It’s true for animals as well! “Play is the engine of learning” - Dan Finkel (2017) Virtual Math Summit “… then what is teaching?” We are architects of learning! “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” - Albert Einstein How do I begin to design these learning experiences? - Think about your students’ interests and curiosities - Consider the curriculum - What big ideas do you want your students to understand? What competencies and content will support this? Mathematics 6 Core Competencies Big Ideas - Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes. - Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals. - Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations. - Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles. - Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret. Learning Standards Curricular Competencies Students are expected to be able to do the following: Reasoning and analyzing Content Students are expected to know the following: - small to large numbers (thousandths to billions) - multiplication and division facts to 100 (developing fluency) Students are expected to be able to: Reasoning and analyzing - Use logic and patterns to solve puzzles and play games - Use reasoning and logic to explore, analyze, and apply mathematical ideas - Estimate reasonably - Demonstrate and apply mental math strategies - Use tools or technology to explore and create patterns and relationships, and test conjectures - Model mathematics in contextualized experiences Understanding and solving - Apply multiple strategies to solve problems in both abstract and contextual situations - Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving - Visualize to explore mathematical concepts - Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Communicating and representing - Use mathematical vocabulary and language to contribute to mathematical discussions - Explain and justify mathematical ideas and decisions Play + Inquiry = ...Invites a playful stance toward learning. Teachers can offer provocations, such as open-ended questions, engaging and inviting materials for children to explore. Types of Inquiry Structured Inquiry Students follow the lead of the teacher as the entire class engages in one inquiry together. Controlled Inquiry Teacher chooses topics and identifies the resources students will use to answer questions. Guided Inquiry Teacher chooses topics/questions and students design product or solution. Free Inquiry Students choose their topics without reference to any prescribed outcome. Inspired by: Fitchman, 2011 Types of Inquiry Structured Inquiry - The teacher determines the big idea and what the students will come to understand by the end. - The teacher starts with a guiding question. - The students will help create the plan and guide the inquiry with their questions, interests, ideas, analysis, reflections, and understandings. Guided Inquiry - The teacher comes up with the big idea or topic and students and/or the teachers come up with the questions. - The students are responsible for designing and following their own procedures to test the question and then communicate their results and findings. Open Inquiry: - The students determine the purpose and formulate the questions. - The students design procedures, gather the materials and communicate their findings. - The teacher facilitates, supports, asks questions and redirects the investigation. From Michelle Hikida, Richmond Teacher How could this look in your class? Whole class structured inquiry - everyone has the same question & the same materials Whole class guided inquiry - everyone has same question and chooses from the different materials at each table Small groups guided inquiry - Different questions and materials at each table - could have 2, 3, or 4 questions Individual or Partner Open Inquiry - Lots of different questions - Many different materials dependent on what students choose \| Traditional learning \| Inquiry learning \| \|----------------------\|------------------\| \| Have to learn \| Want to learn \| \| What to know \| How to know \| \| Tell and memorize \| Ask and inquire \| \| Only one right answer\| Many conclusions \| \| Teacher-directed \| Learner-centred \| \| One-size-fits-all \| Personalized \| \| Passive learning \| Active learning \| \| Assess for marks \| Assess for learning \| Thing 4 - 6: Inquiry based learning in the junior classroom (2016), p 12 How might you incorporate? - EXCITING literature and materials - INVITATIONS to the students – artifacts or questions - Opportunities for CONNECTIONS to themselves, community, content - MULTI-MODAL EXPERIENCES - hands on, kinaesthetic, visual, auditory - Opportunities for COLLABORATION - CHOICE - increases motivation! - Opportunities for learning to be RECURSIVE Types of Provocations Direct Prompt Implied Prompt through Modelling and Open Exploration! Please take some time to PLAY! What different provocations are you noticing? What are you wondering? What is our role in playful inquiry? - talk less and listen more - be open to the children’s questions - ask open questions - design inviting, playful learning opportunities - notice and name the curricular competencies - ask questions to nudge learning - use/model mathematical vocabulary - build in time to reflect and connect - know and honour student’s interests - establish a culture that supports wondering and playfulness Tips for Asking Effective Questions - Anticipate student thinking - Know your LEARNING STANDARDS - Think about some of the questions you could ask - Incorporate verbs that elicit higher levels of thinking - Pose questions that open up the conversation to include others - Keep questions neutral - Provide wait time Instead of telling students what to do... "Have we anything to add on our list? What else can we do?" (Hill, 2010) Although I do not think that I have ever been able to teach students everything they need to know in one day or even in a one-day period, I do believe that I have helped them develop their questioning skills. It is one such strategy that has helped me become a better practitioner overall. Every time I am teaching, I am asking myself: "What can I do to help my students develop their questioning skills?" (Hill, 2010, p. 108) In order to know what questions to ask to move the mathematical ideas forward, it is important to know where the students are in their understanding and how they are thinking. This helps connect this understanding to the curriculum. By listening to students’ questions, we can determine which big ideas are being discussed. By keeping these big ideas in mind, we are able to identify and develop the important ideas in the lesson. In addition to making decisions about what questions to ask during student discussions, teachers should also be aware of the big ideas in the curriculum. Knowing the development of big ideas across the curriculum, reading material in how the curriculum is organized, and looking at the expectations within each strand will support teachers as they determine which questions to ask during lessons. Stimulate thinking by asking open-ended questions ... - How else could you have ...? - How are these _______________ the same? - How are these different? - About how long ...? (many, tall, wide, heavy, big, more, less, etc.) - What would you do if ...? - What would happen if ...? - What else could you have done? - If I do this, what will happen? - Is there any other way you could ...? - Why did you ...? - How did you ...? To HELP STUDENTS SHARE THEIR REPRESENTATIONS (and show / describe / demonstrate / represent) Questions to pose: - How have you shown your thinking (e.g., picture, model, number, sentence)? - Which way (e.g., picture, model, number, sentence) best shows what you know? - How have you used math words to describe your experience? - How did you show it? - How would you explain ____________ to a student in Grade ____? (a grade lower than the one the student is in) Prompts to use: - I decided to use a ... - A graph (table, T-chart, picture) shows this the best because ... - I could make this clearer by using a ... - The math words that help someone understand what I did are ... To HELP STUDENTS REFLECT ON THEIR WORK (and analyze / compare / contrast / test / survey / classify / sort / show / use / apply / model) Questions to pose: - What mathematics were you investigating? - What questions arose as you worked? - What were you thinking when you made decisions or selected strategies to solve the problem? - What changes did you have to make to solve the problem? - What was the most challenging part of the task? And why? - How do you know? - How does knowing __________ help you to answer the questions ____________? Prompts to use: - A question I had was ... - I was feeling really ... - I decided to ________________, I was thinking ... - I found _______________ challenging because ... - The most important thing I learned in math today is ... To HELP STUDENTS RETELL (and tell / list / recite / name / find / describe / explain / illustrate / summarize) Questions to pose: - How did you solve the problem? - What did you do? - What strategy did you use? - What math words did you use or learn? - What were the steps involved? - What did you learn today? - What do(es) _______________ mean to you? Prompts to use: - I solved the problem by ... - The math words I used were ... - The steps I followed were ... - My strategy was successful because ... - Explain to a young child or someone that wasn’t involved ... - Draw a picture to show how you solved the problem. To HELP STUDENTS PREDICT, INVENT OR PROBLEM SOLVE (and create / plan / design / predict / imagine / devise / decide / defend / solve / debate) Questions to pose: - What would happen if ...? - What decisions can you make from the pattern that you discovered? - What else might you have solved the problem? - Will it be the same if we use different numbers? - What things in the classroom have these same shapes? - How is this pattern like addition? - What would you measure it with? Why? - How are adding and multiplying the same? Prompts to use: - Prove that there is only one possible answer to this problem. - Convince me! - Tell me what is the same? What is different? - How do you know? Formative Assessment We circulate and observe. Based on what we see, we ask questions to clarify our understanding and nudge learning forward. We document the learning we see using anecdotal notes, photos, videos, checklists, collection of student work samples. It is important to make the students’ thinking visible! Time to Try… turn to page 3 Either by yourself or with a colleague(s) try planning a playful inquiry learning experience! Playful Planning… Think about a CONCEPT you want your students to explore this year… What PROVOCATIONS could you provide? What PLAYFUL MATERIALS could you provide for this exploration? What COMPETENCIES might be fostered? What GUIDING QUESTIONS will you ask to make THINKING visible and nudge the learning? GAMES 1 - 2 NIM ● Find a partner ● Count out 20 counters ● Take turns with a partner – On your turn you can take one or two counters away ● Whoever takes the last counter is the winner. Is there a winning strategy? Use the Talking Points to help you share your Mathematical Thinking! Debriefing 1 - 2 NIM What Core and/or Curricular Competencies were fostered? creativity is EXPERIMENTING, GROWING, TAKING RISKS, BREAKING RULES, MAKING MISTAKES, & HAVING FUN. -Mary Lou Cook Some potential knowledge that can be fostered through games... - Counting - movement along a series of spaces - Estimating - seeing magnitudes in a linear way - equal sized numbered squares - Recognizing Patterns - Number Relationships - rolling dice leads to thinking about more and less - Mental Math - adding and subtracting - how many more spaces do I need to go? Division - movement among pawns in the game of Trouble. - Probability How can you bring games to life in your classroom? Primary Games can be found on Sandra Ball’s Website Numeracy Centres Penguin Party ~Number Sense~ Winter Math Fun Sliding Into Math Fluency ~Building Fluency~ What’s Included? Penguin Package What’s Inside? 1. Domino Penguin Match - Matching Activity – 4 sets - students match quantities on a penguin with the numerals on a matching penguin 2. Feed Me - Individual - BLMs - reinforce partitioning of numbers into 2 parts. - students use 1 sided counters and sort them into 2 parts 3. Penguin Cover Up Five Frame - Individual - roll the 1 – 6 sided die - cover the rolled quantity on to the five frame - students could record on a blank five frame the quantity (using bingo dabbers or felts) - ask “How many more/less to get to 5?” 4. Penguin Cover Up 0 -10 - Individual - player #1 needs to roll die (0 – 9 sided) - build quantity on a ten frame and cover up the numeral - students could record on a blank ten frame the quantity (using bingo dabbers or felts) - ask “How many more/less to get to 10?” 5. Penguin Cover Up 1-10 - Partner Game - BLM - player #1 needs to roll a(1 – 10 sided) die - build quantity on the ten frames and cover up the numeral - players take turns rolling the die, building the quantity and covering the numeral - first one to cover all the numerals wins 6. Penguin Cover Up 2 -12 - Partner Game - BLM - player #1 needs to roll 2 (1 – 6 sided) dice and find the sum - build the sum on the ten frames and cover up the numeral - players take turns rolling the die, building the quantity and covering the numeral - first one to cover all the numerals wins How can thinking about ‘doubles’ help you solve 6 + 7 = “ Multiplication Games Cover Up! A Doubles Game How to Play Roll a 10-sided die. Multiply your number by 2. Find it on the grid and cover it in your color. Partner 2 gets a turn. The first one to have 4 in a line wins! Roll a 0 and lose a turn! \| 12 \| 6 \| 10 \| 12 \| 4 \| 8 \| \|----\|---\|----\|----\|---\|---\| \| 14 \| 18 \| 6 \| 16 \| 2 \| 6 \| \| 6 \| 10 \| 2 \| 12 \| 10 \| 14 \| \| 12 \| 4 \| 8 \| 18 \| 16 \| 10 \| \| 14 \| 16 \| 2 \| 14 \| 4 \| 12 \| \| 10 \| 8 \| 4 \| 2 \| 16 \| 18 \| Double or Double-Double Pick a factor from the Factor Box. Double it (multiply by 2) or double-double it (multiply by 4). Find the product below and cover it in your color. Four in a row wins! \| Factor Box \| \|------------\| \| 1 2 3 4 5 6 \| \| 7 8 9 10 12 14 \| \| 24 \| 8 \| 6 \| 20 \| 12 \| 4 \| \|----\|---\|---\|----\|---\|---\| \| 16 \| 28 \| 14 \| 32 \| 18 \| 24 \| \| 10 \| 2 \| 6 \| 36 \| 28 \| 40 \| \| 12 \| 14 \| 18 \| 4 \| 16 \| 20 \| \| 10 \| 8 \| 24 \| 32 \| 36 \| 2 \| \| 40 \| 28 \| 18 \| 16 \| 4 \| 6 \| Multiplication – What’s Inside? 1. Cover Up! – Partner Game - doubling strategy (x2) - place 4 markers in a row - differentiated instruction—strategic game 2. Double or Double-Double – Individual Activity - based on doubling strategy (x4) - place 4 markers in a row - differentiated instruction—strategic game 3. Doubles and Halves – Partner Game - relating multiplication and division (x/+2) - create longest row of markers - differentiated instruction—strategic game 4. Doubles in a Row – Partner Game - doubling strategy (x2) - limited counters, place 3 in a row - differentiated instruction—strategic game 5. Stack ‘em up for 4 – Partner Game - based on doubling strategy (x4) - collect most counters - differentiated instruction—strategic game 6. Stack ‘em up for 8 – Partner Game - based on doubling strategy (x8) - collect most counters - differentiated instruction—strategic game 7. Stack ‘em up for 3 – Partner Game - based on doubling +1 more set (x3) - collect most blocks - differentiated instruction—strategic game 8. Thinking About Tens – Partner Game - multiples of 10 (x10) - place 4 markers in a row - differentiated instruction—strategic game 9. High Roller – Partner Game - multiples of 5 (x5) - highest sum of multiples of 5 10. Multiply by 9 Bingo Card – Partner/small group/whole class - multiples of 9 (x9) - students record multiples of 9 up to 81 on card - repetition of multiples is permitted - using x9 fact cards, call out multiplication facts, others find the product and cover - line wins the game 11. Square Number Capture – Partner Game - square numbers - laminate or slip into page cover - can relate to area - variations: capture the greatest area, square spaces need to be connected to one’s own continuous space 12. Four in a Line – Partner Game - doubling/double-double strategy - larger numbers - strategic reasoning 13. The Ugly Ones – Partner Game - multiplication facts not addressed by previous strategies - encourages students to find efficient strategies based on what they know 14. Wipe Out – Individual Activity/Partner Game - multi-leveled students can play as partners - before starting, students need to identify a single factor for self - follow instructions as written on the board Box Cars and One Eyed Jacks Play gives children a chance to practice what they are learning. -Mr. Rogers Key Resources: Janice Novakowski’s blog & Reggio-inspired work - See handout for links! What books are to reading, PLAY is to Math! - Dan Finkel (2017) Virtual Math Summit Let's Play! Let’s Do Whistler Tracy Zager Annie Fetter Graham Fletcher Michael Fenton Christina Tondevold Marian Small & more! 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How will Our Children Learn Science in 2050? Dr. Marina Milner-Bolotin The University of British Columbia, Vancouver, Canada Vancouver Nerd Nite 2015 The number of times Canadians change careers Reasons: - Passion (35%) - Disillusioned (24%) - Layoffs (19%) How will WE learn science in 2050? Dr. Marina Milner-Bolotin The University of British Columbia, Vancouver, Canada Vancouver Nerd Nite 2015 Future Will Rely on Math & Science AAARRRGGG! WHEN I GROW UP I'M GONNA INVENT A MACHINE THAT WILL ELIMINATE ALL MATH HOMEWORK! YOU'LL NEED MATH FOR THAT. AAARRRGG! Learning Science in 2050 • Who will be learning science? • Why will they be learning science? • How will we be learning science? Yet, so far there has been no revolution in how we learn and teach science! Information Access ≠ Knowledge let me Google that for you Type a question, click a button. Are modern students engaged in science deeper than we were? Science Achievements in Canada Let's Talk Science. (2013). Spotlight on science learning: The high cost of dropping science and math. SPOTLIGHT ON SCIENCE LEARNING: The High Cost of Dropping Science and Math Growing Science Disengagement 1. Less than 50% of secondary graduates complete grade 11 and 12 level math & science 2. Science disengagement costs money to students, parents, and Canada 20,000 The number of Ontario students who return each year for a fifth year of secondary school, after meeting graduation requirements$^4$. Need in Skilled Workers by 2020 One million The number of skilled workers needed in Canada by 2020. Conference Board of Canada In 2014, Canada – 35 million people, ~18,000,000 workforce Veritasium – Derek Muller Is technology enough to revolutionize education? Technology Makes Teaching Harder Science teachers often lack the knowledge needed for educating modern students. Each year, BC teachers have five days that are deemed non-instructional and used for professional development. What limits modern science education is not the lack of technology but the lack of educators who are prepared to use it in new ways to engage students in math and science! Technology Will Affect Learning through Changing Teachers - Content - Context - Collaboration - Personalized learning Content: Technology offers playing with data My Solar System Gravity and Orbits Download 506 kB Run Now! Download 1,513 kB Run Now! Context: Technology bridges science with real world Collaboration: Technology connects learners and experts Massive Open Online Course Personalized learning: Technology will support teachers and students Aristotle for Everyone Digital Aristotle: Thoughts on the Future of Education Caveat: Teachers use various technologies to inspire students Revolutionizing Science Learning We have to change how we educate science teachers. Technology is not the answer- but technology in the hands of knowledgeable and inspiring teachers is! There are 10 kinds of people in this world. Those who understand Binary, those who do not, and those who expected a Base Three joke.	<urn:uuid:275c86b3-44c6-425d-aed5-f877c31b78d4>	CC-MAIN-2019-39	http://blogs.ubc.ca/mmilner/files/2015/01/NerdNite_Jan_20_2015_MilnerBolotin.pdf	2019-09-20T08:36:21Z	crawl-data/CC-MAIN-2019-39/segments/1568514573908.70/warc/CC-MAIN-20190920071824-20190920093824-00063.warc.gz	30,022,532	690	eng_Latn	eng_Latn	0.941383	eng_Latn	0.991372	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 151, 261, 405, 573, 705, 782, 876, 937, 1148, 1480, 1670, 1747, 1862, 1974, 2147, 2267, 2404, 2457, 2542, 2692, 2755, 2943, 3077 ]	[ 2.21875 ]	1	0
Free fall Observing and analyzing the free fall motion of a bouncing ping-pong ball FRAMEWORK FOR K-12 SCIENCE EDUCATION © 2012 The Dimension I practices listed below are called out as bold words throughout the activity. \| Dimension 1 Science and Engineering Practices \| Asking questions (for science) and defining problems (for engineering) \| Use mathematics and computational thinking \| \|---------------------------------------------\|---------------------------------------------------------------------\|------------------------------------------\| \| \| Developing and using models \| Constructing explanations (for science) and designing solutions (for engineering) \| \| \| Planning and carrying out investigations \| Engaging in argument from evidence \| \| \| Analyzing and interpreting data \| Obtaining, evaluating, and communicating information \| \| Dimension 2 Cross Cutting Concepts \| Patterns \| Energy and matter: Flows, cycles, and conservation \| \|-----------------------------------\|----------\|--------------------------------------------------\| \| \| Cause and effect: Mechanism and explanation \| Structure and function \| \| \| Scale, proportion, and quantity \| Stability and change \| \| \| Systems and system models \| \| \| Dimension 3 Core Concepts \| Discipline \| Core Idea Focus \| \|---------------------------\|------------\|-----------------\| \| \| Physical Science \| PS2: Motion and Stability: Forces and Interactions \| \| \| \| PS2.A: Forces and Motion \| \| NGSS Standards \| Middle School Standards Covered \| High School Standards Covered \| \|----------------\|---------------------------------\|-------------------------------\| \| \| MS.PS-FM: Forces and Motion \| HS.PS-FM: Forces and Motion \| Free fall Observing and analyzing the free fall motion of a bouncing ping-pong ball USA Standards Correlation NATIONAL SCIENCE EDUCATION STANDARDS © 2002 Content Standards (K-12) \| ✔ \| Systems, order, and organization \| Evolution and equilibrium \| \| ✔ \| Evidence, models, and explanation \| Form and Function \| \| ✔ \| Constancy, change, and measurement \| Physical Science Standards Middle School \| ✔ \| Properties and Changes of Properties in Matter \| \| ✔ \| Motions and Forces \| \| \| Transfer of Energy \| Physical Science Standards High School \| ✔ \| Structure of Atoms \| \| ✔ \| Structure and Properties of Matter \| \| \| Chemical Reactions \| \| ✔ \| Motions and Forces \| \| \| Conservation of Energy and Increase in Disorder \| \| ✔ \| Interactions of Energy and Matter \| LEARNING OBJECTIVES Core Objectives (National Standards): • Develop the ability to refine ill-defined questions and direct to phenomena that can be described, explained, or predicted through scientific means. • Develop the ability to observe, measure accurately, identify and control variables. • Decide what evidence can be used to support or refute a hypothesis. • Gather, store, retrieve, and analyze data. • Become confident at communicating methods, instructions, observations and results with others. Activity Objectives: The purpose of this activity is to calculate free fall acceleration, proving Newton’s 2nd Law. A hypothesis will be created and tested using the Globisens Labdisc motion (distance) sensor. Time Requirement: 45 – 60 minutes The purpose of this activity is to calculate free fall acceleration, proving Newton’s 2nd Law. The aim of the introduction is to focus students on the lesson subject by refreshing acquired knowledge and asking questions which encourage research development. Key concepts from the theoretical framework, applied by the students during the lesson, are taught. Introduction Have you ever wondered why you don’t fly into space when you jump? It sounds like an absurd question, but it makes us realize that “something” keeps us on the ground and doesn’t let us escape. We see the same phenomenon when a table tennis or basketball bounces - they always reach a certain height and then fall back to the ground. Suppose you jump as high as you can. How would you describe the feeling during each moment of the jump, i.e. when you go up, when you reach the highest point and when you go down again? How do you think it feels (physiologically) when a person jumps out of an airplane? Explain. Carry out the experiment activity with your class so that at the end you’ll be able to answer the following question: How does the distance between an object and the ground vary when the object falls to the ground and bounces? Objects that fall to the ground from different heights move differently from objects that change location on a surface. The first case is a type of motion called free fall and is an example of linear motion with constant acceleration. On a theoretical basis, no real object on earth describes this kind of movement, because we consider free fall to happen when gravity is the only force acting on the object. In this case, it would be independent of shape or mass and would occur only in a vacuum where there is no friction force. On earth, air (or any other gas or fluid) exerts friction force on the object, changing the conditions of the fall. Yet over a short distance free fall activities, and this friction force has minimal effect. The form of acceleration that occurs on objects in free fall is called acceleration of gravity (g). Its magnitude is approximately 9.8 m/s² and is a consequence of the force of gravity that attracts the object towards the center of the earth. An acceleration of 9.8 m/s² means that the object will increase its velocity by 9.8 m/s each second, as shown in the figure below. The value of $g$ will be positive for a body that moves toward the surface of earth, and negative as it moves away (e.g. on a vertical shot). The distance covered by an object in free fall is equal to the height ($h$). The formulas below represent the relationship between quantities involved in free fall: Initial velocity ($V_i$), final velocity ($V_f$), acceleration of gravity ($g$), height ($h$) and time ($t$). $$V_f = V_i + gt$$ $$t = \frac{(V_f - V_i)}{g}$$ $$V_f^2 = V_i^2 + 2gh$$ $$h = V_i t + \frac{1}{2} gt^2$$ Now students are encouraged to raise a hypothesis which must be tested with an experiment. Suppose having dropped a ping-pong ball you are able to measure the variation in the distance as it moves downwards in free fall from the initial point. What would you expect the variation in distance to be? Students will measure the variation in distance between a ping-pong ball dropped from a height of 1.5 m and the ground. They will analyze the data and calculate acceleration of gravity based on the empirical result to compare it with the information provided in the theoretical background. Applied Sciences Free fall Observing and analyzing the free fall motion of a bouncing ping-pong ball Resources and materials 1. Labdisc 2. USB communication cable 3. Ping-pong ball To collect measurements with the Labdisc distance sensor, the Labdisc must be configured according to the following steps: 1. Turn on the Labdisc by pressing the power button. 2. If your computer supports Bluetooth communication we recommend you use wireless communication with the Labdisc. If your computer does not support Bluetooth you may use the USB cable for USB communication between the computer and the Labdisc. Please refer to the Quick Start Guide, supplied with the Labdisc, for instructions on how to establish Bluetooth communication and pair your device with the computer. 3. Open the GlobiLab program. When using Bluetooth communication right click on the Bluetooth icon of the GlobiLab (in the lower right corner of the GlobiLab’s screen) and select the Labdisc you are using. The icon will change from grey to blue indicating that the Labdisc and the computer are now connected via Bluetooth communication. In order to use USB communication, connect the Labdisc and the computer using the USB cable supplied in the Labdisc box. Click on the USB icon (in the lower right corner of the software). This icon will turn blue, indicating that the Labdisc is connected to the computer via USB. Click on the button to configure the Labdisc. In the “Logger setup” window select only the distance sensor and select a rate of 25/sec for 1000 samples. The following steps explain how to perform the experiment: 1. Once you have configured the Labdisc, place it 1.2 meters above the floor. Have the distance sensor facing the floor and start the data recording by pressing the Labdisc Select key. 2. Drop a ping-pong ball from 80 cm. above the floor, directly below the distance sensor. The Labdisc should always remain at the same level above the floor. Observe the ball’s height on the computer screen. After you receive a graph with more than three jumps, stop the data recording by pressing (you will see the instruction “Press SCROLL key to STOP”), then press. The following steps explain how to analyze the experiment results: 1. Observe the graph displayed on the screen. 2. Identify the section of the graph that represents the bounces of the ping-pong ball. Then, activate the markers, placing one at the start point and a second at the end point of the bounce section. 3. Crop the samples to the right and the left of the markers - press and click “accept” on the message displayed on the screen. The graph will now contain only the selected section between the two markers. 4. A right click on the distance legend to the right of the graph window will change the line graph to samples icons. 5. Select the start and end point of one bounce and press the quadratic regression button to obtain the equation of the parabola. How do the results relate to your initial hypothesis? Did you find similarities between the equation provided by the software and the last equation in the theoretical background? What happens to the parabola amplitude during the experiment? The graph below should be similar to the one the students came up with. Following are some questions and answers which should be developed by students in order to elaborate on their conclusions. According to the information provided in the theoretical background, what is the magnitude of initial velocity in free fall (in this case that of the ping-pong ball)? Students should point out that in free fall where an object is dropped from a given height (or distance), the initial velocity is 0. Using the equation from the graph and the equation for height in the theoretical background, students should calculate the value of the experimental acceleration of gravity. Students should recognize that the expression $\frac{1}{2} g t^2$ from the height equation is equal to the first term of the quadratic regression obtained on the chart (e.g., $4.8 \ t^2$). We can establish these two expressions to be equal by following the equation: $$\frac{1}{2} g t^2 = 4.8 \ t^2$$ Therefore we can state: $$\frac{1}{2} g = 4.8 \quad g = 4.8 \cdot 2 \quad g = 9.6$$ We remember the units of $g$ from the theoretical background, and obtain $g = 9.6 \left[ \frac{m}{s^2} \right]$. Calculate the experimental error by comparing your empirical result with the theoretical value of $g$. Students should calculate the percentage difference of both values of $g$. For example, if we use the value obtained previously ($g=9.6 \text{ [m/s}^2\text{]}$), our percentage difference is 2.1%. How would you explain the differences between the theoretical and empirical values of $g$? Students should establish that the friction force exerted by air on the ball may change the value of acceleration. In which section of the graph did you observe a positive value of $g$? Did you observe a negative value of $g$? Students should remember that acceleration of gravity is positive when the object approaches the surface of earth, and negative as it moves away from the ground. Therefore, $g$ will be positive when the ball is moving downwards and negative when it is moving upwards. Students should reach the following conclusions: If objects fall from a given height, they move with free fall motion. Free fall can be represented by a graph of distance as a function of time. If the object bounces, consecutive parabolas are created on the graph. We can obtain lots of information with the parabola equation and compare them to the mathematical expressions in the theoretical background. For example, we can calculate the experimental value of the acceleration of gravity. On the other hand, the acceleration of gravity value may be different from the theoretical one due to experimental errors. However, the most important factor to be considered is the friction force between air and the object. The aim of this section is that the students can extrapolate the acquired knowledge during this class through the application of it in different contexts and situations. Furthermore, it is intended that students wonder and present possible explanations to the experimentally observed phenomena. Further questions: What happens when someone jumps from a plane by parachute? Students should indicate that if someone opens a parachute during the fall, they expand the area surface in contact with the air. Therefore the system slows down because the friction force is dramatically increased, compared to the friction force exerted by the person without a parachute. Label the diagram indicating at what moment (A, B, C, D, E or F) the velocity of the ball is zero. Indicate where the ball velocity increased or decreased due to the g acceleration, in each of the sections (1, 2, 3, 4 and 5). Explain why. Students should explain that at points A, C and E the velocity of the ball is 0. At 1, 3 and 5 the velocity increases because of the g acceleration. In 2 and 4 the g acceleration slows down the ball velocity. A falling stone takes three seconds to reach the ground. From what height above the ground did the stone fall? Students should suppose that the initial velocity of the stone is zero. They should use the last equation of the theoretical background and solve the problem. Data: $t = 3 \text{ s}$ $V_i = 0$ Solution: $$h = V_i \times t + \frac{1}{2} g t^2$$ $$h = \frac{1}{2} g t^2$$ $$h = \frac{1}{2} 9,8 \frac{m}{s^2} 3^2 \text{s}^2$$ $$h = 44,1 \text{ m}$$ Globisens Lab classes with sensors Digital content provided by efecto educativo efectoeducativo.com	2aeddc3a-fc9d-4365-b9a5-fbb8819692ec	CC-MAIN-2021-39	https://globisens.net/wp-content/uploads/2020/09/Free-Fall-Distance.pdf	2021-09-21T00:06:03+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780057119.85/warc/CC-MAIN-20210920221430-20210921011430-00460.warc.gz	339,100,675	3,082	eng_Latn	eng_Latn	0.962106	eng_Latn	0.996964	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 84, 1622, 2175, 2949, 3704, 3800, 4697, 4926, 5666, 6045, 6575, 6876, 7167, 7353, 7975, 8564, 8718, 9173, 9335, 10108, 10352, 10425, 11530, 12422, 13141, 13808, 14258, 14723, 14825 ]	[ 4.78125 ]	2	0
10 YEAR STRATEGY 2023 - 2033 The health and social benefits of being more active are wide reaching. Physical activity and sport has the power to bring people together to have fun, improve health and wellbeing and self-confidence, reduce social isolation and help to build stronger, safer communities. Yet despite these benefits, in North Wales the figures continue to show us that fewer people than ever before, and particularly children and young people, do not take part in regular activity. Alongside this, childhood and adult obesity as well as poverty continues to rise – with more than a third of children living in low-income families in North Wales today. Our aim at Actif North Wales is to work together with a wide range of partners and with communities to understand the root cause of activity disparities across the region, to encourage everyone to start moving more in a way that works for them and realise the benefits of being active. We can only tackle this challenge by working in partnership across our organisations and places if we are to achieve the sustainable change our region needs. Our ten-year joint strategy sets out our vision, mission and priorities for achieving a more active North Wales. Working together, we can change lives, creating active and healthy communities across the region. Peter Parry Independent Chair Actif North Wales Manon Rees-O’Brien Regional Director Actif North Wales # CONTENTS \| Section \| Page \| \|----------------------------------------------\|------\| \| GLOSSARY \| 4 \| \| THE NORTH WALES PICTURE \| 6 \| \| WHO WE ARE \| 10 \| \| DELIVERING OUR PRIORITIES \| 13 \| \| OUR PRIORITY GROUPS \| 15 \| \| COMMUNICATION AND ENGAGEMENT \| 16 \| \| HOW TO GET INVOLVED \| 18 \| What we mean by ‘whole systems approach’ This strategy has been developed by working with a wide range of partners from health and social care, local authorities, education, social housing and the voluntary sector to ensure that we are pulling in the same direction as we identify and understand current and emerging issues so that together, we can deliver sustainable change and more active lives for the people of North Wales. What we mean by ‘being active’ Being active simply means moving more and incorporating more movement into everyday life. It can range from making simple lifestyle changes like swapping some car journeys for walking or cycling, taking the stairs instead of the lift to taking part in regular sport, going to the gym or joining an exercise class. What we mean by ‘physical activity’ Physical activity is when people achieve the recommended level of regular physical activity. This doesn’t mean having to join a gym or do a marathon, but it’s more about regularly moving more (1). The guidelines are set by the UK Chief Medical Officers on the levels of activity necessary for good health for both adults and children: - Children and young people (5 – 18 years) should aim for 60 minutes of physical activity per day across the week. - Adults and older adults should aim for at least 150 minutes of moderate intensity activity per week, or at least 75 minutes of vigorous intensity activity per week. What we mean by ‘deprivation’ Deprivation means the lack of access to opportunities and resources (e.g. food, shelter, and clothing) which we would expect in our society. What is the Welsh Index of Multiple Deprivation (WIMD) The Welsh Index of Multiple Deprivation (WIMD) is the Welsh Government’s official measure of relative deprivation for small areas in Wales. It identifies areas with the highest concentrations of different types of deprivation. WIMD ranks all small areas in Wales from 1 (most deprived) to 1,909 (least deprived). What we mean by ‘poverty’ The Welsh Government definition of child poverty defines poverty as: “A long-term state of not having sufficient resources to afford food, reasonable living conditions or amenities or to participate in activities (such as access to attractive neighbourhoods and open spaces) that are taken for granted by others in their society” (2). What we mean by ‘inequalities’ Inequalities are unfair and avoidable differences across the population, and between different groups within society. They are determined by other, wider factors including gender identity, age, ethnicity, disability/impairment, sexual orientation, religion as well as language. What we mean by ‘socio-economic disadvantage’ Socio-economic disadvantage is linked with poorer overall wellbeing outcomes including health, education and employment. What we mean by ‘place-based approach’ Person-centred, bottom-up approach to meet the needs of people in one specific locality, making the best use of available resources and using local knowledge and insight to build a local picture. The North Wales region spans the six local authority areas of Wrexham, Flintshire, Denbighshire, Conwy, Gwynedd and Anglesey and has a population of 687,000 people, of which 147,500 are aged 0–19 years (3). Whilst the latest data shows that the Welsh language has decreased slightly across Wales, the North Wales counties of Gwynedd and Anglesey are home to the highest percentage of Welsh speakers (64.4% in Gwynedd and 55.8% in Anglesey), highlighting the importance of the Welsh language and culture in our region and for our strategy and approach going forward. The region also claims significant natural assets, home to Eryri National Park and three areas of outstanding natural beauty, as well as 90 miles of coastal paths, fantastic beaches, lakes, forests, parks and mountains. Poverty and deprivation rates in Wales have been increasing and they have a significant impact on the health and wellbeing of people who are socio-economically disadvantaged. One in four people are now living in relative poverty compared to one in five across the UK (4). One in three children are living in poverty and are more likely to live in relative income poverty than the population overall (5). The Welsh Index of Multiple Deprivation (WIMD) has highlighted that North Wales has some of the most deprived areas in Wales. Three of these areas are within the ten most deprived communities in Wales – Rhyl West 2 and Rhyl West 1 (first and second most deprived respectively), and Queensway 1 in Wrexham (9th most deprived ward in Wales) (6). We must also consider the ‘pockets’ of deprivation seen in some rural areas across the region with many too small to be recognised in the official statistics (WIMD) due to them often being surrounded by larger less deprived populations. People living within the most deprived communities in North Wales tend to be less active than those living in more affluent areas. Recent data from the School Sport Survey (7) shows there is a clear gap in sports participation levels, with a much higher proportion of children and young people from the most affluent families taking part in sport three times a week outside of curriculum compared to those from least affluent families in North Wales (7% difference). The same is true for adults, with 41.4% of those living in the most deprived communities meeting the recommended physical activity guidance levels for good health compared to 50.3% of people living in the most affluent areas (6, 9). People living in the most deprived communities also experience a stark life expectancy disparity of 7 years (8) compared to those living in the least deprived. Despite these assets on our doorstep, in North Wales the data shows us that levels of inactivity are on the rise. 51.5% of adults meet the recommended physical activity guidelines of 150 minutes a week (falling as low as 38.3% at local authority level). A third of the adult population in North Wales are active for less than 30 minutes per week (9). The number of children and young people taking part in sport three times a week, outside of curriculum, is also falling, with Sport Wales’ recent School Sport Survey results showing a decline from 47% in 2018 to 39% in 2022. These statistics fall further for girls, children and young people accessing free school meals, those from an ethnically diverse community or disabled children and young people or those with an impairment. MOVING FORWARD There is however more work to be done to develop the data and insight to help us really understand what the picture looks like at a more local level and the impact of inactivity on the lives of our population. Building stronger data and insight with partners is vital to guide our work and measure our impact and progress. We also need to be better at celebrating success and sharing stories of real people on the journey to being (more) active so others can follow in their footsteps and see that being active is for everyone. CONTEXT There is a strong synergy between this long-term strategy and other national, regional and local strategies and legislation and action plans including: - Well-being of Future Generations (Wales) Act 2015 [10] - Vision for Sport in Wales [11] - Healthy Weight Healthy Wales [12] They all demonstrate a clear commitment to the importance of an active lifestyle for everyone, focusing on tackling stubborn inequalities that stop so many of our population reaping the wide benefits that being active brings. Actif North Wales is the first regional physical activity and sports partnership to go live in Wales. We are made up of a wide range of organisations that have joined together to agree to work differently to achieve a shared purpose of more active communities in North Wales. These organisations came together to co-create the Actif North Wales Partnership. We strongly support a whole systems approach to achieving a more active North Wales, building on the region’s reputation for working collaboratively across sectors to deliver whole systems change. This means working with communities and stakeholders to understand the challenge and to identify and test solutions working across sector, organisational and place boundaries to achieve long lasting improvements to health and wellbeing. This Partnership recognises the intent and commitment of working together to address the deep rooted challenges around being active in North Wales’ communities, and we will continue to build and develop this approach as a cornerstone of our work. Actif North Wales will provide leadership to deliver this strategy, and work with partners across different sectors to deliver our joint 10-year vision. OUR VISION EVERYONE IN NORTH WALES BEING MORE ACTIVE, LEADING HEALTHIER AND HAPPIER LIVES OUR MISSION EVERYONE IN NORTH WALES HAS ACCESS TO SAFE SPACES AND PLACES AND DIVERSE OPPORTUNITIES TO BE ACTIVE EVERY DAY OUR INTENT IS TO: 1. PUT NORTH WALES FIRST Connect with communities, listen, understand what’s needed and stay focused on improving people’s health and wellbeing. 2. ACHIEVE MORE TOGETHER Develop a positive team spirit across the region to collaborate and share knowledge, resulting in a sustainable and significant regional impact. 3. BE BOLD Be ambitious, deliver positive change and learn from our actions. Our ways of working are based around the Well-being of Future Generations (Wales) Act 2015 ‘five ways of working’$^{(10)}$. These are the principles set out to demonstrate that we’re considering the impact we could have on people living their lives here in North Wales in the future as well as those living here today. These will guide our work and how we work with partners and communities: COLLABORATION Work together to achieve more, be brave, innovate and try new ways. LONG-TERM Target additional resources to maximise regional impact, being socially and environmentally responsible. PREVENTION Champion and celebrate the wider health benefits of being active every day. INTEGRATION Tackle regional health inequalities, promote good health and wellbeing for everyone, build healthier communities. INVOLVEMENT Person centred and inclusive, use data and insight to make decisions. DELIVERING OUR PRIORITIES FRAMEWORK FOR ACTION Our Framework for Action is based on the World Health Organisation Global Action Plan and its four strategic objectives (13). ACTIVE PEOPLE Create and promote opportunities for everyone to be active. Aim: To work with partners to grow and promote opportunities across a range of settings to help people of all ages and abilities to be active in their local area, as individuals, families and communities. What we’ll do: 1. Review current local opportunities to support people to be active. 2. Test and grow new opportunities that help people to be active in their local area. ACTIVE ENVIRONMENTS Make the best use of local places and spaces to be active. Aim: To test new ways of working at a local level to provide opportunities for people to be active in their locality by taking a place-based approach. What we’ll do: 1. Pilot ‘place-based approaches’ in agreed localities (based on data and insight) across the region to: - better understand the barriers and challenges people face to being active - co-create and co-develop interventions with the people living in the locality to grow opportunities for them to being active. 2. Support and help existing voluntary grass roots and community activity providers to survive and thrive, and those with capacity to do more to grow opportunities locally. 3. Map local places and facilities that can be used to help achieve our aims and inform future planning and facility development. DELIVERING OUR PRIORITIES FRAMEWORK FOR ACTION Our Framework for Action is based on the World Health Organisation Global Action Plan and its four strategic objectives (13). ACTIVE SOCIETIES Sustain, maintain and grow by listening to, supporting and working with communities to make ‘being active’ the norm. Aim: To use our regional platform and work with partners to connect with the population, raising the profile of the wider benefits of being active to different and diverse audiences. What we’ll do: 1. Lead communication campaigns and awareness days by showing real people being active in a way that works for them, so others can see people like them moving more and enjoying the benefits. 2. Review the current workforce across the region and map future needs (workforce and support) to deliver the strategy. ACTIVE SYSTEMS Multi sector engagement, coordination and collaboration. Aim: To raise the profile of the Actif North Wales joint strategy and shine a light on the wider benefits of being active to embed it in policy and practice across the region. What we’ll do: 1. Develop a co-ordinated communications plan with partners to collectively highlight the wide benefits of being active. 2. Test new ways of working across the region, to unite sectors to commit to driving system level change. 3. Review data, evidence, and insight across sectors. 4. Use the strategy to target additional investment opportunities into the region. Physical activity and sport can play a vital role in improving the life opportunities for people experiencing the impact of inequalities, enabling them to realise their own prosperity and wellbeing. Throughout our work we will provide universal encouragement and information about the wide-reaching benefits of physical activity, sport and moving more, whilst targeting our resources to support those most in need. A golden thread that runs throughout this is our commitment to ensuring that our work is inclusive and tackles head on the impacts of inequalities across North Wales. By this we mean prioritising people that we know are facing inequalities and are under-represented within the region. OUR APPROACH Joint guidelines have been set by the UK Chief Medical Officers on the levels of activity necessary for good health for both adults and children (1): - Children and young people (5 – 18 years) should aim for 60 minutes of physical activity per day across the week - Adults and older adults should aim for at least 150 minutes of moderate intensity activity per week, or at least 75 minutes of vigorous intensity activity per week COMMUNICATION AND ENGAGEMENT As part of our work and vision we’re building relationships and influence with existing partners as well as broadening our engagement and appeal of “being active” to a more diverse audience. We will be focusing on our priority audiences by targeting people facing inequality and under-represented groups, as well as continuing to engage with those that are already active. Our key aims include to: • think regionally, act locally • introduce new, innovative ways of working • share evidence, insight and learning • improve local access to physical activity and sport opportunities • support partners to help them grow opportunities to be active • work with communities who need our help the most • grow our resources to maximise regional impact • celebrate physical activity and sport across North Wales. MEASURING AND EVALUATING Measuring and evaluating the impact of the Partnership will be a key focus going forward. A significant shift is needed right across the system, and it will be challenging to identify the impact of single interventions as we seek change at all levels. We need to capitalise on the exciting opportunity this new system-wide regional approach offers to challenge our thinking and enable us to test and learn from new ways of working. We will collaborate to develop a fit for the future method to capture data, evidence and insight and stories to measure the impact of this system wide approach and whether it translates to the desired shift in activity levels across our diverse communities. ANNUAL OPERATIONAL PLAN Actif North Wales’ Annual Operational Plan offers more detail about the priorities for the Partnership each year. This document will be updated annually with key focus areas identified for that period, and with a clear line of sight to the long-term strategy. HOW TO GET INVOLVED We can all play a part in creating a more active North Wales, so if you’re already doing some work to encourage people to move more or supporting physical activity or sport opportunities, we’d love to hear from you! Or if you are just interested in finding out more about how you or your organisation can get involved, please do drop us a line! If you’d like to arrange a chat with us then please get in touch at email@example.com. And please help us by sharing our strategy and film far and wide through your social media channels and contacts. The more people we can reach and the more we can join up and work together, the bigger the impact we can have for the communities of North Wales. SOURCES • (1) Physical activity guidelines: UK Chief Medical Officers’ report, 2019 • (2) Welsh Government Child poverty strategy: 2022 progress report • (3) Population and household estimates, Wales: Census 2021 • (4) Is Wales Fairer? The state of equality and human rights 2018 • (5) Wellbeing of Wales: 2021 • (6) Welsh Index of Multiple Deprivation: 2019 • (7) School Sport Survey 2022 • (8) BCUHB Annual Equality Report 2020–2021 • (9) National Survey for Wales • (10) Well-being of Future Generations (Wales) Act 2015 • (11) Vision for Sport in Wales • (12) Healthy Weight Healthy Wales • (13) World Health Organisation \| Global Action Plan on Physical Activity 2018–2020 Gogledd Cymru ACTIF NORTH WALES	dbee01a8-4191-4342-ad04-99103e689318	CC-MAIN-2023-50	https://aura.wales/wp-content/uploads/2023/07/Actif-North-Wales-10-Year-Strategy-2023-33-Full-Strategy-ENG.pdf	2023-12-06T07:43:25+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100583.31/warc/CC-MAIN-20231206063543-20231206093543-00615.warc.gz	143,301,075	3,965	eng_Latn	eng_Latn	0.954194	eng_Latn	0.997514	[ "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "unknown" ]	true	rolmOCR	[ 29, 1436, 1951, 3944, 5025, 5814, 7674, 8461, 9523, 10721, 11360, 12272, 13766, 15217, 16388, 17226, 18231, 18957, 19649, 19682 ]	[ 2.171875 ]	1	0
Lesson M1a EVACUATE! STARTING UP THE PLANT MATH TEKS OBJECTIVES §111.21 – §111.24 7b.1, 8b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 6b.1, 7b.1, 8b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. §111.22 6b.1 (C) use integers to represent real-life situations 6b.2 (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers 6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals 6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results 6b.8 (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6b.8 (D) convert measures within the same measurement system (customary and metric) based on relationships between units §111.23 7b.3 (A) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers 7b.9 (B) determine the circumference and area of circles §111.24 8b.6 (B) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas 8b.7 (A) solve problems involving the volume of cylinders, cones, and spheres CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Directions This activity is designed to take 25–45 minutes as presented below. 1. This lesson would follow after students are familiar with formulas for surface area of circle and rectangle. 2. Discuss with students the various preparations needed for an evacuation and what needs to be done when we return from the evacuation. What are some of the things we do at home if we had to leave in an emergency situation? What needs to be done when we return? How do they think their parents might need to prepare at work? If some of your students have parents who work in plants, they may be able to share any knowledge they may have with plant turnarounds. 3. Have students complete Blackline Master M1a.1 and problem solve how they will determine the surface area of this vessel. Guide them through questioning to find that the vessel is a rectangle and two circles. The height of the vessel is one side of the rectangle and the circumference of the circle is the other side. Learning Outcome(s) Students will be able to use real data to measure, estimate, and hypothesize on real needs and results. Students will determine surface area of a vessel to determine how much cleaning solution is needed to start the plant up again after a shut down and give a cost estimation. Related Occupations/Industry Specialty Construction Industry; Cost Estimator; Energy Industry: Chemical Plant & System Operator; Petroleum Pump System Operators, Refinery Operators, & Gaugers Deliverables: Completed Blackline Master M1a.1 and M1a.2 Resources Needed: - Blackline Master M1a.1 and M1a.2 IDEAL - Integrate actual local business and adapt the lesson to use their actual vessel sizes, metrics, and calculated surface area for the vessels; blue prints or schematics of local plant vessels with all the measurements needed would be useful. LIMITED - Blackline Master M1a.1 and simple data provided on Blackline Master M1a.2 Vocabulary or Concepts (New and/or Challenging) - Surface area - Cost estimation - Proportions MODIFICATIONS & EXTENSIONS • Story telling: bring in occupation representatives to provide depth to scenarios (historical actual scenarios related to hurricane or other emergency evacuations and recovery); students may be asked to interview family, industry experts, or other individuals who have been through a similar scenario and can offer suggestions for other similar calculations to be discovered. • Use algebraic reasoning by removing a unit of measure and having students determine the missing unit; have students determine labor costs; convert units; determine volume of vessel. • Simplify: Use only whole numbers with rounding if needed. EVACUATE! STARTING UP THE PLANT The Cynergy plant has just allowed its workers to return after a hurricane evacuation. In order to get the plant running again, it needs to clean out some of the vessels. We need to determine how much cleaning solution will be needed to accomplish this task. 1. What formula(s) will we need to use to find the surface area of this vessel? 2. The solution used to clean this vessel uses 1 gallon per 1000 sq.ft. How will we find out how much of the cleaning solution we will need? 3. What will the cost of the cleaning solution be to clean this vessel/drum (Hint: you will need to research costs to solve this.) CUSTOMARY UNITS OF MEASURE This graphic organizer will help you learn about the customary units of measure. LENGTH • inch (width of thumb) • foot (distance from shoulder to elbow) • yard (width of classroom door) • mile (total length of 18 football fields) WEIGHT • ounce (slice of bread) • pound (loaf of bread) • ton (small car) CAPACITY • fluid ounce (spoonful) • cup (glass of juice) • pint (small bottle of salad dressing) • quart (small container of paint) • gallon (large container of milk) 1. Which unit of length is the shortest? ________________________________ 2. Which unit of weight is lighter than a ton but heavier than an ounce? ________________________________ 3. Which unit of capacity is the greatest? ________________________________ 4. Which unit of length is about as long as the distance from your shoulder to your elbow? ________________________________ 5. Which unit of capacity is about the capacity of a small bottle of salad dressing? ________________________________ 6. Which unit of weight is about the weight of a small car? ________________________________ Lesson M1b EVACUATE! BLOOD JOURNEY MATH TEKS OBJECTIVES §111.21 - §111.24 7b.1, 8b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 7b.1, 8b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. §111.22 6b.1(C) use integers to represent real-life situations 6b.2 (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers 6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals 6b.3 (B) represent ratios and percents with concrete models, fractions, and decimals 6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results 6b.8(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6b.8(D) convert measures within the same measurement system (customary and metric) based on relationships between units §111.23 7b.2 number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers 7b.3(A) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Directions This activity is designed to take 25–45 minutes as presented below. 1. Using Blackline Master M1b, students will use real data to calculate a resource need based on volume. Have students read the prompt at the top of the page and clarify any information needing additional explanation. 2. This lesson should follow an introduction to calculating volume, but may also serve as the introduction if paired with existing resources and lessons. 3. The data in this lesson is extracted from The American Red Cross website; however, if a local blood bank has similar related information, the teacher is encouraged to modify the lesson with appropriate data as she/he sees fit. Reference: http://www.redcrossblood.org/donating-blood Learning Outcome(s) Students will calculate volume using real data to measure, estimate, or determine resource capacity or need in specific scenarios related to a hurricane evacuation. Specifically, students will measure volume, make inferences, approximate, and hypothesize to determine the amount of blood needed to respond to the emergency scenario following a natural disaster. Related Occupations/Industry Health Care: Medical & Clinical Laboratory Technologists; RNs, LVNs, and Doctors Please consult wrksolutions.com/jobs/focuson.html for more information. Deliverables: Completed Blackline Master M1b Resources Needed: - Blackline Master M1b IDEAL - Integrate Blood Bank with a representative visiting classroom (with a mobile blood unit) or field trip to a blood bank - Have beakers available to measure out the volume of blood needed per person or taken from a blood donor. LIMITED - Paper-based Vocabulary or Concepts (New and/or Challenging) - Volume - Pints - Percent MODIFICATIONS & EXTENSIONS • Story telling of a time when blood was needed or donated • Find factual information on blood donation: How much blood is in the human body? How much blood is donated per year? How much blood is needed in a year? Who needs donated blood? Blood types? Blood screening? Iron? • Organize and host your own blood drive • Play a blood game - http://www.redcrossblood.org/donating-blood/donor-zone/games/blood-type - http://www.redorossblood.org/donating-blood/donor-zone/games/find-a-word • Simplify: Keep all numbers whole numbers, rounding if necessary EVACUATE! BLOOD JOURNEY The American Red Cross has been called into a local area after a hurricane. There is a real need for blood, so they are sending a mobile blood unit to all the intermediate and high schools in our area to get donations from the community. Each eligible donor (in Texas, age 17 and older) can donate one pint of blood per eight weeks. More than 44,000 blood donations are needed every day. The average red blood cell transfusion requires about 3 pints of blood, however, 1 pint of blood can save up to 3 lives. 1. If our school district is able to collect 123 pints per day, how many pints will we collect in a school week? 2. How many lives could that potentially save? 3. The average adult has 10 pints of blood in his body, what percentage would a person donate per donation? 4. If our school district is able to collect 123 pints per day, what percentage would our district contribute to the need of blood? In a week? Source: http://www.redcrossblood.org Lesson M1c EVACUATE! A TEMPORARY HOME MATH TEKS OBJECTIVES §111.21 - §111.24 7b.1, 8b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 7b.1, 8b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 7b.1, 8b.1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 7b.1, 8b.1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 7b.1, 8b.1 (E) create and use representations to organize, record, and communicate mathematical ideas §111.22 6b.1 (C) use integers to represent real-life situations 6b.2 (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers 6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals 6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results 6b.8 (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6b.8 (D) convert measures within the same measurement system (customary and metric) based on relationships between units §111.23 7b.2 Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers 7b.3 (A) add, subtract, multiply, and divide rational numbers fluently 7b.3 (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers §111.24 8b.1 (F) analyze mathematical relationships to connect and communicate mathematical ideas 8b.1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Directions This activity is designed to take 45–75 minutes as presented below. 1. By applying the content knowledge to a real-life scenario regarding shelter for a hurricane evacuation, students will complete Blackline Master M1c. 2. This lesson would be best after students understand how to find the surface area of a rectangle. Showing students the floor plan for the Reliant Center would therefore also be helpful. Use the link on the next page to access the images of the floor plan. 3. Because the Reliant Center floor is not rectangular, either have students use a best estimate or you may choose to explain and use calculations for composite figures. 4. Have students determine what they think the measurement for a good walking space would be between the cots. Because the walking space is an unknown variable at the beginning of the lesson, this will affect the amount of available space for cots. Similarly, if the space from the composite figures are included, more cots may fit in the space. 5. It is up to the teacher to decide how to implement the dimensions desired in the lesson. The worksheet considers the dimensions of Reliant Center. 6. A sample lesson might consider the floor space as a rectangle. An introductory lesson might only consider a portion of the available space at Reliant Park, such as the football field itself. Here is an interactive and printable diagram of an NFL football field with dimensions: http://tinyurl.com/9olez An NFL football field measures 360' (L) x 160' (W) or 57,600 sq. ft. If a cot is 75" x 26" or 1950 sq. in., each cot takes up (approximately) 13.5 sq. ft. Therefore, lined end-to-end, 4,265 – 4,267 cots would fit in the available space. However, because this would not allow any room for walking in between the cots, how much space do we allow for a walking path and how many cots can we realistically fit in the space? Learning Outcome(s) Students will be able to use real data to measure, estimate, and hypothesize on real needs and results. This lesson should follow lessons M1a and M1b, measuring surface area and volume. Students will practice available resource and cost estimation. Related Occupations/Industry Specialty Construction Industry; Engineer, Cost Estimator, Accountant and Auditor Please consult wrksolutions.com/jobs/focuson.html for more information. Deliverables Completed Blackline Master M1c Resources Needed Blackline Master M1c Floor plans of the Reliant Stadium, Park and Center can be found at: http://reliantpark.com/reliant-stadium Blackline Master M1a.2 can be used as a resource for understanding units of measure. MODIFICATIONS & EXTENSIONS - Use algebraic reasoning by removing a unit of measure and having students determine the missing unit - School-to-Home Connection (Lesson M1d) - Simplify: Use only whole numbers with rounding if needed EVACUATE! A TEMPORARY HOME After Hurricane Katrina, many people were displaced because they lost their homes. The Houston community reached out to the victims of this disaster in many ways. One significant contribution the community made was to house the evacuees at the Reliant Center. One challenge was sleeping arrangements. In an ideal situation, each person would have their own cot. If the floor of the Reliant Center is approximately 706,000 sq. ft. and a cot is 75”L x 26”W x 16”H, how many cots could we fit in this space? Use the box below to sketch the space and write out any necessary calculations. Now, we need to consider a pathway for the people to walk between cots. Use the diagram below to help you answer the following questions. 1. How much walking space can we allow between cots? ________________________________ 2. How much available space for cots does this remove? ________________________________ 3. How many cots will we be able to reasonably fit in the remaining available space? ________________ PLANNING AN EVENT • The following website gives more detail on the various spaces and space configurations available at the Reliant Center. This additional information can be used to extend the lesson by exploring different uses of space based on what the space is to be used for and how the space is to be used. http://reliantpark.com/sites/reliantpark.com/files/ReliantStadiumSpace_0.pdf • Have students plan an event of their choice and determine how the space should be utilized complete with drawings of the various items that will take up space at the event. For example, if they are planning a party in the space, they will need to know how much space each table will take, how many people will be able to sit at each table and therefore how many people can be hosted. • This project should focus on extending the idea of understanding the use of surface area as it accommodates available resources. However, teachers might encourage creativity in the end product through a demonstration of their event in a presentation, poster, or other demonstrable product. Lesson M1e EVACUATE! TO EACH THEIR ROLL MATH TEKS OBJECTIVES §111.21 – §111.24 7b.1, 8b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 7b.1, 8b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 7b.1, 8b.1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 7b.1, 8b.1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 7b.1, 8b.1 (E) create and use representations to organize, record, and communicate mathematical ideas §111.22 6b.1 (C) use integers to represent real-life situations 6b.2 (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers 6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals 6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results 6b.8 (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6b.8 (D) convert measures within the same measurement system (customary and metric) based on relationships between units §111.23 7b.2 number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers 7b.3 (A) add, subtract, multiply, and divide rational numbers fluently 7b.3 (B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers §111.24 8b.1 (F) analyze mathematical relationships to connect and communicate mathematical ideas 8b.1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Direction This activity is designed to take 30 – 60 minutes based on chosen depth of activity. For this lesson, students need to be able to find surface area of a rectangle and calculate measurement conversions. 1. Pass a roll of toilet paper (or several) around the classroom and ask each student to quickly take as much paper off the roll as they would need for a visit to the restroom. 2. Have students follow the Blackline Master M1e. If needed, help students measure with a ruler, being sure they understand how to measure accurately. 3. Review area of a rectangle if needed so students can answer question 4. 4. Question 6 on the worksheet would be an opportunity to set up a proportion to calculate the conversion. 5. If possible, have the students take the toilet paper they took from the roll and line the hallway outside the classroom. Learning Outcome(s) Students will be able to use real data to measure, estimate, and hypothesize real needs and results. By measuring/calculating surface area and determining how many rolls are needed, they can calculate cost estimations. With this information they can hypothesize the total use and cost of a basic product need during an emergency situation. Related Occupations/Industry Specialty Construction Industry; Engineer, Cost Estimator, Accountant and Auditor Please consult wrksolutions.com/jobs/focuson.html for more information. Deliverables Completed Blackline Master M1e Resources Needed - Blackline Master M1e - 2–3 rolls of toilet paper - Ruler Vocabulary or Concepts (New and/or Challenging) - Square feet - Square inches --- MODIFICATIONS & EXTENSIONS - Students can take the estimated toilet paper used and roll it out to cover a gym floor. This will help them see how much we use and/or waste. - Integrate actual local business who manufacture paper/toilet paper to explain to the students the manufacturing, cost, and distribution of their product. - Integrate a waste management professional to come talk to students about what happens after the flush. - Have family do activity at home. Discuss ways the family can conserve. - Bring in occupation representatives to provide depth to scenarios (historical actual scenarios in which resources were critically limited) - Measure in one unit (customary) then convert to another (metric); Measure to nearest 1/8" or 1/16"; extend the lesson to multiple times of use per day and/or over a period of days - Simplify: Use only whole numbers with rounding if needed EVACUATE! TO EACH THEIR ROLL Instructions: Quickly take as much toilet paper as you think you might use when you go to the restroom and pass the toilet paper around until everyone has some (careful not to rip it). 1. Count how many individual squares of toilet paper you took and write it here: ________________ 2. Carefully measure one square of toilet paper to the nearest inch. Be sure to measure all sides and record it below. 3. How many square inches of toilet paper did you use? 4. Assume everyone in the classroom used the same amount of toilet paper you did, how many square inches did the class use? 5. How many square feet is that? 6. Now, assume the 27,000 temporary residents of the Reliant Center from hurricane Katrina used the same amount of toilet paper you did, how many square inches of toilet paper would that be? How many square feet would that be? 7. How many rolls of toilet paper would be needed to cover the floor of the Reliant Center (706,000 ft²) if each roll covered 275 square feet? ### MATH TEKS OBJECTIVES \| §111.22 \| 6b.1 (C) use integers to represent real-life situations 6b.2 (B) use addition and subtraction to solve problems involving fractions and decimals 6b.8 (A) estimate measurements (including circumference) and evaluate reasonableness of results 6b.8 (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight 6b.10 (A) select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot 6b.10 (B) identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data 6b.10 (D) solve problems by collecting, organizing, displaying, and interpreting data \| \| §111.23 \| 7b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 7b.3 (A) add, subtract, multiply, and divide rational numbers fluently 7b.12 (B) use data from a random sample to make inferences about a population \| ### CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES \| §127.3 c \| 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; (D) use effective time-management and goal-setting strategies 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (F) complete activities using project- and time-management techniques. \| \| §127.4 c \| 3. The student explores programs of study. The student is expected to: (C) develop a personal program of study for at least one career. 4. The student explores the professional skills needed for college and career success. The student is expected to: (A) articulate the importance of strong academic skills to meet personal academic and career goals; (B) explore the importance of curricular, extracurricular, career preparation, and extended learning experiences; and (D) explore the steps required to participate in a variety of career and educational opportunities, including, but not limited to, entry-level employment, military service, apprenticeships, community and technical colleges, and universities. 7. The student explores job-seeking skills. The student is expected to: (C) participate in a mock interview. \| --- Instructional Directions This activity is designed to take 25–90 minutes based on chosen depth of activity. 1. Decide whether or not you want to give students time to prepare their 30-second commercial, or if you want them to be able to do it without much thought (just like if they were meeting the CEO in the elevator unexpectedly). 2. Instruct students that they will be holding their conversation using the “30-Second Commercial” while their back is to the clock and their partner watches time for them. 3. Once a student thinks they have been talking for 30 seconds, they can ask their partner to stop the clock. The students will then record the actual time on the table. 4. The student recording the time can ask questions of their partner for a true conversation to take place. Partners will then switch roles and record the second time. 5. Once all students are done, have students announce their times for all students to record on table. Be sure students understand how to correctly create a stem and leaf plot as well as calculating central tendencies and range. Learning Outcome(s) Students will be able to estimate time and use the collected data to appropriately display data in Stem and Leaf Plot as well as find mean, median, mode, and range. Deliverables Completed Blackline Master M2 Resources Needed • Blackline Master M2 • Clock/stop watch • Writing utensil Vocabulary or Concepts (New and/or Challenging) • Stem and leaf plot • Mean • Median • Mode • Range • Outlier • Shape of data: symmetrical, skewed, peaks MODIFICATIONS & EXTENSIONS • Simplify: Use only whole numbers with rounding if needed; use a calculator 30-SECOND COMMERCIAL What would you say if you were about to interview for a job and you ended up meeting the CEO of the company on the elevator ride up to the office? People looking for a job are often asked to summarize their experience and interests in a short speech. Sometimes this is called an “elevator speech” or “30-second commercial” because it is the short time recruiters or other hiring managers allow applicants to “sell” themselves before their attention is distracted or disinterest occurs. Practice your own 30-second commercial with a partner and make sure you include the following details: • Information about your education (what you have completed and where you want to go) • Three unique skills • At least one notable accomplishment related to the job you might want • Details on what would make you a good match for this ideal job 30-SECOND COMMERCIAL Record data on the Stem & Leaf chart below. \| STEM \| LEAF \| \|------\|------\| KEY: 1. Analyze data: What is the center of the data: mean, median and mode? 2. Analyze data: What is the variability of the data (also known as range)? Identify any outliers. 3. Analyze data: Describe the shape of the data using symmetry, skewed and/or number of peaks. 4. Interpret the results: Give two descriptive statements that could provide an answer to the question “How well can people judge the time it takes for 30 seconds to pass?” 5. Analyze the results: Did you use your 30 seconds as efficiently as possible? If not, what might you add or remove to deliver the best commercial for yourself during this time? Lesson M3 PLAN A VACATION MATH TEKS OBJECTIVES §111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace 6b.1 (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 6b.1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 6b.3 (D) add, subtract, multiply, and divide integers fluently 6b.3 (E) multiply and divide positive rational numbers fluently 6b.5 (A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 5. The student recognizes the impact of career choice on personal lifestyle. The student is expected to: (A) prepare a personal budget reflecting the student’s desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student’s interest area if student is allowed to consider High-Skill, High-Growth Jobs List to make an informed career selection and thus determine a budget based on their chosen career; and (C) evaluate at least three career interests based on budget and salary expectations. 6. The student demonstrates an understanding of personal financial management. The student is expected to: (C) simulate different methods of withdrawals and deposits. Instructional Directions Depending on the parameters chosen by the teacher, this lesson can take 45 minutes – 2 hours and may be a good project-based lesson that can be assigned in part as homework. Or, each worksheet (Blackline Master M3.1 and M3.3) can be addressed on separate class days. There are various ways to implement this lesson. The idea is that it should inspire both informed decision making and creativity while supporting the prevailing concepts of budgeting and consequence. 1. Teachers will distribute Blackline Master M3.1 and have students read through the project parameters. Their budget must be completed on the accompanying Vacation Planner worksheet (Blackline Master M3.3). A pencil is recommended for completion to allow for correcting errors in calculation. 2. The teacher may choose to implement as is with the provided approximations for travel expenses, or they can choose to enhance or adapt the lesson with any of the following options (or others of their own choosing): A. Have student complete the Reality Check activity (found online at texasrealitycheck.com). Have them establish their budget based on one month’s salary in their resulting career. B. Add in luxuries. Students may want to have a “nicer” vehicle that has added perks or they may use a more fuel-efficient vehicle to save money for other items. Either way, they need to research their decision and provide accurate and verifiable data on costs. A rental car website might be a good resource, for example. Sources should be cited. They may find travel deals for air- or rail-fare that they can incorporate. The budget must still remain the same: $5,000 or whatever their monthly salary might be (see A. above). Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 C. Make it a Family Planning experience. The 7–8 Grade Career Exploration TEKS also include objectives that focus on teamwork and collaboration. Pairing students together as “parents” or into small groups as “families” would allow them to plan a vacation in collaboration while they work on their budgeting and prioritization skills. Learning Outcome(s)* Students will be able to plan a vacation using a budget. Students will have to estimate expenses (costs), make adjustments based on value judgments, and evaluate outcomes based on goals. Related Occupations/Industry Students will be exploring budgeting as it applies to lifestyle decisions and outcomes. The activity also integrates the need to research options prior to decision making. Therefore, the most applicable occupations are: Cost Estimator, Accountant, Financial Analyst, Market Research Analyst and Auditor. Deliverables Completed Blackline Masters M3.1 and M3.3 Resources Needed - Blackline Masters M3.1, M3.2 and M3.3 IDEAL - Internet access to maps/research - Travel Agent/Hospitality SME LIMITED - Teacher provides more parameters (such as costs for hotels) - Ruler - Map/Atlas Vocabulary or Concepts (New and/or Challenging) - Budget - Miles per gallon - Miles per hour - Scale bar (map) - Scale drawing (map) --- MODIFICATIONS & EXTENSIONS - Go home and talk to parents/guardians about life decisions and circumstance (talking about vacation planning might not always be appropriate based on context) - Decisions, Decisions game PLAN A VACATION You and your family will be taking a seven-day vacation and your parents have told you that you can make all the choices! Where to go? What to see? Where to stay? How long will you be away? What to eat? This is going to be fun! But, you have to stay within some parameters. First, decide how long your trip will last. For every day that you are on vacation, you must consider the following parameters. This is a driving trip, so you must include the cost of travel by car. You will also need to stay in a hotel. Finally, everyone needs to eat. Complete the questions below. Then review the rules (parameters) for your trip. Plan your vacation in your head then start making decisions for your trip. Fill in the boxes on your Vacation Planner once confirmed. Make sure you stay in budget! So, where would you like to go? ____________________________ How far is your destination? ________________ miles How many people are on your trip? _________ age 10+ _______ age 0 – 9 yrs Your trip must include all the following: 1. Budget: $5,000 2. Transportation: use your ruler and map/atlas to determine where you will travel, cost of gas, time it will take to travel. Try not to drive more than 400 miles a day. This may require you to stop and stay overnight somewhere on the way. Fuel $3.49 per gallon Car gets 18 miles per gallon Car drives 70 miles per hour (on average) 3. Lodging: (based on 4-person occupancy, $10 for additional occupant; maximum of 5 occupants per room per day) $69 for 2 double beds $99 for 2 double beds, sofa, and continental breakfast $149 for 2 queen beds, sofa, and continental breakfast 4. Meals: each family member is required to have at least 2 meals per day (one of those meals must be dinner). $5 Breakfast per person $7 Lunch per person $15 Dinner per person 5. Entertainment: what activities will you do on your visit? _______________________________________________________ _______________________________________________________ _______________________________________________________ ## Vacation Planner ### How many people on vacation? 4 \| Day \| Transportation \| Lodging \| Meals \| Entertainment \| \|-----\|----------------\|---------\|-------\|---------------\| \| \| Distance \| \| \| \| \| \| Travel Time \| \| \| \| \| \| Cost \| \| \| \| \| \| Days Inn: 2 double beds + breakfast \| $99.00 \| \| \| \| \| Sports Resort @ Disney: 2 qn beds + brk \| \| $149.00 \| $149.00 \| $149.00 \| $596.00 \| \| \| Hilton Riverside: 2 qn beds + brk \| \| \| \| $149.00 \| $149.00 \| \| \| Meals (meals total x 4) \| $80.00 \| $88.00 \| $88.00 \| $88.00 \| $88.00 \| $80.00 \| $600.00 \| \| \| lunch + dinner \| \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast + lunch \| \| \| \| Admission Tickets for Four Days ($279 per ticket) \| \| $1,116.00 \| \| \| \| $1,116.00 \| \| \| Souvenirs for the Kids ($25 each) \| \| $50.00 \| $50.00 \| $50.00 \| \| $150.00 \| \| \| Tickets for a Riverbarge Cruise ($32 x 4) \| \| \| \| \| $128.00 \| \| $128.00 \| TOTAL EXPENSES: $3,191.84 VACATION PLANNER How many people on vacation? __ \| DAY 1 \| DAY 2 \| DAY 3 \| DAY 4 \| DAY 5 \| DAY 6 \| DAY 7 \| TOTALS \| \|-------\|-------\|-------\|-------\|-------\|-------\|-------\|-------\| \| starting in \| \| \| \| \| \| \| \| \| Transportation \| \| \| \| \| \| \| \| \| Distance \| \| \| \| \| \| \| \| miles traveled \| \| Travel Time (miles/70 mph) \| \| \| \| \| \| \| \| hours on the road \| \| Cost (miles/18 mpg x $3.49) \| \| \| \| \| \| \| \| travel costs \| \| Lodging \| \| \| \| \| \| \| \| lodging costs \| \| Meals (meals total x 4) \| \| \| \| \| \| \| \| meal costs \| \| lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast, lunch + dinner \| breakfast + lunch \| \| Entertainment \| \| \| \| \| \| \| \| entertainment \| TOTAL EXPENSES MINIATURE GULF COAST PROJECT MATH TEKS OBJECTIVES §111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 6b.1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 6b.1E create and use representations to organize, record, and communicate mathematical ideas; 6b.1 (F) analyze mathematical relationships to connect and communicate mathematical ideas; 6b.1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication; 6b.5 (A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions; 6b.12 (A) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots; 6b.12 (B) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution; 6b.12 (C) summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; 6b.12, (D) summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution; 6b.13. (A) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; 6b.13. (B) distinguish between situations that yield data with and without variability. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.4 c 6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and (C) analyze the effects of changing employment trends, societal needs, and economic conditions on career planning. Instructional Directions This activity is designed to take 60–90 minutes of instructional time and 6–8 hours of project time based on chosen depth of activity. The lesson components should be separated and delivered as best suited for your instructional needs. This lesson can be delivered in two ways: 1. Show the video “Miniature Earth” found on You Tube at http://tinyurl.com/yvurqu. Then, have students review Blackline Master M4.2 "Miniature Gulf Coast" Scaled Data. Ask students to write down three careers they see as critical to future societal needs before and after the video. Lead a short discussion about their initial thoughts and thoughts after viewing the video. Add additional questions of your own to enhance the discussion as time permits. This lesson can then be used to introduce other lessons that focus on high-skill, high-growth jobs for our region or initial research into one of these careers. 2. A more in-depth variation on this lesson can be done over a series of class periods where students would have time to view the video, create a data collection and analysis research project, and make informed conclusions about their research. Access to a computer with internet access is ideal. By scaling the statistics, the numbers should have more meaning to the students than data that is based on national or global data. Have students compare the numbers used in the video and relate the same numbers to their everyday life (if you are on a campus of about 1000 students this would be a good connection). 3. Go over rubric with students and clarify any questions. Consider also providing students a timeline for due dates and class work days on the project. 4. Students will choose a research question in one of the following “world issue” areas: - (Un-)Employment - Educational Attainment - Income - Transportation & Commuting - Cost of Living - Accessibility to Resources - Distribution/Availability of Career - Technology - Health & Mortality 5. Hand students the Miniature Gulf Coast Project Plan (Blackline Master M4.1). Discuss pros and cons of working as an individual or as a partner group. Have student choose an area they would like to investigate. Once they have done this, discuss how to develop an effect quantitative question for research. For example: If a student chooses Transportation & Commuting, a good effective quantitative question could be “How many cars do you know of that your family has owned?”. All responses need to be a single numerical response and a question that their peers can answer readily when surveyed. Questions should not be “double-barrelled” (i.e. How many dogs and cats do you have?), where two numbers would be required to answer the question. 6. Hand students Final Project Plan sheet as their final approved question for research. Once teacher has these questions, create surveys either on paper or in a tool such as Google Docs or Survey Monkey. It is best to survey 50–100 peers for an appropriate sample size. Set aside adequate time for students to respond to all the survey questions. Depending on the sample size, this may take up to one or two class periods. Discuss with students about answering the questions to the best of their ability. Once the surveys are complete, give each student their raw data (responses to survey). 