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Subject: French, Spanish and German Year: 11
Curriculum overview:
In year 11 students will study the topics below:
Autumn term
* Work and Education
* Relationships and choices
Spring term
* Free Time and the Media
Summer term
* Revision of all topics
Homework & assessments overview:
Autumn term
* Deadline end of December
* Work and Education C/A writing 1 Deadline December 2014
Spring term
* Health C/A Writing 2
* Deadline end of February 2015
Summer term
* Revision
Useful websites:
* http://www.bbc.co.uk/education
* www.espanish.org.uk
* http://www.zut.org/
Practical tips /activities for parents to support learning at home:
* Check students' homework diary and talk to them about the tasks set.
* Ask your child to re-‐teach to you something she or he has learned today.
* Practise dialogues with your child as teacher.
* Watch subtitled films together. | <urn:uuid:1eacc44a-b8fa-4301-976c-1ce83d6dcdca> | CC-MAIN-2018-09 | http://swanlea.co.uk/wp-content/uploads/2015/08/11_MFL.pdf | 2018-02-19T12:10:00Z | crawl-data/CC-MAIN-2018-09/segments/1518891812584.40/warc/CC-MAIN-20180219111908-20180219131908-00346.warc.gz | 327,227,634 | 595 | eng_Latn | eng_Latn | 0.991467 | eng_Latn | 0.991467 | [
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Is It Developing and Using Models?
Below are listed things that students might do in a science class. Check off the things that are true about students developing and using models.
A Create a simple sketch to illustrate how the shape of an object helps it function to solve a problem.
B Choose the best drawing that describes how kinetic energy is converted to thermal energy.
C Use a diagram to compare the needs of plants and animals and the places they live.
D Develop a quantitative model to show how carbon moves through the earth’s various systems.
E Observe sugar dissolving in water to provide evidence supporting a model that matter is made of particles too small to be seen.
F Construct a diagram that describes how light reflecting from objects and entering the eye allows objects to be seen.
G Examine a flow chart to understand that energy in animals’ food was once energy from the sun.
H Use the analogy of a city to understand the functions of a cell as a whole and ways part of cells contribute to the function.
I Revise a drawing to describe how the total number of atoms does not change in a chemical reaction.
J Use a globe and a light bulb to demonstrate that the earth’s seasons are caused by t its tilted axis and orbit around the sun.
K Compare 3D ball and stick structures of ammonia and methanol molecules.
L
Use the periodic table to predict the properties of elements.
M Use a simulated “bee” to pollinate Wisconsin Fast Plants (Brassica rapa).
N Use a chemical equation to illustrate how photosynthesis transforms light energy into stored chemical energy.
O Use a “slinky” to simulate the amplitude and wavelength of waves.
P Compare plant and animal life cycles in computer simulations to identify common events or phases
Q Identify the limitations of a diagram describing the movement of matter among plants, animals, decomposers, and the environment.
Why do you think the examples you chose are true about students developing and using models?
Circle the examples of developing and using models that are at your grade band. | <urn:uuid:aa45c370-902c-42a1-a527-49c47dda9f0b> | CC-MAIN-2017-34 | http://menacommoncore.com/handouts/Is%20it%20developing%20and%20using%20a%20Model%20A4(1).pdf | 2017-08-20T17:09:11Z | crawl-data/CC-MAIN-2017-34/segments/1502886106865.74/warc/CC-MAIN-20170820170023-20170820190023-00624.warc.gz | 277,133,535 | 1,558 | eng_Latn | eng_Latn | 0.997895 | eng_Latn | 0.997895 | [
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Treating Water in an Emergency Situation
Treating Water in an Emergency Situation
During an emergency, such as a major earthquake, the City of Lake Oswego may issue a "boil water notice" until it can verify that the water is not contaminated and is safe to drink. During a "boil water notice" period, any water used for drinking or food preparation should be boiled at a full rolling boil for at least one full minute. A full rolling boil is a vigorous boil that cannot be stopped by stirring the water. If the water is very dirty looking and/or has particulate matter in it, filter the water through a coffee filter, paper towels, or clean cloth before boiling.
If the emergency has left you with no way to boil the water or if you have limited fuel and do not want to use it for boiling water, you may treat the water with liquid chlorine laundry bleach. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Below is a chart that indicates how much liquid bleach to add to the water.
| Amount of Water | Amount of bleach to add to clear water | Amount of bleach to add to cloudy/dirty water |
|---|---|---|
| 1 gallon | 8 drops | 16 drops |
| 5 gallons | 1/2 teaspoon | 1 teaspoon |
After you add the bleach, thoroughly mix by stirring or shaking the container. Let the water stand for 30 minutes before using. A slight chlorine odor should be noticeable in the water; if not, add another dosage of bleach and allow the water to stand another 15 minutes before using. The water can also be treated with the use of water purification tablets that can be purchased at most outdoors or sporting goods stores. Follow the directions for use on the package you purchase. Treat only enough water to meet your needs for 48 hours at a time. There is an increased chance of recontamination if the treated water sits for more than 48 hours. Refrigeration will also help prevent recontamination.
Note: Most home water filters are meant for water that is already microbiologically safe. Using these filters during a "boil water notice" will not guarantee the safety of the water. Replace any filter cartridges after the boil water notice has been lifted to ensure your filter is not contaminated.
How to store an emergency water supply
Bottled water purchased at grocery stores can be stored for several years. The bottles should be stored in a cool dark place and should not be exposed to sunlight, fumes of petroleum products, and pesticides/herbicides. They should be checked periodically to ensure that the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Storing tap water for emergency use is more complicated. The storage containers must be disinfected and the water treated before it is stored. Also the water should be changed every six months.
Disinfecting the containers
Containers made of heavy opaque plastic with screw-on caps are the best to use. Plastic milk and orange juice containers are very thin and tend to crack and leak as they get old. Also these containers often have snap-on lids that do not seal as well as screw-on caps.
Wash the containers with soapy water. Rinse thoroughly. Fill the container half full with water and add 1 cup of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the container with water (all the way to the top). Put the cap on and lay the bottle on its side for about 3 minutes. This allows you to check if the container leaks while the bleach-water disinfects the cap. If the container leaks, do not use it.
Pour the bleach-water into the next container to be disinfected. The same disinfecting bleach-water can be
Page 1 of 2
Treating Water in an Emergency Situation
Published on City of Lake Oswego Oregon Official Website (http://www.ci.oswego.or.us)
used for several containers, simply "top off" the new container with water as needed. *** REMEMBER! This is not drinking water - pour down drain when finished ***
Treating the water to be stored
Fill the disinfected bottle half full with tap water. Add 8 drops of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the bottle with tap water. Leave a small air space at the top of the container to allow for expansion if the water heats up slightly where you store it.
Put the cap on tightly.
Storing the water
The water containers should be stored in a cool dark place and should not be exposed to sunlight, fumes of petroleum products, and pesticides/herbicides. They should be checked periodically to ensure the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Change the water in the containers every six months.
Source URL (retrieved on 10/01/2014 - 5:34pm):
http://www.ci.oswego.or.us/publicworks/treating-water-emergency-situation
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Trip Name: Malaysia Orang Utan ExperienceTrip Code: MYREDuration: From 28 days
Trip Highlights
Two weeks in the Malaysian National Zoo – proper work with these amazing animals.
Two weeks travelling through the tropical rainforest of Borneo to a wildlife sanctuary and a visit to an orang-utan rehab centre where the orang-utans go through rehabilitation before being released back into protected rainforests.
Help local tribes make orangutans an integral part of the local economy.
Overview
A brilliant opportunity to encounter and work with an increasingly rare and threatened great ape – there are probably no more than 20,000 left in the wild in Asia.
A trip through the jungle – through its inaccessibility, a natural orangutan sanctuary in Borneo. Not only do you get to help improve the lives of the Orang-Utan's who can't be released in a zoo environment in the first two weeks in Kuala Lumpur, you will also be able to help Orang-Utans in the wild by educating local communities in Borneo of the importance of conservation.
Destination Info
Malaysia is a country of amazing contrasts. Kuala Lumpur is a rapidly expanding, modern and hi-tech city, whilst on the eastern island, where you'll be going, the world's oldest rainforests offer a natural sanctuary to the orangutans of Borneo.
While you're working, please make sure that you wear t-shirts that cover your shoulders (no singlets, or sleeveless
shirts), long trousers and shoes that cover your feet - trainers or trekking shoes are ideal.
Itinerary
You will met upon arrival at the airport and then transferred to your twin share accommodation. You will enjoy a welcome dinner and briefing in the evening.
Overnight in Kuala Lumpur.
Day 2: Orientation
After breakfast, you will be transferred to your project site: Zoo Negara. Upon arrival, you will meet your programme coordinator who will show you to your accommodation and then take you on a short zoo orientation.
You will be given a thorough health and safety talk, a tour of the zoo and then you will go shopping for food etc.
Overnight in Negara.
Days 3 to 16: Project Days
A typical working day as a volunteer will start around 8am and finish around 5pm. Usually, weekends are given as off days. During your free time you may choose to explore other parts of Malaysia at your own expense or stay at the volunteer accommodation.
This is real hand-on stuff – cleaning, feeding and maintenance – and it will give you deep insight into the lives of these amazing animals. An important part of the life at a zoo is the work that goes on to keep the animals happy and stimulated. You'll have the chance to take part in this too and, if you're lucky, you might get to know individual animals – and they you. Not many things more exciting than being recognised as an individual by a wild animal!
This zoo houses more than 5,000 animals including; camels, sun bears, pythons and tigers as well, and there's every possibility that you'll get to work with them as well.
Overnight from days 3 to 16 in Negara.
Transfer from Zoo to airport for your morning flight out to Sandakan, Sabah. Airfare not included. You will be met by a driver who will transfer you to the accommodation. After a dinner and evening orientation, you will sleep lulled by the sounds of the Borneo Jungle.
Day 18 to 26: Project days Sukau
Once you have been shown to your accommodation, you will be given a thorough Health & Safety briefing as well as an orientation around the village.
For the next 2 weeks, you will live within a wildlife sanctuary among the local tribe: the gentle 'Orang Sungai'. One of your roles on this project involves wildlife observation to collect important wildlife population data. You will also be helping with important habitat restoration work that involves tree-planting and maintenance activities in high priority areas. This work is crucial in connecting fragmented forests in the area to encourage healthy orang-utan and pygmy elephant populations. While the majority of the project is helping with the habitat restoration, there is a small community aspect to the project on which you will be helping to develop conservation based programmes at the local schools. This is hugely important as the children at the schools will in the long term be the guardians of the rainforest!
Day 27: Depart Sukau after breakfast for Sepilok.
Walk through the Rainforest Discovery Centre to reinforce what you have learned about the rainforest during your time on the project. After lunch, visit the world-famous Sepilok Orang-utan Rehabilitation Centre where you will learn about the challenges of orang-utan rehabilitaion. Once you have had the learning session, you will head into Sandakan where you will check into accommodation. You will then have time free to explore at your leisure, why not try to catch the sunset from the Ba-Lin bar at the rooftop of Nak Hotel.
Day 28:Departure
Check out and transfer to Sandakan Airport.
Optional: independent travel to Kota Kinabalu.
Please note: Changes to the activities will occur subject to weather conditions, festivities, zoo and project requirements. Some or all of the above activities may or may not be included on your itinerary. Other activities not mentioned above may also be included on your itinerary subject to weather conditions, community and project requirements.
During the programme you will either care for the animals at the zoo or help towards conservation with habitat restoration and community development. Some of the possible activities that you may be involved with are listed below:
Husbandry: This involves cleaning cages and feeding. You will rotate working with different animals depending on the needs of the zoo, the keepers, or the animals themselves within the primates or ape section as well as in other sections. Cleaning is vital to the zoo as better hygiene helps to prevent disease. You must be capable of cleaning up animal faeces - this can be extremely smelly!!
Some daily maintenance work may be included and you always have to clean up after enrichment activities.
Enrichment: The idea of enrichment is to stimulate the animals and improve their living conditions as much as possible to mimic their natural habitat. Some sample activities are:
Provide leaves in cages for bedding and nesting purposes
Put branches from fig or fruit trees in their homes to observe behaviour
Buy special fruit to give a variation on diet
Rope work - make this fun and varied for the animal
Hiding food around cages to encourage foraging behaviour
Construction: You may be asked to design and work on small construction projects to improve the night dens or enclosures of selected animals, this may include assisting in building new exhibits and extensions to improve the zoo facilities, or improving existing exhibits by adding furniture or painting.
Education: There is an education centre and library at the zoo. Volunteers should learn as much as possible about the animals. You may be asked to guide and talk to school children about them. You may also be asked to prepare displays and information on them.
Safety in the zoo is paramount and contact with the animals will be carefully supervised. Please remember this and do what the keepers tell you to do. The orangutans might be in a zoo, but this doesn't mean they're tame.
Wildlife Population Density Data Collection: This entails cruising on the river to observe and record the endangered wildlife roaming the forest along the river banks. A lot of time is spent observing wildlife and their habitat. This will be done from a boat cruising along the main river and its tributaries within the wildlife sanctuary;
Habitat Restoration: The most crucial activity ensuring the survival of wildlife. You will take part in tree planting, nursery care and seedling generation, sapling maintenance, mulching & composting, clearing invasive species and also tree growth data recording. The planting of trees will be in sections identified as high priority and will build towards the creation of corridors for wildlife to move from one section of a sanctuary to another;
Education Programme: Spend half a day with school children of the community to work on conservation issues that the children deal with on a daily basis and emphasise their immediate and personal impact on conservation. You will be provided with a framework and the facilitator will guide you in the planning of this session;
Community Development: This involves the development of a continuous project with the community of the local village. Volunteers will interact with the community on various levels while working on this project. You will learn some local skills required for their daily livelihood and maybe assist them as well;
Rumble in the Jungle: The mysterious tropical rainforest of Borneo has a lot to offer not by going jungle trekking. As an introduction to the flora and fauna of the rainforest, you will take the time to understand what the rainforest has been traditionally offering the inhabitants in terms of medication, food and survival;
Cultural and Community Interaction: Living and contributing back to the community is a big part of this programme. Lunch and dinners will be in the private homes of individual villagers. Take time for them to warm up to you and you will get to hear about their daily lives, chat with the children, learn about their family structure and see how the Orang Sungai have been living off the rivers and jungles for centuries.
Please Note: Not all of the above activities would be included on your itinerary. Changes to the activities will occur subject to weather conditions, school calendar, community and project requirements. Activities not listed above may also be included.
Accommodation
You will be placed at the Zoo for the first 16 days of the programme.
The Zoo
The day after your arrival you will leave your hotel and travel 20 minutes to the Zoo. Upon arrival you will check into your accommodation, unpack and unwind. You will be meeting your programme mentor and will have an orientation of the zoo. You will be given a thorough health and safety brief, a tour of the Zoo and then you will go shopping for food. You will be given a food allowance and will need to cook your meals yourself and ensure the accommodation is kept clean and tidy. You will begin working with the animals the following day. Your accommodation at the zoo will be a three-bedroom house within the grounds of the zoo. Rooms hold two to three volunteers each and there is a shared bathroom (one cold and one hot shower) and also basic cooking facilities.
On day 17 you will be transferred to KL airport for your internal flight to Sandakan, Sabah.
Introduction night in Sepilok:
dormitory-style room in a traditional style longhouse. Hot water showers and toilets are shared. Set on high grounds overlooking the greens of Malaysia, you will find this a peaceful and relaxing place to start your trip, specially to recuperate from a tough stint at the zoo. If you arrive early, and wish to explore, Sandakan is about 35
minutes away and all along the way, there are mini townships where you will find little shops, eateries and banks. However, public transport does not ply the roads frequently. The airport is almost halfway between Sandakan and the dormitory. Welcome dinner and introduction will start at 1800 hours at the “lobby” of the dormitory.
At Sukau
Comfortable and basic village-run B&B, set in the middle of the village, within walking distance to the centre of the village and the village jetty. Rooms are shared with other participants and the attached toilet comes with western toilets and cold water showers. Breakfast is taken at the common area overlooking the river.
At Sandakan (last night)
Comfortable and basic hotel room in Sandakan town, shared rooms with other participants with attached toilets & showers. It is within walking distance to the Promenade, and many quaint little shops and eateries. The town has internet cafes, supermarket and restaurants and food stalls serving local and western foods. There is also a rooftop restaurant and bar nearby where you can have a drink and watch the final sunset in Borneo.
All meals are served buffet style at the jungle lodge and any preferences can usually be accommodated but always ask just to make sure. Breakfast is served 8-8.30, lunch mid-day (if trekking lunch will be served later or eaten on the trail) dinner is served around 7pm. Please remember you are in the jungle and time doesn't have much reverence to the tribe so, please be patient.
Programme Services and Facilities
Internet
While you are on the project you will be able to find Internet cafes. If you have any trouble finding this local amenity you can ask your co-workers or co-ordinators and they will point you in the right direction. When you are in the Borneo jungles you will not have any access to this form of communication.
Telephone
The international telephone access code for Malaysia is +60. To place an outgoing, direct-dialled international call, dial +44 for the UK, followed by the telephone number. For example to call Real Gap Experience dial +44 1892 516164.
While you are on the project you will be able to find public phones to make international calls. If you have any trouble finding this local amenity you can ask your co-workers or co-ordinators and they will point you in the right direction.
When you are in the Borneo jungles you will not have any access to this form of communication.
Bathroom amenities
Your bathroom facilities will vary from location to location. While you are staying in hotel or hostel accommodation you will have western style bathrooms. While you are in the jungle you will have basic western style bathrooms.
Laundry
While you are in hostel accommodation you have the option to wash your own clothes in your bath or sink, or to pay for your clothes to be laundered. During your trip into the jungle you will be responsible for washing your own clothes on site.
Credit Cards
Major credit cards are accepted at upmarket hotels, restaurants and stores. However beware of surcharges added to your bill. Check how much you will be charged before you use your credit cards. It is advisable to take your debit card and use the ATM machines.
Banks in Malaysia include Maybank, HSBC, Citibank, RHB Bank and Union Bank. ATMs can be found in cities and major regional centres. When you travel to your jungle accommodation it is a good idea to have £20 / 27€ in Ringgits as you may want to buy souvenirs or crafts from the tribe.
In addition you should bring approximately RM600, in case for any reason you need to leave the jungle early, so that it will cover transport costs.
Electricity
There are electrical outlets in the accommodation for a British-style plug with two flat blades and one flat grounding blade. When you are in the Borneo jungles you will have limited access to electricity.
Meals
The meals at the zoo will be prepared by volunteers. You will be given a food allowance per person and this is a great chance to cook local specialities. In Borneo, the meals are prepared in the lodge and may feature fresh jungle vegetables and other local delicacies. Food will contain chilli, fresh jungle produce and will be rice-based. There are no alternatives, no restaurants out in the jungle - volunteers must eat what they are given. Vegetarian food can be provided though prior warning must be given. Many vegetarians take to fish or meat during their stay to avoid health deterioration, especially given the physical nature of the experience. Be warned! (All meals – except on
travel days).
What's Included
All accommodation
Meet and greet on start date
Food
Orientation and welcome meal
Local guides and specialists
Project Transfers
Evaluation with supervisor
Access permits
Malaysia Orang Utan Experience
What's Not Included
Flights
Travel insurance
Local flights
Meals on Travelling (transfer) Days
Visa
Additional Information
Orientation
Upon your arrival at the guesthouse in Kuala Lumpur you will have the chance to relax. This same day you will have a welcome lunch or dinner so you can meet the other volunteers on your programme. Additionally you will have a brief orientation to welcome you to the country. In the orientation our on-site staff will inform you of the details of your placement and the duties involved, additional contact numbers that you may need to know, things to do and an introduction to Malaysian culture and life.
Project Requirements
You are required to produce a doctor's letter stating that the you are free from Tuberculosis and Hepatitis. You will need to take the letter with you to show the programme coordinator on the orientation day. This is a requirement to ensure that no diseases are passed on by volunteers to animals at the zoo. As apes have very similar DNA structures to humans, they are very susceptible to human diseases and could fall gravely ill or die.
What to Pack
Please note that this kit list is intended to help you plan what you may need to take with you and, therefore, you may not need all the listed items on your travels, nor is it exhaustive. In addition, it is worth noting that you can buy lots of the above in Malaysia and at a very cheap price and there will be opportunities for you to shop in local markets and towns.
Personal Admin
Photocopies of important papers such as passport, airline tickets and insurance documents
Spending money in Malaysian Ringgit (MYR)
General
Digital Camera and batteries/ charger
Torch/ Headlight
Day bag / rucksack - a waterproof cover is also useful
Plastic hooks are handy to hang things on
Diary - you will have so many amazing experiences to remember
Board games and playing cards for free time
mp3 player
Snacks (biscuits etc)
Plastic bags
Towel
Binoculars
Waterbottle
Pocket-knife
Clothing
NB: Make sure that the clothes you bring for your volunteer work you don't mind getting a bit dirty!
Long trousers for work conditions that are fast drying
T-shirts that cover your shoulders (no singlets, or sleeveless shirts)
Walking shoes / trainers that cover your feet
Thick socks
Wellies/ Gum boots*
Flip flops
Clothes to wear in your free time
Waterproof Jacket
A hat to protect you from the sun
A light sweatshirt
Beachwear if you plan to travel to other places in your free time i.e. swimsuit, sarong
Medical Kit
Small medical kit containing plasters, medicine for diarrhoea, head ache tablets and any medication you will need.