7. Students should then compile mean, median, and mode for the data and should graph their data as is appropriate. Graphing tools in Excel or other software might be used depending on how technologically-driven you want the exercise to be. The data should be summarized in either a final paper or project relating their data analysis to a conclusion or conclusions about their world issue. Learning Outcome(s) Students will be able to relate the community at large in proportion to their immediate community within their classrooms. They will practice creating and analyzing ratios and proportions as well as functions of quantitative (raw) data. Graphed data may be an outcome of the project. Deliverables Formal essay or project board detailing research question, method, data collection, and conclusions. Resources Needed IDEAL - Computer - Internet - Excel - PowerPoint - Google Docs/Survey Monkey LIMITED - This project is possible without internet or technology access but may need to be scaled down to a smaller sample size to make implementation easier. Paper-based data collection, distribution, and analysis would be the immediate adaptation. Vocabulary or Concepts (New and/or Challenging) - Mean - Median - Mode - Ratio - Proportion - Graph - Data - Raw Data - Research Question - Sample GULF COAST COMMUNITY PROJECT PLAN THE PLAN Area of interest (check one): - Employment/Unemployment - Educational Attainment - Income - Transportation & Commuting - Cost of Living - Accessibility to Resources - Distribution/Availability of Careers - Technology - Health & Mortality I WANT TO WORK (choose one) - Alone - With a partner. My partner will be: _______________________ Phone #: cell_______________________ home_____________________ e-mail ____________________________________________ PROBLEM (state your research question) METHOD Descriptive/Survey – This method will be used by all students for this project. GULF COAST COMMUNITY PROJECT PLAN (Every student required to turn in a partner plan) RESEARCH QUESTION (Must be an effective question one of your classmates can answer and is quantifiable; no number ranges, only individual number responses): PLEASE READ AND CHECK THE APPROPRIATE BOXES. ☐ I am aware of this major grade and the due dates. ☐ My child is choosing to do this project alone. - OR - ☐ My child is choosing to do this project with a partner. Partner’s name______________________________ Partner’s home and cell numbers _______________________ Partner’s e-mail address ____________________________ ☐ I understand that my child will be given 12 class days to complete this project (ample time if student(s) stays on task). Students are welcome to come work on their project during tutorials. If the project is not completed in class, they will have to complete it on their own outside of school. Parent Signature ______________________________________(5 point Bonus) _____ Teacher initials and date if final plan approved - OR - _____ My plan needs to be revised and turned back into the teacher by ____________________ in order for me to receive a grade for this assignment. REVISED QUESTION: Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 IF HOUSTON WERE A VILLAGE OF 100 PEOPLE... The U.S. Census Bureau estimates that metro Houston had 6,177,035 residents on July 1, 2012. Based on recent trends, the region’s population probably exceeds 6.3 million today. That’s a hard number for some to fathom, especially when one considers all the demographic, social and economic characteristics of 6.3 million people. But if Houston were a village of 100 people, that might be easier to grasp. Based on recently released census data, if Houston were a village of 100 people this is how our hamlet would look: GENDER - 50 would be male - 50 would be female AGE AND DISABILITY - 23 children under the age of 15 - 14 residents between the ages of 15 and 24 - 54 adults in their prime earning years, ages 25–64 - 9 of the adults would be 65 years old and older - 10 Houstonians would have disabilities EMPLOYMENT (among the residents over the age of 16) - 51 would be in the workforce - 47 would hold jobs - 4 would be unemployed OCCUPATIONS (among the employed residents) - 1 would work for the government - 1 would work in information - 2 would work in energy - 2 would work in wholesale - 2 would work in other services - 3 would work in real estate and finance - 4 would work in arts, entertainment, restaurants and hotels - 4 would work in construction - 5 would work in manufacturing - 5 would work in retail - 6 would work in business and professional services - 9 would work in education and health care LANGUAGE - 62 Houstonians would speak only English at home - 38 would speak a language other than English BIRTHPLACE - 78 would have been born in the U.S. - 22 would have been born overseas - 1 would have been born in Europe - 1 would have been born in Africa - 4 would have been born in Asia - 16 would have been born in Latin America - 14 of the 22 villagers would not be U.S. citizens ETHNICITY - 7 Asians - 17 Blacks - 36 Hispanics - 39 Anglos - 1 person of mixed race EDUCATION (among the 63 adults) - 6 would have less than a ninth grade education - 6 would have not completed high school - 15 would have a high school diploma - 18 would have some college or an associate’s degree - 12 would have graduated college - 6 would have a graduate degree TRANSPORTATION - 38 would drive alone to work every day - 5 would carpool - 1 would take public transportation - 1 would travel by other means - 3 would work at home HEALTH CARE - 77 would have health insurance coverage - 23 would be uninsured The village numbers are derived from the Census Bureau’s 2012 American Community Survey. When calculating the village, the residents were rounded to the nearest whole number. Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 ON THE JOB: PROVE THE PROFESSION (Group & Justify Activity) SCIENCE TEKS OBJECTIVES §112.18 6.2, 7.2, 8.2 (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.3, 7.3, 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions; and (F) identify skills that can be transferable among a variety of careers. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration. §127.4 c 1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities within one or more career clusters; Instructional Directions This activity is designed to take 15 – 25 minutes as presented below. 1. The teacher should distribute the cards, Blackline Master S1a.1, to students individually or in groups. 2. Students review pictures of people working and find common characteristics to formulate relationships. 3. Arrange pictures into groups based on the identified relationships. 4. Students must justify to others (peers and/or instructor) the groups made. 5. The teacher may elect to use Blackline Master S1a.2 to collect responses. Learning Outcome(s) The students will be able to justify his/her decisions based on observations, inferences and schema. There are no “right or wrong” answers if quality justification can be made. Related Industries/Occupations Teacher, Postsecondary Teacher, Counselor, Pharmacist, Welder, Electrician, Network & Computer Systems Administrator, Engineer, Industrial Machinery Mechanic, Machinist, Service Unit Operator, Geoscientist, Registered Nurse, Licensed Vocational Nurse, Radiologic Technologist, Physical Therapist, Computer Systems Analyst, Systems Software Developer, Plumber and Paralegal. Deliverables Peer review or teacher review of groupings. Oral justifications of groupings. Resources Needed Blackline Master S1a.1 Note: While this is designed to achieve Science TEKS objectives, this activity could be completed in any subject matter classroom in the intermediate school level. Vocabulary or Concepts (New and/or Challenging) - Relationships - Attributes - Classification - Rationalize/rationalization - Justify/justification ON THE JOB: PROVE THE PROFESSION (Group & Justify Activity) MODIFICATIONS & EXTENSIONS • As time allows, a variation on this activity would allow students to make as many groupings as possible within an allotted amount of time (no more than five minutes is recommended). Students would then compare groups and would cross off any groups that are similar to those discovered by other students. The student/group with the most unique groupings “wins.” • Have students take or collect pictures of professions in action, including people, tools, products, and services from each profession. Have them present as a poster board or online project board presentation of their classifications. • After student observes pictures, conduct a teacher-led discussion to find common features seen in pictures. • Give students group names for career clusters and have them put pictures in the given categories. • Students can put pictures into sub-groups within the categories that they have made. • Students can hypothesize careers/industries represented – with answers on the back of pictures. • Students can hypothesize careers/industries represented – with no answers on the back of pictures. • Students can hypothesize/discuss/research the type of education required for this profession. • Students can reference Focus On profiles (wrksolutions.com/jobs/focuson.html) or High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) to initiate research. Blackline Master S1a.1 – Front A COMPUTER SYSTEMS ANALYSTS Computer systems analysts solve computer problems and apply computer technology to meet the needs of an organization. They analyze user requirements, procedures, and problems to automate or improve existing systems, and review computer systems capabilities, workflow, and scheduling limitations. Median Hourly Wage: $40.12 Jobs in 2010: 11,020 Estimated Jobs in 2020: 13,520 Employment Growth: 22.7% Annual Average Job Openings: 455 Minimum Education: Bachelor’s degree PRIMARY, SECONDARY, & SPECIAL EDUCATION SCHOOL TEACHERS Teachers who work in the public school education system teach grades kindergarten through 12. Some teachers can work in private or charter schools, which may serve special needs or gifted children. SUBSET: BILINGUAL EDUCATION, SPECIAL EDUCATION, SECONDARY SCIENCE AND MATH TEACHER Median Hourly Wage: N/A Jobs in 2010: 103,760 Estimated Jobs in 2020: 152,220 Employment Growth: 46.7% Annual Average Job Openings: 7,365 Minimum Education: Bachelor’s degree PHARMACISTS Pharmacists count pills, fill prescriptions and provide proper selection and dosage of medications, interactions, and side effects of medications. Median Hourly Wage: $53.15 Jobs in 2010: 5,130 Estimated Jobs in 2020: 6,560 Employment Growth: 27.9% Annual Average Job Openings: 275 Minimum Education: Master’s degree & license INDUSTRIAL MACHINERY MECHANICS Industrial mechanics perform a wide variety of duties, such as preventive maintenance, detecting breakdown conditions before they happen, making machinery adjustments, and repairing equipment using blueprints, sketches, diagrams, and a variety of tools. Median Hourly Wage: $23.23 Jobs in 2010: 11,630 Estimated Jobs in 2020: 16,460 Employment Growth: 41.5% Annual Average Job Openings: 710 Minimum Education: Long-term on-the-job training Blackline Master S1a.1 – Front B ELECTRICIANS Electricians are in short supply and demand continues to grow in response to an ever-increasing population and as a growing number of baby boomers retire. The shortage of electricians translates into outstanding career opportunities to individuals entering into the workforce. Median Hourly Wage: $21.43 Jobs in 2010: 14,030 Estimated Jobs in 2020: 16,790 Employment Growth: 19.7% Annual Average Job Openings: 655 Minimum Education: Long-term on-the-job training REGISTERED NURSES A registered nurse (RN) is a nurse who has graduated from a nursing program at a university or college and has passed a national licensing exam. A registered nurse helps individuals, families, and groups to achieve health and prevent disease. Median Hourly Wage: $34.43 Jobs in 2010: 43,870 Estimated Jobs in 2020: 60,620 Employment Growth: 38.2% Annual Average Job Openings: 2,470 Minimum Education: Bachelor’s degree preferred SOFTWARE DEVELOPERS, SYSTEMS SOFTWARE Software developers, systems software, coordinate the construction, maintenance, and expansion of an organization’s computer system. Median Hourly Wage: $42.93 Jobs in 2010: 8,220 Estimated Jobs in 2020: 10,770 Employment Growth: 31.0% Annual Average Job Openings: 340 Minimum Education: Bachelor’s degree ENGINEERS Engineers design, develop, test, or supervise manufacturing projects and work in the chemical, civil, computer hardware, electrical, electronic, industrial, mechanical, petroleum, and other industries. SUBSET: ENVIRONMENTAL ENGINEER, PETROLEUM ENGINEERS, MINING AND GEOLOGICAL ENGINEERS Median Hourly Wage: N/A Jobs in 2010: 47,870 Estimated Jobs in 2020: 58,880 Employment Growth: 23.0% Annual Average Job Openings: 2,245 Minimum Education: Bachelor’s degree 9 10 11 12 GEOSCIENTISTS, EX. HYDROLOGISTS & GEOGRAPHERS Geoscientists study the composition, structure, and other physical aspects of the earth for the purpose of oil and gas exploration. Some find additional opportunities in education, mining, government, and the environmental industry. Median Hourly Wage: $61.63 Jobs in 2010: 4,670 Estimated Jobs in 2020: 6,370 Employment Growth: 36.4% Annual Average Job Openings: 310 Minimum Education: Bachelor’s degree WELDERS, CUTTERS, SOLDERERS, & BRAZERS Welders, cutters, solderers, and brazers can use their skills to pursue careers in high-demand occupations such as: welder-pipefitter and other pipe trades, structural welder, welder-fitter, maintenance mechanics, scaffold builders, and millwrights. Median Hourly Wage: $17.93 Jobs in 2010: 15,510 Estimated Jobs in 2020: 19,650 Employment Growth: 26.7% Annual Average Job Openings: 830 Minimum Education: Postsecondary vocational training RADIOLOGIC TECHNOLOGISTS & TECHNICIANS Radiologic technologists perform imaging tests to assist in diagnosing patients. Some radiologic technologists specialize in computerized tomography (CT) and magnetic resonance imaging (MRI). Median Hourly Wage: $26.27 Jobs in 2010: 3,760 Estimated Jobs in 2020: 5,300 Employment Growth: 41.0% Annual Average Job Openings: 215 Minimum Education: Associate’s degree MACHINISTS Machinists are highly-skilled manufacturing workers. They use power-operated tools to produce precision metal or plastic parts. Median Hourly Wage: $18.95 Jobs in 2010: 11,850 Estimated Jobs in 2020: 14,850 Employment Growth: 25.3% Annual Average Job Openings: 520 Minimum Education: Long-term on-the-job training 13 14 15 16 SERVICE UNIT OPERATORS, OIL, GAS, & MINING A service unit operator’s responsibility is to maintain or increase oil/gas flow from producing wells. Median Hourly Wage: $18.58 Jobs in 2010: 6,570 Estimated Jobs in 2020: 8,930 Employment Growth: 35.9% Annual Average Job Openings: 375 Minimum Education: Moderate-term on-the-job training LICENSED PRACTICAL & LICENSED VOCATIONAL NURSES Licensed vocational nurses (LVNs), referred to as licensed practical nurses in some other states, care for the sick, injured, convalescent, and disabled under the direction of physicians and registered nurses. Median Hourly Wage: $21.28 Jobs in 2010: 14,600 Estimated Jobs in 2020: 18,920 Employment Growth: 29.6% Annual Average Job Openings: 820 Minimum Education: Postsecondary vocational training PLUMBERS, PIPEFITTERS, & STEAMFITTERS Plumbers, pipefitters, and steamfitters are among the largest and highest-paid construction occupations. Plumbers, pipefitters, and steamfitters install, maintain, and repair many different types of pipe systems that carry water, steam, air, or other liquids or gases. Median Hourly Wage: $23.60 Jobs in 2010: 10,420 Estimated Jobs in 2020: 12,610 Employment Growth: 21.0% Annual Average Job Openings: 520 Minimum Education: Long-term on-the-job training POSTSECONDARY TEACHERS Postsecondary teachers instruct students in a wide range of subjects after high school. In addition, many do research in their area of specialization. SUBSET: NURSING INSTRUCTORS AND TEACHERS, POSTSECONDARY Median Hourly Wage: N/A Jobs in 2010: 30,410 Estimated Jobs in 2020: 37,350 Employment Growth: 22.8% Annual Average Job Openings: 1,180 Minimum Education: Master’s/Doctoral degree 17 18 19 20 PHYSICAL THERAPISTS Physical therapy is the method of treatment that varies case by case and can be anything from therapeutic exercise and functional training to the use of adaptive devices and equipment or even various forms of electrotherapy. Median Hourly Wage: $39.38 Jobs in 2010: 2,960 Estimated Jobs in 2020: 4,030 Employment Growth: 36.1% Annual Average Job Openings: 140 Minimum Education: Bachelor’s degree & license PARALEGALS & LEGAL ASSISTANTS Paralegals, also referred to as legal assistants, assist lawyers by researching legal precedent, investigating facts, or preparing legal documents. Median Hourly Wage: $23.86 Jobs in 2010: 4,730 Estimated Jobs in 2020: 6,280 Employment Growth: 32.8% Annual Average Job Openings: 220 Minimum Education: Associate’s degree EDUCATIONAL, VOCATIONAL, & SCHOOL COUNSELORS Counselors cover a wide scope of activities for students ranging from encouragement of academics, career and personal/social development, to helping students maximize their academic achievements. Median Hourly Wage: $27.93 Jobs in 2010: 6,250 Estimated Jobs in 2020: 8,540 Employment Growth: 36.6% Annual Average Job Openings: 365 Minimum Education: Bachelor’s degree NETWORK & COMPUTER SYSTEMS ADMINISTRATORS Network and computer systems administrators are professionals that analyze, design and test local area networks (LAN), wide area networks (WAN), Internet, intranet, and other data communications systems. Median Hourly Wage: $34.43 Jobs in 2010: 6,720 Estimated Jobs in 2020: 8,910 Employment Growth: 32.6% Annual Average Job Openings: 335 Minimum Education: Bachelor’s degree ON THE JOB: PROVE THE PROFESSION (Group & Justify Activity) Review the pictures of people working and find common characteristics to formulate relationships. Arrange pictures into groups based on the identified relationships. You must justify your decisions based on observations, inferences and schema. There are no “right or wrong” answers if quality justification can be made. Make any notes below that may help you justify or prove your answers. \| Name of group \| Cards in group \| Reason for grouping \| \|---------------\|----------------\|---------------------\| \| 1. \| \| \| \| 2. \| \| \| \| 3. \| \| \| \| 4. \| \| \| \| 5. \| \| \| \| 6. \| \| \| \| 7. \| \| \| \| 8. \| \| \| \| 9. \| \| \| \| 10. \| \| \| Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 ON THE JOB: SOUNDS OF THE WORK WORLD (Name that Sound) SCIENCE TEKS OBJECTIVES §112.18 6.2, 7.2, 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; 6.3, 7.3, 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem-solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (D) determine the impact of technology on careers of personal interest. 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Directions This activity is designed to take 30 – 45 minutes as presented below. 1. Set up sounds with appropriate volume for each student to hear sound clips of the 10 Workforce Solutions high-skill, high-growth jobs provided. (this could be one source to listen to as a class or an individual device that students could listen to with earphones). 2. Provide chart for students to first record the hypothesis of the sounds they hear from the recording. Guiding questions: What do you think makes this sound? What type of job might have this sound in its environment? Encourage students to record observations that inform their research in the notes box on their worksheets. 3. Give students copies of the Workforce Solutions High-Skill, High-Growth Jobs List and have the students hypothesize what job is associated with each sound. Play sounds again at your discretion. 4. Reviewing answers as a group or class will give students an opportunity to justify their thoughts. Students could compare answers with a partner before the classwide discussion. Learning Outcome(s) The students will use observation skills to record hypotheses of sounds heard and then hypothesize about the type of job where that sound may be heard. Students will understand that observations are not just by sight. Related Industries/Occupations These 10 jobs have been selected: • Plumber (flushing toilet) • Mobile Heavy Equipment Mechanic/Operator (large machine/truck moving) • Geoscientist (rocks being manipulated/crushed) • Electrical Power Line Installer/Repairer (buzzing electrical lines) • Registered Nurse (heart monitor) • Dentist (tooth drilling) ON THE JOB: SOUNDS OF THE WORK WORLD (Name that Sound) - Pharmacist (pills being manipulated) - Radiologic Technologist (x-ray or MRI machine) - Respiratory Therapist (breathing) - Accountant (calculations on a keyboard/calculator) Deliverables: Completed Blackline Master S1b Resources Needed: - Sound clips of the jobs listed above: wrksolutions.com/whenigrowup/ms/sounds/sounds.zip - Device to project sound - Blackline Master S1b - Workforce Solutions High-Skill, High-Growth Jobs List Vocabulary or Concepts (New and/or Challenging): - Observations - Quantitative observations - Qualitative observations - Auditory MODIFICATIONS & EXTENSIONS - Students hypothesize smells that could be associated with each job above or others. - Students hypothesize on sounds aloud. Pictures of each job could be associated with each job. Match the sound to the picture. (see Blackline Masters for lessons S1a and S1d) - Students make recordings of their own world to share and have others hypothesize. - Simplify: Students are given a list of the sounds and they choose which sound they hear after listening to each clip. - Simplify: Students hypothesize the sounds but are given a list of jobs associated with the sounds and they match the sound to the job. ON THE JOB: SOUNDS OF THE WORK WORLD (Name that Sound) Hypothesize about the sounds you observe as you listen to audio clips from the world of our region’s workplaces. Then look at the High-Skill, High-Growth Jobs List and hypothesize the job that could be associated with that sound. Make any notes that may help you justify or prove your answers. \| Description of sound \| Jobs that might create that sound \| Notes \| \|----------------------\|----------------------------------\|-------\| \| 1. \| \| \| \| 2. \| \| \| \| 3. \| \| \| \| 4. \| \| \| \| 5. \| \| \| \| 6. \| \| \| \| 7. \| \| \| \| 8. \| \| \| \| 9. \| \| \| \| 10. \| \| \| List of jobs that could create the sounds you have heard: - Plumber - Mobile Heavy Equipment Mechanic/Operator - Geologist - Electrical Power Line Installer/Repairer - Registered Nurse - Dentist - Pharmacist - Radiologic Technologist - Respiratory Therapist - Accountant ON THE JOB: PROFESSION PHOTO PUZZLE HUNT (Identify the Differences) SCIENCE TEKS OBJECTIVES §112.18 6.2, 7.2, 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.3, 7.3, 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem-solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupation. Instructional Directions This activity is designed to take 5–50 minutes based on chosen content, modifications or extensions Each picture has two “versions.” By using keen observations skills, students can find as many differences between the pictures as possible. Differences can be recorded on Blackline Master S1c. Learning Outcome(s) Students will use acute visual discrepancy skills to analyze the differences between two versions of the same photograph depicting Workforce Solutions high-skill, high-growth jobs. Related Industries/Occupations Specialty Construction Industry Deliverables Completed Worksheet with differences between each picture listed. Resources Needed • Blackline Master S1c • IDEAL: An additional digital photograph for the extension activity. Vocabulary or Concepts (New and/or Challenging) • observe • observation skills • visual acuity • minute (as in small) • analyze/analysis MODIFICATIONS & EXTENSIONS • Students with access to computer programs for altering photos could change a photograph then share for other students to observe and analyze. Consider having students add original & modified photos to a teacher-monitored photo-sharing Internet site (such as Flickr or Photobucket) or a social media app (such as Instagram) • Simplify: This lesson could be done orally without any writing at all – answers could be discussed orally. Project image for the class to view as a whole or pass out into small groups. It could be used as a warm up to get students focused. This could also be used during short class period schedules when a “scientific” activity is needed but there is not adequate time for a lab or full lesson. ON THE JOB: PHOTO PUZZLE HUNT Individually or with your partner, find the differences between Pictures A and B. Be as descriptive as possible when describing the difference that Picture B has from Picture A. Differences between picture A & B: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ 6. ____________________________________________________________ ON THE JOB: TOOLS OF THE TRADE (Mix, Match & Mingle) SCIENCE TEKS OBJECTIVES §112.18 6.4, 7.4, 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectrosopes, timing devices, and other equipment as needed to teach the curriculum; and (B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; and (C) use a problem-solving model and critical-thinking skills to make informed decisions. 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (D) determine the impact of technology on careers of personal interest. 7. The student develops skills for professional success. The student is expected to: (D) recognize the importance of a healthy lifestyle, including the ability to manage stress; and (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population. Instructional Directions This activity is designed to take 15–25 minutes as presented below. 1. Teacher should cut cards apart, laminate and place cards in an envelope or baggie. 2. Students are placed into partnerships or small groups (no more than three is advised to allow all students ownership of a portion of the activity). 3. Cards are given to student groups in an envelope. Each envelope contains a set of 10 pictures, 10 job names, and 10 descriptions/scenarios. 4. Student groups spread cards out and observe/read. 5. Students begin to match job names with descriptions by using context clues. Students should be advised that some safety “tools” could be used by more than one profession, but that in this activity, there is a best match for each job, description and picture using context clues. 6. Once all pictures, job names, and description/scenarios are matched as the group deems correct, the group calls the instructor over to check their work. Learning Outcome(s) The students will use observation and context clue reading skills to match a picture and also a verbal description of safety equipment to the job that uses it. The finished product here will be a set of three columns: job names, pictures of safety tools/equipment and a verbal description or scenario for the equipment’s use. In each row, the goal is for the student to match up the job, safety equipment and scenario correctly. Each picture will have a specific job and matching description/scenario. No writing involved in this activity. Related Industries/Occupations Plumbers, Welders, Machinists, School Teachers, Dentists, Nurses, Radiologic Technologists, Computer Programmers, Software Developers and Accountants Deliverables Students will ask teacher to check completed sets of job titles, description/scenarios and safety tool once all sets are complete in their group. Resources Needed 1. Laminated sets of Tools of the Trade Mix Match and Mingle Activity Cards (Blackline Masters S1d.1) 2. Envelopes for sets as they are cut apart (30 pieces) 3. Key for teacher (Blackline Master S1d.2) Vocabulary or Concepts (New and/or Challenging) - Relationships - Attributes - Classification - Profession MODIFICATIONS & EXTENSIONS - Students interview parents on safety equipment that they use on their job. - Students write an essay on the importance of safety training in the workplace. - Simplify: Students could have a modified set of clues with key words underlined. - Simplify: Scenarios attached to pictures. The only match is with the job name. Adapted from Clear Creek ISD Mix, Match and Mingle activities: Classification, Ecology, Genetics PLUMBERS Work areas are not always easy to access or work in. In confined spaces, avoid oxygen deficient atmospheres, and monitor levels of hydrogen sulfide, a by-product of sewage decomposition. It can build up to unhealthy levels. WELDERS Protect eyes from radiation exposure. Infrared radiation can cause retinal burning and cataracts and it can usually be felt as heat. Ultraviolet radiation, which cannot be felt, can cause an eye-burn. This condition may not be apparent until several hours after exposure. It can cause extreme discomfort and can result in swelling, fluid excretion and temporary blindness. MACHINISTS Using eye protection in the machine shop is the most important safety rule of all. Metal chips and shavings can fly at great speeds and distances and cause serious eye injury. Safety glasses must be worn when working with hand-cutting tools, since most hand-cutting tools are made of hardened steel and can break or shatter when used improperly. SCHOOL TEACHERS These safety tools may become obsolete with more technology-driven, paperless assignments. DENTISTS Worn whenever contact with blood or other potentially infectious materials is likely to occur. Since saliva is considered a potential infectious material, these should be worn in almost all patient procedures and when touching contaminated items or surfaces. NURSES These workers have hands-on daily contact with their patients and therefore play a vital role in patient safety and infection control. The Center for Disease Control explains how hand-washing is the single most effective way to prevent the spread of infection. RADIOLOGIC TECHNOLOGISTS These workers are protected from radiation by using protective equipment such as lead shields, by following rigid safety procedures, and by wearing film badges to monitor exposure to radiation. COMPUTER PROGRAMMERS These workers can design instructions to cut and shape machine, automobile and aviation parts. They then input an instructional program into their machines to set guidelines for movement, cutting and shaping. Anyone seeking this profession should be capable of closely following safety measures, including wearing safety gear such as earplugs because machine tools can be hazardous. SOFTWARE DEVELOPERS The American Academy of Ophthalmology also recommends that users should look up or away from their screens several times an hour. In addition, frequent blinking tends to lubricate the eyes and prevent them from drying out. ACCOUNTANTS Some workplace injuries can happen from sitting in one place too long while making sure the company has accurate public records and its taxes are paid properly and on time. But there is a solution for this kind of fatigue. \| PLUMBERS \| Work areas are not always easy to access or work in. In confined spaces, avoid oxygen deficient atmospheres, and monitor levels of hydrogen sulfide, a by-product of sewage decomposition. It can build up to unhealthy levels. http://www.statefundca.com/safety/safetymeeting/SafetyMeetingArticle.aspx?ArticleID=501 \| \|---\|---\| \| WELDERS \| Protect eyes from radiation exposure. Infrared radiation can cause retinal burning and cataracts and it can usually be felt as heat. Ultraviolet radiation, which cannot be felt, can cause an eye-burn. This condition may not be apparent until several hours after exposure. It can cause extreme discomfort and can result in swelling, fluid excretion and temporary blindness. http://www.lincolnelectric.com/en-us/education-center/welding-safety/pages/personal-protective-equipment-faqs.aspx \| \| MACHINISTS \| Using eye protection in the machine shop is the most important safety rule of all. Metal chips and shavings can fly at great speeds and distances and cause serious eye injury. Safety glasses must be worn when working with hand-cutting tools, since most hand-cutting tools are made of hardened steel and can break or shatter when used improperly. http://machinist.org/army-machine-tool/general-machine-shop-safety/ \| \| SCHOOL TEACHERS \| These safety tools may become obsolete with more technology-driven, paperless assignments. \| \| DENTISTS \| Worn whenever contact with blood or other potentially infectious materials is likely to occur. Since saliva is considered a potential infectious material, these should be worn in almost all patient procedures and when touching contaminated items or surfaces. http://www.ada.org/sections/professionalResources/pdfs/cdc_protective_equipment.pdf \| \| NURSES \| These workers have hands-on daily contact with their patients and therefore play a vital role in patient safety and infection control. The Center for Disease Control explains how hand-washing is the single most effective way to prevent the spread of infection. http://www.juns.nursing.arizona.edu/articles/fall%202009/infection%20conrol.htm \| \| --- \| --- \| \| RADIOLOGIC TECHNOLOGISTS \| These workers are protected from radiation by using protective equipment such as lead shields, by following rigid safety procedures, and by wearing film badges to monitor exposure to radiation. http://www.michigan.gov/healthcareers/0,4590,7-221-39742-63169--,00.html \| \| COMPUTER PROGRAMMERS \| These workers can design instructions to cut and shape machine, automobile and aviation parts. They then input an instructional program into their machines to set guidelines for movement, cutting and shaping. Anyone seeking this profession should be capable of closely following safety measures, including wearing safety gear such as earplugs because machine tools can be hazardous. http://education-portal.com/become_a_cnc_programmer.html \| \| SOFTWARE DEVELOPERS \| The American Academy of Ophthalmology also recommends that users should look up or away from their screens several times an hour. In addition, frequent blinking tends to lubricate the eyes and prevent them from drying out. http://consumer.healthday.com/encyclopedia/article.asp?AID=646385 \| \| ACCOUNTANTS \| Some workplace injuries can happen from sitting in one place too long while making sure the company has accurate public records and its taxes are paid properly and on time. But there is a solution for this kind of fatigue. http://www.inc.com/guides/2010/05/9-avoidable-workplace-health-safety-hazards.html/1 \| NEWTON’S LAWS: ENERGY ON THE JOB SCIENCE TEKS OBJECTIVES §112.18 9. Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. §112.19 7. Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to: (B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions; and (D) use effective time-management and goal-setting strategies. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills, (C) model characteristics of effective leadership, teamwork, and conflict management; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; and (F) complete activities using project- and time-management techniques. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. Instructional Directions This activity is designed to take 15 – 30 minutes for brainstorming; 10 – 45 minutes for skits depending on class size. 1. Students have acquired background knowledge and comprehension of energy transformation that take place around us and the Law of Conservation of Matter (Energy). 2. Students are given a scenario from a particular job. (Blackline Masters S2.1 – S2.7) 3. Students brainstorm energy transformations that take place in that scenario. 4. In the blank space on their worksheet, students draw out transformations using arrows to show direction of transfer. 5. Students create a pantomime (silent) skit of the transformations. 6. Students perform their skit for their classmates. Classmates try to guess which job is being shown. 7. Class discusses energy transformations shown in group’s skit. Learning Outcome(s) The students will demonstrate knowledge and application of energy transformations in an activity by a given job. Related Industries/Occupations Scientist, Nurse, Doctor, Accountant, HVAC Specialist, Geoscientist, Licensed Vocational Nurse (LVN) Deliverables Acting out a pantomime demonstrating the scene given. A list of energy transformations found in the scene. Resources Needed Blackline Masters S2.1 – S2.7 (This is where students will list their energy transformations.) Vocabulary or Concepts (New and/or Challenging) • Pantomime • Energy • Law of Conservation of Energy • Energy transformations MODIFICATIONS & EXTENSIONS Video clips could be shown of a job in action. Students could describe or even draw energy transformations shown. ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 1: Astronauts replace a “window” on the international space station that allows sunlight to enter the lab where the scientists are experimenting on growth plants in space. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 2: A college nursing instructor is showing students how to give an immunization shot. A student attempts to give another student a shot and is too rough. The student receiving the shot screams in pain. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 3: You eat a bad hamburger, become ill, go to see a doctor. He/She writes a prescription after examining you. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 4: An accountant is trying to calculate the end-of-month expenses but her phone keeps ringing and no one is on the other end. Finally, her boss comes in and informs her that he has been trying to call her. They realize his phone is not working. He throws it out the window. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 5: Your home’s air-conditioning has gone out! UGH! You call an HVAC (home ventilation & air conditioning) specialist to come out and fix the problem. He finds that a huge weed has grown and become intertwined in the unit outside. He cuts it back and restores AC to your home! Thank goodness! When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 6: Geoscientists take seismic readings to determine what kind of rock is under the ground. They use computers to interpret that info and then show the petroleum technician where to drill on a map. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups ENERGY TRANSFORMATION SKITS As a group, read your situation and think about the energy transformations that may take place in the situation. One person in the group needs to draw the energy transformations with the actions your group will pantomime. Hand this paper to your teacher when time to practice is up. It must have the names of all your group members. Group 7: It’s your grandpa’s birthday. He lives in a nursing home. His LVN (Licensed Vocational Nurse) wheels him in the room. You get to light the candles on the cake and then help him blow them out before you all eat it. When your group is called on, act out your situation. The audience will record on a piece of notebook paper what they think your situation is and the energy transformations that they saw. Your grade is based on: - The energy transformations shown below on this page (with arrows correct) - Appropriate participation in your group - Showing a minimum of three energy transformations in your pantomime - Making your situation obvious to your audience in your acting - Your active participation in observing other groups NEWTON'S LAWS: A LESSON IN FORCE SCIENCE TEKS OBJECTIVES §112.19. 7. Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to: (A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still; §112.20. 6. Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion; (B) differentiate between speed, velocity, and acceleration; and (C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 1. The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (B) explore the career clusters as defined by the U.S. Department of Education. 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (C) develop and analyze tables, charts, and graphs related to career interests. 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions; and (E) effectively use information and communication technology tools. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations. §127.4 c 2. The student explores pathways of interest within one or more career clusters. The student is expected to: (B) explore careers of personal interest; and (E) describe the technical-skill requirements for careers of personal interest. 6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; and (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information. Instructional Directions This activity is designed to take 45 – 60 minutes as presented below. 1. Students discover background information of the types of high-skill, high-demand jobs found in the Gulf Coast region (http://tinyurl.com/menzpp9) 2. Students can also review background information on Newton’s Second Law through discussion of previous lessons or watching a video such as http://tinyurl.com/kv2osp2 3. Students will be given instructions to think of a contrasting situation related to one of the jobs on the video to show/illustrate Newton’s Second Law: Force = Mass x Acceleration. Students select one. All groups can be given the same jobs or each group can have a different job/scenario. Students must then illustrate the contrasting scenarios. * Example: The same nurse has to move two different patients from their beds to a gurney to get x-rays taken. The first patient is an elderly lady that weighs 90 lbs. (lesser mass). The second is a former Houston Texans player who weighs 295 lbs. (greater mass). To accelerate (move the same direction at the same speed), the nurse will have to use more force with the second patient – the one with the greater mass. Students could draw or find computer images to portray this contrasting scene that illustrates Newton’s Second Law of Motion. (NOTE: Ask students to avoid situations that involve gravity as most don’t fully grasp the concept of gravity as a force yet.) NEWTON'S LAWS: A LESSON IN FORCE 4. Illustrations can be computer-generated or hand-drawn. 5. Students will write a paragraph explaining how their illustration portrays Newton's Second Law. 6. Share final examples with the class. Discuss the accuracy of the concepts portrayed by the students. Learning Outcome(s) Students will review the concept of Newton’s Second Law. Students will also review the types of high-skill, high-growth jobs found in the Gulf Coast region. The students apply their comprehension of the law by creating an illustration of Newton’s Second Law at work in a particular job related task. Each student will do his/her own illustration. Related Industries/Occupations Any of those found in Workforce Solutions’ High-Skill/High-Growth Jobs List Deliverables Short essay illustrating example of Newton’s Second Law. Contributions can be individual or group assignments. Resources Needed IDEAL • U.S. Department of Labor videos • Focus On profiles (wrksolutions.com/jobs/focuson.html) • High-Skill/High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) • Computers, Internet access for images, drawing paper, markers, map pencils LIMITED RESOURCES • Teacher provides paper-based information on pre-selected jobs from the High-Skill/High Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) • Students hand-draw illustrations on their essay page Vocabulary or Concepts (New and/or Challenging) • Force • Motion • Acceleration • Mass • Net force • Direction of force • Sir Isaac Newton • Newton’s Second Law of Motion • Portray • Illustrate • Effect • Affect MODIFICATIONS & EXTENSIONS As students are watching the Department of Labor videos, teacher could pause to ask about forces found in each of the scenarios. Analysis questions: • If more mass was added to ____________ how would that affect the acceleration of _________? • What would happen if more force was applied to ___________? • Students with higher math abilities can use the formula to make up word problems with realistic values to apply to their illustrated scenes. Word problems could be teacher created as well. • Simplify: Students would not create their own illustrations. Examples could be teacher-generated showing: a. the same force acting on different masses producing different acceleration rates. – OR – b. different forces on the same mass producing different acceleration rates. • Simplify: Students could write the paragraph of the application of Newton’s Second Law to “On the Job” illustrations that could be provided. Adapted from: Newton’s Second Law Illustrations developed by N. Stewart A COLONY FOR LUNAR LIVING SCIENCE TEKS OBJECTIVES §112.18 11. Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (C) develop and analyze tables, charts, and graphs related to career interests. 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration. §127.4 c 1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities within one or more career clusters. 2. The student explores pathways of interest within one or more career clusters. The student is expected to: (A) investigate career opportunities within the pathways. 6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and (C) analyze the effects of changing employment trends, societal needs, and economic conditions on career planning. Instructional Directions This activity is designed to take 25 – 45 minutes as presented below. 1. Read the scenario about living on the moon. Describe general ways life would be different on the moon. 2. Review the Workforce Solutions High-Skill, High-Growth Jobs List and determine 10 jobs that may transfer to lunar living. 3. Record your ideas and your reason(s) for selecting that job. 4. Record a different challenge for each occupation that might be unique to getting the job done considering the facts given about the moon. Learning Outcome(s) The students will understand living conditions on the moon by being able to justify the need for specific jobs needed for habitation of the moon. Related Industries/Occupations: All those found in Workforce Solutions High-Skill, High-Growth Jobs List Deliverables: Completed Blackline Master S3 Resources Needed: - Workforce Solutions’ High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) - Blackline Master S3 - Lunar facts - A computer to do more research, if needed Vocabulary or Concepts (New and/or Challenging): - Gravity - Lunar month - Maria - Orbit - Regolith - Atmosphere Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 MODIFICATIONS & EXTENSIONS • An activity could be created that has 20 jobs on it. Students would rank the jobs from one to 20 on the necessity of that job for the colonization of the moon. There could be a column for each to explain the justification of its given rank. • Student choice justification written in a well-developed paragraph. • Students could choose five jobs that may be obsolete with moon colonization and explain why. • Create a moonscape skit with each group member representing a different job. • Students could visit Space Center Houston to hear more about how NASA is preparing for lunar living. A COLONY FOR LUNAR LIVING Life on earth is getting challenging. The earth’s resources just can’t seem to catch up with the ever-growing human population and the demand we put on the non-renewable resources that we have used for the “necessities” of our lives. NASA engineers have been exploring the possibility of lunar living for decades, but have renewed their efforts in the past few years with the goal of having colonies on the moon by the year 2020. Just like the early explorers to the new world, adaptations have to be made for new surroundings, new challenges and new resources that are available. Imagine that your family is one of the first families to actually live on the moon and not just visit. \| BASIC MOON FACTS \| \|----------------------------------\| \| distance from the Earth \| 356,000 – 407,000 km \| \| orbital speed \| 36,800 km/hr \| \| temperature range (night–day) \| -184 – 214 °C (-141 °F) \| \| temperature at poles \| constant -96 °C \| \| revolution period \| 27.3 Earth days \| \| rotation period \| 27.3 Earth days \| \| equatorial diameter \| 3,476 km \| \| gravitational pull \| 0.16 times the Earth’s \| Data assimilated from: http://nssdc.gsfc.nasa.gov/planetary/factsheet/moonfact.html I. Use your schema and the given background facts on the moon to list five specific ways basic life will be different on the moon: 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ A COLONY FOR LUNAR LIVING CONTINUED... II. For life on the moon to be viable, an economy will have to be established. Therefore, there will be jobs for people to do and services that will be needed. Consider the Workforce Solutions High-Skill, High-Growth Jobs List. Determine 10 jobs that will be essential to basic living on the moon. Name each of these jobs and give a reason why your family would need the essential services of that particular job. \| LUNAR ESSENTIAL JOB \| JUSTIFICATION FOR THE NECESSITY OF THIS JOB \| \|---------------------\|--------------------------------------------\| \| 1. \| \| \| 2. \| \| \| 3. \| \| \| 4. \| \| \| 5. \| \| \| 6. \| \| \| 7. \| \| \| 8. \| \| \| 9. \| \| \| 10. \| \| III. Challenge: Choose five of the jobs above and list specific challenges that a person doing that job would encounter on the moon as opposed to living on earth. \| LUNAR JOB \| CHALLENGE OF DOING THIS JOB ON THE MOON \| \|-----------\|----------------------------------------\| \| 1. \| \| \| 2. \| \| \| 3. \| \| \| 4. \| \| \| 5. \| \| Lesson S3b: Technology Extension SPACE SPIN-OFFS SCIENCE TEKS OBJECTIVES §112.18 11. Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 1. The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (C) summarize the career opportunities in a cluster of personal interest; and (D) research current and emerging fields related to personal interest areas. 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (D) determine the impact of technology on careers of personal interest. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration. Instructional Directions This activity is designed to take 1 – 3 hours, including writing; additional hours (2 – 6) if app developed. 1. Have students use information from spinoff.nasa.gov to look at things developed for space use by NASA that have been used by industry/individuals applying this space technology to new things. 2. Choose 10 jobs that you can connect to 10 of these spin-offs. - OR - Research tools and processes used in a given job and describe how that could be used on the moon. 3. Describe what the limitations would be considering the difference in gravity between the earth and the moon. 4. Have students write a 1–2 page paper summarizing their conclusions/findings based on the instructional direction you have chosen. Learning Outcome(s) Students will identify space materials & processes that have been used in space history and then applied to industry/everyday living. Related Industries/Occupations All those found in the Workforce Solutions’ High-Skill, High-Growth Jobs List Deliverables 1–2 page paper OR this could be a paperless activity for discussion Resources Needed Computer(s) to view NASA website, Workforce Solutions High-Skill, High-Growth Jobs List Vocabulary or Concepts (New and/or Challenging) - Spinoff - Velcro - Any other term used in conjunction with the spinoffs MODIFICATIONS & EXTENSIONS Consider having students use a web-based app development tool (such as Infinite Monkeys: www.infinitemonkeys.mobi) to share their findings or introduce a solution to one of the identified resource challenges. SIMPLE MACHINE SCAVENGER HUNT SCIENCE TEKS OBJECTIVES §112.18 8. Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (E) investigate how inclined planes and pulleys can be used to change the amount force to move an object. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3 c 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (C) develop and analyze tables, charts, and graphs related to career interests; and (D) determine the impact of technology on careers of personal interest. 4. The student evaluates skills for personal success. The student is expected to: (C) use a problem-solving model and critical-thinking skills to make informed decisions; and (F) identify skills that can be transferable among a variety of careers. Instructional Directions This activity is designed to take 30–45 minutes as presented below. 1. Students review simple machines. Teachers review just simple machines that apply to their curriculum. 2. Students are given pictures of Workforce Solutions high-skill, high-growth jobs and challenged to hunt for simple machines found in these pictures. (You may use pictures from Blackline Masters S1a and S1d or any of your choosing.) This activity should be timed. This could be done in pairs or in a larger group depending on the number of copies of pictures you have. Students list simple machines found in each pic. 3. Students are then challenged to use Workforce Solutions’ High-Skill, High-Growth Jobs List to hypothesize which picture fits with which job. Learning Outcome(s) The students will be able to identify simple machines at work in jobs pictures. Students will become more aware of the types of jobs available in the Gulf Coast region. Related Industries/Occupations All those found in Workforce Solutions’ High-Skill, High-Growth Jobs List Deliverables This could be a paperless activity for discussion or students could complete the Simple Machines Scavenger Hunt Activity. (Blackline Master S4) Resources Needed - Same photos from Blackline Master S1a & S1d - Blackline Master S4 - Workforce Solutions’ High-Skill, High-Growth Jobs List Vocabulary or Concepts (New and/or Challenging) - Scavenger hunt - Strategy - Simple machines - Inclined plane - Pulley - Lever - Wheel and axle - Wedge - Screw MODIFICATIONS & EXTENSIONS Teacher could make up a scavenger hunt for his/her own school building by writing clues to discover specific simple machines found on his/her campus. (For example, one item to find might be “locate the simple machine found to the left of the entrance to the gym.”) Adapted from: Simple Machine Scavenger Hunt developed by N. Stewart ## SIMPLE MACHINES ### INCLINED PLANE DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Increase the distance over which you exert force to decrease the size of the force - No moving parts - Mechanical advantage of an inclined plane increases as slant of plane decreases ### WEDGE DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Moving incline plane - Greater distance, less force (longer thinner wedge, less effort) - 2 wedges put together – knife, ax - Lock, key – series of wedges, zipper ### SCREW DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Inclined plane wrapped around a central bar, or cylinder to form a spiral - Multiplies effort force by acting through a longer distance - Closer threads – more distance, less force WHEEL AND AXLE DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Two circular objects of different sizes working together - Wheel moves greater distance than axle - The greater the difference in size between the wheel and axle, the greater the mechanical advantage PULLEY DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Rope, belt, chain around grooved wheel - Mechanical advantage: Changes direction or amount of force - Increase mechanical advantage, by adding another pulley to create a pulley system LEVER DESCRIPTION (Which job is using or might use this machine? What does it look like, what does it do, how does it work? Give an example.) - Rigid bar, free to move around a fixed point (fulcrum) - Decrease distance, changes direction of force - Divided into three classes depending on location of fulcrum and forces (effort force and resistance force) DISCOVER YOUR INTERESTS SHOWCASE CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3.c 1. The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments. 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (A) create a personal career portfolio; (E) identify entrepreneurial opportunities within a field of personal interest. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills. §127.4.c 2. The student explores pathways of interest within one or more career clusters. The student is expected to: (A) investigate career opportunities within the pathways; (B) explore careers of personal interest. 4. The student explores the professional skills needed for college and career success. The student is expected to: (C) develop a personal six- or eight-year achievement plan that incorporates rigorous academic and relevant enrichment courses; (E) identify professional associations affiliated with a specified program of study; (F) employ effective leadership, teamwork, and conflict management. Instructional Directions This activity is designed to take 20–35 minutes as presented below. 1. Define “Career Exploration” for students. This is the process of aligning interests to possible job options, identifying appropriate educational and lifestyle choices, and considering options for achieving their career goals. Discuss with students how they might explore careers, what careers they are considering, and why they currently have these ideas. 2. Discover Your Interests – Direct the discussion to lead students to considering their interests and strengths as a starting point for discovering career opportunities. A. Give examples of strengths/character qualities, such as: a. Compassionate listener b. Outgoing encourager c. Problem solving investigator B. Have students complete the Discover Your Interests Worksheet (Blackline Master C1) a. Review questions for understanding b. Allow time for completion. Students may consult peers as appropriate or desired based on the nature of the question. 3. Showcase Your Talent A. Have students select one question from the worksheet to share with the class. For example, if a student chooses to share that their friends compliment their talent as a poet, they might share a poem. If they are good in science, they might build something or share an odd science fact. B. Give options in method of sharing a. Perform the skill or talent b. Work a problem on the board c. Display a piece of art work d. Other options as defined by the student and approved by the teacher DISCOVER YOUR INTERESTS SHOWCASE Learning Outcome(s) Students will be able to determine what talents others may recognize in them, identify qualities they admire in others that they possess, acknowledge positive actions that gave them a sense of accomplishment, identify how interests may turn into occupations. Deliverables • completed Blackline Master C1 • demonstrable skill or talent for showcase Resources Needed • Blackline Master C1 Vocabulary or Concepts (New and/or Challenging) • Career Exploration MODIFICATIONS & EXTENSIONS • School-to-Home Connection: Interview 2 adults (teacher, parent, adult friend) about their impression of the student (ref. question 2 on worksheet) Ask parent or guardian how they chose their career and how it matches their interests or strengths. • Technology-Driven: Complete the Choices Career Planner Interest Inventory Test from Workforce Solutions (http://www.wrksolutions.com/cp/homepage.html) and have students compare the interests revealed in this inventory with those on their worksheet. Have students write a summary essay or create a presentation to discuss their new findings. DISCOVER YOUR INTERESTS 1. Good friends count on each other for many things. What do YOUR friends count on you for or what do they often compliment you about? (not counting looks) 2. What PRAISE or acknowledgement have you gotten from your teachers? 3. What are your favorite subjects and why? 4. Identify three people you admire. Name THREE QUALITIES or characteristics in each of these people that you most respect or admire. Circle the qualities that you named that are also true about YOU. How do you show these characteristics? 5. Describe something you DESIGNED, CREATED, built, made, or fixed up, that gave you a strong sense of satisfaction. Tell why you feel good about it. Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 EGG-STREME SPORTS CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3.c 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (C) develop and analyze tables, charts, and graphs related to career interests; (E) identify entrepreneurial opportunities within a field of personal interest. 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions; (D) use effective time-management and goal-setting strategies; (F) identify skills that can be transferable among a variety of careers. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (C) model characteristics of effective leadership, teamwork, and conflict management; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population and; (F); complete activities using project- and time-management techniques. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (A) complete actual or virtual labs to simulate the technical skills required in various occupations and; (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration. §127.4.c 1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and (B) identify the pathways within one or more career clusters. 2. The student explores pathways of interest within one or more career clusters. The student is expected to: (A) investigate career opportunities within the pathways; (E) describe the technical-skill requirements for careers of personal interest. 4. The student explores the professional skills needed for college and career success. The student is expected to: (F) employ effective leadership, teamwork, and conflict management; (H) demonstrate characteristics required for personal and professional success, including work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population. 6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information. Instructional Directions This activity is designed to take 45 minutes – 1.5 hours as presented below. In this lesson, students will experience career activities before discussing and analyzing their actions. Allowing time for the analysis is critical for quality learning outcomes. 1. Scenario (Read aloud or use your best storytelling ability to set up the scenario) There is a new extreme sport that Eddie the egg, and dozens of his friends are passionate about. They are free falling from various heights. Their problem is in the landing. They enjoy the sport but have had several friends scramble their brains in the process. They like to free fall so they like nothing wrapped around them, hence no parachute, etc. Your company is going to capitalize on this new sport by building a structure to place on the floor where Eddie and his friends can land safely. You will build a prototype competing with several other companies. In order to get the business you need to not only build a working structure but have good advertising and promotional materials. 2. Construction A. Arrange students in small groups (4–5 students; less or more as appropriate to class size) i. Groups may choose to divide the tasks or work as one unit. B. Materials for prototype i. Pass out 2 pieces of newspaper, 6 inches of tape, 4 straws and 1 raw egg to each group. ii. To keep it “fair,” the groups must only use the materials given in the construction. iii. To be sure no group just uses wadded up newspapers, they must use all of the supplies given to them. C. Marketing strategy i. Decide on a name for the company ii. Create a slogan/tag line iii. Any additional advertising strategies iv. Develop a commercial (time permitting) D. Organizational plan i. Since this is a start-up company, staff must be limited. What are the five critical positions? Why? E. Customer service i. The customer/egg must be treated well at every stage of the process ii. He/she may be pampered (decorated) but not damaged 3. Pitch (Company Presentations) & Product Testing F. Organizational plan i. Have groups list the five jobs in their start-up company and why they chose those positions ii. Evaluate for effectiveness – may create a rubric for evaluations as time permits G. Marketing strategy i. Have groups present marketing items from the marketing strategy expectations above ii. Evaluate for effectiveness – may create a rubric for evaluations as time permits H. Prototype i. Upon completion of the structure each group will place it on the ground ii. One member of each group will step forward, place the egg at waist height and at the same time let the eggs free fall into the structure iii. Examine the egg for cracks. Eggs without cracks may jump again, but a different group member should drop the egg and/or the height from which the egg is dropped should be changed (elbow height, shoulder height, or have students step up on a higher [safe] platform). iv. Continue until all members have dropped the egg, one non-cracked egg remains, or all eggs are cracked (up to teacher discretion) v. Ideally, one team will remain with an uncracked egg. This is the winner of the contract! Ties should be broken by the quality of the marketing presentation. 4. Analyze & Summarize – Instructional time should allow for at least one of these synthesizing activities I. Application to the workforce: i. Suppose you were to create this company. What occupations/positions/jobs would you need for people to have in order for the company to be successful? ii. Have each group create a list of occupations their company would need J. High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) i. Introduce the guide ii. Ask student to compare the guide to their “company staff” 1. If there are positions on the guide put a star next to them 2. If there are positions they want to add, do so EGG-STREME SPORTS I. Share lists with class and make one “ideal” list of occupations needed for the best company J. Construction i. What worked well in this phase? ii. What could they have done differently? K. Companies i. What would be the company’s biggest obstacle in being successful? ii. Direct students to the observation that companies are made up of many occupations, some more or less obvious than others. Their ideal job may exist where they least expect it. Learning Outcome(s) Students will be able to identify occupations needed to form a successful company, from occupations identified through their project development. The project is designed to highlight jobs that are high-skill, high-growth, apply engineering and mathematical principals to build a structure, use effective communication tools to create company marketing materials, and introduce business acumen to make decisions about the organizational structure of a company. Deliverables - Egg construction prototype - Marketing strategy and pitch - List of vital occupations - Any other deliverables you might want to add to increase exploration of different jobs within context Resources Needed IDEAL Newspaper, tape, straws, eggs, paper towels, trash can, High-Skill, High-Growth Jobs List, chart paper, markers, materials used for “marketing the company”, steps to test structure from various heights LIMITED Newspaper, tape, straws, eggs, paper towels, trash can, High-Skill, High-Growth Jobs List Vocabulary or Concepts (New and/or Challenging) - Prototype - Marketing Strategy - Organizational Chart/Plan - Hierarchy MODIFICATIONS & EXTENSIONS • Extensions: Have students calculate based upon time spent in construction, materials used, salaries of employees and demand how much they should charge for the structure? How many would they need to sell in order to make a profit? Evaluate success of the “marketing strategies” using a determined rubric. • Technology-Driven: Using the “Focus On Profiles,” explore the high-skill, high-growth jobs used in this activity. Research the business development around other extreme sports. Have students prepare presentations on other products they might develop to support these sports. CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3.c 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (B) make oral presentations that fulfill specific purposes using appropriate technology; (C) develop and analyze tables, charts, and graphs related to career interests; (D) determine the impact of technology on careers of personal interest; (E) identify entrepreneurial opportunities within a field of personal interest. 3. The student analyzes college and career opportunities. The student is expected to: (A) determine academic requirements for transition from one learning level to the next; (B) explore opportunities for earning college credit in high school such as Advanced Placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit. 5. The student recognizes the impact of career choice on personal lifestyle. The student is expected to: (A) prepare a personal budget reflecting the student’s desired lifestyle; (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student’s interest area; (C) evaluate at least three career interests based on budget and salary expectations. Instructional Directions This activity is designed to take 30 minutes – 2 hours as presented below. Additional time can be allotted if a project-based demonstration of learning is chosen as the students’ deliverable. This lesson can be completed in a number of different ways depending on technological resources available. Please consider the appropriate direction for: A. a classroom with one internet-accessible computer; B. a classroom (lab) with multiple computers so that students could work individually or in pairs; or, C. a classroom with no computers. Blackline Masters C3a and C3b are used for all three options and are necessary to complete option C, as it replaces the online interface. Please note: It is advisable that teachers check for accessibility and use of the Web site www.texasrealitycheck.com prior to beginning this lesson. The website has three activity options. We will be using the activity titled “Reality Check,” or option 1 using the free download Apple app. 1. Student should now complete the appropriate Reality Check: A. One computer a. One person (teacher or student) operates the program depending upon time limitation. Students can call out their selections as the person running the program makes the chosen selections on the Web site. b. Each student completes a Reality Check worksheet (Blackline Master C3a) reflecting their individual choice. This should not match what is being done collectively as a class (unless their answers are identical) as each student’s complete worksheet will yield an individual result about their lifestyle choices. B. Multiple computers a. Each student completes the online activity and records their answers on the Reality Check worksheet (Blackline Master C3a) reflecting their choice. b. Have students write their expected annual salary on their worksheet. C. No computers a. Each student completes a worksheet (Blackline Master C3a) reflecting their choices. b. Determine the total number of points for their choices. 2. Students should then write down the salary (range) they must achieve to afford the lifestyle they have selected. The website provides a salary range and a link to consider careers that might provide this salary. For students doing the paper activity, they will need to reference the Reality Check Results Grid (Blackline Master C3b). All occupations on the grid are from the Workforce Solutions High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf), which should be introduced to students as a reference in their decision making. In either case, this is a good time to open a discussion about how the students’ lifestyle choices affected the available careers and salaries. Depending on the teacher’s discretion and time allotted for the lesson, students might be allowed to change choices to allow different career options. — The lesson can be broken into two smaller units by stopping at this point — 3. Students should now research the occupation (using Focus On Profiles – wrksolutions.com/jobs/focuson.html) A. Multiple computers 1. Have student find their occupation from the list of Focus On Profiles 2. Complete the Focus on Profile Worksheet (Blackline Master C3c) B. One computer or none 1. Provide hard copies of Focus On Profiles for each student to choose from, or 2. Break into groups and work on an occupation as a team 3. Complete the Focus on Profile Worksheet (Blackline Master C3c) 4. Summarize – Using all completed worksheets, the students should summarize their findings: A. Review Focus On Profile worksheet as a class and direct a discussion on choices and outcomes regarding money, education, and career decisions; or, B. Have students create presentations on their chosen occupations. These can be oral, essays, group presentations, posters, or any deliverable deemed appropriate by the teacher. Students should include information on: 1. how they chose the profession they researched 2. what mattered most in choosing their career 3. how influential were salary and expenses in considering their options 4. what educational steps should they take next 5. where might they look for a job (include specific companies and industries) when they have completed their education. Learning Outcome(s) Students will calculate their cost of living, determine a high-skill, high-growth job that would meet their cost of living, and investigate their determined occupation. Deliverables • Completed Blackline Masters C3a-c • Occupation presentation or paper Resources Needed IDEAL: One computer for each student with access to Internet, Blackline Master C3a, materials for creating presentations (poster boards, markers, etc.) LIMITED: Reality Check Worksheet and Results Grid (Blackline Masters C3a and b), “Focus On Profiles” from Workforce Solutions Web site, Focus On Profile worksheet (Blackline Master C3c) Vocabulary or Concepts (New and/or Challenging) • Cost of living • High-skill, high-growth occupation • Post-secondary education • Student loans • Public school • Private school • For-profit (proprietary) school REALITY CHECK WORKSHEET Directions: 1. For each box above you are going to choose one or more options for lifestyle expenses you might choose to have when you have your first full-time job after high school or college. 2. If the box says “Choose 1,” then you would only choose one option. For example: for housing, choose the line that matches the type of housing you would like to have. If you want to rent a one-bedroom apartment, you would circle 5 next to this choice. 3. For boxes where you can choose more than one option, feel free to choose as many as you think you need or want. For example, for entertainment, if you plan to go out with friends in town and also take short vacations, you should circle the corresponding number next to both of these options for a total of five. 4. Total the number of circled points and write the answer in the final space. Using the Reality Check Results Grid, find the column that matches your number of points and write down the salary range for that column in the box above. Next, choose one or more occupations you might consider to achieve this salary. Reality Check may be found at www.texasrealitycheck.com or as an application for Apple products (Android coming soon). \| Housing (choose 1) \| Utilities (may choose more than 1) \| Food (choose 1) \| \|--------------------\|-----------------------------------\|-----------------\| \| Living at home \| Phone \| Eat at home \| \| None \| Internet \| Home and fast food \| \| Efficiency apartment \| Mobile phone \| Home and fine dining \| \| One-bedroom apartment \| Cable \| Restaurants mostly \| \| Two-bedroom apartment \| Electricity \| \| \| House \| Water & gas \| \| \| Transportation (choose 1) \| Clothing (may choose more than 1, but only 1 option from choices 3–6) \| Health Care (choose 1) \| \|---------------------------\|---------------------------------------------------------------------\|------------------------\| \| Walking \| Accessories \| No insurance \| \| None \| Shoes \| Basic insurance (I) \| \| Public bus \| $50–75/month \| Premium insurance (II) \| \| Used auto \| $76–125/month \| \| \| Basic auto \| $126–250/month \| \| \| Average auto \| $250+/month \| \| \| Luxury auto \| \| \| No insurance means no paycheck deduction but you will pay full price for each medical visit or service. Basic Insurance may be less from your paycheck, but you will pay more per visit than premium insurance. \| Personal (may choose more than 1) \| Entertainment (may choose more than 1) \| Miscellaneous (may choose more than 1) \| \|----------------------------------\|----------------------------------------\|----------------------------------------\| \| Basics (toiletries, etc.) ........ \| Stay home ................................ \| Misc. (small purchases) ................ \| \| Gym/sports recreation ............ \| Go out on the town at least once a week \| Pet care .................................. \| \| Hair and skin services ............ \| Spend money on concert tickets, short out-of-town trips, and other items that cost more than a night on the town \| Vacation spending (aside from the cost of booking hotels and travel) \| \| Extras (makeup, cologne) ......... \| Longer vacations and premium adventures that might require hotel and travel expenses \| Gadgets (electronics) ................... \| \| Luxuries (designer brands) ....... \| \| Home furnishings (decorations, sheets, tables, etc.) \| \| Savings per Check (choose 1) \| Student Loan (choose 1) \| Total Points \| \|-----------------------------\|-------------------------\|--------------\| \| 2% \| Certificate ............ \| \| \| 5% \| Associates ............. \| \| \| 7% \| Bachelor's ............. \| \| \| 10% \| Master's ............... \| \| \| \| Professional ........... \| \| Salary Range Possible occupations for my chosen lifestyle ## REALITY CHECK RESULTS GRID Based on your total from the Reality Check Worksheet, review the occupations which would allow you to live that lifestyle. \| Total points from Reality Check Worksheet \| 29 or less $30 - 40k \| 30–39 $41–50k \| 40–49 $51–60k \| 50–59 $61–79k \| 60–69 $71–80k \| 70–79 $81–90k \| 80–89 $91–100k \| 90 or more $101k+ \| \|------------------------------------------\|---------------------\|---------------\|---------------\|---------------\|---------------\|---------------\|---------------\|------------------\| \| Machinist \| Boilermaker \| Accountant and Auditor \| Cost Estimator \| Financial Analyst \| Computer Systems Analyst \| Software Developer, Applications \| Pharmacist \| \| Medical Records Technician \| Electrician \| Educational, Vocational and School Counselor \| Electrical and Electronic Engineering Technician \| Computer Systems Administrator \| Environmental Engineer \| Dentist \| \| Mobile Heavy Equipment Mechanic \| Geological Technologist \| Electrical Power-line Installer and Repairer \| Market Research Analyst \| Medical and Clinical Laboratory Technologist \| Registered Nurse (RN) Physical Therapist \| Doctor \| \| Rig Operator \| HVAC Mechanic and Installer \| Chemical Plant Operator \| Occupational Therapist \| Software Developer, System Software \| Geoscientist \| \| Welder, Cutter, Solderer & Brazer \| Industrial Machinery Mechanic \| Paralegal \| Speech Therapist \| Nursing Instructor \| Petroleum Engineer \| \| Licensed Practical & Licensed Vocational Nurse (LPN & LVN) \| Radiologic Technologist \| Petroleum Pump System Operator, Refinery Operator, & Gauger \| Mining /Geological Engineer \| \| Plumber, Pipefitter, Steamfitter \| Respiratory Therapist \| \| \| \| \| \| Bilingual Teacher \| \| \| \| \| \| Read the “Focus On” profile to get more information on occupations that may interest you. Profiles can be found at http://www.wrksolutions.com/jobs/focuson.html. --- Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800/735-2989 (TDD) 1-800/735-2988 (Voice) or 7-11 FOCUS ON YOUR CAREER YOUR CAREER CHOICE FOR TODAY 1. What will you do in this occupation? (Summarize the duties and day-to-day activities in this job.) 2. What percent of increase do they expect in the field by 2018? 3. How many new workers do we need in this occupation each year? 4. What is the stated salary or salary range for this position? (If none is stated, you will have to do some research to get a salary range to complete this question.) 5. How much education or training is needed for the position? 6. According to this handout how many places offer this training? Name two. 7. How many major employers are listed as needing this position? Name two. 8. What courses could help prepare you for this career? CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3.c 1. The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (B) explore the career clusters as defined by the U.S. Department of Education; (C) summarize the career opportunities in a cluster of personal interest; (F) explore how career choices impact the balance between personal and professional responsibilities. 2. The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (D) determine the impact of technology on careers of personal interest; and (E) identify entrepreneurial opportunities within a field of personal interest. 3. The student analyzes college and career opportunities. The student is expected to: (A) determine academic requirements for transition from one learning level to the next; (D) discuss the impact of effective college and career planning; (E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning. 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork; (C) use a problem-solving model and critical-thinking skills to make informed decisions; (D) use effective time-management and goal-setting strategies; (E) effectively use information and communication technology tools; and (F) identify skills that can be transferable among a variety of careers. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (B) evaluate the impact of positive and negative personal choices, including use of electronic communications such as social networking sites; (C) model characteristics of effective leadership, teamwork, and conflict management; (D) recognize the importance of a healthy lifestyle, including the ability to manage stress; (E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population; and (F) complete activities using project- and time-management techniques. 8. The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high skill, high wage, or high demand. The student is expected to: (B) analyze the relationship between various occupations such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration. §127.4.c 1. The student explores one or more career clusters of interest. The student is expected to: (A) identify the various career opportunities within one or more career clusters; and (B) identify the pathways within one or more career clusters. 3. The student explores programs of study. The student is expected to: (B) identify the academic and technical skills needed. 6. The student explores labor market information. The student is expected to: (A) analyze national, state, regional, and local labor market information; (B) cite evidence of high-skill, high-wage, or high-demand occupations based on analysis of labor market information; and (C) analyze the effects of changing employment trends, societal needs, and economic conditions on career planning. Instructional Directions This activity is designed to take 45 minutes – 1 hour as presented below. 1. Current Career Choice A. Depending on class size, arrange students in small groups of four or more (ideally – adapt group size for smaller or larger classes as deemed appropriate) B. Using the Career Choice ticket (Blackline Master C4), have students write down their current career choice and why. C. Have students share their choices within the small groups D. Once complete, proceed to step 2 2. Survivor Island – Small and Large Group Activity E. Scenario – (You may read aloud to class or “embellish” as you feel qualified.) After entering their chosen professions, the small group travels on a plane together. It crashes on a deserted island. Others have crashed there as well. The island can only sustain _____ number of people (change this number to represent two for each group, so if there are four groups, the number would be 4 x 2 or 8). F. Decisions i. Based upon their occupation, the small group must decide which two people from their group can remain. The others are fed to the sharks! ii. Share with class compiling one big list of who is on the island and their respective occupations. (Write this on the board or somewhere the entire class can view.) iii. Ask class: “Would this island be successful with these occupations? Why? Why not?” 3. Rescued – Individual Activity G. Scenario – Bad News, Good News i. (You may read aloud or, again, use your best storytelling ability.) A tsunami is coming! The good news is that the sharks are scared away. The bad news is now everyone is in trouble. However, a ship is arriving from the port in the Houston/Galveston area and can harbor some castaways. However, the ship will only accept passage of those with certain professions that their community and economy needs. H. Pass out the High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) I. Decisions – ask students: i. Is your chosen career on this list? If so, great! Why do you think your career is on the list? ii. If not, which position would you choose to pursue to get rescued? iii. Why would you choose this career? J. Have students write their new career on the ticket in the appropriate blank (even if it didn’t change) K. Share with class – writing the new choices next to the original list of island inhabitants L. Compare and contrast the two lists: i. Can __________________ make more money in their new career? ii. What skills or interests are shared between the original career and the new career? (Encourage connections students might not see. For example, a student might choose to be a teacher instead of a singer. Point out that both perform for “audiences” and have to prepare to perfect their performances.) iii. For students that have chosen a HSHG career from the beginning, encourage them to share why they have done this and inquire about what they are doing to prepare for that career. 4. Summarize – Large Group M. Direct the discussion to summarize findings. Guide to the following: i. Career choices can be made based upon interests (like the choice they came in with today) or the needs of the group (for example, those on the island or the need of the Houston/Galveston region as seen in the HSHG Guide) ii. Information is available that projects (predicts) what industries and occupations will be in demand for the Gulf Coast region. Encourage the students to explore career options in the guide and share with their families and friends. Learning Outcome(s) Students will recognize how the need for occupations may vary according to the community, consider a career choice based upon labor market information, and become familiar with the High-Skill, High-Growth Jobs List. Deliverables Completed Blackline Master C4; lists of vital occupations Resources Needed High-Skill, High-Growth Jobs List, “Career Choice” Ticket (Blackline Master C4), chart paper or chalk board, markers or chalk, blank paper for small groups to record answers, island decorations or other thematic add-ins as desired Vocabulary or Concepts (New and/or Challenging) • Labor Market Information • Tsunami \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| \| LAST \| FIRST \| \|------\|-------\| \| 1 \| Current Career Choice \| \| \| Why? \| \| 2 \| High-Skill, High-Growth Career Choice \| \| \| Why? \| \| \| Training Required \| Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. Relay Texas Numbers: 1-800-735-2989 (TDD); 1-800-735-2988 (voice) or 711 CAREER EXPLORATION AND PORTALS TEKS OBJECTIVES §127.3.c 4. The student evaluates skills for personal success. The student is expected to: (B) use interpersonal skills to facilitate effective teamwork. 7. The student develops skills for professional success. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills. Instructional Directions This activity is designed to take 30–45 minutes as presented below. 1. Using Blackline Master C5, complete the activity by having students fill out their responses to each of the prompt boxes with their individual answers first. Allow a limited amount of time based on how you would like to implement the lesson. This can be a quick ice breaker to begin the thought process on interests and education and career decision making, or it can serve as a larger lesson to include a group discussion. For either, allow no more than 2–3 minutes for the individual work. 2. Next, explain to students that they will be networking. This is also briefly defined in line item 3 on the worksheet. Networking is talking to people to discover and share mutual interests. Role-playing this activity might be valuable at this point. 3. Inform students that they will have 8–12 minutes (again, based on the customization of your lesson) to network. The first student to find 12 unique connections with other students to complete their grid should shout “Bingo!” At this point, the interactions should stop and the teacher should verify the connections by calling out the answers (i.e. “Johnny, Alice said you both share the same Ideal Job as an Astronaut.”) If all the answers are verified, that student “wins.” 4. The activity should end with discussion on the purpose of connecting with others through networking. It also sets up a brief assessment of interests and allows students to take an inventory of things in their lives that they may not have previously considered valuable in their career decisions. Some possible questions for discussion are included at the bottom of the worksheet. Learning Outcome(s) Students will apply interpersonal skills to recognize similarities in interests and both education and career decisions with their peers. Deliverables Completed Blackline Master C5 Resources Needed Blackline Master C5 Vocabulary or Concepts (New and/or Challenging) • Networking • Interpersonal MODIFICATIONS & EXTENSIONS • Extensions: Provide Workforce Solutions’ High-Skill, High-Growth Jobs List (wrksolutions.com/jobs/doc/WFS-HSHG.pdf) and Focus On Profiles (wrksolutions.com/jobs/focuson.html) to give students the opportunity to research possible occupations before they network. • Simplify: For smaller classes and groups, the lesson can be adapted to allow students to have one student’s name more than once. However, the focus should be on communicating with as many people as possible so the number of interactions per student should be controlled. NETWORKING BINGO INDIVIDUALLY 1. Respond to each prompt (as it pertains to your own life and experience) by writing your answer on the “Me” line in each box. 2. You have ______ minutes to complete this portion of the exercise. IN A GROUP 3. Stand up, walk around, and talk to people. This is called “networking.” Identify individuals that have the same response for each box. When you find someone that matches your response, write their name in the box. You may not have the same person’s name more than ONE time in the grid. 4. You have ______ minutes to network and complete your grid. Yell “BINGO!” when all blanks are filled in. \| SHOE SIZE \| INTENDED COLLEGE MAJOR \| FAVORITE ANIMAL \| STRONGEST SKILL \| \|-----------\|------------------------\|-----------------\|-----------------\| \| Me: \| Me: \| Me: \| Me: \| \| Name: \| Name: \| Name: \| Name: \| \| YOUR IDEAL CAREER \| BIGGEST FEAR \| HOMETOWN \| FAVORITE STORE \| \|-------------------\|--------------\|----------\|----------------\| \| Me: \| Me: \| Me: \| Me: \| \| Name: \| Name: \| Name: \| Name: \| \| FAVORITE COLOR \| INDUSTRY IN WHICH YOU WOULD LIKE TO WORK \| FAVORITE HOBBY \| COLLEGE/UNIVERSITY YOU WANT TO ATTEND \| \|---------------\|------------------------------------------\|----------------\|--------------------------------------\| \| Me: \| Me: \| Me: \| Me: \| \| Name: \| Name: \| Name: \| Name: \| 1. How could people who share your interests help you make good educational and career choices? 2. Who would be the most beneficial connection on your grid? Why? 3. How might a “fun” connection like “favorite hobby” or “animal” help in your career development? 4. Can social media, like Instagram or Snapchat, help us network? If so, how? Can it hurt our networking opportunities? Workforce Solutions is an equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. 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A Learning Strategy is a person’s approach to learning and using information. Students use Learning Strategies to help them understand information and solve problems. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning Strategy instruction focuses on making students more active learners by teaching them how to learn and how to use what they have learned to be successful. No single strategy is a panacea. We have reading strategies that help students figure out what a word is, comprehend what they’re reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced reading program. Likewise, an array of strategies in other areas is necessary for student success. The Strategic Instruction Model® Learning Strategies have been successfully field tested with students judged to be at risk for academic failure. Research has demonstrated that consistent, intensive, explicit instruction and support are key ingredients for instructional success. Our research took place in public schools, primarily in middle and high school settings, and the strategies were field tested by teachers. We have successfully tested a combination of instructional models involving general education teachers and special education teachers, both individually and collaboratively. STRATEGIES RELATED TO READING FUNDAMENTALS OF PARAPHRASING AND SUMMARIZING The Fundamentals of Paraphrasing and Summarizing is designed to teach the fundamental skills students need to be able to identify and paraphrase main ideas and details. Fundamentals contains lessons on paraphrasing words, phrases, and sentences, as well as lessons on identifying main ideas and details in paragraphs and short essays. INFERENCE STRATEGY The Inference Strategy is a set of procedures readers can use to comprehend written passages and answer inferential questions (questions that are not answered directly in the text). Research results showed that students who learned the Inference Strategy improved their ability to make inferences and to identify different types of questions. Students performed significantly better on tests—including standardized reading assessments—after learning the strategy. PARAPHRASING STRATEGY The Paraphrasing Strategy is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words. Using grade-level materials, students performed at a 48 percent comprehension rate before learning the strategy. After learning the strategy, these students comprehended 84 percent of the material. SELF-QUESTIONING STRATEGY The Self-Questioning Strategy helps students create their own motivation for reading. Students create questions in their minds, predict the answers to those questions, search for the answers to those questions as they read, and paraphrase the answers to themselves. Research results have shown average gains of 40 percentage points in reading comprehension on grade-level materials after students have learned the strategy. VISUAL IMAGERY STRATEGY The Visual Imagery Strategy is a reading comprehension strategy for creating mental movies of narrative passages. Students visualize the scenery, characters, and action and describe the scenes to themselves. Research results showed that students who demonstrated a 35 percent comprehension and recall rate before learning the strategy improved to an 86 percent comprehension and recall rate after learning the strategy. WORD IDENTIFICATION STRATEGY The Word Identification Strategy provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials. The strategy is based on the premise that most words in the English language can be pronounced by identifying prefixes, suffixes, and stems and by following three short syllabication rules. In a research study, students made an average of 20 errors in a passage of 400 words before learning this strategy. Having learned the Word Identification Strategy, students reduced their errors to an average of three per 400 words. Reading comprehension increased from 40 percent on the pretest to 70 percent on grade-level passages. READING PROGRAMS STRUCTURE YOUR READING STRUCTURE Your Reading is a strategic reading approach that begins as a teaching routine and develops into a strategy. Students learn what they need to do before, during, and after reading to improve their reading comprehension. The program is designed for a variety of implementation scenarios, including collaboration among reading and content teachers and among general and special educators. We have conducted a variety of studies to test its effectiveness in improving reading comprehension. STRATEGIES RELATED TO STORING & REMEMBERING INFORMATION FIRST-LETTER MNEMONIC STRATEGY The FIRST-Letter Mnemonic Strategy is a strategy for independently studying large bodies of information that need to be mastered. Specifically, students identify lists of information that are important to learn, generate an appropriate title or label for each set of information, select a mnemonic device for each set of information, create study cards, and use the study cards to learn the information. Research results showed that students who learned the FIRST-Letter Mnemonic Strategy received test grades that increased from an average of 51 percent to 85 percent. LINCS VOCABULARY STRATEGY The LINCS Vocabulary Strategy helps students learn the meaning of new vocabulary words using powerful memory-enhancement techniques. Strategy steps cue students to focus on critical elements of the concept; to use visual imagery, associations with prior knowledge, and key-word mnemonic devices to create a study card; and to study the card to enhance comprehension and recall of the concept. Research results showed that in a social studies class in which the LINCs Vocabulary Strategy was taught to the students, the students with learning disabilities performed at a mean of 53 percent in the pretest and at a mean of 77 percent correct answers after learning the strategy. In the control class in which students did not learn the strategy, the mean percentage of correct answers decreased from the pretest to the posttest. PAIRED ASSOCIATES STRATEGY The Paired Associates Strategy is designed to help students learn pairs of informational items, such as names and events, places and events, or names and accomplishments. Students identify pairs of items, create mnemonic devices, create study cards, and use the study cards to learn the information. Research has shown that before students learned this strategy, they correctly answered an average of only 8 percent of test questions related to paired information when the paired information was identified for them. After they mastered the strategy, they correctly answered an average of 85 percent of the questions about paired information that was identified for them. When given reading passages to study on their own, they answered an average of 22 percent of test questions correctly before instruction in the strategy versus answering 76 percent correctly after mastering the strategy. WORD MAPPING STRATEGY The Word Mapping Strategy involves breaking words into their morphemic parts (prefix, suffix, root); attaching meaning to each word part; making a prediction about the meaning of the unknown word based upon the meaning of each part; and checking the dictionary for the definition. The mnemonic MAPS helps students learn and remember the names of the steps. STRATEGIES RELATED TO EXPRESSING INFORMATION ERROR MONITORING STRATEGY Students use the Error Monitoring Strategy to independently detect and correct errors in their written work to increase the overall quality of their final product. Instruction stresses the importance of proofreading written work for content and mechanical errors and eliminating those errors before work is submitted. This strategy also includes the development of personal strategies to avoid future errors. Research results demonstrated that students who mastered this strategy dramatically increased their ability to find and correct errors in their written products. Before instruction, they were making one error in every four words. After instruction, they made only one error in every 20 words. INSPECT STRATEGY Students use the Inspect Strategy to detect and correct spelling errors in their documents either by using a computerized spellchecker or a handheld spelling device. Research results showed that students corrected 41 percent of the errors in their compositions before learning the Inspect Strategy and corrected 75 percent of the errors in their composition after learning the strategy. SENTENCE WRITING STRATEGY The Sentence Writing Strategy program comprises two parts: Fundamentals in the Sentence Writing Strategy and Proficiency in the Sentence Writing Strategy. Together, these components constitute a strategy for recognizing and writing 14 sentence patterns with four types of sentences: simple, compound, complex, and compound-complex. The program consists of two products for each part (Fundamentals and Proficiency): an Instructor’s Manual and a Student Lessons Manual. The Instructor’s Manual features a systematic sequence of instructional procedures; the Student Lessons Manual features exercises that correspond to instructional procedures. Research results showed that students wrote an average of 65 percent complete sentences on the pretest and an average of 88 percent complete sentences on the posttest. PARAGRAPH WRITING STRATEGY The Paragraph Writing Strategy is a strategy for organizing ideas related to a topic, planning the point of view and verb tense to be used in the paragraph, planning the sequence in which ideas will be expressed, and writing a variety of topic, detail, and clincher sentences. The program consists of two products: an Instructor’s Manual and a Student Lessons Manual. The Instructor’s Manual features a systematic sequence of instructional procedures; the Student Lessons Manual features exercises that correspond to the instructional procedures. Research results showed that students earned an average of 40 percent of the points available when writing a paragraph on the pretest and an average of 71 percent of the points available when writing a paragraph on the posttest. THEME WRITING STRATEGY The Theme Writing Strategy focuses on the fundamental skills associated with writing themes and provides learning sheets to accompany instruction. Research studies show the quantity and quality of students’ expression of information greatly improves as a result of instruction in the Theme Writing Strategy. In one study, although experimental students earned pretest scores that were significantly lower than those of comparison students, they earned significantly higher scores at the end of the semester. In addition, there were no significant differences between experimental and comparison groups’ English 101 grades and overall grade-point averages, even though experimental students entered college with poorer skills. STRATEGIES RELATED TO DEMONSTRATING COMPETENCE ASSIGNMENT COMPLETION STRATEGY The Assignment Completion Strategy is designed to enable students to complete and hand in assignments on time. The package consists of two books: the Instructor’s Manual, which provides step-by-step instruction for teaching this strategy, and the Quality Quest Planner, a spiral-bound notebook designed specifically for student use with the strategy. Each Instructor’s Manual comes with one Quality Quest Planner and contains the materials needed to teach the strategy, including blank copies of the forms used with the planner. The planner contains sufficient forms for recording, scheduling, and evaluating assignments for an entire academic year. Performance results in general education classes showed that the number of students who simply turned in their assignments before learning the Assignment Completion Strategy was 43 percent, with the percentage increasing to 77 percent after students learned the strategy. Before learning the strategy, the number of students who did the assignment correctly was 45 percent. After learning the strategy, the number of students who did the assignment correctly increased to 73 percent. ESSAY TEST-TAKING STRATEGY The Essay Test-Taking Strategy is designed to help students deal effectively with the complex test-taking demands of courses in school as well as the essay test-taking demands associated with state competency tests, including high-stakes tests, and college entrance exams. Students are taught to analyze the essay question, organize the information they know, write their answer with a specific structure, and revise with edits to create a polished product. STRATEGIC TUTORING Strategic Tutoring describes a new vision of the tutoring process in which the tutor not only helps the student complete and understand the immediate assignment but also teaches the student the strategies required to complete similar tasks independently in the future. Research results showed that the students in Strategic Tutoring improved their achievement test scores in reading comprehension, written expression, and basic math skills. On average, their grade-level achievement scores increased by 10 months during a four-month instructional period. In contrast, the students in the comparison group without the Strategic Tutoring instruction experienced a mean gain of only 3.5 months during the same period. TEST-TAKING STRATEGY The Test-Taking Strategy is designed to be used while taking classroom tests. Students allocate time and priority to each section of the test, carefully read and focus on important elements in the test instructions, recall information by accessing mnemonic devices, systematically and quickly progress through a test, make well-informed guesses, check their work, and take control of the testing situation. The emphasis is on teaching adolescents and adults who struggle with learning. In studies, students who learned the Test-Taking Strategy achieved an average 10-point increase on tests. Research results indicated that students in the experimental classes performed a significantly higher percentage of study behaviors than comparison students in their cooperative study groups at the end of the school year. Experimental group pretest scores averaged 18 percent with posttest scores averaging 70 percent. The comparison group pretest score average was 27 percent with the posttest score average 35 percent. BUILD STRATEGY Students use the BUILD Strategy to work together to resolve a controversial issue. The purpose of the strategy is to enable students to work together to make decisions using a process similar to a debate. Research results showed that the average score for students in the experimental group from observation and products written by students as they discussed the issue was 21.4 percent on the pretest and 80.1 percent after learning the BUILD Strategy. The comparison group, which did not learn the strategy, scored 15.1 percent on the pretest and 19.6 percent on the posttest. SCORE SKILLS SCORE Skills: Social Skills for Cooperative Groups describes a set of social skills that are fundamental to effective groups. Students learn to share ideas, compliment others, offer help or encouragement, recommend changes nicely, and exercise self-control. Research results showed the mean percentage of cooperative skills used by students in cooperative groups in class before learning SCORE was 25 percent. The mean percentage increased to 78 percent after learning SCORE. The students in the comparison group that had no instruction in SCORE had average scores of 25 percent and 28 percent for the cooperative skills they used in the cooperative groups. TEAMWORK STRATEGY The Teamwork Strategy provides a framework for organizing and completing tasks in small groups. Students analyze an assignment and divide it into specific tasks, equitably assign those tasks to individuals, offer and request help to complete the individual jobs, ask for and give feedback to other group members, assemble the individual jobs into one product, and evaluate the process used to complete the project and assess the interpersonal skills of group members. In field tests, students in experimental classes increased their use of cooperative skills dramatically, from one-quarter to one-third of identified skills to three-quarters of the skills. Some groups chose not to use the strategy for some tasks. When students used the strategy, cooperative skill performance was close to 100 percent. Community Building Series In this series, the general goal is to create safe and supportive learning environments for students with disabilities in inclusive classes. This is done through teaching students about concepts such as respect and tolerance and providing each student a partner who can provide support during the learning process. FOCUSING TOGETHER Focusing Together is an instructional program that promotes self-management skills in association with a set of classroom expectations that defines responsible work habits, respect, and emotional and physical safety. Students learn how to live by a set of learning community expectations; how their choice of whether or not to abide by those expectations affects their personal power; and how to follow a self-management strategy for staying on task when they must work independently or in small groups. In research studies, students in experimental classes reduced the number of off-task behaviors during the time they were expected to work independently (from a mean of 21 to a mean of 4.5 per 45-minute period; comparison class means were 21.9 and 18.3). Students in experimental classes were more pleased with the classroom management procedures used by their teachers. Teachers in experimental classes reported a 72 percent reduction of rule infractions, while comparison teachers reported no change. Teachers in experimental classes also were more satisfied with the program and their students’ behavior. FOLLOWING INSTRUCTIONS TOGETHER Following Instructions Together is designed to teach students concepts and strategies associated with following instructions effectively. In a field test involving 20 elementary teachers and their students, significant differences were found between students who participated in the Following Instructions Together program (experimental group) and students who did not (comparison group). Experimental students answered significantly more questions correctly about community concepts and followed complex instructions significantly more accurately than comparison students. ORGANIZING TOGETHER Organizing Together can be used to provide instruction in basic strategies associated with keeping notebooks, schedules/calendars, desks, lockers/cubbies, and backpacks organized. In a field test involving six elementary teachers and their students, significant differences were found between the students who participated in the Organizing Together program (experimental group) and those who did not. Experimental students answered significantly more questions correctly about community concepts, they understood and could more accurately use a weekly calendar, and their notebooks, desks, backpacks, and lockers were significantly more organized than those of comparison students. TAKING NOTES TOGETHER Taking Notes Together is a program that can be used to teach students a simple strategy for taking notes in response to a variety of stimuli, including lectures, demonstrations, movies/videotapes, and reading assignments. In a field test involving 12 teachers and their elementary students, significant differences were found between students who participated in the Taking Notes Together program (experimental group) and students who did not (comparison group). Experimental students answered significantly more questions correctly about community concepts, and they understood and could more accurately and comprehensively take notes related to lectures, reading assignments, videotapes, and demonstrations than comparison students. TALKING TOGETHER Talking Together is an instructional program designed for introducing the concept of learning community to students and for teaching them how to participate respectfully in class discussions. In a research study involving 20 teachers and 377 students, results showed that students in experimental classes that had participated in Talking Together lessons knew significantly more about how to create a classroom community, participated more frequently, and engaged in fewer behaviors that would disrupt a discussion than the comparison classes. STRATEGIES RELATED TO MOTIVATION SELF-ADVOCACY STRATEGY Students use the Self-Advocacy Strategy when preparing for and participating in any type of conference, including education and transition planning conferences (IEP or ITP conferences). Strategy steps provide a way of getting organized before a conference and provide effective communication techniques to use during the conference. When students learned the Self-Advocacy Strategy, 86 percent of the goals they most valued were found in their IEPs. Students who had not learned the Self-Advocacy Strategy had only 13 percent of their desired goals in their IEPs. POSSIBLE SELVES Possible Selves is designed to increase student motivation by having students examine their futures and think about goals that are important to them. Students think about and describe their hoped-for possible selves, expected possible selves, and feared possible selves. They set goals, create plans, and work toward their goals as part of this program. In research studies, students in the Possible Selves condition scored significantly higher than students in the control group on measures of goal identification. In one study, at the end of six years, the students in the Possible Selves group had earned higher grade-point averages than the students in other groups. STRATEGIES RELATED TO MATH STRATEGIC MATH SERIES The Strategic Math Series focuses on how to teach basic math facts and operations to students of any age. Content is built upon the concrete-representational-abstract method of instruction. In this approach, understanding of mathematics is developed through the use of concrete objects, representational drawings, and an easy-to-learn strategy that turns all students into active problem solvers. The series includes Addition Facts 0 to 9, Addition Facts 10 to 18, Subtraction Facts 0 to 9, Subtraction Facts 10 to 18, Multiplication Facts 0 to 81, Division Facts 0 to 81, and Place Value. ABOUT KU-CRL From our beginning in 1978 as the Institute for Research in Learning Disabilities, we have grown to encompass six research institutes and multiple lines of research. ADVANCED LEARNING TECHNOLOGIES IN EDUCATION CONSORTIUM (ALTEC) http://altec.org DIVISION OF ADULT STUDIES (DAS) http://das.kucrl.org E-LEARNING DESIGN LABORATORY http://elearnanddesign.org INSTITUTE FOR RESEARCH ON ADOLESCENT LEARNING http://iral.kucrl.org KANSAS COACHING PROJECT http://instructionalcoach.org PROFESSIONAL DEVELOPMENT RESEARCH INSTITUTE http://pdri.kucrl.org	c1fd882c-183b-4282-8f7e-9df715482d01	CC-MAIN-2022-40	https://uca.edu/else/files/2021/06/Learning-Strategies.pdf	2022-10-02T16:52:33+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337338.11/warc/CC-MAIN-20221002150039-20221002180039-00323.warc.gz	629,461,384	4,440	eng_Latn	eng_Latn	0.996416	eng_Latn	0.996816	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1814, 5391, 8159, 11416, 14489, 16468, 20550, 23779 ]	[ 3.671875, 3.140625 ]	3	0
The tradition of balls is an integral part of Austrian culture, dating back to the 18th century. The ball season typically stretches from January till March and features a series of flamboyant events, thematic to different social strata. Our school visited two legendary balls - the Zuckerbäckerball in January and Elmayer Kränzchen in February. The Zuckerbäckerball, the “sweetest” ball of all, pays homage to Viennese bakers and confectioners' historical contribution to the city's economy and charm, was attended by Grades 10, 11 and 12 together with our dear teachers. That ball had a very complete and rich programme. We arrived at the ball at 8:30 pm, and the first dance happened at 9 pm and the last dance at 4 am. Within various halls, a multitude of activities unfolded. One hall showcased exclusive gifts for ladies, while another became a haven for chocolate enthusiasts. The red room, designated for distinct musical experiences like disco, added another dimension to the event. Having caught some breath over the ski break, we then visited the Elmayer-Kränzchen Ball in February. It is a ball hosted by the Elmayer Dancing School, one of the most renowned institutions of a kind in the world, stemming – as pretty much everything in Vienna – from a centuries-long tradition. The event commenced at 7 pm and concluded at 12 am. Elmayer Kränzchen presented diverse dance programs, featuring styles like tango and traditional Austrian folk dance. Although the venues remained the same, the ball differentiated itself by organizing dance lessons in various halls and featuring different orchestras. Participating in both these balls was a delightful experience for me. It introduced me to a new facet of European customs, and I appreciated a sense of classics and elegance that surrounded me. The structured programs and the opportunity to learn dances in different halls, each accompanied by unique orchestras, added a distinct charm to the event. In my view, the ball was a beautiful affair, providing a glimpse into the refined world of European culture. I thoroughly enjoyed myself, finding solace and joy in the harmonious blend of music and dance. From Krumbach to Egypt with Love: of School Trips, Pharaohs, and Time Travels by Belamie, Grade 12 In February 2024, my school had a three days ranking list trip and the destination was Egypt. I come from Africa, but apart from my home country, I have never been to any other African country. I had expectations or rather wishes of what it would be like to step into my dream travel destination. Yet, Egypt shattered it all. Where can I start? The streets, the buildings, the landscape, the people, the Valley of the Kings and the temples of the Egyptian gods, the Cairo Museum and the pyramids of Khufu, Khafre and Menkaure; they all left indelible marks on me, as a student. If I talked about what amazed me the most, I have an impressive list. I saw a 2km long temple called “Luxor temple” with more than a thousand sphinxes along its hall; 25m tall columns in the Karnak temple with diverse and enchanting paintings on them; and the mastabas in the Cairo Museum with their huge false doors. My mind was blown away when I saw real mummies of animals, people, and even pharaohs such as Tutankhamun and their actual tombs, still looking intact. It does something to you when you realise you are looking at living organisms and buildings which have existed for thousands of years before Christ. Not only mummies, there were remnants of bread slices, special rocks and utensils, all from the Old Kingdom. Such a sight made me picture what a typical day in Ancient Egypt might have been like, and made me appreciate their technological advancements. If I started to talk about the pyramids and their gigantic size, I would not be able to effectively describe them with words. When I heard of the number of heavy tonnes-weighing stones used to build these pyramids, I was dumbfounded and couldn't help thinking about the victims of such constructions. The pyramids give off this aura of grandeur that clearly tells you that the pharaohs wanted to leave their names in the memories of innumerable generations to come. Our history teacher and headmistress explained to us the meaning behind certain symbols, statues and hieroglyphs in the Cairo museum. One interesting artefact in the museum was the mastaba, where the pharaohs' mummies were laid to rest. It had numerous layers to it, with an altar within and a door to the immortality world. I learned a great deal about the mentality of the old Egyptian civilization. They believed in the afterlife and worked mostly on preparing themselves for it. The idea of building pyramids and great temples was intertwined with their religious beliefs, and the amazing part about this is that they used their hieroglyphs to tell us their stories and achievements. In conclusion, I am grateful for having been part of this fascinating trip to Egypt, and I am certain that it was a life changing experience, full of entertainment and nourishment in culture, history and geography. Standing on such an ancient land and seeing the achievements of this majestic civilization opened my eyes to the never ending beauty of the world. How much is there to see! “The Russian Genius” in Action: Reviewing Alexander Malofeev’s Performance By Aleksandra, Grade 10 Alexander Dmitrievitch Malofeyev is a Russian pianist born on the 21 October 2001. He became widely known at the age of twelve due to his victory in the 8th International Tchaikovsky Competition for Young Musicians held in Moscow in June and July 2014. In 2014 he was referred to as the “Russian genius” by ‘Corriere della Sera’, and after witnessing his performance I cannot help but agree. Malofeev truly is a genius. When he plays, it feels as if his hands float up and down the keyboard, as if music hangs in the air and dissolves only when he no longer presses the keyboard. On the 21st of February I had the amazing opportunity to go to his concert, for a school trip. The concert consisted of two parts. In the first, Malofeev played G. F. Haendel’s Suite B-Dur, H. Purcell’s Ground in C-moll, G. Muffat’s Passacaglia g-moll and A. Vivaldi’s and J.S. Bach’s Concerto a-moll, BWV 593. After the pause, Malofeev played A. Skrjabin’s Prelude and Nocturne for the left hand, cis-moll, op. 9 and S. Rachmaninoff’s Elegie es-moll, op 3/1; Prelude cis-moll, op. 3/2; “Lilacs”, op. 21/5; and Sonata N°2 b/moll, op. 36. For an encore he played the “Dance Of The Sugar Plum Fairy” from Pyotr Ilyich Tchaikovsky’s ‘Nutcracker’ and the ‘Swan Lake’ “White Swan Pas de Deux”. It was absolutely fascinating. To be honest, I have never seen someone play as magical. I cannot imagine how one can express music through an instrument with such depth, feeling and beauty. I was frozen throughout the course of the whole concert, I am not sure if I was breathing. Only later did I find out it lasted all together for two hours – in the moment I thought it was no more than fifteen minutes. I am incredibly thankful for this wonder and am grateful to the school for having provided me with the chance to be present at the concert. I believe I will never forget that evening. I hope Mr. Malofeev pays our school a visit and plays piano at Schloss Krumbach, because such a pianist deserves a castle for a rehearsal ground! Try Responding to These Questions... What kind of tree can be placed into your hand? How do you call an elephant which is not important? Why are chemists so good at solving problems? What would a biologist wear on a date? What does Earth say to make fun of the other planets? What did the calculator say to the student? Who Was Gustav Klimt? By Sonia, Grade 12 Klimt made numerous artworks when he went to the Attersee lake in Upper Austria, where he was inspired by the landscape. With this, he made beautiful artworks free from narrative elements. The Robin Hoods of Schloss Krumbach Our students recently explored the art of archery during a captivating bow and arrow class. They immersed themselves in mastering archery techniques, including aiming, drawing, and releasing arrows with precision. Robin Hood would definitely invite these formidable warriors to join the band! The history of archery dates back to ancient times, where it played a pivotal role in hunting, warfare, and cultural traditions across diverse civilizations. From the mighty longbows of medieval England to the renowned composite bows of the Mongol Empire, archery has been an integral part of human heritage, bridging the gap between survival necessity and an art form. This immersive hands-on experience exemplifies our school’s commitment to offering diverse learning opportunities to nurture athletic skills and historical inspirations, and build up qualities such as focus, perseverance, and goal-setting. As our students embrace the spirit of Robin Hood, may they channel their inner archer and aim for success in all their endeavors. Now, who is your famous historical character with a bow and arrows? A Brief Introduction to the Origins of Hand-to-Hand Combat from a Practitioner By Grygorii, Grade 10 Hand-to-hand combat is the rational usage of physical violent force with the appliance of specialised grappling, hitting and kicking techniques. Hand-to-hand combat, also known as Hand-to-hand fighting, H2H combat, was one of the main ways of offence and defence before the creation of firearms, having throwing weapons as its only alternative. After the popularisation of firearms Hand-to-hand combat lost its effectiveness and popularity. It, however, came back in the First World War, where soldiers should have fought in the trenches. In the aftermath of the First World War countries such as the USA, United Kingdom, France and USSR included Hand-to-hand combat, or its variations, into the mandatory training for their soldiers. In the 1930s William Ewart Fairbairn played a pivotal role in the education of the American and British soldiers, as he taught the British Commandos and the Rangers of the Army of the USA. He later summarised his knowledge in the guide “Get Tough!” After the creation of forty six army special forces companies in the USSR on October 24, 1950, Anatoly Kharlampiyev created the instructions for the education of the fighters. In the later years a mixture of different types of karate, mostly Kyokushin, was added as an obligatory practice for the soldiers in the Soviet Air Forces. In the 1980s criminal liability was put upon any unauthorised teaching of karate. Since that time most of the coaches switched to teaching Hand-to-hand Combat. In most countries both soldiers and policemen are taught not only bare hand Hand-to-hand combat, but also its variations with the usage of both cold weapons (knives, brass knuckles) and firearms. Even though Hand-to-hand combat taught to the policeman and soldiers may seem similar, they are in fact completely different. In law enforcement the goal is to condemn and neutralise the lawbreaker, whereas a soldier's main objective is to survive at any cost. For these reasons the army Hand-to-hand combat is much more dangerous and uses more deadly techniques. Hand-to-hand fighting is also a sport discipline practised by many people of different ages. The sports version is quite different from the one used in the military, because it forbids the usage of chokes and kicks that can be too dangerous or even lethal for the sportsman. Tournaments of hand-to-hand combat consist of two tours. In the first tour, sportsmen demonstrate their technique and the ability to properly demonstrate an action. One fighter advances onto the other with a preset attack told to him by the jury, while the defender must react and commit the needed action in order to neutralise the offender. The second tour is the demonstration of the practical abilities of fighters. It is divided into two levels of contact, semi- and full contact. In semi contact fighters get points for every punch they score to the opponent. The power of the punches and kicks, however, must be controlled, since semi contact checks the speed of movement and reaction of the fighters. The required attire includes Kimono, a belt, gloves, feet defence, mouthpiece and/or a helmet and a jockstrap. The victory is given to the fighter with the higher number of points. Full contact also includes wrestling and grappling as a part of the fights. There more punches and kicks are allowed, as well as wrestling throws and joint locks. The victory is presented to a fighter depending on the number of scoring punches and kicks, number of throws and the number of submissions of the opposite fighter. A knock-out brings a fighter to an immediate victory. In full contact sportsmen must wear special wrestling gloves, full leg protection and all the protection listed for semi contact. To me, hand-to-hand combat is a testament to resilience, discipline, and focus that a human body and mind are capable of achieving. Through rigorous training, users of this fighting style cultivate the mental fortitude to maintain composure amidst chaos, adhering to a code of conduct that distinguishes controlled aggression from recklessness. Many aspects of life are a form of combat, and being an athlete in this field teaches me to approach challenges firmly, confidently, and with courage at heart. --- The Rich Tapestry of Persian Cuisine By Saghar, Grade 10 Iranian cuisine is a major part of Iranian culture. Most traditional food in Iran dates back to the very old world in Asia. Also its other name is Persian cuisine, which has been spread in the west according to the historical name of Iran. Cuisine in Iran can be divided into different parts because there are significant differences across the country. Iran has a variety of 2,500 types of traditional food, one of the richest in the world. Additionally, cuisine of Iran has made extensive contact throughout its history with the cuisines of its neighboring regions. Iranian cuisine can have different types such as main course, appetizers, dessert, stew, soup, āsh, snacks and drinks, and of course, our spices. First of all, the most famous Iranian cuisine consists of rice, meat, and local oil. Also they use different things in different foods but rice and meat is a base of them. In the appetizers part, can I tell you about different things such as Mirza Qasemi, Kashk e bademjan and Borani. All these three appetizers come from north of Iran and the base of all of them are eggplant. We serve these appetizers with bread. Another type of appetizer is always served with main food and mostly made of vegetables like salad. For example: Salad Shirazi, mast o Khiar (yogurt and cucumber), Sabzi(vegetables). Second of all, it is the main course. We have a very different main course but the most important and most famous in the whole world is Kabab koobideh. Iranian have the best Kabab koobideh in the whole world and most face one. This food is made of lamb meat only but we eat it with rice, potatoes and butter, but if you do not butter you can add an egg. Other main courses are Baghali polo ba gardan(neack of lamb with rice), Shashlik, Kabab barg, Meygoo polo(shrimp), Mahi(Fish) and Chenje. Thirdly, stew specific from Iran can be made from different things, but the same as before, the base of stew is meat and rice. For example: Khoresh e bademjan, Khoresh e qeyme and Qorme sabzi. Moreover, for dessert and snacks I put them in one group because they are very similar to each other. In north west of Iran they have the most delicious desserts such as Halva, lafife, Sholezard, Baslogh, faloodeh andgaz. Additionally, in drinks we have a special and historical red wine in Iran. Our wine is famous from achemanded period also called sharab shiraz or shiraz wine. Also we have a very strange drink, called dogh, which consists of milk and is specific to Iran. Lastly, there is the historical Iranian food. Abghosh was the first food in the whole Iran. This food is quite heavy and can not be eaten every day. Also it is so popular and everyone likes to eat this food at least every two weeks. All in all, if you want any type of food, you can find it in Iran easily because we are diverse, creative, and proud. From the 16th to the 21st of February our top 6 ranking students got a chance to visit one of the most interesting countries in the world. Every year our school prepares a trip to a certain country for the students who have been behaving well. As a result, they visited Egypt and explored the ancient Egyptian history by visiting the historical sites of the Egyptians pharaohs. On the first day, SKIS visited the Cairo Museum which features the biggest collection of Egyptian ancient history in the World. It included many different art works and representations made throughout the history of Egypt in different times and places. The visit to the museum was divided into 3 parts, the Old Kingdom, Intermediate period and then the New Kingdom. At the museum, our history teacher was our guide. He explained to us about the various symbols and statues that we observed and also explained their purpose. That is when we all learnt what a “Cartouche” was, the hieroglyph showing the name of the pharaohs or the gods. Besides, we also visited the great Pyramids of Giza and we had a chance to enter one of them. Inside the pyramid it was very hot and we had to climb very steep stairs to get where the mummy of Pharaoh Khufu was put. As a result of the trip, our students learnt that Egyptian history was divided into dynasties which consisted of the Old Kingdom and the New Kingdom. In the beginning Pharaohs were seen as gods and later the embodiment of gods. Due to this change the pharaohs would lose their high esteemed value. The reason why the Pharaohs built the pyramids or built gigantic temples and tried to mummify and go through the whole process of making a mastaba was because they wanted to prepare for the afterlife. They believed that after death there was another life and there people lived without the body which was the reason why their bodies had to be not destroyed. In the mastaba, they put all the items they used in their everyday life and they would write down on all the corridors their achievements. Behind the tomb there was a door which led to duat, the afterlife. SKIS visited the mortuary temple of Hatshepsut, the temple of Karnak and the Luxor temple. Even if they were ruins one could still see the magnificence and huge size of the temples. It was impressive to see how tall the columns were and each had colorful decorations on it. It was hard to imagine how in ancient times people were able to carry out such demanding work with little knowledge of technology. In the same city, we also managed to visit the Valley of the Kings, where the Pharaohs were buried. There we visited the graves of Rameses III, Rameses IX and Tutankhamun. There it was prohibited for the visitors to go near where the mastaba was, in which the mummies were put. This is among the vast historical knowledge that our students have gained through the trip to Egypt. One of the strengths of the trip was the students and our team. Some of the students had little understanding about Egyptian history and some were experts which gave us an advantage of asking any question and getting the answer easily. Another strength would be the organization of the trip. Everything was organized: the taxi, the restaurants, the hotels, the flights all were previously prepared; there was nothing that was done at the last minute. Maybe one of the weaknesses was the fact that we kept traveling and got less time to sleep which did not affect our morale since we were all excited to see what was awaiting us every single day. To sum up, the trip to Egypt was a vibrant, incredible and authentic experience that our top 6 ranking students got a chance to witness. Innumerable and unforgettable memories were formed in such a little time. A Throwback to the Sounds of Music As per our annual tradition, Schloss Krumbach International School held a multilingual performance to celebrate the end of the semester. The performance featured all of our students engaged in meticulously prepared and exquisitely performed dancing, singing, and acting, inspired by the iconic movie of the same name. What a wonderful achievement for our school community it has been! How hard our students and staff have worked on rehearsals and decorations to make this evening happen! The outcome – a heartfelt and flamboyant Christmas story – would rival a Broadway show, in our opinion. It is incredible how all of our young artists managed to convey all of the complexities and uniqueness of their characters! The beautiful play was then followed by a ball, a traditional Jägerball with all the girls wearing Austrian dirndl’s and dancing to the sounds of a real invited orchestra. We thank all the guests who have come to see our students in action – they really deserved all the applauses of the world for the great job they did. We are also very proud of the school community – and the school leadership in particular – for tireless hours spent on organization and preparation of the event. --- The Krumbach Times is a student-run newspaper headquartered at a 13th century Austrian Castle.	c645d051-65bd-4346-b4fe-f4883825b9ba	CC-MAIN-2024-51	https://krumbach.school/downloads/the-krumbach-times/KT_Issue_3_January-February_2024.pdf	2024-12-06T14:05:21+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066408205.76/warc/CC-MAIN-20241206124424-20241206154424-00565.warc.gz	319,633,392	4,603	eng_Latn	eng_Latn	0.99851	eng_Latn	0.998818	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2166, 5269, 7712, 9088, 12911, 16318, 19101, 21412 ]	[ 2.90625, 2.703125 ]	1	0
Reconstruction 1865–1877 Why It Matters The nation faced difficult problems after the Civil War. The first issue was how to bring the South back into the Union. Lincoln had wanted to make reunion relatively easy. After he died, Congress designed a plan that focused on punishing the South and ensuring that African Americans had the right to vote. These policies increased hostility between the regions. Pressures on the South to reform eased with the Compromise of 1877. The Impact Today The Reconstruction era has permanently affected American society. - The Fourteenth and Fifteenth Amendments provide constitutional protections for all Americans. - The Radical Republicans’ rule so antagonized the South that the region remained solidly Democratic for nearly a century. The American Vision Video The Chapter 12 video, “The Aftermath of War,” chronicles the struggles of the nation to heal itself after the Civil War. 1863 - Lincoln’s Proclamation of Amnesty and Reconstruction issued 1865 - Freedmen’s Bureau founded - President Lincoln assassinated 1867 - Congress passes the Military Reconstruction Act 1868 - House impeaches President Johnson in February - Senate acquits the president in May 1870 - Fifteenth Amendment ratified 1866 - Completion of transatlantic cable 1868 - Meiji Restoration begins Japanese modernization 1869 - First ships pass through Suez Canal Upland Cotton by Winslow Homer shows that even after emancipation, many African Americans continued working long hours in the cotton fields. 1871 • Unification of Germany completed; German Empire proclaimed 1874 • First Impressionist art exhibit opens in Paris 1875 • “Whiskey Ring” scandal breaks 1877 • Compromise of 1877 ends Reconstruction efforts HISTORY Online Chapter Overview Visit the American Vision Web site at tav.glencoe.com and click on Chapter Overviews—Chapter 12 to preview chapter information. Houston Holloway was ready for freedom. By 1865 the 20-year-old enslaved man had toiled under three different slaveholders. President Lincoln’s Emancipation Proclamation, delivered in 1863, had freed him—but only in theory. The proclamation freed enslaved persons in the Confederacy, but because the Union could not enforce its laws in Confederate territory, many African Americans in the South continued to endure a life of bondage. Holloway knew that his only hope was a Northern victory in the Civil War. Freedom finally came in the spring of 1865 when Union troops overran his community in Georgia. Holloway rejoiced upon being freed: “I felt like a bird out of a cage. Amen. Amen. Amen. I could hardly ask to feel better than I did that day. . . . The week passed off in a blaze of glory.” —quoted in A Short History of Reconstruction The Reconstruction Battle Begins Houston Holloway and millions like him faced freedom in a devastated South. By 1865 large areas of the former Confederacy lay in ruins. A traveler on a railroad journey through the South described the region as a “desolated land,” adding, “Every village and station we stopped at presented an array of ruined walls and chimneys standing useless and solitary.” Union troops and cannons had left few Southern cities untouched. Describing Columbia, the capital of South Carolina, a Northern reporter noted, “Two-thirds of the buildings in the place were burned, including . . . everything in the business portion. Not a store, office, or shop escaped.” The devastation had left the South’s economy in a state of collapse. The value of land had fallen significantly. Confederate money was worthless. Roughly two-thirds of the transportation system lay in ruins, with dozens of bridges destroyed and miles of railroad twisted and rendered useless. Most dramatically of all, the emancipation of African Americans had thrown the agricultural system into chaos. Until the South developed a new system to replace enslaved labor, it could not maintain its agricultural output. The president and Congress grappled with the difficult task of Reconstruction, or rebuilding after the war. They had to decide under what terms and conditions the former Confederate states would rejoin the Union. Lincoln’s Plan The problem of how to bring the Southern states back into the Union began shortly after the Civil War started. As Union forces advanced into Tennessee, Arkansas, and Louisiana in 1862, President Lincoln appointed military governors for the regions under Union control. He also began developing a plan for restoring a regular government in those states. Lincoln wanted a moderate policy that would reconcile the South with the Union instead of punishing it for treason. In December 1863, he set forth his plan in the Proclamation of Amnesty and Reconstruction. He offered a general amnesty, or pardon, to all Southerners who took an oath of loyalty to the United States and accepted the Union’s proclamations concerning slavery. When 10 percent of a state’s voters in the 1860 presidential election had taken this oath, they could organize a new state government. --- The Radical Republicans Resistance to Lincoln’s plan surfaced at once among the more radical Republicans in Congress. Led by Representative Thaddeus Stevens of Pennsylvania and Senator Charles Sumner of Massachusetts, the radicals did not want to reconcile with the South. They wanted, in Stevens’s words, to “revolutionize Southern institutions, habits, and manners.” The Radical Republicans had three main goals. First, they wanted to prevent the leaders of the Confederacy from returning to power after the war. Second, they wanted the Republican Party to become a powerful institution in the South. Third, they wanted the federal government to help African Americans achieve political equality by guaranteeing their right to vote in the South. Congressional Republicans knew that once the South was restored to the Union, it would gain about 15 seats in the House of Representatives. Before the Civil War, the number of Southern seats in the House was based on the Three-Fifths Compromise in the Constitution. According to this compromise, each enslaved person counted as only three-fifths of a free person. The abolition of slavery entitled the South to more seats in the House of --- Picturing History War-Shattered City The Civil War wreaked terrible devastation on Richmond, Virginia. Why do you think the women pictured here are dressed in black? Representatives. This would endanger Republican control of Congress, unless Republicans could find a way to protect African Americans’ voting rights. Although Radical Republicans knew that giving African Americans in the South the right to vote would help their party win elections, most were not acting cynically. Many had been abolitionists before the Civil War and had pushed Lincoln into making emancipation a goal of the war. They believed in a right to political equality for all Americans, regardless of their race. Senator Henry Wilson of Massachusetts summarized their position by saying: “[Congress] must see to it that the man made free by the Constitution is a freeman indeed; that he can go where he pleases, work when and for whom he pleases . . . go into schools and educate himself and his children; that the rights and guarantees of the common law are his, and that he walks the earth proud and erect in the conscious dignity of a free man.” The Wade-Davis Bill Caught between Lincoln and the Radical Republicans was a large number of moderate Republicans. The moderates thought Lincoln was being too lenient, but they also thought the radicals were going too far in their support for African Americans. By the summer of 1864, the moderates and radicals had come up with a Reconstruction plan that they could both support as an alternative to Lincoln’s and introduced it in Congress as the Wade-Davis Bill. This bill required the majority of the adult white men in a former Confederate state to take an oath of allegiance to the Union. The state could then hold a constitutional convention to create a new state government. Each state’s convention would then have to abolish slavery, reject all debts the state had acquired as part of the Confederacy, and deprive all former Confederate government officials and military officers of the right to vote or hold office. Although Congress passed the Wade-Davis Bill, Lincoln blocked it with a pocket veto, that is, he let the session of Congress expire without signing the legislation. Although Lincoln sympathized with some of the radical goals, he felt that imposing a harsh peace would be counterproductive. The president wanted “no persecution, no bloody work.” Reading Check Summarizing Why did President Lincoln favor a generous policy toward the South after the end of the Civil War? ### The Freedmen’s Bureau Lincoln realized that harsh Reconstruction terms would only alienate many whites in the South. Also, the South was already in chaos. The devastation of the war and the collapse of the economy left hundreds of thousands of people unemployed, homeless, and hungry. At the same time, the victorious Union armies had to contend with the large numbers of African Americans who flocked to Union lines as the war progressed. As Sherman marched through Georgia and South Carolina, thousands of freed African Americans—now known as freedmen—began following his troops seeking food and shelter. To help the freed people feed themselves, Sherman reserved all abandoned plantation land within 30 miles of the coast from Charleston, South Carolina, to Jacksonville, Florida, for use by freed African Americans. Over the next few months, Union troops settled more than 40,000 African Americans on roughly half a million acres of land in South Carolina and Georgia. The refugee crisis prompted Congress to establish the Bureau of Refugees, Freedmen, and Abandoned Lands—better known as the Freedmen’s Bureau. The Bureau was given the task of feeding and clothing war refugees in the South using surplus army supplies. Beginning in September 1865, the Bureau issued nearly 30,000 rations a day for the next year. It helped prevent mass starvation in the South. The Bureau also helped formerly enslaved people find work on plantations. It negotiated labor contracts with planters, specifying the amount of pay workers would receive and the number of hours they had to work. It also established special courts to deal with grievances between workers and planters. Although many Northerners backed the Bureau, some argued that those who were formerly enslaved should be given “forty acres and a mule” to support themselves. These people urged the federal government to seize Confederate land and distribute it to emancipated African Americans. To others, however, taking land from plantation owners violated individual property rights. Ultimately, Congress rejected land confiscation. The Freedmen’s Bureau made a lasting and important contribution in the field of education. The Bureau worked closely with Northern charities to educate formerly enslaved African Americans. It also provided housing for schools, paid teachers, and helped to establish colleges for training African American teachers. Many freed African Americans served in the U.S. Cavalry in units formed after 1866. Most were stationed in the southwestern United States, where they became known as “buffalo soldiers.” Reading Check Explaining What were the purposes of the Freedmen’s Bureau? --- SECTION 1 ASSESSMENT Checking for Understanding 1. Define: Reconstruction, amnesty, pocket veto, freedmen. 2. Identify: Thaddeus Stevens, Radical Republicans, Wade-Davis Bill, Freedmen’s Bureau. 3. Explain why the efforts to provide African Americans with their own land failed. Reviewing Themes 4. Groups and Institutions What services did the Freedmen’s Bureau provide to Southern refugees and to newly freed people? Critical Thinking 5. Analyzing What are the benefits of a compromise such as the Wade-Davis Bill to a government? What are the drawbacks? 6. Categorizing Use a graphic organizer similar to the one below to list the effects of the Civil War on the South. ![Effects on South](image) - [ ] - [ ] - [ ] - [ ] Analyzing Visuals 7. Examining Photographs Study the National Geographic photograph of formerly enslaved women on the previous page. How would you describe the women’s environment? Do you think there were other books in the house? Writing About History 8. Descriptive Writing Take on the role of a Southerner after the Civil War. Write a journal entry describing the postwar South and what you hope the future will hold for the South. Interpreting Political Cartoons Why Learn This Skill? Do you enjoy reading the comics section in the newspaper? Many people enjoy reading comic strips. Cartoons also appear on the editorial page. These cartoons express opinions on political issues. Political cartoons are good sources of historical information because they reflect opinions on current events. Learning the Skill Political cartoonists rely mostly on images to communicate a message. By using caricatures and symbols, political cartoonists help readers see relationships and draw conclusions about events. A caricature exaggerates a detail, such as a subject’s features, in a drawing. Cartoonists use caricature to create a positive or negative impression of a subject. For example, if a cartoon shows one figure three times larger than another, it implies that the larger figure is more powerful than the smaller one or perhaps is a bully. A symbol is an image or object that represents something else. For example, a cartoonist may use a crown to represent a monarch. Symbols often represent nations or political parties. The bald eagle and Uncle Sam are common symbols for the United States, a bear often stands for Russia, and a dragon might be used to represent China. To analyze a political cartoon, first identify the topic and main characters. Then read labels and messages and note relationships between the figures and symbols. Review your knowledge of the cartoon’s topic to determine the cartoonist’s viewpoint and message. Practicing the Skill The political cartoon on this page, published in an 1872 newspaper, makes a statement about the Reconstruction years. After the Civil War, Southerners gave the nickname “carpetbaggers” to Northerners who moved South. Southerners claimed Northerners came with nothing but a small bag made from carpet fabric, ready to gain wealth at Southerners’ expense. Study the cartoon, and then answer the following questions. 1. The figure at the top is President Ulysses S. Grant. What symbols are surrounding him? What do these symbols represent? Why do you think Grant is placed among them? 2. In what symbol is Grant sitting? What might this object represent? 3. What symbols depict the North? How are they shown? What does this imply about the North’s feelings about Reconstruction? 4. Summarize the cartoonist’s opinion of Reconstruction and explain why you agree or disagree with this point of view. Skills Assessment Complete the Practicing Skills questions on page 409 and the Chapter 12 Skill Reinforcement Activity to assess your mastery of this skill. Applying the Skill Interpreting Political Cartoons Find a political cartoon in a newspaper or magazine. If an editorial appears with the cartoon, read that as well. Write a summary of the cartoon’s message and explain whether or not you agree with this message. Glencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 2, provides instruction and practice in key social studies skills. Congressional Reconstruction Guide to Reading Main Idea Dissatisfied with the president’s lenient policies toward the South, Congress seized control of Reconstruction. Key Terms and Names black codes, Civil Rights Act, Fourteenth Amendment, Military Reconstruction Act, Tenure of Office Act, impeach Reading Strategy Categorizing As you read about Reconstruction, complete a graphic organizer like the one below to show how each piece of legislation listed affected African Americans. \| Legislation \| Effect \| \|----------------------\|--------\| \| black codes \| \| \| Civil Rights Act of 1866 \| \| \| Fourteenth Amendment \| \| \| Fifteenth Amendment \| \| Reading Objectives • Analyze the Reconstruction dispute between President Johnson and Congress. • Describe the major features of congressional Reconstruction. Section Theme Civic Rights and Responsibilities Congressional Reconstruction promoted civil rights for formerly enslaved persons. Preview of Events 1866 Congress passes Fourteenth Amendment 1867 Congress passes Reconstruction Act 1868 House impeaches President Johnson; Senate acquits Johnson 1870 States ratify Fifteenth Amendment An American Story Tensions ran high in the nation’s capital as Congress reconvened in December 1865. President Andrew Johnson had implemented his Reconstruction plan, which was lenient toward the South, despite strong opposition by many members of Congress. One of the more vocal critics was Massachusetts senator Charles Sumner. Sumner advocated greater rights for formerly enslaved people and stronger punishment for the South. Just days before Christmas, Sumner expressed his distrust of the former Confederate states: “They will continue to assert the inferiority of the African, and they would today, if possible, precipitate the United States into a foreign war, believing that they could then reassert and obtain their independence. . . . On the whole, looking at the affair from all sides, it amounts to just this: If the Northern people are content to be ruled over by the Southerners, they will continue in the Union, if not, the first chance they get they will rise again.” —quoted in Charles Sumner Johnson Takes Office Lincoln’s assassination dramatically changed the politics of Reconstruction. Lincoln’s vice president, Andrew Johnson, now became president. Johnson had been a Democrat living in Tennessee before the Civil War. He had served as a mayor and state legislator before being elected to the United States Senate. When Tennessee seceded from the The Fourteenth Amendment Key provisions of the Fourteenth Amendment (1868) made all persons born in the United States citizens of both the nation and the state where they resided. States were prohibited from abridging the rights of citizenship or depriving persons of due process and equal protection of the law. The Supreme Court has often cited the Fourteenth Amendment when reviewing whether state or federal laws and actions violate the Constitution. The Court continues to do so today. Testing the Fourteenth Amendment 1896 In Plessy v. Ferguson, the Supreme Court decided that Jim Crow laws—state-mandated segregation of public facilities such as railroad cars—did not violate the Fourteenth Amendment. The Court ruled that separate facilities could be equal and allowed segregation to continue. 1954 In Brown v. Board of Education, the Court found that segregated education denied minority schoolchildren like Linda Brown (far left) the equal protection of the laws provided by the Fourteenth Amendment. This decision partially reversed Plessy v. Ferguson. On the same day he issued the Proclamation of Amnesty, Johnson issued another proclamation for North Carolina. This became a model of how he wanted to restore the South to the Union. Under it, each former Confederate state had to call a constitutional convention to revoke its ordinance of secession and ratify the Thirteenth Amendment. The conventions also had to reject all Civil War debts. The former Confederate states, for the most part, met Johnson’s conditions. While the Southern states organized their new governments and elected people to Congress, Johnson began granting pardons to thousands of Southerners. By the time Congress gathered for its next session in December 1865, Johnson’s plan was well underway. Many members of Congress were astonished and angered when they realized that Southern voters had elected to Congress many former Confederate officers and political leaders, including Alexander Stephens, the former vice president of the Confederacy. Many Radical and moderate Republicans found this unacceptable and voted to reject the new Southern members of Congress. Black Codes The election of former Confederates to Congress was not the only development that angered congressional Republicans. The new Southern state legislatures also passed a series of Committee on Reconstruction. Their goal was to develop their own program for rebuilding the Union. The Fourteenth Amendment In March 1866, in an effort to override the black codes, Congress passed the Civil Rights Act of 1866. The act granted citizenship to all persons born in the United States except Native Americans. It allowed African Americans to own property and stated that they were to be treated equally in court. It also gave the federal government the power to sue people who violated those rights. Fearing that the Civil Rights Act might be overturned in court, the Republicans introduced the Fourteenth Amendment to the Constitution. This amendment granted citizenship to all persons born or naturalized in the United States and declared that no state could deprive any person of life, liberty, or property “without due process of law.” It also declared that no state could deny any person “equal protection of the laws.” Increasing violence in the South convinced moderate Republicans to support the amendment. The most dramatic incident occurred in Memphis, Tennessee, in May 1866. White mobs killed 46 African Americans, and burned hundreds of black homes, churches, and schools. Congress passed the amendment in June 1866 and sent it to the states for ratification. The Election of 1866 President Johnson attacked the Fourteenth Amendment and made it the major issue of the 1866 congressional elections. He hoped Northern voters would turn against the Radical Republicans and elect a new majority in Congress that would support his plan for Reconstruction. As the election campaign got under way, more violence erupted in the South. In July 1866, a white mob attacked delegates to a convention in New Orleans supporting voting rights for African Americans. As Johnson attacked Radical Republicans, Republicans responded by accusing Democrats of being traitors and starting the Civil War. When the votes were counted, the Republicans achieved an overwhelming victory, winning an approximate three-to-one majority in Congress. Reading Check Summarizing Who did President Johnson blame for the Civil War? Radical Republicans Take Control The election of former Confederates to office and the introduction of the black codes convinced many moderate Republicans to join the Radicals in opposing Johnson’s Reconstruction policies. In late 1865, House and Senate Republicans created the Joint With military officers supervising the registration of voters, the Southern states began holding elections and organizing constitutional conventions. By the end of 1868, six former Confederate states—North Carolina, South Carolina, Florida, Alabama, Louisiana, and Arkansas—had met all of the requirements and were readmitted to the Union. Impeachment The Republicans knew they had the votes to override any veto of their policies, but they also knew that President Johnson could still interfere with their plans by refusing to enforce the laws they passed. Although they distrusted Johnson, Republicans in Congress knew that Secretary of War Edwin M. Stanton agreed with their program and would enforce it. They also trusted General Ulysses S. Grant, the head of the army, to support the policies of Congress. To prevent Johnson from bypassing Grant or firing Stanton, Congress passed the Command of the Army Act and the Tenure of Office Act. The Command of the Army Act required all orders from the president to go through the headquarters of the general of the army—Grant’s headquarters. The Tenure of Office Act required the Senate to approve the removal of any government official, including Stanton, whose appointment had required the Senate’s consent. Determined to challenge the Tenure of Office Act, Johnson fired Stanton on February 21, 1868. Stanton barricaded himself inside his office and refused to leave. Three days later, the House of Representatives voted to impeach Johnson, meaning that they charged him with “high crimes and misdemeanors” in office. The main charge against Johnson was that he had broken the law by refusing to uphold the Tenure of Office Act. Also, because Johnson had removed four commanders in the Southern military districts who supported the Republicans, the House charged him with attempting to undermine the Reconstruction program. --- Military Reconstruction In March 1867, Congressional Republicans passed the Military Reconstruction Act, which essentially wiped out Johnson’s programs. The act divided the former Confederacy, except for Tennessee—which had ratified the Fourteenth Amendment in 1866—into five military districts. A Union general was placed in charge of each district. In the meantime, each former Confederate state had to hold another constitutional convention to design a constitution acceptable to Congress. The new state constitutions had to give the right to vote to all adult male citizens, regardless of their race. After a state had ratified its new constitution, it had to ratify the Fourteenth Amendment before it would be allowed to elect people to Congress. --- 1. Interpreting Maps Only one former Confederate state was not part of a military district. What was it? 2. Applying Geography Skills How many years after the war was the last Southern state readmitted to the Union? As provided in the Constitution, the Senate then put the president on trial. If two-thirds of the senators found the president guilty, he would be removed from office. For more than two months the Senate debated the president’s fate. On May 16, 1868, the Senate voted 35 to 19 that Johnson was guilty of high crimes and misdemeanors—just one vote short of what was needed for conviction. Seven Republican senators joined with the Democrats in refusing to convict Johnson. These senators believed that it would set a dangerous precedent to impeach a president simply because he did not agree with congressional policies. The Election of 1868 Although Johnson remained in office, the impeachment stripped him of what little power he had left. Demoralized, he finished his term quietly and did not run for election in 1868. The logical candidate for the Republicans was General Grant, the most popular war hero in the North. In 1868 the Republican convention unanimously nominated Grant to run for president. During the campaign, ongoing violence in the South convinced many Northern voters that the South could not be trusted to reorganize its state governments without military supervision. At the same time, the presence of Union troops in the South enabled African Americans to vote in large numbers. As a result, Grant won six Southern states and most of the Northern states. The Republicans retained large majorities in both houses of Congress. The Fifteenth Amendment With their majority securely established and a trusted president in office, congressional Republicans moved rapidly to continue their Reconstruction program. Recognizing the importance of African American suffrage, the Republican-led Congress passed the Fifteenth Amendment to the Constitution. This amendment declared that the right to vote “shall not be denied . . . on account of race, color, or previous condition of servitude.” By March 1870, enough states had ratified the amendment to make it part of the Constitution. Radical Reconstruction had a dramatic impact on the South, particularly in the short term. It changed Southern politics by bringing hundreds of thousands of African Americans into the political process for the first time. It also began to change Southern society. As it did so, it angered many white Southerners, who began to fight back against the federal government’s policies. Reading Check Identifying What two laws did the Radical Republicans pass to reduce presidential power? --- SECTION 2 ASSESSMENT Checking for Understanding 1. Define: black codes, impeach. 2. Identify: Civil Rights Act, Fourteenth Amendment, Military Reconstruction Act, Tenure of Office Act. 3. Evaluate why the congressional election of 1866 was significant to the Radical Republicans. Critical Thinking 5. Evaluating Do you think Presidents Lincoln and Johnson were wise in not seeking harsh treatment of the Southern states? Why or why not? 6. Taking Notes Use an outline similar to the one below to list the major events of congressional Reconstruction. I. Johnson Takes Office A. B. C. II. A. B. C. Analyzing Visuals 7. Analyzing Maps Study the map of Military Districts on page 394. Then list the Confederate states that were readmitted to the Union in 1868, the earliest year for any such state to gain readmission. Writing About History 8. Persuasive Writing Imagine that you are a citizen during Andrew Johnson’s administration. Write a letter to a member of Congress urging him to vote either for or against Johnson’s impeachment. Include reasons for your position. WILLIAM H. CROOKE served as a bodyguard for President Andrew Johnson and witnessed the decisive vote by Edmund Ross during the impeachment trial in the Senate on Saturday, May 16, 1868. Here, Crooke recalls the scene: The tension grew. There was a weary number of names before that of Ross was reached. When the clerk called it, and Ross [senator from Kansas] stood forth, the crowd held its breath. ‘Not guilty,’ called the senator from Kansas. It was like the babbling [sic] over of a caldron. The Radical Senators, who had been laboring with Ross only a short time before, turned to him in rage; all over the house people began to stir. The rest of the roll-call was listened to with lessened interest. . . . When it was over, and the result—35 to 19—was announced, there was a wild outburst, chiefly groans of anger and disappointment, for the friends of the president were in the minority. It was all over in a moment, and Mr. Johnson was ordering some whiskey from the cellar. [President Johnson was not convicted.] VERBATIM “If the South is ever to be made a safe Republic, let her lands be cultivated by the toil of the owners, or the free labor of intelligent citizens.” THADDEUS STEVENS, arguing for land redistribution in the South during Reconstruction “In the South, the [Civil] war is what A.D. is elsewhere; they date from it.” MARK TWAIN, from Life on the Mississippi “For we colored people did not know how to be free and the white people did not know how to have a free colored person about them.” HOUSTON HARTSFIELD HOLLOWAY, freedman, on the problem of Reconstruction “As in the war, freedom was the keynote of victory, so now is universal suffrage the keynote of Reconstruction.” ELIZABETH CADY STANTON, arguing for universal suffrage, 1867 “We thought we was goin’ to be richer than the white folks, ’cause we was stronger and knew how to work, and the whites didn’t and they didn’t have us to work for them anymore. But it didn’t turn out that way. We soon found out that freedom could make folks proud but it didn’t make ‘em rich.” FELIX HAYWOOD, former slave PRESIDENTIAL SUPERLATIVES While he was neither “first in war, first in peace” nor “first in the hearts of his countrymen,” President Andrew Johnson left his mark on history: - First to have never attended school - First to be impeached - First to be elected to the Senate both before and after being president - First to host a queen at the White House - First tailor/president who made his own clothes - Last not to attend successor’s inauguration - Most vetoes overridden - Father of the Homestead Act (Re)inventing America Patents awarded to African American inventors during the Reconstruction period: ALEXANDER ASHBOURNE biscuit cutter LANDROW BELL locomotive smokestack LEWIS HOWARD LATIMER water closets (toilets) for railway cars, electric lamp with cotton filament, dough kneader THOMAS ELKINS refrigerator with cooling coils THOMAS J. MARTIN fire extinguisher ELIJAH McCOY automatic oil cup and 57 other devices and machine parts, including an ironing board and lawn sprinkler Milestones REEXAMINED. THE ROMANTIC STORY OF POCOHONTAS, based on the written account of Captain John Smith. The London Spectator, reporting on the work of Mr. E. Neils, debunks Smith’s tale of the young Pocahontas flinging herself between him and her father’s club. The young girl was captured and held prisoner on board a British ship and then forcibly married to Mr. John Rolfe. Comments Appleton’s Journal in 1870: “All that is heroic, picturesque, or romantic in history seems to be rapidly disappearing under the microscopic scrutiny of modern critics.” FOUNDED, 1877. NICODEMUS, KANSAS, by six African American and two white Kansans. On the high, arid plains of Graham County, the founders hope to establish a community of homesteading former slaves. TOPPED, 1875. THE ONE MILLION MARK FOR POPULATION, by New York City. New York is the ninth city in the history of the world to achieve a population level of more than one million. The first was Rome in 133 B.C. EXTINGUISHED, 1871. THE PESHTIGO FOREST FIRE in Wisconsin. The conflagration caused 2,682 deaths. The Peshtigo tragedy has been overshadowed by the Great Chicago Fire of the same year, which killed 300. PUBLISHED, 1865. DRUM TAPS, by Walt Whitman. Based on his experiences as a hospital volunteer, Whitman’s new poems chronicle the horrors of the Civil War. THROWN, 1867. FIRST CURVEBALL, by William A. “Candy” Cummings of the Brooklyn Excelsiors. In a game against Harvard, pitcher Cummings put a spin on the ball to make it swerve downward. Most spectators thought the ball’s curved path was an illusion. NUMBERS $7,200,000 Purchase price paid by U.S. to Russia for Alaska in 1867 2¢ Price paid per acre for Alaska $30 Boarding and tuition, per quarter, at Saint Frances Academy, boarding school for African American girls in Baltimore, Maryland. Students come from states as distant as Florida and Missouri for an education “productive of the happiest effects among individuals and in society.” $5 Extra charge for instruction in embroidery $25 Extra charge for instruction in making wax fruit $3 Tuition, per quarter, for local “day scholars” 5,407 Number of pupils in Mississippi Freedmen’s schools in 1866 50 Number of schools established for freed African Americans in Mississippi in 1866 20% Percentage of state income of Mississippi spent on artificial arms and legs for war veterans in 1866 Republican Rule in the South By late 1870, all of the former Confederate states had rejoined the Union under the congressional Reconstruction plan. Throughout the South, the Republican Party took power and introduced several major reforms. Most white Southerners scorned the Republicans, however, partly because the party included Northerners and African Americans. Southerners also believed the Union army had forced the new Republican governments on them. On a moonlit December night in the late 1860s, Essic Harris, a formerly enslaved man, woke suddenly after hearing loud noises outside his small home in Chatham County, North Carolina. He peered out his bedroom window and a wave of terror rushed over him. Thirty men in white robes and hoods stood around the house. Many held shotguns. They were members of the Ku Klux Klan, an organization that used violence and intimidation to force African Americans and white Republicans out of Southern politics. They had come to harass Harris, who was active in local politics. As Klan members began firing shotgun blasts at his home, Harris pushed his family into a corner and grabbed his own shotgun. He rushed to the front door and fired back, then shouted to one of his children, “Boy, bring my five-shooter!” Harris had no such gun, but his bluff worked. The Klan members cursed Harris and rode off, but they would return. They continued harassing Harris until he abandoned his home and moved to another county. —adapted from The Fiery Cross Carpetbaggers and Scalawags As Reconstruction began many Northerners moved to the South. Quite a few were eventually elected or appointed to positions in the South’s new state governments. Southerners, particularly Democratic Party supporters, referred to these newcomers as carpetbaggers because some arrived with suitcases made of carpet fabric. Many local residents viewed the Northerners as intruders seeking to exploit the South. Some carpetbaggers did seek to take advantage of the war-torn region. Others, however, hoped to find more opportunities than existed for them in the North and West. Some simply wanted to help. Many Northern schoolteachers, for example, moved south to help educate whites and African Americans. While many Southerners despised carpetbaggers, they also disliked white Southerners who worked with the Republicans and supported Reconstruction. They called these people scalawags—an old Scotch-Irish term for weak, underfed, worthless animals. The scalawags were a diverse group. Some were former Whigs who had grudgingly joined the Democratic Party before the war. Many were owners of small farms who did not want the wealthy planters to regain power. Still others were business people who favored Republican plans for developing the South’s economy. African Americans Enter Politics Thousands of formerly enslaved people also took part in governing the South. Having gained the right to vote, African Americans quickly began organizing politically. “You never saw a people more excited on the subject of politics than are the [African Americans] of the South,” wrote one plantation manager. At first, African American leaders in the South came from those who had been educated before the war. These included artisans, shopkeepers, and ministers. Many had lived in the North and fought in the Union army. Helped by the Republican Party, these African Americans delivered speeches to former plantation workers, drawing them into politics. Within a few remarkable years, African Americans went from enslaved workers to legislators and administrators on nearly all levels of government. Hundreds of formerly enslaved people served as delegates to state constitutional conventions. They also won election to numerous local offices, from mayor to police chief to school commissioner. Dozens of --- Profiles in History Hiram Revels 1822–1901 For a man reluctant to enter politics, Hiram Revels went a long way—becoming the first African American in the United States Senate. Revels was born to free parents in Fayetteville, North Carolina. In 1845 he became a minister in the African Methodist Church. Soon after, Revels settled in Baltimore, where he worked as a church pastor and as the principal of an African American school. After the Civil War, Revels settled in Natchez, Mississippi, where he continued his religious work. At first, Revels expressed reluctance to wade too deeply into politics, but he overcame this concern and won the respect of both whites and African Americans. In 1870 Revels was elected to the Senate. The first African American senator, he served in a subdued manner, speaking much less than other African American members of Congress. Upon his retirement from the Senate, Revels served twice as president of Alcorn University, an African American college in Mississippi. Joseph Rainey 1832–1887 At the outbreak of the Civil War, Joseph Rainey was working as a barber in Georgetown, South Carolina. Less than 10 years later, he became the first African American elected to the U.S. House of Representatives. Rainey was born to enslaved parents who bought their freedom in the 1840s. They opened a barbershop, where Rainey worked until the war broke out. After the war, Rainey entered politics, and in 1870 he was elected to the House of Representatives, serving in Congress until 1879. As the body’s first African American, Rainey found himself the object of intense scrutiny. During this time, he showed considerable knowledge of politics and made impressive speeches in favor of legislation to enforce the Fourteenth Amendment and the Ku Klux Klan Act. Throughout his tenure in Congress, Rainey worked tirelessly—both in and out of the House chamber—to advance African American civil rights. African Americans served in Southern state legislatures, while 14 were elected to the House of Representatives and 2 to the Senate. With formerly enslaved people making such political gains, many Southerners claimed that “Black Republicanism” ruled the South. Such claims, however, were greatly exaggerated. No African American was ever elected governor. In South Carolina, where African Americans made up a majority of the population, they did achieve a majority in the legislature, but it lasted for only one legislative term. African Americans participated in government, but they did not control it. The Republican Party took power in the South because it also had the support of a large number of white Southerners. Poor white farmers, who resented the planters and the Democratic Party that dominated the South before the Civil War, often joined with African American voters to elect Republicans. Republican Reforms in the South The newly elected Republican governments in the South quickly instituted a number of reforms. They repealed the black codes and made many more state offices elective. They established state hospitals and institutions for orphans, the hearing and visually impaired, and the mentally ill. They rebuilt roads, railways, and bridges and provided funds for the construction of new railroads and industries in the South. They also established a system of public schools. The Republican reforms did not come without cost. Many state governments were forced to borrow money and to impose high property taxes to pay for the repairs and new programs. Many property owners, unable to pay these new taxes, lost their land. Although many Republicans wanted to help the South, others were corrupt. One Republican governor admitted accepting more than $40,000 in bribes. Graft, or gaining money illegally through politics, was common in the South, just as it was in the North at the time, but it gave Southern Democrats another issue that would help them regain power in the 1870s. Reading Check Summarizing What three groups helped elect Republicans in the South during Reconstruction? African American Communities In addition to their efforts on the political stage, African Americans worked to improve their lives in other ways during Reconstruction. Many sought to gain an education and establish their own thriving communities. A Desire to Learn Once they were freed, many African Americans wanted to get an education. In the first years of Reconstruction, the Freedmen’s Bureau, with the help of Northern charities, established schools for African Americans across the South. By 1870 some 4,000 schools and 9,000 teachers—half of them African American—taught 200,000 formerly enslaved people of all ages. In the 1870s, Reconstruction governments built a comprehensive public school system in the South, and by 1876 about 40 percent of all African American children (roughly 600,000 students) attended school in the region. Several African American academies offering advanced education also began operating in the South. These academies grew into an important network of African American colleges and universities, including Fisk University in Tennessee and Atlanta University and Morehouse College in Georgia. Churches and Social Organizations With the same determination they showed in pursuing an education, formerly enslaved people across the South worked to Carpetbaggers: Corrupt or Well-Intentioned? According to Southerners, many carpetbaggers were corrupt Northerners who came south to get rich or to get elected. Films like Gone with the Wind influenced many generations to accept this view. The opposing interpretation argues that Northerners were not necessarily corrupt but often simply wanted to make new lives or aid African Americans. In 1871 Oliver Morton, a Radical Republican senator from Indiana, defended Northerners who relocated to the South, claiming they were beneficial to that region: “When the war ended many men who had been in the Union army remained in the South, intending to make it their home. . . . Others emigrated from the North, taking with them large capital, believing that the South presented fine prospects for business. . . . It so happened, and was, in fact, necessary, that many of these men should be elected to office. This was their right and the natural result of the circumstances by which they were surrounded. . . . Emigration is a part of the genius of the American people. . . . it is an odious and anti-American doctrine that a man has no right to be elected to an office in a State because he was not born in it. . . . What the South needs is emigrants with carpet bags well filled with capital to revive industry. . . .” —quoted in Reconstruction: Opposing Viewpoints In an 1871 question-and-answer session before Congress, William Manning Lowe, a former Confederate colonel and Alabama lawyer, criticized his state’s U.S. senators, Willard Warner and George Spencer. Both were originally from Northern states: “[A] carpet-bagger is generally understood to be a man who comes here for office sake, of an ignorant or bad character, and who seeks to array the Negroes against the whites. . . . in order to get office through them. . . . (The term) does not apply to all northern men who come here. . . . We regard any republican or any man as a man of bad character, whether he is native or foreign born, who seeks to obtain office from the Negroes by exciting their passions and prejudices against the whites. We think that a very great evil—very great. We are intimately associated with the Negro race; we have a large number in the country, and we think it essential that we shall live in peace together. . . . No, sir; the term is never applied to a democrat under any circumstances. . . .” —quoted in Reconstruction: Opposing Viewpoints Learning From History 1. Evaluating Which of these two viewpoints most accurately describes carpetbaggers? Why? 2. Analyzing Choose one of the viewpoints above. Write three questions you would like to ask your chosen speaker. African Americans also established thousands of other organizations to help and support each other. These organizations ranged from burial societies and debating clubs to drama societies and trade associations. Reading Check Examining How did education for African Americans change during Reconstruction? Southern Resistance At the same time these changes were taking place, African Americans faced intense resentment from many Southern whites. Many Southerners also despised the “Black Republican” governments, which they believed vindictive Northerners had forced upon them. The Ku Klux Klan Unable to strike openly at the Republicans running their states, some Southerners organized secret societies. The largest of these groups was the Ku Klux Klan. Started in 1866 by former Confederate soldiers in Pulaski, Tennessee, the Klan spread rapidly throughout the South. Its goal was to drive out the Union troops and carpetbaggers and regain control of the South for the Democratic Party. Hooded, white-robed Klan members rode in bands at night terrorizing supporters of the Republican governments. They broke up Republican meetings, drove Freedmen’s Bureau officials out of their communities, burned African American homes, schools, and churches, and attempted to keep African Americans and white Republicans from voting. Republicans and African Americans formed their own militia groups and fought back. As the violence perpetrated by both sides increased, one African American organization sent a report to the federal government asking for help: “We believe you are not familiar with the description of the Ku Klux Klan’s riding nightly over the country, going from county to county, and in the county towns spreading terror wherever they go by robbing, whipping, ravishing, and killing our people without provocation. . . . We pray you will take some steps to remedy these evils.” —from the Records of the U.S. Senate, 42nd Congress Enforcement Efforts In 1871 President Grant signed an anti–Ku Klux Klan Bill. What actions did the Klan take to interfere with African American voting rights? The Enforcement Acts The Ku Klux Klan’s activities outraged President Grant and congressional Republicans. In 1870 and 1871, Congress passed three Enforcement Acts to combat the violence in the South. The first act made it a federal crime to interfere with a citizen’s right to vote. The second put federal elections under the supervision of federal marshals. The third act, also known as the Ku Klux Klan Act, outlawed the activities of the Klan. Local authorities and federal agents, acting under the Enforcement Acts, arrested more than 3,000 Klan members throughout the South. Southern juries, however, convicted only about 600, and fewer still served any time in prison. Reading Check Describing Why did Congress pass the Enforcement Acts? --- SECTION 3 ASSESSMENT Checking for Understanding 1. Define: carpetbagger, scalawag, graft. 2. Identify: Joseph Rainey, Hiram Revels, Ku Klux Klan Act. 3. Describe how some white Southerners reacted to the Republican Party gaining power in the South. Critical Thinking 5. Analyzing Why did white Southerners resent both carpetbaggers and scalawags? 6. Categorizing Use a graphic organizer similar to the one below to identify both the negative and positive aspects of carpetbag rule. \| Carpetbag Rule \| \|----------------\| \| Positives \| Negatives \| Analyzing Visuals 7. Analyzing Photographs Study the photograph of the Freedmen’s school on page 400. By 1876, around how many children attended schools such as the one pictured here? Writing About History 8. Descriptive Writing Imagine you are living in the postwar South. You are either a Northerner who has recently moved there or a longtime Southern resident. Write a friend and describe Southern life as you see it. Ethelbert Barksdale could hardly contain his excitement as the 1875 election campaign in Mississippi wound down. For the past several years, Democrats had steadily regained power throughout the South, winning back various local and state offices from Republicans through political organizing and through intimidation and harassment of African Americans and other Republican supporters. Barksdale, the editor of the Weekly Clarion, a Democratic Mississippi newspaper, now watched with joy and anticipation as Democrats prepared to recapture numerous political offices in his state. To Barksdale and many other white Southerners, the efforts by the Democrats to regain political control was nothing less than a revolution to free the South from despised Republican rule. “When a government is oppressed with very bad rulers, and national affairs are tending toward corruption, the people . . . bear these grievances for a long time hoping that a reformation may come,” he wrote on the eve of Election Day. —adapted from Reconstruction and Redemption in the South The Grant Administration As commander of the Union forces, Ulysses S. Grant had led the North to victory in the Civil War. His reputation had then carried him into the White House in the election of 1868. Unfortunately, Grant had little experience in politics. He believed that the who paid most of the sin taxes. They argued that wealthy Americans were gaining too much influence in Grant’s administration. Some Republicans, known as Liberal Republicans, agreed with the Democrats. They were concerned that men who were in office to make money and sell influence were beginning to dominate the Republican Party. The Liberal Republicans tried to prevent Grant from being nominated for a second term. When that failed, they left the Republican Party in 1872 and nominated their own candidate, Horace Greeley, the influential newspaper publisher. To attract Southern support, the Liberal Republicans promised to pardon nearly all former Confederates and to remove Union troops from the South. As a result, the Democratic Party, believing that only a united effort would defeat Grant, also nominated Greeley. Despite the split in his own party, Grant won the election easily. Scandals Mar Grant’s Second Term During Grant’s second term, a series of scandals badly hurt his administration’s reputation. In one scandal, Grant’s secretary of war, William Belknap, was found to have accepted bribes from merchants operating at army posts in the West. He was impeached but resigned before the Senate could try him. Then, in 1875, the “Whiskey Ring” scandal broke. A group of government officials and distillers in St. Louis cheated the government out of millions of dollars by filing false tax reports. It was reported that Orville E. Babcock, Grant’s private secretary, was in this group, although the charges were never proven. The Panic of 1873 In addition to dealing with political scandals, Grant and the nation endured a severe economic crisis that began during Grant’s second term. The turmoil started in 1873 when a series of bad railroad investments forced the powerful banking firm of Jay Cooke and Company to declare bankruptcy. A wave of fear known as the Panic of 1873 quickly spread through the nation’s financial community. The panic prompted scores of smaller banks to close and the stock market to plummet. Thousands of businesses shut down, and tens of thousands of Americans were thrown out of work. The scandals in the Grant administration and the deepening economic depression hurt the Republicans politically. In the 1874 midterm elections, the Democrats won control of the House of Representatives and made gains in the Senate. These newly elected Democrats immediately launched investigations into the scandals, further embarrassing Grant and the Republicans. Reading Check Explaining Why did the Liberal Republicans oppose President Grant? ### Reconstruction Ends The rising power of the Democrats in Congress meant that enforcing Reconstruction policies became more difficult. At the same time, many Northerners were weary of the decade-long struggle to impose a new society on the South. They were more concerned with their own economic problems than with the political situation in the South. Democrats “Redeem” the South Throughout the 1870s, Southern Democrats had worked to regain control of their state and local governments from Republicans. Southern militia groups intimidated African American and white Republican voters, while some Democrats resorted to various forms of election fraud, such as stuffing ballot boxes, bribing vote counters, and stealing ballot boxes in Republican precincts. Southern Democrats also called on all whites to help “redeem”—or save—the South from “Black Republican” rule. By appealing to white racism and defining the elections as a struggle between whites and African Americans, Democrats were able to win back the support of white owners of small farms who had supported the Republicans. By 1876 the Democrats had taken control of all Southern state legislatures except those of Louisiana, South Carolina, and Florida. In those states, the large number of African American voters, protected by Union troops, were able to keep the Republicans in power. TURNING POINT The Compromise of 1877 With Grant’s reputation damaged by scandals, the Republicans decided not to nominate him for a third term in 1876. Instead, they nominated Rutherford B. Hayes, a former governor of Ohio. Many Americans regarded Hayes as a moral man untainted by scandal or corruption. Hayes wanted to end Radical Reconstruction. The Democrats responded by nominating Samuel Tilden, a wealthy corporate lawyer and former governor of New York who had tried to end the corruption in New York City’s government. On Election Day, Tilden clearly won 184 electoral votes, 1 short of a majority. Hayes clearly won 165 electoral votes, leaving 20 votes in dispute. Nineteen of the votes were in the three Southern states Republicans still controlled: Louisiana, South Carolina, and Florida. There had been so much election fraud on both sides that no one could tell who had won. To resolve the situation, Congress appointed a commission of 15 persons made up equally of members of the House, Senate, and Supreme Court. The commission had 8 Republicans and 7 Democrats and eventually voted along party lines—voting 8 to 7 to give the electoral votes to Hayes. The commission’s recommendations, however, were not binding if both houses of Congress rejected them. After much debate, several Southern Democrats joined with Republicans in the Democrat-controlled House of Representatives and voted to accept the commission’s findings, giving the election to Hayes. --- Geography Skills 1. Interpreting Maps In which states were election results disputed? 