Mosquito repellent (containing DEET)
Malaria tablets if advised by your GP
Contraception including condoms
Biological soap
Tissues
Anti-bacterial soap gel (does not need water to rinse off)
Sun protection cream
Travel wash for clothes
*Wellies/ gum boots are available for most activities, though if you have feet larger than size 10 we advise you to bring your own as larger sizes are not available in Malaysia. You are welcome to bring your own Wellington boots if you do not feel comfortable wearing used boots or if you prefer your own. Alternatively you can buy cheap wellington boots from the mini-market along the way to the project site. They cost about USD4–5 in Malaysia. They
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are black and come almost up to your knees, very convenient when working in wet weather on wet grounds and when jungle trekking. Please bring good socks as boots can get very uncomfortable when worn for long periods. You are not allowed to wear open toe shoes at the project.
Luggage
On the jungle part of the programme, you can take your bags with you if you wish - you will need to cover your bag with a bin liner to ensure it doesn't get wet in the boat (in case it rains!). Also due to the humid jungle conditions, it is therefore advisable to leave bags with everything that you don't need in the guesthouse in Kuching in a locked luggage room. Another option is to leave your bag in a secure locker at KL airport, if you are going back that way after the Borneo part of the visit- this will cost you around £50 / 67.50€ a week.
Finally, please ensure that you don't over-pack and bring unnecessary luggage such as hairdryers, hair straighteners etc.
Minimum Age
Minimum 18 years, maximum will be decided depending on potential participants health.
Flights
Your flight to Malaysia should arrive at Kuala Lumpur Airport (KUL) on your programme start date ideally before 15:00, and your return flight from Sandakan (SDK) should be arranged for your programme end date. You will also need to arrange your internal flight during the programme from Kuala Lumpur to Sandakan. If your flights deviate from the following itinerary you will incur extras charges for out of hours transfers and accommodation.
Your internal flight should be booked as follows:
On the 21st of your arrival month, please book a morning flight from Kuala Lumpur (KUL) to Sandakan (SDK).
On your end date, you should book a flight that departs Sandakan (SDK) ideally after 11:00, followed by any onward flights from Kuala Lumpur.
To investigate your flights, please contact us on 01273 647219 and let us find you some great prices.
FAQs
There is no contact with the Orang-utans or any animals. If, under very special circumstances, you are allowed to touch the animals, it will be under the strict supervision of the zoo keeper. Remember, they are wild animals and can be unpredictable.
1. Will I be able to touch the Orang-utans?
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2. Will I work with other animals whilst at the zoo?
Your main focus will be the orang-utans and the other residents of the ape centre. There will be a rotation system to work with some other animals around the zoo, especially other endangered Malaysian animals.
3. Do I need previous experience with animals?
No, as long as you are enthusiastic and willing to get invovled you are welcome! We do recommend that you do visit a zoo before you start the programme.
4. Will I be with others on the programme?
Yes you will be working with other volunteers, the maximum group size is 10.
5. What will the jungle section be like?
The jungle is amazing, you will meet the locals and experience life wtih the basics. Top tip: when travelling along the river to the jungle accomodation, make sure you take a bin liner with you to protect your clothes from the water!
6. Do I need to take a sleeping bag?
No, all bedding is provided for you.
7. Do I need to take a mosquito net?
No, not unless you really want to. All the windows are netted, you will just have to remeber to shut the door.
8. Is there a safety deposit box/safe?
At the Zoo yes, in the village no, however the village is very safe.
Support & Advice
Your safety is paramount which is why all our programs have been visited and assessments have been conducted to ensure any major risks have been minimized.
In addition, you will have access to a 24 hour emergency contact number so you can contact one of our staff at any time should you need to. In addition our overseas partners and coordinators are on hand in-country to assist you.
Financial Security
We know that the last thing you want to worry about when you're planning your trip of a lifetime is whether your money is in safe hands. As a leading global gap year provider it's our job to make sure your finances are secure, so when you book with us you can be confident that we do just that.
Real Gap Experience is part of TUI Travel Plc, one of the largest travel organisations in the world, and these days in the travel industry, large means secure.
Insurance
Whether you're traveling for two weeks or two years, trekking the Amazon in Ecuador or on safari in Africa, insurance is an essential part of your adventure and will help you enjoy your travels, secure in the knowledge that you have the protection you need. In fact, everyone traveling with us must have adequate cover before their trip begins.
Of course you are free to buy insurance from any provider, however at Real Gap Experience, we have partnered with World Nomads to offer policies that have been specifically designed to meet the needs of global travel. If you think you're already covered by an existing policy, such as those offered by credit card providers, check the policy wording very carefully to ensure it covers you for your Real Gap Experience.
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For more information on travel insurance please contact us to speak to one of our travel advisors.
Money Matters
The national currency of Malaysia is the ringgit (RM) and consists of 100 sen. Coin denomination come in 1, 5, 10, 20 and 50 sen and 1 RM. Notes come in denomisatons of 1, 2, 5, 10, 50 and 100 RM. The ringgit was tied to the US dollar but now floats against a number of undisclosed currencies. Locally the ringgit is known as the 'dollar'.
Traveller's cheques are now accepted in most banks but to ensure no additional charges are added, travellers should take Pounds sterling, US dollars or Australian dollars traveller's cheques.
ATMs can be found in most major cities and banks and the most common cards accepted are American Express, American Express, Diners Club, Mastercard and Visa.
Passports will always be needed when changing currency or travellers cheques.
You'll find your money goes a pretty long way if you purchase local foods and drinks.
Meal, Inexpensive Restaurant 2.28 $
Domestic Beer (0.5 litre draught) 2.33 $ Coke/Pepsi (0.33 litre bottle) 0.55 $ Water (0.33 litre bottle) 0.33 $
(Prices quoted in US Dollars)
Passports and Visas
You should ensure that you have a full passport that is valid for 6 months beyond the intended length of stay. It is your responsibility to have the correct personal documents and to obtain your own visa, if one is necessary, in accordance with the regulations of the country you are to visit. The information provided below is to help you with that process. We are not responsible for the actions of local immigration and customs officials, whether at points of entry or otherwise, and any subsequent effects.
Citizens for the following counties do not require a visa for a stay of up to 3 months:
Albania, Algeria, Argentina, Australia, Austria, Bahrain, Belgium, Bosnia & Herzegovina, Brazil, Bulgaria, Croatia, Cuba, Cyprus, Czech Rep, Denmark, Egypt, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland Republic, Italy, Japan, Jordan, Korea (South), Kuwait, Kyrgyzstan, Latvia, Lebanon, Liechtenstein, Lithuania, Luxembourg, Malta, Morocco, Netherlands, New Zealand, Norway, Oman, Peru, Poland, Portugal, Qatar, Romania, San Marino, Saudi Arabia, Slovakia, Slovenia, South Africa, Spain, Sweden, Switzerland, Tunisia,
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Turkey, Turkmenistan, United Arab Emirates, United States, Uruguay, Yemen & holders of British passports.
Cultural Considerations
Religion
Islam, Buddhism and Hinduism are the main religions in Malaysia. About 50% of the Malaysian population are Muslim, whereas 75% of the population are Buddhist in Singapore on the southern tip of Malaysia. These three religions have a heavy influence in the lives and culture of the people of Malaysia.
Clothing
The climate is tropical, thus hot and humid. Wear comfortable cotton clothes which are light and which dry easily. Respect local standards of modesty: women please do not wear short skirts or brief shorts when visiting local villages.
Cotton T-shirts or shirts, Bermuda shorts or skirts are ideal for everyday wear and a sunhat (which can be brought locally) is strongly advised. If visiting a longhouse, a longer skirt, long trousers or even a sarong are recommended for women. You may find, however, that buildings such as hotels, shopping centres and government offices are cold due to the air-conditioning. In these cases, you may wish to have a pull over. An umbrella, for protection against both sun and rain, greatly adds to comfort, as does a pair of good sunglasses. Bring a light jacket to wear on long-distance buses and for early-morning travel.
Shoes are the most important item. They should be comfortable and grip well on muddy paths. The shoes may get wet and muddy, so don't bring your hand sewn calfskin aerobic shoes! Bring the good old walking shoes for long treks. Sandals or thongs or flip-flops are cool and comfortable around the hotel and lodging house. They also allow your feet to breathe naturally.
Wildlife and Environment
Malaysia is a rainforest region beautiful in every way. However please be aware that the rainforest has much wildlife that you will be exposed to no matter where you are. You will see geckos, spiders, monkeys, forest rats, mosquitoes, cockroaches and caterpillars, hornets and snakes. Some of these can cause injury if you accidentally stumble across them.
It is important that when you are trekking to stay with the group and not wander off ahead. This is not the place to show off your jungle skills in terrain you are not familiar with. Animals such as forest rats, and monkeys and insects such as spiders and cockroaches may get into your room. So make sure to leave nothing lying around to attract them (food, soap, rubbish). If you go trekking in the jungle always stick with your facilitator and the group. Always bring a mosquito net. Please also be aware that Malaysia is hot and humid and your rooms will be warm during the day.
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Tipping
Tipping is not expected. Bills come with service charge already added on.
Vaccinations & Health
Travel health can often be something people forget about before going away, but a little preparation and knowledge can go a long way to help you stay fit and healthy while abroad. The risks to your health whilst travelling will vary depending on your general health and the type of activities you are going to be partaking in and the length of your stay.
Since we are not medically qualified, it is recommended that you consult with your Doctor or a recognised Travel Medical Advisory Service who will assess your particular health risks before recommending vaccines and/or anti-malarial tablets and advising you on what precautions you should take.
Safety
As in most countries there are people who try to take advantage of tourists. The following advice is intended to help you keep safe:
Always keep your personal items such as passport, money and camera with you and in a safe place. You can buy mini padlocks to prevent people from going into your day sack without your permission.
Never go out alone after dark
Always walk around in groups
Stick with the escorted trips. If you do go out in the evening unescorted, you do so at your own risk. Please tell the co-ordinators where you are going and what time you will be back
As in this country there have been reports of drinks being spiked on the islands. Please do not leave your drinks unattended and do not accept drinks from strangers.
Please do not get into fights, or arguments with locals. We cannot guarantee your safety and it could provoke future attacks on other travellers.
This information is not intended to scare you. Unfortunately, bad things can happen, as they can do in any country and we want you to be prepared. We want you to stay safe and have a good time.I would like to add that the majority of the locals are friendly, warm and hospitable people who love meeting our travellers. Please be friendly, respectful and stay aware and you will have a great time.
We advise that you check your government's advice before travelling abroad. For UK, American and Australian customers please see the relevant links below;
UK: www.fco.gov.uk
USA: www.travel.state.gov
Australia: www.smartraveller.gov.au
Kidnapping
Tourists should always be aware of the threat of kidnap in some, especially coastal regions of Sabah. In light of
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this, make sure you do not walk around alone after dark and be aware of getting yourself into a situation that could put you at risk.
Terrorism
You may find that institutions such as the British Foreign Office are warning travellers of an increased risk of terrorism in the entire South- East Asia region since the Bali bombings in 2002 and the more recent Bangkok bombings. This is a pre-cautionary warning to make you aware of the situation, the majority of people have a completely trouble free stay. Malaysia itself is a safe and stable country for foreign visitors.
Drugs
Drugs are illegal in Malaysia. Please do not involve yourself with illegal drugs as it could result in prison or the death penalty.
Sexual Relations
We advise against having any sexual relations whilst in Malaysia and would ask you to respect the local culture and customs whilst on the programme.
ATM Theft
It is very likely that you will need to withdraw cash at some point during your travels. Please be cautious when withdrawing money from an ATM and ensure that you are vigilant of other people near the ATM, especially those that offer unsolicited assistance if your card is detained. It has been recognised that individuals are operating unlawful withdrawals by placing 'traps' in ATMs whereby personal bank cards are being detained, causing the victim to believe their card transaction has not been completed, and leaving their bank card in the ATM which is then later retrieved by the thief.
Dengue
There has been an increase in the number of Dengue Fever cases in Malaysia and the Southeast Asian Region. Dengue fever is a mosquito-borne disease that occurs in tropical and subtropical areas of the world. It is common in both urban and rural areas. Mild dengue fever causes high fever, rash, muscle and joint pain. The severe form of dengue fever can cause bleeding and in some cases death. Volunteers must protect themselves against mosquito bites by wearing light-coloured, loose-fitting clothing that covers as much skin as possible while working and traveling in Malaysia and the region. We take great care to ensure that there are mosquito nettings at all volunteer accommodations. Nettings are checked regularly for damage and are replaced in a timely manner should we find any damage. Our coordinators are well versed with the symptoms of dengue fever and will always be ready to send an ill volunteer to the clinic or hospital to obtain a diagnosis.
Language Guide
The Malaysian language is Malay, known as Bahasa Melayu. We suggest you obtain a Lonely Planet or language
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guide for the destination(s) you are travelling to. Here are some useful phrases to remember when you get to Malaysia:
How do you do? - Apa khabar? Goodbye - Selamat tinggal Can you help me? - Bolehkah anda tolong saya? How much does it cost? - Berapa harganya? What is this/that? - Apa ini / itu? Excuse me - Maafkan saya I am sorry - Saya minta maaf No - Tidak Yes - Ya Please - Tolong / Sila Thank you - Terima kasih Toilet - Tandas / Bilik air Where? - Di mana? When? - Bila?
Food & Drink
Malaysia offers a wide variety of food. The staple diet includes rice, noodles, vegetables and fresh fish is plentiful. Vegetarians can be catered for. Please remember to let us know before you depart if you have any special dietary requirements.
Public Holidays
When planning your trip, you should be aware of the major national holidays celebrated throughout the country. However, although businesses and government offices are closed on public holidays, tourist attractions and shops are almost never closed. The main impact on the tourist of these holidays is the increased competition for travel and accommodation from Malaysians who use long weekends to get away from the big city.
To view a list of the public holidays for Malaysia, please see the link below:
www.timeanddate.com/holidays/malaysia/
Weather
The variations of climate across Malaysia come from the difference between the areas of altitude and the exposed coastal regions. The alternating southwest and northwest monsoon winds blow from April to September for the former and November to February for the later. Throughout the year and for as many as 150 to 200 days, there is rainfall which is fairly evenly distributed across the county. Most places endure a rainy season with the heaviest of rainfall falling between March to May and September to November.
Time
Malaysia is 8 hours ahead of GMT
Electricity
Electricity in Malaysia uses 240 volts, 50Hz. Outlets across Malaysia generally accept the following plug types;
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Malaysia Orang Utan Experience
Two parallel flat pins with ground pin
Trip Note Disclaimer
The information contained in this trip note has been compiled with great care and is provided in good faith. Any itinerary featured is correct at time of release. However, our itineraries may change as make improvements that result from travellers' comments, our own research or from time to time as a result of reommended travel advice.
You can rest assured that it is always our goal to provide you with the most rewarding trip and experience ever!
Our Details
If you have any questions about this trip please do not hesitate to contact us and we'll be happy to answer them.
Phone: 1-800-985-4852
Email: email@example.com
Post: Real Gap Experience, 8 Essex Center Drive, Peabody, MA 01960
Web: www.realgap.com
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Scaly Winged Wonders of Sikkim
Bhoj Kumar Acharya, Karma Zimpa Bhutia IFS, Sandeep Tambe IFS and S.Anbalagan IFS
Insects have catered to the aesthetic needs of human being since time immemorial. They represent a diverse group of small organisms starting from disgusting mosquitoes, bedbugs, flies to highly beneficial silkworm, honey bee, lac insect and resplendent butterflies.
Butterflies are beautiful insects that have scaly wings. The different colour scales determine the colour pattern of butterfly. They are active during daytime and can be seen fluttering from one flower to another in search of nectar. There are four stages in the life cycle of butterfly. They are egg, caterpillar, pupa and adult. The butterflies that we see represent the adult stage. A butterfly completes its life cycle in about 3 months; however an adult butterfly lives only for 15-20 days. We often consider moths also as butterflies but both of them are entirely different organisms having distinct characteristics. Moths, like butterflies, also are insects with scaly wings. They have more scales and hair than butterflies. They are active mostly during night and are attracted to light. They are not as colourful as butterflies. The moths and butterflies also differ in flying patterns and other behaviors.
Owing to the high variation in vegetation and climate and its unique geographical location, Sikkim represents one of the hotspots of butterflies in the world. Out of about 1500 species of butterflies in India, nearly 700 species are found in the state. Sikkim represents a mere 0.2% of the geographical area of the country, but harbors nearly 50% of the butterfly diversity.
The high diversity of butterflies has endowed them to inhabit different habitats, forests and climatic conditions. They are found everywhere right from the tropical valleys to the alpine meadows. However they are more abundant in the hot, humid river valleys and their number reduces with altitude. In Sikkim, some of the butterfly hotspots are Namprikthang in Dzongu, Rangrang, 32 number camp, Namphing-Pabong near Sirwani, Theeng near Chungthang and Legship.
- 1 -
The butterflies show distinct seasonal pattern. The spring months of March, April and May and the autumn months of October and November are the best season for observing butterflies. During peak monsoon from June to August and peak winter from December to February the number of butterflies goes down. Sunny mornings between 8 am to 12 noon are best for observing butterflies.
Pictorial field guides aid in butterfly identification. For Sikkim "The Butterflies of Sikkim Himalaya and their Natural History" by Meena Haribal is the best field guide covering 400 species of butterflies. Patience is the virtue of butterfly watching. Wait for them to come to you. Butterflies are not only fragile but also shy and hence care should be taken not to disturb and catch them. Carry a good field guide for field identification. A camera will be an added benefit. They bask early in the sunny mornings, which is the best time to photograph them.
Butterflies exhibit different kinds of behaviour. They are seen puddling in muddy ground, basking on plants or rocks, sailing majestically in the air, fluttering in the flowers and flying high above the treetops. Like birds, butterflies also migrate.
They have directional movement from one place to another, often long distances up to 3000 km, in search of food, mate and shelter. Patrolling behavior, usually exhibited by male butterflies, by way of random movement within their territory to keep away other butterflies. They also have hill topping behavior which is the tendency of butterflies to occupy vantage positions especially tree tops, hilltops to identify food sources. Sometimes many butterflies of different species congregate in wet, muddy grounds to obtain minerals. Basking i.e. sitting flat on any surface with their wings open to warm themselves is usual behavior exhibited by butterflies in the early morning hours.
Butterflies have many important roles in nature. They play a vital role in pollination of flowers. They also are important food for birds, lizard, spiders, preying mantis and other organisms. Owing to their resplendent colours and patterns they add to nature's beauty and of late butterfly parks have been developed to attract tourists. Being sensitive to changes in environment, they are good indicators of changes in
Popinjay
climate, habitat and environment. Conservation of butterflies is a great challenge among present day ecologist. Habitat damage resulting from construction activities and spreading of weeds pose a distinct threat to the long-term survival of butterflies. It causes the loss of larval food plants and adult breeding and feeding microhabitat. Collection of butterflies for commercial purposes poses another threat. All the butterflies of the state are protected under the Wildlife (Protection) Act – 1972. Catching or killing butterflies even in your own backyard can put you behind bars. Butterflies like Kaiser-I-Hind, Bhutan Glory and some Apollos are so rare and protected that killing them invites the same punishment as killing a tiger or lion.
- 2 -
The beauty, behaviour and the variation in size of butterflies astonish anyone who carefully observes them. The largest butterfly of Sikkim is Common birdwing (wing span- 14-19 cm), whose size is equivalent or even larger than some of the smallest birds. The smallest butterfly of Sikkim is a Common brownie (wing span 1.4-2.5 cm), having few mm body size. Many species such as Bhutan Glory, Red Appollo, Blue Tiger are rare & endangered. Sikkim is also blessed with many beautiful butterflies. Kaiser-I-Hind, Bhutan Glory, Peacocks and Appollos are magnificent scaly winged insects.
Common
Birdwing
Preservation of these glorious insects and their habitats is desperately required. Butterflies are also nature's creation and have equal right to live in this earth. Protect them and their habitats. Observe them whenever there is an opportunity. Who knows your observation might be unique information to science. Apart from these, we can also initiate butterfly tourism in select hotspots to add another dimension to the tourism sector
- 3 -
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COMPOSTING Q&A
Where is the best location for my compost bin?
Put your bin in a place that's convenient to get to, but also away from public view. You'll also want easy access to water. Your bin or compost pile should be between 3'x3' and 5'x5' in size, but you'll also need room around the pile to water, mix in additions, turn the compost regularly and maneuver a wheelbarrow or large buckets. Make sure you aren't too close to a fence or structure either.
Is a sunny spot or a shady spot best?
Avoid all-day shade if you can. Sunshine helps to keep the pile warm and active, but our intense summer sun can overheat and dry out your compost pile. Morning sun and light shade in the afternoon is ideal, but even without an ideal site, you can still compost successfully by keeping an eye on your compost and giving it attention when it's needed.
Green and brown- how much of each?
A good compost pile needs the right mix of nitrogen-rich green material and carbon-rich brown material. Since all brown materials have at least some nitrogen, and all green materials have at least some carbon, a mix of one part green to two parts brown is about right.
How often should I water my compost?
There isn't a set schedule for watering compost. It depends on the time of year, the weather, the amount of sun and shade and how often the compost gets turned. It shouldn't be too wet, and it shouldn't be too dry. You want your compost to feel like a wrung-out sponge- just right.
Turn, turn, turn? Why?
The microorganisms that turn dead plant materials into compost need oxygen. Turning the pile brings oxygen down into the pile. It can also help to dry out compost that's too moist.
When Is it done and ready to use?
There are a few signs to watch for. The pile will be smaller, up to half its original size. The compost will cool down, be dark and crumbly and have an earthy smell. You won't be able to identify the original materials that you put into the pile.
What can I do with it?