2. Applying Geography Skills In what regions of the country did Hayes win support? Atlanta Pride The war devastated Georgia’s capital, but this painting by Horace James Bradley portrays the city’s revival. Bradley called his painting Commercial Center of Atlanta. What elements of the painting show that Atlanta was indeed a commercial center again? the Republican. Noting that Hayes could not have won without the support of Southern Democrats, many concluded that a deal had been made. This is why the outcome of the election is known as the Compromise of 1877. Historians are not sure if a deal really took place or what its exact terms were. The compromise reportedly included a promise by the Republicans to pull federal troops out of the South, if Hayes was elected. In April 1877, after assuming the presidency, Hayes did pull federal troops out of the South. Without soldiers to support them, the two remaining Republican governments in South Carolina and Louisiana quickly collapsed. The Southern Democrats had “redeemed” the South. Reconstruction was now over. Reading Check Explaining What major issue was settled by the Compromise of 1877? A “New South” Arises During his inaugural speech in March 1877, President Hayes expressed his desire to move the country beyond the quarrelsome years of Reconstruction, in part by putting an end to the nation’s regional distinctions. He hoped to narrow the divisions of sectionalism that had long plagued the nation: “Let me assure my countrymen of the Southern States that it is my earnest desire to regard and promote their truest interests—the interests of the white and colored people both equally—and to put forth my best efforts in behalf of a civil policy which will forever wipe out . . . the distinction between North and South, . . . that we may have not merely a united North or a united South, but a united country.” —quoted in Rutherford B. Hayes Many Southern leaders realized the South could never return to the pre–Civil War agricultural economy dominated by the planter elite. Instead, these Southerners called for the creation of a “New South”—a phrase coined by Henry Grady, editor of the Atlanta Constitution. They were convinced that the region had to develop a strong industrial economy. New Industries An alliance between powerful white Southerners and Northern financiers brought great economic changes to some parts of the South. Northern capital helped to build railroads, and by 1890, almost 40,000 miles of railroad track crisscrossed the South—nearly four times the amount there in 1860. Southern industry also grew. A thriving iron and steel industry developed around Birmingham, Alabama. In North Carolina, tobacco processing became big business, and cotton mills appeared in numerous small towns. In other ways, however, the South changed little. Despite its industrial growth, the region remained largely agrarian. As late as 1900, only 6 percent of the Southern labor force worked in manufacturing. For many African Americans in particular, the end of Reconstruction meant a return to the “Old South,” where they had little political power and were forced to labor under difficult and unfair conditions. Sharecropping The collapse of Reconstruction ended African American hopes of being granted their own land in the South. Instead, many returned to plantations owned by whites, where they either worked for wages or became tenant farmers, paying rent for the land they farmed. Most tenant farmers eventually became sharecroppers. Sharecroppers did not pay their rent in cash. Instead, they paid a share of their crops—often as much as one-half to two-thirds—to cover their rent as well as the cost of the seed, fertilizer, tools, and animals they needed. Many sharecroppers also needed more seed and other supplies than their landlords could provide. As a result, country stores and local suppliers, known as furnishing merchants, provided sharecroppers with the supplies they needed on credit but at interest rates often as high as 40 percent. To make sure sharecroppers paid their debts, laws allowed merchants to put liens on their crops. These crop liens meant that the merchant could take some of the crops to cover the debts. The crop lien system and high interest rates led many into a financial condition called debt peonage. Debt peonage trapped sharecroppers on the land because they could not make enough money to pay off their debts and leave, nor could they declare bankruptcy. Failure to pay off debts could lead to imprisonment or forced labor. The Civil War had ended slavery, but the failure of Reconstruction left many African Americans trapped in economic circumstances where they lost much of their newly gained freedom. Reading Check Summarizing What alliance brought about an economic rebuilding of the South? Reviewing Key Terms On a sheet of paper, use each of these terms in a sentence. 1. Reconstruction 2. amnesty 3. pocket veto 4. freedmen 5. black codes 6. impeach 7. carpetbagger 8. scalawag 9. graft 10. “sin tax” 11. sharecropper 12. furnishing merchant 13. crop lien 14. debt peonage Reviewing Key Facts 15. Identify: Wade-Davis Bill, Freedmen’s Bureau, Military Reconstruction Act, Tenure of Office Act, Panic of 1873. 16. What was the main conflict between Presidents Lincoln and Johnson and Congress over Reconstruction? 17. How did the Civil War affect the South’s economy? 18. How did the black codes prevent African Americans from achieving equality? 19. How did African Americans seek to improve their lives once they gained their freedom? 20. What supposedly were the provisions of the Compromise of 1877? 21. What motivated Radical Republicans to pass civil rights legislation on behalf of African Americans? 22. Who was Thaddeus Stevens, and what role did he play in Reconstruction? 23. When was the Ku Klux Klan formed, and what was its goal? 24. What did President Johnson do that convinced Congress that he was not carrying out the laws Congress had passed for Reconstruction? 25. What was the goal of the Tenure of Office Act? 26. What constitutional amendments were Southern states asked to ratify before they could reenter the Union? 27. What tactics did Southern Democrats use to try to regain political power? Critical Thinking 28. Analyzing Themes: Civic Rights and Responsibilities Why did the end of slavery not bring about equality for African Americans? 29. Forming an Opinion In your opinion, whose approach to Reconstruction was more appropriate—that of Presidents Lincoln and Johnson or that of Congress? Why do you think so? 30. Synthesizing Why did African Americans in the 1870s lose some of the political power that they had gained during Reconstruction? 31. Making Inferences Who were the “Black Republicans,” and what did this name imply? 32. Evaluating What were the main features of Lincoln’s plan for Reconstruction? Do you think his plan would have worked? Why or why not? 33. Analyzing Some leaders, both Northern and Southern, argued that the South should develop a different kind of economy after the Civil War. What kind of economy did they mean? 34. Categorizing Use a graphic organizer similar to the one below to list the positive and negative aspects of Reconstruction. - Positives - Reconstruction - Negatives Practicing Skills 35. Interpreting Political Cartoons Study the political cartoon on page 404. Then use the steps you learned on page 390 to answer the following questions: a. What well-known symbol appears here, and to whom does it refer during this period? b. What attitude do you think the cartoonist has about promises of reform? Why do you think so? Geography and History 36. The graph on this page shows agricultural production in the South from 1860 to 1900. Study the graph and answer the questions below. a. Interpreting Graphs Which crops surpassed pre–Civil War levels of production by 1890? b. Applying Geography Skills What factors do you think might have contributed to increased production in the late 1800s? Writing Activity 37. Portfolio Writing Choose one of the events of the Reconstruction period discussed in the chapter. Imagine that the radio had been invented at that time. Write a radio news segment in which you provide information about the event and your view of it. Include the script for the radio segment in your portfolio. Chapter Activities 38. Research Project Use library sources to find examples of political cartoons from the Reconstruction era. Create a display of these cartoons, and write a summary of how they illustrate the major issues of the time period. 39. Technology Activity: Using the Internet Search the Internet to find information on an aspect of the Reconstruction era, such as Johnson’s impeachment or the role of carpetbaggers. Use the information to write a report to present to your class. In your report, be sure to identify the authors or sources of your Web sites. --- Standardized Test Practice Directions: Choose the best answer to the following question. Which of the following statements about the period of Reconstruction after the Civil War is not true? A To maintain their strength in Congress, Radical Republicans wanted to be certain African Americans voted. B Some Northern teachers wanted to help newly emancipated African Americans get education and jobs. C President Johnson was eager to punish the South and insisted on strict control of the region through the Military Reconstruction Act. D Southern state legislatures often passed black codes to limit the rights of African Americans in the South. Test-Taking Tip: Pay careful attention to the wording of the question. This question asks you to select the answer that is NOT true. 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Achieving Blue Growth through implementation of the Code of Conduct for Responsible Fisheries Réaliser une croissance bleu à travers la mise en œuvre du Code de conduite pour une pêche responsable Lograr el crecimiento azul mediante la aplicación del Código de Conducta para la Pesca Responsable تحقيق النمو الأزرق من خلال تنفيذ مدونة السلوك بشأن الصيد الرشيد Contents The Code of Conduct for Responsible Fisheries 1 The Blue Growth Initiative 3 Fish and human nutrition 5 Livelihoods and decent work 7 Towards a more sustainable seafood value chain 9 Food loss and waste (Save Food) 11 Ecolabels, certification and sustainability 13 Ecosystem services 15 Technology and innovation 17 Efficiency and resource use 19 The Code of Conduct for Responsible Fisheries The 1992 United Nations Conference on Environment and Development, more commonly known as the Rio Summit, was instrumental in focusing international attention on achieving sustainable development, with a new interest in safeguarding our natural resources for future generations. The resulting shift in public debate prepared the way for a long-discussed improved integration of conservation and environmental considerations into fisheries management. The Code of Conduct for Responsible Fisheries was drafted, negotiated, and adopted by FAO member countries to serve this purpose. It served as the basis for the development of the Ecosystem Approach to Fisheries and Aquaculture. The Code recognises the nutritional, economic, social, environmental and cultural importance of fisheries and aquaculture, and the interests of all those concerned with the fishery sector. The Code of Conduct for Responsible Fisheries provides principles and standards applicable to the conservation, management and development of all fisheries, including: - Relationship with international instruments - Implementation & monitoring - Requirements of developing countries - Fisheries management - Fishing operations - Aquaculture development - Coastal area management - Post-harvest - Trade - Fisheries research Key facts & figures In March 1991, the FAO Committee on Fisheries (COFI) called for development of new concepts for responsible, sustained fisheries. The Code of Conduct for Responsible Fisheries was drafted by 170 FAO member countries. The Code was adopted unanimously at the FAO Conference on 31 October 1995. Numerous technical guidelines for responsible fisheries and International Plans of Action have been produced to support countries with implementing the Code. States and all those involved in fisheries and aquaculture are encouraged to implement the Code. FAO is responsible for monitoring implementation, and supporting countries in their efforts to implement the Code. A blow to IUU fishing: Port State Measures Illegal, unreported and unregulated (IUU) fishing is believed to represent 20% of total catches per year. Estimates place the dollar figure of IUU fishing between USD 10-23 billion annually. The Code makes clear the important role ports play in supporting its objectives of eliminating IUU fishing. In 2009, a key measure designed to prevent illegally caught fish from ever entering international markets through ports was adopted at FAO: The Agreement on Port State Measures to Prevent, Deter and Eliminate Illegal, Unreported and Unregulated Fishing. The Agreement promotes collaboration between fishermen, port authorities, coast guards and navies to strengthen inspections and control procedures at ports and on vessels. Under the terms of the treaty, vessels must request permission for port entry. Port entry and port services must be denied to offending vessels after regular inspections. Twenty-five countries must ratify the treaty in order for it to enter into force. Many countries are advanced in the process prior to ratification, and the international community is hopeful the treaty will soon enter into force – an important milestone in the fight against IUU fishing. Responsible and sustainable development of aquaculture Aquaculture has witnessed spectacular growth since 1995, the year in which the Code was adopted. Aquaculture today makes up over 50% of the fish destined for human consumption, and with an expanding population coupled with an increasing demand for fish and fish products, aquaculture is expected to play an ever greater role in meeting this demand in the future. Two decades ago, the Code laid out important principles to ensure that aquaculture intensification is carried out in a sustainable way, and that planning and policies adequately integrate economic, environmental, social and governance factors. The Code also recognizes that aquaculture development should not impact negatively upon vulnerable populations, noting that ‘states should ensure that the livelihoods of local communities, and their access to fishing grounds, are not negatively affected by aquaculture developments.’ Instruments such as the FAO technical guidelines for aquaculture certification can help ensure that the aquaculture product reaching consumers’ plates has been produced in a manner fully consistent with the principles of the Code of Conduct. The Blue Growth Initiative The Blue Growth Initiative developed from the concept of the Green Economy and is based on the sound principles of the Code of Conduct for Responsible Fisheries. Blue Growth prioritizes balancing the sustainable and socioeconomic management of our natural aquatic resources, with an emphasis on efficient resource use in capture fisheries and aquaculture, ecosystem services, trade, livelihoods and food systems. The initiative is aimed at reconciling economic growth with improved livelihoods and social equity, and strengthening transparent, reliable and more secure food systems. Blue Growth also places greater responsibility on national and regional policies for protecting living aquatic resources. It aims to create an enabling environment for workers involved in fisheries and aquaculture to act not only as resource users, but also to play an active role in protecting and safeguarding these natural resources for the benefit of future generations. Key facts & figures The “blue economy” concept came out of the Rio+20 Conference in 2012, and emphasizes the three pillars of sustainable development – economic, social and environment. FAO launched the Blue Growth Initiative in 2013 and it featured in high level fora such as at the Global Action Summit in The Hague, the Netherlands. Blue Growth focuses on 200 million people employed through fisheries & aquaculture and in various sectors along the seafood value chain. A heightened demand for fish and fishery products could translate into increased decent employment opportunities in this sector. The oceans provide half of the world’s oxygen and 80% of all life on earth. Water in lakes and rivers constitute less than 0.01% of the world’s total water volume, but provide habitat for 41% of the world’s fish species. Supporting countries in adopting the Blue Growth Initiative FAO is working to assist countries in transitioning to a blue growth agenda. Priority areas for policy development include eliminating harmful fishing practices and overfishing, instead favoring approaches that promote growth based on resource efficiencies. Such approaches also emphasize the need to generate decent employment and trade opportunities, improve biodiversity conservation, end illegal, unreported and unregulated fishing, and implement measures that foster cooperation between countries and institutions. The Blue Growth Initiative aims to promote investment and innovation in support of food security, poverty reduction, and the sustainable management of aquatic resources. Special challenges for inland fisheries Inland fisheries are an essential element of the Blue Growth Initiative, but with significant challenges. Fish and other products from inland waters are an essential source of protein, micronutrients, vitamins and omega-3 fats for millions of people, particularly in developing countries, and crucial to the livelihoods of more than 60 million people who depend on inland fisheries. An estimated 71 low-income countries currently produce nearly 7 million tonnes a year, or 80% of global inland capture. Inland water bodies are frequently impacted by other human needs; competition between inland fisheries and more influential sectors such as hydro-electric, sanitation, transportation and agriculture is already reducing or degrading inland fishery habitats. Governance is a key challenge to the sector, which is often perceived to have low value and is not often included in national or international policies. Currently, less than half of international or shared inland water bodies have international agreements on their management and only 11% have a mandate covering fisheries management. The Blue Growth Initiative can play a special role in promoting inland fisheries, especially in bringing together the various stakeholders in integrated water management policies, and ensuring that fisheries management actors are firmly integrated into all multi-stakeholder policies for inland fisheries. Fish and human nutrition Fish plays an important role in fighting hunger and malnutrition. Fish is not only a source of proteins and healthy fats, but also a unique source of essential nutrients, including long-chain omega-3 fatty acids, iodine, vitamin D, and calcium. The multiple benefits of fatty fish high in omega-3s and small fish eaten whole containing nutrients in the skin and bones clearly illustrate seafood’s irreplaceable nutritional value. An increased focus on fish and nutrition aids both developing countries and the developed world. In many developing countries, fish is the main or only source of animal protein, and is essential for providing micronutrients to vulnerable populations. Fish can sometimes serve as a solution to existing health problems. For instance, goiter is found in areas where iodized salt is unavailable, but the consumption of fish and the natural iodine it contains could help reduce these cases. Dietary patterns are also shifting in developed and middle-income countries, and an increasing emphasis on coronary and overall health has led to an increased demand for fish. Key facts & figures More than 3.1 billion people depend on fish for at least 20% of their total animal protein intake, and a further 1.3 billion people for 15% of animal protein intake. Fish consumption by expectant mothers aids their children’s neurodevelopment. Often undervalued parts of the fish, like the head, viscera, and back-bones make up 30–70% of fish and are especially high in micronutrients. Fish consumption has increased from 9 kg per capita in 1961 to approximately 20 kg per capita today. Half of the consumed fishery products derive from aquaculture. Seafood and crucial nutrients for healthy development Throughout the world, expectant mothers face demanding nutritional needs. The so-called 1000 day window – from pregnancy to the child’s second birthday – is now understood as a crucial time to promote proper nutrition for development, transforming the infant’s future prospects and promoting proper physical and mental development. Fish has a crucial role to play in this development. Key nutrients in seafood: Long chain omega-3 fats Mainly found in fish and fishery products, these fatty acids are essential for optimal brain development. Iodine Seafood is in practice the only natural source of this crucial nutrient. Iodine serves several purposes like aiding thyroid function. It is also essential for neurodevelopment. Vitamin D Another nutrient crucial for mental development, this vitamin also regulates the immune system function and is essential for healthy bones. Iron During pregnancy, iron intake is crucial so that the mother can produce additional blood for herself and the baby. Calcium, zinc, other minerals Diets without dairy products often lack calcium, and zinc deficiency slows a child’s development. Waste not, want not: How fish bones can supplement traditional diets The composition of some amino acids, vitamins and minerals in tuna bones used for fish powder, in comparison with maize flour \| Nutrient \| Tuna bones per 100 g \| maize flour per 100 g \| daily requirement for children \| \|----------\|----------------------\|-----------------------\|-------------------------------\| \| Calcium \| 10.2 g \| 7 mg \| 700 mg/day \| \| Iron \| 36 mg \| 2.4 mg \| 8.9 mg/day \| \| Zinc \| 8.6 mg \| 1.7 mg \| 3.7 mg/day \| \| EPA + DHA \| 3.1 g \| N/A \| 150 mg/day \| Fish products are ideal complements to starch-based diets lacking these nutrients. FISH PRODUCTS Ranging from fish pastes and cakes to dried and fried offerings, seafood products are gaining recognition for their nutritional value. Gaining popularity in African countries like Uganda, seafood powders made from by-products or lake sardines provide missing nutrients to the primarily grain or starch-based diets of the region. In Chile, salmon meat is scraped off frames and heads to produce fish patties and sausages. In many Asian countries fish heads are a highly regarded delicacies. Livelihoods and decent work The fisheries sector employs over 110 million people worldwide and feeds billions. Work in the sector is especially important in developing countries, where fisheries and aquaculture provides important opportunities for rural employment and livelihoods. With approximately one-tenth of the world’s population relying on fisheries and aquaculture for their livelihoods, improving management in small-scale fisheries is essential for eliminating food insecurity and poverty. But the sector also struggles to ensure decent work. Many fisheries workers suffer from dangerous work environments, and over 5 million fisheries workers earn less than one dollar a day. The sector must also do more to empower women at all stages of the value-chains. Despite being responsible for over 90% of processing and 20% of primary fishing activities, women receive limited access to the credit, training, and technology that would make their work more efficient. Too often, children are also working in this sector rather than attending school. Secure livelihoods and decent work are the cornerstones of sustainable and productive fisheries and aquaculture sectors, and at the heart of the Blue Growth Initiative. Approximately 1 in 10 PEOPLE rely on fisheries and aquaculture for their livelihoods. Key facts & figures - 90% of capture fishers operate in small-scale fisheries and over 90% of those fishers live in developing countries. - Half of the fisheries workforce and over 90% of the processing sector are female. - 90–95% of small-scale fisheries landings are destined for local human consumption. - More than 4,000 people from over 100 countries have participated in consultations to develop the Small-Scale Fisheries Voluntary Guidelines. - Investment in good fisheries governance can offset economic losses from weak fisheries governance estimated at over USD 50 billion annually. FAO operationalizes the International Labour Organization’s concept of decent work in rural areas through the concept of decent rural employment. Here is how FAO’s work spreads the four pillars of decent work to fisheries and aquaculture in rural areas. The four pillars along the path to decent rural employment: STANDARDS AND RIGHTS AT WORK Agricultural workers and especially fisheries or aquaculture laborers often lack protection from labor laws. Child and migrant laborers are particularly at risk for human rights violations. Women contribute throughout the value chain, but these contributions are largely unrecognized. FAO programmes train women in improving food production, vocational skills, and small-scale agriculture. SOCIAL DIALOGUE Adequate governance and dialogue is difficult to provide when few fishery and aquaculture workers have organized and formal employment, and often lack representation. These laborers frequently rely on organizations that cover other sectors and are not familiar with fishery and aquaculture in order to represent their interests. Supporting cooperatives and recognizing rights to organize at the smallest unit levels could support broader organizational aid. SOCIAL PROTECTION Many fishers work in countries lacking social security, yet the sector remains a dangerous occupation. 24 000 casualties occur annually in the dangerous, and often exhausting occupation of capture fishing. Protecting fishers and their families in times of injury, sickness, or work accidents is essential considering rural communities’ dependence on seafood production. Even with social protection programs in place, one may have to navigate bureaucratic issues. In Brazil’s Pará state, fisher organizations help women fishers obtain documentation that proves their occupation, thereby allowing them to access benefits if needed. EMPLOYMENT GENERATION AND ENTERPRISE DEVELOPMENT The fact that 5 million fishers earn less than a dollar per day reflects an industry that struggles with infrastructure and development. Wasteful food handling, a lack of investment in new technology, and gaps in data slow the industry’s progress and misrepresent its value. --- Voluntary Guidelines for Securing Sustainable Small-Scale Fisheries The Guidelines are the first internationally agreed instrument for the small-scale fisheries sector. The Guidelines support investing in health, literacy, and technological education, eradicating forced labor, promoting social security protection, mandating gender mainstreaming, and building fisheries’ resistance to climate change and extreme weather. FAO supports implementation by providing communication materials and performing research to inform policy reform. Parties interested in improving fishers’ livelihoods should support their government’s implementation and ratification of the Guidelines. Towards a more sustainable seafood value chain The Blue Growth Initiative takes an overall approach to improving sustainable growth and management of aquatic resources, with special attention provided to the seafood value chain. A value chain is the entire process by which a sector or a company adds value to their final product. By intervening at all stages along the seafood value chain, Blue Growth measures can improve the process, diminish losses and waste, and minimize the carbon footprint while adding value to the final product. At the end of the seafood value chain, consumers can contribute to sustainable Blue Growth through their purchasing choices and their efforts to reduce food waste. Good governance and strong policies facilitate the implementation of changes throughout the entire value chain. Effective policies are key for everything from job creation and decent employment to efficient resource management, food waste reduction, poverty reduction and providing incentives for investment and innovation. Influencing policy decisions is also necessary to strengthen the role of women in the seafood industry, and to empower vulnerable communities engaged in small-scale production. The strong focus on policy in the Blue Growth Initiative also applies food safety and processing, labour and transportation policies, and trade measures. Key facts & figures Seafood products are among the most widely traded food commodities – totaling around USD 145 billion per year. 58 million people are employed directly through fisheries and aquaculture. About 200 million direct and indirect employment opportunities are created along the value chain. 35% of fish and seafood is lost or wasted – almost double the figures for losses for meat products. Small changes can result in big impacts along the value chain Simple, inexpensive technologies can have tremendous effects on the value chain, particularly by increasing the earnings of rural fishers and processors. Fish dryers in Burundi were able to double their prices and decrease waste by converting to simple drying racks. More efficient fish smoking kilns in Côte d’Ivoire increased profits for women’s cooperatives, improved the health of the women smoking the fish, and met EU standards for dried fish imports. Additionally, the more efficient kilns resulted in lower levels of food loss and waste and reduced the amount of carbon fuel required to produce the product, thereby decreasing greenhouse gas emissions. Building a more efficient and sustainable seafood value chain \| Harvesting \| Improve safety and security for workers Decrease carbon emissions & adopt appropriate technologies Adopt appropriate technologies Develop ecotourism Eliminate IUU Preserve biodiversity Improve cold-chain \| \|---\|---\| \| Primary processing \| Improve energy efficiencies Lower carbon emissions Innovate & adopt appropriate technologies Recycle food byproducts \| \| Secondary processing \| Lower carbon emissions Improve infrastructure Support innovation \| \| Wholesale \| Improve transport Use recyclable packaging Decrease food waste Improve infrastructure \| \| Retail \| Reduce packaging and recycle Decrease food waste Improve transport Promote sustainable seafood choices \| \| Consumer \| Encourage recycling Decrease food waste Improve nutrition Inform about sustainability of seafood & carbon footprint of food \| \| Post-consumption \| Decrease food waste Recycle packaging \| Food loss and waste (Save Food) The 1 BILLION TONNES of food wasted each year is a tragedy in a world in which 795 million people are still undernourished. Food loss and waste contributes to food insecurity, squanders precious natural resources, and slows economic and social development. As we struggle to feed the 9.7 billion people expected to make up the world population by 2050, this magnitude of food loss and waste is unacceptable. The SAVE FOOD Initiative is working to link industry, research, governments, and civil society in the crucial fight against food loss. Combating food loss and waste requires different approaches in different parts of the world. About half of the seafood loss in North America takes place at the consumption stage. In the developing world, most losses are experienced at the post-catch stage, with fish lost in poorly constructed nets, in substandard transport without ice to maintain sanitary conditions, or within inefficient fish processing and storage facilities. Key facts & figures - The percentage of fish food losses - 35% - is almost double that of losses for meat products. - Approximately 25% of seafood in North America and Oceania is wasted at the consumption stage. - Fish consumption is expanding on all continents, with higher increases expected in Asia and Oceania. 35% FISH & SEAFOOD FOOD LOSSES 8% of fish caught globally is thrown back into the sea. In most cases they are dead, dying or badly damaged. This is equal to almost 3 billion Atlantic salmon. \| Region \| Fisheries \| Post-catch \| Processing \| Distribution \| Consumption \| \|-------------------------\|-----------\|------------\|------------\|--------------\|-------------\| \| Europe \| \| \| \| \| \| \| North America and Oceania\| \| \| \| \| \| \| Industrialized Asia \| \| \| \| \| \| \| Sub-Saharan Africa \| \| \| \| \| \| \| North Africa, West and Central Asia \| \| \| \| \| \| \| South and Southeast Asia\| \| \| \| \| \| \| Latin America \| \| \| \| \| \| In the developed world, increased coordination between fishers, supermarkets, and consumers limits overproduction and wasted fish on grocery shelves. In the agricultural sector, technological innovations such as rice storage facilities in Tajikistan or cold chain development in Bangladesh’s milk trade, have allowed for improvements, preserving products’ value and safety. There is potential for similar innovations for fish and fishery products. Food waste translates into emitting an additional 3 gigatons of CO2 emissions each year to produce food that is never consumed. This level is higher than emissions for any country, except for the US and China. The blue water footprint (consumption of surface and groundwater resources) of food wastage is about 250 km$^3$, three times the volume of Lake Geneva. Inefficiencies in small-scale fishing and aquaculture operations lead to food waste. This scarcity instigates illegal and unsustainable fishing that harms communities and the environment. Solutions include spreading technologies like drying racks, policies like fencing off landing beaches to keep production sanitary, communication policies and consulting locals about their needs and fully involving them in policy changes. In one Lake Victoria fisheries site in Kenya, fish landing facilities with ice and cold storage facilities that comply with EU standards have fallen into disrepair because those using the facilities were not adequately consulted and trained in their use and maintenance. FAO taught women in Burundi to build and use raised racks for fish drying instead of placing them on the sand. Previously, the women lost 15% of the catch to animals or rainwater contamination. Today, the prices of the cleaner, quicker drying fish have doubled since 2004. Women often participate in less valued post-harvesting operations while men occupy fishing roles. Therefore, economic opportunities for women are valuable, and the women in this project gained greater credibility with their increased earning power. Although men hope to enter this newly lucrative industry, the government supports women’s cooperatives through microcredit schemes. Ecolabels, certification and sustainability The demand for fish and fishery products is increasing rapidly. As the annual OECD-FAO Agricultural Outlook consistently shows, we are moving to an increasingly fish-protein-based diet. But as consumer patterns change, so do requests for information about the origins of the fish being consumed, and guarantees that they were fished sustainably. Seafood industry experts are increasingly speaking about the consumer demand for ‘sea to plate’ traceability. Global standards for fisheries ecolabels and aquaculture certification are relatively new concepts. Ecolabels and certification were developed to: raise consumer awareness that product was caught in a way that has fewer impacts on the environment than other non-certified, similar products; serve as a market-based mechanism designed to influence the purchasing decisions of consumers or procurement policies of retailers, and; provide choices for consumers to support sustainable practices in fisheries through purchase decisions. Key facts & figures Per capita fish consumption reached 20 kg in 2014, and is expected to reach 21.5 kg by 2024. Fisheries production worldwide is expected to expand by 19% between 2012–14 baseline and 2024, to reach 191 metric tonnes. In 2005, the FAO ecolabelling guidelines for marine capture fisheries were endorsed. In 2011, the FAO ecolabelling guidelines for inland capture fisheries were endorsed. In 2011, the FAO technical guidelines on aquaculture certification were endorsed. In 2015, the Global Sustainable Seafood Initiative, a global benchmarking tool based on the Code of Conduct to evaluate third-party certification, was launched in Vigo, Spain. What is a Certification Scheme? Each ecolabel has its own criteria, assessment processes, levels of transparency, different areas of focus. Cost of labelling can vary considerably. Sponsors / developers vary from private companies, industry groups, NGOs, government or a combination. 1. Sets standards for an ecolabel 2. Certifies that a fishery and supply chain are in conformity with required standards 3. Accredits certifying bodies FAO Guidelines for voluntary certification Ecolabelling has been discussed by FAO members since 1997, resulting in the following guidelines: - Guidelines for Eco-Labeling of Fish and Fishery Products from Marine Capture Fisheries (2005, revised 2009) - Guidelines for the Eco-Labeling of Fish and Fishery Products from Inland Capture Fisheries (2010) - Technical Guidelines for Aquaculture Certification (2011) - Evaluation framework for the Marine Capture Ecolabelling Guidelines (draft not approved by COFI) - Evaluation framework for Aquaculture Certification (approved 2013) FAO Certification Guidelines are: consistent with relevant international law (UNCLOS, Fish Stocks Agreement, WTO; voluntary, market driven, transparent, non-discriminatory, and; recognize special conditions applying to developing countries. FAO Certification Guidelines are intended to provide guidance to Governments and organizations that already maintain, or are considering establishing, labelling schemes for certifying fish from fisheries or from aquaculture. Recent market developments The Global Sustainable Seafood Initiative In 2012, thirty-two private seafood companies and a government agency (GIZ) financed a three-year project to develop a global benchmarking tool to evaluate third-party certification schemes against the FAO Code of Conduct for Responsible Fisheries, Certification Guidelines and other FAO instruments. The Global Sustainable Seafood Initiative (GSSI) is modeled after the Global Food Safety Initiative: - The GSSI benchmarking tool was developed by 3 expert working groups (Fisheries, Aquaculture, and Process); - FAO and two NGOs sit on the GSSI Steering Board as affiliated partners; - FAO provides technical expertise on FAO instruments to the 3 EWGs; - Pilot testing of the tool was completed in mid-2015 with several certification schemes volunteering to participate; - The GSSI tool was launched in October 2015 at the FAO Conxemar event in Vigo, Spain that celebrated the 20th Anniversary of the Code of Conduct for Responsible Fisheries. Public ecolabel schemes A number of countries have developed their own eco-label schemes to replace private third-party certification schemes. This is a trend which may increase in the future, as FAO has been requested to provide capacity building to member governments interested in developing their own national ecolabel scheme. Aquatic ecosystem services provide essential elements for life: air, food, and water. Every other breath we take originates from the ocean, and approximately 20% of human protein derives from fish, while 40% of rainfall originates from the ocean. Despite an awareness of the importance of ecosystem services for vulnerable communities, accounting for ecosystem services is not always easy. One example is illustrated by a study in Lami Town, Fiji. The study compared the benefits of constructing a 6 km seawall with that of preserving local mangroves in Lami Town. After completing the costing, researchers discovered that the replacement of the ecosystem services provided to local residents had the wall actually been built would average USD 1200 annually/per family. This calculation factors in the loss of ecosystem services provided by the trees (including fuel and building materials) and the loss to the families of the fish that thrive in the mangroves. The four categories of ecosystem services: - Provisioning services: this includes the 20% share of animal proteins consumed by the global population, the freshwater ponds preserved by aquaculture and the algae used by pharmaceutical companies. These services include food, raw materials, freshwater, medicine, and other goods often traded in markets. Some rural communities depend on these services to build their homes and support their families. - Regulating services: these manage air quality, water filtration, disease, pest control, and other foundations of ecosystem health. With oceans storing fully 90% of the earth’s carbon dioxide, mangroves and coral reefs protecting populations from extreme weather, and wetlands removing waste and pathogens from water, these invisible services are underappreciated but difficult to replace if lost. - Habitat or supporting services: these areas provide habitats and preserve biodiversity, by sustaining the plants and animals that support an ecosystem. For example, coral reefs shelter 25% of marine fish species and feed over a billion people. Managing biodiversity is essential for fisheries and aquaculture, particularly when a history of overfishing of many fish stocks has lowered productivity. Key facts & figures In 2014, ecosystem services’ value was estimated at USD 125 trillion. 55% of atmospheric carbon captured by living organisms is sequestered by the sea and blue carbon sinks (peatlands, mangrove forests, seagrass beds, and other vegetated ocean habitats). Local and indigenous varieties of food may contain over 1000 times the nutrient content of more common varieties. Restoring ecosystem services could feed 740 million people, fully one-quarter of the estimated population growth by 2050. Cultural services – these services describe the human attachment to aquatic areas, and are essential for economic reasons, such as tourism and social benefits tied to cultural identity and spirituality. Between 220 and 700 million recreational fishers worldwide enjoy their sport, designers draw inspiration from coral reefs and humpback whales, religions celebrate fish harvests, and fishers and fish farmers base their identity on their occupation and way of life handed down through the generations. Sharks - Are fish in the sea worth more than fish in the net? In the case of sharks, off the island of Palau they are worth much more if left in the sea where shark diving tourism generates annual business revenues of approximately USD 18 million annually (8% of GDP) compared to a one time value of USD 11 000 if the same sharks were caught and sold for shark fin and other high value products on the international market. A study in Palau found shark dive tourism also generated many employment opportunities in related businesses that serviced the diver operations. The government recognized the importance of shark diving tourism and declared the waters around Palau as a shark sanctuary, closing all forms of shark fishing to foreign vessels in its waters. Protecting mangroves and coral reefs in the Bay of Bengal Large marine ecosystems A 2014 study of the Bay of Bengal Large Marine Ecosystem revealed the ecosystem’s diverse benefits. More than 200 000 people harvest firewood, furnish building poles, and produce dyes or paper from mangroves. Moreover, the trees protect 1.5 million people from extreme weather and water pollution, and sequester over 16 000 MtC. Meanwhile, coral reefs attract tourism and create 1.3 million jobs. They protect 700 000 residents from natural hazards. And within these vulnerable communities, the fish caught in mangroves and coral reefs are often the only source of animal protein consumed by poor, coastal families. Technology and innovation Although fishing and aquaculture may evoke images of wooden boats rowed with oars and small fish ponds, the sector today is highly dependent on technology and innovation in order to expand sustainably. Innovation in the sector links global value chains, reduces energy use and provides healthy, bountiful harvests. Large-scale fishing vessels are now worth millions of US dollars and carry technology developed by scientists and engineers across all sectors. Meanwhile, transformations to aquaculture mean that small pens of the past have transformed into undersea cages, with diameters of over 100 meters and storm-resistant netting, greatly improving the sector’s productivity. In light of the challenge of feeding 9.7 billion in 2050 with finite natural resources, the higher efficiency of production and lower carbon footprint of producing fish compared to other animal food sources renders its role essential. Technology and innovation in the aquaculture sector Aquaculture, the fastest-growing food production sector, provides the potential for meeting increased protein needs. However, the expansion of breeding programs, farmed species, and techniques must be balanced by innovations that analyze risks, ensure fish health, develop sustainable and nutritious fish feeds, and preserve social benefits. Feed, Nutrition, and Health Increased research on the relationships between fish diets, nutrition, and disease has improved the efficiency of feed production and fish health. Enzymes improve fish digestion, and affordable and widely available bone and soybean meal are replacing fish oil in certain fish’s diets. Meanwhile, better developed and easily administered vaccines have dramatically lowered the need for antibiotic treatments. Environmental Aquaculture includes the production of aquatic plants, and the Jiangsu province in eastern China has become a major producer of farmed seaweed. China produces over 12 million tonnes of farmed aquatic plants, responsible for over half of global production. Increasing efficiency and fully utilizing their land, some farmers produce power through windmills and solar panels erected in seaweed cultures. Engineering Technologies Cage development and recirculation technologies allow for dense, efficient, and resilient fish farms. One fish farm FAO worked with in eastern China holds 52 concrete raceways which recirculate water and support black bass and grass carp cultivation. The Blue Growth Initiative will support member governments in spreading these technologies to poor rural farmers and fishers. Key facts & figures Global aquaculture production reached a new high in 2012 at over 90 million tonnes. Since 2014, for total fish food consumption, species raised from aquaculture became the main source of fish destined for human consumption, and this share is projected to reach 56% in 2024. The fishing industry often benefits from advancements made in other industries. The development of synthetic fibres, improvements in electronic aids and satellite communications have led to improvements in fishing gear, navigation and fish-finding technologies. The R/V Dr Fridtjof Nansen is a Norwegian research vessel operated by the Norwegian Institute of Marine Research, in partnership with FAO. Since it was built in 1974, it has travelled across the world’s oceans, but primarily the coasts of Africa, to collect information on marine resources and the health of marine ecosystems. Researchers typically measure ocean temperatures, oxygen levels, chlorophyll and biological processes like plankton production and fish distribution. The Nansen has rotating teams of scientists, largely from developing countries in the areas being studied on each survey trip. Onboard a range of advanced technologies include: - 10 cubic meters of fresh water production each day - An acoustic doppler current profiler that reflects acoustic beams off particles in the water to measure current speed and direction while calculating for ship movement - An Echo sounder and transducer that provide a picture of the seafloor - A CTD system that measures water properties like temperature, oxygen, salinity, and fluorescence - Accommodation for scientists and crew The new Nansen, launched in 2016, is replete with seven scientific laboratories, an auditorium, and equipped with modern sonar sensors able to map fish distribution quickly and a remote-control submersible vehicle able to take photos of life on the ocean floor. Efficiency and resource use With global fish production growing at about 3% annually over the last 50 years and outpacing world population growth, and with the increased demand for fish and seafood products by a growing population, the sustainability of fisheries and aquaculture is crucial. Overfished stocks threaten productivity, while inefficient practices and inefficient vessels emit greenhouse gas emissions that contribute to climate change and the health of our oceans. Responsible for over 90 million tonnes of aquatic plant and seafood production annually, aquaculture provides most of the 3% growth in global fish production. Despite relying on finite resources of land and water and requiring energy to produce feed, aquaculture generates large amounts of food while limiting resource use. Fuel efficiency in small-scale vessels Seafood production requires less greenhouse gas emissions than other animal proteins. Fossil fuels have increased efficiency in fisheries and aquaculture through the mechanization of small fishing vessels, which make up 79% of all fishing vessels. Furthermore, small changes like improved vessel design, selecting an efficient propeller, clearing barnacles, and lowering speed can halve fuel consumption. However, fishers may need government incentives, teams spreading education about fuel-saving, and large-scale projects supporting new fishing technologies to profit from these fuel-saving measures. For example, diesel engines cost more than outboard engines, making adoption unappealing in many developing countries. Nevertheless, a project in Ghana illustrated that the efficient engines covered their cost in under two years. Loan schemes and maintenance training could help overcome the initial price barrier. Key facts & figures Global capture fisheries consume approximately 41 million tons of fuel per year. Rebuilding overfished stocks could increase production by approximately 15 million tonnes. Over half of fishing vessels are engine-powered, but motorized vessels are spread unevenly across the globe. In North America, over 90% of ships are motorized, while in Africa less than 50% are motorized. The biological components in the aquaponic process: fish, plants and bacteria Aquaponics Aquaponics combines hydroponics, soil-less agriculture, and aquaculture within a closed system. The fish produce waste including ammonia (NH₃), which bacteria convert into nitrate, a nutrient for plants. The plants uptake the nitrate and other nutrients from the water, purifying it before it returns to the fish tank. Water efficient, not reliant on fertilizers or pesticides, and implementable in non-arable areas like rooftops or deserts, aquaponics presents economic opportunity and a reliable food source in areas where aquaculture and soil-based agriculture are challenging. However, aquaponics also requires daily management, electricity, specialized knowledge in fish, bacteria, and plant production, and initial capital. A component of larger sustainability schemes, aquaponics offers an easily adaptable system to provide fish protein, produce, and profits to families and small communities. In tropical areas, hull fouling – the attaching of barnacles, weed, slime, algae, etc to the hulls of ships – can increase fuel consumption by 7% after one month and 44% after half a year if antifouling paint is not used. Resource conservation and adapting to extreme weather in the Philippines: Boat construction post-Haiyan In 2013, Typhoon Haiyan damaged 30 000 fishing boats, the assets of two-thirds of Filipino fishing communities. The typhoon also destroyed forests that shelter fisheries and provide boat building materials, so FAO developed a hybrid banca, built by trained local workers, with a fibreglass keel rather than the traditional wooden vessels. However, this new, improved design preserves the traditional boat form. Innovation that minimizes resource use must still appeal to tradition and be accepted by the local fishing communities. 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The purpose of the Milestone Personal Reflection is to assist Scouts and their mentors to identify personal development that has occurred by participating, assisting and leading activities as part of the completion of an Achievement Pathways Milestone. The following questions provide some starting points for a discussion during a Milestone Personal Reflection. Feel free to use these, add to them, or change them to suit the needs of the individual in their reflection. Personal reflection discussions should be quite short, can be conducted by youth and adults, and be as natural as practical. In addition to these questions, the SPICES cards and Scout Method Flash cards may be useful. These questions should not be thought of as a tick list where all questions must be answered in order for a Scout to achieve Milestones. Instead, these question prompts are designed for you to select ones that will help the Scout think about their experiences in Scouting and how they have developed. You are encouraged to adapt and change these questions, rephrase them, ask follow-up questions, and develop your own, to suit the situation and individual Scout. It is useful for discussions to be held based on an activity, program cycle or camp, rather than a hypothetical event or experience. Encourage Rover Scouts to give examples. Some Rover Scout Question Prompts: - What has been your most significant learning experience so far in your Rover Scout experiences? - How has your understanding of the Australian Scout Promise and Law developed or changed in meaning or significance to you, during this Milestone journey? - How does the Australian Scout Law & Unit Code influence your life? Are there aspects that we need to focus on further as a Unit? - Describe your leadership experiences and development during this Milestone. - Which development area (SPICES) do you think you need to work on further? How might we, as the Unit, be able to support you in this? - In what ways have you utilised elements of the Scout Method during this Milestone journey? - What actions have you taken to ensure all members of the Unit, and any guests, are included in the activities and adventures? - How would you adjust the Unit program to promote greater community involvement rather than participation, outdoor activities, creative experiences, individual growth opportunities in the future? On the next pages you will find some questions that relate to the Educational Objectives (SPICES) of Scouting that may be used in reflections. Social development refers to belonging to a group, one’s relationships with others, and understanding differences between people in small groups of peers, as well issues of diversity and inclusion in larger communities. \| Becoming Aware \| I identify and address bias and injustice, and practise and promote equality \| \|----------------\|--------------------------------------------------------------------------------\| \| \| I live according to my legal and ethical responsibilities \| What does diversity and inclusion mean to you? How do you ensure that the Scouting activities are inclusive? How does this influence your network building? Describe a time that you experienced or observed an injustice or an inequality. How did you handle it? Describe your contribution to a patrol’s community service project. How does your involvement in community activities contribute to creating a better world? Interacting with Others \| I explore different lifestyles and embrace diversity \| \|-----------------------------------------------------\| \| I work as a part of a team, manage collective projects and serve actively in the local community, influencing the process of change \| What do you notice about your patrol’s team dynamics in the project you have recently been a part of? How did you influence the dynamics within the team? How do you build and maintain your support networks? When do you know if your network isn’t working, and what do you do to address this? Developing Relationships and Networks \| I build and maintain meaningful relationships within diverse communities of different scales \| \|--------------------------------------------------------------------------------------------\| \| I identify, promote and address personal safety and support for oneself and others, especially those who may be at risk \| What have you learned about keeping yourself and others safe by being involved in the activities this program cycle? What was your active role in this? What are some basic tenets you should follow when establishing relationships with others in your unit? How important are these to you? Physical development refers to one’s understanding of their body, including active care for health, wellbeing, and the pursuit of physical skills and fitness. \| Being Healthy and Fit \| I take responsibility for making good lifestyle choices to ensure good mental health \| \|-----------------------\|----------------------------------------------------------------------------------------\| \| \| In what ways do you take responsibility for your own physical health and understand your physical capabilities? \| \| \| Tell me about resources you can access if you are worried about your own or a friend’s mental health? In this discussion, be conscious about the mental health needs of the person you are talking to. The main concern is that young people look out for each other, and know how to access help if they are concerned about themselves or others. \| \| \| What does a healthy relationship look like? What would you do if you thought you or a friend were in an unhealthy relationship? Where could you find additional resources or get help? \| \| \| In what ways have you led and participated in new and challenging activities in Scouts this year? In what ways have these adventures challenged you in new and interesting ways? \| \| \| How have you contributed to ensuring everyone is safe on Scouting adventures? What have you learnt about assessing and mitigating risks? \| \| \| What do you understand about the minimal environmental impact approaches to Scouting in the outdoors? What’s your contribution to its success? \| \| Being Adventurous \| I take part in and lead physical expeditions and adventurous activity that challenge me physically and intellectually \| \|-----------------------\|-----------------------------------------------------------------------------------------------------------------\| \| \| I actively assess and mitigate risks associated with activities. I support and practice the principles of minimal impact activities \| Intellectual development refers to one’s ability to think, plan, innovate, review and be creative, applying information, knowledge, and skills in new and different circumstances. \| Acquiring new information \| I undertake training and gain new skills and knowledge to assist personal development, education and employment \| \|--------------------------\|---------------------------------------------------------------------------------------------------------------\| \| Showing Initiative \| I respond creatively to diverse situations through demonstrating capacity for thought, innovation, adventure and resourcefulness \| \| Being Adaptable \| I review and adapt projects and activities in response to change \| \| Planning and Reviewing \| I undertake and continually review planning at various timescales I routinely apply the Plan>Do>Review> cycle to all aspects of life \| What are some of the more formal or specialised vocational and personal education and training you have completed, or are working towards? In what way do you plan on using these qualifications? Do you see a use for certificates of learning you can obtain in the Scouts Australia Woodbadge Training Scheme? What does innovation mean to you? Discuss some examples of your innovations. What does creative problem-solving look like to you? Tell me about a situation in the last program cycle in which a creative approach to solving the problem was required. How did you make good use of resources, including the ideas and expertise of people around you? How does Plan>Do>Review> apply to the lifecycle of large or longer timeline projects you undertake, inside or outside of Scouting? It might be worth discussing projects that require multiple Plan>Do>Review> cycles within the bigger project. In what ways do you use a Plan>Do>Review> approach in other aspects of your life? Character development refers to the pursuit of personal best. It includes positive attitude, responsibility, respect, and making an effort beyond what benefits the self. It encapsulates personal growth in the five other SPICES. \| Character Development \| Describes times when you have sought feedback from others about your behaviour or performance on a patrol or unit adventure. Do you consider specifically how your behaviour and performance affects others, or your own outcomes? Remember, ‘behaviour’ doesn’t need to be a negative behaviour. \| \|-----------------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Developing Identity \| I reflect on, and seek feedback from others on my behaviours, and the impact of my behaviours on myself and others I critically reflect on my performance \| \| Showing Autonomy \| I independently form opinions and choices, accept the consequences of my actions and respect the opinions and decisions of others \| \| Demonstrating Commitment \| I monitor my lifestyle, resilience and personal goals, and am considered a role model to others \| When have you provided feedback to others? How do you know if your feedback was effective? When do you review your own contributions and consider if you need to go about things differently in the future? How do you feel when someone makes a decision that could affect you or the outcomes of your group that you don’t agree with? Do you own your own decisions even if they don’t work out? Give an example. How have you developed your own resilience? What are some ways you have supported others to develop their own resilience? The way in which you lead your life is seen by others every day. How do you see yourself as a role model? What would you like people to know about your lifestyle, personal development goals, and resilience? Spiritual Development Spiritual development refers to the development of a person’s beliefs regarding their purpose in life, connection to others, place in the world around them, while respecting the spiritual choices of others. \| Exploring beliefs \| I am able to express beliefs about my purpose, respecting those of others, and understanding how my beliefs influence my actions \| \|-------------------\|-------------------------------------------------------------------------------------------------------------------------------\| \| \| Describe a time when your spiritual beliefs, or your own internal compass, have influenced your actions? Can you describe a morally difficult situation when this became helpful, or challenged you? \| \| \| As an adult, how has your understanding of the role of religions in society changed from when you were younger? What about the role of non-religious spiritual connections that you or others might relate to? \| \| \| How do your own beliefs fit with the Scout Promise and Scout Law? How have they helped you make decisions in your life? Do you see your beliefs changing and evolving in the future? \| \| \| How do you support others to develop their own spiritual beliefs and connections? Do you encourage others to respect and understand other cultures and beliefs, even different ones from your own? \| \| \| What projects have you contributed to that help foster cross-cultural understandings and respect? \| \| \| In what ways do you see yourself as a Messenger of Peace? \| \| \| How have you contributed to the preservation of our natural environment? How have you encouraged others to when on outdoor adventures? \| \| \| How have your relationships with a variety of people influenced your life? Describe times when intergenerational projects have led to good outcomes where a variety of experiences have contributed to the project. \| \| \| How have you supported others to grow and develop within Scouting? \| \| Stopping for reflection \| I express the reasons I have arrived at my current spiritual beliefs and how these combine with the Scout Promise and Law to guide me through my adult life \| \|-------------------------\|----------------------------------------------------------------------------------------------------------------------------------\| \| \| I articulate my plan for further developing and adhering to my spiritual beliefs in the future \| \| \| I engage with others in gaining their own understanding of their connection with others and place in the world, and reflect upon how my understanding of this informs my actions \| \| Respect for others \| I contribute to a culture of understanding and respect towards religious and spiritual beliefs that are different from my own \| \|--------------------\|--------------------------------------------------------------------------------------------------------------------------\| \| \| I contribute to a culture of understanding and respect towards societies and cultures that are different from my own \| \| \| I contribute to a culture of mutual understanding and respect in a multicultural community \| \| Being thankful \| I care for the natural beauty of the world through my actions \| \|----------------\|-----------------------------------------------------------------\| \| \| I articulate how the relationships I have shape my life and express thanks to those who support me \| \| \| I provide opportunities for development and growth for others \|	9107b2bb-5d5b-4259-890b-ee884e93dff8	CC-MAIN-2020-34	https://pr.scouts.com.au/?mdocs-file=2844	2020-08-10T05:32:32+00:00	crawl-data/CC-MAIN-2020-34/segments/1596439738609.73/warc/CC-MAIN-20200810042140-20200810072140-00532.warc.gz	462,084,641	2,456	eng_Latn	eng_Latn	0.986707	eng_Latn	0.997425	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2527, 4679, 6777, 8689, 10731, 14438 ]	[ 3.53125 ]	2	0
Game Characters & Scenes Design Become A Game Designer By: Seven Hu & Claire Lin Learning Objectives Each game has its protagonists - Characters, and backgrounds-scenes. Nailing down your characters and scenes is the first step to design a game. Well-designed scenes and characters will make your game stand out. Then how do we exactly design characters and scenes? Let's start to learn about it! How to design good game characters and scenes? I. Defining parameters 1. Defining the tone and scenes based on the game theme (warm tone/cold tone; city/country) 2. Defining the character style and type (modern, cartoon, ancient, futuristic, etc.) based on the game theme and the back story 3. Defining the shapes, motions, and accessories of characters based on the relations between characters. How to design good game characters and scenes? II. Collecting the Materials 1. Design ideas come from life. We can get inspirations from similar characters and scenes in the real world. 2. Find inspirations in existing game characters and scenes. 3. Find inspirations in designs from different cultures. How to design good game characters and scenes? III. Explaining the Elements 1. Straight lines suggest peace. 2. Ovals represent kindness. 3. Sharp triangles represent speediness, sharpness or evil. 4. A beefy man suggests power. 5. A slender character suggests softness. Have a close look at these characters 1. What features do these characters have in common? 2. What feelings do you have for these characters respectively? 3. Could you sort out these characters? Who are sweet and who are evil? The characters in the image are from the game "Journey to the West." They include various characters such as Zhu Bajie, Tang Sanzang, Sha Wujing, and others, each with distinct appearances and roles within the story. The first picture A fantasy story in ancient times Surreal+ Realistic design (proportions are far from real but the facial features are close to real persons) The second picture - Nintendo characters - Cartoon version of characters (plenty bright colors, cute style) Racing Game Characters of Racing Games Scenes of Racing Games Learning Contents What are the features of the existing racing games? Learning Contents What kind of characters and scenes will you design for your racing game? Let’s start to design! Delete and add characters We don’t need the sprite panda in this theme so we can delete it. Click the “+” button to delete it Then add the sprite racecar. Click here to add a sprite Delete and add characters How to add a sprite: 1. Select a sprite in Sprite Library straightaway; Delete and add characters How to add a sprite: ② Download pictures online and import it in My Sprite. Delete and add characters How to add a sprite: ③ Draw a sprite yourself in mBlock. Get your racing car moving Use the arrow keys on the computer to control your racing car: Rules: ① Press the “up arrow” key to make the car move upward; ② Press the “down arrow” key to make the car move downward; ③ Press the “left arrow” key to make the car move to the left; ④ Press the “right arrow” key to make the car move to the right. Get your racing car moving Use the “arrow key” on the computer to control your racing car: - When up arrow is pressed, change y by 10 steps. - When down arrow is pressed, change y by -10 steps. - When left arrow is pressed, move -5 steps. - When right arrow is pressed, move 5 steps. Add a scene – Race Track Three ways to add a scene: 1. Search the scene you want in the Sprite Library; 2. Download a picture on the Internet and import it in My Sprite; 3. You can draw a scene yourself (if there’s no proper picture available); Just the same way as you add a sprite. Add a scene – Race Track Mark the starting point and the destination Game Rules How to decide the winner? You win the game if you can keep the car running on the track all the way to the destination with a red landmark. Details: ① Keep the car running on the track. If the car is off the track, it will return to the starting point; ② When the car touches the red landmark at the destination, the screen will show “win”. If the car runs off the track, it will return to the starting point. So keep it running on the track. If the car touches the color, then it will return to the starting point. You can set a starting point yourself. Step by Step ② When the car touches the red landmark at the destination, the screen will show “win”. Summary Control the car - when up arrow key pressed: change y by 10 - when down arrow key pressed: change y by -10 - when left arrow key pressed: move -5 steps - when right arrow key pressed: move 5 steps Game Rules - when flag clicked: - forever - if touching color white? then glide 1 secs to x: -217 y: -76 - if touching color red? then say win! for 2 seconds Start to design! Create your own race track! Whose design is more delicate? Share Take turns sharing your game and what your feelings are. 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Greetings! Welcome to the FPCS Collegiate Campus Earth Day Celebration “Green our Community/Restore the World.” Today, our Collegiate Academy Early College scholars will celebrate Earth Day through a variety of activities including a walking museum of our grounds, planting, neighborhood cleanup, Smoothies Sip and Paint, and arts and crafts. The national theme for Earth Day 2021 is “Restore our Earth,” which is a global call for all of us to protect and restore our environment. While public policy plays a part in environmental sustainability, it is ultimately up to us as individuals to truly make the biggest difference. Simple changes in our daily lives can go a long way toward protecting our Earth, such as walking more and driving less, picking up trash in our community, planting a tree, plant or flower, using both sides of a paper or going paperless, and using less electricity by turning off a light switch. Every effort helps if we all chip in. Our clean and beautiful environment is one of our community’s most important resources. As stated in Friendship’s core values and mission statement, it is in our best interest to be responsible, productive citizens. Our commitment to protect, preserve and restore our Earth for generations to come is aligned with our school mission. We extend a special thank you to our partner Ms. Rebecca Bankhead with the University of the District of Columbia CAUSES Partnership for supporting the Collegiate Urban Garden Program. Our school is also grateful for the leadership of FPCS Advisor to the CEO Ms. Kimberly Campbell who has mentored our team through the creation of the school garden program and Earth Day celebration. I encourage everyone to do their part, celebrate Earth Day and take a moment to rededicate yourself to preserving the beautiful surroundings we call home. Sincerely, Dr. Peggy Jones, Principal 12:30-12:40 p.m. WELCOME COLLEGIATE FRONT OF BUILDING 12:40-2:30 p.m. (OCCURRING SIMULTANEOUSLY) OUTDOOR GARDEN EXHIBITS, ACTIVITIES, STATIONS MAP ID 1. SIGN-IN STATION GENEVA LOGAN 2. SMOOTHIE STATION CALVIN GREEN 3. SMOOTHIE SIP & PAINT LAUREN JOHNSON 4. TAI CHI MONIQUE MILLER 5. COMMUNITY CLEANUP DARRYL WOMACK 6. INTERIOR GREEN PANEL DISPLAY TOUR GUIDE 7. GARDEN PLANTING MEREDITH ARMWOOD 8. BUTTERFLY GARDEN JOY DOUGLAS 9. PEACE GARDEN CARMIELLE DARDEN 10. GARDEN PLANTING ROBERT GETER 11. NEWSPAPER POTTERY STEWART RAY 12. RAIN BARREL DISPLAY RASHAUN WORLEY 13. STUDENT ARTISTIC EXPRESSION THROUGH GARDEN DESIGN & LANDSCAPING TOUR GUIDE 14. GREENHOUSE PLANTING MARGARET MOORE 15. REFRESHMENTS ADRIENNE LESTER	7daf94e0-0cf8-423c-8580-133fb20f57c2	CC-MAIN-2021-21	https://www.friendshipschools.org/wp-content/uploads/2021/04/EARTH-DAY-CELEBRATION-ACTIVITIES-1.pdf	2021-05-09T03:30:57+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243988955.89/warc/CC-MAIN-20210509032519-20210509062519-00209.warc.gz	811,519,825	664	eng_Latn	eng_Latn	0.984753	eng_Latn	0.984753	[ "eng_Latn" ]	true	rolmOCR	[ 2664 ]	[ 2.09375 ]	1	0
## Scope and Sequence ### Level 3 \| Unit 1 \| Unit 2 \| Unit 3 \| Unit 4 \| \|--------\|--------\|--------\|--------\| \| It’s Time to Get Up! \| What Is He Wearing? \| She Is Climbing a Tree \| This Is My Home \| \| Vocabulario \| \| \| \| \| Actividades diarias: get up, take a shower, have breakfast, go to school, brush your teeth, do homework, read a book, watch TV, go to sleep \| • Prendas de vestir: dress, skirt, pants, shorts, socks, cap, jacket, raincoat, shoes, sneakers, swimsuit, T-shirt, shirt, sweater, vest, blouse, boots, hat • Colores: yellow, blue, red, orange, purple, green, brown, black, white, pink \| Acciones: jump, sing, cook, sleep, fly, paint, buy, climb, draw, drink, eat, play, read \| Partes de la casa: yard, bedroom, kitchen, stairs, living room, bathroom, dining room \| \| Expresiones \| \| \| \| \| • We’re late. • We’re very late. • We’re too late! • What time is it? • It’s one o’clock. / It’s one thirty. \| • Put on your cap! • Take off your shoes! \| \| \| \| Gramática \| \| \| \| \| • Presente simple, pregunta informativa: What time do you watch TV? I watch TV at two thirty. • Forma imperativa: Get up. Don’t get up. \| • Adjetivos posesivos his, her: His pants are blue. • Genitivo: Derek’s pants are green. • Presente continuo, oraciones afirmativas (tercera persona singular): She is wearing a red skirt. • Presente continuo, pregunta informativa: What is he / she wearing? \| Presente continuo, oraciones afirmativas (primera persona singular, tercera persona singular y plural): I’m reading a book. She’s painting. They’re cooking. \| • Adjetivos posesivos their, our: This is our car. This is our bedroom. • Presente continuo, oraciones afirmativas y negativas (tercera persona singular y plural): My dad isn’t riding his bike, he’s reading a book. They aren’t studying, they’re having fun. \| \| Pronunciación y énfasis \| \| \| \| \| /i:/ \| /s/ (inicial) \| /h/ (inicial) \| /θ/ \| \| Aprendizaje social y emocional \| \| \| \| \| Valor: puntualidad \| Valor: generosidad \| Autoestima: autenticidad \| Autoestima: libertad \| \| Proyecto + recortable \| \| \| \| \| Matemáticas: la hora alrededor del mundo \| Sociales: bailes del mundo \| Ciencias: seres vivos y no vivos \| Ciencias: hábitat \| \| Unit 5 \| In My City! \| \|--------\|-------------\| \| • Lugares de la ciudad: amusement park, bakery, bookstore, drugstore, market, restaurant, shoe store, supermarket, toy store \| \| • Sensaciones: cold, hot, hungry, scared, sleepy, thirsty \| \| Expresiones \| \| • Where are you? \| \| Unit 6 \| Is He Swimming? \| \|--------\|-----------------\| \| • Miembros de la familia: grandpa, grandma, aunt, uncle, cousin \| \| • Acciones: sleep, read, cook, ride a bike, paint, work out, watch TV, dance, eat, write, swim, sing \| \| • Adjetivos para descripción física: long / short, big / small, red, gray, brown, black \| \| Expresiones \| \| • Guess what it is! It’s a toy car! \| \| Unit 7 \| Are You Eating Pizza? \| \|--------\|-----------------------\| \| Acciones: call, dance, do, listen, play, visit \| \| Expresiones \| \| • I’m wearing a sweater because… \| \| Unit 8 \| My Birthday is in May \| \|--------\|-----------------------\| \| • Meses del año \| \| • Festivos y celebraciones: Mother’s Day, Father’s Day, Valentine’s Day, Independence Day, Easter, Christmas, Halloween \| \| Expresiones \| \| • How beautiful!! \| \| • Cool!! \| \| Unit 9 \| My Birthday Party! \| \|--------\|--------------------\| \| • Objetos en una fiesta: balloons, cake, candles, party hats, presents \| \| • Números: 20 a 100 \| \| • Números ordinales \| \| Expresiones \| \| • For my next birthday, I’d like to have / eat / drink / play… \| \| Gramática \| \|-----------\| \| Preposiciones de lugar: behind, between, in front of, next to \| \| • Verbo to have para descripciones físicas (singular): He has black eyes. She has long, brown hair and green eyes. \| \| • Presente continuo, preguntas de sí y no e informativas: Is he swimming? No, he isn’t. He’s jumping rope. What’s she doing? She’s working out. \| \| • Presente continuo, preguntas de sí y no e informativas (segunda y tercera persona, singular y plural): Are you playing? Yes, I am. Are they dancing? No, they aren’t. What are you doing? I’m reading. What are they doing? They’re visiting their grandparents. \| \| • Verbo to be en presente (singular), preguntas informativas: When is her birthday? It’s in June. How old is Thomas? He’s 11. \| \| • Preposición de tiempo in: My birthday is in March. \| \| • Demostrativos this, that, these, those: This / That party hat is blue. These / Those candles are red. \| \| • Preposición de tiempo on: When is your birthday? It’s on June 22nd. \| \| Pronunciación y énfasis \| \|-------------------------\| \| /u/ \| \| /w/ - /g/ \| \| /ʌ/ \| \| /r/ \| \| /dʒ/ \| \| Aprendizaje social y emocional \| \|--------------------------------\| \| Emoción: entusiasmo \| \| Emoción: enojo \| \| Valor: paciencia \| \| Autoestima: mis habilidades \| \| Emoción: tristeza \| \| Proyecto + recortable \| \|-----------------------\| \| Sociales: celebraciones alrededor del mundo \| \| Arte: tira cómica \| \| Sociales: mi comunidad \| \| Arte: dibujo con cuadrícula \| \| Matemáticas: presupuesto para una fiesta \|	f407075c-ba47-4cc9-b087-a8ce80a76426	CC-MAIN-2024-42	https://richmondelt.com/wp-content/uploads/Everyone-TG3-SS.pdf	2024-10-13T07:37:40+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255165.86/warc/CC-MAIN-20241013061417-20241013091417-00563.warc.gz	425,392,334	1,514	eng_Latn	eng_Latn	0.967945	eng_Latn	0.967945	[ "eng_Latn", "unknown" ]	true	rolmOCR	[ 2256, 5161 ]	[ 4.40625 ]	1	0
Classroom resources and impact on learning Margaret Angela Kurdziolek Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Computer Science Deborah G. Tatar (chair) Roger W. Ehrich Steve Harrison Manuel Pérez-Quinones Jeremy M. Roschelle August 5, 2011 Blacksburg, Virginia Keywords: Educational technology, Classroom resources, Socio-physical resource richness, Resource use withitness, SimCalc, SimCalc MathWorlds® Copyright 2011, Margaret Kurdziolek Classroom resources and impact on learning Margaret Angela Kurdziolek ABSTRACT In the past, educators and policy makers believed that by providing more resources they could directly improve student-learning outcomes. To their frustration, this turns out not to be entirely true. Resources may be necessary but they are not sufficient. Resources themselves are not self-enacting, that is, they do not make change inevitable. Differences in their effects depend on differences in their use. This is also true in the case of educational technologies. As developers of these technologies we need to understand how resources fit within the classroom environment as enacted and how they can be effectively used to increase student learning. I report on four case studies conducted within the context of the Scaling-Up SimCalc study. In the study, “treatment” teachers were given a set of new resources to use: a combination of curriculum, educational software, and teacher professional development. “Delayed treatment” (control) teachers were asked to use their usual curriculum. Year-one study results demonstrated by randomized controlled testing the successful use of technology in class settings; however, there was little information on how the students and teachers actually interacted with the resources. Case study classrooms were selected to examine the effects of variation of computational resource arrangements: one utilized a computer lab, two used mobile laptop carts, and one used a laptop connected to a projector. The first round coding and analysis shows that the observed classrooms varied not only in their classroom set-ups but also in how teachers and students interacted with the software, the workbooks, and with one another. The variety of resource interaction points to the robustness of the SimCalc project: students and teachers can interact with the SimCalc resources in a variety of ways and still achieve student-learning gains. However, through subsequent review and analysis of the observation data five themes emerged. These themes suggest commonalities in classrooms practices surrounding the use of resources. Two new theoretical constructs, “socio-physical resource richness” and “resource use withitness”, help describe (1) physical and social arrangements of resources and (2) how teachers and students manage resource use. Fellowship Information This material is based upon work supported under a National Science Foundation Graduate Research Fellowship and a National Science Foundation Grant (Scaling-Up SimCalc, Rec# 0437861). Any opinions, findings, conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Dedication I would like to dedicate this work to teachers, specifically the teachers that had a hand in my own education and the ones that welcomed me into their classrooms for this study. Acknowledgements I would like to acknowledge my committee members, Roger Ehrich, Steve Harrison, Manuel Pérez-Quiñones, and Jeremy Roschelle, for their guidance. I would like to especially thank my adviser, Deborah Tatar, for her continued support and advice. I truly hope that I can continue to collaborate with my committee members in the future, as they have always pushed me to make the research better! Also, my colleagues in the POET lab have served as a sounding board for my ideas and have been a great help in preparing my presentations. Specifically, I’d like to thank Bobby Beaton, Stacy Branham, Tejinder Judge, Joon Lee, Sirong Lin, Michael Stewart, and Laurian Vega. My colleagues on the “video and interview team”, Ian Renga, Jessica Watahovich, Michelle McLeese, and Dan Dunlap deserve special thanks for their help with the data gathering and analysis. I have been extraordinarily blessed with a supportive and loving family. My husband, Wesley Kurdziolek, has resolutely and unfalteringly supported my pursuit of a PhD. My in-laws, Colleen, Matt, Trishia, and Jill Kurdziolek also deserve special thanks for their understanding, love, and support. My parents, Thomas and Susan Dickey, have told their friends they are “blessed to have such smart daughters” but really my sisters and I are blessed to have such magnificently intelligent, patient, and supportive parents. Also, I have found that my sisters, Jennifer and Beth Dickey, have a remarkable way of being supportive by employing an ingenious blend of goading and understanding. For example, recent phone calls with my sisters usually include statements like: “have you scheduled your defense yet?”, “don’t let that dissertation hold you down”, and “when are you going to finish that PhD anyway?” Lastly, I would like to thank my case-study participants. I was warmly welcomed into each of the case study classrooms and I have fond memories of the students and teachers I observed. Ultimately, this experience has changed the way I view the world. I have found that the longer I spend observing classrooms and reviewing case study and interview data the more respect I have for teachers. Teachers are charged with the task of managing chaotic classroom environments while simultaneously facilitating student learning – a phenomenon neither assured nor easily witnessed. Furthermore, teachers often take on crucial roles in the larger community, such as counselor, coach, or simply “trusted adult” and confidant. Teachers are responsible for ensuring that future citizens will have the knowledge they need to participate and contribute to society. Teachers are charged with a nearly impossible but monumentally important job and they are wonderful people for taking it on. # Table of Contents FELLOWSHIP INFORMATION ........................................................................................................ III DEDICATION .................................................................................................................................. IV ACKNOWLEDGEMENTS ................................................................................................................ V TABLE OF CONTENTS ................................................................................................................ VI LIST OF FIGURES ........................................................................................................................ VIII LIST OF TABLES .......................................................................................................................... IX 1 OVERVIEW ................................................................................................................................. 1 1.1 RESEARCH QUESTIONS ....................................................................................................... 2 2 RELATED WORK ....................................................................................................................... 3 2.1 THE ARRANGEMENT OF RESOURCES IN THE SOCIO-PHYSICAL CLASSROOM SPACE .... 3 2.2 CHALLENGES INHERENT OF INSTRUCTION ..................................................................... 4 2.3 STUDENTS’ RELATIONSHIPS TO CONTENT, TEACHERS, AND EACH OTHER .............. 6 2.4 MODELS AND CONCEPTUALIZATION OF CLASSROOM RESOURCES ......................... 8 2.4.1 Taxonomy model of school resources and impact on student outcomes ................... 8 2.4.2 Ecosystem model of classroom resources and impact on resource adoption .......... 10 2.4.3 Model of resource enactment for the current study .................................................. 11 2.5 TECHNOLOGY AS A CLASSROOM RESOURCE IN THE CURRENT CLIMATE ............ 12 3 CONTEXT OF THE STUDY – SCALING-UP SIMCALC ......................................................... 15 3.1 MATH PEDAGOGY AND TECHNOLOGY ........................................................................... 15 3.2 SIMCALC MATHWORLDS™ ............................................................................................... 16 3.3 SIMCALC MATHWORLDS USE IN INDIVIDUAL CLASSROOMS ..................................... 17 3.4 THE SCALING-UP SIMCALC PROJECT .......................................................................... 19 3.4.1 Study rationale ........................................................................................................... 19 3.4.2 Study design ............................................................................................................... 19 3.4.3 Seventh grade year one study results ....................................................................... 21 3.4.4 Seventh grade year two quasi-experimental study results ....................................... 21 3.4.5 Eighth grade study results ......................................................................................... 22 3.5 STUDY OF SIMCALC ADOPTION AND SPREAD ............................................................ 23 3.6 DETAILS OF CLASSROOM LEVEL IMPACTS .................................................................. 24 4 METHODS, DATA, AND ANALYSIS ....................................................................................... 27 4.1 CASE STUDY PARTICIPANTS ............................................................................................ 29 4.1.1 Selected participants ................................................................................................... 30 4.1.2 Participant year 2 gain scores .................................................................................... 31 4.2 OBSERVATION PROCEDURES .......................................................................................... 31 4.3 DATA GATHERED ............................................................................................................. 32 4.4 ANALYSIS .......................................................................................................................... 33 4.4.1 Initial coding and analysis ........................................................................................... 33 4.4.2 Secondary coding and analysis .................................................................................. 35 4.4.3 Organization of behaviors into themes ....................................................................... 36 4.5 CHAPTER SUMMARY ........................................................................................................ 37 5 RESULTS FROM OBSERVATIONS AND INITIAL CODING .................................................. 38 5.1 CASE DESCRIPTIONS – HOW OBSERVED TEACHERS IMPLEMENTED SIMCALC .......... 38 5.1.1 Computer lab case - Teacher G .................................................................................. 38 5.1.2 Computers on wheels cases – Teachers C and B ..................................................... 48 5.1.3 One laptop and projector case – Teacher M ............................................................. 61 5.2 Descriptive Statistics from Initial Coding Analysis .......................................................... 66 5.2.1 Class time .................................................................................................................. 67 5.2.2 Technology resource use ........................................................................................... 68 5.2.3 Workbook resource use ............................................................................................ 70 5.2.4 Whole class and small group discussion ................................................................. 72 5.2.5 Math instruction ........................................................................................................ 75 5.3 Chapter Summary ............................................................................................................. 75 6 Constellations of Behavior Surrounding Learning Resource Enactments .................. 78 6.1 Arrangement and Allocation of Resources and Student Roles and Responsibilities .... 78 6.2 Modification and Movement of Resources and Student Orientation and Physical Proximity to Resources .............................................................................................................. 81 6.2.1 Teacher resource modification and movement ....................................................... 81 6.2.2 Student resource modification and movement ....................................................... 83 6.3 Attention to Resources and Attention Management .................................................. 87 6.3.1 Teachers managing student attention ..................................................................... 87 6.3.2 Students managing teacher and student attention ................................................ 89 6.4 Interpretation of Resources and Assessing Student Understandings ....................... 91 6.4.1 Teachers assessing and addressing student understandings and resource interpretations ......................................................................................................................... 91 6.4.2 Students assessing and addressing student understandings and interpretations ......................................................................................................................... 93 6.5 Values Assigned to Resources and Framing of Resource Use .................................. 94 6.5.1 Framing of appropriate resource use ...................................................................... 94 6.5.2 Framing of control .................................................................................................. 96 6.5.3 Teacher framing and perception of student sharing .............................................. 97 6.6 Chapter Summary ........................................................................................................ 98 7 Theoretical Constructs for Understanding Classroom Resources ............................... 101 7.1 Physical and Social Resource Arrangements ............................................................ 101 7.1.1 Socio-physical setting- Teacher G’s Computer Lab and Classroom .................... 103 7.1.2 Socio-physical setting Teacher C and Teacher B’s classrooms ............................ 104 7.1.3 Socio-physical setting Teacher M’s classroom ..................................................... 106 7.1.4 Socio-physical resource richness .......................................................................... 107 7.2 Resource Use “Withitness” ......................................................................................... 108 8 Discussion: The Educational Resource Design Problem ............................................. 113 8.1.1 Evaluation in Complex Classroom Systems and a Possible Pitfall ....................... 115 8.1.2 Moving forward ..................................................................................................... 117 9 Conclusions ....................................................................................................................... 120 9.1 Review of Research Questions and Motivations ....................................................... 120 9.2 Contributions .............................................................................................................. 121 References .......................................................................................................................... 123 Appendix A – Initial Coding Scheme with Operational Definitions ............................... 129 Appendix B – Second-Round Coding Scheme with Operational Definitions ............... 133 Appendix C – Table of SIMCALC Workbook Units, Lessons, and Descriptions .......... 135 List of Figures Figure 1. Instruction (from Cohen, Raudenbush, & Ball, 2002) .................................................. 1 Figure 2. Classroom as Ecosystem Model (drawn from description provided in Zhao & Frank, 2003) ........................................................................................................................................... 10 Figure 3. Enacted Classroom Resources Model .................................................................................. 12 Figure 4. SimCalc MathWorlds running on MacOSX platform .................................................................. 16 Figure 5. SimCalc/NetCalc running on a Palm (right) and a TI83 (left) ............................................ 17 Figure 6. Participant timeline for Scaling Up SimCalc Study ............................................................. 21 Figure 7. Gain-score by experimental condition in 7th grade, year one study (pre- and post-test contained 30 items) .............................................................................................................. 21 Figure 8. Gain-score by treatment year for 7th grade, year 2, quasi-experimental study (pre- and post-test contained 30 items) .............................................................................................................. 22 Figure 9. Gain-score by experimental condition for 8th grade, year 3 study (pre- and post-test contained 36 items) .............................................................................................................. 23 Figure 10. Map of Texas education districts and participant locations ............................................... 30 Figure 11. Teacher G’s computer lab .................................................................................................... 38 Figure 12. Teacher G’s classroom ....................................................................................................... 40 Figure 13. Teacher C’s classroom (left) and Teacher B’s classroom (right) ........................................ 48 Figure 14. Teacher M’s classroom ...................................................................................................... 61 Figure 15. Teacher B’s classroom, circling girls filmed with student-focus camera (light gray indicates female student, dark gray indicates male student) ......................................................... 84 Figure 16. Pictorial representation of laptop movement with student pair in Teacher B’s classroom .............................................................................................................................................. 84 Figure 17. Teacher C’s classroom, circling boys filmed with student focus camera (light gray indicates female student, dark gray indicates male student) ........................................................................ 86 Figure 18. Diagram of Teacher G’s classroom with students filmed with student-focus camera labeled as “E”, “F”, “G” (light gray indicates female student, dark gray indicates male student) ........................................................................................................................................ 89 Figure 19. Pictures of students collaborating on a workbook problem in Teacher G’s computer lab .............................................................................................................................................. 90 Figure 20. Diagram of Teacher M’s classroom with students filmed with student-focus camera labeled as “H”, “I” (light gray indicates female student, dark gray indicates male student) 92 Figure 21. Female student (in pink) helping male student (in maroon) at the request of Teacher G .............................................................................................................................................. 93 Figure 22. Teacher G’s computer lab (left) and classroom (right) with arrows demonstrating the direction students faced when looking at the closest technological resource (in black) or their teacher (in gray) .............................................................................................................. 103 Figure 23. Teacher C’s classroom (left) and Teacher B’s classroom (right) with arrows demonstrating the direction students faced when looking at the closest technological resource (in black) or their teacher (in gray) .............................................................................................................. 104 Figure 24. Teacher M’s classroom with arrows demonstrating the way students desks orientated (in black) and the direction they faced to see their teacher (in red) ........................................................................ 106 List of Tables Table 1. Summary of Grubb (2008) taxonomy of school resources ........................................... 8 Table 2. Experimental Design of Seventh Grade Study .......................................................... 19 Table 3. Design of Year Two Quasi-experimental 7th Grade Study ......................................... 22 Table 4. Experimental Design of the Eighth Grade Study ...................................................... 22 Table 5. Computer Set-up for Y1 Scaling-Up SimCalc Teachers ............................................. 29 Table 6. Observed teachers' computer set-up, school region, location, and days observed .... 30 Table 7. Observed teachers' average year 2 gain .................................................................... 31 Table 8. Summary of Data Analysis Process .......................................................................... 33 Table 9. Summary of initial coding scheme ........................................................................... 34 Table 10. Summary of Secondary Coding Scheme ............................................................... 36 Table 11. Summary of Teacher G observed lessons .............................................................. 43 Table 12. Summary of Teacher C observed lessons .............................................................. 49 Table 13. Summary of Teacher B observed lessons .............................................................. 56 Table 14. Summary of Teacher M observed lessons .............................................................. 63 Table 15. Average actual class instruction in minutes ............................................................ 67 Table 16. Average class start-up and wind down times .......................................................... 67 Table 17. Number of observed day's classrooms used technology and average duration of technology use during class periods where technology was used ........................................ 68 Table 18. Average amount of time in minutes the students versus teacher used the technology . 69 Table 19. Observed teacher and student initiations of technology resource use by observation day ........................................................................................................................................ 69 Table 20. Number of observed day's classrooms made use of SimCalc student workbooks ..... 71 Table 21. Observed teacher and student workbook use by observation day .......................... 71 Table 22. Average, Minimum, and Maximum Whole Class Discussion and Teacher-Student Discussion observed per classroom ................................................................. 73 Table 23. Average, Minimum, and Maximum observed instances of Teacher Directed Moves to Individual or Small Group Work ........................................................................ 73 Table 24. Average, minimum, and maximum Student-Student discussions observed per classroom ........................................................................................................................................ 74 Table 25. Average, Minimum, and Maximum observed instances of Teacher Math Instruction 75 Table 26. Titles of CHI conference sessions dedicated to discussion of educational technologies ........................................................................................................................................ 113 1 Overview The word “resource” has many facets. In some uses of the word it means a source of supply, support or aid that can be readily drawn upon. At other times we use the word resource to refer to a capability or determination to persevere. In the context of classrooms, we see resources as physical demonstration aids, students’ contextual understandings, teacher subject expertise, and structured organization of materials, ideas, and activities. The points of contact at which students interact with these resources (noting that students themselves can be a resource) are where knowledge construction can occur. In the past, educators and policy makers believed that by providing more resources, in the forms of money and materials, they could directly improve student-learning outcomes. To their frustration, this turns out not to be entirely true. Resources themselves are not self-enacting, that is, they do not make change inevitable. Differences in their effects depend on differences in their use (Cohen, Raudenbush, & Ball, 2002; Grubb, 2008). Classroom instruction can be described by the relationships and interactions between teachers, students, materials, and their environment (Figure 1). Instruction, therefore, is not something done by a teacher to their students, but rather a process in which knowledge is collectively and collaboratively built through and with classroom resources. ![Figure 1. Instruction (from Cohen, Raudenbush, & Ball, 2002)](image) In the Scaling-Up SimCalc study, teachers started with whatever resources they, their students and their setting brought. Some teachers were then given a set of new resources to use, including curriculum, educational software, and teacher professional development. The immediate treatment teachers were asked to use the resources given to them in a 2-3 week replacement unit on rate and proportionality in $7^{th}$ grade mathematics classrooms. Other teachers in the delayed treatment (control) were asked to use their usual curriculum. Results from the year-one experiment indicated that students in immediate treatment classrooms outperformed their peers in delayed treatment classrooms. While these learning gain results demonstrated the successful use of technology in class settings, we still had very little information on how the students and teachers interacted with our content, the technology and curriculum. In the second year of the study, we supplemented the main experiment with in-depth data gathering about the enactment of SimCalc in target classrooms. Classrooms were targeted for in-depth observation based on the arrangement of computational resources the teachers reported using in the first year of the study. From the interviews we conducted in year one of our study, we found that some students had access to SimCalc MathWorlds® through personal laptops, others traveled to computer labs, and still more were only able to watch the software being used on an overhead projector (Kurdziolek, 2007). While the interviews provided data on what differences there were between different SimCalc classrooms there was still no data on how learning opportunities varied with these different resources. 1.1 Research questions On one hand, classrooms are filled with resources and from a certain perspective more resources must lead to more opportunities and more opportunities must lead to more possibility of gain. On the other, students and teachers have limited attention and resources may entail distractions and opportunity costs. The questions in the current research are: (1) How do different classrooms instantiate SimCalc in terms of enacted resources? (2) What consequences does this have for student access to learning resources (of which computational technologies such as SimCalc MathWorlds are just one)? (3) What are the possible effects on student learning and other outcomes? I have set out to further explore the variation in implementations and resources SimCalc teachers used. Specifically I am interested in how varying degrees of technology availability influence teachers’ and students’ management and use of classroom resources and attendant learning. To address this concern, I conducted a series of in-depth case studies. I sought to observe teachers, and their students, with a variety of different technology settings. I selected the teachers I observed by examining their classroom set-ups. We can imagine that classroom events must proceed differently when instruction uses one laptop with a projector compared to when it takes place in a lab with computers for every 2-3 students. An on-going question in human-computer interaction is “precisely how do different ways of using technology effect the users?” In this case, by selecting case study participants based on their technology set-up and use I am able to ask, “how do different instantiated implementations of SimCalc affect students’ access to learning resources?” 2 Related work The changes we create by introducing SimCalc technology and materials are, on the surface, a change to the material resources available in the classroom. However, if, as we did earlier, we conceptualize instruction as the interaction between the nodes of teachers, students, and resources (Cohen, Raudenbusch and Ball, 2002), then we must be interested not only in the state at each node, but in the relationships between the nodes and, furthermore, how our intervention might affect the nodes, the relationships and therefore the system as a whole. Current research casts light on some aspects of these states and relationships, and prior work on SimCalc guides our expectations and perspectives when approaching the new data. Five themes that emerge are (1) the conceptualization and effectiveness of the classroom space as a socio-physical environment, (2) the challenges that teachers face in developing quality instruction while handling changes in material resources and settings, (3) the relationship between students, their peers, and the content as well as teacher perceptions of the importance of these relationships, (4) the understanding of resources as systems of relationships and the impacts of these systems on student outcomes as well as resource adoption, and (5) what we learn and what we give up through studies that attempt to quantify general findings of resource use. 2.1 The arrangement of resources in the socio-physical classroom space Typically, schools and classrooms are discussed and conceptualized as organizational units, that is, units used for organizational purposes such as describing and reporting student outcome measures and allocating resources and personnel. However, we can also focus on schools and classrooms as physical spaces, and describe them in terms of physical attributes and environmental factors. The physical characteristics of any space can influence the behavior of its users, and the characteristics of classroom spaces specifically can influence the behavior of students, teachers, and what we see as the educational program (Rivlin & Weinstein, 1984). Although the idea is not uncontested (Montello, 1988), it is largely believed that students who are seated closer to significant targets of perception or interaction, such as the front of the room, perform better than students who are farther away (Becker et al., 1973). Furthermore, students’ choice of seating arrangement has been correlated with a number of factors that may interact with student learning. When students are allowed to choose their own seats, their position is highly related to their motivation, personality, and classroom participation (Weinstein, 1985). Indeed, students who choose to sit in frontal and central seats have been found to be more creative, assertive, aggressive, and competitive (Totusek & Staton-Spicer, 1982). One study by Marx et al. (1999) looked at how the layout of physical classroom space influenced the relationships between students, their peers, the teacher, and the content being taught. Specifically, they compared how students behaved in a German elementary classroom arranged in traditional rows and columns and again in a semicircle formation. The children were randomly assigned to desks, and every two weeks the seat formation of the classroom would change as well as the seat assignment. This process was repeated for a total of eight weeks. Over the course of the study two researchers observed the classroom and recorded each question the students asked their teacher. The observers recorded a total of 158 questions over the 8-week period. They found that the classroom seating formation affected the total number questions being asked and which students asked them. In particular, the students asked significantly more questions overall in the semicircle formation and there was no statistical difference between individual students. However, when the students were arranged into traditional rows and columns they asked less questions overall, and the questions that were asked came mainly from students sitting in the ‘T-zone’ or central and front areas. In other words, the physical arrangement of the space impacts classroom interactions and student engagement with their teacher (Marx et al., 1999). Classrooms can not only be described as places for learning, but also as places for socialization and places for individual psychological development. Schools provide a mechanism for us to transmit the ideas and values of our society to children in preparation for their future adult roles. Also, classroom places contribute to the fostering of individualism, creativity, and self-esteem in young students. The physical design of the classroom space also interacts with these goals. In particular, the organization, aesthetic, and even affective quality of the classroom space has been shown to interact with students’ participation in classroom developmental activities, ability to stay on task, their attitude towards their teacher and peers, and engagement in exploratory and creative behavior (Rivlin and Weinsten, 1984). In the case of SimCalc classrooms, the arrangement of computational resources may not only affect how the students gain access to the computer software, but also, as suggested by Marx et al. (1999), how they are orientated towards other important resources such as their peers and the teacher. For the current study, I chose to observe a selection of classrooms based on the set-up of computational resources. These set-ups not only effected how the students and teacher gained access to resources but also the physical set-up of the classroom, the distribution of actors in the space, and their orientation towards each other. For example, two of the teachers in the study who utilized mobile laptop carts arranged the student desks into pairs to better facilitate sharing of the laptop resource. We can imagine that the relationships formed between students sharing a laptop and arranged into pairs would be different than other student-to-student relationships formed in that classroom space. Furthermore, the nature of those relationships may interact with the students’ relationship to the SimCalc resources. When we think of classrooms as physical places designated as places for learning, socialization, and psychological development, the physical placement and orientation of students to important resources are critical factors. 2.2 Challenges inherent of instruction After the first year of the Scaling-Up SimCalc study, researchers obtained statistically significant results indicating that students in the treatment condition had higher learning gains than their peers in control condition classrooms. This could be seen as a treatment (SimCalc) having a direct effect on outcome measures (student gains). This account is true but incomplete. Students’ relationship to much of the material and content SimCalc provided is filtered through teachers, in the sense that teachers received the SimCalc materials and were ultimately the ones who decided how and when the students accessed those resources. As Eugene Judson (2006, p. 583) put it, “[w]hen establishing any classroom innovation, it is the teacher who is the key determinant of implementation.” With respect to educational technologies, teacher beliefs in self-efficacy and the school context can affect their implementation and use of technology (Judson, 2006). By some accounts, teachers are vital to the success of students. Yet the mechanics of what makes a good instructor are still largely a mystery. For over five decades researchers have been investigating the nature of instruction and which strategies meet with the best results (Cohen, Raudenbush, & Ball, 2002; Kounin & Sherman, 1979; Pianta et al., 2007; Pianta et al., 2008). State and local education boards use standardized student assessment and teacher credentials as measures to base the hiring and firing of faculty and the development of curriculum reform, yet research has shown that these factors do not necessarily correlate with successful teaching strategies. In one qualitative, longitudinal study lead by Robert C. Pianta, researchers observed over 1000 elementary aged students as they progressed from first to fifth grade (from roughly six years of age to 11). In this study, they examined how factors such as teachers’ credentials, years of teaching experience, student activities, school settings, instructional quality, and emotional climate related to student learning gains in literacy and mathematics (Pianta et al., 2008). The researchers found that the quality of emotional and instructional support in classrooms contributed to the elimination of achievement gaps in first grade, predicted growth in children’s social functioning, and predicted reading and math achievement growth. However, the researchers found that classroom dynamics were not related to teachers’ degree status or years of experience. In many of the classrooms they observed the teachers met credentialing standards yet were mediocre in the quality of their instruction. Instead, quality of instruction was higher when teachers had fewer years of teaching experience, earned higher salaries, and reported more influence on school policy. The researchers concluded that, “if metrics and regulations for high-quality teaching continue to rely on teachers credentials or school attributes, then actual opportunities to learn may not be driven to improve” (Pianta et al., 2007). What this research and other studies have shown is that quality instruction is vital to student learning, even if we haven’t been able to indentify the precise factors that would predict, influence, and define what quality instruction would look like in a given classroom. Good teachers have strategies, and as Jacob Kounin would say, “withitness” (Gladwell, 2008; p. 41). They know how to manage the instructional and emotional climates of their classrooms while simultaneously employing resources in ways such that they are aligned with their goals and students can use them. Exceptional instructors are able to mobilize a “complex collection of knowledge and practices, collective actions, and the conventional resources on which those actions and practices draw” (Cohen, Raudenbush, & Ball, 2002; p.86). Kounin and Sherman (1979) investigated how the behaviors of 37 pre-school children and their teachers were affected by the environment and behavior settings within a school. Behavior settings are organizations of activity and resources, such as reading circles, arithmetic lessons, gym class, and music lessons, which appear to call for or afford (Gibson, 1977) certain behaviors. A behavior setting can be characterized by different dimensions including holding power (ability to hold students’ attention), amount of social interaction, amount of task involvement, and group glee (a phenomenon characterized by loud laughter from half or more of the group). The researchers found that the teachers’ task as behavior settings changed and shifted was to simultaneously deliver signals that supported appropriate behavior in the setting while also preventing inputs that would engender inappropriate behavior. The researchers concluded that the classroom was not a “homogenized glob” (Kounin & Sherman, 1979; p. 150), but rather an environment in flux between different behavior settings. This indicated that “no one bundle of teacher techniques or teacher attributes” can be prescribed to manage the complexity of the classroom, but that teachers should possess “bundles of techniques and must appropriately apply these techniques differentially” (Kounin & Sherman, 1979; p. 150). Throughout the course of the SimCalc study the researchers recognized that the teachers’ beliefs, knowledge, experiences, and environment would be key factors that determined how and when the SimCalc resources would be used. Therefore, in each year of the SimCalc study extensive teacher interviews were conducted. From the year-one phone interviews, we found that the teachers in our study were diverse in their teaching and professional backgrounds, had a variety of kinds of involvement in their school and community, and reported varying degrees of collegial support in their use of SimCalc. One important variation illuminated by the interviews was that SimCalc teachers utilized technology in a wide variety of ways. This impacted how the intervention was implemented (Kurdziolek, 2007). Cohen, Raudenbush, and Ball (2002, p. 86) pointed out that “the impact of resources depends on their use”. Yet the studies I reported here suggest that teacher credentials or years of experience cannot predict the successful use of resources. To fully understand how teachers were able to successfully integrate SimCalc into their classrooms, we must investigate the context of its use. ### 2.3 Students’ relationships to content, teachers, and each other In classrooms where knowledge is treated as something fixed, that can be passed from instructor to student, the teacher’s behavior may appear to be the primary activity. Students in these classrooms frame their activities as the memorization of facts, algorithms and formulas (Cohen, Raudenbush, & Ball, 2002). However, when teachers allow students to freely express their ideas in their own terms, teachers can foster a classroom culture that interprets knowledge as something to discover and reinvent. In these classrooms, students are able to frame their classroom activities as the discovery of relationships and application of knowledge to real world phenomena. Understanding the classroom means understanding the terms of engagement for both parties. As teachers are faced with the difficult challenge of taking the materials and resources provided by SimCalc and making them useful to their students, so too are students faced with a difficult challenge. Students often struggle in finding ways to communicate their understandings with their teachers and peers. In a research study not unlike Scaling-Up SimCalc, Nancy Ares identifies students’ cultural practices as an important learning resource that can be leveraged to introduce students from marginalized groups to meaningful discourse in STEM fields (Ares, 2008). Her work focused on the use of Hub Net in secondary mathematics classrooms in inner city New York. Hub Net technology is similar to SimCalc in that it focuses on shared construction of mathematics learning and provides a way for students to link their current understandings of the world to mathematical concepts. The students Ares observed were using the “Gridlock” simulation, in which each student controls a stoplight in the City of Gridlock and they are asked to prevent traffic build up. The student controls the stoplight through a graphing calculator that is networked with a projected display of the city. Also displayed to the class are graphs of the number of stopped cars, the average speed, and the average wait time at intersections. Ares found that students engaged in the Gridlock activity would first describe the events in informal language and were later pushed by the instructor to “translate” their expressions into more formal mathematical language. Students used their shared cultural backgrounds to create common ground and to collectively construct strategies for solving the Gridlock problem. For example, students in the Hub Net classroom drew on a variety of expressive modes, such as call and response, gesturing, and playful creation of words to communicate their experiences to one another and coordinate a successful traffic pattern. Ares argues that the linkages between students’ existing cultural communicative practices and mathematical expressions are crucial for increasing student understanding and future participation in STEM fields. Furthermore, she asserts that students’ cultural practices can be used as a resource by teachers to link the students’ lived experience to math concepts. By recognizing students’ historically derived cultural practices instructors can encourage more students to participate and can strike a better balance between teacher and student talk (Ares, 2008). While it is important to understand how students can communicate their understandings it would be invaluable to instructors to identify how their students are actually thinking about the material. Scherr and Hammer (2008) sought to understand how students in a first year university physics course framed their activities epistemologically. To do this, the researchers formulated a systematic protocol for finding evidence of student thought in video data. They grouped student behavior during small group work into four behavior clusters (with 95% agreement between raters). In the “blue” behavior cluster, students were primarily focused on their papers and briefly glanced at their peers. In the “green” behavior cluster, students would sit upright and make frequent eye contact with their group members. In the “red” cluster, students would interact with a teaching assistant, and in the “yellow” cluster students would giggle or smile with joking tones of voice. The researchers found that while students demonstrated behaviors associated with the blue cluster, their main interaction was with the worksheet and had only occasional “check-ins” with their peers. In contrast, the green behavior cluster was characterized by original speech in loud animated voices between peers, indicating that the main interaction was the discussion. Throughout the course of the class, groups would frequently shift between the blue and green behavior clusters, and the researchers assert that these shifts indicated shifts in how the students were epistemologically framing the activity at hand. While the students were demonstrating “blue” behaviors, they were framing the activity as “doing the worksheet” and were engaged in more individualistic behaviors. While students were demonstrating “green” behaviors, they were framing the activity as “discussing the ideas” and were engaged in a collaborative creation and assessment of knowledge (Scherr & Hammer, 2008). In the case of the green behavior pattern, students were using each other as sounding boards for their ideas and collectively constructing an understanding of the physics concepts the activity intended to provoke. Identifying how students’ prior experiences can be leveraged is not an easy task. “Even the strengths or disadvantages that students are said to bring to instruction are partly a matter of what their teachers can see and hear in students’ work and how skillfully they recognize and respond to them (Cohen, Raudenbush, & Ball, 2002; p. 92).” In the first study, Ares identified students’ prior experiences as a resource for teachers. Teachers could promote engagement and deeper learning by leveraging students’ cultural practices. The second study illustrated how students’ framing of activities could be identified and how the promotion of student interaction could promote desirable activity framing. In the case of the “green” behavior cluster, students were learning resources for each other in that their interaction and discussion enabled the creation of a collective understanding. When we apply this thinking to the SimCalc intervention we see that the relationships between students, their peers, and their instructor is vital in any attempt to improve classroom learning. 2.4 Models and conceptualization of classroom resources The introduction of this report makes use of a classroom instruction model presented by Cohen, Raudenbush, and Ball (2003) (Figure 1). They use this model to present the idea of instruction and learning as a system of interactions: students interacting with other students, students interacting with their teacher, the teacher interacting with content, and students interacting with content. With the help of this model, we begin to conceptualize resources as more than just physical things, but as systems of objects, relationships, actors, and environments. While the instruction as interaction model (Cohen, Raudenbausch, & Ball, 2002) is useful for understanding how learning is achieved through successful student-resource interactions, there are alternative models of classroom systems that can help us understand the relationships between available resources and their impacts on important factors such as student outcomes and resource adoption. 2.4.1 Taxonomy model of school resources and impact on student outcomes In one such study by W. Norton Grubb (2008), he defined four categories of classroom resources and evaluated how the presence of these resources impacted factors such as student achievement and continuation of education after high school. Table 1 lists and summarizes the four categories of resources in Grubb’s taxonomy: simple, compound, complex, and abstract. Traditionally funding structures for education have focused on the increase of simple resources, resources that can be directly bought, in hopes that the increase of these resources would increase student gains. Grubb’s study sought to better understand and define the effects of simple resources on a variety of student outcomes, as well as the relationships between varying resources, school level factors, and their impact on students. Table 1. Summary of Grubb (2008) taxonomy of school resources \| Type of classroom resource \| Description \| \|----------------------------\|-------------\| \| Simple \| Resources that are physical objects (eg. textbooks) or classroom factors (eg. teacher experience and expertise) that can be directly bought, adjusted, and measured \| \| Compound \| Two or more resources that are jointly necessary for success (eg. class size reduction and adequate teacher preparation) \| \| Complex \| Resources that are not easily bought, measured, or adjusted (eg. instructional approaches and teaching philosophies) \| \| Abstract \| Resources that are difficult to discern and measure, and often embedded in a web of relationships and practices within a given \| Grubb identified and measured several simple, compound, complex, and abstract school resources and compared them to data from the National Educational Longitudinal Study collected in 1988 (NELS88). The NELS data was gathered on a national random sample of 8th graders in 1988, who were questioned again in 10th and 12th grades with follow-ups two and four years after high-school. With this data, Grubb was able to evaluate how different school and classroom resources affected immediate and long-term student achievement measures such as student test scores, student completion of high-school degree, and student enrollment in two and four-year colleges. Grubb found that “simple” resources, such as textbooks, technology, increased teacher salary, teacher training, or lower pupil to teacher ratios may be necessary in some instances but not sufficient in and of themselves to influence student outcomes (Grubb, 2008; p. 107). For example, if a school decides to reduce class sizes, yet the teachers continue using the same strategies and practices that they would in a larger class then outcomes were not likely to change. They need the “compound” resource of reduced class size \textit{and} modified instructional strategies. Indeed, many of the simple resources that are often stressed and discussed in education research and politics, such as pupil-teacher ratios, technology, and teacher education levels are not among the most powerful factors influencing student achievement. While many of the simple resources were necessary for student achievement, they were virtually never sufficient. On the other hand, there were several “complex” and “abstract” resources that had significant impacts on student outcomes. When teachers felt in control of their classrooms in terms of subject material and instruction, identified as an abstract resource, students had higher test scores. Also, school climate, an abstract resource reported on by the students, was correlated positively with student test scores (p.125). Innovative math teaching was a particularly powerful complex resource, which affected both student achievement scores and their decision to pursue a 2 or 4-year college (p. 124). Many of the influential complex and abstract resources, such as student perception of school climate and teacher perception that their department encourages innovative teaching, were not influenced by monetary resources available but were rather socially constructed within the schools themselves. In past research of student achievement in the United States (Caldas & Bankston, 1997), it has been found that family Socio-Economic Status is one of the strongest predictors of student success. Nonetheless, Grubb found that the explanatory power of family background proves to be smaller than school resources when complex and abstract resources were taken into account, and therefore, the theory that school effects are overwhelmed by family influences is incorrect (Grubb, 2008; p. 134). For educators and researchers in search of school reform, this is a hopeful finding. It suggests that efforts to improve school quality based on the increase of school-constructed complex and abstract resources could be beneficial. However such efforts require a deeper understanding of school dynamics and the way resources are employed and even created in the school and classroom contexts. 2.4.2 Ecosystem model of classroom resources and impact on resource adoption Another way to conceptualize the complex relationships between teachers, students, and resources is as an ecosystem. Zhao & Frank (2003) presented an ecosystem model to explain factors influencing technology adoption and use in classrooms. All actors in the ecosystem interact with one another and those interactions are vital to any actor’s “survival” in the environment. However, in order for students to interact with meaningful content, they rely on their teacher to make the content accessible. Also, in order for any resource (technological or otherwise) to “survive” in the classroom climate, the teacher has to recognize its value and make it available for student use. With this metaphor, the teacher is the keystone species, computer uses are a “living” species, and the introduction of new resources, such as external educational innovations, can be seen as the “invasions of exotic species” (p. 811). Zhao & Frank argue that classroom ecosystems, like biological ecosystems, exist in a state of homeostasis – where the environment is in balance and each species has their role, or niche, in the hierarchy. Therefore, invading species, such as new educational technologies or educational interventions, are unlikely to survive or last unless they are compatible with the established teaching and learning environment (p. 813). Zhao & Frank (2003) tested the usefulness of an ecosystem model of classrooms for the purpose of understanding educational technology adoption by conducting a study of technology use in 19 different elementary schools in four school districts in mid-western United States. They gathered survey data from all school staff, interviews with administrators and technology staff, and interviews and observations from four of the participating schools - one from each participating district. Once the data was collected, the researchers categorized possible influences of technology use into six categories: the ecosystem, the teacher’s niche in the ecosystem, teacher-ecosystem interaction, teacher-computer predisposition for compatibility, and opportunities for mutual adaptation. They found that technologies found within classrooms, as opposed to computer labs or other locations in the school, were used more often. Zhao & Frank suggest this is because it costs the teacher considerably more energy to reserve and make use of technology outside their own classrooms than technologies within their classrooms. Also, teachers were the most frequent users of technology, while students were the least frequent users. Teachers often used technology for communicating with colleagues, parents, and administrators. Zhao & Frank argue that the communicative technologies were compatible with the current teaching environment, since they did not require teachers to change or alter their existing teaching practice. Furthermore, the communicative technologies were filling a “niche” in the environment, supporting teacher communication, which allowed those technologies to survive and prosper in the classroom ecosystem. In comparison, student use of technologies both required a reconfiguration of teacher practices and cost considerable energy on the part of the teacher. As such, those technologies were less likely to be used. Zhao & Frank (2003) also found that teacher-niche in the school ecosystem, as well as their relationship to other “species” in the ecosystem influenced their use of technology. Teachers who perceived pressure from colleagues were more likely to use computers only for their own purposes and were especially resistant to using technology that would require a reconfiguration of their teaching practices. While teachers who received help from colleagues, and had opportunities to experiment with software, were more likely to use computers with their students than for their own purposes. Remarkably, the perceived relative advantage of student use of technology had no statistically significant effects on what technologies were used in classrooms. This illustrates that teacher rationale for using technology depends most directly on their own uses and needs, supporting their classification as keystone species in the environment. Zhao & Frank conclude that innovations cannot be implemented without a regard to the internal social structures of schools, especially teacher-level factors, and expect to survive in the classroom context. An “evolutionary rather than revolutionary” approach to change in school computer use is called for (p. 833). 2.4.3 Model of resource enactment for the current study As presented in the previous sections, classroom resources can be framed in a number of ways, including taxonomies (Grubb, 2008) and complex eco-systems (Zhao & Frank, 2003). The conceptual framing of resources has impact on how studies are conducted and what phenomenon rise to the notice of researchers. In the current project, possible resources included students, teachers, physical artifacts, and the relationships between them; however, they were not described as resources until they were enacted as resources. That is, the actors, artifacts, and relationships in the classroom were not conceptualized as resources unless they were “doing being a resource”. The critical element of this conceptualization of resource enactment is that resources can be any physical artifact, person, or relationships as long as they are used as resources. Practically speaking, this model of resources had impacts on what was recorded in the data gathering and analysis processes. Specifically, phenomenon noted in analysis were instances in which students and teachers arranged, modified, attended to, interpreted, or assigned value to an artifact, actor, or relationship. In short, resources were conceptualized as requiring enactment to truly be a resource, and the current project focused on those enactments. Furthermore, this model of resource enactment is similar in many ways to the model of classroom instruction put forward by Cohen, Raudenbush, & Ball (2003) (described in the introduction of this document). In both models teachers and students are potential resources. Also, in both models, the classroom is conceptualized as a system of interactions and relationships. However, in contrast, the model of resource enactment I have presented here does not represent a model or method of how student learning is achieved. Rather, in this model, learning is a possible side effect of resource interactions and relationships. By modeling classroom resource enactments in this way we can describe different enactments of resources on their own, and it subsequently becomes possible to discuss different resource enactments in terms of a host of possible outcomes of which student learning is just one. ### 2.5 Technology as a classroom resource in the current climate Since the invention of the home or desktop computer, the number of computers found and used within K-12 schools has increased enormously. In 1983, there was one computer for every 125 students in American K-12 schools, but by 1998 there was one computer for every six (Smerdon et al., 2000). It is a widely held, though not uncontroversial, belief that technology should be used and taught in K-12 education. Lumpe and Chambers (2001, p. 105) stated, “In order for our society to have computer-literate and functional citizens, we need to ensure that our children are obtaining the necessary modeling and training from the educators in their lives”. However, technology can be used in the classroom to not only teach children to be computer literate citizens, but also help students succeed beyond traditional chalk and blackboard methods. The Scaling-Up SimCalc study provides a compelling example of a technology being used in a wide variety of classrooms with a high degree of success. It has been repeatedly demonstrated that students in classrooms using SimCalc resources perform significantly better than their peers in classrooms that do not use SimCalc resources (Roschelle et al., 2010; Tatar et al., 2008). Despite the success of technologies such as SimCalc MathWorlds, the recent “Effectiveness of Reading and Mathematics Software Products” (EETI) report released by the Department of Education seems to suggest that technology does not bring learning benefits to students. They reported that test scores were not significantly higher in mathematics and reading classrooms using selected technologies than classrooms not using technology (Dynarski, et al., 2007). This report has brought the use of educational technologies under attack in our high-accountability environment teachers find themselves in today. The EETI study used a very insensitive measure. Both their control and treatment students did slightly better than random on the pretest and only gained an item or two after a whole year of instruction. This could have obscured real differences between the experimental and control conditions. Also, they used technology that was very different from SimCalc MathWorlds in that the technologies they chose were largely designed as tutorials, practice, and assessment. SimCalc MathWorlds, in contrast, focuses on classroom instruction and has been conceptualized as an integration of technology, curriculum, and teacher professional development. While we can debate the validity of the EETI findings, the report did point out a factor that would influence any innovation’s success: Teachers control what technology is used and how long it is used in their classrooms. Use of the software products by the algebra students in the EETI treatment condition ranged from 5 to 30 hours in a school year. Technology use also varied between schools, and while the average number of hours treatment teachers used the technology was 46 hours, teachers in some schools used the software as long as 125 hours (Dynarski, et al., 2007, p. 66). What causes one teacher to use a software product for only 46 hours in a year, while another teacher chooses to use the product for 125 hours or more? Perhaps the answers lie in the usability and adaptability of the software products. For one teacher, an educational technology may be a close fit for their teaching circumstances, while, for another, using the technology may present more of a challenge. As Cohen, Raudenbush, and Ball put it, “When conventional resources appear to affect learning accomplishments, it is because they were usable, because teachers and students knew how to use them effectively, and because environments enabled or did not impede use by these particular teachers and students” (Cohen, Raudenbush, & Ball, 2002, p. 102, emphasis added). In other words, the decision to use or not to use technology in the classroom, or the technology’s adoptability, is influenced by the technology’s relative advantage, complexity, and compatibility with the teacher’s existing beliefs, pedagogy, and environment (Rogers, 2003). Once a teacher has committed to using technology in their classroom, a more pressing question appears: “how do they use it and do they use it effectively?” By examining teachers and students in authentic contexts, I will be able to provide a clearer picture of how resources are actually used and managed in a variety of different environments, and provide nuance to the findings in both the EETI report and Scaling-Up SimCalc study. My project will help shift the focus of educational research away from “does technology enhance student learning” to “how and in what contexts can technology and resources be used with success.” 3 Context of the study – Scaling-Up SimCalc For this study, I observed seventh grade math classrooms that were participants in the Scaling Up SimCalc study. Scaling up SimCalc is a large, randomized, controlled, multi-year investigation on middle school mathematics classes using SimCalc curriculum in conjunction with the SimCalc MathWorlds software. In this section I will outline a brief history of the MathWorlds software, its development and use in single classroom instances, and how this intellectual milieu has lead to the larger Scaling Up study. 3.1 Math pedagogy and technology The math of change and variation (MCV) can be conceptualized as a strand of math learning that runs from kindergarten onwards, culminating for most children in today’s American schools in Algebra and continuing for some into Calculus and beyond. In 1994, James Kaput introduced a vision in which more sophisticated ideas about MCV could be taught and learned by using interactive technologies to allow students to link measurable events and experiences to formal mathematical representations. Grounding student understanding more firmly in motion and rate phenomena and focusing on the information captured in different representations, such as graphs and tables as well as algebraic expressions, would have, he claimed the twin benefits of teaching students more and teaching more students better. That is, the strongest students would have their understanding strengthened while the weakest students would have the gap reduced between their performance and the performance of the top students. Thus, this approach would democratize access to advanced mathematics. To fully understand the math of change and variation, students must be able to establish a connection between real-world phenomena and their algebraic and graphical representations. A student’s ability to solve a math problem with real-world relevance relies on both the student’s linguistic understanding of the problem and consciousness of the underlying mathematical structure (Weber-Russell & LeBlanc, 2004). Also, students who lack previous experience with reflection are ill prepared to engage in the reflection that is required in solving more complex problems (von Glasersfeld, 1989). Students in this situation rely on the hasty application of rules without an understanding of the underlying relations to solve problems asked of them in math class. To expand a student’s ability to represent and manipulate mathematical concepts, their education must help them integrate procedural memorizations with conceptual understandings. The implication then for learning tools is to “facilitate children’s reflection on and exploration of whole structures and relationships in mathematically relevant contexts” (Weber-Russell & LeBlanc, 2004). James Kaput and his colleagues sought to do just that when they were developing their own learning tool for MCV. The developers wanted to “begin with students’ intuitive experience with velocity” and “minimize computational complexity” so that a young and diverse population of students could conceptualize and understand the math of change and variation (Kaput, 1994). This resulted in the development of the MathWorlds software, which linked graphical representations to a “world” that could simulate real-world phenomena. 3.2 SimCalc MathWorlds™ The MathWorlds software supports dynamic graph creation and manipulation, in which graphical representations are tightly coupled with representations in a simulation “world”. Students can step through the motion graph, observe characters in the world, and examine tables with corresponding values. The graphs can be directly edited with the mouse, and the simulation world and tables will immediately reflect these edits. The image above (Figure 4) is a screen-shot from a SimCalc MathWorlds activity used by the participants in Scaling-Up SimCalc study. In the image, the world shows two vehicles going on a road trip where the red line represents a van and the yellow line represents a bus. With this particular SimCalc MathWorlds graph and simulation, the two vehicles would start at position 0 at time 0, and when the student presses play the bus and van will move in correspondence with the graph, arriving at their final destination 180 miles away after 2 hours for the bus and 3 hours for the van. There are several worlds the students can interact with, such as elevators in motion, ducks swimming across a pond, and clowns marching across the screen. The designers of SimCalc MathWorlds decided to implement five key innovations into the software: definition and direct manipulation of graphically editable functions, hot links between graphically editable functions and their derivatives or integrals, connections between representations and simulations, ability to import physical motion, and the use of physical/cybernetic devices (Hegedus, 2004). The SimCalc MathWorlds approach presents Calculus ideas graphically rather than algebraically, which allows for the student to first understand the concepts pictorially and then move to numeric and algebraic functions later. Students can play the simulation to watch the characters move in correspondence to the position graph they created, therefore experiencing the mathematical constructs of algebra and calculus as dynamic, motion based events. The developers wanted MathWorlds to be available on as many platforms as possible, so they decided to write the software as a Java application. MathWorlds is available on PCs and Macs, as well as hand held devices such as TI-83 calculators and Palms. ![Figure 5. SimCalc/NetCalc running on a Palm (right) and a TI83 (left)](image) The creators of MathWorlds understood that “software re-use, integration, and activity authoring” were critical aspects that any educational program must embody if it has any hope of widespread success (Roschelle & Kaput, 1996). For this reason, they developed MathWorlds to have drag and drop capabilities, so that teachers and students could easily author and layout their own activities. They also made use of AppleScript and AppleGuide innovations on the MacOS platforms to integrate MathWorlds with Eudora email and MacMotion software, as well as allow teachers to author guides to suit their students. ### 3.3 SimCalc MathWorlds use in individual classrooms One reason that students are hindered in their ability to master advanced math ideas is that a number of assumptions are made about math pedagogy. As Stroup (2004) puts it: “We assume in our curricula and in our teaching that calculus is a subject to be studied well after the basics are mastered and only after a long series of prerequisite coursework has been taken. As a result, most of our students do not progress as far as calculus.” (p. 180) Teachers are often told to address raised standards of learning without much support and no time to address advanced math concepts in an already crammed schedule. To combat this problem, Stroup suggests that advanced mathematics concepts can be introduced simultaneously with the basics when using a powerful simulation environment. He presents examples of 6\textsuperscript{th} grade students completing activities with the MathWorlds software. In all of the activities the students engage in calculus reasoning while developing their basic skills to complete the problem. Dr. Stroup concludes that, “using mathematical contexts closely associated with the study of calculus can be helpful, in very practical ways, in supporting our students’ developing understandings of what we often refer to as ‘basics’.” With the help of simulation software such as MathWorlds, math skills like subtraction, addition, multiplication, and division can be used and mastered while developing advanced mathematics reasoning. Susan Nickerson, Cherie Nydam, and Janet Bowers from San Diego State University also studied the possible use of MathWorlds in classroom settings. They saw that the MathWorlds software focused on graphing first and moved progressively towards algebraic representations, and felt this was advantageous for students because it allowed them to connect the character’s motion with a graphical representation without first having to master algebraic equations. The researchers developed a curriculum for MathWorlds with three main themes: “1) graphing in the coordinate plane, 2) writing and evaluating algebraic expressions, and 3) understanding rate and change” (Nickerson et al. 2000, p. 2). They then observed the teacher and students while they worked with the curriculum and software. The researchers found that from the students’ point of view, “the use of technology enhanced the appeal of doing mathematics for a reason”, and from the teacher’s point of view, “the technology provided a context in which to ground abstract algebraic concepts”. They also found from a post-test administered to the students, that “students gained in understanding a number of pre-algebra concepts”. However, the authors recognized that there were some pragmatic difficulties in teaching with technology. The teacher had a difficult time attending to over 30 students in the computer lab setting, and it was “daunting” to create an entire instructional sequence (Nickerson et al., 2000). The researchers at SRI had a vision that computers would be used frequently and integrally in K-12 classrooms. One reason that this vision has not yet been realized is that teachers often encounter difficulty in scheduling and using school computer labs (Tatar et al., 2003). However, there is one piece of technology that is frequently and easily used throughout American schools: the graphing calculator. Around 40 percent of high school math classes use graphing calculator, while only 11 percent use computers (Becker et al., 1999). Researchers at SRI sought to leverage the widespread use and acceptance of graphing calculators and handheld devices when they developed NetCalc, a version of SimCalc MathWorlds for Palms. NetCalc was co-developed with researchers, software developers, and two teachers. Developers did not want NetCalc to just be a scaled down version of SimCalc, but a separate tool that leveraged the small screen size and beaming capabilities of handhelds. Their efforts resulted in a design with four separate activities: Exciting Sack Race, Match My Graph, Slot Machine, and Aggregation. The researchers then evaluated the use of NetCalc in an advanced eighth grade math classroom located in the San Francisco Bay Area. The students performed significantly better on the post-test evaluation than on the pre-test. Furthermore, students using NetCalc outperformed high school students taking the AP calculus exam. This study demonstrated the potential impact of using the SimCalc innovation on small, affordable, and easily accessible handheld devices (Vahey et al. 2004). Over the past decade, researchers have gathered evidence that supports the relative advantage of the SimCalc MathWorlds innovation. First, the researchers were able to show ordinary students learning more complex mathematics. They could also articulate the potential advantage of using new representational capabilities to draw upon learner’s strengths and the need to change curriculum in schools to be more learnable. Shifting to controlled design experiments with carefully defined outcome measures, the team was able to show a causal relationship between SimCalc and enhanced student learning (Tatar et al., 2008). In these experiments they found that elementary, middle school, high school, and remedial college students could use SimCalc to understand key concepts in Calculus (Roschelle & Kaput, 1996). But are these studies evidence enough to prove the capability and viability of SimCalc? While the results are promising, the research team still needed to show that SimCalc could be used by a wide variety of teachers and students in a wide variety of settings. ### 3.4 The Scaling-Up SimCalc project Currently in our country, every state administers some form of mandated statewide testing to their students. The teachers, principals, and district superintendents are expected to explain the results of these tests and seek ways to improve their students’ scores. Teachers also have a constrained amount of time to spend with their students, which pressures them to teach as quickly and effectively as possible. Educators do not have the time, resources, or support to try new educational innovations unless they can be sure that they will work. Educational researchers are charged with the task of creating and identifying curricula, pedagogy, and professional development activities that result in improvements across a broad range of settings. They must also demonstrate and explain the results of such advancements to teachers seeking new methods. This means that researchers must develop interventions that work not only in single classroom instances, but that work “at scale” (McDonald et al., 2006). #### 3.4.1 Study rationale As illustrated in the Section 3.3, prior to the current study SimCalc MathWorlds had been evaluated in numerous small-scale studies showing positive and promising results. However, studies had yet to produce results that demonstrated SimCalc’s effectiveness at scale. In order to do this, the researchers needed to assess how their technology and curriculum would fare “in the wild”, where there is a large amount of variability in the teacher levels and school settings (Tatar et al. 2008). This led to the development of the Scaling Up SimCalc study, with the hypothesis that a wide variety of students from a wide variety of settings can benefit from the use of SimCalc MathWorlds. #### 3.4.2 Study design The researchers chose a delayed treatment design with two conditions to test their hypothesis. The experimental, or treatment group, was assigned to use SimCalc during year one, while the delayed treatment, or control group, was assigned to use SimCalc during year two. Students from both conditions were given a pre-test before their unit on rate and proportionality, as well as an identical post-test once the unit was completed. The study design is illustrated in the diagram below (Table 2). Table 2. Experimental Design of Seventh Grade Study \| \| Year 1 \| \| Year 2 \| \| \|----------------------\|--------\|----------\|--------\|----------\| \| Treatment \| $O_1$ \| $X$ \| $O_2$ \| $O_3$ \| \| Delayed Treatment (Control) \| $O_1$ \| $O_2$ \| $O_3$ \| $X$ \| $O_4$ \| The researchers understood that whatever location they chose to base their study would have implications on how the study would be conducted, as well as the generalizability of their results. They wanted a place that would welcome involvement in a study such as theirs but was also diverse in teachers, students, and settings. The researchers chose to base the Scaling Up SimCalc study in Texas for three reasons: 1.) The SimCalc researchers partnered with The Charles A. Dana center, which is a leader in math and science teacher professional development in Texas, and has a good relationship with teachers and schools. 2.) The State of Texas gathers comprehensive yearly data about schools and teachers that helped characterize our sample. 3.) State standards and testing have been in place in Texas for longer than other states, and are more stable and mature. Although the researchers wanted to choose a grade level that focused on rate and proportionality, like eighth grade algebra, they did not want to choose a “high-stakes” class. This is because teachers of high-stakes classes might feel anxious and less inclined to try a new, experimental teaching method. Since proportionality is a central topic of 7th grade, yet not considered high-stakes, 7th grade math classes and teachers were chosen to be participants in the study (Tatar et al., 2008). At the time of this study, 7th grade math classrooms in Texas typically focussed on a formula-base approach to rate and proportionality $(a/b = c/d)$. A formula-based approach requires the student to solve for a single unknown value when given three numbers in a proportional relationship. A more advanced approach to rate and proportionality is function based $(y=kx)$. A function-based approach requires students to find a multiplicative constant that maps a set of inputs to a set of outputs. The researchers felt that in order to show that the intervention was successful, they would need to show that students with the intervention (1) learned standard mathematics to the same degree or better than their peers and (2) learned mathematics beyond what is normally taught (Tatar et al., 2008). This required that the pre and post-tests would evaluate the students on standards for their grade level, as well as more advanced topics. To develop the pre and post-tests, the researchers used questions from the “TAKS”, or Texas standards exam, to evaluate requirement number one. The TAKS (Texas Assessment of Knowledge and Skills) mathematics exam for 7th grade focuses on formula-based questions. To test requirement number two, the researchers developed additional function-based questions on rate and proportionality. However, the researchers wanted to make sure that teachers in both the control and treatment conditions were exposed to the idea of teaching function-based proportionality. Therefore, all teachers attended a 16-hour TEXTEAMS workshop. TEXTEAMS is a teacher professional development workshop developed by the Dana Center in Texas. It was chosen for the study because it is “highly regarded and represents the state of the art in teacher professional development around the topic of rate and proportionality” (Tatar et al. 2008, p. 21). The following diagram summarizes the sequence of events during the Scaling-up SimCalc study that the teachers experienced while participating in the study (Figure 6). 3.4.3 Seventh grade year one study results Year one of the study was completed with 95 teachers and 1621 students in 7th grade math classes throughout Texas. Students in the treatment condition had a higher mean difference score, or gain score, compared to their peers in the control condition ($p < .0001$, e.s. 0.63), using a two-level hierarchical linear model with students nested within teachers. This indicates that students from the treatment group learned more than students in the control group (Tatar et al., 2008; Roschelle et al., 2010). Further more, students in the treatment condition did even better than students in the control condition on the complex, or function-based, portion of the test as opposed to the simple, standards-focused, formula-oriented portion ($p < .0001$, e.s. 0.89) (Tatar et al., 2008; Roschelle et al., 2010). ![Figure 7. Gain-score by experimental condition in 7th grade, year one study (pre- and post-test contained 30 items)](image) 3.4.4 Seventh grade year two quasi-experimental study results Year two of the study was completed with 67 teachers. That is, of the 95 teachers who participated in year one, 67 continued to participate in the study and used the SimCalc materials with their students during year two. Of the 67 teachers participating in year two of the study, 30 of them were in the delayed-treatment condition, that is, using SimCalc for the first time with their students. The data from 30 teachers and 1048 students (510 from year one, 538 from year two) assigned to the delayed-treatment condition were considered for a quasi-experimental study in which their year one gain scores were compared to their year two gain scores. Table 3. Design of Year Two Quasi-experimental 7th Grade Study \| Delayed Treatment (Control) \| Year 1 \| Year 2 \| \|----------------------------\|--------\|--------\| \| \| $O_1$ \| $O_2$ \| \| \| $O_3$ \| $X$ \| \| \| \| $O_4$ \| Overall, the year two seventh grade students benefitted from the use of SimCalc and had significant learning gains beyond the seventh grade students from the previous year (who did not have access to SimCalc) ($p < .0001$, e.s. 0.50). Furthermore, the students from year two did even better on the complex portion of the test compared to their counterparts from the previous year ($p < .0001$, e.s. 0.69) (Roschelle et al., 2010). Figure 8. Gain-score by treatment year for 7th grade, year 2, quasi-experimental study (pre- and post-test contained 30 items) 3.4.5 Eighth grade study results In addition to the seventh grade study, a one-year, randomized, and controlled evaluation of SimCalc was conducted with 56 teachers and 825 students in eighth grade classrooms. Similarly to the seventh grade study, the eighth grade treatment teachers were given a SimCalc “package” to use with their students, which consisted of teacher professional development, curriculum, and SimCalc MathWorlds® software. The eighth grade study also took place in Texas, however, schools chosen for the seventh grade study were not chosen for the eighth grade study so we could ensure that the teachers and students had not seen or used SimCalc before. Table 4. Experimental Design of the Eighth Grade Study \| Treatment \| $O_1$ \| $X$ \| $O_2$ \| \|-----------\|-------\|-----\|-------\| \| Control \| $O_1$ \| \| $O_2$ \| The curriculum or unit for the study was called “Designing Cell Phone Games,” and focused on mathematics more relevant for eighth grade students such as linear functions and average rate. The unit was designed to promote learning gains on mathematics that is typically found in eighth grade curriculum in Texas, as well as more conceptually difficult mathematics. In particular, categorizing functions as linear or nonlinear, or proportional or non-proportional, and translating one linear function from one representation to another are skills typically found in eighth grade. curriculum in Texas. Also, skills beyond what is usually taught in eighth grade were presented, such as interpreting two or more functions that may be linear or segments of piecewise functions, and finding average rates for piecewise functions. Like the seventh grade study, the eighth grade pre- and post-test was designed to evaluate student learning on both eighth grade standards (“simple”) as well as more advanced mathematics (“complex”). Furthermore, the teacher professional development for the eighth grade study followed a “train-the-trainer” model. In this study, the train-the-trainer model meant that SimCalc researchers trained a small group of teacher-trainers on how to make use of the SimCalc materials, and these trainers then taught regional training workshops to the teachers who ultimately used the SimCalc unit with their students. The benefit of a train-the-trainer model is that it requires even less intervention on the part of researchers, and therefore is more sustainable. However, the train-the-trainers model adds another degree of separation between the SimCalc researchers and the teachers who ultimately use the SimCalc materials. This could potentially reduce the teachers’ understanding of the over-arching SimCalc goals and may increase the variation in teachers’ use of SimCalc resources. (Dunn (2009) conducted case-studies investigating the robustness of the train-the-trainers model for the SimCalc eighth grade study, which is reported on in Section 3.6.) There was a significant overall affect suggesting that students in treatment classrooms performed better than their peers in control classrooms ($p < .0001$, e.s. 0.56), and similar to the results found in the seventh grade study, students in treatment classrooms did even better than their peers in control classrooms on the more complex portion of the test ($p < .0001$, e.s. 0.81). ![Figure 9. Gain-score by experimental condition for 8th grade, year 3 study (pre- and post-test contained 36 items)](image) ### 3.5 Study of SimCalc adoption and spread The goals of the Scaling-Up SimCalc project has been to both (1) facilitate deep student learning of the mathematics of rate and change, and (2) develop resources such that a wide variety of teachers and students can adopt and benefit from SimCalc. Early in the development of SimCalc, the researchers recognized that student learning was best facilitated by “compound” resources, or the combination of multiple resources. A favorite slogan of James J. Kaput, the SimCalc program founder, was “new technology without new curriculum is not worth the silicon it’s written in” (Roschelle et al., 2010, p. 9). In the Scaling-Up SimCalc study, the technological resource, SimCalc MathWorlds was paired with student workbooks, teacher curriculum guides, and teacher professional development. Experimental results suggest that students who engaged with the SimCalc resources learned significantly more than their peers who did not have the benefit of SimCalc. However, the experimental results on their own offer no insight into whether the SimCalc resources were compatible with the classroom ecosystems they were introduced into or had hope of widespread adoption. That is, there were still lingering questions about SimCalc’s potential to be used by teachers in the study after the study and researcher support had concluded and whether teachers would be inclined to share the SimCalc resources with peers and colleagues. One year after the Scaling-Up SimCalc study concluded, the 7th and 8th grade teachers were asked to participate in a study of SimCalc adoption and diffusion (Hegedus et al., 2009). All of the teachers who participated in the Scaling-Up SimCalc study were asked to complete a survey to determine whether they were still using the SimCalc materials (measure of adoption or “stick”) and/or shared the materials with colleagues (measure of diffusion or “spread”). The survey consisted of 15-items focusing on the teachers’ familiarity with SimCalc, their previous use of SimCalc, the important components of SimCalc teachers would share with a colleague, what they would tell their colleagues and administrators about SimCalc, and any problems or barriers they experienced in implementing SimCalc. A total of 189 teachers participated in the Scaling-Up SimCalc studies, and of those, 79 teachers participated in the “stick and spread” study. 48% of the respondents were still using SimCalc materials (described as “stickers”) and 67% had shared the materials with colleagues and friends (described as “spreaders”). Teachers who continued to use SimCalc materials (“stickers”) reported that the SimCalc materials cohered well with their instructional goals and the accountability requirements of their school. Teachers who shared the SimCalc materials with colleagues (“spreaders”) also felt that SimCalc met their instructional and accountability goals, but also reported a high-degree of collaboration amongst colleagues in their school and felt comfortable seeking help from colleagues and administrators at their school. The results indicate that teachers’ perceived coherence of the new educational resources, as well as school climate factors such as their collaboration with colleagues can predict the stick and spread of education interventions. In terms of potential adoption of educational resources such as SimCalc, it suggests that not only does the resources have to fit a niche within the classroom ecosystem, but also teachers may require a system of collegial support at their school. This requires that the new resources be coherent with school-wide goals as well. 3.6 Details of classroom level impacts In addition to the gathered experimental data and phone interview data, a number of case studies were conducted throughout the course of the 3-year Scaling-Up SimCalc project. Researchers from Virginia Tech and the University of Texas conducted a series of two-class period case-studies in 24 classrooms during the first year of the study to investigate how different classrooms implemented a particular lesson called “On the Road”. Pierson (2008) conducted case-studies in thirteen, seventh grade mathematics classrooms during the second year of the study to investigate how the intellectual work required of students in the classroom and the teacher’s responsiveness to student dialog affected student outcomes. During year three of the Scaling-Up SimCalc study, Dunn (2009) conducted case-studies with the eighth grade train-the-trainers workshop, three regional SimCalc workshops led by teachers who were the participants in the train-the-trainers workshop, and eight eighth grade classrooms to better understand how the train-the-trainers model implemented during the third year eighth grade study affected the teaching strategies used. Each of these studies have investigated a particular facet of contextual use of SimCalc resources and have illuminated ways that individual classroom dynamics impact the overall SimCalc effect. Dunn’s (2009) dissertation work looked at how the train-the-trainers model used in the eighth grade study affected the SimCalc training teachers received and ultimately their implementation of SimCalc curriculum. One of the over-arching goals of the Scaling-Up SimCalc study is to determine the robustness of SimCalc resource use. Robustness for an educational intervention such as SimCalc would imply that students in classrooms using SimCalc would still achieve learning gains despite variations in the specifics of teacher instruction and other classroom level factors. While Dunn (2009) found that some of her case study teachers did not always teach SimCalc lessons in the way they were designed or intended, the students in those classrooms still achieved positive learning gains. In particular, Dunn (2009) found that her case-study teachers’ instruction varied on a number of different factors, including their emphasis and use of the workbook and technology resources, the nature and structure of small-group and whole-class work, the type and tone of whole-class and teacher-student discussion, and even the ways in which teachers presented particular mathematical concepts such as graph interpretation. Despite these variations in instruction, all of the classrooms in the case studies demonstrated some (though wide-ranging) student learning gains. (The average classroom learning gains in Dunn’s case studies ranged from 7.8 to 2.2 items, or 22% to 6%.) Dunn concludes that the robustness of the SimCalc resources depend on teachers 1) presenting the main ideas of the lesson accurately, and 2) giving students a reasonable amount of autonomy with the materials. While these key aspects of instruction ensure that some essential student learning takes place in SimCalc classrooms, the full potential of what students can learn with SimCalc materials seems to be influenced by the nuances of student-teacher-resource interactions. In Pierson’s (2008) dissertation work she analyzed the transcripts from thirteen, 7th grade classroom case studies and coded teacher’s follow-up responses to students’ questions for degree of responsiveness and required intellectual work. Responsiveness in this study denotes the degree to which the teacher attempts to understand what a student is thinking after the student has asked a question. Responsiveness is demonstrated through the way the teacher builds, questions, clarifies, takes up, or probes what the student has said. Intellectual work denotes the degree to which cognitive work is requested from the students with a given turn of teacher talk. Pierson found positive correlations between the levels of teacher responsiveness and levels of intellectual work with student learning as measured by the SimCalc post-test and gain scores. Furthermore, in classroom communities where the teacher demonstrated higher levels of responsive discourse moves, the predictive value of the students’ pre-test on post-test scores was diminished. Similarly, in classrooms where a high level of intellectual work was presented to students the predictive power of student pre-test scores was diminished. This means that a high degree of teacher responsiveness and intellectual work could potentially “level the playing field” for some students. Based on these findings, Pierson (2008) concludes that classroom discourse normative modes of interaction can influence student learning in tremendous and often unnoticed ways. While the larger social context and organizational structure of the classroom may impact the moment-to-moment interactions had by students and teachers, it is those micro or local level interactions that make up student learning activity and ultimately constitute the macro or global structure of the classroom. To borrow an example from Pierson (2008), while the classroom activities of show-and-tell, lab experiments, or even following a SimCalc lesson may be used to largely describe the classroom processes, they do not describe how the activity is realized by particular students in particular classrooms (with particular resource set-ups) under the guidance of a particular teacher (Pierson, 2008; p. 14). As Pierson (2008) and Dunn (2009) have argued in their work, and I similarly assert, it is the moment-to-moment decisions and interactions that are the life of the classroom and through which learning is potentially achieved. While Pierson (2008) focused on teacher talk and teacher response to students and Dunn (2009) focused on the robustness of teacher-training models on teacher action, the focus of the current project has been on student access, use and construction of classroom resources. 4 Methods, data, and analysis The frameworks we use to view the world influence the type and scope of phenomena we record and notice as analysts. They provide form for the meanings we make from observations, and structure the conclusions and documents we produce. Regardless of the framework chosen, the methods we employ shape the process and outcomes of our inquiry. Researchers pursuing quantitative explanations of phenomena shape their experiments and explanations in such a way that all factors that could affect the outcome measures are controlled for. Other researchers with similar expertise and equipment should be able to replicate the experiment and duplicate study results. Ideal quantitative studies take place in sterile lab environments, in which all qualities are explicitly known and documented. Arguments about the validity are based in this process of experimental control and study replication. However, even in quantitative analysis the conclusions are qualified by the connections observed between the laboratory-tested and real-world phenomena. These qualifications are usually written up as “broader implications” of the study at hand. Broader implications allow the laboratory scientist to theorize about the robustness or sensitivity of the experimental phenomena outside the laboratory. As scientists, it is crucial to qualify our observations with respect to our own knowledge and experiences so we can both (1) better describe the phenomena under study and (2) theorize on its importance and impact to the world outside of sterile and controlled conditions. The hallmark of qualitative research is to bring such qualifications to light to better understand human actions, decisions, and social processes. Unlike in quantitative frameworks, the data-in-hand in qualitative research cannot be reproduced. A qualitative researcher must do his/her best to capture the phenomena and its importance as it unfolds. But the reproducible elements lie in researcher’s act of interpretation that locates the meaning of particular behaviors in context. A qualitative researcher endeavors to capture the moods and important scenes they experienced much the same way a novelist tries to convey their meaning through thick, rich descriptions. Thick description is more than just description of behavior, but also description of the meanings events have for those who experience them (Eisner, 1997; Geertz, 1973). In qualitative research, the means for creating knowledge is an “enlightened eye” that crafts text so that “what the observer has experienced can be shared with those who were not there” (Eisner, 1997; p. 30). Of course, this means that the final result of a qualitative analysis is the interpretations of the particular observer. Indeed, two researchers observing the same phenomena may produce similar yet different reports because they are viewing the phenomena through their own lenses, shaped by their individual and unique experiences and expertise. This makes the most fundamental tool used in qualitative inquiry the researcher him or herself. As Elliot Eisner put it, “The self is an instrument that engages the situation and makes sense of it” (Eisner, 1997, p.34). We insert ourselves into the analysis and interpret the significance of the phenomena. This is not considered to be a fault or drawback of qualitative research; on the contrary, it is embraced and regarded as one of its cornerstones. “We display our signatures. Our signature makes it clear that a person, not a machine, was behind the words.” (Eisner, 1997; p.36). A common purpose in many qualitative research traditions is to explicate the ways people come to understand, account for, take action, and otherwise manage their situations (Miles & Huberman, 1994). For example, Grounded Theory is concerned with the discovery of regularities in banal, or normal, occurrences of everyday life (Glaser & Strauss, 1967). These regularities are described as themes, and are used to categorize social elements, such as the logic and implicit or explicit rules that govern behavior (Goulding, 1999). Other qualitative methods of inquiry, such as phenomenology, still focus on how people come to understand, account for, take action and otherwise manage their situations, but resist condensing observations into codes or themes. Discourse analysis emphasizes the meaning of spoken language, and collaborative action research facilitates and encourages behavior changes on the part of participants. Grounded Theory espouses a need for a “holistic” overview of the context under study. This is achieved by (1) immersion into the context under study, (2) attention to and description of behaviors and speech acts (coding), (3) the naming of emergent patterns of behaviors (themes), and (4) theorizing the meaning of these patterns of action and interaction. In practice, this usually entails an iterative process of coding and reviewing collected data, such as video, transcripts, and field notes. In classrooms, a well-chosen example or case study can help students gain insight. Similarly, ethnographic case studies can illuminate the context-dependent phenomena in question and raise analytic understanding of them to the “expert” or “connoisseur” level (Flyvbjerg, 2006, p.222; Eisner, 1997, p.17). In studies of educational settings, such as Scaling Up SimCalc, case studies provide a “nuanced view of reality” in which we can begin to understand the context of classrooms and student achievement beyond the simple rule-based theories provided by quantitative measures (Flyvbjerg, 2006, p. 223). As a rule, students in classrooms using SimCalc resources have higher learning gains as measured by the administered pre- and post-test than their peers in classrooms that did not have access to SimCalc resources (see Sections 3.4.3, 3.4.4, and 3.4.5). From teacher interviews, as well as teacher daily logs, we see indications that the reality of student engagement with SimCalc materials may vary from classroom to classroom, depending on classroom set-ups, availability of resources, teacher instruction, and potentially other factors not yet recorded in our study. If we truly hope to understand how SimCalc can be used with a wide variety of teachers and students in a wide variety of settings (that is, raise our understanding of SimCalc use to the “connoisseur” level), then we must investigate the context-dependent nature of instruction in actual classroom settings. I conducted four case studies with a stratified sample of teachers and their students participating the Scaling-Up SimCalc study. I analyzed the data from a grounded-theory perspective. The case-study participants were chosen for the varying ways in which SimCalc MathWorlds was made available to the students: direct access, in which each student had access to their own computer; shared access, in which each students shared the computer with a peer; and indirect access, in which students observed SimCalc being used on an overhead projector. By investigating the ways these specific collections of people arranged and interacted with SimCalc resources, we hope to gain a better, more nuanced understanding of how student learning is achieved. In the following Sections I will review how the observation participants were selected, describe my protocols for data gathering, and explain the data analysis. 4.1 Case study participants All participants in the Scaling-Up SimCalc study were located in Texas. Also, since proportionality is a central topic in math for 7th graders, all of the participants were teachers of seventh-grade math (Tatar et al., 2008; Roschelle et al., 2010). From the teachers’ daily logs, and the post-unit phone interviews, we found that the teachers using SimCalc had different technology set-ups for their classrooms. While most teachers went to computer labs, the rest utilized traveling labs (COWs) or simply used a small number of computers always present in their classroom (Kurdziolek, 2007). The following table shows the technology set-ups the teachers reported in the Y1 phone interviews: Table 5. Computer Set-up for Y1 Scaling-Up SimCalc Teachers \| Computer Set-Up \| # of Teachers \| \|------------------------------------------------------\|---------------\| \| Computer Lab \| 31 \| \| ...with projected computer \| ...6 \| \| Computers on Wheels (COWs) \| 10 \| \| ...with projected computer \| ...4 \| \| One Laptop with a Projector \| 5 \| \| Combination of Computer Lab & Classroom Computer \| 1 \| Four classrooms were targeted for in-depth observation based primarily on the arrangement of computational resources the teachers reported using in the first year of the study. I choose one teacher from each of the three main categories: Computer Lab, Computers on Wheels, and One Laptop with a Projector. Besides the variation in technology set-up, I wanted the other factors to be fairly homogenous across the group. So I chose teachers who were considered to be in Mid-SES (Socio-Economic Status) school systems (as measured by the percentage of students in the school who qualified for free or reduced price lunch) and had average gain, rather than extreme, scores from the first year of teaching with SimCalc. An additional concern was that I was only available for observations during the Fall 2006 semester, and I could only observe in one location at a time, so the teachers’ units could not overlap with one another. However, because one of the candidate teachers taught in the same school as another and both decided to teach during the same weeks, I was able to include a fourth teacher using COWs. Before I went to Texas, I needed to contact the chosen teachers and explain that I wanted to observe them. For the first phone call, I developed a short speech that could explain my research to the teachers: “Hello, my name is Meg Kurdziolek, and I am a researcher with the Scaling-Up SimCalc study. You may have spoken to me before when you did a post-unit interview last year. This year, my colleagues and I are going to classrooms throughout Texas to see how SimCalc MathWorlds is working out. We are interested in how you and your students use the technology, and what problems and advantages the technology presents to a real classroom. In short, we want to see how MathWorlds does in the ‘real world’.” From this point, I would ask them about when they planned on teaching the unit, how long they expected it to take, what if any instruction or curriculum changes they planned to make to the SimCalc unit, if their technology set-up would be the same as what they reported in their year one interviews, and other details about their school. After the first phone call I called the teacher every couple of weeks, asked them how their school year was going, and confirmed the details they had told me before. 