You can mix an inch or two into of compost into your garden soil every year or spread an inch over the surface and let earthworms do the work for you. Compost can be mixed into the potting soil you use in your container gardens. It also makes a great mulch in flowerbeds; an inch of compost helps suppress weeds and doesn't need to be removed at the end of the season the way fabric or plastic weed barriers do. | <urn:uuid:ca2bd8de-8a98-46c9-8ea0-f31e136a9aad> | CC-MAIN-2021-43 | https://www.cuwcd.com/assets/documents/classes/2021Composting.pdf | 2021-10-27T03:41:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00625.warc.gz | 855,654,670 | 541 | eng_Latn | eng_Latn | 0.999315 | eng_Latn | 0.999315 | [
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UNIT 2 THE ART OF PRAYER: WESTERN ART MUSIC AS
SYNAGOGUE SOUND
(Content experts: Cantor Matt Austerklein, Lorry Black, DMA, Mark Kligman, PhD; lesson plan written by Rabbi Barry Lutz, M.A.J.E., RJE)
UNIT 2: THE ART OF PRAYER
Since the Renaissance, Jews have risen to prominence in art music. This lesson explores the intersection of Western Art Music and Jewish music, and the influence it has had on the sound of synagogue worship.
Enduring Understandings
(What are the big ideas learners will take away from this lesson?)
* Music of the synagogue reflects the intersection and boundaries where our Jewish identity and our experience as members of American society come together.
* Sacred music reflects what being Jewish "looks like" in a particular historical and sociological context. Sacred music expresses the intersection of Jewish culture and values with that of the host culture - as well as the (self imposed or otherly imposed) boundaries which makes us distinctly Jewish.
* Jewish identity is fluid, reflecting an ongoing negotiation between the Jewish community and the surrounding host culture.
* How we define ourselves both as Jews and as members of the host culture influences the "sound" of the synagogue.
* The Milken Archive is a repository and access point for hearing and learning about Jewish music.
Essential Questions
(What are the essential questions that frame this unit? What questions point towards the key issues and ideas that will be taught?):
* What are some of the common social/historical themes that are critical to moments of integration of art music into the synagogue?
* What social elements must be present for the integration of host culture art music into the synagogue?
* When there has been an opportunity to integrate art music into the synagogue, who has been most open to this opportunity?
*
Who has been most resistant to this integration?
* What enables the music of a surrounding culture to be suitable for prayer?
* How might synagogue music influence the development of one's Jewish identity?
* How might one's Jewish/cultural identity affect the creation of Jewish music?
* What is at risk for all the various stakeholders (worshippers, clergy, etc.) when the music of the synagogue changes?
UNIT 2: THE ART OF PRAYER
The Lesson
1. Materials
* Computer with either internet connection or on which the presentation file for the lesson can be downloaded
* Presentation slides
* Speakers (Bluetooth or wired for amplification of audio and video selections)
* Projector and screen for viewing of slides
* Whiteboard / blackboard / large newsprint pad
* Microphone (as desired)
* Writing utensils / paper
2. Background Resources for the Instructor
* Salomon Rossi»
» Joshua R. Jacobson, The Choral Music of Salamone Rossi»
» https://zamir.org/resources/music-of-salamone-rossi/rossi-overview/»
» Leon of Modena's complete responsa on Jewish music in the synagogue currently located »
» This same document contains an excellent, if brief, background to Rossi's Shir l'Shlomo (commencing on p.41)
* Solomon Sulzer»
» Tina Frühauf, Salomon Sulzer, Reformer, Cantor, Icon
* Isidore Freed»
» A Jewish Composer by Choice, Isadore Freed- His Life and Work»
» https://www.milkenarchive.org/artists/view/isadore-freed/
* Ernest Bloch»
» https://www.milkenarchive.org/artists/view/ernest-bloch/
* Charles Davidson»
» https://www.milkenarchive.org/artists/view/charles-davidson/
3. Instructional notes: Throughout these lessons, you will find suggested texts in discussion outlines. "Texts for the instructor are not meant to be "prescriptive" ie. spoken word for word, they are provided simply as a discussion guideline. Please use your own words."
A. Some Principles of Adult Learning to consider (based on "What We Know About Adult Jewish Learning", Diane Tickton Schuster and Lisa D. Grant):
–– the motivation for participation often has more to do with connecting with /
UNIT 2: THE ART OF PRAYER
having an experience with friends that the subject matter.
–– intrinsic motivation
–– want to use their learning to deepen their understanding and seek connection of their life experiences to the content
–– thrive in a 'democratic atmosphere' (discussion, experiential learning, collaborative inquiry)
–– educated / sophisticated in many aspects of life, not so much in their Judaism.
–– "life to Torah and then back to life again" (Rosenzweig)
B. This lesson, as well as those that follow, rely heavily on the following conceptual framework as a way to discuss and "define" Jewish music.
Sonic: utilizes elements like scales, rhythms, and ornamentation that are generally considered to "sound Jewish" but not necessarily specific tunes, etc. Leonard Bernstein used cantillation motifs in symphonic works; jazz musicians might vamp on a Sephardic folk song; klezmer musicians record traditional freylakhs or Hasidic melodies.
Meaning: a musical piece has some kind of Jewish frame of reference but doesn't necessarily use traditional tunes or scales, etc.
Anything that uses a Jewish text, is sung in Hebrew, Yiddish, Ladino could fit here.
For example: Max Helfman's oratorio "The New Haggadah" is based on a poem about the Warsaw Ghetto Uprising. Or, it could be something totally abstract, like an instrumental piece the composer feels reflects a Jewish concept or a personal identity.
Context: "Jewish music is music created by Jews."
This category is broad and not as easily defined. Essentially, we refer here to music by Jews or music in Jewish social/religious contexts.
For instance, songs by (Jewish composers) Debbie Friedman, Craig Taubman, Rick Recht, Beth Schaefer, are derived from long standing Jewish values, but do not always directly use a Jewish text. Nevertheless, both their origin and their use, over time, in Jewish camp and synagogue settings has cemented their place as Jewish songs.
UNIT 2: THE ART OF PRAYER
Questions rising out of this frame of reference include:
Does any music a Jew writes inevitably reflect some aspect of his or her Jewish identity even if there is no specific Jewish content? i.e. Berlin's "God Bless America", Bob Dylan, or most of the Tin Pan Alley and Broadway composers.
Can "non-Jewish" music played in Jewish contexts be Jewish music? ie. Max Bruch
Finally, it is important to emphasize that a lot of music can fit into multiple categories. This can serve as a reminder to students that music is not the "universal language" it's often framed as, but rather, that musical "meaning" is contextual and subjective.
(See the following Venn diagram, based on work by Milken Archive Curator, Jeff Janeczko)
4. Preparation
A. Advance Prep
1. Please read through the lesson.
2. Please read through, listen to, and familiarize yourself with all of the musical pieces referenced in this lesson.
3. Please read through the biographical reference material. Use this material to give brief biographical backgrounds on the musicians referenced in the lesson.
4. Please be sure to familiarize yourself with the technology used in this lesson. Please go through the slideshow at least once prior to instruction so you are comfortable with the "choreography" of the lesson.
B. Printing and Copying
UNIT 2: THE ART OF PRAYER
1. Do copy Listening Guide found in Appendix, at least 3 per participant.
C. Classroom Setup
Room setup is at the discretion of the facilitator and may be contingent upon enrollment.
1. Projector and Screen should be set up.
2. Speakers should be connected to computer.
3. Technology should be tested in advance of class start time.
UNIT 2: THE ART OF PRAYER
Color Codes Used in the Lesson
This color is used to indicate suggested talking points for the instructor. Feel free to use the text as it is written in the lesson, or to paraphrase as you desire.
These are questions to be asked of the students.
Texts highlighted like this are points of information and/or suggestions for the instructor in teaching this lesson.
UNIT 2: THE ART OF PRAYER
THE LESSON THE ART OF PRAYER: WESTERN ART MUSIC AS SYNAGOGUE SOUND
UNIT 2: THE ART OF PRAYER
The Lesson
This lesson focuses in particular on the influence of Western Art Music on synagogue music. Other lessons will focus on the influence of other musical traditions on the sound of Jewish music in America.
1. Set Induction
A. Begin by welcoming everyone to the class.
i. If you desire you might begin with a song/niggun to bring everyone together.
ii. If learners don't know each other, you might begin by having each introduce themselves and say a brief word about themselves (ie. why they are taking this class?
B. Explain: We will be talking about "art music" throughout this lesson. So, we must begin by trying as best we can, to define 'art music'. The easy answer is, "You know it when you hear it." A more substantive answer is, "music that has been carefully crafted, using advanced musical techniques and concepts."
Slide 2
C. Introduce How do we determine what music is appropriate for the synagogue? Who makes that determination? These two questions are central to today's lesson. Let's begin our exploration with this piece of music. Slide 3
i. Play one of the following:
If you wish you can substitute a piece of your own choosing (perhaps one that is particularly
familiar to your class participants) that will serve
as an opening to a discussion these two questions.
a. Adon Olam, Cantor Azi Schwartz
b. Mi Chamocha, Nefesh Mountain
ii. Discuss
What are the purposes of synagogue music? Who makes that determination?
What functions does it perform?
UNIT 2: THE ART OF PRAYER
Slide 1
Slide 4
Slide 5
In that context, is the piece of music we just listened to appropriate for the synagogue? Why? Why not?
Who makes that determination?
Explain In this music we can see what can happen at the intersection of Jewish liturgy and host culture, particularly when there is an openness to an exchange of intellectual and cultural ideas and concepts.
Today, we are going to explore what has happened at that religious/cultural intersection over the past 400 years. In particular we will try to understand how the definition of what music is acceptable for the synagogue has changed over time and where the authority lies for making that decision. We will ask these questions:
To be displayed on board or screen
2. Beginnings
A. Music in the synagogue
Introduce: We are going to go back to the beginnings of our tradition to see how the music of the synagogue has evolved. Let's start with the Bible.
This is meant only as a quick survey to set the context—not an in-depth text study.
UNIT 2: THE ART OF PRAYER
10
i. In the Ancient Temple
a. Bible: Psalms 150:1-4
Feel free to sing!
Hallelujah. Praise Adonai in God's sanctuary; praise God in the sky, God's stronghold. Praise God for mighty acts; praise God for exceeding greatness. Praise God with blasts of the horn; praise God with harp and lyre. Praise God with timbrel and dance; praise God with lute and pipe.
לְלּ֥והּוַֹֽו׃ הּֽוהּו בִּרְקִ֥יעַ עֻּז֗לְלַֹֽ֝ו ה֑לְלּו־אֵ֥ל בְּקָדְׁשַּֽה ׀ הָ֨ הַ֥לְלּו י ּוהּו֗לְלַֽ֝ר הָ֑קַע ׁשֹופֵ֣לְלּוהּו בְּתַֹֽ֭ו׃ הֽב גֻּדְלֹּ֣והּו כְּר֗לְלַֽ֝יו הָ֑ בִגְבּורֹת ב׃ָּֽוהּו בְּמִנִּ֥ים ו ְעּוג֗לְלַֹֽ֝ול ה֑ף ּומָחֹ֣לְלּוהּו בְתַֹֽ֭ור׃ הֽבֶל וְכִּנֵ֣ בְּנ דגכדגכדגכדגכ
b. Rabbinic: Mishnah Arakhin 2:3
There are never less than twenty-one [Shofar] blasts in the Temple and never more than forty-eight. There are never less than two harps, nor more than six. There are never less than two flutes, nor more than twelve. On twelve days in the year the flute was played before the altar: At the slaughtering of [the Pesach offering for] the first Pesach, at the slaughtering of [the Pesach offering for] the second Pesach, on the first festival day of Pesach, on the festival day of Shavuot, and on the eight days of Sukkot. And they did not play on a bronze pipe but on a reed pipe of , because its sound is sweeter. Nor was anything but a single pipe used for the finale, because it makes a pleasant finale.
אֵין ּפֹוחֲתִין מֵעֶשְׂרִים וְאַחַת תְּקִיעֹות בַּמִּקְדָּׁש ו ְלֹא מֹוסִיפִין עַל אַרְבָּעִים ּושְ ׁ מֹנֶה. אֵין ּפֹוחֲתִין מִשְּ ׁ נֵי נְבָלִין ו ְלֹא מֹוסִיפִין עַל שִ ׁ שָּ ׁ ה. אֵין ּפֹוחֲתִין מִשְּ ׁ נֵי חֲלִילִין וְלֹא מֹוסִיפִין עַל שְ ׁ נֵים עָשָׂר. ּובִשְ ׁ נֵים עָשָׂר יֹום בַּשָּ ׁ נָה הֶחָלִיל מַכֶּה לִפְנֵי הַמִּזְבֵּחַ.
Slide 11
Slide 12
11
בִּשְ ׁ חִיטַת פֶּסַח רִאׁשֹון, ּובִשְ ׁ חִיטַת פֶּסַח שֵ ׁ נִי, ּובְיֹום טֹוב רִאׁשֹון שֶ ׁ ל פֶּסַח, ּובְיֹום טֹוב שֶ ׁ ל עֲצֶרֶת, ּובִשְ ׁ מֹונַת י ְמֵי הֶחָג, וְלֹא הָיָה מַכֶּה בְּאַּבּוב שֶ ׁ ל נְחשֶ ׁ ת אֶלָּא בְּאַּבּוב שֶ ׁ ל קָנֶה, מִפְּנֵי שֶ ׁ ּקֹולֹו עָרֵב. וְלֹא הָיָה מַחֲלִיק אֶלָּא בְאַּבּוב י ְחִידִי, מִפְּנֵי שֶ ׁ הּוא : מַחֲלִיק יָפֶה
ii. Musical limitations after the destruction of the Second Temple
a. Prohibition against work on Shabbat BTalmud, Beitzah 36b, Mishnah: And these are the acts prohibited by the Sages as shevut: One may not ... clap his hands together, nor clap his hand on the thigh, nor dance.
Gemara: ... lest one assemble or put together a musical instrument to accompany his clapping or dancing
Rashi notes that if clapping is forbidden because it might lead to fixing an instrument, playing an instrument would obviously be prohibited as well, for the same reason.
Slide 14 b. Maintaining the spirit of Shabbat: Rabbenu Hananel, a 10th century Africa: Though noisemaking does not fall under any of the 39 categories of forbidden work on Shabbat, noise runs counter to the restful spirit of Shabbat. (R. Hananel on BT Shabbat 18a-b)
c. Mourning for the destruction of the Temple Gittin 7a: They sent the following question to Mar Ukva: From where do we derive that song is forbidden in the present, following the destruction of the Temple? He scored parchment and wrote to them: "Rejoice not, O Israel, to exultation, like the peoples"
Slide 15
Slide 13
12
(Hosea 9:1). … Mar Ukva teaches us that all types of song are forbidden.
3. Salamone Rossi and integration of host culture music in the synagogue
A. Give a brief biographical overview of Salamone Rossi and the historical/social context of the Italian community in which he
lived. Refer to Appendix
B. Rossi and Renaissance music Introduce Let's listen to a piece of music that would have been popular in late 16th century Mantua.
i. Play Claudio Monteverdi Selection Highlight musical characteristics of Renaissance Music
ii. Introduce "HaShirim asher Lish'lomo"
In order to introduce, refer to Appendix for background information on Salomone Rossi's life.
2: Jewish Music in 17th c. Italian Synagogue
3: Rossi as a Musical Innovator and
4: HaShirim asher Lish'lomo
Play sample of Rossi's music
What do you hear in Rossi's liturgical compositions that is similar to the prior selection we listened to?
Are there elements that are different?
a. Highlight musical elements of Renaissance Music found in Rossi's compositions.
Point out musical components that distinguish Rossi's music as particularly "Jewish".
Use the "sonic, meaning, and context" framework to compare and contrast Rossi's and Renaissance music.
What do you think was the response to Rossi's
Slides 16–19
Slide 20
Slide 21
Slide 22
13
liturgical innovations?
What effect do you think this music had on worshipper?
What did it make them think about / feel?
Was Rossi's musical innovation suitable for shul?
C. The Responses
iii. The "traditionalist's" reaction
Hand out "The traditionalist's response" from Appendix.
iv. The "reformers" response: (Leon of Modena's responsa on Jewish music in the synagogue)
Hand out the "reformers" response located in Appendix.
Note: The full text of Modena's Teshuvah on Jewish music in the synagogue is located in the Box file: Cantor's Curriculum / Lesson 2
Do you find anything in this story that is reflective of your experience of issues surrounding synagogue liturgy and music today? If yes, what?
How are decisions made today regarding the music of our synagogues?
Note common social and historical themes.
4. Another שלמה Salomon Sulzer "father of the modern cantorate."
A. Explain: We're going to jump ahead 200 years to Vienna, Austria.
If you were living in Vienna in the middle of the 19th century, what music would you be streaming on your digital device?
B. Play a short selection of Schubert's Mass in G
C. Give a brief biography of Sulzer
i. 19th c. Vienna
See "Section 1: 19th c. Vienna" in Appendix,
Slide 23
Slide 24
14
Salomon Sulzer (For a more extensive discussion of Sulzer see Tina Fruhauf, Salomon Sulzer, Reformer, Cantor, Icon in Box File: Cantor's Curriculum / Lesson 2)
ii. Sulzer biography
See "Section 2: "Biography" in Appendix iii. As a secular musician
See Section 3: "Composer of Art Music" in Appendix
Explain: Sulzer was the 19th c. version of a Jewish rock star. Sulzer was Debbie Friedman a century before Debbie Friedman, or Craig Taubman, Rick Recht, Dan Nichols … His rock star status came not just from his compositions but also from his voice—he was known to Liszt, Schumann, and Schubert who would come to listen to him sing. And, he was famous for his musical interpretation of this Schubert lieder:
Play Die Allmacht: His community even chose to ban him from secular art song performances (although he continued to write "secular" art songs).
iv. As Cantor and Musical Reformer
See "Section 4: "As Cantor and Reformer" in Appendix
v. Schir Zion
See "Section 5: "Schir Zion" in Appendix a.
Play Kaddish
Instruct: As you listen, write down the thoughts, emotions, images that come to mind for you. Then, share with someone else in the group.
Collect responses - look for common themes.
Slide 25
Slide 26
Slide 27
Slide 28
Slide 29
15
What classical music elements do you hear in Sulzer's synagogue compositions?
Compare using conceptual music framework (Sonic, Meaning, Context). See the discussion of the conceptual framework above in the class preparation section.
What common motivations did Rossi and Sulzer share?
D. Was it suitable for shul?
How do you think Sulzer's contemporaries responded to his musical innovations? Was it suitable?
Do you know that, 200 years later, Sulzer continues to play an important role in synagogue music and worship? Do you know what that is?
Play Sulzer Torah service selections
How is it that we are still using these pieces of music 200 years later, in contemporary American worship?
What, in your estimation, has allowed these pieces to stand the test of time?
The point of this question is to explore how synagogue music, like other aspects of worship are transformed by social and historical context. Rossi and Sulzer integrated the art music of their surrounding culture, making synagogue music "contemporary" in its time. This music is in tension with our own "contemporary" social and historical context and new liturgical trends.
5. Ernest Bloch
A full review of Bloch's life and work can be found at https://www milkenarchive.org/artists/view/ernest-bloch/ a pared down version of that article is available the Appendix.
UNIT 2: THE ART OF PRAYER
Slide 30
Slide 31
Slide 32
16
Introduce The pinnacle of the expression of art music in the synagogue came in the early-20th c. with Ernest Bloch's composition of "Avodath HaKodesh" (Sacred Service)
Play Bloch's Kedushah from his Sacred Service
Comment By the early 20th c., the pendulum of musical influence, particularly in the liberal Jewish community in America, had swung so far in the direction of secular art as well as church music, that there was a movement to restore some Jewish "authenticity"/soul to the liturgical music of the synagogue. Two of the most prominent figures in this movement were Isidore Freed (a student of Bloch's) and Charles Davidson.
6. Contemporary responses
In this section you can choose to focus on either Isadore Freed or Charles Davidson. Or, at your discretion, you can choose to do both.
Comment As in the times of Rossi and Sulzer, the music of our synagogues continues to be significantly influenced by the intersection of American culture and Jewish community in the late 20th and early 21st centuries. This intersection has led to the creation of Jewish music that is uniquely American.
A. Isidore Freed
Brief biographical background on Freed
See Appendix
Play Kedusha
Look at Freed's postulates for synagogue music. In your estimation, do they "work" as a formula for creating music that is fitting for the synagogue? Why/Why Not?
Is there anything that is missing that you would add?
Does the music of our sanctuary meet this criteria? Why/Why not?
UNIT 2: THE ART OF PRAYER
Slide 33
Slide 34
Slide 35
17
Let's look back at the music of Rossi and Sulzer. How does their music size up against Freed's criteria?
Introduce Let's listen to a piece of music by Cantor Charles Davidson that comes uniquely out of the American Jewish experience.
See Appendix
B. Charles Davidson
Play David Danced Before the Lord (Milken Archive)
Is this suitable for shul? Why? Why not?
Art music is much less prevalent in synagogue today than it has been for most of the history of the American Jewish community. What are the factors at play that have made that so?
What do you imagine are the "outside" influences on synagogue music today? What outside influences have become "inside" influences? Discuss.
ie. Rock and Roll, the 60s folk movement, jazz, contemporary art music, etc.
8. Conclusion
Summarize The question, "Is it suitable for shul?" is one that we will continue to ask as long as there is a free flow of influences at the intersection of the Jewish community and American society.
It is one we will look at in more detail in future lessons as the story of the American Jewish community to unfold.