4.1.1 Selected participants In the map of Texas above (Figure 10) the gray areas represent regions, or education districts, where participants in the larger SimCalc study were located. The starred areas represent cities the teachers I chose to observe were located. Table 6. Observed teachers' computer set-up, school region, location, and days observed \| Pseudonym \| Computer Set-Up \| Region \| City \| Days Observed \| \|-----------\|----------------------------------\|--------\|--------------------\|---------------\| \| Teacher M \| One Laptop connected to Projector\| 18 \| Kermit, TX \| 4 \| \| Teacher C \| COWs + projected computer \| 13 \| Round Rock, TX \| 7 \| \| Teacher B \| COWs + projected computer \| 13 \| Round Rock, TX \| 7 \| \| Teacher G \| Computer Lab \| 13 \| Milano, TX \| 11 \| 22.214.171.124 Teachers C & B Two teachers (Teacher C and Teacher B), within the same school, used COWs. They collaborated frequently on lesson plans, and chose to teach the SimCalc unit at the same time and for the same length of time, seven instructional days. Their school was located in Round Rock, a mostly white suburban city in the Austin Unified School District. The school had 1044 students in the 6th, 7th and 8th grades. Teacher C was a white woman with 12 years mathematics teaching experience. Her class consisted of 23 students and included five special needs students who were sometimes accompanied by special needs instructors. Teacher B was a white woman that had been teaching mathematics for 20 years after a prior career in sales. Her class consisted of 25 students, including 3 who were designated English language learners. 126.96.36.199 Teacher G This teacher utilized the school computer lab for the SimCalc unit (Teacher G). She was located in Milano, TX, a rural, largely Caucasian setting about 45 miles outside Austin. Milano, TX has a small population of 414 people (City-Data, 2007). The school had 78 students in grades 6, 7 and 8. The teacher, a white woman with 18 years experience teaching mathematics, was the only mathematics teacher in the school and reported that she had a lot of autonomy. The class observed had 14 students. The unit lasted for eleven instructional days. Four out of the eleven days were taught from Teacher G’s usual classroom, largely due to scheduling conflicts with the computer lab. 188.8.131.52 Teacher M Teacher M utilized one computer attached to a projector for the SimCalc unit. She was located in Kermit, TX, which is about 60 miles away from Midland, TX in the western part of the state. Kermit has a small but ethnically diverse population of 5,136 people and nearby Midland has a population of 103,880 people (City-Data, 2007). The school had a population of 267 students in 6th, 7th and 8th grade. Teacher M’s target class had 25 students. Teacher M is a white woman who had 11 years of teaching experience at the time of my observations. I was able to observe Teacher M and her students for four instructional days. 4.1.2 Participant year 2 gain scores For each class, an average gain score was calculated by averaging the difference scores for each student. Difference scores were calculated by subtracting the student’s pre-test score from his/her post-test score. There were a total of 30 questions on the pre- and post-test, and the study-wide average gain score during year two of the Scaling-Up SimCalc study was 5.23 with a standard deviation of 3.87. Table 7 shows that each of the classrooms I observed scored above the study-wide average gain score for the year, but within one standard deviation of it. \| Pseudonym \| Computer Set-Up \| Y2 Gain \| \|-----------\|----------------------------------\|---------\| \| Teacher M \| One Laptop connected to Projector\| 7.05 \| \| Teacher C \| COWs + projected computer \| 6.55 \| \| Teacher B \| COWs + projected computer \| 5.76 \| \| Teacher G \| Computer Lab \| 8 \| \| Study-wide\| \| 5.23 ± 3.87 \| I did not know the case study classroom’s year-two post-test and gain-score results until nearly two years of the observations were concluded. 4.2 Observation procedures I introduced myself on the first day of observations in each classroom with the following speech: “Hello everyone, my name is Meg, and I am here to visit with you for a few weeks. I’m really interested in the math you are learning at school, as well as how you use computers and software. So I will be filming you just to see how you use MathWorlds and your workbooks.” After I introduced myself, I located a group of students to film, and set up my cameras. One camera was positioned to take in a wide angle of the whole class including the teacher. My rubric for positioning the other camera involved finding a place that did not involve stretching the power cord across a walkway, identifying a student group rather than a single student, and trying to get a group from the middle of the room. In three cases, this resulted in a focus on student groups that were in the middle at one side of a classroom. In the fourth, I had to film from the back. After that, I set up my cameras in the same place every day and filmed the same groups of students. I used two cameras, a sound mixer, and two microphones to capture video and audio data. One camera was positioned on a small group of students and was connected through the sound mixer to the two microphones I would place on the students’ desks. The other camera was positioned near the front of the classroom and focused on the whole class of students. From the first camera I was able to record detailed conversations and collaborations between selected students, and from the second I was able to record the teacher’s movements and whole class interactions. I also kept daily field notes and periodically collected student workbooks to photocopy. At the beginning of every day I documented the date, time, period, lay out of the classroom, the number of students present, where the students were sitting, who the students were grouped with, and any outstanding points about the day (ex. homecoming, football game, shortened class schedule, fire drill, etc.). Throughout the course of the class I documented student-to-student dialog, teacher-to-student dialog, references to the workbook or software activities, and any additional diagrams or resources the teacher may have provided in the moment. After each class, I briefly interviewed the teachers. Interviews ranged from 2 to 30 minutes, depending on the teacher’s availability. Each of these interviews was recorded on camera and/or documented in my field notes. Every day I asked the teachers: - How did this class go? - Did it go as you expected it to? - What do you think went really well? - What do you think could have gone better? - Were you able to complete everything you had planned to do? - What are your plans for tomorrow’s class? As the teachers answered these questions, I asked follow-up questions to better understand the issues and experiences they had. For example, often the teachers would say “They really got it” and I would ask “What did they really understand?” I also used these interviews as a chance to get to know the teacher, let the teacher get to know me, and build rapport with them. 4.3 Data gathered I spent a total of five weeks in Texas conducting observations with the four teachers. I took with me two video cameras, four microphones, a sound mixer, MP3 recorder, DVD burner, digital camera, laptop, and a sketchpad. I positioned one of the cameras to capture the whole classroom at a wide angle, and focused the other camera on a small group of students. This resulted in a total of 58 tapes or 87 hours of video data and roughly 150 pages of field notes. I also conducted daily interviews with the teachers, took digital pictures of the classroom and community, and made copies of student materials. Another graduate student collected very similar data, choosing teachers not with a focus on resource use, but on variation in classroom socio-economic status. She gathered 49 days of classroom observation in four classrooms. In the future, these data may be used to supplement or extend any analyses undertaken by the current project. ### 4.4 Analysis Once the observations were completed and the raw data was brought back to Virginia Tech, the data went through a staged organization and analysis procedure typical to ethnographic and particularly Grounded Theory analyses (Goulding, 1999). For this particular study, the data went through four stages of description and analysis. A summary of this process is presented in Table 8. \| Stage 1: Collection and Organization of Data \| Stage 2: Initial Non-Inferential Coding of Data \| Stage 3: Secondary Coding of Resource Use Data \| Stage 4: Organization of Data into Themes \| \|---------------------------------------------\|-------------------------------------------------\|-----------------------------------------------\|------------------------------------------\| \| All physical copies of data sources of data were imported to digital media files and named based on a file naming scheme that captured the following information: SimCalc Teacher ID #, date data was gathered, raw data type, and any additional information surrounding the data source such as camera angle and location. The data was then reviewed and used to create case descriptions. \| An initial coding scheme was developed and used to capture descriptive statistics and facts about classroom factors and student/teacher interactions with resources. (Described in more detail in Section 4.4.1.) \| A secondary coding scheme was developed and used to capture more fine-grained details of student and teacher interactions with learning resources and classroom practices. (Described in more detail in Section 4.4.2.) \| Patterns of behavior noted in the initial and secondary coding processes were organized into behavior themes. (Described in more detail in Section 4.4.3.) \| #### 4.4.1 Initial coding and analysis After returning from our observations in Texas, a video-analysis team was assembled, including undergraduate research assistants from Psychology and Mr. Ian Renga, an expert middle school teacher with ethological coding experience, but no prior experience with SimCalc. Mr. Renga, Dr. Tatar, Michelle McCleese (another member of the case-study team) and I co-developed an initial coding scheme. This scheme was designed to be non-inferential, identifying recurring categories of student and teacher behaviors visible on the video. It was developed to describe broad elements of context and activity, such as focus on homework. Table 9 shows some of the initial codes and their operational definitions. The full list can be found in Appendix A. Table 9. Summary of initial coding scheme \| Codes \| Description \| \|----------------------------------------------------------------------\|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Class Start and End Times \| The moment when the teacher draws attention to the class as a whole, usually by giving a directive to the entire group aimed at calling them to order (i.e. “Let’s take a seat.”). This may also include statements that serve as more passive directions intended to call students to order, such as, “Wow! It’s loud in here!” \| \| Technology Use Initiated by Student or Teacher \| Any action taken by a student or teacher towards computers and/or overhead projectors (but not calculators). \| \| Technology Use Start and End for Students and Teacher \| The moment that students begin to use or stop using classroom technology, usually in the form of a computer. “Start” is usually characterized by students logging in to a computer or opening a laptop, and “End” is usually characterized by students logging off or closing the laptop. \| \| Technology Delay Start and End \| The moment class instruction or activity is halted due to a technology related issue, such as computers lacking the SimCalc program, or an error or glitch in the technology that renders it inoperable. Technology delays can also be concurrently coded as “Instruction Interrupted” if they, indeed, interrupt ongoing instruction. \| \| Discussion involving the Whole Class, a Teacher to Student, or Student to Student \| The inclusive vocal exchange of thoughts, ideas, instruction, and information by two or more individuals at the classroom-wide level (Whole Class), between the teacher to an individual or small group of students (Teacher-Student), or students to their peers (Student-Student). \| \| Math Instruction \| When the teacher addresses the entire class with information about a specific math concept, such as features of a graph in the coordinate plane or how to algebraically represent a rate. Discussion Teacher-Student is used to denote instruction addressed to one or more students, usually involving teacher proximity to the group. \| \| Instruction Interrupts \| The moment when on-going classroom activity is halted to address a non-related or technical issue, such as when somebody enters the classroom and solicits the teacher’s attention while she is conducting a class-wide discussion. Often students begin focusing on non-class related matters. \| \| Individual/Small Group Work \| When explicit classroom structure is constituted of students either working alone or in groups of two or more for a period of at least \| \| Code \| Description \| \|-------------------------------------------\|-----------------------------------------------------------------------------\| \| Workbook Use by Teacher or Students \| Any specific mention of or reference to the workbook by the teacher, whether directed to the entire class or a single student. \| \| Other Materials Used by Teacher or Students \| Any time a teacher specifically mentions a non-computer item for student classroom use, such as a calculator, colored pencil, or straight-edge or ruler. This can be related to acquisition or usage. \| Since each class session had two videos taken from different perspectives, a member of the video analysis team watched both videos and created two documents. Each document contained time stamped codes with brief annotations describing details specific to the requirements of the particular code, such as which student was responsible for a noted behavior. The video analysis team used InqScribe™ analysis software so the codes would be tied directly to timestamps in the video (http://www.inqscribe.com/). ### 4.4.2 Secondary coding and analysis Throughout the process of reviewing the gathered data and actively coding for classroom behaviors, the researchers on the project would meet regularly to reflect on the student and teacher interactions with resources, to note behaviors common across classrooms and to discuss unusual behaviors, only witnessed in a few classrooms. The initial coding scheme resulted in descriptive statistics about classroom sessions. For instance, we could begin to describe the frequency with which teachers engaged in whole-class and teacher-student discussions, and the number of times students visible to the camera initiated technology and/or workbook use. The initial coding allowed us to pick out from the large data set behaviors that were in some sense comparable, for example, times when students were using workbooks. The classrooms had been chosen because of the differential use of computer resources across classrooms observed in the first year of the study. Therefore, the secondary coding scheme focused on identifying resources and change in access to resources during instruction. The initial scheme allowed us to look at the data in context in a way that helped identify the range of resources to be considered. It prompted questions such as why, during a particular exercise, one student initiated workbook use 19 times, while her partner initiated it only 8? (Student workbook use data from Teacher B observation day 113006.) We developed the secondary coding scheme using the framework of the initial coding scheme. For example, one set of behaviors that stood out in the context of “students using workbooks” was the process of workbook sharing, that is, students looking at other students’ workbooks and showing their own workbooks or handing over workbooks. Noticing this behavior caused us to develop the codes “Student Resource Show/Give” and “Student Resource Look/Take” in the secondary coding scheme. These interactions seemed prevalent, purposeful and possibly relevant to the task of learning mathematics. The secondary coding scheme consists of 13 individual codes nested within 3 categories, which are summarized in Table 10, with a focus on giving, taking and changing resources of different kinds. The dissertation author conducted secondary round coding. To facilitate the process of organizing observed behaviors into themes, I used a card sorting method (Turner, 1981). That is, unique behaviors noted in the secondary coding scheme were written onto index cards. The cards were then organized into categories based on similarities of behavior. For instance, multiple teachers in the study made statements such as “look down at the graph drawn in your workbook” or “look up at the overhead, please”. Since these behaviors similarly involve the teacher telling students to focus their attention on a particular resource, these behaviors/cards were grouped together. Once all of the cards had been sorted, the piles were examined individually and given a name. The naming was done to reflect the nature of commonalities between the sorted behaviors. For example, the grouping of behaviors reflecting teachers’ direction of student attention was organized into a theme named “Attention Management”. 4.5 Chapter summary In this chapter, I have described the study’s research methodology, participant selection, data gathering, and data analysis processes. A qualitative, grounded theory methodology was used to uncover and describe regularities of student, teacher, and resource interactions in a select number of classrooms. The teachers and students observed were all participating in the Scaling-Up SimCalc study, and the classrooms were selected based on their set-up of computational resources. In particular, one classroom made use of a school computer lab, one classroom made use of a single laptop connected to a projector, and two classrooms made use of mobile-laptop carts. A variety of data sources were used and gathered, such as observation video, observer field notes, digital pictures, and observer sketches. These data then went through a four-stage analysis process that resulted in the organization of student and teacher actions into behavior themes. These themes allow use to point out and discuss important aspects of teacher/student/resource interactions in the classroom settings, and theorize on the resource arrangement impacts on outcomes such as student learning. The study sought to make contributions to the fields of computer science, in which developers of educational technology seek a better understanding of the classroom contexts as it applies to technology design, and to the learning sciences, in which researchers hope to better understand the reality of resource use in classrooms and the impact on student learning. 5 Results from observations and initial coding The goals of the current project were to (R1) describe in detail how the set of observed classrooms varied in their use of SimCalc, (R2) demonstrate the potential consequences of these implementations on student access to learning resources, and (R3) theorize on the effects to student learning and other outcomes with regards to resource access, allocation, and use. By systematically observing classrooms, reviewing video and field note data, and coding data for patterns of student, teacher and resource interactions, I was able to develop thick descriptions of classroom behavior from which we are able to generate theories about student, teacher, and resource interactions. In this chapter I will describe my observations and experiences from spending extensive time in each of the classrooms, and report on the descriptive classroom statistics calculated using the initial coding scheme. 5.1 Case descriptions – How observed teachers implemented SimCalc The four case-study classrooms were selected based on their variation of on a particular factor: technological set-up and the corresponding inferred use of SimCalc resources. However, the four classrooms also varied on a number of other factors, including the community setting, school setting and size, physical classroom size and arrangement, number and type of students, responsibilities and experience of the teachers, and other potential variations due to the specific faculties of the school, classroom, teacher, and students. Throughout the course of conducting the observations and subsequently reviewing the gathered data, I would record the variety of factors that impacted how classroom events proceeded. The following sections provide a narrative description of each of the classrooms with a focus on singular factors that characterized how those particular classrooms proceeded. 5.1.1 Computer lab case - Teacher G ![Diagram of Teacher G's computer lab] Figure 11. Teacher G's computer lab At the time of observation, Teacher G’s school had a small student population, 78 students in the combined 6th, 7th, and 8th grade. The school only had a single computer lab, and Teacher G was the only mathematics teacher. The class I observed was considered to be the “on-target” 7th grade class and had a total of 14 students. In her post-unit phone interview, Teacher G categorized these students to being average or slightly above average compared to other 7th grade classes she had taught in the past. The class met daily at 10:50am and the class period was typically 45 minutes long. Teacher G also taught a smaller remedial 7th grade mathematics class in the period directly following the on-target observed class. Teacher G did not use the entire SimCalc unit with her remedial class but did use a few of the SimCalc lessons with them. I spent a total of eleven instructional days observing Teacher G’s class. The majority of this time (eight out of eleven days) was spent in the school’s computer lab. When Teacher G used the computer lab, the students would first gather in their usual classroom space before being led across the hall to the lab. The computer lab (Figure 11) was arranged with student computers lining the perimeter of the room, such that when students were using the computers they were facing the walls with their backs to the center of the room. In the computer lab there were more computers than students, so each student could have a computer if they chose to. There was also a teacher computer located in the center of the room that was connected to a projector. Teacher G did not always make use of the teacher computer for every lesson, but when she did she would use it to project a SimCalc MathWorlds simulation onto the wall. When Teacher G was not using the teacher computer she would stand and walk around the computer lab. Four of the eleven days were spent in Teacher G’s usual classroom due largely to computer-lab scheduling conflicts. The teachers and principal in the school managed computer lab scheduling using a physical paper calendar that remained by the teacher computer at the center of the lab space (represented in Figure 11). Teacher G had reserved two and a half weeks of the computer lab at the beginning of the year, however she voluntarily gave up three days of computer-lab time for other teachers’ to use. Teacher G also decided to teach one lesson from her classroom because the lesson she was scheduled to teach did not require student computer use. Also, four out of the eleven instructional days were shorter than normal, 35 minutes long as opposed to the usual 45. This is because whenever there was a home middle school or high school football game, most Thursdays and Fridays during the fall semester, the school day ended early. Every student from the elementary, middle, and high schools would attend the middle and high school football games. Indeed, most if not all of the Milano residents attended the football games and these were considered an important community event. Figure 11 and Figure 12 are copied from field notes taken during the course of the observations. Each square represents an available desk, or computer in the case of the computer lab, and colored squares represent where a student sat. Light gray squares indicate female students while dark gray squares indicate male students. When Teacher G taught SimCalc lessons in the school computer lab (Figure 11), she would first meet her students in her usual classroom. She would then lead her students across the hallway to the computer lab where each student picked a computer to work from. At the beginning of two observed class periods (observation days 6 and 10), Teacher G reviewed what the students had worked on previously and gave a brief introduction to the mathematical topics they would cover that day in her classroom before they went to the computer lab. While the students did not have assigned workstations in the computer lab, Teacher G instructed to her students to sit alternating “boy-girl-boy-girl”. Once everyone was seated at a workstation in the computer lab, Teacher G would start class by instructing the students on what page in the workbook they should turn to. Typically, she would then lead the class collectively through the lesson activities. The following is a transcript from one of Teacher G’s observed class periods conducted from the computer lab. In the transcript, the class is working on the first two problems in the “Run, Jace, Run” lesson, which requires them to observe a simulation depicting a single runner and fill out a corresponding data table. [00:04:08.04] Teacher: "Okay, Run the program. Run the program three times without talking. Watch it three times." [00:04:36.09] Teacher: "Make sure you watch the dot moving across, but make sure you watch the graph also. Do it three times." [00:05:08.10] Teacher: "Okay we are going to use the graph to answer the questions here. ‘How many seconds has Jace run when he has gone 25 meters? Look at your chart. 25 meters?’" [00:05:26.15] Multiple Students: "Eight" [00:05:27.14] Multiple Students: "Four" [00:05:28.13] Teacher: "Are you sure? I hear eight and I hear four." [00:05:31.13] Multiple Students: "Four" (Multiple students discuss the possible answer, unable to transcribe.) [00:05:43.26] Teacher says: "You see the chart on the right, page 19? It says 25 meters you fill in four seconds. It took him four seconds." --Transcript from video 28411_102606_Cam_1 Typically Teacher G would lead the class through the workbook activities as part of a whole-class discussion. As you can see in the example transcript above, Teacher G would read aloud questions from the student workbook and then students would call out answers aloud. Teacher G would also tell the students when they should run the simulation, how many times they should run the simulation, and what aspects of the simulation she wanted them to pay attention to. Most of Teacher G’s class periods in the computer lab were conducted in this manner. However, during two observed class periods (observation days 8 and 10), she divided the class into groups of three and instructed them to work through the lesson activities together. During these class periods, Teacher G circled around the room, checking on what students were writing in their workbooks, and answering student questions as they arose. When Teacher G taught the unit from her classroom (Figure 12), the students sat in assigned seats arranged in rows. Teacher G would display the MathWorlds software on a TV located in the upper right corner of the class that was connected to a computer on her desk. The students would watch the simulations while Teacher G led the class collectively through the workbook activities. Teacher G would move between the front of the classroom, which was equipped with two white boards, and her desk which was equipped with the only computer in the classroom. The following transcript is an example of how Teacher G would lead her students through SimCalc activities when they were in her usual classroom. In the transcript, Teacher G is leading her students through the third problem of the “A Race Day” lesson (pg. 5 in the student workbook). The students are instructed to watch a simulation of two runners (named “Clara” and “Fatima” in the student workbook) where one of the runners is given a 10-meter head start. They are then asked to describe what they have seen in the simulation and how it relates to a graph representing the runners’ motion. (The following transcript includes dialog from several students in the class, and their names have been anonymized here.) [00:45:16.09] Teacher: "Lets watch it. Eyes on the TV." [00:45:21.20] Holly (female student): "Hey, she had a head start." [00:45:23.17] Denise (female student): "That means Clara's...." [00:45:29.09] Several students in the class: "It's a tie." [00:45:35.14] Denise: "She got a head start." [00:45:39.19] Teacher: "Eyes on the TV. Mouth closed. Just Watch." (The teacher plays the simulation again.) [00:45:55.21] Teacher: "One more time. Eyes on the TV. Watch the graph at the same time."(The teacher plays the simulation again.) [00:46:07.14] Sally (female student): "She was going steeper." [00:46:11.11] Holly: "So does that mean that Clara got a head start?" [00:46:14.26] Teacher: "What happened in this race? Holly, Tell us what you just said." [00:46:19.28] Holly: "Clara got a 10 meter head start." [00:46:22.15] Teacher: "Okay. And how did the race end?" (Teacher calls on a male student in the class – “Travis”). [00:46:24.23] Travis (male student): "Tied" Teacher G typically started SimCalc activities by asking her students to wordlessly watch the simulation on the TV. If she heard students talking while she played the simulation, she would often instruct her students to stop talking by saying, “mouths closed, eyes on the tv.” After she had played the simulation once, she would play the simulation two or three more times and call out certain aspects she wanted her students to pay attention to, like “watch the graph at the same time”. Unfortunately, it was difficult for many students in the class to see the simulation displayed on the classroom TV. Specifically, while students could see the runners moving across the screen and lines highlighting in the graph, they could not make out specific numbers and graph lines. This made activities that required students to draw their own graphs difficult to complete. In the following transcript the students watch a simulation of two runners (named “Kim” and “Andy” in the student workbook) where the graph view of the runners is hidden. The students are instructed to predict what a graph depicting the two runners’ motion would look like. [01:01:37.12] Teacher: "Eyes on the TV screen. Mouth closed. See? Here we go" (Teacher G runs the simulation.) [01:01:46.21] (Mike (male student) stands up and walks to the front of the class to better see the simulation.) [01:01:54.25] Teacher: "One more time" (Teacher G runs the simulation again.) [01:02:08.27] Teacher: "Your first question is 'what does the simulation show?' I'm gonna run it one more time. Keep that question in mind." (She runs the simulation again.) [01:02:14.00] Denise (female student): "I can't see numbers." [01:02:23.03] Jessica (female student): "Kim is the dark one." [01:02:28.05] Sally (female student): "Miss G, do they stop at 50 meters?" [01:02:34.21] Drew (male student): "They stop at 55." [01:02:35.21] Denise: "We can't tell that." [01:02:39.05] Jessica: "Well you know that line is 50 so, it has to be 55." [01:02:47.20] Teacher: "50. 40, 45, 50. See?" (Teacher uses the mouse pointer to point out each line on the simulation.) --Transcript from video 28411_102406_Cam_2 In this example, we see that some students (such as “Mike” in the transcript above) would stand up from their desks and walk closer to the TV in order to better see the simulation, while other students would remain in their seats. We also see that several students in the class had difficulty seeing the graph lines in the simulation. Teacher G uses her mouse cursor to point out the lines in the simulation, and ultimately tells her students where the race stops (at 50 meters in this example) and other important data points her students need to create their graphs. Table 11. Summary of Teacher G observed lessons \| Observed Day \| Location \| Workbook Pages \| Lesson Name(s) \| Description and Notes \| \|--------------\|----------------\|----------------\|-----------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 1 \| Classroom \| 1 - 8 \| Managing the Soccer Team, A Race Day, Another Race Day, Information Quest \| The teacher starts by reading the “Managing the Soccer Team” introduction to the students, and as a class, they work through the “A Race Day” lesson, completing all of the problems and their subparts (1:a,b,c,d,e,f,g; 2:a,b,c,d,e; 3:a,b,c; 4). The students then complete the “Another Race Day” lesson in small groups. They complete all but the last question subpart of that lesson. Before the students leave, Teacher G assigns the “Information Quest” lesson as homework. \| \| 2 \| Computer Lab \| 7, 9 – 11 \| Another Race Day, Isabella Improves \| The teacher gets them started where they left off the previous day in "Another Race Day" and they cover problems 3:a & b on page 7. Then the teacher starts them on "Isabella Improves" (p.9). They complete the whole lesson, problems 1, 2:a,b,c; 3:a; 4:a,b,c. They skip one sub-part of a question: page 10, question 3:b. \| \| 3 \| Computer Lab \| 14-18, 19 – 21 \| Practice Runs, Run Jace Run \| This was a shortened class period, due to a home middle school football game. The teacher has them start the "Run, Jace, Run" lesson on page 19 in the student workbook. (At this point, skipping the preceding "Faster than Max" lesson.) The class completes problems 1:a,b; 2:c,e,g (skipping parts d & f); and 3:a,b,c,d,e. They do not complete the entire lesson in this class period, leaving the remaining \| \| \| Location \| Pages \| Lesson Title \| Description \| \|---\|--------------\|-------------\|--------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 3 \| Classroom \| 18 – 21 \| Practice Runs \| Teacher G starts by reviewing the instructions to the “Practice Runs” lesson (p. 18) and tells students that will be their homework for the evening. Then the class starts the “Practice Runs” lesson on page 19. They do not complete the lesson, but complete problems 1 (parts a,b, & c) and 2 (parts a & b). \| \| 4 \| Classroom \| 22, 23 – 24 \| Run, Jace, Run: Revisited, Back at the Office \| This was a shortened class period, due to a home high school football game. The teacher starts by reviewing the instructions to the “Run, Jace, Run: Revisited” lesson (p. 22) and tells students that will be their homework for the evening. Then the class starts the “Back at the Office” lesson on page 23. They do not complete the lesson, but complete problems 1 (parts a,b, & c) and 2 (parts a & b). \| \| 5 \| Computer Lab \| 26 – 28 \| Slope and Rate \| The students and teacher start and complete the “Slope and Rate” by the end of class. However, they skip the last problem of the lesson, problem 3. \| \| 6 \| Computer Lab \| 29 – 32 \| On the Road \| From her classroom, before moving to the computer lab, Teacher G instructs her students on what positive and negative slope would look like on a graph. Once the students are moved to the computer lab they start the “On The Road” lesson. They complete most of the lesson before the end of the class period (problems 1; 2:a,b; 3:a,b,c; 4:a,b,c), except for the last problem (problem 5) on page 32. \| \| 7 \| Computer Lab \| 33 – 36 \| Road Trip Records \| Teacher G divides her students into three-person groups, and instructs them to work through the “Road Trip Records” lesson. All of the students in the class complete the first two problems on pages 33-24 (1:a,b,c; 2:a,b,c), and a few groups of students complete or partially complete the third problem on pages 35-36 (3:a,b,c,d,e). \| \| 8 \| Computer Lab \| 37 – 38 \| Graphs of Motion \| This was a shortened class period, due to a middle school football game. As students walked towards Teacher G’s classroom she stopped them and directed them to the computer lab so they could continue working on the “Graphs of Motion” lesson. They complete all of the problems on page 37, but only complete part of the first problem on page 38. \| \| \| Location \| Time \| Lesson(s) \| Description \| \|---\|--------------\|-------\|------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 9 \| Classroom \| 39 – 42 \| Graphs of Motion, Salary Negotiations, Summer Job Advice \| Teacher G chose to teach from regular classroom because the SimCalc lessons she planned on covering did not require students to watch simulations. Also, this was a shortened class period due to a high-school football game. Teacher G started by briefly reviewing question 2:a on page 39 in the “Graphs of Motion” lesson. She then had her students complete the last problem in that lesson (3:a,b,c,d) on page 40. The class also completed the “Salary Negotiations” lesson on page 41 (problems 1, 2, 3, 4), and completed the first page of the “Summer Job Advice” lesson on page 42 (problem 1:a,b). \| \| 10 \| Computer Lab \| 42 – 44 \| Summer Job Advice \| The students in the class are divided into groups of three and instructed to complete as much as the “Summer Job Advice” lesson as possible. Most students complete the first three problems (1:a,b; 2; 3:a,b). However, none of the students complete the entire lesson and most do not complete the last two problems on pages 45 and 46 (problems 4:a,b; 5:a,b,c). \| \| 11 \| Classroom \| 58 – 59 \| Mathematically Speaking \| The class starts by Teacher G instructing them to turn to the “Mathematically Speaking” lesson in their workbooks (p. 58). As a class, they work through the lesson, and they complete all of the lesson problems before the end of the class period (problems 1; 2:a,b; 3). \| Teacher G’s progression through the SimCalc unit is summarized in Table 11. (A complete description of the SimCalc lessons and student workbook materials can be found in Appendix C). Teacher G taught the majority of the SimCalc unit, but skipped roughly five out of the twenty-one lessons (“Faster Than Max”, “All about MPG”, “How Far on How Much?”, “Suiting Up”, and “Manager’s Report”). Also, while Teacher G spent some time on each of the remaining sixteen lessons in the SimCalc unit, she did not always complete them with her class. If Teacher G started a particular lesson with her class one day, but did not complete it, she would typically not go back to it in any subsequent class period. She would move on to the next lesson in the workbook. 184.108.40.206 Teacher G year one interview summary Teacher G, like all of the teachers participating in the Scaling Up SimCalc study, participated in two, one-hour long post-unit phone interviews conducted by members of the research team at Virginia Tech. In Teacher G’s year one post-unit interview she described some of the differences she noticed in teaching with SimCalc as opposed to her usual curriculum. In particular, Teacher G’s usual curriculum (which she referred to as “the Saxon program”) followed a very predictable pattern where each lesson started with 10 minutes of new instruction followed by 30 problems students would work through for practice. Teacher G said that she had been using the Saxon program for several years, and her students had seen the Saxon approach to mathematics instruction since first grade. Teacher G said her teaching district liked the Saxon program because it resulted in “consistently high standardized test scores”. Comparatively, the SimCalc curriculum seemed very different to Teacher G and her students. Teacher G felt that her students were very interested in SimCalc because they were doing something different than what they were accustomed to. When pushed to described what was specifically different about the SimCalc program Teacher G responded with the following list of differences: “Well, the types of homework, the types of discussions that we could have, the software – looking at the computer screens, coming up with your own types of problems, putting in your data, making stories to go along with the pictures that we were talking about and the races, and not necessarily doing 30 problems of homework like usual. You know, it was a break for them [the students]. We worked all during the class. The whole 45 minutes – we worked from start to finish and that was okay with them. And they sometimes had a few problems to do on their own but it wasn’t anything like the norm.” – Teacher G post-unit interview, Year One Unfortunately Teacher G wasn’t able to use the computer lab as often as she had wanted during year one of the study. Three of her students had discipline problems and had their school computer privileges revoked. This meant that Teacher G either had to leave those students out of the computer lab when she went with the rest of the class, or teach the unit from her classroom where she would run the simulations for her students. Also, because the school football team made it to the state play-offs, Teacher G had even more shortened class periods than she previously anticipated having. Teacher G decided to teach most of the unit from her classroom. In her interview, Teacher G described how she would work through the activities with her students when she taught from her usual classroom. In particular, she describes how she would draw their attention to the simulations she would run: “I would run the simulations over and over and over and I would have to specify, ‘watch the green dot, okay? The green dot is the car. Don’t take your eye off the green car.’ And we would have to do it several times. Meanwhile, the others [other students] are like, ‘Okay. We’ve got this. Let’s move on.’ But eventually they were [all] like, ‘okay. I understand now.’” – Teacher G post-unit interview, Year One When asked how the SimCalc materials fit in with her classroom goals and the directions her school has been moving towards, Teacher G said that the Saxon materials didn’t address the concepts that SimCalc addressed. This was one of the reasons she ultimately decided to try the SimCalc materials and participate in the study. “I wouldn’t say that my Saxon books really address in depth this particular concept which is one reason I wanted to do this [participate in the study]. I didn’t really fit it [SimCalc] in with my math program. It was like an insertion. We’re doing this instead of [Saxon], not in combination with.” – Teacher G post-unit interview, Year One When pushed to describe which topics in particular she felt SimCalc was addressing more in depth, Teacher G said: “Like, solving proportions, doing the ratios, the y=kx in their high school math classes – Saxon in my opinion misses the application of those things.” – Teacher G post-unit interview, Year One In her interview, Teacher G reported that participating in a study like the Scaling Up SimCalc study was not typical and a bit adventurous for her. Typically, she is “pretty cautious” with trying new things. As Teacher G said, “I’m pretty set in my routine because the kids have their routine and I don’t want to disrupt it.” Teacher G reported that when she approached her administration about participating in the Scaling-Up SimCalc study, her principal was supportive. Furthermore, Teacher G said she did not anticipate any difficulty in making use of the computer lab or using the SimCalc materials in the future once the Scaling Up SimCalc study was over. 220.127.116.11 Teacher G year two interview summary In Teacher G’s year two interview, she described how teaching with SimCalc for the second year compared to the previous year. Teacher G reported that she felt the second year overall was better, because she was “more familiar” with the material. Still, she was surprised a few times during the unit because “it was just a different class [than last year].” Since no one in her year two classroom had revoked computer privileges, she was able to take her students to the computer lab for hands on access to SimCalc nearly every class period. Teacher G reported that this led to the SimCalc unit taking longer than she anticipated, and in hindsight she “would have given them a little more information upfront rather than have them discover it on their own”. “A lot of times I tried to let them discover on their own instead of me just laying out the information. So, allowing them to discover things and figure it out by trial and error, it just takes longer…. So I think a lot of it was just the teaching management of the class and me either giving them information or letting them discover it on their own. And that always takes longer than just, ‘okay here is the information you need to know, go do what you’ve got to do.’” – Teacher G post-unit interview, Year Two Another consequence of using the computer lab regularly throughout the unit was that often times the students were facing the computers with their backs to Teacher G. This is different from Teacher G’s usual classroom set-up, where the students face the front of the classroom. In her year two interview, Teacher G described this as something she had to adjust to. “So sharing their attention was something that I had to adjust to, because I am like ‘okay, everybody look at me, listen’ because I realize that you can listen and kind of talk at the same time but as a teacher I want their attention. So sharing that attention with the computer was I guess an adjustment for me.” – Teacher G post-unit interview, Year Two Teacher G in her second interview reported again that her principal and the other teachers in her school supported her participation in the Scaling Up SimCalc study. When asked if they would have any problems with her using SimCalc and the computer lab in the future, she reported that she had a fair amount of autonomy as the only mathematics teacher on campus. INTERVIEWER: “Are they [principal and other teachers] enthusiastic about you continuing [to use SimCalc]?” INTERVIEWEE: “The are not against me continuing. I don’t know if they are really enthusiastic, its sort of ‘I’m the math teacher’, everybody kind of has their own interest. But, yeah.” – Teacher G post-unit interview, Year Two Teacher G was also asked during her interview how she felt about being observed during year two. She responded that she was “nervous in the beginning but it went away”. 5.1.2 Computers on wheels cases – Teachers C and B Figure 13. Teacher C’s classroom (left) and Teacher B’s classroom (right) Teacher C and Teacher B were two of three 7th grade mathematics teachers in a school with 1044 students in 6th, 7th, and 8th grades. Teacher C and B’s school used a rotating block schedule, so that classes of 45 minutes alternated with classes of 70 minutes. On “blue schedule” days Teacher C would teach her seventh-grade mathematics class for 45 minutes in the morning and Teacher B would teach seventh-grade mathematics for 70 minutes in the afternoon. On “red schedule” days the time and duration of the mathematics period would switch. (Teacher C’s class meet in the afternoon for 70 minutes and Teacher B’s class would meet in the morning for 45 minutes.) Also, students and teachers in the school were assigned to “teams”. Each team had one seventh-grade mathematics teacher and students on the same team would have similar if not identical schedules. There was no explicit explanation or policy for how students were assigned to teams, however, from post-unit phone interviews with Teacher C and Teacher B, it was revealed that student assignment to teams was informally driven by their extracurricular activities and academic status. Teacher B was assigned to the team largely populated by students who chose sport or fitness classes as their extracurricular activity. (As Teacher B said in an observation interview, she “got the athletic ones.”) Teacher C was assigned to the team that the majority of the special needs students were assigned. Teacher C reported that the rationale for this assignment was based on the limited number of special needs instructors and the complications involved with coordinating their time on a rotating block schedule. In theory, the special needs instructors could better serve the majority of special needs students if they all had similar schedules. The third team at the school, which had a seventh grade mathematics teacher who dropped out from the Scaling-Up SimCalc project, was considered to be the “GT” or “Gifted and Talented” team. I spent a total of seven instructional days in both Teacher C and Teacher B’s classrooms. Every day that the teachers taught the unit, their students would retrieve a laptop from a cart located in the class and sit at their desks. In neither classroom were there enough laptops for every student, so the students were grouped into pairs. As you can see from the figure above (Figure 13), the pairing of students was also facilitated by the way both teachers chose to arrange their classrooms. In both classrooms the students were typically assigned to particular seats, however, for the duration of the SimCalc unit Teacher C let her students sit where they wanted. On the last day of observations with Teacher C, she moved the desks into single rows and instructed her students to sit in their “normal” seats. In contrast, Teacher B’s students were always arranged in pairs, even when they were not participating in SimCalc study or using laptops, and had assigned seats throughout the duration of my observations. Both Teacher C and Teacher B decided to only teach the SimCalc material for a total of seven days and not complete the entire SimCalc unit. They also both decided to supplement their instruction of SimCalc with a pre-unit, which they described as reviewing some of the students’ basic skills and teaching them to solve proportion problems the “traditional” way. (The traditional way being $ \frac{a}{b} = \frac{c}{d} $, as opposed to $ y = kx $ as it is presented in SimCalc.) ### 18.104.22.168 Teacher C observations Table 12. Summary of Teacher C observed lessons \| Observed Day \| Workbook Pages \| Lesson Name(s) \| Description and Notes \| \|--------------\|----------------\|----------------\|-----------------------\| \| 1 \| 1 – 7, 9-10 \| A Race Day, Another Race Day, Isabella Improves \| This was a 70-minute class period. The class starts on the “A Race Day” lesson on page 2, and they work through all of the problems in that lesson (1:a,b,c,d,e,f,g; 2:a,b,c,d,e; 3:a,b,c; 4). They also complete all of the problems in “Another Race Day” \| \| \| \| \| \| \|---\|---\|---\|---\| \| \| \| \| with running SimCalc MathWorlds simulations (problems 3:b, 4:c). After they have gone through the "On the Road" lesson minus the simulations, the teacher has them skip over to page 40 and complete problems 3:a,b,c,d in the “Graphs of Motion Lesson” on their own. After the students get retrieve laptops, the teacher instructs them to watch the simulations they skipped in "On The Road" and to complete the "Road Trip Records" problems with their partner. By the end of the class period they have only completed problem 1:a,b,c in "Road Trip Records" (p.33). \| \| 6 \| 34 – 36, 37 – 38, \| Road Trip Records, Graphs of Motion \| This was a 45-minute class period. The teacher starts by reviewing the instructions for problem 2 (p. 34) in the "Road Trip Records". She tells them that their job for the day is to finish problems 2 (parts a,b,c) and 3 (parts a,b,c,d,e) in "Road Trip Records" and to complete problems 1 (parts a,b,c) in the "Graphs of Motion" lesson on page 37. The teacher gives an additional, teacher-made worksheet to students who finish the assigned work before the end of the class period. Students who have not finished the assigned work are instructed to do so as homework. \| \| 7 \| 18, 33 – 38, 58 - 59 \| Road Trip Records, Graphs of Motion, Practice Runs, Mathematically Speaking \| This was a 70-minute class period. The students are no longer arranged into pairs, and at the start of class the teacher asks them to go back to their "old" seats. They start by reviewing problems 3:a,b,c,d,e (p. 35-36) from the "Road Trip Records" lesson and problems 1:a,b,c (p. 37-38) from the "Graphs of Motion" lesson. In the course of reviewing “Graphs of Motion” she calls the students’ attention to problem 3b, on pg 18, in the “Practice Runs”. She then skips to page 58 and works through the "Mathematically Speaking" lesson (problems 1; 2:a,b; 3). Then students are given a teacher-made worksheet and instructed to work independently. \| Teacher C’s progression through the SimCalc unit is summarized in Table 12. Teacher C taught up to page 38 (“Graphs of Motion” lesson, problems 1:a,b,c) in the SimCalc unit, and then skipped to the last lesson in the workbook (pages 58 -59). The last lesson in the workbook is called “Mathematically Speaking” and is largely a review of the concepts introduced in the SimCalc unit with an emphasis on identifying proportional versus non-proportional relationships. Throughout the SimCalc unit Teacher C would sometimes skip problems or subparts of problems, or rearrange the order in which she asked students to complete lessons or problems in the workbook. Teacher C would also periodically go back to previous lessons that her students had worked on to either review the concepts or make sure her students had all completed the assigned questions. During the course of the observation period, Teacher C gave her students two additional worksheets that she created herself or in collaboration with Teacher B. On the sixth day of observation, she gave students in her class an additional worksheet she created in collaboration with Teacher B. The worksheet was similar to the “Run, Jace, Run: Revisited” lesson in the student workbook, and involved matching tables of data to their corresponding graphical representation and formulas. On the seventh and last day of observation, Teacher C gave her students a worksheet she created herself and instructed her students to work independently on it. This worksheet was designed to prepare students for a “unit test” they would be taking the following day, and largely reviewed skills such as finding the unit rate from a table of data as well as solving $ \frac{a}{b} = \frac{c}{d} $ type proportionality problems. The following is a transcript from one of Teacher C’s observations, and represents an example of how Teacher C would typically discuss SimCalc MathWorlds simulations with her students in whole-class discussion. In this transcript, the teacher is leading them through a problem in the “Another Race Day” lesson (p. 6-7 in the student workbook). In the lesson, the students are asked to describe a SimCalc MathWorlds simulation that depicts two runners running a 50-meter race. For this particular simulation, the graph view is hidden from the students and the students are asked to predict what the graph representing the two runners should look like. (The following transcript includes dialog from several students in the class, and their names have been anonymized here.) [00:36:02.10] Teacher: “Okay here we go. Alright, let’s start filling in on number one. This time, when you ran the simulation, what did you see?” [00:36:23.17] Teacher: “We are filling in on number 1. What did you see on the simulation this time?” (The teacher calls on one male student in the class, referred to as “Mike” in the transcript.) [00:36:29.19] Mike (male student): “Two boys running.” [00:36:32.03] Teacher: “Two boys running. Cool.” [00:36:33.17] Bob (male student): “They went 50 meters.” [00:36:34.17] Teacher: “They went 50 meters.” [00:36:36.00] Clare (female student): “They both started at zero.” [00:36:37.07] Teacher: “Good, they both started at zero. Now you are looking to see where they start. No one got a head start, they both started at zero.” [00:36:45.21] Teacher: “What else did you see on this one?” [00:36:47.21] Teacher: “Because lots of you were using the step button.” [00:36:52.04] Mike: “Oh” [00:36:53.27] Teacher: “What do you think? What are some things that we could add?” [00:36:57.22] Mike: “Oh um Kim, he went 5 meters per second. Like at meter 5 it would be 1 second.” [00:37:09.20] Teacher: “Okay, wait, say that again.” [00:37:12.16] Mike: “When you hit the step button, he goes 5 every….like he’s on the line by fives every time.” [00:37:17.27] Bob: “Five meters per second.” [00:37:19.26] Teacher: “so he traveled… at….” [00:37:26.02] Multiple students: “five meters per second.” When Teacher C started a SimCalc activity with her students, she would frequently ask her students to run the SimCalc MathWorlds simulations on their own and then ask them to describe what they saw. She would then continue to ask her students probing questions like “what else did you see?” and “what else could we add?” As in the example above, her probing questions would be followed by more questions specific to certain aspects of the simulation that she wanted them to see, such as “what else did you see, because a lot of you were using the step function?” or “who finishes first?” 22.214.171.124 Teacher C year one interview summary In Teacher C’s year one post-unit interview she discussed some the mathematical topics the SimCalc unit presented and how the unit compared to what she usually taught her students. In particular, Teacher C felt that the SimCalc unit tied the mathematics of rate and proportionality to more graph interpretation and formula finding than what she usually taught, but her students still needed more practice with those skills. “Page 22, the ‘Run, Jace, Run: Revisited’ was an excellent assignment, matching tables, graphs to the story. It really was great for them to connect, but that was the only practice there was. They really needed more practice learning how to make a formula.” – Teacher C post-unit interview, Year One Teacher C also felt that the SimCalc unit pushed the students to talk about slope, a mathematical concept that is beyond the required curriculum for 7th graders. Also, she felt that now that she had finished teaching the with the SimCalc curriculum she needed to “backtrack” a little with her students and have them practice solving proportionality problems in the traditional way (ie. $ \frac{a}{b} = \frac{c}{d} $) since those are the types of problems students will be presented with on the annual TAKS exam. “But now that we’re finished, I feel like I need to back track a little bit. The kids know how to find unit rate, they’re very good at that. I think we’ve pushed them into talking about slope, things that are not in our text that we needed to cover.” – Teacher C post-unit interview, Year One “[K]nowing that we have to face the TAKS test in April, they also need to have that just set up a proportion from a story type problem… I think I’m going to move back to some of the word problems that had them setting up proportions and working them out because I don’t feel like they had enough practice on that to be real successful since so much of the TAKS test covers that. They are able to solve so many problems on the TAKS test from setting up a proportion like that.” – Teacher C post-unit interview, Year One Teacher C also reported on what it was like for her and her students to use the mobile laptop carts. In her classroom, they had a total of 16 available laptops, which meant that most students had to share with a partner. Teacher C said it was a good thing that the students shared laptops, since it meant they “talked about what they needed to know” with their partner, but she was concerned that some students could “slide under the gun” because their partner would answer questions for them. Teacher C also reported that all of her students enjoyed watching the simulations and working with SimCalc MathWorlds. In particular, Teacher C’s “low level kids” were more engaged than usual when they were using the laptops. “My low level kids were real excited. They seemed much more engaged than they have been on some lessons. I think they felt like they could cope with the software and with what we were doing in class. They were more confident.” – Teacher C post-unit interview, Year One However, Teacher C was concerned that she could not always see what her students were doing with the laptops, and that she might have had a different experience if she had been using a computer lab where all the student computer screens would be visible to her. “Just getting around the room was not easy, and we used laptops which was interesting because everybody was facing me, but all their computers were facing the back. So I think if I had done it in a computer lab, I might have had a different perspective on things because I would be seeing what they were all doing… I was hoping as I was moving around the room that the other side of the room wasn’t playing.” – Teacher C post-unit interview, Year One For Teacher C, signing up for a study like the Scaling-Up SimCalc was a bit “unusual” and adventurous for her, but she was encouraged to sign-up for the study by her Mathematics Coordinator. Teacher C reported that her Mathematics Coordinator was very much a supporter of technology and education research, and encouraged the teachers at their school to try new things. Teacher C said there was a “big push” to use technology in her district, and she felt that her administration and colleagues were supportive of her participating in the study and using the mobile laptop carts. 126.96.36.199 Teacher C year two interview summary In Teacher C’s year two interview, she discussed how she felt the second year of teaching with SimCalc compared to her first in terms of the instructional decisions she made, her own comfort level with the curriculum, and the type of students she had. Teacher C reportedly felt more comfortable with the SimCalc curriculum after having taught with it once before. She said that this allowed her to anticipate the parts of the curriculum her students would likely struggle with and she could then prepare accordingly. Teacher C, in collaboration with Teacher B, also felt comfortable reordering particular SimCalc lessons and creating supplementary material of their own. Most notably, Teacher C reported on her rationale for teaching a “pre-unit” on proportionality before teaching the with the SimCalc resources. “I think we found after teaching it last year that this year we needed to teach them some of the basic proportionality and just how to set-up a proportion, how to work it out, how to read a word problem that we could use a proportion to solve, and we didn’t find that connection at the end of it [teaching SimCalc]. And again, I think it’s TAKS test related and it’s our benchmark [test] related. We knew those were the kinds of questions that these kids would be tested over the benchmarks as well as on the TAKS and so we thought like we needed to spend sometime going over some of those basic skills with them.” – Teacher C post-unit interview, Year Two Teacher C also expressed that she did not feel it was necessary to teach every lesson in the SimCalc unit for her students to benefit. In particular, Teacher C skipped the lesson on “Slope and Rate”, and explained that slope was not on the required curriculum for seventh graders and “rather than struggle through that” she would rather spend more time working on other parts of the SimCalc unit. Teacher C also only taught up to the “Graphs of Motion” lesson in the workbook and said her students were “just done” with the unit then. Teacher C described her school as being very “TAKS driven” and concerned about raising standardized test scores. Teacher C also described her administration and colleagues as being very research driven. At Teacher C’s school, all of the teachers are required to report on a yearly “ABC self-evaluation”. For the evaluation, the teachers must construct a target research question and demonstrate results via student pre and post-tests. Both Teacher C and Teacher B used the Scaling-Up SimCalc prepared pre and post-tests to conduct their self-evaluations. “You have to come up with a target question on your teaching and it has to be like a side research project and then you find some way to pre and post test and show the results of whatever you chose to work on, whether it might be differentiated learning or some different teaching strategies and other evaluations for the year. [Teacher B] and I both have used the [SimCalc] pre and post-test and shown that the kids have just done an amazing job before and at the end of the unit.” – Teacher C post-unit interview, Year Two During her year-two post-unit interview, Teacher C also commented on what it was like for her and her students to be observed. Teacher C reported that on the first day of observations her students were more quiet than usual, but they soon forgot that they were being recorded. Teacher C said that she didn’t mind being recorded but she didn’t like knowing that if a lesson didn’t go so well that “it was on record”. At one point in the interview, Teacher C makes reference to a conversation she and I had at the end of one of her class periods. At the end of every class period with Teacher C (and with all the other teachers I observed) I would ask, “how do think it went today?” to gauge the teacher’s perceptions on the successfulness of the class period. Teacher C believed that during one of these post-class interviews she and I shared a laugh because it was “apparent” that her students did not do as well as she had hoped. “[Meg] just very tactfully said, well ‘how do think it went today?’ and we laughed because it is very apparent that they just missed it altogether so we tried it again the next day and we had more successes. And she was so sweet. She knew they didn’t get it, she didn’t say a word. So she was funny.” – Teacher C post-unit interview, Year Two ### 188.8.131.52 Teacher B observations #### Table 13. Summary of Teacher B observed lessons \| Observed Day \| Workbook Pages \| Lesson Name(s) \| Description and Notes \| \|--------------\|----------------\|-----------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 1 \| 14-15, 18, 19 – 21, 22 \| Practice Runs, Run Jace Run, Run Jace Run Revisited \| This was a 45-minute class period. Teacher B had worked through the first lesson few lessons prior to the start of observations, and on this particular day she starts by reviewing the "Practice Runs" lesson on page 14. She works through problem 1 and its subparts (a,b,c,d) and problem 3b explicitly with her students. They then start the "Run, Jace, Run" lesson on page 19. They work through most of the first three problems (1:a,b; 2:c,d,e,f;3:a,b,c,d), then skip problems 3:e and 4:a,b. By the end of the class period teacher B works through problem 5 (parts a,b,c) on page 21 with her students. For homework, she assigns the “Run, Jace, Run: Revisited” lesson on page 22. \| \| 2 \| 22 - 25 \| Run Jace Run Revisited, Back at the Office \| This was a 70-minute class period. The class starts by reviewing the answers for "Run, Jace, Run: Revisited" on page 22, which was assigned as homework the night before. Then the class starts on the "Back at the Office" lesson, starting on page 23. They complete all of the problems and their subparts (1:a,b,c.; 2:a,b,c; 3:a,b) in that lesson before the end of the class period. \| \| 3 \| 25, 29 – 31 \| On the Road \| This was a 45-minute class period. Before the class starts working on SimCalc activities, the teacher takes 20 minutes to review concepts they have learned. This includes reviewing problem 3 (parts a,b) in the “Back at the Office” lesson (p.25). They then skip the “Slope and Rate” lesson and begin “On The Road” (p.29). The complete the first three problems before the end of class (1; 2:a,b; 3:a,b,c). \| \| 4 \| 31 – 36 \| On the Road, Road Trip Records \| This was a 70-minute class period. The class starts by reviewing problem 3 (p. 31, parts a,b,c) and completing problem 4 (p. 32, parts a,b,c) in “On The Road”. They skip the last problem of that lesson (problem 5), and complete the next lesson, “Road Trip Records” (1:a,b,c; 2:a,b,c; 3:a,b,c,d,e), before the end of the period. \| \| 5 \| 37 \| Graphs of Motion \| This was a 45-minute class period. Teacher B doesn’t have the students use their workbooks until 35 minutes into the class period. Prior to that she gives them “challenges” where she describes races \| \| \| \| \| \| \|---\|---\|---\|---\| \| \| \| \| and the students draw a corresponding graph on mini-whiteboards she passes out to the class. Before she starts the “Graphs of Motion” lesson with the students, she tells students to put away their laptops due to discipline problems. They complete problem 1:a (p.37) without using SimCalc MathWorlds before the end of the class period. \| \| 6 \| 38 - 40 \| Graphs of Motion \| This was a 70-minute class period. Teacher B starts by going over problem 3, parts a,b,c,d (p. 40) in the “Graphs of Motion” lesson with the whole class. She then tells them to complete problems 1:b,c and 2:b with their partners. Before the end of class, Teacher B reviews those problems in a whole-class discussion, and also goes over the answers to a supplemental homework assignment she gave out the week before. \| \| 7 \| \| Teacher’s own materials \| This was a 45-minute class period. Teacher gave students a worksheet she created reviewing the SimCalc concepts and designed as test practice. The students worked independently and quietly throughout the period, then regrouped in the last twenty minutes of the period when Teacher B reviewed the worksheet answers. \| Teacher B’s progression through the SimCalc unit is summarized in Table 13. Teacher B taught up to page 40 in the SimCalc unit and like Teacher C, Teacher B would periodically skip and reorder lessons or parts of lessons. On the fourth day of observations, Teacher B gave her students the worksheet she created with Teacher C based off the “Run, Jace, Run: Revisited” lesson as homework. During the seventh and last observation period, the students worked independently on a worksheet that Teacher B created. The worksheet summarized the concepts introduced in the SimCalc unit and was designed to resemble the SimCalc post-test the students would be taking the next day. Teacher B even instructed the students to work independently on the worksheet for the first 20 minutes of the class period “as if it were a test” so they could get a better idea of what the “testing situation will be like” the next day. The following is a transcript from one of Teacher B’s observed periods, and it represents a typical example of how Teacher B would introduce and discuss a SimCalc MathWorlds activity with her students. The transcript starts with Teacher B introducing the second problem in the “On The Road” lesson (p. 30 in the student workbook). The students are asked to examine a graph and a SimCalc MathWorlds simulation depicting the motion of a bus and a van on a road trip. The students are then asked to describe the road trip in a short story. (The following transcript includes dialog from several students in the class, and their names have been anonymized here.) [00:28:37.24] Teacher B: "This says, 'use the file, onroad2.mw, to see what happened on last year's trip,' so real quickly, let's go to onroad2.mw. In your computer, onroad2, and lets look at the simulation and the graph of what happened." [00:29:05.22] Teacher B: "Shhhh" [00:29:10.26] Teacher B: "Shhhh" (Teacher B walks over to the laptop by the teacher desk and loads the onroad2.mw simulation. The simulation is projected on a pull-down screen behind the teacher desk. She runs the simulation once.) [00:29:21.23] Multiple students in the classroom are talking as they bring up the simulations on their computers [00:29:27.20] Teacher B: "Okay guys" [00:29:45.20] Teacher B: "Okay, Run the simulation...shhhh....Run your simulation and see what happens. Run it through once and watch....shhhh....." (Teacher B puts her finger over her lip as she shushes the class.) [00:30:00.16] Teacher B: "Okay....shhhh....Now guys, I want you to take a second moment and take it back to the beginning and use the step button. Notice what is happening each step along the way, because I'm going to ask you about what you saw in just a second." [00:30:22.12] Teacher B: Shhhhhh [00:30:30.05] Teacher B: "Okay just a second, Grace." (Teacher B calls on a female student in the class.) [00:30:31.11] Grace (female student): "Well it all started when they were at the beginning and they were at about the same speed, and then when they got to Fort Worth, it was like, the bus started slowing down, so then the red car caught up and they were there at the same time." [00:30:53.00] Teacher B: "Almost exactly right, but there was one little thing that wasn't quite right..." [00:30:56.24] Grace: "Sorry, the red car was behind the bus." [00:31:00.12] Multiple students start talking, one male student says "The bus was faster" [00:31:01.13] Teacher B: "Whoa Whoa Whoa Whoa, Just a minute, just a minute, shhhhh...." [00:31:04.26] Teacher B: "Everything she said was right except for one little piece of information. What was it?" (Teacher points to one male student in the class, Tim). [00:31:09.26] Tim (male student): "The bus was going faster and then it slowed down." [00:31:13.20] Teacher B: "The bus is going a little bit faster than the van initially, and then something happened, I think Fort Worth traffic too, but I don't know that, that seems to make sense to me. And then the bus starts slowing down, and then the van keeps going.... What would you say about the van?" [00:31:28.18] Multiple students: "Constant speed" [00:31:31.28] Teacher B: "Constant speed, that's right." --Transcript from video 27913_112906_Cam_2 At the start of each SimCalc activity, Teacher B would typically ask her students to first run the simulation on their own while she would simultaneously run the simulation on the projected teacher computer. She usually only ran the simulation once on the teacher computer. She would then ask the students to run the simulation again, calling out a particular aspects of the simulation she wanted them to pay attention to, or in the case of the example above, a particular functionality of SimCalc MathWorlds she wanted them to use like the step function. If students were talking during this time, she would typically shush them and request for them to be quiet as she did in the transcript above. Once the students had watched the simulation, Teacher B would call on individual students in the class to explain what they saw. 184.108.40.206 Teacher B year one interview summary In Teacher B’s first year interview, she described her perception of the SimCalc materials and how it differed from the ways she usually taught rate and proportionality to seventh grade students. Teacher B said that SimCalc made a strong connection between rate and proportionality with representations in graphs, which was a connection that she previously hadn’t thought of incorporating into her teaching. She also said that SimCalc “made it very easy to discuss slope,” a topic she typically wouldn’t introduce to seventh grade students. Teacher B also discussed her students’ response to the SimCalc materials. She reported that her student enjoyed using the laptops, and she felt that her students got a lot out of SimCalc MathWorlds from just playing with the simulations. “It let them move the lines up and down and they realized what made things go backwards and that whole thing. [SimCalc MathWorlds] had a real strong association. A real strong visual.” – Teacher B post-unit interview, Year One Teacher B described her school as being a “techy kind of environment” and said that the teachers were encouraged by the administration to use technology with their students. When she originally signed up for the Scaling-Up SimCalc study, Teacher B had wanted to make use of one of the school computer labs for the project. However, due to scheduling difficulties, Teacher B instead had to use one of the mobile laptop labs. “You know, when the whole thing started, I was kid of undone that we got the laptops instead of the computer lab because I had really wanted the lab so they could each have their own and I just – you know, you can kind of keep an eye on everyone better when you are in the computer lab….Then when we actually got underway with the laptops I though, ‘you know, this is ever so much better because they’re always going to be talking about it then’ and even though I didn’t have that kind of situation where I could see exactly where they were at all moments unless I went to the back of the room, I also had the possibility of stopping, putting a graph on the overhead and just talking about it from there.” – Teacher B post-unit interview, Year One Teacher B also discussed some facets of the SimCalc unit that she would change when she used it with students in the future. In particular, there were sections of the SimCalc unit that needed “beefing up” in her opinion. Teacher B felt that her students needed more practice matching tables of data to formulas and graphs. In her interview, Teacher B specifically mentioned the “Run, Jace, Run: Revisited” lesson, and said that she would add more activities like that in the future. For Teacher B, signing up for a study like Scaling-Up SimCalc was a bit unusual for her. She said that if she hadn’t been encouraged to participate in the study by the Mathematics Coordinator at her school that she likely wouldn’t have participated at all. Teacher B also reported that her administration was very supportive of her use of the mobile laptop labs, and she didn’t anticipate any problems in using SimCalc or the laptops in the future. 220.127.116.11 Teacher B year two interview summary In Teacher B’s year-two post-unit interview, she described her rationale for skipping parts of the SimCalc unit. In particular, both Teacher B and Teacher C skipped the lesson on slope because it was not a 7th grade TEK and they felt they needed to move on to other topics. Also, Teacher B only taught to page 40 of the student workbook because she felt they had spent enough time on rate and proportionality by that point and “the point they needed to gain from the [SimCalc] unit was made by then.” Teacher B and Teacher C also both taught a pre-unit on proportionality before beginning the SimCalc unit. The pre-unit largely focused on “traditional” proportionality, which Teacher B described as solving word problems that required finding two equivalent fractions (a/b = c/d). Teacher B said that teaching a pre-unit first made the SimCalc unit much more “doable” for her and her students. She attributed this to making sure her students knew what they needed to know about proportionality first before seeing it represented in a graph. “I made sure they understood what I felt they needed to know about proportionality before I brought in the actual visual of it and how the graph of it looks and how a table is laid out.” – Teacher B post-unit interview, Year Two Teacher B also reported on what it was like for her students to use and share the laptops. Specifically, Teacher B said that she really liked having her students arranged in pairs, because it meant they could talk about what they were doing with one another. Even if there were enough laptops for them to each have their own, Teacher B reports that she would still have her students arranged in pairs. “I would do that either way. Even if they had their own laptops I would still push the desks together because even if they are doing their own thing I still want them talking back and forth and showing each other what they are doing and talking about how they did it and why it worked that way. So even if it were possible, even when they had their own [laptop] I would still put them in pairs.” – Teacher B post-unit interview, Year Two Teacher B, as well as Teacher C, used the Scaling-Up SimCalc pre- and post-test for her “ABC self-evaluation” that every teacher in the school must conduct. She said that she really appreciated not having to create a testing instrument herself, and that her assistant principal was very pleased with the data she gathered and the quality of the study. Teacher B’s assistant principal is former mathematics teacher, and was especially interested in the SimCalc study. In fact, after the assistant principal saw the results from Teacher B and Teacher C’s first year ABC evaluation on SimCalc, she encouraged the other mathematics teachers in the school to make use of SimCalc materials even though they weren’t participating in the study. 5.1.3 One laptop and projector case – Teacher M I spent a total of four instructional days observing Teacher M’s classroom. Teacher M was one of four mathematics teachers in a school with 267 students in 6th, 7th, and 8th grades. Teacher M was assigned to teach mathematics for all three grade levels, and during the year I observed her she was only assigned to teach one 7th grade mathematics class which was considered advanced (labeled “Gifted and Talented” or “GT” for short). Teacher M’s GT, 7th grade mathematics class met everyday for “homeroom” and first period from 8am to 9am. For the first 10 minutes of the class the students and teacher would go over homeroom responsibilities, such as recording attendance, reciting the pledge of allegiance, reciting the Texas pledge of allegiance, listening to announcements led by the principal over the loud speaker, and passing out/eating hot breakfast from the cafeteria. The remaining 50 minutes was the scheduled time for the actual mathematics class. There was very little time after the class period to talk with Teacher M, but I often had ample time to observe and interview her before the first period started and while I set-up my cameras and microphones. Each day, before class began, Teacher M cleaned the students’ desks with lavender scented cleaning solution. She said the lavender smell “calmed them down” and that clean desks made for healthier students. Also, the students in Teacher M’s class had daily assigned seats, but it was acceptable for students to move their desks to a location where they could better see the front of the classroom. If students in the classroom moved their desks then I would indicate this in the class diagram with arrows. Two students in Teacher M’s classroom would frequently move their desks so they might see the projected simulation better and this is indicated in the figure above (Figure 14). Every day that the teacher taught the unit, she displayed the MathWorlds software on a single laptop at the front of the class through a projector. The teacher assigned one male student to be in charge of the laptop for the entire unit, and that student would take directions from the teacher (and sometimes other students) on when and how to run the simulations for the entire class. The male student was observably proficient at using the SimCalc MathWorlds software. The teacher rarely instructed him on how to accomplish a task using the software and frequently complimented him on his ability to “figure it all out” with regards to using SimCalc MathWorlds. Teacher M also employed an overhead projector, on which she would display transparency copies of the student workbooks. The class as a whole would work through each activity collectively, and Teacher M would call students up to the overhead to fill in pieces of the workbook. Below is an example transcript from Teacher M’s class. This transcript represents a typical example of how Teacher M would lead her students through SimCalc activities. (The following transcript includes dialog from several students in the class, and their names have been anonymized here.) [00:16:07.19] Teacher: “alright, what do you want to do first? Run the race, or wait to see it? Do we need to run it first?” [00:16:10.28] Teacher: “want to run it first? okay, lets do it. Run it.” ---(The male student assigned to the laptop runs the simulation on the overhead projector)--- [00:16:36.16] Teacher: “what happened?” [00:16:37.29] Clara (female student): “she stopped” [00:16:40.23] Teacher: “where did she stop at?” [00:16:41.27] Tom (male student): “at 6 seconds.” [00:16:43.25] Teacher: “at 6 seconds, and at what distance?” [00:16:46.13] <Unable to transcribe, multiple students say numbers> [00:16:49.24] Teacher: “about 30 and….let me see.” (Teacher M stands up and uses a measuring stick to gesture to the simulation on the overhead projector.) [00:16:55.17] Teacher: “right in here…Yea cause its not quite half-way, is it?” [00:16:57.27] Michael (male student): “no” [00:16:58.23] Teacher: “and then looking at our little symbol here… yea… what do you think, 33 or 32?” [00:17:06.20] Multiple students in the class: “33” [00:17:06.20] Multiple students in the class: “32” [00:17:09.05] (Clara laughs) - Transcript from video 91906_25211_Cam_2 As illustrated by the sample transcription above, Teacher M would frequently ask her students questions such as “what do you want to do?” or “what do we do next?” before a simulation was run. Also, once the simulation had been run she would frequently ask the students general questions about what they saw such as “what happened?” and then more specific questions such as “where did she stop?” Teacher M would also periodically joke with her students. These jokes were typically off topic, or not pertaining to the mathematics being taught. Frequently, Teacher M would joke with her students during slow or down periods of time in the class, such as when the class was waiting on the student assigned to fill in the overhead transparency to finish or for the boy assigned to run SimCalc MathWorlds to load the next simulation. Below is an example of Teacher M joking with one of the students filmed with the student-focus camera. The joke takes place while a student assigned to the overhead transparency projector is marking points and drawing lines on a graph. [00:13:15.01] (All of the students visible in the student-focus camera angle are looking down at their workbooks. The female student in the front row of the quad, referred to as “Margie” in the transcript, seems to be drawing in the margin of her workbook. Margie is wearing star-shaped sunglasses as part of her homecoming costume. The boy sitting next to Margie, referred to as “Jon” in the transcript, is tapping his pencil on his desk.) [00:13:32.19] Teacher says: “Margie, I like your glasses.” [00:13:33.02] Margie says: “Thank you.” [00:13:35.05] Teacher says: “Very cool. You are a star.” [00:13:37.25] Margie: “Thank you.” [00:13:40.22] Teacher says: “Is that one star for you and one star for Jon?” [00:13:43.23] (Margie looks over at Jon and laughs.) Margie says, “Yea, I guess.” [00:13:47.26] (Margie, as well as other students in the class and the Teacher, start laughing.) [00:13:50.16] Female student off camera says to Margie: “Just ignore her, you’re fine.” [00:13:55.03] (The teacher starts to laugh.) [00:13:59.03] Margie says: “I’m not selfish, I can share.” [00:14:00.16] Teacher says: “Aww, aren’t you’re precious.” [00:14:07.03] Teacher says: “Jon’s like ‘oh gosh, stop talking.’” [00:14:10.08] (Margie laughs. Jon is smiling.) [00:14:11.24] Student at the transparency says: “Finished.” [00:14:12.24] Teacher says: “Finished, yay, alright…Children, does yours look like that?” (Teacher motions to the projected transparency.) - Transcript from video 092006_25211_Cam1 In this example, Teacher M comments on part of Margie’s homecoming costume and jokingly asks if one star is for Margie and one star is for Jon, the male student who sits next to Margie every class period. Margie, it seems, appreciates and plays along with Teacher M’s joke. As soon as the student at the transparency projector says “finished”, Teacher M returns to discussing a SimCalc workbook activity. ### Table 14. Summary of Teacher M observed lessons \| Observed Day \| Workbook Pages \| Lesson Name(s) \| Description and Notes \| \|--------------\|----------------\|----------------\|-----------------------\| \| 1 \| 12 – 18 \| Faster Than Max, Practice Runs \| The class starts at the beginning of the “Faster Than Max” lesson on page 12, and they complete all of the problems and sub-problems (1:a,b,c,d; 2:a,b). They then work through most of the “Practice Runs” lesson starting on page 14 (1:a,b,c,d; 2:a,b,c). The teacher begins on the last problem in Practice Runs (page 18, problem 3:a,b), but they are unable to complete it. She assigns that as student homework. \| \| 2 \| 18 – 23 \| Practice Runs, Run Jace Run, Run Jace Run Revisited, Back \| The teacher starts by reviewing the homework she assigned, the last problem of the “Practice Runs” lesson (p. 18, 3:a,b). They then complete the “Run, Jace, Run” lesson starting on page 19 (1:a,b; \| \| \| \| \| \| \|---\|---\|---\|---\| \| \| \| at the Office \| 2:c,d,e,f,g; 3:a,b,c,d,e; 4:a,b; 5:a,b,c), and the “Rune, Jace, Run: Revisited” lesson on page 22. By the end of the class period they have also completed the first page (p.23) of the “Back at the Office” lesson (1:a,b,c). \| \| 3 \| 24 – 27 \| Back at the Office, Slope and Rate \| At the beginning of this class period Teacher M asked students to finish what she called “benchmark tests” and gave them 15 minutes. After that she finished the “Back at the Office” lesson starting on page 24 (2:a,b,c; 3:a,b) and then started the “Slope and Rate” lesson on page 26 (1:a,b). At the end of the class period she instructs the students to leave their workbooks on their desks, she is collecting them to grade. \| \| 4 \| 26 – 28 \| Slope and Rate \| This class period was shortened (25 minutes) because of the homecoming pep-rally be held in the afternoon. Teacher M started by briefly reviewing what was done on page 26 of “Slope and Rate”, then continued the lesson on problem 1:c. They completed problems 1:c,d,e,f and 2. They did not complete the last problem of the lesson (problem 3) on page 28. \| A summary of the lessons taught in Teacher M’s classroom while I conducted observations can be found in Table 14. At the start of each of Teacher M’s observation periods she would ask the students to turn their workbooks to the last page they were on in the student workbooks. She would typically briefly review what they had covered the previous day and then move on to the next problem. Unfortunately, I was unable to observe Teacher M and her students for the entire duration that they used the SimCalc unit. However, from the observation interviews, post-unit phone interviews, and teacher log data we know that Teacher M taught with the SimCalc materials for a total of 8 days, which was broken up by mid-semester benchmark testing. Teacher M also covered the majority of the SimCalc material, only skipping a few items in a few of the lessons. ### 18.104.22.168 Teacher M year one interview summary In Teacher M’s year one post-unit interview, she described the sequence of events that led to her decision to only use one laptop connected to a projector for the SimCalc unit. There was an initial problem with installing SimCalc MathWorlds on the computer lab machines, and it was difficult to have the problem corrected because the computer tech that helped with the installation had limited time. “When our computer tech installed it [SimCalc MathWorlds], it wasn’t reading the files. I had no files [simulation files]…So they [the SimCalc research team] emailed the files to me and he was able to install it into my laptop and I used the laptop and projected it out and that’s how we did the whole project. Because, some days, trying to get it into the other computers, and trying to get him [the computer tech] here to get it done was...” mission impossible because we only have two computer techs for the whole district and they moved our server so we’ve had all kinds of craziness. … I didn’t want to take any chances and struggle and waste time – valuable time – with them [the students] trying to get on the computer individually. I mean, we didn’t have that kind of time. With all the interruptions, every minute was precious. So we worked on, steamed ahead. We were good!” – Teacher M post-unit interview, Year One Despite the initial set-backs with using the SimCalc MathWorlds software, Teacher M reported that she and the students were very happy and engaged with the SimCalc curriculum. Teacher M still felt that it was important for her students to be engaged with what was happening in the SimCalc simulations, and reported that she structured her instruction such that the students were “in control of the laptop”. “They were in control of the laptop – of the program. I would read what the section was about and kind of like guide them and they were the ones that told me what to do, where to look, how to get it…. Once they got into it, they were teaching themselves and teaching each other and telling me what to do, which was totally awesome because that’s what I wanted. But they had to have guidance – little bit of guidance.” – Teacher M post-unit interview, Year One In her interview, Teacher M even described some of the jokes she shared with her students while working through the SimCalc curriculum. To Teacher M, joking with her students was one of the ways she helped her students relate to the mathematics they were trying to learn. “Well you know, it’s like – it’s a man thing. You take a trip and you try to figure out your miles per gallon and I said ‘I really do think this is a man thing. Because me, as long as I have gas, I don’t care.’ That’s just a woman-thing I think because I don’t know too many women who do all this miles per gallon ‘wooo, I’m going so far on this tank’ or whatever. And we’ve talked about it and joked about it and they’ve said, ‘yeah, I think that is my dad.’ And they could relate to this, and if I could make it relate to something that they know – the experience – it was something they could really get their teeth into it and they were all gung ho to learn more about it.” – Teacher M post-unit interview, Year One Teacher M also reported that at times she would deliberately make mistakes when she was at the front of the classroom to see if her students would correct her. In particular, Teacher M expressed that she was very pleased with her students grasp on the concept of slope, and the way she assessed their understanding of the topic was by making deliberate mistakes. “I would mess up the numbers and I’d put the run over the rise and it was like instantly, they were on me like ants. I’m telling you. They were correcting me saying, ‘no, no, no, that’s wrong. It is rise over run.’ … I made mistakes like that on purpose for them to see if they are on me and are listening and if they’re understanding the concepts.” – Teacher M post-unit interview, Year One Teacher M also described herself as pretty adventurous for a teacher, and that she was willing to “try just about anything at least once”. Teacher M also readily sought out and used educational technologies with her students. Two years prior to her involvement with the Scaling Up SimCalc study, Teacher M had written and received funding for a half-million dollar grant that provided for what she called a “mini lab”. The mini lab contained fifteen playstations and eight computers equipped with a variety of different educational software and games. Teacher M expressed in her interview that educational technology, like SimCalc MathWorlds and the games in her mini-lab, are beneficial because they are engaging for students. Her principal, who was brand new the first year of the SimCalc study, was also very supportive of Teacher M’s use of technology in the classroom and had even observed Teacher M one day while she taught with SimCalc. 22.214.171.124 Teacher M year two interview summary Teacher M did not try to use the computer lab at all during the second year of the study, and again made use of one laptop connected to a projector. When asked why she didn’t try taking them to the computer lab she replied simply that “taking turns on the laptop was fine” and “this was easier to control” with her large class (25 students). “That’s the reason why I kept them under control. It was too large and you would lose some of them. Some of them would never get it. In this way, I made sure everybody was together and no child was left behind.” – Teacher M post-unit interview, Year Two In her year two post-unit interview, Teacher M again expressed the belief that her students were in control of what was going on in the classroom and that she would just guide them to “where they needed to be.” “I just kind of guided them where they needed to be sure that they were and find the answers you like ‘how did you think they did this?’ or ‘why did they do that?’ that kind of guidance. And I said, ‘okay so what are we saying here?’, “what are we going to do?” That kind of stuff, because I mean they really almost did it themselves. It was almost self-paced. I just made sure they were on the right road, because they are so easy to get off on the wrong road and often to something else, la-la land.” – Teacher M post-unit interview, Year Two Teacher M had another brand new principal during the second year of the study. This principal was formerly a math certified teacher, and she was very supportive of Teacher M’s use of SimCalc. In fact, the principal wanted the other teachers in the school to use the SimCalc materials with their students, even those students in 6th and 8th grade. 5.2 Descriptive statistics from initial coding analysis After the videos had gone through the initial coding process, the codes were quantified and entered into an excel file. Depending on the type of code, a frequency or duration was calculated. Codes relevant to time, such as class start and class end or technology use start and technology use end, were used to determine durations. Codes relevant to frequencies of occurrence, such as resource use or discussion, were counted by a researcher and recorded for each class. For student technology and workbook use, frequencies were determined and recorded for each student viewable in the video. 5.2.1 Class time All tapes were coded for “Class Start, Initiated”, “Class Start, Actual”, “Class End, Initiated” and “Class End, Actual.” Class Start, Initiated meant that the teacher began to call the class to order, and Class End, Initiated meant that the teacher asked the students to begin cleaning up and shutting down for the day. Class Start, Actual meant that classroom instruction actually began either via the teacher’s initiation or because students visibly started to work in their workbooks or on the computer. Class End, Actual was signified by the students shutting down their computers, putting their materials in their book bags, or standing up and leaving. Table 15 shows the average actual class instruction length for each classroom, measured by the duration in minutes between when Class Start, Actual was coded and Class End, Initiated was coded. Table 15. Average actual class instruction in minutes \| Teacher \| Total # of Observed Days \| Scheduled Class Time (minutes) \| Average Actual Class Length (minutes) \| Total Minutes Math Instruction Over Entire Observation \| \|---------\|--------------------------\|---------------------------------\|--------------------------------------\|-----------------------------------------------------\| \| M \| 4 \| 50 \| 44.5 \| 178 \| \| C \| 7 \| 70 for 4 days 45 for 3 days (Avg: 59.3) \| Scheduled 70 min: 56 Scheduled 45 min: 40.9 (Total Avg: 49.5) \| 346.6 \| \| B \| 7 \| 70 for 3 days 45 for 4 days (Avg: 55.7) \| Scheduled 70 min: 62.8 Scheduled 45 min: 43.2 (Total Avg: 51.6) \| 361.2 \| \| G \| 11 \| 45 \| 38.2 \| 419.6 \| Teacher G had the shortest scheduled class periods, and as described above (in Section 5.1.1), would sometimes have even shorter class periods due to middle school or high school football games. Teachers C and B had the highest average scheduled class times with their students, and over the course of the observations Teacher C had slightly more scheduled class time due to their alternating 70 minute and 40 minute period rotation schedule. On average, the teachers used within 5 to 10 minutes of their scheduled class period time for instruction. On some observation days, the video recorder stopped prematurely and did not record the Class End, Initiated or Class End, Actual times. In order to assess approximate measures of how much class period time was spent on start-up and winding down tasks, the average difference between Class Start, Initiated and Class Start, Actual as well as Class End, Initiated and Class End, Actual was calculated where the observation record was complete. Table 16. Average class start-up and wind down times \| Teacher \| Avg. Class Start-up Time (minutes) \| Avg. Class Wind down Time (minutes) \| \|---------\|-----------------------------------\|------------------------------------\| \| M \| 4.33 \| 0.10 \| \| C \| 1.57 \| 0.68 \| \| B \| 0.96 \| 1.04 \| \| G \| 1.63 \| 1.0 \| Table 16 shows the average start-up and wind down times for each classroom, as measured by the video observation data where the Class Start and Class End times have been recorded. Teachers C, B, and G each spent, on average, less than 2 minutes on start-up tasks. Teacher M, however spent roughly 4 minutes, on average, on start-up tasks. This could be, in part, because Teacher M would often have to complete some of her homeroom tasks before she could start instruction. In contrast, Teacher M spent the least amount of time on wind down tasks, largely because her students did not need to shutdown or put away computers and laptops. Teachers C, B, and G each spent, on average, 1 minute on wind down tasks. 5.2.2 Technology resource use Each time the teachers and students made use of the technology the action was recorded by the appropriate Technology codes (full descriptions of the codes are in Appendix A). When students made a move to use SimCalc MathWorlds, or referenced the technology while talking to a teacher or peer, the action was recorded with the Technology Student Initiated code. When the teacher instructed the students to use SimCalc MathWorlds, or referenced the technology in discussion with a student, the action was recorded with the Technology Teacher Initiated code. Also, the duration the technology was used for during the class period was calculated by using the Technology Use Start and Technology Use End codes. The Technology Use Start code was used to denote when the students loaded the SimCalc MathWorlds software onto their computer (or was displayed via projector or TV in the case of Teacher M and when Teacher G taught from her classroom), and the Technology Use End code was used to mark when students began shutting down their machines. The following table (Table 17) shows the number of observed instructional days the teacher and students made use of technology, as well as the average duration the technology was used for during those class periods. Table 17. Number of observed day’s classrooms used technology and average duration of technology use during class periods where technology was used \| Teacher \| Total # of Observed Days \| # of Days Students Used Tech \| # of Days Teacher Used Tech \| \|---------\|--------------------------\|------------------------------\|-----------------------------\| \| M \| 4 \| 0 \| 4 \| \| C \| 7 \| 6 \| 4 \| \| B \| 7 \| 6 \| 6 \| \| G \| 11 \| 7 \| 6 \| Teacher M, who made use of a laptop and projector at the front of the classroom, used the technology each day she was observed, and the students never directly used the technology. That is, except for the one male student selected to run and manipulate the SimCalc MathWorlds software that was projected overhead. His use of the laptop was recorded as Teacher Initiated Technology use since he only used the laptop as directed by Teacher M and never used the technology independently. In the other classrooms, using mobile laptop carts or the school computer lab, the students used the technology for the majority of days observed. However, there was at least one class period in each of these classrooms where the students did not have access, or make use of, the technology resource. Table 18. Average amount of time in minutes the students versus teacher used the technology \| Teacher \| Avg. Duration of Student Tech Use \| Avg. Duration of Teacher Tech Use \| \|---------\|----------------------------------\|----------------------------------\| \| M \| 0.00 \| 40.11 \| \| C \| 38.10 \| 19.53 \| \| B \| 45.33 \| 37.45 \| \| G \| 23.55 \| 17.63 \| Table 18 shows the average amount of time that students as compared to teachers actually used the technology resource across the four different classrooms. It shows that in some classrooms, the teacher used the computer as an aide in her teaching (Teacher M), while in others students and teachers spent nearly the same amount of time on the computer (Teacher B), and in yet others, the students spent more time than the teacher (Teacher C and Teacher G). It is especially interesting that Teacher C and Teacher B, who largely made instructional decisions together collaboratively and had nearly identical classroom and technology set-ups, had such different ratios of teacher to student technology use. In Teacher C’s classroom, the students used the technology on average roughly 19 minutes more than Teacher C herself. In Teacher B’s classroom, the students only used the technology roughly 8 minutes more than the teacher on average. Table 19. Observed teacher and student initiations of technology resource use by observation day \| Teacher \| Obs. Day \| # Teacher Initiations of Tech Use \| # of Students Visible in Both Camera Views \| Total # Student Tech Use Initiations \| Avg. # Student Tech Use Initiations \| Min # of Tech Use Initiations by Individual Student \| Max # of Tech Use Initiations by Individual Student \| \|---------\|----------\|-----------------------------------\|-------------------------------------------\|-------------------------------------\|------------------------------------\|-------------------------------------------------\|--------------------------------------------------\| \| M \| 1 \| 13 \| 5 \| 0 \| 0 \| 0 \| 0 \| \| M \| 2 \| 6 \| 6 \| 0 \| 0 \| 0 \| 0 \| \| M \| 3 \| 2 \| 8 \| 0 \| 0 \| 0 \| 0 \| \| M \| 4 \| 4 \| 6 \| 0 \| 0 \| 0 \| 0 \| \| C \| 1 \| 14 \| 5 \| 23 \| 4.6 \| 1 \| 10 \| \| C \| 2 \| 14 \| 8 \| 76 \| 9.5 \| 0 \| 19 \| \| C \| 3 \| 5 \| 9 \| 112 \| 12.4 \| 6 \| 19 \| \| C \| 4 \| 5 \| 2 \| 16 \| 8.0 \| 2 \| 14 \| \| C \| 5 \| 4 \| 3 \| 22 \| 7.3 \| 5 \| 10 \| \| C \| 6 \| 2 \| 8 \| 21 \| 2.6 \| 0 \| 6 \| \| C \| 7 \| 0 \| 3 \| 0 \| 0 \| 0 \| 0 \| \| B \| 1 \| 4 \| 8 \| 47 \| 5.9 \| 0 \| 12 \| \| B \| 2 \| 3 \| 9 \| 79 \| 8.8 \| 2 \| 18 \| \| B \| 3 \| 6 \| 8 \| 54 \| 6.8 \| 0 \| 16 \| \| B \| 4 \| 9 \| 7 \| 33 \| 4.7 \| 1 \| 11 \| Table 19 shows the total number of times each teacher initiated technology use in each class period and the average number of student initiated technology use was observed in each class period. For each pair of observation videos for each class period, the total number of students visible to the camera was recorded, as well as the students’ individual number of technology use initiations. From these numbers we are able to record the average number of visible student technology use initiations, as well as the minimum and maximum number of observed tech-use initiations per individual student. Examining student initiation of technology use reveals that there is diversity amongst class members in how much they use the technology. In Teacher B and Teacher C’s classrooms we can see that it was not uncommon for a student visible to the camera to never initiate technology use, while another student peer would initiate technology use over ten times in the same class period. In one of Teacher C’s observed class periods, one student visible to the camera did not initiate technology use at all while a peer initiated technology use nineteen times. Also, in one observed period with Teacher B a student initiated technology use two times while a peer made use of the technology eighteen times. Since the students in Teacher B and Teacher C’s classrooms shared the laptops, this could indicate that the use of the technological resource may not have always been equitable between student pairs. However, when we look at the student technology use initiations in Teacher G’s classroom we still see disparity between student peers. When Teacher G’s students were in the computer lab they all had access to individual computers, however there were two class periods where at least one student chose not to initiate use of the technological resource at all and a peer used the technology, in one case, up to fourteen times. 5.2.3 Workbook resource use Each time the teachers and students made use of the SimCalc unit workbook the action was recorded by the appropriate Workbook codes (full descriptions of the codes are in Appendix A). When students made a move to use the SimCalc workbook, or referenced the workbook while talking to the teacher or peer, the action was recorded with the “Workbook Student Use” code. When the teacher instructed the students to turn to a particular page in the workbook, or referenced an activity in the workbook in discussion with a student, the action was recorded with the “Workbook Teacher Mention” code. Table 20. Number of observed day’s classrooms made use of SimCalc student workbooks \| Teacher \| Total # of Observed Days \| # of Days Teacher Used/Mentioned Workbook \| \|---------\|--------------------------\|------------------------------------------\| \| M \| 4 \| 4 \| \| C \| 7 \| 7 \| \| B \| 7 \| 6 \| \| G \| 11 \| 11 \| The preceding table (Table 20) shows the number of observed instructional days the teacher directly mentioned the student workbook throughout the course of instruction. This table also corresponds with the number of days students initiated workbook use at least once throughout the class. As expected, the teachers and students made use of the workbook resource every day the SimCalc unit was taught, with the exception of Teacher B who taught one lesson from material she created herself. Table 21. Observed teacher and student workbook use by observation day \| Teacher \| Obs. Day \| # Teacher Workbook Mentions \| # of Students Visible in Both Cams \| Total # Student Workbook Use \| Avg. # Student Workbook Use \| Min # of Workbook Use by Individual Student \| Max # of Workbook Use by Individual Student \| \|---------\|----------\|-----------------------------\|------------------------------------\|-----------------------------\|----------------------------\|---------------------------------------------\|---------------------------------------------\| \| M \| 1 \| 13 \| 5 \| 37 \| 7.4 \| 7 \| 8 \| \| M \| 2 \| 8 \| 6 \| 56 \| 9.3 \| 0 \| 27 \| \| M \| 3 \| 1 \| 8 \| 66 \| 8.3 \| 1 \| 12 \| \| M \| 4 \| 3 \| 6 \| 26 \| 4.3 \| 0 \| 12 \| \| C \| 1 \| 20 \| 5 \| 68 \| 13.6 \| 6 \| 19 \| \| C \| 2 \| 12 \| 8 \| 42 \| 5.3 \| 0 \| 13 \| \| C \| 3 \| 9 \| 9 \| 118 \| 13.1 \| 4 \| 21 \| \| C \| 4 \| 4 \| 2 \| 9 \| 4.5 \| 1 \| 8 \| \| C \| 5 \| 11 \| 3 \| 33 \| 11.0 \| 8 \| 14 \| \| C \| 6 \| 2 \| 8 \| 58 \| 7.3 \| 4 \| 15 \| \| C \| 7 \| 11 \| 3 \| 14 \| 4.7 \| 0 \| 12 \| \| B \| 1 \| 9 \| 8 \| 114 \| 14.3 \| 2 \| 24 \| \| B \| 2 \| 15 \| 9 \| 97 \| 10.8 \| 0 \| 24 \| \| B \| 3 \| 9 \| 8 \| 80 \| 10.0 \| 8 \| 13 \| \| B \| 4 \| 18 \| 7 \| 87 \| 12.4 \| 7 \| 28 \| \| B \| 5 \| 2 \| 9 \| 12 \| 1.3 \| 0 \| 3 \| \| B \| 6 \| 9 \| 9 \| 90 \| 10.0 \| 1 \| 20 \| \| B \| 7 \| 0 \| 7 \| 0 \| 0 \| 0 \| 0 \| \| G \| 1 \| 20 \| 11 \| 133 \| 12.1 \| 11 \| 15 \| \| G \| 2 \| 1 \| 3 \| 47 \| 15.7 \| 14 \| 18 \| \| G \| 3 \| 7 \| 5 \| 55 \| 11.0 \| 9 \| 14 \| \| G \| 4 \| 7 \| 5 \| 25 \| 5.0 \| 5 \| 5 \| \| G \| 5 \| 14 \| 3 \| 35 \| 11.7 \| 8 \| 14 \| Table 21 shows the total number of times each teacher mentioned the student workbook in each class period and the average number student workbook use was observed in each class period. For each pair of observation videos for each class period, the total number of students visible to the camera was recorded, as well as the number of times each student was observed using their workbook. From these numbers we are able to record the average number of visible student workbook use, as well as the minimum and maximum number of observed workbook use per individual student. Examining student use of the workbook again reveals that there is diversity amongst class members in how much they use this resource. For example, while the average number of times that six students we examined in day 2 of Teacher M’s classroom turned to the workbook was 9.3, one student turned to it 27 times, while another never used it at all. Usually, there was not that much disparity between students in the amount they used the workbooks, but again in the 10th day of observations with Teacher G we had one student who used the workbook 3 times while another student also in our field of view used it 30 times. Similar extremes of student workbook use were observed in Teacher C and Teacher B’s classrooms as well. This indicates that even though each student in every class period we observed had access to their own workbook, they sometimes chose to make use of their workbooks with differing frequency. 5.2.4 Whole class and small group discussion Each time the teachers were observed initiating whole-class discussions the action was recorded via the “Discussion Whole-Class” code. Also, when teachers engaged in discussions with a singular student or a small group of students the action was recorded using the “Discussion Teacher-Student” code. (A full description of the initial coding scheme is in Appendix A.) The following table (Table 22) shows the average, minimum, and maximum number of times each of the teachers were engaged in whole-class or teacher-student discussions as observed in the classroom videos. Table 22. Average, Minimum, and Maximum Whole Class Discussion and Teacher-Student Discussion observed per classroom \| Teacher \| Total # of Observed Days \| Avg. # of Whole Class Discussions Initiated \| Minimum # of Whole Class Discussions Initiated (in one day) \| Maximum # of Whole Class Discussions Initiated (in one day) \| Avg # of Teacher-Student Discussions Initiated \| Minimum # of Teacher-Student Discussions Initiated (in one day) \| Maximum # of Teacher-Student Discussions Initiated (in one day) \| \|---------\|--------------------------\|---------------------------------------------\|------------------------------------------------------------\|-------------------------------------------------------------\|-----------------------------------------------\|---------------------------------------------------------------\|---------------------------------------------------------------\| \| M \| 4 \| 3.75 \| 1 \| 5 \| 1.25 \| 0 \| 4 \| \| C \| 7 \| 6.57 \| 2 \| 10 \| 2.29 \| 0 \| 5 \| \| B \| 7 \| 7.29 \| 3 \| 13 \| 4.14 \| 0 \| 12 \| \| G \| 6 \| 6.73 \| 0 \| 14 \| 11.09 \| 0 \| 35 \| From the table above, we can see that Teacher M, on average, initiated the least amount of whole-class discussions and the least amount of teacher-student discussion. This corresponds with the way Teacher M led her students through each of the SimCalc activities as a whole-class discussion, with student attention largely focused towards the front of the classroom. Teacher M would initiate whole-class discussion at the beginning of the class period and rarely stop until the end of the class period. Whenever Teacher M moved away from the front of the class to engage in teacher-student discussion, she would soon afterwards return to the front of the class and reinitiate the whole-class discussion. This is indicated by the relationship between the maximum and minimum number of times she initiated whole-class and teacher-student discussions. She initiated whole-class discussion one more time than she initiated teacher-student discussion in any class period. In comparison, the other observation teachers did not have such a direct relationship between the number of times they initiated whole-class discussion and the number of times they initiated teacher-student discussion. This is because Teacher C, Teacher B, and Teacher G were all observed to have at least some portion of their observed class periods spent in individual or small-student group work where the teacher would walk around the student desks observing the students work and answering student questions. From the table above, we see that Teacher C, Teacher B, and Teacher G initiated whole-class discussion six to eight times a class period on average. Teacher G initiated more teacher-student discussion per class period than any of the other teachers on average and in any one class period. Also, it seems that Teacher B initiated slightly more teacher-student discussions than Teacher C on average. Table 23. Average, Minimum, and Maximum observed instances of Teacher Directed Moves to Individual or Small Group Work \| Teacher \| Total # of Observed Days \| Average observed moves to Individual/Small Group Work \| Minimum (in one day) \| Maximum (in one day) \| \|---------\|--------------------------\|--------------------------------------------------------\|----------------------\|----------------------\| \| M \| 4 \| 1.5 \| 0 \| 4 \| \| C \| 7 \| 1.43 \| 0 \| 4 \| \| B \| 7 \| 2 \| 0 \| 4 \| \| G \| 11 \| 0.82 \| 0 \| 2 \| Each time a teacher explicitly directed the students to work individually or in small groups, the action was recorded via the “Individual/Small Group Work” code. Table 23 shows the average, minimum, and maximum number of observed teacher directed moves to individual or small group work. We see from the table above that teachers would typically ask students to work individually or in small groups one to two times a class period. Teacher G initiated the fewest moves to individual or small group work and in any one class period would, at maximum, ask students to work individually or in small groups twice. However, there were a few class periods where Teacher G’s students were instructed to start working on a particular problem set in the computer lab and the students commenced to work individually or in small groups. In these periods, Teacher G did not verbally direct her students to work individually or in small group works, rather the direction to work individually or in small groups was implicit in other directions Teacher G gave her students or the students moved to working individually or in small groups on their own accord. Teachers C, B, and M would ask students to work individually or in small groups anywhere from zero to four times a class period. Table 24. Average, minimum, and maximum Student-Student discussions observed per classroom \| Teacher \| Total # of Observed Days \| Average # of Student-Student Discussions Initiated and Observed \| Minimum (in one day) \| Maximum (in one day) \| \|---------\|--------------------------\|---------------------------------------------------------------\|---------------------\|---------------------\| \| M \| 4 \| 1.75 \| 0 \| 3 \| \| C \| 7 \| 4.57 \| 0 \| 11 \| \| B \| 7 \| 4.14 \| 0 \| 8 \| \| G \| 6 \| 8.36 \| 0 \| 35 \| Each time students were observed to initiate discussion with a student peer the action was recorded using the “Student-Student Discussion” code. Table 24 shows the average number of times student-student discussion was recorded for each of the four observation classrooms. The table also shows the minimum and maximum number of student-student discussions observed in any one class period. We can see from the table above that for each of the four classrooms there was at least one classroom where no student-student discussion was observed. We also see that Teacher M’s classroom had the least number of observed student-student discussions while Teacher G’s classroom had the most. Teacher C and Teacher B, on average, had similar numbers of student-student discussion. The low number of student-student discussions in Teacher M’s classroom follows from Teacher M’s observed teaching style: where most of the class period was spent in whole-class discussion and student attention was largely focused on the front of the classroom. This also means that while Teacher M may have instructed her students to work individually or in small-groups a similar number of times as Teacher C and Teacher B, she did allow or direct her students to continue working individually or in small groups for the same length of time that Teacher C and Teacher B did. It is also interesting see that in Teacher G’s classroom, where we observed the highest number of teacher-student discussions we also see the highest number of student-student discussions. While Teacher G did not directly ask her students to work in small groups as often as other teachers, her students were frequently observed having discussions with other student peers. We also see that, while Teacher B was observed having more teacher-student discussions than Teacher C, in Teacher C’s classroom we see a higher incidence of student-student discussions. 5.2.5 Math instruction Each time a teacher addressed the entire class with information about a particular mathematical concept the occurrence was recorded using the “Math Instruction” code. (A full description of the initial coding scheme is in Appendix A.) The “Math Instruction” code was not used when teachers discussed features of the SimCalc MathWorlds technology or what problems in the workbook students should be working on. Rather, the Math Instruction code was used to record when teachers discussed particular ideas in mathematics, such as features of a coordinate plane, how to algebraically represent a rate, or the meaning of positive slope. The following table (Table 25) shows the average, minimum, and maximum number of times each of the teachers addressed the entire class with information about a particular mathematics concept. Table 25. Average, Minimum, and Maximum observed instances of Teacher Math Instruction \| Teacher \| Total # of Observed Days \| Average observed Math Instruction \| Minimum (in one day) \| Maximum (in one day) \| \|---------\|--------------------------\|----------------------------------\|----------------------\|----------------------\| \| M \| 4 \| 5.75 \| 3 \| 11 \| \| C \| 7 \| 2.43 \| 0 \| 6 \| \| B \| 7 \| 2.71 \| 1 \| 4 \| \| G \| 11 \| 1.82 \| 0 \| 7 \| We see from the table above that there was a fairly broad range to the number of observed instances of teacher math instruction. In particular, we see that Teacher M, on average, engaged in math instruction more frequently than the other teachers. In one particular class period, Teacher M engaged in mathematics instruction eleven times. However, the other three teachers initiated math instruction less frequently. In particular, both Teacher C and Teacher G had class periods where they were not observed to initiate math instruction at all. Also, Teacher B initiated math instruction from one to a maximum of four times in the observed class periods. The infrequency of teacher initiated math instruction is surprising. In mathematics classrooms we would expect that teacher math instruction would be a large component of classroom practice. However, the structure of most of the classes appears driven by the teacher and student joint focus on filling out the workbook. The teacher would sometimes bring the activity of filling out the workbook back to the underlying mathematics, often times as part of a review of work that was previously done. However, in some class periods the teachers only discuss what is in the workbook and what the students should be working on. 5.3 Chapter summary This chapter reports on and describes the findings from the classroom observations and initial coding analysis. In using the SimCalc resources and guiding their students through the SimCalc activities we see that the teachers in this study were acting within different environments with varying types and set-ups of resources. For Teacher G, the only computing resources available for student use were contained in a single computer lab on campus. Teacher B and Teacher C’s school had multiple computer labs and multiple mobile laptop carts, and they were assigned by their principal to use the mobile-laptop carts. Teacher M reported that there were a number of computing resources on her campus, some of which she procured herself through a resource grant. However, Teacher M made the decision to not make use of those computer resources, and instead used a single laptop and projector in her classroom. The teachers also had different roles and relationships to the school environment they found themselves in. For example, Teacher G was the only mathematics teacher on her campus and reported a significant amount of autonomy when it came to making decisions regarding her instruction and the resources she used. Teacher M also reported that she had a fair degree of autonomy when it came to instructional decisions despite having new principals in both year one and year two of the SimCalc study. Teacher C and Teacher B, on the other hand, reported a high-degree of involvement and oversight on the part of their administrators. They were even required to create, conduct, and report on self-evaluations of teaching strategies to their colleagues and administrators. When we look beyond the school environment and physical set-up of the computing resources, we see that the teachers also made different instructional decisions and presented the SimCalc materials in a variety of different ways. Teacher C and Teacher B decided to teach a pre-unit before beginning SimCalc instruction and did not complete the entire SimCalc unit. Teacher G and Teacher M, on the other hand, both decided to teach the majority of the SimCalc unit. We also see that Teacher M decided to teach her class where student focus was largely directed towards her and the front of the classroom, while Teacher C, Teacher B, and Teacher G, employed varying degrees of whole-class discussion and small group work. All of the observed teachers presented SimCalc MathWorlds simulations in a variety of different ways, from expressly directing the students to run the simulation a specific number of times to expecting students to determine when and how they should run the simulation themselves. From the observations and initial coding analysis we also have a variety of data on student behaviors within these classrooms. We see a variety of student action and interaction with regards to the physical resources available to them, their peers, and their teacher. With both the technological resource and the workbook resource we see a wide range of student-initiated use. In Teacher C and Teacher B’s classroom we can imagine that an individual student’s partner could affect their use of the technological resource, and that some variation in technology resource use in those classrooms could be tied to the student-pair relationships. However we still see a wide range of individual student use of the technological resource in Teacher G’s classroom, and furthermore, we see a wide range of student-initiated workbook use in all of the classrooms. This finding suggests that there are a number of factors, yet unseen, that could influence when and how students make use of and manage the physical resources present. When we look at the frequency in which students engaged in small group discussions with their peers and teacher we see some relationships to the teacher’s management of the classroom and instructional decisions. For instance, in Teacher M’s classroom, students rarely engaged in teacher-student and student-student discussions. This is largely due to the infrequency with which Teacher M deterred from a mode of whole-class discussion. In the other three classrooms we see a higher frequency of both teacher-student and student-student initiated discussion, which is largely due to the frequency in which those teachers allowed students to work in small groups and would visit the groups as they worked. However, the teacher instructional decisions do not account for all of the variation in teacher-student and student-student discussion. Teacher C and Teacher B had similar classroom set-ups, employed similar teaching strategies and had a similar number of recorded student-student discussions. However Teacher B initiated roughly twice as many teacher-student discussions than Teacher C. Also, Teacher G, who also allowed students to work in small groups and would circle through the classroom, had roughly twice as many recorded student-student discussions as Teacher C and Teacher B. It is unclear why there were more observed teacher-student and student-student initiated discussions in Teacher G’s classroom than any other classroom. In the next chapter I will discuss specific instances of learning resource enactments in each of the case-study classrooms. That is, I will describe moments when resources were arranged, allocated, modified, moved, attended to, interpreted, and assigned value to. These instances of learning resource enactment were uncovered after the data was analyzed through a second coding process that focused on documenting the teacher direction of attention and resource use, as well as student use and interaction with resources and peers. These descriptions of learning resource enactment shed light on how, when, and why teachers and students made use of the physical resources, and what roles those resources played in teacher-student and student-student interactions. 6 Constellations of behavior surrounding learning resource enactments In all four classrooms, the teachers and students were acting within a socio-physical space in which resources were present and accessible in a variety of ways. Throughout the course of the SimCalc unit, the teachers and students established practices, or socio-technical norms, for interacting with one another and negotiating the use and access of resources. That is, the teachers and students established practices that shaped the nature of how and when resources were enacted as learning resources. In the secondary coding, I identified all the moments in which learning resources were enacted, that is, when they were arranged, allocated, modified, moved, attended to, interpreted, and given value to in terms of the social or moral order of the classroom. The following sections describe five themes, in the Grounded Theory sense, that represent constellations of student and teacher behaviors surrounding the moments in which learning resources were enacted. These themes outline how the enactment of learning resources entailed the creation of socially constructed processes that influenced the following: student roles and responsibilities, students’ physical proximity and orientation towards resources, how student attention was managed by teachers and students, how student misunderstandings were addressed by teachers and students, and the social framing of student resource use. While all of the classrooms engaged in the construction of social norms surrounding the access and use of learning resources, the particulars of these behaviors and enactments differed. 6.1 Arrangement and allocation of resources and student roles and responsibilities The goal of the current project was to describe and report on classrooms that utilized a variety of different technological-resource arrangements. However, the distribution and allocation of other classroom resources also varied across the classrooms. Resources such as overhead transparency projectors, the SimCalc student workbooks, rulers, colored pencils, calculators, and even students themselves were arranged and distributed across the classrooms in different ways. The distribution of these resources impacted when and how students gained access to them. In this study, it was observed that the students were assigned to particular seating arrangements in response to necessary or unadjustable arrangements of physical resources and in response to teacher pedagogical beliefs. For example, in Teacher G’s computer lab the layout and arrangement of student seating was unadjustable due to the set-up of the computers. However, Teacher G told students upon entering the computer lab that they had to sit alternating “boy-girl-boy-girl”. Teacher G believed that this type seating assignment mitigated some possible behavior problems. In Teacher C and Teacher B’s classrooms, there were not enough laptops for each student to have their own, so students had to be grouped in pairs. However, from post-observation interviews and post-unit phone interviews we see that the seating arrangement of students was also related to Teacher C and Teacher B’s pedagogical beliefs. Teacher C’s students typically sat in individual assigned seats arranged into rows, and she only arranged the student seats into pairs to compensate for the limited number of available laptops. In contrast, Teacher B reported that she always had her students arranged in pairs, and furthermore, she felt the paired student seating structure allowed students to discuss their work with peers more easily. The arrangement of resources in the classroom spaces, necessitated by the physical properties of the room and teacher beliefs in turn, also influenced how students gained access to them. When we look at the distribution of laptop resources in Teacher C and Teacher B’s classrooms we see an interesting phenomenon related to both the arrangement of the student seats and the number of available laptops. In Teacher C’s class there were a few more laptops than student pairs. Once every pair of students had at least one laptop Teacher C would tell her students that there were extra and that they were free to get their own if they wanted. The extra laptops were allocated on a first-come-first-serve basis, and indeed, the male students filmed with the student focus camera were observed to have their own individual laptops in three (out of seven) of the observed class periods. However, In Teacher B’s class there was only enough laptops for every pair of students to have exactly one laptop. This meant that students in Teacher B’s classroom did not have the option of obtaining “more” of the laptop resource. The arrangement and allocation of resources in the classroom space also shaped what could be termed “student roles”. For instance, in Teacher C’s classroom, she was observed to tell her students to “switch drivers”. This meant that Teacher C wanted her students to trade-off using the laptop resource with their partner. The term “driver” was used to denote the role of the students directly touching and interacting with the laptop resource. Interestingly, Teacher B was never observed to issue a similar request to her students. Thus, two ostensibly similar classrooms ended up with different learning resource enactments. Another example of student roles relating to resource allocation can be seen in Teacher M’s class. In Teacher M’s class, a few calculators (roughly five) were distributed to some students in the class at the beginning of each class period. Teacher M would refer to these students as her “calculators”, “multipliers”, or “dividers”. Throughout her instruction, Teacher M was observed to and say things like “where are my calculators? Calculate this speed for us, please.” The term “calculators” was used to denote the student role of students equipped with a calculator resource at the beginning of class. When asked, these students would perform the requested calculations and call out the answers to Teacher M and the rest of the class. Students who were not “calculators” would simply wait until the answer was called out. An even more interesting student role in Teacher M’s class would be that of the male student who was in charge of running the SimCalc MathWorlds software throughout the unit. This student was in charge of accomplishing and demonstrating all of the tasks or activities that required use of SimCalc MathWorlds. Unlike “drivers” and “calculators” there was no term used by Teacher M and her students to denote this particular student’s role. The following transcript is an example of how Teacher M would ask this student (who’s anonymized pseudonym is “Travis”) to make an adjustment to a SimCalc MathWorlds simulation. In the transcript, Teacher M starts by reading aloud a question from the student workbook and then leads her class through the activity. [00:13:44.17] Teacher M: “‘Make a line that shows Nola won the race.’ Okay. So how could she win the race?” [00:13:50.04] Margie (female student): "She doesn't" [00:13:54.00] Greg (male student): "He's got to move the line" [00:13:56.00] Teacher: "We have him move the line, don't we? Very good. How are we going to move the line? Travis?" (Teacher calls on the male student running the laptop, "Travis") ---(Travis moves the line on the SimCalc simulation to have Nola win the race in 6 seconds.)--- [00:14:00.26] Teacher: "Oh look what he's doing! Look what he's doing? Oh yes, now, see do you think it is possible to run an 100 meter race in six seconds?" [00:14:19.21] Multiple students say: "No" [00:14:24.21] Clara (female student): "Maybe in ten seconds?" ---(Travis moves the line on the SimCalc simulation to have Nola win the race in 10 seconds.)--- [00:14:33.25] Teacher: "See he's showing off now, that's good. He's learning all those little clicks. That's excellent." -- Transcript from video 25211_91906_Cam2 While only one male student was in charge of the laptop and SimCalc MathWorlds, all of the students were called up to fill in questions on the overhead transparency projector at least once. In her second-year post-unit phone interview, Teacher M described these student responsibilities and how the student running the computer would take directions from her and other students. INTERVIEWEE: “Yeah they wrote down in their workbook but on the overhead each child, they would take turns sitting up there with overhead and they had the page and you know like say page 8 and they had questions, ‘what is the average speed of a black ant’ or something. They would write down their answers that they came up with together. They would discuss it and then they would decide and then they would write it down for everybody more or less at the same time.” INTERVIEWER: “Okay. So you had one particular student writing on the overhead?” INTERVIEWEE: “Every child had a chance at it.” INTERVIEWER: “Okay so you traded off there. What about running the computer?” INTERVIEWEE: “A different child.” INTERVIEWER: “You had one computer that was projected in the front of the class and then you had one student operating that computer? I don’t want to put words in your mouth.” INTERVIEWEE: “That’s right. And then I had a student at the overhead where I made transparencies of each page and everybody was guiding. So they would know exactly where they were at. And then we did the class discussion for a question and they wrote down the conclusion that we decided.” INTERVIEWER: “And how did the student control who was controlling the computer? How were they guided?” INTERVIEWEE: “I guided them.” INTERVIEWER: “Yeah so you told them what?” INTERVIEWEE: “Well they read the question and say okay open this file and they would open the file and he would enlarge and do whatever the kids wanted to see. If they wanted to see it run again, he would redo it, you know reset it and run it again. It was totally awesome for the kids. The experience was unique.” – Teacher M post-unit interview, Year Two While the observed classrooms were chosen for observation based on the limitations and arrangement of computing resources, similar limitations and arrangements of the classroom space can be seen with regard to other physical resources. For example, all four of the classrooms I observed had boxes of colored pencils and rulers. However, in Teacher B and Teacher M’s classrooms it was the responsibility of the student to obtain or request these resources when needed (that is, Teacher B and Teacher M are never observed to distribute these resources without first having been requested to do so by a student). In contrast, Teacher G and Teacher C were both observed to hand out or instruct other students to distribute the resources to the students when workbook activities required it. The student workbooks in particular were a physical resource that all students had individual access to during the course of a class period, but the responsibility for maintaining and storing the workbooks was different across the classrooms. Teacher C, Teacher B, and Teacher M allowed their students to take the workbooks home with them. However, Teacher G collected the workbooks at the end of every period. Even when Teacher G assigned homework from the student-workbook, she would make copies of the assigned pages for students to take home. In Teacher C, Teacher B, and Teacher M’s classrooms it was the students’ responsibility to maintain and remember their student workbooks. In Teacher G’s classroom it was the teacher’s responsibility to maintain the workbook resources. This suggests that the role that could be termed “ownership”, or the social role associated with responsibility in maintaining the workbook resource, differed across the classrooms. In some classrooms the teacher “owned” the workbook resource (Teacher G) while in others the students owned the workbook resource (Teacher C, Teacher B, and Teacher M). 6.2 Modification and movement of resources and student orientation and physical proximity to resources While resources were arranged in certain ways throughout the classroom space and allocated to certain actors, the resources were often moved, rearranged, reallocated, and even sometimes modified throughout the course of the classroom observations. Both teachers and students were observed to move resources as they went about the task of conducting and working through classroom activities, furthermore, these modifications to and movements of classroom resources affected student orientation and physical proximity to resources. 6.2.1 Teacher resource modification and movement Teacher C and Teacher B made modifications to the SimCalc unit lesson plans and activities prior to being observed. Teacher C and Teacher B taught what they referred to as a “pre-unit” on rate and proportionality before their students were even introduced to the SimCalc materials. In post-unit phone interviews, Teacher C and Teacher B described the pre-unit as more “traditional” proportionality and problems similar to what the students will see on TAKS exams. Throughout the course of teaching the SimCalc unit Teacher C and Teacher B made what could also be considered modifications to the SimCalc materials in that they introduced new worksheets they created themselves and sometimes reordered, skipped, or altered the objectives of particular problems in the student workbook. For one particular lesson, called “On The Road”, Teacher C altered the instructions of the workbook activities by telling her students to not run any of the associated simulation files, or even retrieve a laptop for their group, until they had finished sketching graphs for all of the problems in the lesson. (The original instructions ask students to watch the simulations for each individual problem.) This meant that for the first 43 minutes of the class period the students did not have access to the laptops or SimCalc MathWorlds. They only retrieved the laptops and made use of SimCalc MathWorlds after they had completed the lesson. This meant that the SimCalc MathWorlds simulation was used as a means of checking whether the students’ interpretations of the road trip stories were correct, rather than an additional resource for formulating interpretations of the road trip stories. Teacher G, for the most part, followed the SimCalc lesson plan and worked through the SimCalc activities with her students as they had been designed. However she also modified the SimCalc student workbook resource. Teacher G had her students take a page of notes on the back of their workbooks before starting the SimCalc unit. The notes consisted of definitions and examples of terms they would see throughout the unit such as “ratio”, “proportion”, and “rate”. While Teacher G’s class was working through the SimCalc unit she would refer to these notes as “what’s on the back of the workbook”. If her students seemed to be stuck on a particular problem she would sometimes help them by directing them to review what they had written on the back of their workbooks. This meant that the student workbook was framed as a source of reference as well as a source of classroom activities. Teachers were also observed to move and rearrange themselves, their students, and other resources throughout the course of a class period. Teacher C and Teacher B were both observed to rearrange and reallocate resources based on what they saw as student behavior problems. Teacher C would move students to different desks to sit by themselves when she felt that they were not focusing on the task at hand and were distracted by their partner. In one class period, Teacher B asked her students to retrieve laptops for their group then almost immediately after all the students were seated again told her students to close and put the laptops away because they were talking too much. Teacher G was observed to rearrange her classroom space to further a pedagogical goal. When teaching from her usual classroom, Teacher G would sometimes divide her students into small groups and have them rearrange their desks so they could face their group members. The following transcript is an example of Teacher G dividing her students into groups and then presenting a SimCalc simulation. [00:59:59.22] Teacher: "Turn the page, to page 6. These two pages are some things you are going to do in a little group." (Teacher starts at the far right of the room and moves to the left, pointing to students and assigning them to small student groups of three students each.) [01:00:26.00] Teacher: "Do it right now, I'm going to give you 30 seconds to arrange your desks into groups. Go." [01:00:29.01] (All of the students move their desks into their groups, while teacher counts down from 30.) [01:01:06.09] Teacher: "... five, four, three, two, one. Okay. In your groups. I'm going to go play, another simulation on the computer, and then in your groups do what those things tell you to do." For this particular workbook activity, Teacher G instructed her students to work through a series of workbook problems in their small groups. We see in the transcript above that she asked students to rearrange their desks to facilitate group work. By rearranging students into groups, Teacher G is enabling and encouraging her students to access or enact their peers as learning resources. We also see that one male student after moving his desk closer to his group-mates gets up from his seat to stand closer to the TV while the simulation is being displayed. In this scenario, the student is unable to enact the simulation as a learning resource unless he physically moves himself closer to it. This suggests that orientation and proximity are key physical factors in how learning resources are enacted. 6.2.2 Student resource modification and movement As demonstrated in the transcript above, students would also move and rearrange themselves in the classroom space. Students in Teacher G’s classroom would sometimes stand up and move closer to the TV in order to see it better, and two students in Teacher M’s classroom would frequently move their desks closer to the front of the classroom. Students in all of the observation classrooms were observed frequently sharing resources, such as colored pencils and rulers. In the case of Teacher B and Teacher C’s classrooms the students also shared the laptop resource. All of these physical resources were frequently rearranged and reallocated among the students and student groups as they progressed through classroom activities. This does not mean that sharing resources was necessarily easy or without conflict for the students. Figure 15. Teacher B's classroom, circling girls filmed with student-focus camera (light gray indicates female student, dark gray indicates male student) The two female students filmed with the student focus camera in Teacher B’s classroom, did not make equitable use of the laptop resource throughout the observations as measured by the number of times each student initiated technology use (recorded via the “Technology Student Initiated” code). Over the course of the seven class meetings, the student on the left (Student A), on average, initiated laptop use 8 times in each class period, whereas her partner (Student B) initiated use on average 5 times. In one class period in particular, Student A initiated technology use 13 times and Student B only 3. During this class, the orientation of the laptop shifted gradually towards Student A, until it ended up as shown in Figure 16. Student A did not orientate the laptop towards herself in one broad gesture; instead, she moved the laptop gradually moved over 27 minutes. Figure 16. Pictorial representation of laptop movement with student pair in Teacher B's classroom When we focus our attention on Student A and B’s exchanges during this time, we not only find apparent inequity in how the two students shared the laptop, but also in how they shared other classroom resources. The following transcript shows ongoing negotiations about another shared resource, colored pencils, over a three-minute time span. [00:16:18.29] (B has her workbook in front of her and is holding a green colored pencil. She is not writing anything, and her eye gaze is towards the front of the classroom. A is writing in her workbook with a brown colored pencil.) [00:16:23.07] (A puts down the brown colored pencil and reaches for the green colored pencil in B’s hand. She takes the green colored pencil, and B picks up the brown colored pencil. Both begin writing in their workbooks.) [00:16:40.22] B: "can I borrow your green one more time?" [00:16:43.15] A: "no" [00:16:47.03] (B rests her head in her hand. She is not writing in her workbook, but is holding the brown colored pencil.) [00:16:49.27] (A puts the green colored pencil down on the desk and reaches for the brown pencil in B's hand. B picks up the green colored pencil.) [00:16:52.12] B: "thank you" --- (Both students write in workbooks) --- [00:17:15.10] B: "here is your stupid green back." (B hands the green colored pencil to A.) [00:17:20.14] A: "you are calling my green stupid." [00:17:21.25] B: "no I wasn't, I was saying cupid." [00:17:25.25] A: "I'm not stupid." [00:17:28.17] B lunges toward the colored pencils in A's hand. A moves the colored pencils out of reach. ... (A writes in workbook; B sits staring straight ahead) [00:17:42.20] B lunges toward the colored pencils again. She takes the brown colored pencil. [00:17:45.24] B: "Ha Ha Ha. I got it." [00:17:47.15] A: "Not cool." ...(Students both write in workbook) [00:18:38.07] B: "can I borrow your green?" [00:18:39.07] A: "no" [00:18:41.21] (B stands up and walks away.) [00:19:11.00] (B returns to her desk with another green colored pencil.) [00:19:12.00] (A reaches over and takes a ruler off B's desk.) -- Transcript from video 27913_120406_Cam2 This interaction suggests that sharing resources in these circumstances and for this pair engenders conflict. Making shared resources available for the other is not a routine behavior, at least for Student A, who repeatedly denies Student B access. We do not see reciprocity in their behavior. Student A takes a pencil from Student B’s hand, but denies Student B access to her pencil, with no attempt at softening the language. Student B’s response after obtaining access “Ha ha ha. I got it”, confirms that she does not accept A’s authority over the matter. The turning of the computer suggests that the computer is part of on-going contention. Unlike the pencil, more cannot be obtained, at least in the short run, and over a period of seven days of instruction, we see consistent inequity and contention. Across the seven class meetings, Student A, on the average, initiated laptop use 8 times in each class period, whereas Student B initiated use only 5 times. When we examine how often the students visible in the student-focus camera placed in Teacher C’s classroom shared the laptop resource, we see a more equitable use of the technology. Over the course of our observations, student ‘C’ (circled in the diagram above) initiated technology use roughly 8 times a class period, and similarly student ‘D’ initiated technology on average 9 times. Also, when we focus our attention on their day-to-day behaviors regarding other classroom resources, we see examples of seamless resource exchanges, as well as productive dialog. This is illustrated in the transcript below, outlining student C and D’s behavior while they complete a SimCalc activity. In the activity, they are asked to watch a SimCalc MathWorlds simulation, involving a ‘bus’ and ‘van’ road-trip, and to draw a corresponding graph in their workbooks. At the start of the road-trip the van is traveling at 60 mph then speeds up to 62 mph. This is a point of brief confusion for Student D, which is resolved easily by his partner, Student C. [00:50:15.00] (C and D are both writing in their workbooks.) [00:50:16.05] (D puts a red colored pencil on C’s desk. When C has finished writing he looks up. D takes a blue colored pencil out of C’s hand. C picks up the red colored pencil on his desk. Both write in their workbooks.) [00:50:27.21] (C finishes writing, and looks up towards the front of the class. D puts the blue colored pencil on C’s desk, and takes the red colored pencil from C’s hand. D goes back to writing in his workbook. C continues to look towards the front of the class.) [00:50:31.29] (D leans over the laptop and points to a graph drawn in C’s workbook. C looks to what D is pointing at.) [00:50:34.12] D: "isn’t this one farther up?" (D motions to the laptop screen, and back to a line draw on C’s graph.) [00:50:37.16] (C shakes his head [no].) C: "its going 60." [00:50:41.25] D: "and then he goes 62." (D motions again to the SimCalc MathWorlds simulation on the laptop.) [00:50:42.10] C: "yup" (C points to a point on the graph he has drawn in his workbook.) [00:50:46.11] (D looks at where C is pointing, nods, and writes in his workbook.) -- Transcript from video 27912_120106_Cam2 In this interaction we see the seamless, and wordless exchange of resources (colored pencils), as well as constructive dialog about the activity at hand. When D wants to exchange colored pencils with C, he simply places the colored pencil he has on C’s desk, and waits for the other pencil to become available (as indicated by student C, looking up from his workbook). Student C does not hinder Student D’s acquisition of resources, and C even seems to present himself and his workbook as an available resource to D by answering D’s questions and allowing D to view his workbook. 6.3 Attention to resources and attention management Attention management was an important task or role for teachers and students across all four of the observed classrooms. Teachers often sought to assess, direct, and redirect student attention to important learning resources and particular facets of learning resources. Students would also assess and redirect their teacher and peer’s attention, as well as their own. The following two sections describe the ways teachers and students would assess and redirect the attention of other actors in the classroom space. We see from examples of teacher and student attention management actions that they would redirect students’ attention for three possible purposes: establish what the current task is, provide an aid to understanding, or maintain a common focal point for collaboration. 6.3.1 Teachers managing student attention When we enumerate the number of physical learning resources that students had access to in the four observed classrooms we can see that the SimCalc intervention provided two: student workbooks and the SimCalc MathWorlds software. (The SimCalc intervention provided other learning resources, such as teacher professional development and the teacher workbook/lesson plan, but these were not physical resources that the students had direct access to.) Teachers across all four classrooms were observed to frequently direct students to specific page numbers and problem numbers in the student workbook. This direction of student attention was most commonly observed at the start of class periods, but it was not uncommon for teachers to direct student attention to particular problems in the workbook throughout the class period in whole-class and teacher-student discussions. Often times these directions could be viewed as teachers directing students’ attention to what the current task is. In the following transcript, Teacher M directs student attention to the next problem they are working on in the student workbook (problem ‘B’). She then asks a student to read the directions aloud. It was common for Teacher M to follow her directions of attention to a specific workbook problem by then asking a specific student in the class to read instructions aloud. [00:19:29.10] Teacher: "Okay you all, we’re on 'B'. Greg, you’re mouth is open so why don’t you read it to me." [00:19:34.10] Greg (male student): "Okay. ‘Now run the simulation. How far ahead of Max was Nola when she crossed the finish line?’" (Greg reads the instructions to problem 1:b, p. 12 in the student workbook aloud.) -- Transcript from video 25211_91906_Cam2 Teachers would also direct student attention to particular physical resources as an aid to understanding the classroom task. For instance, in multiple class sessions Teacher G was observed to instruct her students to “watch the graph at the same time.” Directing students to watch the graph while simultaneously watching the simulation was a way Teacher G would direct their attention to the relationship between the simulation movement and the corresponding graph. Teacher C would also direct her students’ attention to particular aspects of the SimCalc MathWorlds simulations. The following transcript is an example of Teacher C directing her students’ attention to a particular functionality of the SimCalc MathWorlds software. [00:36:45.21] Teacher: “What else did you see on this one?” [00:36:47.21] Teacher: “Because lots of you were using the step button.” [00:36:52.04] Male Student: “Oh” [00:36:53.27] Teacher: “What do you think? What are some things that we could add?” [00:36:57.22] Male Student: “Oh um Kim, he went 5 meters per second. Like at meter 5 it would be 1 second.” [00:37:09.20] Teacher: “Okay, wait, say that again.” [00:37:12.16] Male Student: “When you hit the step button, he goes 5 every….like he’s on the line by fives every time.” --Transcript from video 27912_112706_Cam2 The transcript above is an example of Teacher C directing student attention to the step-function in the SimCalc MathWorlds software. By using the step-function, which moves the simulation forward by one time segment at a time, the students can easily determine how far a particular runner goes every second. Teacher C directs student attention to this SimCalc MathWorlds functionality to help her students notice and observe something in the simulation and graph, namely that one of the runners is going five meters per second. By directing student attention to a particular functionality in SimCalc MathWorlds, Teacher C hoped to help her students better understand the simulation and graph. Teachers would often instruct students to turn their attention away from one resource (such as the laptop or computers) and instead focus on another (such as the teacher). When teaching from her classroom space, Teacher G frequently told her students, “Mouth closed, eyes on the TV.” This meant that she did not want her students to talk with one another or to her, but rather focus their attention on the projected simulation. In the computer lab space, Teacher G would also direct students’ attention when she would say, “Where should your hands be right now?” This meant that she wanted her students to redirect their attention to her as she engaged in whole-class discussion. Similarly, Teacher C would say “hands off” to her students while she was engaged in whole-class discussion, and in one class period she told her students to “fold the top part of the laptop down and look at me”. This meant that she wanted them to focus their attention on her as opposed to the technology. The student workbook, the SimCalc MathWorlds simulations, the teacher, and the students could all be considered important learning resources that students would focus their attention on throughout any classroom period. The teachers in our study were observed to verbally direct and redirect student attention to and from these resources. Sometimes these directions could be conceptualized as informing students “what the current task is” and at other times the directions could be conceptualized as giving students “aid to understanding” the classroom task or mathematics. 6.3.2 Students managing teacher and student attention Students in all four classrooms were also observed to actively direct and redirect their own attention, their peers’ attention, and their teacher’s attention to resources. The most common type of student management of attention, observed across all four classrooms, were students asking or telling peers what page and/or problem they were on in the workbook. This type of attention management could be conceptualized as communicating “what the classroom task is”. When students sought the attention of their teachers they could either be seeking to redirect their own attention to “what the classroom task is” or seeking an “aid to understanding” the current classroom task or problem. A common way for students to gain the attention of their teacher was to raise their hands and say their teacher’s name. However, sometimes students did more to gain their teacher’s attention. For example, when Teacher G taught from the computer lab, she would often walk around the student seats and answer student questions. When her students needed her help they would first raise their hand and say her name. However in one class period, Teacher G’s students were observed to stand up and walk over to Teacher G, wherever she was standing, and wait for her attention. ![Diagram of Teacher G's classroom with students filmed with student-focus camera labeled as "E", "F", "G" (light gray indicates female student, dark gray indicates male student)](image) Figure 18. Diagram of Teacher G’s classroom with students filmed with student-focus camera labeled as “E”, “F”, “G” (light gray indicates female student, dark gray indicates male student) Also, students in all four classrooms were observed to direct their peers’ attention to specific aspects of the physical learning resources available to them. This direction and redirection of a peer’s attention most commonly occurred when students were collaborating. Students would direct a peer’s attention to the SimCalc MathWorlds simulations by either silently pointing and motioning to the computer screen or verbally directing. Students would also direct a peer’s attention to the workbook resource in a similar manner. These student redirections of student attention occurred when students needed to establish what the current task is, provide an aid to understanding, or, for students working together in groups, to establish a common focal point for collaboration. The following figure (Figure 19) and transcript depicts three students in Teacher G’s classroom who were assigned to work in a group together. The three students are collaborating on a series of workbook problems. Since in the computer lab space the students cannot rearrange their desks to face one another they have to work out other ways to establish focal points for collaboration and communicate across the group. For this particular group, Student F who sits in the middle is observed to turn her attention back and forth from Student E to Student G. Student E and Student G are never observed to directly communicate to one another, but they both frequently communicate with Student F. Throughout the course of their collaborations, we see the three students direct their peers’ attention to the workbook and technological resources. Figure 19. Pictures of students collaborating on a workbook problem in Teacher G's computer lab [00:15:16.29] (F is turned facing the student to her right, G. F is holding up her workbook and showing it to G.) [00:15:19.00] E: "Alright, I'm almost done." [00:15:19.18] F: "Okay" (F turns back and faces E. She looks at his workbook.) [00:15:24.01] E: "At four they are at... oh dang" (He uses his pencil eraser, then writes something on the graph in his workbook.) [00:15:31.23] (F looks at her workbook, then looks back to E’s workbook.) [00:15:33.12] E: "At four they are both at the same point." [00:15:35.23] (F turns back to her workbook and puts her pencil (in her right hand) on a point on the graph in her workbook.) [00:15:39.07] F: "Let me see." (She puts her finger (left hand) on a point the graph in E's workbook. She then turns and draws a point on the graph in her workbook where her pencil was placed.) [00:15:40.06] E: "Yea look." (E motions to the computer.) [00:15:42.20] (F looks at E's computer screen, looks at where her pencil is being held on her workbook, then looks at where her finger is on E's workbook.) [00:15:46.13] F: "Okay." (She takes her pencil off of her own workbook and her finger off of E’s workbook.) -- Transcript from video 28411_110106_Cam2 In the transcript above we see that Student F first shows her workbook to the student on her right, Student G. When Student F directs Student G’s attention to her workbook she is using her workbook as a physical demonstration aid. This could be conceptualized as Student F using her workbook as an “aid to understanding”. When Student F turns back to discuss a point with Student E, she puts a finger on his workbook and her pencil on hers. She is maintaining her own attention on a particular point in the student workbook while also maintaining Student E’s attention on the same point in his own workbook. This accomplishes the task of “establishing a common focal point” for their collaborations. These students are using each other as learning resources and to accomplish the group task they need to establish focal points for collaboration. 6.4 Interpretation of resources and assessing student understandings Another important task for teachers and students across the four observed classrooms was assessing and addressing student understandings. Teachers assessed student understandings by spending some amount of their time attending to individual or small student groups and by calling on asking students to interpret learning resources during instruction. Students would also assess and address their own understandings and the understandings of their peers by referencing and interpreting learning resources. 6.4.1 Teachers assessing and addressing student understandings and resource interpretations We could argue that one of the primary roles of teachers is to assess and address student misunderstandings as they arise through learning activities. All four teachers in this study were observed to employ a variety of mechanisms to poll or assess student understandings and then correct misunderstandings as they arose. One common method of assessing student understanding for all four teachers was to devote some of their attention to individual or small groups of students. Teacher G, Teacher C, and Teacher B did this by circling around the room while their students worked individually or in groups. By looking over their students shoulders and stopping to discuss what the teacher saw in their student workbooks the teachers were engaged in actively assessing and addressing any student misunderstandings that arose. Teacher M engaged in teacher-student discussion much less frequently than the other three teachers, but she did have three to five students in a class period come up to the transparency projector to work out a workbook problem in front of the class in every class period. Every student in Teacher M’s class did this at least once during the course of the SimCalc unit. In this way, Teacher M was devoting some of her attention to individual students, and when misunderstandings arose she would address them in the context of whole-class discussion. All four teachers were observed to call on specific students to answer specific questions during whole class discussion. In one particular class lesson with Teacher M, she calls on a particular student in the back of the classroom and tells him he “is looking sleepy.” She then asks him to lead the class through his explanation of a specific workbook problem. The student describes the problem and how he solved it without error. Teacher M responds that she is “impressed” and that the student “gets an ‘A’ for the day.” This interaction suggests that Teacher M looks upon her classroom and may suspect student misunderstanding (or lack of student focus) with specific students. She then addresses this by calling on them individually to interpret learning resources. Teacher G, while presenting from her usual classroom, would also call on specific students throughout the course of whole-class discussion to assess and address their understandings. During one class period, Teacher G calls on a particular student without him having raised his hand or giving any other direct request for attention. (Student names have been anonymized.) [00:03:49.26] Teacher: “Taylor, do you feel more comfortable with this concept than you did yesterday?” [00:03:54.20] Taylor: “I think so.” -- Transcript from video 284_102706_Cam1 Here we have evidence that Teacher G not only monitored this students’ understanding in a single class period but rather the process of assessing and addressing this student’s misunderstandings spanned across multiple class periods. The teachers in our study were also observed to address misunderstandings by asking students to help one another. Teacher B reported in her post-unit interview that she paired students in her classroom for expressly this purpose. Also, both Teacher M and Teacher G were observed to directly ask students to help one another. In the last observation session conducted from Teacher G’s classroom, Teacher G is tells one female student, who Teacher G believes understands the concept being taught, to help another male student, who has told Teacher G that he doesn’t understand. The female student sits directly in front of the male student. Throughout the rest of the class period the female student completes what she needs to do in her own student workbook and then turns around in her seat to look at what the student behind her, the student she was asked by Teacher G to help, has done in his own workbook. The female student is also observed to pick up her workbook and place it on the desk behind her for the male student to see. While these two students interact with one another Teacher G circles through the classroom helping individual students. Teachers can capitalize on the student understanding they have already established by asking those students to help and address the misunderstandings of their peers. 6.4.2 Students assessing and addressing student understandings and interpretations Students also engaged in assessing and addressing their own understandings of learning activities as well as that of their peers. In all four classrooms we observed instances when students asked questions of their teacher for the purposes of addressing a misunderstanding that they have. Also, when we review the video data taken with the student focus cameras, we have observed students in all four classrooms asking their peers for help with a misunderstanding. The following transcript is an example of a student assessing and addressing his own misunderstanding of a workbook activity by engaging with both his teacher (Teacher M) and then the student sitting next to him. (The students in this transcript are “Student H” and “Student I”, labeled in Figure 20.) [00:22:52.14] Teacher : "Okay [Student H], what's your prediction?" [00:22:56.16] (H leans forward, looking at the projected simulation.) H:"115?" [00:23:00.27] Teacher: "no less, its going to be less than 110" [00:23:08.08] H: "oh, yea.... 103? 104?" [00:23:13.01] I whispers to H: "107" [00:23:15.14] Teacher: "looks like 106 or 107" [00:23:17.26] (H leans far forward in his seat, trying to look at the projected screen.) [00:23:19.20] Teacher: "its a little bit past the half" [00:23:20.25] H: "is it over the 10?" [00:23:25.04] Teacher: "just a fraction over... Okay, someone give me another number" (The teacher goes on to discuss another point on the graph with other students in the class.) [00:23:43.17] H whispers to I: "Was it over the 10 line?" [00:23:44.27] (I nods.) [00:23:46.29] H whispers to I: "I thought it was under" [00:23:48.18] I: "It was under not over." [00:23:54.16] H: "Oh, but wasn't it.... Oh" --- (Teacher asks the students to turn the page and go on to the next problem. Student H and Student I turn the page in their workbook with the rest of the students in the class.) --- [00:24:13.29] (H, turns back to the previous page and points at a line in a table in his workbook.) H to I: "What did you put down for that number?" [00:24:21.29] (I turns the back a page in her workbook, looks at it, and points to spot in the table. I moves her workbook closer to H. H looks at I’s workbook and where she is pointing, then H turns back to his own workbook. I moves her workbook back to where she had it before.) -- Transcript from video 25211_092006_Cam1 In the transcript above, we see that Teacher M calls on Student H to answer a question about a SimCalc MathWorlds simulation and graph. Student H has difficulty seeing the graph and cannot determine the correct answer on his own. He then asks the student next to him, Student I, to help him address his misinterpretation of the SimCalc MathWorlds simulation. Student I helps Student H by both explaining what she answered as well as by giving Student H access to her workbook. Student H can then reconcile his misunderstanding after he has interpreted these learning resources. ### 6.5 Values assigned to resources and framing of resource use In the post-unit phone interviews the teachers in this study were asked to report on a number of their perceptions and beliefs, including the successes and difficulties they had in teaching rate and proportionality, the appropriateness and usefulness of the SimCalc resources, and the rationale behind instructional decisions they made. We found that teachers in our study told us their perceptions about the SimCalc resources and their students, and sometimes these perceptions were echoed in what we saw in the observation data. The following sections report on teacher perceptions and classroom behaviors that illustrate the ways they framed or conceptualized, appropriate resource use, classroom control, and student sharing and conflict. These discussions show us the values teachers and, in some cases, students associated with particular resources in terms of the moral or social order of the classroom. #### 6.5.1 Framing of appropriate resource use Teacher G, who used the computer lab, would frequently ask her students to turn around in their chairs and face her. She would also ask her students to not use the technology at particular points of time, on average, twice a class, as illustrated in the following transcript: [00:04:07.06] Teacher: "where should your hands be right now?" [00:04:11.18] Multiple Students: "off the computers" [00:04:13.15] Teacher: "off the computers, okay. A rate compares quantities through division. See that in the workbook?" - Transcript from video 103006_28411_Cam1 Later in the same class period, we notice evidence suggesting that computer use was something to be noticed and commented upon by students. [00:24:03.22] A boy is sitting between two girls. He first looks to the girl on the left. Then looks to the girl on his right. The two girls are both using the mouse and focusing their gaze on the computer in front of them. [00:24:19.08] Boy says to the girl on his right: "you cheating" [00:24:21.19] Girl to the left: "what? Its fun. ::mumble:: the simulation. Look." [00:24:25.21] The boy looks to the girl on his left, then back to the girl on the right, then down to his workbook in front of him. He puts his head on the table. - Transcript from video 103006_28411_Cam2 The boy refers to using MathWorlds in the way anticipated by the designers, that is, by playing simulations over and over, as “cheating”, but the girl says that it’s fun. More routinely, and observed in multiple class periods, students in Teacher G’s class would ask for permission before running simulations. [00:03:46.28] Female Student: "Can we run the simulation?" [00:03:48.28] Teacher: "Yes, you can go ahead and run the simulation for roadtrip1 and be looking at it." - Transcript from video 110106_28411_Cam2 Students are accomplishing the work of learning mathematics in a setting that influences their notions of what constitutes appropriate use of technology and they are having very different experiences. It is probably not good that the boy in Teacher G’s computer puts his head down, as opposed to interacting with the software like his peers to the left and right of him. This could represent a lost learning opportunity. However, when we examine the teachers’ perception of the technology, we see different and conflicting points of view. When we turn to study teacher’s comments about technology use in their post-unit interviews, we see a range of opinions. Teacher G characterizes the issue as one of sharing her students’ attention with the computer: "So sharing their attention was something that I had to adjust to because I am like ‘okay, everybody look at me, listen’ because I realize that you can listen and kind of talk at the same time but as a teacher I want their attention. So sharing that attention with the computer was I guess an adjustment for me." – Teacher G post-unit interview, Year Two Since the students faced away from her and towards the computers at the perimeter of the classroom, Teacher G found it hard to recognize whether the students were paying attention to her or not. Teachers B and C, who used traveling laptop carts, saw the issue as one of knowing what the students were doing: “You know, when the whole thing started, I was kind of undone that we got the laptop instead of the computer lab because I had really wanted the lab so they could each have their own and I just - you know, you can kind of keep an eye on everyone better when you are in the computer lab because you can just turn and see everyone's computer and what they are doing with it” – Teacher B, post-unit interview, Year One “The only thing with the [computer] labs is that you do get to stand there and see where all of them are doing. I know I found myself walking to the back of the room a lot so I could watch exactly what they were doing because there were lots of giggles from different computers. So when you are in the back of the room, you could see everybody is on the right simulation, it was helpful and I know in the computer lab, that’s very helpful because you are standing in the middle seeing all the screens.” – Teacher C, post-unit interview, Year Two To Teacher C and Teacher B, the computer lab scenario had an advantage over their current set-up. In the computer lab the teacher would know what the students were doing with the program. However, to Teacher G, the computer lab set-up made it harder for her to establish and maintain student attention when she needed. In both cases, the teacher’s perception of student behavior with respect to the resources shaped the way they framed appropriate resource use in their classrooms. Different teachers advocated different relationships to the technology, but maintaining control of one kind of another seems central to all. 6.5.2 Framing of control When Teacher G reflected on her experiences teaching from the computer lab, she reflected on this difficulty she had maintaining control of student attention. When Teacher C and Teacher B reflected on their experiences teaching with mobile-laptop carts, they reflected on the difficulty they had maintaining and monitoring students’ activities on task. Teacher M used only one laptop with a projector. This obviated questions of monitoring and controlling student technology-use, but led to an unexpected characterization of the situation. She felt that her students were in control of the interactions with SimCalc MathWorlds. “They were in control of the laptop - of the program. I would read what the section was about and kind of like guide them and they were the ones that told me what to do, where to look, how to get it. And I said, 'how do I do this?' and they would elaborate on it. And so, they're the ones that were practically teaching themselves. Once they got into it, they were teaching themselves and teaching each other and telling me what to do, which was totally awesome because that's what I wanted. But they had to have guidance - little bit of guidance.” -- Teacher M post-unit interview, Year One “You know I did do the lessons like I did last year as a whole group class and the kids did it all. They wrote on the overhead. I made transparency of each page and the kids wrote down the answers that they collected. And they wrote down their answers and then I had a child on the computer because I projected on the projector and they did it all, every bit of it. I just guided them to where they needed to be. So it was almost like self taught sort of.” – Teacher M, post-unit interview, Year Two However, Teacher M also discussed how the laptop and projector set-up allowed her to maintain a level of control over the classroom as well. “That’s the reason why I kept them under control. It was too large and you would lose some of them. Some of them would never get it. In this way I made sure everybody was together and no child was left behind.” – Teacher M post unit interview, Year Two To Teacher M, it was important for students to maintain a level of “control” over classroom events. She also clearly valued the model of a classroom where students are “teaching themselves” and the teacher has the role of “guiding” them. However, Teacher M was also concerned with the logistics of keeping the students “together” and making sure no one fell behind. Teacher M’s views are shadowed in her observed classroom set-up and instruction. 6.5.3 Teacher framing and perception of student sharing When we turn to interviews conducted with Teacher B, we see that she puts a priority on grouping her students into pairs, whether using technology or not. By pairing students together, she hopes that they will, through dialog, use each other as a resource. “I like the fact that they were in pairs rather than individual because I think they have a lot more dialogue about what’s going on. I would do that either way. And even if they had their own laptops I would still push the desk together because even if they are doing their own thing I still want them talking back and forth and showing each other what they are doing and talking about how they did it and why it worked that way.” -Teacher B However when we look at the interviews conducted with, Teacher C, in the same school as Teacher B and also using mobile laptop-labs, we see that she does not put the same value in having the students paired together. Usually her classroom is arranged into individual rows, and Teacher C only paired her students while she taught the SimCalc unit to handle a specific resource limitation, the limited number of available laptops. Also, she expressed worry that some students would overly depend on their partner to complete the work. “…for those that want to slide under the gun, they were able to because their partner was able to answer the questions or help them through it.” – Teacher C When we asked Teacher C if she had any teaching strategies to handle this, she said she would often tell the students to “take turns” with the laptops. Indeed, throughout the observations Teacher C would frequently ask her students to “switch over” or “switch drivers” when they were using the laptops. Both Teacher B and C operated within the same school, had nearly identical sets of resources, had similar classroom set-ups, and collaborated frequently. However, we see strikingly different examples of student collaboration and sharing in their classrooms. These observations suggest that resource sharing can either be a point of contention for students, or a constructive experience. For either case, we see that the nature of resource sharing as a factor that may interact with conditions of success for SimCalc use. Also, when we turn to Teacher C and Teacher B’s interviews and their perceptions of student interactions we see two different views. For Teacher B, the student pairing is a feature of the classroom set-up. For Teacher C, the student pairing is an instructional concern. Both teachers acted on their perceptions of student pairing, which potentially had impact on the framing of student interactions in those classrooms. 