Conclude as you wish with another song - you might choose a more contemporary liturgical piece reflective of this lesson.
UNIT 2: THE ART OF PRAYER
Slide 36
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Disaster Planning & Response: Making Uncertainty Easier
Tips to Help Families Support Their Children …families helping families stay safe…
Family to Family Health Information & Education Center of Florida
You have been told that a hurricane might be heading right for your home…what are you going to do? How will you help your children prepare? How can you help with their fears? These are just a few questions that may be going through your head in addition to your own emotions and responsibilities in preparing your home, protecting your property, full filling job responsibilities, and keeping yourself safe from harms way. Below are a few simple tips to help you support your children and youth during difficult times.
1. Don't get caught up in the "hype"
The potential for a disaster is great opportunity for media to increase their audience. There is a difference between "information" and "entertainment". Children (and adults for that matter) do NOT need to be entertained when they are facing a potential disaster. It increases their anxiety, concern, and fear. They need information that will help them make wise choices concerning their safety. Constant exposure to drama that is presented as information for the purpose of entertainment can cause serious emotional issues for children. Limit your family's time in front of the television and tune in for regular updates and alerts, such as at the top of each hour, just long enough to know what you need to do to protect yourselves.
2. Have a plan and know what you will do
It is the unknown that frightens most people. Most children and youth are more disturbed about what they think might happen than by reality. Planning that addresses each level of impact is easier for children. For example, you might have a plan for a Tropical Storm, another for a Category One Hurricane, and then one for each category of storm. By sharing these plans and letting your children know what you will do and when, you are giving them something to use to fight their fears. Posting and referring to them when discussing the storm and answering questions can give them a sense of security and make them feel more in control.
3. Talk on a level that your child can understand
Children of all ages will know or sense that something is about to happen. They may be old enough to know or they see and hear the concern and anxiety in your voice. Older children should be included in developing the family plan. They should also be encouraged to develop their own plan about things important to them, such as how they will contact friends when it is over, what they will do with their possessions, and how they will occupy themselves should they have to evacuate or exist for some time without electricity. Younger children can help you pack things such as flash lights or preparing water bottles. This should all be done in a calm and matter of fact manner. Infants and young children may not understand your words, but take the time to hold them and whisper in their ear how much you love them and that you will always do your best to care for them. Singing and playing games they recognize can help them stay calm.
4. Give them information that they need
When a child asks how bad the storm is, you can compare it to others they may have experienced. If they see devastation on the television (refer to tip one) and ask if it may do that to their home, instead of guessing what it might or might not do, answer them by discussing what you will do IF it is that bad. Have them talk about what they think they could do to help protect themselves and their belongings. Remind them that you will all be together, someplace. Talk about the plan and where you will be. If they ask where the storm will hit or ask if it is coming to your home, answer by redirecting them back to where it is now and what we know about where it will be later today. Do not answer their questions with "I don't know". Do not lie…but only tell them about what you are fairly certain. There is no use in getting them scared about something that may change, as these storms tend to do.
5. Keep to your routines and regular schedule
Routines reinforce to children that things are OK and will be staying the same for a while. They are comforted by doing what they are used to doing. It is important to integrate preparation into regular schedules (like ball practice, church, work, chores, etc). This helps them understand that "life goes on". Their fears and behaviors related to being scared will be much less when they can count on what will happen next. When it gets to the point where you can no longer follow these routines because of the weather, build new routines that relate to your planning and response to the storm.
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The Adventures of Perseus
Talk and Drama for Writing
Patrice Baldwin
For the last three years, I have had the pleasure of working with Pie Corbett once or twice a term, exploring and developing 'Talk and Drama for Writing'. The way we work a story with whole classes of children is different but complementary.
I often use drama techniques with picture books, paintings or poetry to provide a 'lived experience' that emotionally engages a whole class of children. The drama purposefully generates 'thought and talk' and this can be prior to writing. The drama generates content and ideas; and within the drama writing opportunities can arise or be planted by the teacher.
Drama engages and motivates most children. They understand and enjoy entering and acting out stories together, using their bodies and voices. At its simplest, Drama can be a linear re-enactment or retelling of a known story, bringing to life a chronological sequence of events. Getting children to simply
14 Drama Magazine Summer 2015
Drama_21.2 v1.indd 14
'act out' stories (as imitation or mimicry) is something that most teachers feel safe and comfortable with. The use of drama strategies can take this further. Teachers who have a few basic drama techniques at their disposal, can use them to help children to hold important moments in stories still. This aids their inter-thinking and collective 'thought and talk' either in or out of role. Through Drama children can actively explore and communicate meaning together, create new scenes and dialogue, innovate and elaborate on the known story. This can lead into writing that generates new text.
Different types of Drama Strategies can be selected to purposefully generate different types of 'thought and talk', which may be used to help prepare children for different types of writing. For example, some strategies may be selectively used to support the creation of images (freeze frame, tableau), episodes
(small group playmaking, performance carousel), dialogue (improvisation, eavesdropping), monologue (thoughttracking, talking objects), settings (visualisation, making 'sense' of the story), characters (hot seating, role on the wall).
Drama with whole classes, contains its own immediate and responsive audience and the children are both participants and spectators at different times.
Drama enables and requires children to use language and image effectively, to tell/re-tell and present/perform stories clearly. It also demonstrates and improves their knowledge and understanding of the content, key moments, the sequencing of episodes, the complexity of characters, the development of themes, as well as their understanding of symbols and metaphor.
Retelling the story, repeatedly associating words and phrases with certain bodily actions, is central to embedding the story
structure in 'Talk for Writing'. It engages and involves all children and helps them to internalise a story structure embedding in both their long term and working memories. Drama is also an embodiment of story. It is visual, auditory, kinaesthetic and tactile. Importantly, it invites empathy and links the cognitive and affective domains. It enables affective and cognitive engagement with characters, themes and situations. In 'Talk for Writing' and in Drama the children enjoy a sense of belonging, as both approaches are inclusive and require everyone to be actively and socially involved.
The following drama lesson is one I developed, using Pie's version of The Adventures of Perseus. He wrote this for the National Gallery and it links to a dramatic painting that hangs there, Perseus turning Phineas and his Followers into Stone, by Luca Giordano. Pie's story and a download of this image
All Drama is story and in some senses, all story is Drama. When we read stories alone, the 'drama' of the story is usually just in our heads but in both 'Talk for Writing' and Drama, children are invited to experience the story through embodying it. This makes it memorable.
Drama_21.2 v1.indd 15
are both freely available for use by schools via the National Gallery website.
http://www.nationalgallery. org.uk/learning/teachers-andschools/teaching-englishand-drama/out-of-art/ stories-for-use-in-class/thestory-of-ariadne-by-pie-corbett/.
Construct your career in theatre
BA (Hons) Scenic Arts (Construction, Props & Painting)
To apply email firstname.lastname@example.org
Visit bruford.ac.uk for more information & Open Day dates.
Our degree develops your creative and practical skills by constructing sets and props for public theatre and performances. Industry work placements included. Rated the UK’s top drama school for student satisfaction*
Sir Richard Eyre President Professor Michael Earley Principal & Chief Executive Source:*National Student Survey 2014
Drama_21.2 v1.indd 16
When I first tried out the drama lesson below with teachers, I was in the unusual and fortunate position of following straight on from Pie Corbett, personally and vividly retelling his version of the story 'live' to the dozens of teachers present. Before starting this lesson yourself with children, you may wish to first read aloud Pie Corbett's version of the story to them. You should have Giodarno's painting ready to use towards the end. If you have some atmospheric music to use as background (for example, for the Performance Carousel in activity 7), it can help re-evoke the emotions and memories if children are writing in connection with the drama afterwards.
The drama strategies used in this lesson can also be used with other stories and images.
DRAMA STRATEGY (AND PURPOSE) NO.
1 Dramatic game
* Links with the story
* Extends vocabulary and models literary devices e.g. alliteration
* Provides ritual
2 Teacher in Role
* Giving information (setting, character and plot)
Shadowy Role
* Gathering information (setting, character and plot)
* Clarification of character
Hot-seating
* To gain further information from and about a character
3 Thought-tracking
* To find out a character's inner thoughts at a key moment
The 'I Wonder' game
* To encourage and share 'possibility thinking' and speculation
Drama_21.2 v1.indd 17
Adventures of Perseus
Features
THE ADVENTURES OF PERSEUS
TEACHER GUIDANCE
Warm up (an adaptation of 'What's the time Mr Wolf' with Medusa instead of a wolf). The teacher in role as Medusa. Freeze whenever 'Medusa' turns and looks at you and speaks. This is an opportunity for the teacher to give information and model rich, spoken language, whilst turning towards them in role, e.g. 'I am the dreaded and dreadful gorgon Medusa', 'My hair slips and slithers with slimy venomous snakes', 'One steely stare from me and you stay stuck as stone statues'. 'Stay away from us Gorgon Sisters, you mere mortals. Beware my moods and mysterious magic. Beware of me, Medusa'.
In role as worried Perseus, the teacher briefly tells the children the story so far (see below), up to the moment when he tells them he has vowed to bring Medusa's head as a wedding present. The class can then ask Perseus questions, to gather more information. The class are just 'shadowy' questioners, i.e. they have no particular role, other than that of questioners.
The main parts of the story so far, that the teacher to get across are:
* Perseus and his mother Danae were locked into a chest and cast to sea by her jealous father Acrisius..
* They were washed ashore on Seriphos, where the kind fisherman Dictys found them and took them in.
* The King of Seriphos (Polydectes) has fallen in love with Danae and wants to marry her.
* Perseus has told Polydectes that he needs Perseus' permission to marry Danae.
* Polydectes and Perseus have argued and Perseus has sworn by Zeus that he will bring Medusa's head as a wedding present to Danae.
* Any living creature that looks at Medusa, will turn to stone.
Perseus is now worried about how he will carry out what he has sworn to do. What are his thoughts?
The teacher as Perseus, stands still, looking out to sea. Ask the children to speak aloud Perseus' thoughts (in the first person), at this anxious moment. They can pass the stationary Perseus as they speak his thoughts (passing thoughts) or it could be carried out as a static thought-tracking activity.
Alternatively, this activity can be done by children each using a repeated sentence stem every time, 'I wonder', e.g. 'I wonder where Medusa lives?' 'I wonder if I will come back alive?'
5
Features
Adventures of Perseus
THE ADVENTURES OF PERSEUS
DRAMA STRATEGY (AND PURPOSE) NO.
4 Rumours
* To focus their imaginative thinking on the witches
* To introduce and develop characters
* To build dramatic tension
Mime and improvisation
* Building collective belief in an imaginary object, verbally
* Verbalising descriptions aloud (can precede descriptive writing)
Physical Theatre
* To bring a visualised image into being, physically
Talking Objects
* To stimulate language that can later support writing (personification)
Performance carousel
* To enact the sequence of events with all contributing
* To create a whole class, collective performance
Hotseating
* To gain and share more information about each object
* To deepen engagement with the group role
6 Conscience Alley (Thought - tracking)
* To verbalise and hear pros and cons of a course of action
* To engage with a key character at a key moment
* To build dramatic tension
Teacher in Role
* To provide a focus for the children's response
7 Talking objects Physical theatre
Active Storytelling
* To engage them with a key
moment
* To develop the concept of personification
18Drama MagazineSummer 2015
Drama_21.2 v1.indd 18
TEACHER GUIDANCE
Tell the children that Perseus now has to visit the three 'one eyed' Graeae, as they know where Medusa lives. The Graeae can see, only by sharing one eyeball that they pass between them. Rumours abound about these three hags. Ask the children to make up a plausible rumour about these Graeae and then move around, spreading and gathering rumours about them.
Perseus is given gifts to help him in his quest.
1. Athena gives Perseus a shield.
2. Athena gives Perseus a sword.
3. Hermes gives him a cap of invisibility
4. Hermes gives him a pair of winged sandals
Divide the class into 5 groups. Each group is allocated one of these imaginary objects. Try to make groups no larger than 5 children. If necessary, more than one group can be allocated the same object.
5. Hermes gives him a sack for Medusa's head.
Seated in groups, they pass the imaginary object around, commenting on it, describing it, verbally building up a collectively agreed image of the imagined object, e.g. 'This shield is very shiny' 'These shoes have very light feathers sewn along the side of them, etc. They need to listen to each other to build one image and not contradict each other about what it looks and feels like.
Each group physically and collectively becomes their object. In slow motion, each group forms themselves into a single still image of their object. The object can be formed gradually by one person at a time, adding themselves to the group image.
Alternatively the object can be formed by all members moving into the image simultaneously (this requires rehearsal time).
As each person adds themselves to the image, they speak descriptively as the object, e.g. I am the sharp sword that can cut through any metal…' ' I am a strong feather in the wings of this shoe…' etc.
The groups rehearse and then present their group image in turn, continuously, i.e. with no break between the group performances.
After the sequence of group performances, they can ask questions of each object, to get further information, e.g. 'Are the feathers all the same sort?'
Ask the class to get into 2 lines facing each other, to create a narrow passage for Perseus to walk through. Perseus journeys through the passage, to where the gorgons are. As Perseus (Teacher in Role) passes by, each child has the opportunity to speak aloud to him. One line will try to persuade him to go forward and slay Medusa. The other line tries to persuade him to retreat. Encourage children to justify, logically reason and explain to Perseus, e.g. 'Go back Perseus because …' or 'Go on Perseus because …'
Ask the class to get back into their 'talking object' groups (as activity 5). Tell them that we are now focusing on the moments just before, during and after Perseus chopping off the head of Medusa .
Each group is given one section of the scene (see bulletpoints below) to tell and present together, as the object.
The recounts (spoken by the objects as 'eye witnesses') will be presented to the rest of the groups, as audience. Voice and sound effects can also be used.
DRAMA STRATEGY (AND PURPOSE) NO.
7 (cont.) Performance Carousel
* To enable an inclusive, whole class performance to be compiled
* To give a focus (audience) for the recount
8
9
10
Adventures of Perseus
THE ADVENTURES OF PERSEUS
TEACHER GUIDANCE
After a few minutes rehearsal, the scenes can be presented in turn, in chronological sequence.
1. The cap (helmet) of invisibility speaks about going into the cave and the moment when Perseus first sees the gorgons;
2. The bronze shield tells the story up to the point where Medusa is reflected in it;
3. The sword picks up the story from the point of the sword being held and raised, finishing at the point when Medusa's head is severed;
4. The bag tells the story from when the head is put inside it until they are back at the entrance of the cave;
5. The winged feet tell the story, from the moment they take flight, carrying Perseus and the bag homeward, up until the moment that he sees Andromeda below and hovers for a moment, indecisively.
YOU COULD STOP HERE IF YOU WISH OR CARRY ON TO THE NEXT OF PERSEUS' ADVENTURES.
Should Perseus detour now to rescue Andromeda from the sea monster (the Kraken), or should he head straight back home to save his mother from marrying King Polydectes? Time is of the essence!
Conscience Alley
* To share and consider the pros and cons of a course of action
* To give opportunity for persuasive speech (which can precede persuasive writing)
* To identify with a character's possible inner thoughts, feelings and motives (which can precede written monologue)
Teacher in Role
* To give a focus for the responses
* To guide pace for – reflective thinking
'Making sense' of a picture
* To encourage engagement through multi-sensory memory
* To draw attention to and verbalise the detail in the picture
* To stimulate a verbal, shared imagined experience
* To construct descriptive sentences aloud that could help if writing later
Tableau
* To enable all to engage verbally with a key moment
* To build shared belief in the imagined experience
* To encourage creative 'thought and talk'
Improvisation
* To build dramatic tension
* To ensure all are included in a key moment
Teacher as Storyteller
* To offer a model of recounting
* To provide a focused climax
Drama_21.2 v1.indd 19
Ask the class to get into 2 straight lines facing each other, to create an alley. Pass as Perseus (Teacher in Role) between the lines. Each child has the opportunity to speak aloud to Perseus, as if they are a voice inside his head. One line tries to persuade him to fly down and save Andromeda from the Kraken, whilst the other line tries to persuade him to fly straight home.
Project the painting of Perseus showing the Gorgon's head to Phineus. Say, 'Travel the picture with your eyes…' Ask them to pick up on the detail to be seen in the picture and speak aloud sentences starting with, 'I can see …'
Next, 'Travel the picture with your ears …' (what sounds would they hear if they were present in the scene?) Their responses should start with, 'I can hear …' ('I can hear bodies falling to the ground').
Next, 'Travel the picture with your nose…' (what smells would they hear if they were present in the scene?) Their responses should start with, 'I can smell …' ('I can smell the sweat')
Next, 'Travel the picture with hands/bare feet…' (what tactile sensations would they feel if they were present in the scene?) Their responses should start with, 'I can feel … ('I can feel the heavy handle of my sword').
Now ask them to imagine that the scene in the painting is like a film scene. It can be rewound, to the moment just before Perseus enters the banquet scene.
Ask them to imagine that there are more people, either side of the painting that we cannot see (but can imagine). They can now choose to be either characters from the painting itself, or from just outside it. Tell them that you will be Perseus and that when you hold up the head of Medusa they must freeze (turned to stone).
They then build the picture, entering the scene in turn and bringing it to life. Then Perseus enters (teacher in role). As Perseus you could have a real bag with a mask in it or just mime it. As Perseus you narrate aloud what is happening (but as a recount).
For example: 'I arrived at the banquet hall. I was in a hurry. I needed to get this business over with and get home to my mother's wedding. The people stared at me as I entered and I strode forward towards Phineas. I was on my guard. I felt unsafe and wondered if he meant to harm me or let me leave. It was then he shouted his final words, 'Kill him!' Quickly, I reached inside the bag and pulled out the heavy, snake filled head of Medusa. I turned it towards the hostile crowd and slowly the room fell silent, turned to stone.'
19
Some possible writing opportunities to select from:
* Diary writing (Following Activity 3): Perseus confides in his diary, after he has vowed to deliver the head of Medusa and has no idea how he will do it! Writing the inner thoughts of Perseus in his diary, leads on from us hearing and contributing to his inner thoughts through 'thought-tracking'.
* Monologue/soliloquy (Following activity 6): The Conscience Alley has enabled us to hear contradictory and persuasive voices inside Perseus' head as he is about to enter Medusa's cave. These voices have provided the content of a possible written soliloquy.
* Recount (Following activity 4): Writing a paragraph in the first person, (maybe inside a speech bubble) that records one of the rumours spoken about the three Graeae. The rumours have been spoken and spread in the drama and can then be written and displayed as a class collection of speech bubbles.
moral dilemma. Should he save Andromeda or just fly straight home? This can now be written by Perseus in the present tense (as a monologue) or in the past tense (as a recount).
* Setting the scene (Following activity 9): They have studied the painting, 'as if' they are someone who is present in the scene, waiting for the arrival of Perseus. They have been guided to focus on and verbalise the multi-sensory aspects of the scene. They can now write an opening paragraph that sets the scene and precedes Perseus' entry to the banquet.
* The main event (Following activities 9 and 10): The children have been in the scene depicted in the painting and heard the teacher, in role as Perseus, narrating the scene as it unfolded before them (the eye witnesses). They can now write what they have witnessed up to the moment they look on the head of Medusa. This could be written in such a way as to follow directly on from the 'Setting the Scene' paragraph above.
* Personification (Following activity 5): Following on from the object describing itself in the drama, the children can then write as the object. The drama will have enabled them to think about and rehearse descriptive content.
* Eye witness accounts/ personification (Following activity 7): The children (as objects) have already verbally recounted the beheading of Medusa by Perseus. They were eye witnesses to the event. In the drama the event has been sequenced, with each object telling part of this story episode. The eye witness accounts can now be written by the objects and can be sequenced (as they were in the Performance Carousel).
* Monologue or recount (Following activity 8): The Conscience Alley has enabled us to listen in on Perseus' thoughts as he faced a
* Final recount: Imagine that Perseus recounts the whole adventure to someone sometime later (for example, to his mother). Following a verbal recount (to a listening partner), the adventure can then be written in the first person. It may be helpful to suggest that the children storyboard it or record it in as few sentences as possible first (as paragraph prompts for elaboration).
Patrice Baldwin is past Chair of National Drama and Past President of the International Drama Theatre and Education Association (IDEA). She has been a Primary Headteacher, LA School Improvement Adviser and was an Ofsted Inspector. Patrice has also worked for BBC Education as a series consultant and scriptwriter for Let's Make a Story. She is an established educational author of several books, her most recent (with Rob John) being, Inspiring Writing Through Drama (Bloomsbury, 2012). Patrice is a visiting lecturer at several universities in the UK and was honoured as a Cultural Leader for Brock University (Canada) in 2013. She now runs her own business, Inspiring Professional Development and School Improvement (www.patricebaldwin.com), providing courses, Conferences, advice and support to schools. Email: email@example.com
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Greater West Bloomfield Historical Society
Transcription of Oral Interview cassette tape with
Winfred Hamlin
Transcribed by GWBHS member Sure Williams – June, 2010
Interviewer: Jim Laarman, GWBHS member
L: Visiting Mr. and Mrs. Hamlin in their beautiful house on Garland Street in Keego Harbor (corrected to Sylvan Lake by transcriber, Sue Williams). Mr. Hamlin, spent time on many different farms and has agreed to tell us about them.
Interview Date is Jan. 19, 1988
NOTE Tape Quality: sometime muffled voices, tape ends ¾ through on side 2.
L = Jim Laarman
WH = Win Hamlin, age 90
MW = Mrs. Hamlin, age 86
L: You were born not on a farm, but where?
WH: North side of Orchard Lake. Then we moved to Pontiac when I was 5, then moved back to the Island.
L: That's when you started to remember? Was your job to work on the island?
WH: Dad was caretaker; he raised vegetables for the people in the cottages - nine families. In the winter, we were there alone. '
L: Was there livestock on the island?
WH: At that time there was one cow and team of horses.
L: When was this?
WH seems confused.
L: How old are you now?
WH: 90
L: So you were born in '98; went to the island for the first time in 1903.
WH: Then Dad got extra cows so we had two cows and two horses.
L: How long were you on island?
WH: 4 years; then moved away, then back again for 3 more years. Dad got a job as a motorman for the DUR so we moved to North Farmington near Franklin where the InterUrban ran the full length of Orchard Lake Road . . .
L: Was Farmington Road running a stagecoach at this time?
WH: Not as far as I know. (confused about roads) North Farmington was where they had a general store, most groceries. It was the same distance to Franklin. Either way. We caught a ride with the folks from the Cooley Farm. They had big herd of cattle.
L: Did they raise grain in the island?
WH: Oh no, not quite enough for our needs. We planted field corn, so we had corn, partly for the hogs and chickens. Planted it on the low part of the island, from the middle front woods back that we always put into corn. We had stalks . . .
L: When you used it for ensilage (silage, preserved green fodder, preserved in a silo) or fodder. Stalks – all had to be hand cut?
WH: Dad cut it by knife. It was like a scythe, it was a straight blade, heavier than a regular scythe.
We had to buy grain to feed all animals. We used our own garbage for the pigs. They were shut in in the winter in the chicken house.
L: That's not on the map.
WH: It was out towards the woods. We'd put the stock out and then we'd have to go look for them.
L: Did you use cowbells?
WH: We'd let them loose, and put the bells on them.
L: In the evening, that would ring all over the island. Music of Orchard Lake?!
WH: We didn't use regular cow bells, that would have irritated the people in the cottages. We used sleigh bells. There was a fence around east about 2/3 down the island. That's where we . . . hay. L: Any alfalfa?
WH: No . . . Regular mixed grasses, clover and June grass . . .harvested by mower with the horses.
The mower stayed on the island. Plow, of course, walking plow. Single turnover. You could set it how deep you wanted. Set the axle up or down. Second time I was able run it. Dad raised a veg garden. My job was to ride horseback while he was cultivating. Kids hated that because you were riding all day long. Got pretty hot some days
L: What kind of soil on island?
WH: It was a mix of clay. Garden was mixture of black dirt.
L: Any wild game like rabbits?
WH: Winter you'd see rabbit tracks.
L: Hunt on the island?
WH: Just for ourselves. In the winter, they'd come across (does not say what kind of animals) there were some Beautiful walnut trees. Dad cut them down.
L: Did you raise raspberries?
WH: Not really. We had the fence . . . Cattle were all colors and kinds. The jersey had the richest milk but didn't give quite as much. We furnished the cottages with milk and eggs. Had close to 100 chickens.
L: So you could hear roosters crowing in the mornings?
WH: Yes, there was the barnyard up this end we had tool shed by the road down to the lake. We could put our tools away . . .out of sight. In the wintertime we were by ourselves. We'd slide down the hill on the north side of the island, right on down to the lake. That hill is eaten down in now. That's how much the ice is eating away at the land. Used to call it 40 acres at one time. We'd slide down on little sleighs with wooden runners. Once in while Dad made us a bobsled. We couldn't go quite as far on the lake with that. It had metal runners, 3/8 rod and Dad just curved it and flattened it and put in front and back screws. Dad also made boats. Made wooden boats for Campbells.
L: Did you ice skate and ice fish on the lake. ?
WH: Yes, in the by by the church, it was often plastered with people fishing. Even back then. Quite a lot of fish. In the spring, we'd go into the marshes for pike. Used to use shotgun and shoot them. Pretty good luck with that . . . there were two icehouses on the island. Second time I was there, Dad bought an ice plow. We used to fill all the people around the lake: Wards, up in the grove. Cuthbersons place, very west end of the lake. Ward owned it, and he was working with Wards, so there was lots of acreage.
L: Anyone else try to buy up all around the lake?
WH: Ward tried to buy all around, but he never made it. Didn't get Pelletiers on North side of the lake we lived there and Langdon's lived there at one time. (wife is now talking with Mr. Hamlin) Peach orchard was on north side, between Cass Lake and Orchard Lakes. Then they built a place on what used to be Edgewater on Lone Pine. People would pick load of peaches and wait for the DUR to take to Detroit. At picking time, you'd pick a bushel and get paid. Wards did all that . . .Frank Hallett (Spelling??)lived by the peach farm, on a big hill. Alfred Langdon was Uncle to Win Hamlin.
Shares picture of their home . . .
Mrs. Hamlin: (talking about another house). . It was a nice house; about 80 years ago we lived there. Around 1905. Bay window. There were shutters on the windows. The first night we were there, we got up and closed the shutters and we closed them at night all the time so no one could look in. (Mrs. Hamlins' chair was moved to closer to the microphone)
WH: About that school . . . I got a job making wood parts at Burdette – they made door frames out of wood. Got paid by the piece, made framework, glued all that together. Worked with the glue you'd have to warm up the glue when you got in. Sometimes we'd throw the harded pieces all around at each other (laughs) . . . .Didn't stay there very long. I had pneumonia before that and the Dr. told me to get back on the farm or you'd get consumption. . . . Dr. Chapman in Pontiac. He had a special team of horses; he'd make his rounds . . .
(Discussion on team of horses when working at Flanders) . . . we'd soak the wheels in the lake. The wheels would shrink from the iron hoop and it would dry out, separating from the rim. Let the wheels soak and horses drink at the same time. Water the wagon and the horses. My team, nice looking team at Flanders. Year before I got there, one of the horses got killed right there at that hill. When Flanders was building there, they'd go down to the streetcar. They'd get a whole lot of people to work, people from Pontiac. Coming down that hill, the neck yoke came loose and took off the end of his tongue, jammed his tongue and stabbed the horse. Bled to death. That was before I got there . . . Flanders owned the horses. They had 6 teams, with 4 extras. You had to feed your own horses, hay.
L: Where was this barn?
WH: Barn was up on the main road, up around by Leggets (Hiller road going north and south), where the silos are. Up the hill, there was a crossroads and that's where the boarding house was. And the barn was near there . . . then they had a cow barn, near up by the road. They kept cattle.
L: And cows gave milk for sale?
WH: They had a special driving team that was faster to take the milk to market . . .
L: Where did they (teamsters) all eat?
We all ate together in the dining room, in the big square house. Center of the room.
L: Did the barn have silos? (muffled voices) How did they stick the corn into the silo?
WH: All they had for the stall was to stick the head of the cow into a slot . . .
Side ON - TAPE ENDS
SIDE 2
WH: …. mid conversation . . .In the wintertime, we had apples there.
MH: It was a big barn
WH: it was a huge barn. It was on Commerce Road across from Green Lake Road, about a mile from Scotch School.
MH: What was her name? I think it was Charlotte. Her cousin used to have a goat and had a cart made for the goat. I used to like to go home with her and go out with him and go outside by the barn with the goat and cart.
L: There weren't too many goats around were there?
WH: No. That barn was built there. They invited everybody in the township for a dance.
L: Was that where you met Mrs. Hamlin?
MH: No, we had known each other since we were babies.
L: You're four years younger?
MH: Yes.
(idle talk) Note: WH is 90 years old at the time of this interview
MH: . . . . garble . . . . Mr. Flanders
L: Was there a Mrs. Flanders
WH: Yes, you didn't hear much about her. There was her and a boy, George, about our age. He's the one who had the goat.
MH: Mr. Flanders had been married twice and this was his youngster with her. When you got up to the end of Green Lake, there were cottages around there, so you couldn't bike around the lake. But there was an old lady in a shack, really old, who lived back in the woods there.
L: Anyone else try to buy up lakes? (refers to Ward buying Orchard Lake property and Flanders buying Green Lake property) That didn't happen on Pine Lake.
WH: Well, there was the big hotel on Pine Lake, burned down. That was another ice house we had to fill.
L: Yes, the Interlaken. How long was the Interlaken there?
WH: Don't know. They had a store there on the shore on Pine Lake by the seminary area.
L: I have a postcard picture showing that store in the background.
WH: At one time they used to run a launch from there to the hotel. So you could get off the InterUrban and go to the hotel. Us kids, we were probably 12 years old, we had bikes and I'd get across from the island and, the Bachelor *** confirm spelling - boys and me would bike all day, and we'd get hungry. Miller's Bakery would come out from Pontiac. You could buy a half dozen cinnamon donuts for about
15 cents at that time. We'd end up waiting for Miller's Bakery, instead of buying them at the store.
MH: That store is where I tasted my first ice cream.
L: What else did they sell?
MH: Candy, cookies
L: Who ran the store?
MH: At that time it was Claude Young and his wife. I was old enough to walk there and we had a nickel and I went after the ice cream.
WH: The Michigan Military Academy was there and every Sunday they had a dress parade. They'd send special cars up from Farmington and they'd sit there until after the parade was over and had a special switch to turn the car around and then they'd go back to Farmington and Detroit.
L: I'd like to talk about the farming on the academy grounds. We have no info on their farm. When they sold, they must have kept the farm going, didn't they?
WH: (muffled) . . . The academy had a garden and went into town once a week. They had an actual cavalry and would ride up around Orchard Lake. About 2 doz or 30.n of them. They were quite a mischievous bunch. If we were walking on the road and they'd come along, the captain would holler and they'd do just the opposite. (to scare them??) I think they used to ride three or four abreast.
L: I know Fred Wilkins was the veterinarian there for a while. That' what the records show.
WH: Fred Wilkins used to live right next to the street car track. There was a store there and Batchlors lived there, too.
L: Mrs. Wilkins was a Bachlor, wasn't she?
MH: Yes.
WH: If we went down there, we used to unhook the horses and pay a quarter, put the horses in the barn at Bachlors and take the street cars into town and then come back.
L: Probably a lot of people did that, didn't they?
WH: talks about how people could park their horse there and ride into town again and come back and pick up the horses . . .
L: What about the mail?
MH: Mr. Bachlor was the mailman. The post office was right next door. (by Seminary road)
We had mailboxes there. There was once a day delivery. He had a buggy. But that was before my time.
L: Did he provide any other services, sell stamps, etc.
WH: They sold stamps.
L: What did Bachlor do?
WH: He had a small farm. Pretty old at that time . . .He was getting up there. His wife would get his breakfast and he'd get him going and . . .
MH: She'd almost put him into the buggy, they'd say . . . (laughs)
L: Regular mail route around here?
WH: This was a hard place for a route, with many side streets. (Looking at map or pictures) This is where the streetcar was. Big street cars. I didn't think I'd be living on the same road that I took the street car to go to the factory.
L: (discussion on teams of horses.) Were you a teamster for the Flanders? What did you do for them?
WH: Whatever the boss said to do it, we did it. One hour you'd be cutting hay, next hour something else. I mean we (the teamsters) were a team. We had to go down to the depot every month and haul feed up for all the cattle. Up Orchard Lake. I couldn't lift those bags.
L: How did that feed get there?
WH: Sometimes they would come on a DUR flatcar or the train. There were 6 regular teamsters and a couple of extras. There were always harnesses to fix, stalls to clean, clean and oil harnesses. . . .There wasn't time to play cards . . . There was an ice house and a green house and another little greenhouse up by the house, just for their own stuff. They had a greenhouse man and he used to raise cucumbers and they had to put trellises all along it, you almost bumped your head on those cucumbers.
L: That was his specialty?
WH: Yes, once a week they'd take the DUR and send them into the market in Detroit to the Broadway Market.
L: I remember that store. They had beautiful fruit in the 50's
WH: My grandfather was from England and he brought back the seed from there. At that time, my grandfather was gardening. He'd always tried to give you a cucumber that didn't have seeds; he didn't want you to get the seeds . . .
L: Where did you grandfather live?
WH: All around; with us in the wintertime. He gardened over at the academy in the summers. They didn't do much farming, but they had a big garden. Mother worked there at the academy in the laundry. L: Do you remember doing laundry on the island?
MH: She didn't wash on the island. They all had maids. As a rule they all (the 9 families on the island) bought their own maids, the same ones as in the wintertime. The maid would do the shopping, too.. L: Did any have pets?
WH: No, very scarce. One family had a dog. We had a dog. (can't recall name) a beagle. (garbled) She (?) Raised a garden on the north side on the slope. Big cyclone cellar east side of house. Front was the flower garden.
L: What about the trees? That maple tree is over 100 years old. The two big pines . . .
WH: Can't recall those . . . they were just trees to me. At the foot of the flower garden is the Smoke Tree. (looking at picture) Whole woods was Basswood, with sprinkling of oak and pine. A big wind fell most of the basswood. My father gathered it up, got it sawn up for lumber at the Farmington sawmill.(not sure of location of sawmill)
L: Well, I have to ask . . . .Questions about the house in Walnut Lake. When did you become manager of Albert Kahn's out there and what about that house that fell into the lake . . .?
WH: (seems confused, can't remember) Wife says "you remember that - the one that fell into the lake thru the ice."
L: Who's house was it?
WH: It was the farmer's house. Muirhead, Muirhand*** to be confirmed
L: Could you tell us anything that happened?
MH: You could look down there in the ice, by the Smith's. You could see it when the ice was clear.
WH: It was a farmhouse by the lake and Kahn's lived up on the hill. There was a tennis court and it was along side the tennis court. They wanted to move it down to Inkster. After it (the property) was sold to Kahn, Smith's bought it (the farmhouse) we were going to move it out on the ice.
L: What did they use to move it?
WH: Horses, a team of horses. It was wintertime and they could slide it across by beams and they got it over on the lake, clear down across there. . . stopped to let the horses rest. It was getting dark. The next morning it was gone, it went through the ice.
L: Where were they heading with this house?
MH: Inkster. Down to Smiths. It was toward Detroit, anyways. (looking at map) You could look down in the ice and see the brick chimney.
L: I have a skin diver at school who's interested in going down and look for these bricks.
WH: There's probably more than brick. It was a very plain house.
L: Was it Bigelow brick from the Bigelow Mill?
WH: Could be. Don't know. Where's Bigelow? That was before my time . . .
MH: (Sister) Pearl Callow knows more. Lives on Franklin. She's ill now . . . .lives near the Cooley house.
L: Did you used to play with one of the Bigelow boys? Tell us about the time you started up the shute (?)
WH: You went down there to play and (intelligible) His Dad (Bigelow) was supposed to be the tallest man in Oakland County. He wore a size 16 shoe, big man.
(Seems to be looking at map or out window) That house out there, we used to live there. Big Evergreen Fir on the front of the house is still there. That's all I remember.
L: Looking at map? Where is Lone Pine Road? On the back side of the stone wall? Was the house designed by Kahn?
WH: don't know.
L: What was Albert Kahn like, any recollections?
WH: He was straightforward. He was not a big man. He said something and walked away and expected it to be done. She (Mrs. Kahn) had a garden.
L: You kept her garden?
WH: Yes . . . .
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Physical Education Statement of Intent
At Whinstone Primary School, we aim to develop children who will be physically active and can flourish in broad and balanced PE curriculum. We believe physical education develops skills and capabilities necessary for mental, emotional, social and physical well-being in our children now and for their future. PE at Whinstone delivered by a qualified PE specialist encourages pupils to enjoy being physically active whilst developing their skills in a range of activities. All pupils have the opportunity to participate in numerous sporting festivals where they are encouraged to work with others and develop their sense of sportsmanship and fair play.
In KS2 children will continue to apply and develop a broader range of skills in activities already covered at KS1 along with additional sports such as fitness, tag rugby, swimming and cricket. They will develop their flexibility, strength, technique, control and balance within these activities. Children enjoy communicating and competing with each other as well as finding different ways to link actions and sequences of movement. Children develop an understanding of how they can improve in physical activities as well as be able to evaluate their own performance. Children participate in modified competitive games and apply basic tactics and strategies in various situations.
All pupils leaving primary school (to be) physically literate and with the knowledge and motivation necessary to equip them for a healthy lifestyle and lifelong participation in physical activity and sport.
Physical Education KS2 National Curriculum
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
* play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
* use running, jumping, throwing and catching in isolation and in combination
* develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
* take part in outdoor and adventurous activity challenges both individually and within a team
* perform dances using a range of movement patterns
* compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
* use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
* swim competently, confidently and proficiently over a distance of at least 25 metres
* perform safe self-rescue in different water-based situations.
Physical Education Implementation
Physical Education is taught as an area of learning in its own right as well as integrated with other curriculum areas where appropriate and especially where we can promote healthy lifestyles. It is timetabled to be taught for two sessions per week.
Year 6 Physical education Implementation – Key Concepts
The Key Concepts of Physical Education at Whinstone are:
* Accurate Replication of Actions
* Outwitting Opponent
* Performing at Maximum Levels
* Exercise Safely and Effectively
| | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Indoor PE | Fitness | Basketball | Gymnastics | Dance | Indoor Tennis |
| Gymnastics | Tag Rugby | Dance | Football | Basketball |
|---|---|---|---|---|
| Routine | Attack | Unison | Positions | Teamwork |
| Apparatus | Defence | Cannon | Skill | Marking |
| Counter balance | Anticipation | Complex patterns | Referee | Decision making |
| Link | Interception | Exaggeration | Competitive | Strategies |
| Mirroring | Pressure | Control | Tactics | Pressure |
| Evaluation | Formation | Emotion | Anticipation | Competitive |
| Suggestion | Role | Evaluation | Interception | Umpire |
| Fitness | Netball | Indoor Tennis | Cricket/Rounders | Badminton |
| Fitness training | Marking | Control | Positions | Forehand |
| Sustained running | Positions | Forehand | Pace | Backhand |
| Circuit training | Attack | Backhand | Distance | Match |
| Boxercise | Defence | Serve | Speed | Badminton net |
| Components of fitness | Performance | Match | Tactics | Serve |
| SAQ training | Umpire | Volley | Long barrier | Overhead clear |
| HITT training | Anticipation | Technique | Strengths | Technique |
| Benefit | Interception | Umpire | Weaknesses | Umpire |
These key concepts and knowledge will be taught and reinforced through the development of these specific skills listed. These Key Concepts and vocabulary will be revisited and repeated throughout a child's journey of Physical Education at Whinstone.
backhand, smash,
| Accurate Replication of Actions | | Exercise Safely and Effectively | | |
|---|---|---|---|---|
| Gymnastics | Dance | Fitness | Invasion games | Striking and Fielding games |
| Basic jumps, rolls, hands and feet and balances. Counter balances. Equipment work. Link all movements together as an individual, in pairs and in a large group. Unison and Cannon. Mirroring. Evaluation and suggestions. Own led routines. | Complex step patterns. Pair and group work. Levels and directions. Step patterns, gestures, turns and jumps. Timing, exaggeration, emotion and control. Different styles of dance. Unison and Cannon. Evaluation and suggestions. Choreograph own dance in pairs and groups. Teach others a dance. | Leading of warm ups and cool downs. Participate in fitness training methods – sustained running, circuit training, boxercise, SAQ and HITT training. Participate in all methods and be able to describe the benefits and what performers it is suited to. Description of different components of fitness. | Performance of a range of combination skills at a competitive level and under pressure. Anticipation, marking and defending strategies. Tactics, strategies, advanced rules and formations. Range of positions and their roles. Focus on score line and how to improve performance. Introduction of other roles such as referee/umpire. | Different bowling techniques – under and over arm with pace and direction. Different throwing techniques, distances, heights and paces – under and overarm. Advanced catching skills – catches at different speeds and long barrier. Batting skills with different directions and pace. Awareness of rules and tactics. Focus on minimal positions related to own individual strengths and weaknesses. |
Physical Education Impact
At the end of each topic teachers will evaluate what knowledge and skills pupils have gained within the Key Concepts.
| | I can make my own routine with others, following a theme |
|---|---|
| | I can include and demonstrate a number of dance principles in my performance (canon, mirror, meeting and parting, change of pace) |
| | I can use and link my own moves with others to create a collective sequence |
| | I can perform demanding routines accurately |
| | I can improve my performance after evaluation, using dance vocabulary |
| | I can explain exactly how to improve my own and others’ performances |
| | I can help others in my group, showing leadership skills |
| | I can travel showing different speeds, directions, foot patterns and levels |
| | I can perform difficult moves showing flexibility and co-ordination |
| | I can perform a range of jumps on the floor and from a height (e.g. tuck, straddle, pike, pencil) |
| | I can perform a handstand safely |
| | I can perform a handstand followed by a forward roll |
| | I can perform a cartwheel from a standing position |
| | I can use a run up to perform a cartwheel with speed |
| | I can sometimes perform a one handed cartwheel |
| | I can move in unison and cannon with my partner |
| | I can mirror my partner |
| | I can use counter balances with a partner or in a group |
| | I can support my partner’s bodyweight in a balance |
| | I can jump, roll and balance on, over, under and along available apparatus |
| | I can perform a sequence which includes transferring weight from different body parts |
| | I can perform a routine including shapes, jumps, balances, cartwheels, travelling, rolling and rotating |
| | I can use and link my own moves with others to create a collective gymnastic sequence |
| | I can perform demanding or lengthy gymnastic routines accurately |
| | I can show clear and controlled starting and finishing positions in gym routines |
| | I can use gymnastic vocabulary confidently to evaluate mine and others’ performances |
| | I can help others in my group improve their sequences, showing leadership skills |
| | I can refine my performance after evaluation, using gymnastic vocabulary |
| Performing at Maximum Levels | I can demonstrate an excellent running posture and technique |
| | I can begin to accelerate rapidly from a standing sprint position |
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Preventing Bullying, Intimidation and Harassment of Students
Bullying, intimidation, and harassment diminish a student's ability to learn and a school's ability to educate. Preventing students from engaging in these disruptive behaviors and providing all students equal access to a safe, non-hostile learning environment are important school goals.