6.6 Chapter Summary In all four classrooms, the teachers and students were acting within a socio-physical space in which resources were present in a variety of forms. Throughout the course of the SimCalc unit, the teachers and students established classroom practices for interacting with one another and negotiating the use and access to the resources present. Both the teachers and students were active participants in the creation of these practices or norms. In this chapter I have identified five emergent themes that represent important constellations or systems of behavior norms surrounding the use of resources. All of the themes represent ways and “whys” that both teachers and students arranged, allocated, modified, moved, attended to, interpreted, and assigned value to resources in the classroom space. In this study we have seen that student seating, as well as the allocation of moveable physical resources (such as laptops and calculators), was driven by physical limitations of resources and teacher classroom management decisions. Teacher G could not alter the arrangement or set-up of the school computer lab, which influenced the possible arrangements of students. However, Teacher G chose to have her students sit alternating boy-girl-boy-girl because she believed that arrangement mitigated some student behavior problems. Teacher C and Teacher B could not increase the number of laptops available in their classroom and had to arrange their classroom spaces such that students could share. However, Teacher B viewed the arrangement of students into pairs as a feature of the classroom space, enabling more student peer discussion, and Teacher C saw the arrangement of students into pairs as a classroom management concern. These views shaped how Teacher B and Teacher C normally arranged their classrooms: student pairing was the norm in Teacher B’s classroom, while student pairing was a deviation from the norm in Teacher C’s classroom. Teacher M only had one laptop and a projector in her classroom, but she chose that physical resource arrangement over the arrangement of her school’s computer lab due to classroom management concerns. She felt it was more important to make sure that her students were “together” and “no child was left behind” as they progressed through the SimCalc unit. The arrangement of students and allocation of resources across the classroom space affected both student access to resources and what we see as student roles and responsibilities. Throughout the course of the observations we saw that resources were modified and moved by teachers and students. Teacher C, Teacher B, and Teacher G made modifications to the SimCalc lesson plan and/or student workbook activities before and during the course of teaching the SimCalc unit. The teachers would also move students and physical resources to facilitate classroom tasks, such as student group work, and as a strategy to deal with student behavior issues. When we look at the observed student behaviors we also see that they would move and rearrange resources in the classroom space. Students would move themselves and other physical resources to gain access or to grant access to other students. Student sharing of resources was common, but not necessarily a process free of conflict. The modification and movement of resources represents changes in student proximity and orientation towards resources, and this influenced how students used and accessed learning resources. Teachers and students were both observed to actively direct and redirect student attention to resources arranged across the classroom space. The purpose of directing student attention could take three forms: communicating what the current task is, providing an aid to understanding, or for students working in groups, maintaining a focal point for collaboration. Both teachers and students would direct the attention of other classroom actors to specific pages, problems, or directions in the student workbook to communicate what the current classroom task was. Teachers and students would also reference specific features or representations in the student workbook or MathWorlds software in an effort to further explain a concept or provide an aid to understanding. When students were engaged in group-work they would also reference specific aspects or features of physical resources to help maintain a focal point for collaboration. By directing student and teacher attention to resources both teachers and students communicated and facilitated classroom goals. Arguably one of the most important tasks for teachers as they conduct their classrooms is to assess and address student understandings. One of the most common strategies teachers used was to call on individual students to interpret a particular learning resource and perform instructional tasks. This could take the form of asking a student to share an observation, answer a workbook question aloud, or even lead the class through an activity. Teachers in our study also sought to capitalize on some students’ abilities to communicate their understandings to others by either directly asking students to help one another or by arranging the students into small groups. Again, when we focus on student behavior we see that students also assessed and addressed either their own understandings or the understandings of other students in the class. Frequently students would request attention from their teachers when they had a misunderstanding, but they would also turn to their peers. When students were working through the misunderstandings of a peer they would frequently share and direct attention to other resources available to them (such as their own workbooks). In all of the classrooms, students would interpret learning resources, and teachers and students would utilize specific resources for the purposes of advancing student understanding. Throughout the course of our observations, we see that the teachers conceptualized and framed the use of certain resources through the course of their instruction in a number of different ways. Teacher G expressed in her post-unit interviews that it was hard for her to share her students’ attention with the technological resource. In her instruction, Teacher G framed the use of the software as something only to be used when directed or when given permission. This framing of resource use was echoed in the student behaviors. Students in Teacher G’s class saw the use of the software as “cheating” in some cases, and at other times simply as something you needed to ask permission to use first. Similarly, Teacher M framed her use of the laptop and projector as something the students were “in control” of and yet something that kept the students “together”. Students in her class were observed to direct use of the SimCalc resources (such as requesting that they run the simulation again or change the lines on the simulation graph), yet only one student was given direct access to the technology. Teacher B and Teacher C shared their perceptions on student sharing of laptops in their interviews as either a benefit to students (Teacher B) or something of possible concern (Teacher C). Teacher B and Teacher C both acted on their perceptions. Teacher B always arranged her students into pairs (which Teacher C did not). Teacher C would ask her students to “switch drivers” in an effort to mitigate any issues of inequitable student work. These teacher actions again were shadowed in student actions, though perhaps in unexpected ways. Students filmed in Teacher B’s classroom did not demonstrate equitable resource sharing practices, while students in Teacher C’s classroom would “switch drivers” or make resources available to other students even when Teacher C did not direct them to. The case study teachers and students established practices that shaped the nature of how resources were enacted as learning resources. The secondary coding and analysis allowed us to identify five themes that represent constellations of behavior surrounding the enactment of learning resources: student roles and responsibilities, students’ physical proximity and orientation towards resources, how student attention was managed by teachers and students, how student misunderstandings were addressed by teachers and students, and the social framing of student resource use. While all of the classrooms engaged in the construction of social norms surrounding the access and use of learning resources, the particulars of these behaviors and enactments differed. The five themes capture the “hows, whens, and whys” particular students in particular classrooms accessed resources at particular moments. 7 Theoretical Constructs For Understanding Classroom Resources From a first round coding and analysis of the case study data we see that the observed classrooms varied not only in their classroom set-ups but also in a number of different ways. Teachers and students interacted with the SimCalc MathWorlds software, the SimCalc student workbooks, and with one another to varying degrees under a variety of different circumstances. From the second round coding and analysis we are able to identify and focus on the moments in which learning resources were enacted, that is, when they were arranged, allocated, modified, moved, attended to, interpreted, and given value to in terms of the social or moral order of the classroom. By focusing on the enactments of learning resources and the social norms surrounding student access to resources we begin to see the “hows, whens, and whys” particular students in particular classrooms used particular resources at particular moments. Literature on classroom resource arrangements and teacher instructional strategies offer two theoretical constructs for describing the socio-physical classroom spaces and the nature of how resources are made available to students: “resource richness” and “teacher wititness”. However, when we compare the descriptions of resource richness and teacher wititness to the five themes presented in the previous chapter we see that these constructs need elaboration or possibly redefinition. In the following sections I review literature on resource richness and teacher wititness and discuss these constructs with respect to the ways learning resources were enacted in the case study classrooms. This discussion results in two new proposed theoretical constructs for describing socio-physical classroom setting and teacher and student strategies for managing resource use: socio-physical resource richness and resource use wititness. 7.1 Physical and Social Resource Arrangements As discussed in the related work section of this document, the physical characteristics of classrooms have been shown to impact, or at least correlate with, some student engagement and student learning measures (Becker et al., 1973; Marx et al. 1999; Montello, 1988; Rivlin & Weinstein, 1984; Totusek & Staton-Spicer, 1982; Weinstein, 1985). For instance, students who are seated closer to significant targets of perception or interaction (such as the front of the classroom) perform better and engage more than other students who are seated farther away (Becker et al., 1973; Marx et al., 1999). Also, when students are allowed to choose their own seats, the students who chose to sit in the frontal and central seats have been found to be more creative, aggressive, and competitive than their peers seated elsewhere (Totusek & Staton-Spicer, 1982). When we focus on the literature of computing technology placement in classroom spaces, researchers often contend that positive effects can only arise when classrooms have a “richness” of technology presence (Caporeal & Thorngate, 1984; Coley, 1997; McInerney, 1989; Shaw, 1996). The availability or richness of computing presence in classroom spaces has been measured by the ratio of students to computers in some cases (Coley, 1997; Shaw, 1996), and as the number and type of use instances in others (Caporeal & Thorngate, 1984; McInerney, 1989). Some of the contended positive effects of technology “rich” classrooms are positive changes in teacher practices, such as teachers using more of a constructivist student-centered teaching style (Gearhart et al., 1990), increases in student collaboration (Becker, 1991), and increases in a variety of student engagement, collaboration, and performance measures (Means & Olson, 1995; Inkpen et al., 1995). However, there is a growing body of research that suggests the presence and even “richness” of technology in classrooms does not necessitate teacher practice and student learning improvements (Cohen, Raudenbush, & Ball, 2002; Grubb, 2008; Zhao & Frank, 2003). In fact, some research has demonstrated that the introduction of technology in classroom spaces can have negative effects, such as teachers using a more teacher-centered, didactic teaching style (McCreary, 2001). Furthermore, some of the physical requirements to store and use technology may have other second-order negative effects. Computer stations may take-up a significant amount of desk real estate, and therefore make it difficult if not impossible for students to use a variety of resources at once. Mobile laptop storage carts can also take up a significant amount of classroom floor space and the laptops themselves require regularly charged batteries. When the classroom has many computer stations then they will require either a significant amount of power cords and power strips (which may cause hazards of their own), or to be positioned along the perimeters of the rooms where electrical outlets are located. Even when a teacher simply uses a single computer projected onto a wall there are accommodations that must be made due to physical limitations of the technology, such as having to turn off overhead lights to make the projection visible. When we examine the micro-ergonomics surrounding classroom technologies we see a seemingly limitless number of factors that can impact how and when teachers and students use technology. For instance, the ergonomics of individual teacher and student workstations, the arrangement of student desks, and the location of resources can deeply influence student and teacher actions. Furthermore, there are an equally large number of school macro-ergonomic factors, such as the teacher’s agency or control over technology use and principal support, that can effect student and teacher access to resources, success with resources, and contentedness with their classroom and resource set-ups (McCreary, 2001). The purpose of the current study was not to enumerate all of the micro- and macro- ergonomic attributes of each case-study classroom, but rather to attend to and describe the socio-technical settings as that influenced student, teacher, and resource interactions. In the following sections I’ll review the physical arrangements of resources in each of the case-study classrooms and describe socio-physical factors that influenced student and teacher behavior and their interaction with resources. Specifically, I’ll describe the arrangements of students in relation to key focal points of interaction and then how these arrangements relate to behavior patterns or themes noted in the previous chapter. This discussion leads to the introduction of a new theoretical construct, called socio-physical resource richness, that can be used to describe the degree of physical and social access students have to resources. Teacher G’s students engaged with SimCalc resources in two different classroom settings: the school computer lab and Teacher G’s typical classroom. Figure 22 depicts the physical arrangement of both settings, where white squares represent student desks, black rectangles represent laptops, and the gray rectangles represent where the teachers generally stood when they engaged in whole-class discussion. The figure also demonstrates the direction students were facing when they were looking at the closest technological resource (with black arrows) and when they were looking at their teacher (with gray arrows). In the computer lab, each student had access to his or her own computer. Also, when Teacher G engaged in whole-class discussion, she would continuously walk around the center of the computer lab behind the student workstations. When we consider that some student learning and engagement measures have been shown to correlate with student proximity to key focal points of interaction, the computer lab setting has a desirable trait: the students had equal access/proximity to SimCalc MathWorlds and their teacher when she engaged in whole class discussion. However, as illustrated in Figure 22, the students were unable to keep both SimCalc MathWorlds and their teacher within their field of vision in the computer lab. If they needed to or desired to interact with a SimCalc MathWorlds simulation, it was necessary to have their back to their teacher. If they needed to or desired to see and interact with their teacher, then they had to turn away from their computers. This division of student attention was apparent to Teacher G, as she described in her post-unit interviews (reported in Sections 126.96.36.199, 188.8.131.52, and 6.5.1). Furthermore, the division of student attention between the technology resource and their teacher affected Teacher G’s interactions with her students. As captured by the theme “Values assigned to resources and framing of resource use” (Section 6.5), when Teacher G wanted her student’s attention she would ask them to take their hands off the computers and/or turn around in their seats. This led to the technology resource being socially “off-limits” to students at certain points of time in a given class session. In Teacher G’s usual classroom, students did not directly interact with SimCalc MathWorlds but rather observed the software being used by their teacher. SimCalc MathWorlds was projected onto a TV screen mounted from the ceiling in a corner of the classroom space. In this setting, there was no apparent division of attention between the technology resource and the teacher. Indeed, the teacher ran the SimCalc simulations as part of a whole-class discussion. This obviated the need for Teacher G to re-direct student attention away from the technology resource, but at the expense of relative student proximity and access to resources and key focal points of interaction. Students who sat at the front of the classroom were physically closer to both their teacher and the technology resource, while students towards the back were farther away. Furthermore, the students did not have individual control of the technology resource, and could only observe a simulation for the number of times Teacher G chose to run it. The physical arrangement of the computer lab and classroom spaces also presented different possibilities and limitations in the ways students had access to and could interact with their peers. In the classroom setting, Teacher G was observed to ask her students to move their seats so they could form small student groups and engage in small-group work (described in Section 6.2). It was not possible for Teacher G or her students to move the student workstations in the computer lab setting. However, students still engaged in small group work with modified patterns of interaction. In the computer lab setting, students seated in the middle of a small group were observed to relay information back and forth across the different group members, and make heavy use of the physical resources available to direct their peers’ attention to focal points for collaboration (described in Section 6.3.2). 7.1.2 Socio-physical setting Teacher C and Teacher B’s classrooms Figure 23. Teacher C’s classroom (left) and Teacher B’s classroom (right) with arrows demonstrating the direction students faced when looking at the closest technological resource (in black) or their teacher (in gray) Teacher C and Teacher B had very similar classroom set-ups and arrangements of resources. In both classrooms students were arranged into pairs and they would balance a shared laptop between their two desks. Figure 23 depicts the physical arrangement of both classrooms, where white squares represent student desks, black rectangles represent laptops, and the gray rectangles represent where the teachers generally stood when they engaged in whole-class discussion. The image also demonstrates the direction students faced when looking at the closest technological resource (with black arrows) and when they faced their teacher/front of the classroom (with gray arrows). In terms of proximity to key focal points of interaction, students in Teacher C and Teacher B’s classroom were equally close to technological resources, but they were not equally close to their teacher or the front of the classroom. Students at the front of the classroom were close to their own, shared laptops, the projection of SimCalc MathWorlds, the projection of transparencies, and their teacher when she engaged in whole-class discussion. On the other hand, students towards the back of the classroom were equally close to their shared laptops as their peers in the front of the classroom, but they were farther away from the other focal points of interaction such as the overhead projections and their teacher. If we defined “resource richness” to be the degree of student proximity and access to resources, then we can see that the front rows of Teacher C and Teacher B’s classrooms were more “resource rich” for their students than the rows of desks in the back of the classroom. The students in Teacher C and Teacher B’s classroom were arranged into groups of two for the purpose of sharing the limited laptop resources. A consequence of this arrangement was that students were better able to engage in student-student collaboration with their neighbor. This was considered to be a desirable and intended consequence in Teacher B’s opinion, and a potentially problematic consequence in Teacher C’s opinion (described in Section 6.5.3). Furthermore, the increase in student-student collaboration may have also altered what could be considered one of the micro-ergonomic factors of the classroom space: overall noise level. An increase in student discussion would increase the generally volume and noise level of the classroom. There is evidence to suggest that this was something that Teacher B reacted to, since she was observed to repeatedly “shush” her students during every observed class session (reported on in Section 184.108.40.206). In contrast to the computer stations in Teacher G’s computer lab, the laptops in Teacher C and Teacher B’s classrooms could be and were moved and rearranged by both the teachers and the students (described in Section 6.2). In some instances, the teachers requested the laptops to be moved as part of classroom management tasks. Teacher B was observed to ask her students to close their laptops when she felt she did not have their attention. Teacher C also asked her students to close their laptops when she felt she needed their attention, and she reported that the laptops were a classroom management concern in her post-unit phone interviews (reported in Section 220.127.116.11). Furthermore, students were observed to move the laptop resource to both (1) gain more individual access to the resource and (2) facilitate sharing and collaboration with their partner. The social processes for student movement of resources were negotiated between the student pair. This negotiation manifested as a conflict between the students in some cases, or appeared as seamless interchanges in others (described in Section 6.2.2). Teacher M’s students were arranged into student quads, or groups of four, where the desks were arranged such that the students faced the center of the room. Figure 24 depicts the physical arrangement of Teacher M’s classroom, where white squares represent student desks and the technological resources (laptop, projector, and overhead transparency projector) and the gray rectangle represent where the teacher generally stood when she engaged in whole-class discussion. The figure also demonstrates the direction student desks were orientated (with white arrows) and the direction they faced when they were looking at their teacher/front of the classroom (with gray arrows). As noted in Section 5.1.3, a couple students routinely moved their desks at the beginning of class periods. When they moved their desks, they moved them closer to the center of the room with their desks orientated towards the front of the classroom. In Teacher M’s classroom, all of the technological resources were located at the front of the classroom, with the exception of a few calculators, which were distributed to a small number of students each class period. Also, when Teacher M engaged in whole-class discussion, which she did for the majority of most class sessions, she was located at the front of the class. If we again conceptualize “resource richness” as the degree of student proximity and access to resources, then the front and central areas of the classroom were the “richest” areas for students to be seated in. Out of all the students in Teacher M’s classroom, we could argue that “Travis”, the boy in charge of running the laptop resource, had a seat with the most resource richness. He had a direct line of sight to the teacher and the overhead projections, as well as access to the single laptop computer in the classroom. Unlike Teacher G’s computer lab and Teacher C and B’s classrooms, none of the students had individual or even shared control of the technological resource. (That is, with the exception of Travis.) Despite this lack of physical proximity and control of SimCalc MathWorlds, Teacher M’s self-report and observed teaching practices suggest that she endeavored to give her students social control of the technology (described in Section 6.5). Throughout the course of a SimCalc lesson, Teacher M would ask her students to verbalize what actions she, Travis, and “the calculators” (students allocated a calculator that class period) should take with regards to completing a given problem. ### 7.1.4 Socio-physical resource richness Past research on socio-physical classroom settings suggest that student proximity to key focal points of interaction can influence or affect student outcome measures (Becker et al., 1973; Marx et al. 1999; Montello, 1988; Rivlin & Weinstein, 1984; Totusek & Staton-Spicer, 1982; Weinstein, 1985). Researchers interested in embedding technological resources into classroom socio-physical settings have argued that the “richness” of technology presence is a crucial element, where richness can be defined as the ratio of students to technological resources or the number of student-use instances (Caporeal & Thorngate, 1984; Coley, 1997; McInerney, 1989; Shaw, 1996). However, other literature in the Learning Sciences that examines the success of interventions more broadly suggest that the success of the intervention hinges on the way the new resources are used (Cohen, Raudenbush, & Ball, 2002; Grubb, 2008). When this research is considered collectively, we see that the physical nature and set-up of classroom spaces, including the arrangement and availability of resources, influences the manner in which resources are interacted with by teachers and students. Furthermore, the nature and quality of classroom resource interactions ultimately affects the nature of what students engage with and learn. To trace the influence of the different classroom arrangements on student behaviors, I described the socio-physical settings and resource arrangements of each of the case-study classrooms in relation to the socio-resource use norms captured by the five emergent themes (Sections 7.1.1, 7.1.2, and 7.1.3). In describing the relationship between socio-resource use norms and the classroom space, I borrowed and expanded the term “richness” to include not only technological resources but also any other classroom resources, including the teacher and student peers. socio-physical resource richness – the degree of student physical and social access to resources. The resulting socio-physical resource richness in the case-study classrooms was driven by physical and social properties of the space and resources. The different physical classroom arrangements yielded different student proximities to key focal points of interaction. For example, in Teacher G’s computer lab, each student was equidistant to the technological resource, their peers, and their teacher. Whereas in the other observed classroom settings, there were varying degrees of proximity and access to resources for each of the student seats. Also, in each of the case-study classrooms, we observed the establishment of social norms surrounding the use and access of resources. The arrangement of Teacher G’s computer lab made it impossible for the students to keep both the technological resource and their teacher in their line of sight. This division or tension between student attention on the technological resource versus student attention on their teacher led to the establishment of social norms that regulated when students should attend to either resource. It is important to note that the establishment of classroom social norms is always a “joint accomplishment”. Even in the cases where the social construction of when and how resources should be used seem to stem directly from teacher action alone (ie. Teacher G saying, “where should your hands be right now”), it is important to remember that students play their part by coming to act in accord with the teacher’s expectations. Therefore this framing of how resources are used is not just an overlap in the teacher and students’ individual understandings, but rather, the joint construction of social understandings and norms (Yackel & Cobb, 1996). In the words of diSessa and Cobb (2004), “the teacher and students together constitute a community of validators” (p. 94), where judgments on the appropriateness and inappropriateness of behaviors are negotiated. In this respect, the socio-physical resource richness of a classroom is defined by physical properties of the classroom space and the negotiated social-norms presented within the established classroom culture. If it is truly the nature and quality of classroom resource interactions that ultimately affect what students engage with and learn, then the current term, “resource richness”, is insufficient for describing critical classroom factors. We need to describe the degree of student physical and social access to resources. This is similar other arguments made in the CSCW field that the critical properties of appropriate behavior framing and collaborative interactions are not inherently rooted in properties of physical spaces, but rather in places (Harrison & Dourish, 1996). “Place” is a term used in architecture and urban design to describe the deeply rooted sets of mutually held cultural understandings of behavior appropriateness. Classrooms are not simply spaces, but rather places that inherently evoke shared cultural understandings of behavior appropriateness. Furthermore, classroom places are shared by teachers and students who co-develop shared understandings and social behavior norms surrounding the use of resources. Therefore, by defining the socio-physical resource richness to incorporate both physical and social aspects of resource use, we can begin to look at how different classroom place set-ups affect the quality and nature of student resource interactions. ### 7.2 Resource Use “Withitness” Past research has shown that factors such as teachers’ degrees and certifications do not necessarily correlate with the quality of teacher instruction (Pianta, 2007), but rather that excellent teachers have “bundles of techniques” they employ. Teachers must moderate their classrooms and endeavor to send signals that help guide student behavior as well as further student learning. This means that teachers should act with an intuitive awareness of what their students are doing and should do next (Kounin & Sherman, 1979). The “bundles of techniques” and “intuitive awareness” teachers must possess to effectively manage their classroom has been described as teacher “withitness”, and it is a topic of rising concern to researchers in the Learning Sciences (Gladwell, 2008; Kounin & Sherman, 1979). While the term “withitness” has been used to describe effective teaching strategy over the past decade by Jacob Kounin as well as other Learning Sciences researchers, it was most recently popularized by Malcolm Gladwell in an article he wrote for the New Yorker titled “Most Likely To Succeed: Why do we hire when we can't tell who's right for the job?” (2008). In the article he describes what “withitness” means and how hard it is to measure and assess: “Another educational researcher, Jacob Kounin, once did an analysis of “desist” events, in which a teacher has to stop some kind of misbehavior. In one instance, “Mary leans toward the table to her right and whispers to Jane. Both she and Jane giggle. The teacher says, ‘Mary and Jane, stop that!’ ” That’s a desist event. But how a teacher desists—her tone of voice, her attitudes, her choice of words—appears to make no difference at all in maintaining an orderly classroom. How can that be? Kounin went back over the videotape and noticed that forty-five seconds before Mary whispered to Jane, Lucy and John had started whispering. Then Robert had noticed and joined in, making Jane giggle, whereupon Jane said something to John. Then Mary whispered to Jane. It was a contagious chain of misbehavior, and what really was significant was not how a teacher stopped the deviancy at the end of the chain but whether she was able to stop the chain before it started. Kounin called that ability “withitness,” which he defined as “a teacher’s communicating to the children by her actual behavior (rather than by verbally announcing: ‘I know what’s going on’) that she knows what the children are doing, or has the proverbial ‘eyes in the back of her head.’ ” It stands to reason that to be a great teacher you have to have withitness. But how do you know whether someone has withitness until she stands up in front of a classroom of twenty-five wiggly Janes, Lucys, Johns, and Roberts and tries to impose order?” (Gladwell, 2008) Gladwell’s article asserts that great teachers undoubtedly have “withitness”, but that “withitness” itself is a difficult trait to identify and measure. When we turn to the literature on teacher “withitness”, we see that a number of definitions have been put forward for the term. The following is a list of definitions and descriptions of “withitness” gathered from a variety of publications geared for researchers and teachers/practitioners: - “‘Withitness’ involves a keen awareness of disruptive behavior or potentially disruptive behavior and immediate attention to that behavior; of [all] the dimensions [of effective classroom management], it is the one that most consistently separates the excellent classroom managers from the average or below-average managers” (Marzano, 2003, p.5). - “[D]ifferences between effective and ineffective classroom managers was not in how they handled the disruptive behavior of students, but in the disposition of the teacher to quickly and accurately identify problem behavior or potential problem behavior and act on it immediately.” (Marzano, 2003, p. 66-67) - “Remaining ‘with it’ (aware of what is happening in all parts of the classroom at all times) by continuously scanning the classroom, even when working with small groups or individuals. Also demonstrating this withitness to students by intervening promptly and accurately when inappropriate behavior threatens to become disruptive.” (Brophy, 1996, p. 11) - “Teachers who exhibit withitness share the following traits: address misbehavior issues immediately, direct discipline at the offender rather than the entire class, clearly state to the offender the rule that was broken, [and] prioritize discipline issues that must be handled first.” (Kovarik, 2008, p. 10) These definitions of withitness, as well as the description by Malcolm Gladwell, largely focus on what it takes to be an effective “classroom manager”. That is, what techniques and strategies teachers must have and use to effectively mitigate and stop disruptive behavior while simultaneously promoting appropriate behavior. If we turn to the data and analysis presented in this report, we see that teachers and students were actively engaged in creating social norms surrounding the use of resources. In particular, we observe that teachers would direct and redirect student attention to resources as part of their classroom management task. For example, all of the case-study teachers were observed to redirect student attention to specific resources, such as specific pages in the student workbook, to help communicate to students what the current classroom task was. It was not uncommon for a teacher to look over a student’s shoulder and then redirect that student to a specific page or problem in the workbook if the teacher felt the student was off-task. When we consider that one trait of teachers with “withitness” is knowing what students are doing and should do next, we can identify teacher direction of student attention to resources as one possible demonstration of “withitness”. Teachers were directing student attention to resources as part of ongoing effort to be effective classroom managers. However, for the most part, teachers endeavor to be, and in fact are required to be, more than good “classroom managers”. The case-study teachers reported on in this document, in particular, are mathematics teachers. That’s is, their job is to teach their students mathematics while simultaneously creating a classroom that "works" in terms of classroom management concerns, student abilities, time management, principal and community expectations, and state and school standards assessment goals. In short, they must try to be “with it”, where the “it” is a host of different goals and concerns. One of the primary “its” or goals that a teacher is concerned with, student learning, is one of the most difficult to assess in the moment while class is ongoing. Student learning is not easily witnessed (unfortunately, light bulbs do not appear over student heads). Yet teachers are expected to and endeavor to provide the signals to keep students on the right track. Similar to the examples provided of teachers directing student attention to specific resources as a strategy for keeping “withit” in terms of classroom management, we see examples of teachers directing students to specific resources as a strategy to assess and moderate student learning. Take for example, the following transcript from one of Teacher C’s class sessions, already reported on in Section 6.3: [00:36:45.21] Teacher: “What else did you see on this one?” [00:36:47.21] Teacher: “Because lots of you were using the step button.” [00:36:52.04] Male Student: “Oh” [00:36:53.27] Teacher: “What do you think? What are some things that we could add?” [00:36:57.22] Male Student: “Oh um Kim, he went 5 meters per second. Like at meter 5 it would be 1 second.” [00:37:09.20] Teacher: “Okay, wait, say that again.” [00:37:12.16] Male Student: “When you hit the step button, he goes 5 every....like he's on the line by fives every time.” --Transcript from video 27912_112706_Cam2 In this example, Teacher C directs her students to one particular resource: the step-button functionality in SimCalc MathWorlds. Her direction to that particular resource provides scaffolding for her students to remember and describe a phenomenon important to understanding what the simulation depicts. Teacher C’s direction of student attention to a resource, in this instance, is a means for her to facilitate student learning. In the classrooms described in this report we see that teachers used and referenced learning resources at times to (1) manage student behavior and (2) assess and address student learning. Teachers would direct student attention and moderate student access to resources in response to both apparent classroom management issues as well as to facilitate student learning. We could describe this active management of student attention to resources as resource use withitness. Similar to how previous researchers have described withitness as “intuitive awareness” and “bundles of strategies”, resource use withitness specifies the awareness and strategies required to effectively manage student use of resources. Therefore, teachers with a high-degree of resource use withitness are able to manage student attention to resources in service to many concurrent classroom goals, such as classroom management concerns and student learning. resource use withitness – effective strategies for managing student access to, attention to, and use of resources. Furthermore, the act of assessing and moderating student behavior and learning was reflected in the observed student behavior. Students engaged in a number of different behavior patterns that indicated that they were actively involved in the process of moderating their behavior and their peer’s behavior as well as assessing and addressing the misunderstandings of themselves and their peers. Students did this by arranging, rearranging, and directing attention to resources in the classroom space. For example, students in all of the case-study classrooms were observed to communicate with one another, and in the classrooms where students had direct access or shared access to computers (in Teacher G, Teacher C, and Teacher B’s classrooms) students would frequently collaborate with one another while they completed workbook activities. During these student collaborations students would direct their peers’ attention to resources, such as the workbooks and SimCalc MathWorlds simulations, to help communicate what the classroom task is, to provide aids for student understanding, or to provide focal points for their continued collaboration. When students use resources to communicate what the classroom task is, they are demonstrating one of the espoused hallmarks of teacher “withitness” – good classroom management. Furthermore, when students use resources to help provide an aid to understanding for their peers and to provide focal points for student collaboration they are furthering another important classroom goal: increased student learning. There is some indication that these behavior patterns could be used to describe how the students were epistemologically framing the task at hand (Scherr & Hammer, 2008), but we should also consider that students who excel in these classrooms might also possess bundles of strategies they use with intuition or “withitness”. In this section I have put forward a definition of resource use withitness. Resource use withitness is the collection of strategies for managing student access to, attention to, and use of resources. This definition of resource use withitness borrows and extends the general term “withitness” that has been used to describe strategies for effective classroom management. However, the definition of resource use withitness I presented here can be used to characterize strategies for promoting a multitude of classroom goals through the use of resources. These classroom goals include student learning and student collaboration as well as appropriate student behavior. This conceptualization of resource use withitness stems from the case-study observations, in that all of the case-study teachers were observed to direct and redirect their student attention to resources as a means to manage classroom behavior and to promote student learning. Furthermore, I have deliberately defined resource use withitness such that it could be applied to teacher \textit{and} student management of attention to resources. Students in the case-study classrooms actively managed their attention as well as the attention of their peers to resources to further goals such as student learning and student collaboration. When we consider that the classroom is an ecosystem containing a number of actors and artifacts that interact with one another, the resource use withitness of the teachers and students may go far in determining the “survival” and success of any one “species”. Future work that investigates student and teacher use of resources should further explicate teacher and student resource use withitness and examine which strategies meet with the most success. 8 Discussion: The educational resource design problem In recent years, researchers in the fields of HCI and CSCW have become more concerned with technology design and use in the context of education. The first International Conference on Computer-Supported Cooperative Learning (CSCL) was held in 1995, and has been held bi-annually ever since. Also, more reports on educational resource design and evaluation have been presented at conferences like the International Conference on Computer-Human Interaction (CHI). Table 26. Titles of CHI conference sessions dedicated to discussion of educational technologies \| Session Name \| CHI Conference Year \| \|---------------------------------------------------\|---------------------\| \| “Learning” \| 2011 \| \| “Classroom Technologies” \| 2010 \| \| “Education and Science” \| 2009 \| \| “Learning Challenges” \| 2009 \| \| “Using tabletops for education, science, and media” \| 2009 \| \| “Learning Support” \| 2008 \| \| “Learning and Education” \| 2007 \| \| “Educational & help systems” \| 2005 \| At the CHI 2000 conference, only one accepted paper reported on the design and use of an educational technological tool (Frei et al., 2000). Since that time, the number of papers reporting on the design and use of educational technologies has increased. In 2005 there were two conference sessions dedicated to the design of technology for education and learning, and since 2007 there has been at least one session dedicated to educational technologies at every CHI conference (Table 26). This indicates there are more researchers and designers interested in developing technology for educational settings, including classrooms, museums, and the home. These designers and researchers largely believe that technology has the power to enhance student-learning experiences. Indeed, the SimCalc MathWorlds research trajectory provides a compelling example of such a project. Arguably, in educational technology design and evaluation projects, “teacher technology adoption” issues are often considered separate and secondary to issues of “student technology use”. When “increase student learning” is the central goal of a technology design project, data on student experience naturally becomes a central component of the evaluation. In some projects, data on teacher use and opinion are only gathered “post-hoc”. That is, teacher level data are collected only after a design idea has already crystallized. One notable exception would be projects where a participatory-design methodology is used and teachers are invited to be members of the design team. However, even participatory design projects can fail to gather any “wide-scale” data on teacher use and opinion until after the design has gone through several iterations. A consequence of not incorporating teacher experience early into the design program is that the resulting technology could not be “compatible” or “adoptable” for real-world teaching and learning contexts (Rogers, 2003). Indeed, there have been a number of educational technologies that have been designed to increase student learning and yet have not been adopted by teachers and schools necessary for the technology to have real impact (Convery, 2009). Failing to recognize teachers as the classroom ecosystem “keystone species”, or as gate-keepers to resources, results in the development of technologies that may have potential to increase student learning but are largely unusable to teachers in the classroom context (Zhao & Frank, 2003). Simultaneously, there are an increasing number of technologies used broadly by teachers and schools, which have no observed impact on student learning (Grubb, 2008; Zhao & Frank, 2003). These technologies include email, calendaring systems, web-page development tools, and presentation software (such as power-point). These technologies may make it easier for teachers to accomplish some tasks, but they do not provide any noticeable benefit to students (Grubb, 2008). There is an apparent paradox or conflict when designing technology for classroom settings: designing for the student experience, to facilitate student learning, versus designing for the teacher experience, to facilitate teacher adoption. However, when we examine case studies of student-teacher-resource interactions we see that issues of student experience do not exist in isolation from teacher experience. In the classroom ecosystem, teacher-resource interaction experiences ultimately influence student-resource interaction experiences. For example, after Teacher M experienced what was an unsuccessful installation of SimCalc MathWorlds on the school computer lab machines, she decided to only use SimCalc MathWorlds on a single projector displayed at the front of her classroom. To Teacher M, this was a decision that improved her experience, yet it had deep impacts on the way her students interacted with the software. Furthermore, what teachers perceive to be the value of student-resource interactions shapes their day-to-day pedagogical decisions regarding resources. When Teacher B or Teacher C felt that their students were being distracted by the technology, they would reconfigure their classroom set-ups. This usually entailed asking students to close their laptops temporarily or put them away for the rest of the class period. In these instances, Teacher B and Teacher C felt the technology was more distracting for their students than beneficial. Also, teachers in all of the case study classrooms would redirect student attention from one resource to another to facilitate student learning or to address classroom management concerns (described in Section 6.3). All of these teacher decisions on resource configuration and access were based on the teachers’ pedagogical and management concerns, yet they had deep impacts on how the students ultimately experienced the technological resource. The history of educational technology development and evaluation suggests that the design approach should not and cannot be “design for student learning, and then find ways to increase teacher adoption later”. Educational technology developers need to account for the many social and physical mechanisms present in classroom ecosystems in their designs. However, this is a difficult task. The complexities of the classroom socio-physical setting makes it difficult to assess what values and established social-norms lay on the critical path to successful classroom change (for the purposes of increasing student learning) and successful classroom use (for the purposes of promoting teacher adoption). In the following sections I first describe how evaluations conducted in complex classroom social settings requires an analytical approach that both presents holistic explanations of classroom socio-physical phenomenon and uncovers the interacting motivations of classroom actors. This is accompanied by an example of a common “pitfall” in incorporating teacher level data into the assessment of a technological tool designed to increase student learning. Then, I present two conceptual/analytical approaches for moving forward: the population of case-study exemplars and the development of ontological categories. These analytical approaches have the potential to both increase understanding of complex classroom social phenomenon and provide a deeper understanding of what any educational technology design program should account for. 8.1.1 Evaluation in Complex Classroom Systems and a Possible Pitfall It seems that when we consider the problem of designing educational resources for classrooms we must consider both: (1) designing for the student-experience, such that student learning is enhanced or furthered by resource use, and (2) designing for the teacher-experience, such that teachers can incorporate the resource into their existing classroom practices and make successful use of it. However, in context, the factors that influence student-experience cannot be teased apart or separated from the factors that influence teacher-experience. The classroom is a complex socio-physical system in which the relationships between actors and resources are entwined and communally constituted. Designing resources for a complex socio-physical system such as classrooms is difficult work. Indeed, the current history of educational technology development suggests that the classroom ecosystem is one that still holds mysteries for designers and researchers. In the process of developing and evaluating an educational technology, it is not uncommon for researchers to encounter new or even surprising phenomenon that requires a reassessment and reconstitution of working models and theories. In the words of diSessa & Cobb (2004), “discovery of new foci of attention is actually quite common in [educational] design experiments, if not absolutely necessary.” (p. 86) One surprising phenomenon that may occur through the course of an educational technology evaluation is that even though the technology has been designed with student learning in mind, the teachers say or insinuate that they are not comfortable using the new innovation. For example, in Teacher G’s year-two interview, she described sharing her students’ attention with the computers as something that she had to “adjust” to. “So sharing their attention was something that I had to adjust to, because I am like ‘okay, everybody look at me, listen’ because I realize that you can listen and kind of talk at the same time but as a teacher I want their attention. So sharing that attention with the computer was I guess an adjustment for me.” – Teacher G post-unit interview, Year Two Or similarly, teachers may alter their use of the innovation in such a way that it deviates from the designers’ vision of use. In some cases, teachers can alter their use of the innovation in such a way that the central catalysts for increased student learning are reduced in impact. These alterations are sometimes referred to as “lethal mutations” (Lamon et al., 1996; Wollman-Banilla, 2002). By way of example, we can discuss Teacher C and Teacher B’s adjustments to the SimCalc unit from year-one to year-two of the study. Specifically, they significantly reduced the amount of the SimCalc unit they covered. In year one Teacher C and Teacher B taught nearly the entire SimCalc unit. In year two they both taught roughly half of the SimCalc unit and substituted some workbook activities with ones they created themselves. While both Teacher C and Teacher B’s year-two students demonstrated positive learning gains, their reduction of the SimCalc unit is an example of teacher alteration of a resource. It is unclear what affects Teacher C and Teacher B’s alterations ultimately had on their students in terms of deep understanding of mathematics and potential to learn conceptually difficult mathematics in the future. As researchers, we have a duty to report these surprising phenomena, and discuss their relation or fit within the existing theory of change we are working with. Furthermore, these surprising phenomena may represent an opportunity. New and previously unpredicted phenomenon can help us reject failed theories and establish more accurate and encompassing theories on classroom systems. In the words of diSessa & Cobb (2004), “[f]ailures or surprising successes not infrequently push toward, and sometimes enable, new lines of inquiry, possibly involving new ontologies.” (p.86) However, while in the process of rebutting surprising or unwelcome research findings, researchers can simply “manage the gap by patching enough to get by, without pulling the surprising occurrence into the core, scientific program.” (diSessa & Cobb, 2004, p.86) This “management of the gap” between an existing theory and phenomenon that runs counter to it is a task that must be carefully done. Specifically, there is a risk of researchers and designers presenting biased interpretations of surprising phenomenon, where biased and incorrect interpretations continue to support a flawed theory and innovation. It has been argued by Andrew Convery (2009) that biased educational technology designers often operate with a “fundamental conviction that the value of the technology will eventually be vindicated.” (p.29) Furthermore, in the event that unwelcome research findings are presented, biased technology developers “enjoy such a secure belief in the value of the technology that any unwelcome research findings merely illustrate the shortcomings of the researchers” who were charged with the task of evaluating the technology’s design (Convery, 2009, p. 29-30). If educational technology designers and researchers do not take appropriate measures to recognize and reduce such biases in their studies, then their research can look less like systematic and scientific inquiry and more like faith based exercises where they continually defend their convictions. For example, SimCalc researchers collected and analyzed teacher interview data after both years of the study. The teachers’ self-report on experiences they had teaching with SimCalc became a source of interesting phenomena that was incorporated into other analysis and used to help develop a working model of what “successful SimCalc instruction can and should look like”. (Indeed, one ongoing topic of conversation and debate at SimCalc researcher meetings is the question “what does a SimCalc teacher/classroom/student look like?”) When we focus on Teacher G’s self report, in which she discussed her discomfort with sharing her students’ attention with the technological resource, we see two possible avenues for “managing the gap” between her experience and our assumptions about SimCalc instruction. On one hand, we could argue that Teacher G is simply uncomfortable with technology, and that she may be made to feel more comfortable once she has more training and experience using technology. This, I believe, would be a biased interpretation of her self-report, one that is in favor of no change on the part of the SimCalc resources. Furthermore, this interpretation places the burden of change solely on the teacher. An alternative explanation would be that Teacher G has a valid and essential reason for being uncomfortable, and that she, as a teacher, knows when she needs to have her students’ attention. This explanation requires more investigative work, and when we turn to case studies of Teacher G’s classroom we indeed see an explanation for her discomfort. In the computer lab setting, her students cannot simultaneously face their computer screens and establish eye contact with their teacher. Teacher G, as well as other teachers, may need to see their students’ faces and establish eye contact in order to moderate student behavior and assess student understanding. Convery (2009) goes on to argue that these biased pursuits of rationale for particular technologies are not harmless. “The unfortunate casualties of this fanciful theory building are teachers who then become squeezed by being expected to demonstrate in practice the success of this untested (but much celebrated) educational technology” (Convery, 2009 p. 33). In some instances, these technologies are promoted “without waiting to scrutinize whether the technology can be realistically deployed across a range of teaching contexts.” (p.34) I would go on to argue, that not only are teachers potential victims of biased educational technology development and evaluations, but that the field of educational technology development and research also suffers. When we fail to sufficiently grapple with and account for surprising phenomenon we miss an opportunity to increase general knowledge about the classroom ecosystem, and thereby blind ourselves to possible avenues for innovation. ### 8.1.2 Moving forward To move the field of educational technology development forward, we must find analytical and theoretical pathways that help us gain the critical understanding of classroom contexts required to (1) design for the classroom system and (2) protect ourselves from interpretive bias. Convery (2009) suggests that to do this, we must move on from asking questions such as “how can we improve student learning with technology?” to more “radical” questions, such as “why certain technology doesn’t help certain learners in certain contexts?” (p.39) This alternative mode of inquiry has the potential to push the field towards more nuanced understandings of educational technology use and affect. However, questions such as these are difficult to approach. The alternative research question he poses requires that we first establish and clearly articulate whom “certain learners” may be and what “certain contexts” may look like. Indeed, at the root of his argument is the notion that learning is a context dependent activity, and that the collective field of educational technology development has failed to accurately account for the relationships between design, student learning, and classroom context. Kuhn (1987) has argued that a discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and that a discipline without exemplars is an ineffective one. Indeed, the current state of affairs in educational technology development suggests that we have not been able to establish the requisite knowledge of context-dependent classroom phenomenon in order to be widely effective. Case studies, such as the ones reported in this document, can be used provide a more grounded and practical understanding of context-dependent classroom phenomenon. Flyvbjerg (2001) argues that case studies “generate precisely that concrete, practical, context-dependent knowledge that makes it possible to move from lower to higher levels in the learning process.” (p.71) That is, only through concrete experience and practice can we move from rule-based rationality to more intuitive and holistic understandings. Or as Eliot Eisner has suggested, well-chosen case studies and exemplars can help raise our understanding of classroom phenomenon to the expert or “connoisseur” level (Eisner, 1997). Furthermore, the rule-based understandings of classroom and school phenomenon afforded by quantitative methods may be insufficient for our field. Flyvbjerg (2001) argues, “in the study of human affairs, there exists only context-dependent knowledge.” (p.71) That is to say, cultural and social phenomena are inherently context-dependent. If our goal is to create positive change in the classroom context, then we need methodologies that help us uncover the context-dependent classroom phenomena. One often-contested “flaw” with the case-study approach is its lack of “generalizability”. In his article “Five Misunderstandings about Case Study Research”, Flyvbjerg (2006) argues that this is not true, and that the generalizability of case studies depends on the case selections. In his words: “Galileo’s rejection of Aristotle’s law of gravity was not based on observations ‘across a wide range,’ and the observations were not ‘carried out in some numbers.’ The rejection consisted primarily of a conceptual experiment and later on of a practical one. … Galileo’s experimentalism did not involve a large random sample of trials of objects falling from a wide range of randomly selected heights under varying wind conditions and so on… Rather, it was a matter of a single experiment, that is, a case study, if any experiment was conducted at all.” - Flyvbjerg, 2006, p.225 He goes on to suggest that the generalizability of case studies can be increased by strategic selection of critical cases. Atypical or extreme cases often reveal more information because they “activate” more actors and more basic mechanisms in the situation studied (Flyvbjerg, 2006). “[F]rom both an understanding-oriented and an action-oriented perspective, it is often more important to clarify the deeper causes behind a given problem and its consequences than to describe the symptoms of the problem and how frequently they occur.” - Flyvbjerg, 2001, p.78 Case studies afford opportunities to find the root causes behind some of the surprising or unwelcome findings educational technology designers and researchers may come across. Again, if we turn to the example of Teacher G expressing her discomfort with sharing her students’ attention with the technological resource, the deeper root cause of her discomfort was only uncovered during the course of analyzing case-study data of her class. Arguably, understanding the root cause of her discomfort is more valuable to us than mere statistics on how often she and other teachers expressed these opinions. Case studies afford an opportunity to explain root causes of classroom phenomena that stand on the pathway to resource effectiveness and adoption. Beyond the systematic development of exemplars or case studies, which can raise our understanding of classroom phenomena to a higher level, we need to develop lasting theories that designers can use and act upon. Indeed, the field of educational technology development is one that requires both understanding and action. Design-research is a relatively new and still evolving methodology that shows promise and has gained popularity in the Learning Sciences. Design-research studies, in principal, are iterative, situated, and theory-based attempts simultaneously to understand and improve educational processes (diSessa & Cobb, 2004; Cobb et al., 2003). Thus design-research represents a methodology that pursues both understanding and positive action simultaneously. Currently, “theory” can mean different things and stand in relation to design-based research in a number of different ways. In practice, design-based researchers tend to “follow their noses” and do the work of science as they understand it. Design-based researchers build and operate on working theories that they iteratively restructure and redefine as the gather and analyze data. Unfortunately, this process of opportunistic data gathering and just-in-time analyses leaves little time for researches to develop and articulate extended theory rationale for public explication (diSessa & Cobb, 2004). In their paper titled “Ontological Innovation and the Role of Theory in Design Experiments” diSessa and Cobb (2004) argued that theory should take a more prominent role in design-based research, and that theories generated from DBR should “do real design work” in generating, selecting, and validating design alternatives. They go on to argue that one set of theories that design-based researchers are poised to contribute are “ontological innovations” – the invention of new scientific categories, specifically categories that do useful work in generating, selecting among, and assessing design alternatives. The generation of scientific categories can help researchers make distinctions that really make a difference, ignore the ones that prove to be inconsequential, and enable us to deepen our explanations of the phenomena of interest. 9 Conclusions Throughout this report, classrooms have been conceptualized as socio-physical systems. These classroom systems contain actors, artifacts, and relationships that are potential resources, and it is through interacting with resources that students can learn. However, resources do not cause positive change simply by being present. Rather, the details of the student-teacher-resource relationships determine when and to what affect resources are used. Therefore, when considering the design and evaluation of a new educational innovation, it is imperative to capture and analyze data that points to the resources’ “fit” in socio-physical classroom systems. The purpose of this project was to describe the fit of resources in socio-physical classroom systems by describing the processes through which learning resources are enacted. In the following sections I’ll review the overarching research questions and motivations as well as the contributions made to the fields of Human-Computer Interaction and the Learning Sciences. 9.1 Review of research questions and motivations The Scaling-Up SimCalc project provided treatment condition teachers and students with new educational resources for them to use. These resources included teacher professional development, curriculum, and an educational technology called SimCalc MathWorlds®. Both year one and year two study results indicated that students who had access to SimCalc resources performed better than their peers in control classrooms. However, from subsequent teacher phone-interviews, we found that teachers utilized the SimCalc MathWorlds with a variety of different technological set-ups: many went to school computer labs, some used mobile laptop cards, and a few used a single laptop connected to an overhead projector. The over-arching goal for the current study was to determine how the different set-ups and implementations of SimCalc affected the enactment of resources in specific classrooms. This over-arching motivation was then broken into three separate research questions, which are discussed below: RQ1: How do different classrooms instantiate SimCalc? In using the SimCalc resources and guiding their students through the SimCalc activities we see that the teachers in this study were acting within different environments with varying types and set-ups of physical resources. Furthermore, both the teachers and students accessed and used classroom resources in a variety of different ways. For example, the classrooms varied in their technological set-ups, the ways teachers presented the SimCalc MathWorlds to their students, the number of pages and lessons covered in the SimCalc student workbooks, and the frequency with which students engaged in discussions with their peers and teachers. The variety of observed resource interaction in these classrooms and the overall post-test gain scores point to the robustness of the SimCalc project: Students and teachers can interact with the SimCalc resources in a variety of ways and still achieve student-learning gains. However, throughout the course of the SimCalc unit, the teachers and students established classroom practices for interacting with one another and negotiating the use and access to resources. These social-norms, or constellations of behavior surrounding resource use, were captured in five themes that emerged from a Grounded-Theory analysis of the case study data. The five themes were: Resource Allocation and Student Roles and Responsibilities, Resource Modification and Movement, Attention Management, Assessing and Addressing Misunderstandings, and Perception and Framing of Student Resource Use. All of the themes represent and describe the social norms surrounding how teachers and students arranged, modified, attended to, interpreted, and valued resources. RQ2: What consequences does this have for student access to learning resources (of which computational technologies such as SimCalc MathWorlds are just one)? By comparing the five behavior themes to the literature on resource richness and teacher withitness, I was able to define two new theoretical constructs: socio-physical resource richness and resource use withitness. Socio-physical resource richness denotes the degree of physical and social access students have to resources in their classrooms. Resource use withitness denotes the strategies both teachers and students have for managing student access to and attention to resources. These constructs provide new mechanisms for describing (1) physical and social arrangements of resources and (2) teacher and student mechanisms for managing resource use. By describing the resource use withitness of students and teachers and the mutually constructed socio-physical resource richness of classrooms we provide explanations for how, when and why students accessed resources. RQ3: What are the possible effects on student learning and other outcomes? All of the students in the observed classrooms gained at least some knowledge on the mathematics of rate and proportionality (as indicated by their gain scores), and they gained this knowledge through the course of interacting with physical resources, peers, and their teacher. Indeed, the observation classrooms were selected so they varied on technological resource arrangements but had similar year-one average student gain scores. However, when we consider that students and teachers established social norms for negotiating resource use throughout the course of each class period, we see that these norms must have been mutually influenced by and/or developed in parallel to the students’ learning of mathematics. It is possible, what we see as successful learning of mathematics depended on the establishment of successful socio-technical norms. Successful socio-technical norms would be social norms that allow and even encourage students’ to access critical resources at the critical moments for learning. Also, when turn back to the discussion of socio-physical resource richness, we see that the different physical and social properties of resources had impact on other classroom factors, such as the overall classroom culture and the degree to which students interacted with technological resources specifically. This suggests that the physical and social arrangements of resources may have effects on other outcomes we care about, including students’ relationship to mathematics, their proficiency in using technology, their overall motivation, and their ability and inclination to become future knowledge workers. ### 9.2 Contributions In this report, I have provided holistic accounts of the how, when, and why learning resources were enacted in specific case study classrooms. The case study classrooms were chosen for their variations in technological resource arrangements, and as such the case-study descriptions reflect on how physical arrangements influenced the ways students and teachers interacted with learning resources. However, the case study classrooms also represent unique socio-physical systems in which processes, or social norms, for enacting learning resources are mutually constructed and negotiated by the teachers and students. These classroom systems with respect to resource use can be described at the classroom level, in terms of socio-physical resource richness, as well as at the individual actor level, in terms of resource use withitness. The case study descriptions and proposed theoretical constructs are important contributions to both the Learning Sciences and Human-Computer Interaction in that they illustrate (1) what is in the classroom socio-physical system, and (2) what are essential components of interpretations of the socio-physical system. Researchers in the Learning Sciences endeavor to better understand classroom systems and the nature of student learning. From the case study descriptions and analysis I have presented here we can begin to examine: what classrooms look like when they have more, rather than less, socio-physical resource richness; how teachers and students interact when teachers have more, rather than less, resource use withitness; and how students can serve as resources for one another when there is a distribution of resource use withitness across the class. These new research pursuits in turn suggest that we (1) examine what investments, such as teacher training and resource funding, help create positive classroom environments in terms of resource use withitness and socio-physical resource richness, and (2) consider the affects of socio-physical resource rich classrooms and resource use “withit” teachers and students on outcomes such as students’ preparation for being future knowledge workers. 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American Educational Research Journal, 40(4), 807-840. \| Code \| Definition \| \|-----------------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Class Start Initiated \| The moment when the teacher draws attention to the class as a whole, usually by giving a directive to the entire group aimed at calling them to order (i.e. “Let’s take a seat.”). This may also include statements that serve as more passive directions intended to call students to order, such as, “Wow! It’s loud in here!” \| \| Class Start Actual \| The moment when the math instruction or activity begins. This is most often teacher initiated with directives like, “Open your books to page thirty-nine.” It can also happen with a student question or comment about something math related, such as homework, procedure, or concept. Sometimes a class starts immediately with students working because they received the directions in a prior class or are continuing work already in progress. \| \| Class End Initiated \| The moment when students begin preparations for finishing class. This may be initiated by the teacher with directives such as, “Log off your computers and close your books.” It may also be initiated by a bell ringing to signify the end of the period. Occasionally it is initiated by students, usually while working independently, who begin putting their materials away and preparing to leave class. \| \| Class End Actual \| The moment when students actually begin to leave the classroom. Usually they have logged off computers and packed up their materials. Often the teacher will initiate the exit of students from the classroom by giving permission to leave. \| \| Technology Student Initiated\| Any action taken by a student towards classroom technology, specifically computers and overhead projectors. Such actions may include using the technology or pointing at a screen. Also, any comment made by a student to direct attention towards classroom technology, such as, “Look at how fast I’ve made him run!” This does not necessarily include commentary about the technology or something seen on a screen, such as, “Wow! He’s fast.” \| \| Technology Teacher Initiated\| Any action taken by a teacher towards classroom technology or comment made to draw attention towards classroom technology. Frequently, this involves the teacher directing students to log on or off, or to open up and run a file. \| \| Technology Use Student Start\| The moment that students begin to use classroom technology, usually a computer. This moment is usually characterized by students logging in to a computer or opening a laptop. Applies to use of technology by more than one student (see Technology Teacher Use). \| \| Technology Use Student End \| Usually the moment when students finish their use of technology. This moment is usually characterized by students logging off or shutting down computers. This can also include prolonged periods of at least 15 minutes or more in which, despite being seated at a computer or having a laptop \| \| Code \| Description \| \|-----------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Technology Use \| The moment that a teacher begins using classroom technology, such as a laptop or overhead projector. This may also include a teacher having a student use a laptop or projector at the continued command of the teacher with no access to the technology by the other students. One teacher (ID# 25211), for example, has students following along in their workbooks as she projects and runs the SimCalc simulations on a screen with the aid of a single student on a laptop. \| \| Technology Delay \| The moment class instruction or activity is halted due to a technology related issue, such as computers lacking the SimCalc program, or an error or glitch in the technology that renders it inoperable. Technology delays can also be concurrently coded as Instruction Interrupted if they, indeed, interrupt ongoing instruction. \| \| Discussion Whole Class\| The inclusive vocal exchange of thoughts, ideas, instruction, and information by two or more individuals at the classroom-wide level. This usually means that all members of the class are intended to participate, whether actively by speaking or passively by listening. This may include periods in which the teacher is reading instructions aloud and students contribute questions or comments. Similarly, it may include periods when the students share answers aloud for the entire class to hear. More than one voice must be involved, whether invited or not. \| \| Discussion Teacher-Student\| The exclusive vocal exchange of thoughts, ideas, instruction, and information between the teacher and at least one student without the participation, passive or active, or the entire classroom. \| \| Discussion Student-Student\| The exclusive vocal exchange of thoughts, ideas, instruction, and information between at least two students without the participation, passive or active, of the entire classroom. This does not include unidirectional, vocal giving of answers, suggestions, or tips from one student to another or the solicitation of an answer or asking of a question in which no response is offered (see Miscellaneous Student Activity). Also, this code may be re-entered during a single, unbroken discussion when the topic changes drastically, such as when two students move on from discussing their answers to a problem to discussing an unrelated feature about a graph on a previous page. \| \| Discussion Clarifying Procedure\| A non-rhetorical, vocalized inquiry of a student about a procedure, such as the use of technology (“What is the step function again?”), workbook instructions (“Is it asking for one or two graphs?”), or teacher directions or expectations (“Were we supposed to do through page nine?”). \| \| Math Instruction \| When the teacher addresses the entire class with information about a mathematical concept, procedure, or skill. This includes explanations, demonstrations, and examples. It does not include teacher-directed discussions or student-to-student interactions. \| \| Category \| Description \| \|---------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Discussion Teacher-Student \| Specific math concept, such as features of a graph in the coordinate plane or how to algebraically represent a rate. Discussion Teacher-Student is used to denote instruction given exclusively to one or more students in private. \| \| Math Problem Start \| The clear moment when a class, small group, or individual student begins a new problem in the workbook. This moment is most often initiated by specific mention of the new problem by a teacher or student. A math problem is defined as an entire section, or suite of smaller problems, in the workbook, such as “Run, Jace, Run” or “On the Road”, and work on the smaller components is not noted. \| \| Math Problem End \| The clear moment when a class, small group, or individual student finishes a problem in the workbook. This moment is most often initiated by specific mention of the work on the problem being terminated (not necessarily completed) by a teacher or student. A math problem is defined as an entire section, or suite of smaller problems, in the workbook, such as “Run, Jace, Run” or “On the Road”, and the smaller components are not noted. \| \| Math Miscellaneous Student Activity \| Any activity relating to the math work that cannot be coded in any other way. This may include students copying work from one another, or looking over at one another’s workbooks. It may also include the vocal or non-vocal offering or solicitation of answers or suggestions. It may also include the asking of question about a concept or answer without the offering of a response. \| \| Instruction Interrupted \| The moment when the classroom activity is halted to address a non-related or technical issue, such as when somebody enters the classroom and solicits the teacher’s attention while she is conducting a class-wide discussion and the students begin focusing their attention on non-class related matters. This also includes interruptions from school-wide announcements. \| \| Instruction Resumed \| The moment when the classroom activity begins again following an interruption due to a non-related or technical issue. This is usually characterized by the teacher calling the class back to attention or asking that they resume with the activity halted by the interruption. \| \| Individual/Small Group Work \| When the explicit and obvious classroom structure is constituted of students either working alone or in groups of two or more for a period of at least three minutes. It does not include quicker moments of less than three minutes in which students fill in work either alone or with a neighbor while the entire class proceeds through the workbook together at the command of the teacher. \| \| Workbook Teacher Mention \| Any specific mention of or reference to the workbook by the teacher, whether directed to the entire class or a single student. This can include directives to open or close the workbook, to look at a certain page, or to notice a graph. It can also include instructions of which pages and/or problems to do. It can also include a directive to fill in something in the workbook. \| \| Workbook Student \| When a student is observed in a specific action directed towards the workbook. This can include actions such as writing, erasing, drawing, or pointing. It can also include actions such as turning the page or moving the workbook. \| \| Use \| workbook, including writing, erasing, pointing at, or opening to a certain page. This does not include reading, either aloud or as inferred by body language. \| \|-----\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Materials Teacher Reference \| Any time a teacher specifically mentions a non-computer item for student classroom use, such as a calculator, colored pencil, or straight-edge or ruler. This can be related to acquisition or usage. \| \| Materials Student Acquisition \| Any time a student or students take, get up to fetch, or inquire about a non-computer item such as a calculator, colored pencil, or straight-edge or ruler. \| \| Camera Noticing Student \| Any time a student or group of students look at or talk about the camera or microphone. This may also include a student comment or student discussion about the camera or microphone or being recorded. \| \| Camera Move \| Any movement of the camera either intentionally or by accident. This includes panning the camera, zooming in or out, and shifting the whole apparatus to a new location. \| \| Note \| Any comment that the video reviewer makes pertaining to a feature, observation, or issue regarding the contents of a video. This may include points of note about student or teacher behavior, or it may be about decisions made regarding the transcription. \| ## Appendix B – Second-Round Coding Scheme with Operational Definitions \| Code \| Definition \| \|-------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Physical Resources Properties and Arrangement \| These codes are used to describe the classroom-to-classroom and group-to-group description of the physical resources properties and arrangements. \| \| • Physical Resources Properties \| Types of properties include the number and placement of laptops, rulers, calculators, pencils, workbooks, and other resources on the student desks and throughout the classroom. \| \| • Rearrangement of Classroom and resources \| Whenever resources, such as the student desks or laptops (and sometimes students themselves) are rearranged in the classroom space, this code is used. \| \| o Student Rearrangement \| Demarcates that a student did the resource rearrangement \| \| o Teacher Rearrangement \| Demarcates that a teacher did the resource rearrangement \| \| Teacher Action and Arrangement \| These codes describe where the teacher has positioned herself in the classroom space and any direction the teacher gives the students about classroom resources. \| \| • Teacher at front of class \| Indicates that the teacher has positioned herself at the front of the classroom space \| \| • Teacher among students \| Indicates that the teacher is positioned among student desks \| \| • Teacher by teacher-desk \| Indicates that the teacher is positioned behind or by the teacher-desk \| \| • Teacher discussing resource use \| This code was used to capture instances in which teachers discussed the appropriateness or inappropriateness of using certain resources. For instance, a teacher saying, “You don’t need to use the computer for this.” \| \| Student Action and Arrangement \| These codes describe how the students have arranged themselves in relation to the physical resources in the classroom and to other students. \| \| • Resource show/give \| When a student shows another student’s resources (such as their student workbook) or gives a resource to another student, this code is used. \| \| • Resource look/take \| When a student looks at or takes a resource from another student (such as a student workbook) this code is used. \| \| • Conflict in resource arrangement \| Indicates student-student conflict over resource use or arrangement \| \| • Student-Student Help on \| This code is used to demarcate a student giving help or assistance to another student. \| \| • Student-Teacher Help on \| This code is used to demarcate a student giving help or assistance to the teacher. \| \| Task \| asking for help from another student \| \|-------------------------------------------\|-------------------------------------\| \| • Student discussing resource use \| This code was used to capture instances in which students discussed the appropriateness or inappropriateness of using certain resources. For instance, a student saying, “I don’t think we are supposed to use a calculator.” \| \| Workbook Unit Title \| Pages \| Day \| Description \| Lesson “Big Ideas” from SimCalc “Managing the Soccer Team” Unit Teacher Notes \| \|-----------------------------\|--------\|-----\|------------------------------------------------------------------------------\|--------------------------------------------------------------------------------\| \| Managing the Soccer Team \| 1 – 1 \| \| Student introduction to the unit and invitation to be the new soccer team manager. Teacher Notes: Designated as whole class discussion¹ \| Students connect a simulation of motion and its associated graph by understanding how time and distance are represented on the graph, and that each point on a line in the graph associates a time with a distance. (p. 1-A) \| \| A Race Day \| 2 – 5 \| 1 \| Student introduction to the SimCalc MathWorlds software. Also, students watch a simulation of a single runner’s motion and two runner’s motions. Teacher Notes: Designated as whole class discussion \| \| \| Another Race Day \| 6 – 7 \| \| Students watch the motion of two runners and are asked to sketch a graphical representation of what they see. Teacher Notes: Designated as group work² \| \| \| Information-Quest \| 8 – 8 \| \| Students are asked to look up world facts about speeds, such as 100-meter dash records and average speed of a black ant. Teacher Notes: Designated as homework³ \| \| \| Isabella Improves \| 9 – 11 \| 2 \| Students sketch a graph and watch a simulation of one runner improving their time each week. They also tie the graphical representation to a data table. Teacher Notes: Designated as whole class discussion \| For equal length dashes, as time goes down, the speed goes up. Faster dashers are represented by steeper lines (lines with greater slope). These connections are built through calculation and understand of the graph. (p. 9-A) \| \| Faster than Max \| 12 – 13\| \| Students are given a simulation and graphical representation for one runner \| \| \| Lesson Title \| Page Range \| Number of Days \| Description \| Notes \| \|------------------------------\|------------\|----------------\|-----------------------------------------------------------------------------\|----------------------------------------------------------------------\| \| Practice Runs \| 14 – 18 \| \| Students are presented with four different graphs of two runners, and they \| Students explore proportional relationships in a table of times and \| \| \| \| \| are asked to determine who won the race in each of the graphs. They are \| distances. Moving beyond just calculating the speed by dividing final \| \| \| \| \| also asked to draw graphs that match a simple description (such as, “ran \| position by final time, the associate the speed with each row in the \| \| \| \| \| 150 meters in 30 seconds”). Teacher Notes: Designated as homework \| table, and express this with a formula for the first time. They get a \| \| \| \| \| \| chance to practices this new connection. (p. 19-A) \| \| Run, Jace, Run \| 19 – 21 \| 3 \| They use watch a SimCalc MathWorlds simulation of a runner and are asked to \| Students extend the big idea from lesson 3-proportional quantities \| \| \| \| \| fill in a data table based on what they see and calculate the runner’s rate \| represented by formulas, graphs and table – to new contexts. Here \| \| \| \| \| of motion. Teacher Notes: Designated as whole class discussion \| the contexts are discrete, involving mostly number of items and cost. \| \| Run, Jace, Run: Revisited \| 22 – 22 \| \| Students are asked to match data tables to their corresponding graphs. \| All the costs are units. (p. 23-A) \| \| \| \| \| Teacher Notes: Designated as group work/homework \| \| \| Back at the Office \| 23 - 25 \| 4 \| Students are introduced to cost per item rates and are asked to find the \| Students have discovered and used the idea that steeper lines \| \| \| \| \| cost of soccer cones based on a data table and to draw corresponding \| indicate faster dashes; steeper lines indicate more expensive prices \| \| \| \| \| graphs. Teacher Notes: Designated as whole class discussion/Group work \| in \| \| Slope and Rate \| 26 – 28 \| 5 \| Students learn that the “steepness” of a line on a graph can be expressed \| \| \| \| \| \| as slope. They learn the “rise over run” \| \| \| Lesson Title \| Page Range \| Number of Days \| Description \| Notes \| \|----------------------\|------------\|----------------\|-----------------------------------------------------------------------------\|----------------------------------------------------------------------\| \| \| \| \| or triangle method of calculating slope. \| distance/time and cost/amount graphs. This lesson helps them establish, quantitatively, that in such “accumulation graphs,” the slope of the line gives the rate of accumulation. Slope triangles are used. (p. 26-A) \| \| On The Road \| 29 – 32 \| 6 \| Students are introduced to changing rates of motion via a simulation of a road trip involving a bus and a van. Teacher Notes: Designated as whole class discussion \| Using all they have learned so far, students investigate another motion context; miles per hour, buses and vans. Now each vehicle travels at different speeds during the same trip, so that the position graph is made of two or more line segments representing the different rates. (p. 29-A) \| \| Road Trip Records \| 33 – 36 \| \| Students are asked to represent a story about past road-trips into graphical form. The stories include rates, distances, and points in time where “obstacles” were encountered. Teacher Notes: Designated as group work \| This activity provides practice in motion contexts, including single and multiple rate motions, and coordination of graphs and stories. Students consolidate their learning by making 4 “model” graphs, stripping away particular contexts of runners or vehicles. (p. 37-A) \| \| Graphs of Motion \| 27 – 40 \| 7 \| Students are given stories about two runners in races and are asked to sketch the corresponding graph for each story. Teacher Notes: Designated as group work \| Students explore multi-rate graphs in a non-motion context: dollars earned per hour. The same concepts of varying slopes and connections among words, graphs, and tables are used as in previous lessons. Problem solving is emphasized. (p. 41-A) \| \| Salary Negotiations \| 41 – 41 \| 8 \| Students are given scenarios for possible summer jobs with different pay rates. They are asked to calculate the rate of pay for each of the jobs. Teacher Notes: Designated as whole class discussion \| Students explore multi-rate graphs in a non-motion context: dollars earned per hour. The same concepts of varying slopes and connections among words, graphs, and tables are used as in previous lessons. Problem solving is emphasized. (p. 41-A) \| \| Summer Job Advice \| 42 – 47 \| \| The students are given different possible pay options for different types of jobs and asked to determine which would earn them the most amount of money. Also, the \| Students explore multi-rate graphs in a non-motion context: dollars earned per hour. The same concepts of varying slopes and connections among words, graphs, and tables are used as in previous lessons. Problem solving is emphasized. (p. 41-A) \| \| Activity \| Page Range \| Description \| Notes \| \|---------------------------------\|------------\|-----------------------------------------------------------------------------\|----------------------------------------------------------------------\| \| All about MPG \| 48 – 49 \| Students are given a data table for the average MPG for several vehicles and asked to calculate the actual MPG for road trip scenarios. Teacher Notes: Designated as homework. \| New contexts in which to use the concepts, skills, and techniques learned in the unit. (p. 50-A) \| \| How Far on How Much? MPG \| 50 – 54 \| Students are given a table of gallons to distance with missing pieces of data. They are asked to calculate the MPG and fill in the missing pieces of the data table. They are also asked to graph the gallons to miles. Teacher Notes: Designated as whole class discussion. \| \| \| Suiting Up \| 55 – 56 \| Students are given the costs of new soccer uniforms where there are discounts given when bulk orders are made. They are asked to calculate the different rates for each range of uniforms purchased and to graph this relationship. Teacher Notes: Designated as group work. \| \| \| Manager’s Report \| 57 - 58 \| Students are asked to fill out a memo on their experience as the soccer manager. In particular they are asked to reflect on the problems they encountered and how they solved those problems. Teacher Notes: Designated as group work. \| “Manager’s Report” allows students to report what they have learned within the overall context of the unit. “Mathematically Speaking” helps students connect mathematical vocabulary to the unit’s concepts. \| \| Mathematically Speaking \| 58 - 59 \| The students review the mathematical vocabulary they were introduced to throughout the unit. Teacher Notes: Designated as \| \| 1 Whole class discussion was suggested to be teacher led with at least one computer screen visible to all 2 Group work was suggested to be students working in groups of 2 or 3 where each member of the group can see the shared computer screen, and the teacher circulates amongst the class groups 3 Homework was suggested to as work students completed at home or individually during class time. 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