Bullying on the basis of actual or perceived race, color, national origin, military status, unfavorable discharge status from military service, sex, sexual orientation, gender identity, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of being homeless, or actual or potential marital or parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:
1. During any school sponsored education program or activity.
3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
2. While in school, on school property, on school buses or other school vehicles, or at school sponsored or school sanctioned events or activities.
4. Through the transmission of information from a computer that is accessed at a non-schoolrelated location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by the school if the bullying causes
a substantial disruption to the educational process or orderly operation of a school.
Definitions from Section 27-23.7 of the School Code (105 ILCS 5/27-23.7)
Bullying includes cyber-bullying and means any severe or pervasive physical or verbal act of conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
1. Placing the student in reasonable fear of harm to the student's person or property.
2. Causing a substantially detrimental effect on the student's physical or mental health.
3. Substantially interfering with the student's academic performance or.
4. Substantially interfering with the student's ability to participate in or benefit from the services, activities, or privileges provided by a school.
Cyber-bullying means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo-electronic system, or photo-optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. Cyber-bullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying. Cyber-bullying also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying.
Restorative measures mean a continuum of school-based alternatives to exclusionary discipline, such as suspensions and expulsions, that: (i) are adapted to the particular needs of the school and community,
(ii) contribute to maintaining school safety, (iii) protect the integrity of a positive and productive learning climate, (iv) teach students the personal and interpersonal skills they will need to be successful in school and society, (v) serve to build and restore relationships among students, families, schools, and communities, (vi) reduce the likelihood of future disruption by balancing accountability with an understanding of students' behavioral health needs in order to keep students in school.
School personnel means persons employed by, on contract with, or who volunteer in a school, including without limitation school administrators, teachers, school counselors, school social workers, school psychologists, school nurses, administrative assistants, custodians, and bus drivers.
The Principal shall develop and maintain a bullying prevention and response plan that advances the schools goal of providing all students with a safe learning environment free of bullying and harassment. This plan must be consistent with the requirements listed below; each numbered requirement, 1-12, corresponds with the same number in the list of required policy components in 105 ILCS 5/27-23.7 (b) 1-12.
1. The school uses the definition of bullying as provided in this policy.
2. Bullying is contrary to State law and the policy of this school. However, nothing in the school's bullying prevention and response plan is intended to infringe upon any right to exercise free expression or the free exercise of religion or religiously based views protected under the First Amendment to the U.S. Constitution or under Section 3 or Article I of the Illinois Constitution.
3. Students are encouraged to immediately report bullying. A report may be made orally or in writing to the School Complaint Manager or any staff member with whom the students is comfortable speaking. Anyone, including staff members and parents/guardians, who has information about actual or threatened bullying is encouraged to report it to the School Complaint Manager or any staff member. Anonymous reports are also accepted.
Complaint Manager:
Melissa Hester
247 Brook Forest Ave
Shorewood IL 60404
815-409-4495
4. Consistent with federal and State laws and rules governing student privacy rights, the Principal or designee shall promptly inform the parent(s)/guardian(s) of every student involved in an alleged incident of bullying and discuss, as appropriate, the availability of counseling services, other interventions, and restorative measures.
5. The Principal or designee shall promptly investigate and address reports of bullying, by, among other things:
a. Making all reasonable efforts to complete the investigation within 10 school days after the date the report of a bullying incident was received and taking into consideration additional relevant information received during the course of the investigation about the reported bullying incident.
b. Involving appropriate school support personnel and other staff persons with knowledge, experience, and training on bullying prevention, as deemed appropriate, in the investigation process.
c. Notifying the Building Principal or school administrator or designee of the reported incident of bullying as soon as possible after the report if received.
d. Consistent with federal and State laws and rules governing student privacy rights, providing parents/guardians of the students who are parties to the investigation information about the investigation and as opportunity to meet with the Building Principal or school administrator of his or her designee to discuss the investigation, the findings of the investigation, and the actions taken to address the reported incident of bullying.
The Principal or designee shall investigate whether a reported incident of bullying is within the permissible scope of the School's jurisdiction and shall require that the School provide the victim with information regarding services that are available within the School and community, such as counseling, support services, and other programs.
6. The Principal or designee shall use interventions to address bulling, that may include, but are not limited to, restorative measures, social-emotional skill building, counseling, and community-based services.
7. A reprisal or retaliation against any person who reports an act of bullying is prohibited. A student's act of reprisal or retaliation will be treated as bullying for purposes of determining any consequence or other appropriate remedial actions.
8. A student will not be punished for reporting bullying or supplying information, even if the School's investigation concludes that no bullying occurred. However, knowingly making a false accusation or providing knowingly false information will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
9. The School's bullying prevention and response plan must be based on the engagement of a range of school stakeholders, including students and parents/guardians.
10. The Principal or designee shall assist the School with its evaluation and assessment of this policy's outcomes and effectiveness. This process shall include, without limitation:
a. The frequency of victimization;
b. Student, staff, and family observations or safety at a school;
c. Identification of areas of a school where bullying occurs;
d. The types of bullying utilized; and
e. Bystander intervention or participation.
f. The cognitive and social emotional abilities of the parties involved.
The evaluation process may use relevant data and information that the School already collects for other purposes. The Principal or designee must post the information developed as a result of the policy evaluation on the School's website, or if a website if not available, the information must be provided to school administrators, School members, school personnel, parents/guardians, and students.
12. The Principal or designee shall fully implement the School policies, including without limitation, the following:
a. Uniform Grievance Procedure. A student may use this policy to complain about bullying.
b. Curriculum Content. Bullying prevention and character instruction is provided in all grades in accordance with State law.
c. Student Social and Emotional Development. Student social and emotional development is incorporated into the School's educational program as required by State law.
e. Harassment of Students Prohibited. This policy prohibits any person from harassing, intimidating, or bullying a student based on an identified actual or perceived characteristic
d. Access to Electronic Networks. This policy states that the use of the School's electronic networks is limited to: (1) support of education and/or research, or (2) a legitimate business use.
f. Restrictions on Publications. This policy prohibits students from and provides consequences for: (1) accessing and/or distributing at school any written, printed, or electronic material, including material from the Internet, that will cause substantial disruption of the proper and orderly operation and discipline of the school or school activities, and (2) creating and/or distributing written, printed, or electronic material, including photographic material and blogs, that causes substantial disruption to school operations or interferes with the rights of other students or staff members.
g. Distribution GLA will communicate this policy on bullying to its students and their parent or guardian on an annual basis.
Full implementation of the above policies includes each school's adoption of formal Bullying/Harassment Investigation Procedures requiring: (a) a prompt and thorough investigation of alleged incidents of bullying, intimidation, harassing behavior, or similar conduct, (b) a determination by a preponderance of the evidence that bullying or harassment has occurred; (c) the provision of appropriate consequences and remedial action to students who violate on or more of these policies,(d) protection of students against retaliation for reporting such conduct, and (e) notification of all involved parties the outcome of the School's investigation. Such notification must be consistent with the requirements of the Illinois School Student Records Act.
13. Encourages all members of the school community, including students, parents/guardians, volunteers and visitors, to report alleged acts of bullying, intimidation, harassment, and other acts of actual or threatened violence.
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Tuel Lane Infant & Nursery School
Modern British Values
Overview
We have a duty to promote and teach the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
Separately, the Counter Terrorism and Security Act also places a duty on us "to have due regard to the need to prevent people from being drawn into radicalism or terrorism" (the Prevent duty).
Democracy: making decisions together
We encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other's views and values and talk about their feelings, for example when they do or do not need help. When appropriate, we demonstrate democracy in action, for example, children sharing views in a group session with a show of hands.
We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law: understanding rules matter
Through our teaching about managing feelings and behaviour we ensure that children understand their own and others' behaviour and its consequences and learn to distinguish right from wrong.
We negotiate rules and the codes of behaviour with the children, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.
Individual liberty: freedom for all
Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, self-esteem learning or by talking about their experiences and learning in classrooms. We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discussion about how they feel about moving into new classes or on to junior school.
Mutual respect and tolerance: treat others as you want to be treated
We work to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Our curriculum planning and practice is geared to supporting children to acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
We encourage and explain the importance of tolerant behaviours such as sharing and respecting other's opinions. We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children's experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.
Our staff will:
Consistently and actively promote tolerance of other faiths, cultures and races
Challenge gender stereotypes
Work to engage with children and families and with the wider community
Challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths, beliefs and lifestyle choices. | <urn:uuid:37ae25f2-3d51-4a75-bdb6-b96869e743bb> | CC-MAIN-2021-43 | http://www.tuellaneinfantschool.org.uk/wp-content/uploads/Modern-British-Values-at-Tuel-Lane-Infant-School-2021.pdf | 2021-10-27T02:32:30+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00630.warc.gz | 148,215,772 | 612 | eng_Latn | eng_Latn | 0.989964 | eng_Latn | 0.989912 | [
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Department of Philosophy and Religious Studies, Tansian University
EDUCATION FOR PEACE-BUILDING IN NIGERIA
OMOJOLA Immaculata Olu, (SSMA), PhD
Department of Business Administration and Management Villanova Polytechnic, Imesi Ile, Osun State firstname.lastname@example.org
DOI: 10.13140/ RG.2.2.23433.67684
Abstract
This paper discussed education for peace building in Nigeria. It attempted to see how education can facilitate peace building in Nigeria for national development. Definitions of education and its impact on the life of the students after schooling were considered. This was to be a factor that will enable the individual to maintain peace, which is a way of being in agreement with one's environment at all levels. The paper revealed that living in accord with one another will foster growth and development. Signs of lack of peace in Nigeria were identified as cultism in schools, kidnapping, Boko Haram insurgency and human trafficking among others. Agencies of education like home/family, schools, club/societies, the church/mosque, peer group, government, social media and the community were encouraged to be up and doing in propagating values that will build mutual coexistence in Nigeria. It was later recommended that government should pay more attention to job creation, on-going formation or more awareness programs and careful selection of leaders to ascertain peace building, while at the individual level; the focus should be on togetherness for progress. Phenomenological method of research was used for the purpose of this study.
Key Words: Education, Peace-Building, Nigeria, Kidnapping, Cultism, ritual killings, Social Media and Government.
Introduction
The issue of education for peace-building is the intention of this paper. It is an attempt to see the influence of education on individual which will later translate to peaceful co-existence and nation building in Nigeria. Education is the process that supports learning; encourages acquisition of knowledge and boost understanding of values. Education especially formal education must possess the ability of leading one from ignorance to better understanding of views. It moves one from emptiness to fullness or ability to reach the height. It leads one into the capacity to realize his inbuilt potentials and become useful and reliable after schooling. Education refines and delivers individual that value it from being narrowminded, which gives room for competency to accommodate others and
Department of Philosophy and Religious Studies, Tansian University their views. The anxiety in Nigeria especially in relation to lack of peace is not a new thing and this is increasingly becoming an accepted culture and practice. Attention need to be paid to how individual are raised up in the informal training or education received according to backgrounds. The view of Olowu (2016) is applicable here as he opines that "Nigeria is a multicultural and multiethnic nation where people are raised differently according to the beliefs and customs of their ethic group. Consequently, by observing one‟s behaviors it is possible to discover one‟s origins" (p.1)
Education must take place under the direction of educators for proper assessment and attention, because it carries with it a particular curriculum to be strictly followed. It has methodology for transmitting the required knowledge. This can come inform of teaching, discussion and learning. Education is time consuming because it occurs in stages and after each stage, there must be some noticeable improvement since, education brings about an intrinsic and lasting change in a person's thinking and capability to do things. Education is not about having access to information on a particular issue, it is more of acquiring or inserting information into one‟s brain and this can only be possible through repeated practice. This will later translate or transform into proper assimilation that will change the attitude of the receiver for good. In other words, changing to be able to differentiate what is good from what is bad. This by implication is the ability to apply what education has given, to one‟s day to day life and activities.
Smith (2015) has carefully defines education "as the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life."(p.2). He further explains that it is a process of inviting truth and possibility, of encouraging and giving time to discovery. In the opinion of smith, education must not be confused with schooling because the responsibility of school teachers is to bring out or develop individual potentials. In other words, it is a process of helping individuals to realize what he is good at and be productive in life. In the mind of the researcher however, schooling will still help to arrive at this discovery stage. When one is exposed to school curriculum step by step, the tendency of clinging to a particular area of interest is possible. Hence a good teacher or educator can then tailor his student towards this aspect for improvement. This can certainly lead to career counselling.
Fafunwa (2003) defines education "as the engine of economic, social and political growth and development of any nation" Also, "Education is the Alpha and Omega for development". "Education is the aggregates of all processes by means of which a person develops ability, aptitude and other
Department of Philosophy and Religious Studies, Tansian University forms of behavior of positive value in the society in which he lives"(p.2), he says further while citing Edmund Burke that "Education is the cheap defense of nations"(p.2). While supporting Smith in differentiating School from Education, he arrives at this definition- "what you are left with after schooling" (p.2). Accordingly, schooling will still promote education. This is not to say that informal education will not play any part as many within the society of learned or literates might not have opportunity of attending formal education. Therefore, education can be formal informal and nonformal. However, all the types of education are very important to shape the life of individual for the betterment of the society. Although a well behaved or mannered person might be considered educated but to what extent can that go in this time and age?
Types of Education
Education in this regard can be classified into informal, formal and nonformal.
Informal Education is the oldest form of education belonging to African society, and Fafunwa (2003) has willingly calls it- „Traditional African Education.‟(p.3). It can be regarded as home training. It is not done in an organized manner but by regular information from elderly people in the home and learning what others are doing through repeated process. It is transmitted through interactions with others by the use of proverbs, folk tales, folklores, songs, ceremonies and art. Methodology here is oral tradition. Informal education is simply the business of the environment, which is what a given setting is able to inculcate into the mind of individual as long as one is part of it. The definition of Akinlua (2002) is also pertinent here. To him, "informal education is as opposed to the formal one in that it is not organized, not thought of but is accidentally acquired through what is called experimental learning" (p.21). Informal education is learning by imitating what others are doing. That is, values are passed down through learning by doing method.
Little wonder Smith (2015), criticizes this type of education that "the problem often comes when education drifts or moves into entertainment or containment. Involvement in the immediate activity is the central concern and insignificant attention is given to expanding horizons, nor to reflection, commitment and creating change."(p.15). It is simply given and nothing is being contributed on the part of the receiver. He added that "people are treated as objects to be worked on or „molded‟ rather than as participants and creators i.e. where education slips into „schooling‟. (p. 15).This type of education last for a very long time or for eternity because
Department of Philosophy and Religious Studies, Tansian University it is a product of a particular culture on individual. The content of the learning in informal education is what Adeyemi (2004) calls "acquisition of simple habits and norms of the society as well as the societal values" (p.4). Which is gradually fading away through interaction with civilization as Fafunwa (2003) opines "We lost many aspects of our moral and cultural heritage after our contact with the colonizers" (p.4). In informal education, there were no dropouts and no unemployment as well. The question is can this type of education be useful for development? It will not definitely but it is the basis for formal education.
Formal Education is an organized type of education. It is done in a structured environment, with trained or qualified teachers or educators in a classroom setting, with an approved class size. It has stages and structured curriculum for each stage. Assessment is done after completing each stage to ascertain progress to the next stage and there are procedures for this. The stages in this case are preschool or kindergarten, primary school, secondary school, college and universities and vocational training school. This is well controlled by the government and it attracts certification after completion. This type of education according to Fafunwa (2003) "is linked with economic development, culture, social and political activities" (p.3). If this is experienced by any society, there will be progress and peaceful co-existence.
This type of education has lots of influences on students because it exposes them to many areas and peer group influences have much impact as well. Smith (2015), while looking at the problems of formal education opines that "the choice is not between what is „good‟ and what is „bad‟ – but rather what is appropriate for people in this situation or that. There are times to use transmission and direct teaching as methods, and moments for exploration, experience and action. (p.15), to him, methodology must be applied to a given situation and therefore, various methods of teaching need to be adopted for proper transmission of knowledge.
Nigeria has gained a lot from the missionaries who brought formal education to them around "September 1842" according to Akinlua (2002), (p.16) and through this, many schools have emerged and still emerging till today, at all levels because formal education has become celebrated as it has grown over the years.
Non-Formal Education is being described by Adeyemi (2004) as attention given to people who just want to learn some skills without necessarily going to school. Example of this are: adult literacy classes, cooperative societies, young farmers‟ club and recreational clubs. On the view of
Department of Philosophy and Religious Studies, Tansian University
Opakunle (2002), non-formal education pays more attention to those in vocational carrier, where it has no fixed time of completion, no time table and no curriculum. It is meant for acquisition of a particular trade like learning in the workshop of a road side mechanic, a fashion designer, carpenters and cobblers. These views have been agreed upon by Akinlua (2002). To him, "non-formal education is intentional but not organized in a school fashion." (p.21).The summary of these views is that non formal education therefore is education that occurs outside a prearranged condition like formal setting but they are organized and planned for because education must not be left to chance.
Agencies of Education
Agencies of education are those who are responsible for the transmission of education from one generation to the next, either formally, informally and non-formally. The following are recognized in this regard as Opakunle (2002) explains.
a. The family or the home: being the very first of contact with life, a child is brought up in a home, where basic knowledge of what is expected in the society is taught. Opakunle explains that toiletry habits, table manner, respect for mother tongue and the second language are being imparted in the home, starting from a tender age. In as much as the researcher agrees with Opakunle, the content of informal education of Adeyemi (2004) as "acquisition of simple habits and norms of the society as well as the societal values" (p.4) is a better summary of what family or home inculcate in the life of a child as education. This is more than toiletry habit and others as Opakunle feels.
b. School: once a child grows up to age two these days, he has contact with the school. Now, a child is being introduced into formal education. What a child acquires here is more than home training. The first is the act of reading and writing with knowledge of arithmetic that makes him literate. Along with moral values. As he grows in a school environment, he is exposed to many subjects that eventually broaden his horizon with the efforts of teachers and peer group influences.
c. Church/Mosque: each family belongs to a particular place of worship. As a result of this, regular attendance at these places of prayer and contact with the creator will have influence on children through sermons, Sunday school programs and socialization with other children .
d. The peer group: the impact of small group of friends on children cannot be over emphasized. This may be around the home or in the
Department of Philosophy and Religious Studies, Tansian University
church or school. They influence each other easily. Therefore, much attention should be paid to children in their choice of friends as they grow up. Whatever they learn from each other form part of their education.
e. The community: this is a representation of the larger society. The society corrects every individual and builds the schools. Whatever a child gathers from the society will be returned to the same society.
f. Social Media: the impact of the social media on the life of every single person cannot be over emphasized. These days, social media is even faster than schools in spreading information. Apart from this, much information about issues or school subjects are readily available in the internet for the purpose of interested researchers. It is therefore important to note that social media is a very fast and important part of education in Nigeria today.
g. Clubs and Societies: schools have clubs and societies as part of their extracurricular activities. Children join anyone they like and from here, a lot are being taught and learnt by individuals like leadership skills, ability to face the crowd and spirit of collegiality and togetherness. They are equally exposed to the act of supporting one another when they are asked to make financial contributions for good purposes.
h. Government: all that have been discussed above cannot be achieved without the efforts of the government, who pays attention to various educational policies and finances the educational industry. It is through the government‟s efforts that we have enabling environments where schools can function better.
Whatever children acquire through these means form their values in life. They grow with them to become responsible citizens. Therefore these vehicles or transmitters of education need to be responsible to bring about the best that will eventually develop and improve the society.
How Education Can Improve Peoples' Lives
In as much as education is more than acquiring a certificate or certificates, it gives opportunity to be exposed to many ideas beyond ones imagination. Education is life and its main purpose is to improve lives for a better society. It gives a chance for one to gain a lot and be properly enlightened and cultured to differentiate evil from good and desire to live with others peacefully and to investigate issues before concluding. Through this, others will be improved and the society will as well be
IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 6. No. 5. ISSN:
2488-9210 (Print) 2504-9038 (Online) 2020.
Department of Philosophy and Religious Studies, Tansian University enhanced. Hence, Andry (2018) is of the opinion that the following are some of the ways with which education can improve the life of individuals: 1 . education increases the chance of getting a job more easily, 2. it increases mental health lowers the risks of dementia and Alzheimer, 3. Opportunity to make friends as University is a place to build friendships, 4. It gives a chance to building business relationship in the sense of meeting professionals along because of educational exposures.
Also, number 5 is the fact that education enables one to gain confidence by taking actions and accomplishing goals. 6. Education improves communication skills through meeting people from different backgrounds and characters and various approaches to deal with them. 7. It facilitates continuous opportunity to learn new skills and broadens ones horizon. 8. Education helps one to be independent since qualified personnel gets paid job easily. 9. The last one on this list and the most important one to this paper is the fact that education helps individual to develop and create a good community. Good people would make a good community. If everyone studies hard, they will reach their personal goals; as a result, there will be a society full of knowledgeable people who can work and live on their own, and help each other, too. They will be people of the same orientation and single-mindedness. This will foster working together and developing the society.
If education has the purpose of improving people‟s lives, it must facilitate peaceful co-existence resulting in societal development. Education is for enlightenment, clearing of doubts and it supports ability to welcome new ideas. Thus, if these are what education especially formal education does to individuals, it is then important to examine how these acquired values through education would influence peace-building and societal development in Nigeria.
Education for Peace-Building in Nigeria
Education, most importantly formal education is an instrument that shapes peoples‟ minds to become more welcoming and encourage peaceful co-existence in Nigeria. Dupuy (2008) while referring to BrockUtne defines the concept of education for peace as "education or socialization that results in more peace in the world or that at least has as a result the greater likelihood that peace will be the existing condition than the case would have been without that education" (p.2). Buttressing this view, Kester (2008) stresses the significance of peace education in this assertion. "It is of very high importance, as it will enable people to adopt a
IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 6. No. 5. ISSN:
2488-9210 (Print) 2504-9038 (Online) 2020.
Department of Philosophy and Religious Studies, Tansian University positive attitude regarding the different issues they can face through their life and to develop the necessary skills to peaceful resolve conflicts. This, in turn will impact positively on the society." (p.27), these views denote that within educational curriculum, skills to resolve conflicts amicably could be acquired.
In the mind of Olowo (2016), "Peace education is the process of equipping learners with tools for developing knowledge‟s, skills, values and attitudes needed for resolving differences and conflicts in non-violent ways and in living peacefully with oneself, others and the environment. It is concerned with resolving conflict of intrapersonal, interpersonal and intergroup levels without violence."(p.10)
Olowu was of the opinion that peace education should be inculcated into educational curriculum. During the course of his research, he came to the realization that peace education and social studies are the same, and social studies have been part of educational syllabus for a long time. By now, the country should be reaping the fruits of this gained knowledge in the majority of the citizens, if truly the education is comprehensive enough. Little wonder Olowu suggested that social studies curriculum should be reviewed to have the nucleus with which it was introduced into the curriculum, especially in relation to peace-building in Nigeria. Training and retraining of teachers will be an added value in realizing this goal.
Signs of lack of peace in Nigeria can be identified among others as cultism in schools, human trafficking, kidnapping, Boko Haram insurgency, Ritual killings and violence between Fulani herdsmen and farmers. The effects of these problems on families translating into society cannot be over emphasized. The question is, in all these, what will education do? Formative effect on the way one thinks, feels, or acts may be considered educational. Education helps approach to life and proposes ways with which issues can be settled without conflict promptly and at the right time. It builds respect for time and time management as against the Africans mentality that "wait for time or in the process of „producing‟ time" as Mbiti (1969) asserts (p. 19), when they are not doing anything at all but just waiting for the right time to function. They forget that time waits for nobody and it is only in the consciousness of time that one can make more progress and headway, principally in solving pressing issues.
Above all, education is the major channel through which confidence can be gained to make major improvement in the society, through acquisition of values that will be common to all against ethnic values that individual gained in the home training. From these educational communal values,
IGWEBUIKE: An African Journal of Arts and Humanities. Vol. 6. No. 5. ISSN:
2488-9210 (Print) 2504-9038 (Online) 2020.
Department of Philosophy and Religious Studies, Tansian University majority can think alike and share the same views from their broad orientation. Thinking with Kester (2008) that education will facilitate "positive attitude regarding the different issues they can face through their life and to develop the necessary skills to peaceful resolve conflicts." (p.27)
Education and Development in Nigeria
Education and that is, formal education is a way of developing human resources that will in turn develop the society. Development is a product of westernization and civilization generating from proper education. Imagine the typical African setting especially before colonization, where what we refer to as villages today were our best. Today we have cities and majority of our youths prefer city life to village life for good reasons. The main motive is job opportunities as against regular farming, weaving and petty trading in the villages. With good job, there will be enough money to live more productively. Another value is documentation. This is a pure product of civilization as against oral tradition that nearly killed African culture. Today, many Africans can put the values of each culture in black and white for posterity.
What Nigeria is having and experiencing today in terms of development can be traced back to influence of formal education. In as much as informal education is very vital, the researcher will like to echo the relevance of formal education to development. Apart from its contributions to individual knowledge that has effect on the society, its impact on well learned persons to start up and be noticed is to be admired. Mathur (2012) has identified the following as ways with which education can develop the society which can easily be applied to Nigeria situation.
1. Preservation and transmission of social, moral and cultural values. All the values gained in informal education will be built upon in schools. Systematic education will encourage procuring more ethics from the school curriculum and teachers, including school and societal influences considering the agents of education discussed above and regular exposures from the school executions. Individuals will have reasons to live, transmit and preserve these values since it has become part and parcel of them.
2. Awakening of Social feelings. Through education individuals become aware about the importance of unity, love, fraternity and other values. Education makes all people get awakened of being part of the society and how they can contribute to the world as society. Through their knowledge
Department of Philosophy and Religious Studies, Tansian University of values and skills, they have concerns for the society and become aware of the environment and how to improve it.
3. Political development of society. Education makes all aware about rights and duties of all, so that they can develop their civic sense. Through different lesson of political leaders and stories, education develops ideal leadership quality so that in future citizens can lead the state as a society.
4. Economic development of society. Education develops skills in individual and makes him a productive citizen. Through education everyone learns how to earn money and as per their qualification he gets job or labor and on the whole, taxes is generated to develop the economy. Education enable people to migrate to another place and from their gross profit, economic development can take place.
5. Social changes and reforms. Education makes individuals perfects and aware about the rights. It also helps to make all aware about how to live peacefully and how to face difficulties and live peacefully. Doubts, superstitions and misconceptions about issues are cleared through education. Education produces better citizens for the development of the society.
Recommendations
Based on the above discussions, the following recommendations are formulated:
1. Agencies of education should propagate values that will foster growth and development particularly in the school settings where children spend most of their formative years before they grow into adulthood.
2. There is need to review the related courses on peace-building in school curriculum; like social science to pay more attention to peace-building and development in a thematic form. Teaching methodology must also emphasize the relevance of each topic to peace-building. Instead of leaving students do the application of the topics on their own
3. Emphasis should be on training and retraining of teachers to continuously stress the importance of peace-building to their students specifically in today‟s Nigeria.
4. On the part of government, the following must be done:
a. Finances must be readily available to achieve teaching peacebuilding in education through seminal and workshops for both teachers and students.
Department of Philosophy and Religious Studies, Tansian University
b. Job creation for youths and young school leavers to engage them in more productive activities that will distract them from involving in conflict should be a priority.
c. There should be awareness program on importance of good leadership that will encourage peace and development all the time.
d. More emphasis should be on the relevance of togetherness and collegiality as against self-centeredness.
Conclusion
This paper discussed education for peace building in Nigeria. All types of education discussed above are pertinent to peace-building and development. It is only that the informal education is narrowed to individual culture and backgrounds. Formal education is general and broader; it goes beyond any ethnic understanding. Therefore, formal education that is the most celebrated will be very useful for peacebuilding and development in a country like Nigeria.
Education is an instrument of peace-building and societal development. People with higher attainment of education are able to work with open and clear minds with folks of other cultures, to achieve greater levels in different dimensions of peace building and development. Therefore, people of this caliber must be considered for leadership. Education must improve peoples‟ lives! Learning is forever, learning is for life and learning is continuous. Learning is all encompassing and this should be encouraged for everybody to improve living together peacefully for societal development.
References
Adeyemi T. O (2004). Educational Administration: An introduction. Nigeria. Green line Publishers.
Akinlua A. A. (2020). Fundamentals of Curriculum Studies for Beginners. Nigeria. Yemi Prints and Publishing Services.
Andry L.F. (2018). 10 ways that Education will improve your life! Retrieved: 3/6/2020] from https://www.linkedin.com/pulse/10-ways-education-improveyour-life-andrey-leiva
Dupuy K. (2008). Education for Peace: Building Peace and Transforming Armed Conflict Through Education System Oslo: save the Children and PRIO. Retrieved: 3/6/2020] from
Department of Philosophy and Religious Studies, Tansian University
https://www.prio.org/utility/DownloadFile.ashx?id=1424&typ e=publicationfile
Fafunwa A. B (2003). State of Education in Nigeria: what hope for the future? A keynote presented at Ajasin Foundation Annual Colloquium. Monograph3. Lagos. Saviorite Limited.
Kester .K, (2008).Developing Peace Education Programs: Beyond Ethnocentrism and Violence. Peace prints: South Asian Journal of peace building vol. 1 No 1.
Mathur R.B. (2012). Education as an Instrument of Social Change, Influence of Education on Society, Family and Their Practices. (Retrieved 4/6/2020) From
Http://Bednotes.Blogspot.Com/2012/10/Education-As-InstrumentOf-Social-Change.Html
Kanu, I. A. (2017). Igwebuike as an Igbo-African Philosophy for Christian-Muslim Relations in Northern Nigeria. In Mahmoud Misaeli (Ed.). Spirituality and Global Ethics (pp. 300-310). United Kingdom: Cambridge Scholars Publishing.
Kanu, I. A. (2016). Christian-Muslim Relations in Nigeria as a ReligioPolitical Locus Theologicus for Misericordia Vultus. Harvard Journal of Humanities and Social sciences. Vol. 3. No. 4. pp. 117-128.
Kanu, I. A. (2017). Igwebuike as an Igbo-African modality of peace and conflict resolution. Journal of African Traditional Religion and Philosophy Scholars. Vol. 1. No. 1. pp. 31-40.
Kanu, A. I; Omojola, I. O.; Bazza, M. B. (2019). Boko Haram and Forced Migration: A Focus on the Northeast and Lake Chad Basin. Published in Nnadiebube Journal of Education in Africa. Vol. 4. No. 2. pp. 1-13.
Kanu, I. A. & Ndubisi J. O. E. (2018). Religion, Morality and PeaceBuilding in Africa: Ambiguities and the Imperfect Human Condition. Lambert Academic Publishing: Germany.
Kanu, Ikechukwu A. (2013). Personal Identity in John Locke. In Identity and Multiculturalism (pp. 205-232). A publication of the Department of Philosophy, Bigard Memorial Seminary, Enugu.
Mbiti, J.S. (1969). African Religions and Philosophy. Great Britain: Morrison and Gibb Ltd.
Olowo O.O (2016). Effects of Integrating Peace Education in the Nigeria Education System.Journal of Education and Practice, Vol.7, No.18. (Retrieved 5/6/2020) From https://files.eric.ed.gov/fulltext/EJ1105791.pdf
Department of Philosophy and Religious Studies, Tansian University
Opakunle M.A (2002). Principles and Practice of Education: (With Questions and Answers). Nigeria. Kins Publishers
Smith, M. K. (2015, 2020). What is education? A definition and discussion. The encyclopedia of pedagogy and informal education. Retrieved: 30/5/2020] from [https://infed.org/mobi/what-iseducation-a-definition-and-discussion/. | <urn:uuid:0c020e90-06e3-4c02-a14d-f9533b37e03f> | CC-MAIN-2021-43 | https://www.igwebuikeresearchinstitute.org/journal/igwebuike_6.5.11.pdf | 2021-10-27T03:20:51+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00628.warc.gz | 977,750,239 | 6,430 | eng_Latn | eng_Latn | 0.93238 | eng_Latn | 0.997524 | [
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Understand your question
Parts of an assignment question:
TASK WORDS
How to write eg, discuss, argue etc.
SUBJECT MATTER
What you should be writing about
Make sure you are comparing and not just describing the two things in isolation
Subject matter
Compare acute and chronic pain in terms of pathophysiology and treatment.
Important limiting phrase – focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.
Important limiting phrase – focus your answer on a specific example. Use this example to help demonstrate your understanding.
Factual description is needed. You must demonstrate your knowledge and understanding.
With reference to any particular example enzyme, outline the key structural and functional properties of its active site
Subject matter
LIMITING WORDS
May narrow or change the focus of your answer. (Important – they stop you from including irrelevant info)
TIP
Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear.
TIP
Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them.
Task words not so obvious this time. Try turning the title into a question: 'is there any convincing evidence for…?'
Important limiting word – there may be evidence but you need to assess whether or not it is convincing
There is no convincing evidence for the existence of life outside of our solar system
Subject matter
Task words – you're being asked to argue
Subject matter
To what extent can nuclear power provide a solution to environmental issues?
Subject matter. Might be an idea to define/discuss what could be meant by environmental issues? This might be important to your argument.
Limiting phrase: discuss ways it can and ways it can't – and don't be afraid to take a position, based on evidence.
Explore the topic from different angles, in a critical way (not purely descriptive)
TIP
Assignment titles that are not actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement.
TIP
If an assignment is asking a direct question, make sure your essay answers it! Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion.
TIP
Subject matter
Discuss the issue of patient autonomy in relation to at least one case study
Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality).
Important limiting phrase – don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy.
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"If you want to create messages that resonate with your audience, you need to know what they care about."
- Nate Elliott
Introduction
This module will introduce students to Social Entrepreneurship, Forms of Social Engagement, the Fourth Sector, and how SocEnt is related. The module will explain expectations, deadlines, the project, and exciting additions to the curriculum. It will also cover the main framework of SocEnt this year: the Design Thinking framework.
Objectives
1. Students will be able to comprehend the origin and definition of social entrepreneurship.
2. Students will be able to distinguish social entrepreneurship between other forms of social engagement.
3. Students will be able to pinpoint where in design thinking the target audience fits and why.
Agenda
1. Facilitator and Student Intro (15 minutes)
2. Introduction to SocEnt (10 minutes)
3. Design Thinking Lecture (35 minutes)
Facilitator and Student Intro (15 minutes)
To start off SocEnt, each facilitator should give an introduction of themselves including information such as their name, hall/wing, and favorite product on the market. They then will have each student provide a 30 second pitch about their favorite product, preferably with everyone standing on top of a chair to project their voices.
Introduction to SocEnt (10 minutes)
Utilize Presentation
Lecture Notes
Design Thinking (10 minutes)
MUST READ: Source and any case study you use!
Lecture Notes
1. What is design thinking?
a. A process of creative problem solving
2. The Design Thinking Process
a. Three main stages:
1. Understanding the problem/Gaining Empathy- doing lots of research into your target audience, scoping out problems.
a. This is one of the most important things to emphasize; in the past, common practice was just to create
2. Exploring Solutions/Ideation- generating a lot of ideas
3. Experimentation- prototyping, testing, getting feedback, and modifying
3. The Design thinking mindset
Though the process of design thinking is important, it's more so about having the design thinking mindset. This entrepreneurial mindset captures the mentality and needs of the people facing your problem (target audience), paints a picture of the opportunities based on the needs of these people, and starting doing things (experimenting). A traditional problem-solving mindset would face a problem thinking "I have to solve this," a design thinking would think "What questions can I ask that might move me forward to better understand the situation."
4. Why do we use it?
5. Case Studies
a. SwipeSense
b. Pick another one of your own from the summer homework
1. Wrap up questions
a. What is design thinking?
b. How can you center your project?
c. Why is the Target Audience important?
d. What is pain point?
2. Facilitators should give closure by wrapping up final discussions and touch on key points that students brought up.
Facilitator Homework
Have one-on-ones with each student before the next module. Take notes on each student's likes/dislikes, personality, and potential group pairings.
Student Homework
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Relationships and Sex Education Policy (from 2020)
| Approved by: | Governing Body |
|---|---|
| Last reviewed on: | |
| Next review due by: | |
Contents
1. Aims
The aims of relationships and sex education (RSE) at our school are to:
Provide a framework in which sensitive discussions can take place
Prepare students for puberty, and give them an understanding of sexual development and the importance of health and hygiene
Help students develop feelings of self-respect, confidence and empathy
Create a positive culture around issues of sexuality and relationships
Teach students the correct vocabulary to describe themselves and their bodies
The PSHCE Curriculum should
o have cultural capital and uphold the values of equality, dignity and inclusion for all members of our community, in line with character education at LPGS.
o form an active part of the inclusive community at LPGS
o Develop the maturity, self-awareness and understanding of others to discuss sensitive topics respectfully and positively, including sexuality and relationships.
2. Statutory requirements
The DfE requires all secondary school students to learn about certain RSE topics by the end of secondary school. These requirements are listed at Appendix A to this Policy. Many of the topics were already taught as part of RSE, before the DfE's changes were announced in 2019
The LPGS RSE Curriculum is appended to this Policy, at Appendix B. It has been consulted on in line with Section III of this Policy "Policy and Curriculum Development". The Curriculum is a live document, so it will be reviewed and updated as appropriate.
LPGS teaches the RSE Curriculum as part of Personal, Social, Health and Economic Education (PSHE). Certain biological aspects of the RSE Curriculum are taught within the Science Curriculum and other aspects are includes in the RE Curriculum. Trained external health professionals deliver stand-alone sessions on sex education and parts of the RSE Curriculum may be taught in form-groups and assemblies.
As a secondary academy school we must provide RSE to all pupils as per section 34 of the Children and Social Work Act 2017.
In teaching RSE, we are required by our funding agreements to have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
At Langley Park School for Girls we teach RSE as set out in this policy.
In drawing up a policy schools are expected to take steps to ensure that any RSE is given in a manner which encourages pupils to have due regard to moral considerations and the value of family life.
Parents/Carers may withdraw their child from all or part of RSE - except that which is included in the National Curriculum, see section 8 for more details.
The Role of the Parents/Carers
The prime responsibility for bringing up children rests with Parents/Carers. Therefore, teaching on RSE will aim to be complementary to and supportive of their role.
In the event of Parents/Carers wishing to withdraw their daughters from RSE lessons they should write to the Headteacher, who would then invite Parents/Carers to discuss their concerns with her. Parents/Carers do not have to give a reason for their decision to withdraw their daughter from RSE, however a confidential discussion with the Headteacher may well be helpful so that any misunderstandings about the nature of RSE provided by the school can be resolved.
3. Policy development
This policy has been developed in consultation with staff, students and Parents/Carers. The consultation and policy development process involved the following steps:
1. Review – Heads of Key Stage and the Designated Safeguarding Lead pulled together all relevant information including relevant national and local guidance
2. Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations
3. Parent/stakeholder consultation – Parents/Carers and any interested parties given the opportunity to review the policy and make comments
4. Student consultation – we investigated what exactly students want from their RSE through a student voice activity
5. Ratification – once amendments were made, the policy was shared with governors and ratified
4. Definition
RSE is about the emotional, social and cultural development of students, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
RSE involves a combination of sharing information, and exploring issues and values.
RSE is not about the promotion of sexual activity.
RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:
Families
Respectful relationships, including friendships
Online and media
Being safe
Intimate and sexual relationships, including sexual health
These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT Parents/Carers, families headed by grandparents/Carers, adoptive Parents/Carers, foster Parents/Carers/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
5. Curriculum
Our curriculum is set out as per Appendix 1 but we may need to adapt it as and when necessary.
We have developed the curriculum in consultation with Parents/Carers, students and staff, taking into account the age, needs and feelings of students. If students ask questions outside the scope of this policy, teachers will respond in an appropriate manner so they are fully informed and don't seek answers online.
Our RSE curriculum shows that our school community
(a) does not tolerate discrimination or prejudice against any of the protected characteristics or any individual;
(b) Respects diversity of belief, which may be based on culture, religion, sexual orientation or another factor.
(c) Teaches its students to practise equality and respect diverse ways of life, and not to tolerate discrimination or prejudice, in line with the LPGS Student Behaviour Policy.
(d) Endeavours to teach sensitive topics at an appropriate stage in students' education, as shown by the RSE Curriculum map at Appendix B to this Policy.
(e) Engages its students in conversations about sensitive topics in a way which allows them to express different points of view respectfully, constructively and maturely.
6. Delivery of RSE
RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).
Students also receive stand-alone sex education sessions delivered by trained health professionals.
RSE is key to the emotional, social and cultural development of students and focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:
Families
Respectful relationships, including friendships
Online and media
Being safe
Intimate and sexual relationships, including sexual health
RSE does not promote sexual activity and, whilst it encourages equality and respect for all groups, it does not pressure students to adopt beliefs or practices that are inconsistent with their values, which may be linked to their faith, culture or another aspect of their background.
These areas of learning are taught within the context of personal identity and family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT Parents/Carers, families headed by grandparents/Carers, adoptive Parents/Carers, foster Parents/Carers/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers)t
7. Roles and responsibilities
7.1 The governing board
The governing board will approve the RSE policy, and hold the Headteacher to account for its implementation.
7.2 The Headteacher
The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw students from non-statutory components of RSE (see section 8).
7.3 Staff
As reflected through out the curriculum at LPGS teaching staff are committed to
(a) Delivering RSE consistently and in line with LPGS's values, obligations and their training.
(b) Model positive attitudes of equality, diversity and inclusion.
(c) Monitoring progress in RSE as part of the standard internal assessment systems for student performance.
(d) Managing and responding appropriately to the needs of individual students (e.g. those with special educational needs and disabilities – "SEND students").
(e) Respond appropriately to students whose Parents/Carers or carers make a request for them to be withdrawn from the sex education components of the RSE Curriculum.
All form tutors (years 7-13) are expected to deliver components of the RSE curriculum during PSHCE lessons in form periods. Awareness of individuals' un-conscious bias is always considered and this is monitored through joint planning, work scrutinies and learning walks.
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Headteacher.
7.4 Students
Students are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
When appropriate, and to ensure that the RSE Curriculum is accessible for all students, teaching will be differentiated, and content will be adapted to meet the needs of students.
When delivering RSE to students with SEND, teachers will be mindful of
(a) The SEND Code of Practice, which includes a set of outcomes on preparing students for adulthood.
(b) The additional vulnerability that SEND students can face, to exploitation, bullying and other issues.
(c) The possibility that elements of RSE may be particularly important for some SEND students, because of the nature of a condition or disability.
(d) The potential need to tailor content and teaching to meet the specific needs of SEND students at different developmental stages.
8. Parents/Carers' right to withdraw
Parents/Carers have the right to withdraw their children from the non-statutory components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this.
The sex education component of the RSE Curriculum are those areas covered in the "Intimate and sexual relationships, including sexual health" part of Appendix A – DFE requirements. 31.Students cannot be legally withdrawn from the aspects of sex education that are taught as part of the national and statutory science curriculum (they may only be withdrawn from the aspects of sex education that are taught as part of the RSE Curriculum)
Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the headteacher.
A copy of withdrawal requests will be placed in the student's educational record. The Headteacher will discuss the request with Parents/Carers and take appropriate action.
Alternative work will be given to students who are withdrawn from sex education.
9. Training
Staff are trained on the delivery of RSE as part of our continuing professional development programme.
The Headteacher will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
10. Monitoring arrangements
The delivery of RSE is monitored by Heads of Key Stage through planning and work scrutinies, learning walks. Students' development in RSE is monitored by class teachers as part of our internal assessment systems.
This policy will be reviewed by Assistant Headteacher (Inclusion) annually. At every review, the policy will be approved by the Headteacher and the governing board.
11. Concerns and complaints
Concerns about the delivery of the RSE Curriculum in this Policy will be considered in line with the LPGS Complaints Policy.
Complaints will not be considered if they are based on prejudice or a desire to discriminate against a particular group. If a complaint of this nature is made, appropriate action will be taken to prevent the discriminatory or prejudiced views of the complainant from having a negative impact on the LPGS community and its values of equality, dignity and respect.
| Autumn | Spring |
|---|---|
| Health & wellbeing | Relationships |
| • Mental Health (strategies for promoting wellbeing) | • Building friendships |
| • Dealing with Change inc. Loss and Bereavement | • Healthy and Positive Relationships |
| • Healthy Lifestyles | • Families |
| Puberty | • Self Esteem |
| Sleep | • Body Image |
| FGM | Social Media |
| • Mental Health (strategies for promoting wellbeing) | • Healthy Vs Unhealthy Relationships |
| • Dealing with Change inc. Loss and Bereavement | • Relationship values |
| • Addiction | • Change in relationships |
| • Drugs, alcohol and tobacco | • Grooming |
| • Managing risk and personal safety | • Sexting |
| • First Aid | • HIV/Aids |
| • Personal Health | |
| • Mental Health (strategies for promoting wellbeing) | • Respectful relationships |
| • Dealing with Change inc. Loss and Bereavement | • Sexual attraction and developing sexuality |
| • Body Image - cosmetic and aesthetic procedures | • Managing unwanted attention |
| • Healthy routines | • Families, Parenting, Adoption and Fostering |
| • Mental health and emotional wellbeing | • Conflict Resolution |
| • Drug and Alcohol Misuse | • Gangs |
| • Mental Health (strategies for promoting wellbeing) | • Discrimination: sexism, homophobia, biphobia and |
| • Dealing with Change inc. Loss and Bereavement | transphobia. Diversity in relationships. |
| • Media portray idealised and artificial body shapes | • Unhealthy, coercive or abusive relationships |
| • Consent/Being ready | • Coercive Behaviour Sexting |
| • Sexual health, STIs | • Gang Exploitation |
| • Fertility – Unplanned pregnancy/ Parenting | • Grooming and CSE |
| • Drugs and Alcohol (Bromley Changes) | • Pornography Myths Vs Reality |
| | • Gender double-standards and victim-blaming |
| • Stress management | • Finance – Finance and the workplace |
| • Mental Health and Well being | • Finance and scams – money mules |
| • Post 16 and post 18 choices & pathways to employment | • Managing work/life balance |
| • Protection your own reputation – healthy on line behaviour | • Protecting their own and others’ reputations |
| • Drugs and Alcohol | |
| | • Pregnancy |
| | • Miscarriage & support for those who are not able to |
| | conceive or maintain a pregnancy |
Appendix 1: By the end of secondary school students should know
| TOPIC | STUDENTS SHOULD KNOW |
|---|---|
Page | 10
TOPIC
Respectful relationships, including friendships
Page | 11
STUDENTS SHOULD KNOW
* The characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship
* Practical steps they can take in a range of different contexts to improve or support respectful relationships
* How stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice)
* That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people's beliefs
* About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help
* That some types of behaviour within relationships are criminal, including violent behaviour and coercive control
* What constitutes sexual harassment and sexual violence and why these are always unacceptable
* The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal
| | TOPIC | STUDENTS SHOULD KNOW |
|---|---|---|
| Online and media | | |
| Being safe | | |
Page | 12
| TOPIC | STUDENTS SHOULD KNOW |
|---|---|
Page | 13
TO BE COMPLETED BY PARENTS/CARERS
Name of child
Class
Name of parent
Date
Reason for withdrawing from sex education within relationships and sex education
Any other information you would like the school to consider
Parent signature
TO BE COMPLETED BY THE SCHOOL
Agreed actions from discussion with Parents/Carers
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Heat/Sun Awareness Policy
Issued: 01 December 2015
PREFACE
While the majority of our sport is performed indoors, it is a vital part of promoting ourselves to the public that takes us out into the elements of our harsh summer climate. Our weather patterns are changing and becoming hotter for longer periods of time. These elements increase exposing our participants and coaches to the risk of sunburn, dehydration and heat exhaustion.
We should all be mindful of our individual State's climate when planning rehearsal and performances and ensure that all involved are protected, both for the present and future health of all.
Elizabeth Kratzel President
CONTENTS
PART I – INTRODUCTION
This part sets out the purpose of this Policy, who it applies to, when it commences, what words mean and who has responsibilities under the Policy.
1. WHAT IS THE PURPOSE OF THIS POLICY?
1.1 The purpose of this Policy is to:
(a) alert State Sporting Associations (SSAs) and participants to the health risks associated with heat illness due to physical activity in hot to extreme weather
(b) provide guidelines for prevention and decreasing the risk of heat exhaustion and sunburn.
1.2 The technical/medical details in this policy have been sourced from Sports Medicine Australia.
2. WHO DOES THIS POLICY APPLY TO?
2.1 This Policy applies to the following organisations and individuals:
(a) persons appointed or elected to boards of directors, executives and/or committees (including sub-committees) of ACF, Member States and Affiliated Clubs
(b) officials appointed or elected by ACF, Member States and Affiliated Clubs which represent such organisations
(c) coaches (including assistant coaches) who:
(i) are appointed and/or employed by ACF, Member States and Affiliated Clubs (whether paid or unpaid)
(ii) have an agreement (whether or not in writing) with ACF, a Member State or an Affiliated Club to coach at a facility owned/hired or managed by such organisation
(d) participants who enter any competition, activity or events (including camps, training sessions etc.) which are held or sanctioned by ACF, a Member State or an Affiliated Club
(e) Member States
(f) Affiliated Clubs
(g) any other person or organisation, who or which is, a member of, or affiliated to, ACF, a Member State or an Affiliated Club (including life members).
3. WHAT IS THE STATUS OF THIS POLICY?
3.1 This Policy is issued by the ACF Council under rule 19(3) of the ACF Constitution.
3.2 This Policy comes into force on 1 December 2015.
3.3 This Policy may be changed from time to time by the ACF Council.
4. WHAT DO WORDS IN THIS POLICY MEAN?
4.1 In this Policy, words appearing with a capital shall have the meaning set out in Attachment A and Attachment A will form part of this Policy.
PART II - POSITION STATEMENT
The health of Calisthenic members is a primary concern of ACF. As our sport season spans a long portion of the year, we should be mindful of the climate conditions in which we ask our participants to perform /rehearse.
The ACF and its affiliated bodies have a responsibility to create an environment for its pupils, coaches and administrators which is safe and prevent exposure to excessive heat and sun.
5. RESPONSIBILITIES UNDER THE POLICY
5.1 ACF and Member States must:
(a) adopt and comply with this Policy
(b) publish, distribute and promote this Policy (and any amendments made to it from time to time) to their members in the manner required by ACF and make this Policy available for inspection, or provide a copy.
5.2 SSAs and affiliated Clubs must:
(a) adopt and comply with this Policy
(b) publish, distribute and promote this Policy (and any amendments made to it from time to time) to their members in the manner required by ACF and make this Policy available for inspection, or provide a copy
(c) make such amendments to their constitution, rules or by laws in order for this Policy to be adopted and enforceable, as required by ACF.
PART III - OPERATIONAL PROCEDURES
6. DISCUSSION
6.1 The risk of heat illness from vigorous exercise or high intensity sport is significant. It can range from cramps through heat exhaustion to heat stroke, coma and death.
6.2 During exercise, participants may produce 15-20 times the heat they produce at rest. Dissipation of this excess heat is primarily achieved through sweating. If the body's ability to dissipate heat is compromised, core temperature may rise by one degree Celsius for every five minutes of exercise if no temperature regulating mechanism is activated. If a participant's core temperature is above 40 degrees Celsius (normally 37 degrees) the risk of heat injury is significant. A temperature of 41 degrees is dangerous.
6.3 Factors which impair the body's ability to dissipate heat are:
(a) high ambient temperature
(b) solar radiation
(c) humidity (which compromises the efficacy of sweating)
(d) dehydration.
6.4 Children sweat less and get less evaporative cooling than adults. In hot weather, they have greater difficulty in getting rid of heat; they look flushed and feel hotter and more stressed than adults. Overweight children are particularly disadvantaged exercising in warm weather.
6.5 Symptoms of heat illness include:
(a) light headedness, dizziness
(b) nausea
(c) obvious fatigue
(d) cessation of sweating
(e) obvious loss of skill and coordination
(f) unsteadiness
(g) confusion
(h) aggressive or irrational behaviour
(i) collapse
(j) ashen pale grey skin.
7. TEMPERATURE GUIDELINES
7.1 This table provides approximate guidelines:
| Ambient temperature | Risk of thermal injury |
|---|---|
| 26-30 | Moderate |
| 31-35 | High – very high |
| 36 and above | Extreme |
8. PREVENTION
8.1 ACF promotes the following preventative strategy:
a) Drinks
The more participants sweat, the more fluids they must consume to avoid dehydration. It is recommended that participants drink:
i. 7-8 ml of fluid per kg of body mass no more than two hours before practice sessions
ii. 3 ml of fluid per kg of body mass every 15-20 minutes during practice sessions
Unfit or overweight children and adolescents should take extra precautions to lessen the potential for heat gain through consuming more fluids and increased break times.
In high risk conditions, participants should be offered drinks at scheduled breaks. Water is considered an adequate drink for activities lasting up to an hour. After that time it is recommended to use carbohydrate –based sports drinks as a means of replacing fluids, carbohydrates and electrolytes lost during prolonged activity.
More fluid appears to be consumed by young children when drinks offered are perceived as palatable to them. Therefore flavoured drinks could be considered.
b) Rehearsals
All Affiliated Clubs and officials should act in a proactive manner in case of extreme and prolonged heat:
i. if rehearsals are held on a day of high temperatures (31-35⁰ and above) 1 cooling devices should be available and used.
ii. Participants should be allowed rest breaks equivalent to at least three minutes for every 30 minutes of activity.
1 States and Territories should make individual decisions based on climatic conditions to their area.
iii. Rest breaks should include fans, icepacks, wet sponging and water spray bottles to assist cooling.
iv. In the event of high temperatures continuing for a long period of time, consideration to cancelling or rescheduling normal practice sessions should be given.
c) Outdoor events
Where possible, outdoor events (eg. Christmas parades, sports events and promotional displays) should accommodate the following:
i. They should be scheduled outside the hours of 11.00 am and 3.00 pm (daylight savings time) in the warmer seasons.
ii. Costumes need to be of appropriate weight for the temperature.
iii. Organisers should provide water supplies and portable shade structures for the performers and organisers as well as encouraging individuals to bring their own shade structures, sunscreen and water supplies.
iv. Spectators need to be encouraged to be prepared for sun/heat exposure.
v. If the temperature is due to reach 40 degrees, calisthenic involvement should be cancelled.
d) Modifying warm-ups
In hot conditions, reduce the duration and intensity of warm-ups to minimise the increase in body heat and temperature.
e) Clothing
Uniforms and performance costumes should be appropriate for the season. Heat exhaustion would be prevented by not allowing a heavy costume to be worn in high temperatures, as would light attire be adverse in colder weather.
National Representative Teams should be supplied with appropriate clothing by their respective states, relevant to the host state of the current year. If necessary, this should include head covering.
f) Sunscreen
Sun protection in the form of clothing, shade or lotion should be encouraged when outdoors.
At all times, individual needs must be considered.
ATTACHMENT A - POLICY DEFINITIONS
"ACF" means the Australian Calisthenic Federation Inc, the national governing body for calisthenics in Australia.
"ACF Constitution" means the constitution of ACF as amended from time to time.
"Policy" and "this Policy" means this Heat / Sun Awareness Policy
"Affiliated body" is any accredited Calisthenic State and Territories parent bodies.
"Affiliated Club" means a club (whether incorporated, unincorporated or otherwise) which is a member of a Member State.
"Member" is an affiliated body.
"Member State" has the same meaning as in the ACF Constitution.
"Organiser" is the Calisthenic representative in charge of the event / item.
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HEALTHY EATING
A student's lifestyle can be very busy so you may find yourself eating 'on the run' which can sometimes lead to unhealthy choices.
There are simple eating habits you can adopt that will help you feel better and lessen your chance of gaining weight. They will also help your brain function better.
Eat breakfast
There's a saying that breakfast is the most important meal of the day. This is because it gets your metabolism going, providing your body with fuel to get you through your day. Several studies have shown that by eating breakfast 30 minutes before an exam you can improve your cognitive function and memory significantly. That means better test/exam results/scores.
Don't starve yourself
This might sound obvious, but skipping meals is very common. Try eating before you get too hungry, that way you won't eat too much and you're less likely to fill up on unhealthy 'junk food' that's readily available. If you let yourself run on empty you won't be able to concentrate as well.
Snacks
One way to avoid getting too hungry is to eat healthy main meals and snacks regularly but if you do this, make sure you make the portions smaller at your main meals so that you don't end up gaining weight!
Some healthy snack ideas include:
* Fresh fruit or canned fruit in natural juice
* Dried fruit and nut mixtures
* Canned fish in springwater
* Rice crackers or whole grain crackers
* Air-popped popcorn with minimal salt (use other seasoning if desired)
* Vegetable sticks with hommus
* Low fat yoghurt.
Plan healthy lunches and dinners in advance
* Cook extra food one night and freeze a portion so that you don't have to cook every day
* Have all the ingredients you need in the fridge and thawed
* Have some easy back-ups in the freezer such as pre-cut frozen vegetables.
Remember healthy food can be quick and simple
* Try salad and lean deli meats such as lean ham on multi-grain bread for lunch
* Grilled chicken breast, fish or lean meat with salad or steamed vegetables takes minutes to make and tastes great
* Try low fat ricotta with reduced fat semi dried tomatoes on grainy bread or crackers.
Takeaway
When you buy a takeaway meal you can still make healthy choices.
* If you're having pizza, go for the thin and crispy crust with vegetarian toppings
* Ask for sandwiches and burgers without butter or margarine and add plenty of salad
* Go for tomato based pasta sauces rather than creamy
* Try stir-fries or BBQ dishes instead of curries
* Grill your meat rather than breadcrumb or deep fry
* If you're getting salad, use lemon wedges or a balsamic vinegar instead of creamy or oily dressings
* Replace chips with salad.
Emergency Service Helpline: 1800 006 745
Over-the-phone help for emergency medical assistance, stress and trauma counselling, plus interpreter service. Available 24 hours, 7 days a week.
All Enquiries: 134 246
ahm OSHC, Locked Bag 1006, Matraville NSW 2036
Email email@example.com
Web ahmoshc.com
Fax1300 329 246
'Australian Health Management OSHC' also known as 'ahm OSHC' is a business of Medibank Private Limited ABN 47 080 890 259. | <urn:uuid:ebc9241b-9a58-41a6-a70b-10d687013355> | CC-MAIN-2017-09 | http://ahmoshc.com/media/4082/1404%20oshc_fs%20healthy%20eating_a4.pdf | 2017-02-27T20:48:06Z | crawl-data/CC-MAIN-2017-09/segments/1487501173761.96/warc/CC-MAIN-20170219104613-00302-ip-10-171-10-108.ec2.internal.warc.gz | 7,609,607 | 705 | eng_Latn | eng_Latn | 0.998168 | eng_Latn | 0.998168 | [
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Container Herb Gardening
Herb Gardening
Don't use garden soil! Even the best garden soil is not the right choice for container growing. Though it may seem nutrient-rich and well-balanced, garden soil is always a problem. It will not provide adequate drainage and usually contains disease organisms, bacteria, and weed seeds. No matter how well it performs in the ground over the growing season, normal garden soil will soon form a compacted heavy mass, preventing root respiration and fertilizer absorption, resulting in stressed and hungry plants.
Each plant should get enough water to moisten the entire container. You'll know soil is saturated when water runs freely out the drainage holes. Poke a sharp stick into drainage holes occasionally to make sure they are working and be sure to empty any saucers you may use. If you find by testing with your fingers that the water is actually running down the sides of the container without wetting its contents, the soil mix has become compacted or overdry and water is unable to penetrate. Remedy this situation by poking many holes in the soil surface with a pencil or sharp thin stick to allow better drainage and then set a hose near the plant's base and let it trickle very lightly for several hours. If the container is not too heavy, you can also submerge it in a tub of water until it stops bubbling out air. Be careful; it will be heavy with water when lifted out!
Mulching is good strategy; when plants are 4-6 inches tall, cover container surface with a thick layer of sphagnum moss, pea gravel, or compost. If a large soil surface is exposed, you can plant a shallow-growing ground cover such as alyssum. (Peat is not a good mulch as it is difficult to moisten.)
All containers must have adequate unblocked drainage holes. If you cannot drill holes, styrofoam packing peanuts several inches thick in the bottom of each container. To
be sure to put a layer of broken pottery, aquarium charcoal, small pebbles or
ensure good air circulation and discourage rot, elevate your containers an inch or two above the ground on bricks or caster-wheeled plant stands. This will also avoid stains on decks. If you use plant saucers, be careful to empty them after each watering or drill holes in them and elevate above the ground for drainage. Using wheeled dollies also adds flexibility so that you can move containers around as light patterns shift to take advantage of sun or shade as your plants require. For example, pansies can be moved into cooler filtered shade in hot summer weather, or a salvia put in front of a south-facing wall in cooler autumn weather. It is fun to "redecorate" and change the look of your garden by moving plants around. If you use unglazed clay pots, soak them in water first so they absorb moisture and do not wick it from the soil. If reusing older containers, be sure to scrub them out with a brush and vinegar and water solution to remove debris and scaly deposits, finishing with a mild bleach and water solution (rinse with clear water). This prevents disease, "damping off," and mold problems.
file:///F|/...bution/Food%20and%20Water/Farming%20and%20Gardening/Container_Herb_Gardening/Container%20Herb%20Gardening.htm[1/27/2011 5:53:29 PM]
Direct-sown seeds must be kept evenly moist but not soggy while awaiting germination. When seedlings are an inch or so high, be sure to thin them carefully and thoroughly to the spacing suggested on the
encourage leaf production for harvest.
packet. Proper thinning will ensure healthy and productive plants and cannot be neglected. Plant culinary herbs as close to the kitchen as possible so you'll find them convenient to use in everyday cooking, but note that they will usually not do well in tiny pots on a windowsill because there is not enough light or soil. If you want to grow them indoors, use good-sized pots, and well-drained soil mix. Herb seeds often take several seeks to germinate, so keep the seed bed evenly moist while waiting for emergence. If you harvest your herb plants frequently, be sure to feed and water them well to encourage more growth. Pinch off flowers as they appear to
Harvesting And Preserving Herbs
September is an excellent month to cut and preserve herbs intended for winter use in seasoning various dishes. They are best when dried fresh and lose their quality as they age. Herbs can also provide creative, tasteful alternatives to salt for those on a salt-free diet. Others may be trying to reduce and salt often causes water retention. So do yourself a flavor - through the skillful use of herbs and spices, imaginative flavors can be created and simple foods made into gourmet delights.
Herbs and spices differ only in that herbs tend to be plants grown in temperate areas while spices grow in tropical regions. Many people prefer to grow their own herbs, just as their grandmothers did, so they will have a fresh supply throughout the growing season, thereby assuring top quality. Professional cooks prefer fresh herbs, if available. But fresh herbs are less concentrated, and two to three times as much should be used if a recipe calls for dried herbs.
If growing herbs for drying, the harvesting should be done in the morning after the dew has evaporated but before the sun is very bright. The essential oils in herbs will evaporate into the atmosphere during the day, so it is important to collect them when their flavor is at its peak. Cut only the amount to be used in one day.
The herbs should be dried in bunches or laid on screens in a warm, dark, well-ventilated spot. An attic is ideal, although closets or dry basements will suffice. The temperature should not be over 90 degrees. If it's too hot, the herbs will cook. The length of time required for drying will vary according to the thickness of the plant parts.
Herbs should be stored away from direct sunlight to prevent bleaching. Be sure they're well labeled. Most dried herbs will keep for at least one year in glass or plastic containers, but eventually they lose most of their potency and should be discarded.
Herb Sugars And Crystallized Herbs
Madelene Hill preserves the flavors of some of the sweeter herbs in sugar. The flavors blend and make lovely, subtle combinations to use instead of regular sugar in any cold food. Rose and lemon-scented geraniums, lemon verbena, or orange and lemon zest are particularly good to use in herb sugars.
You can pack fresh herb leaves in granulated white sugar in airtight containers. Stir every day to prevent clumping. After the sugar stays dry and loose, remove the leaves before they become crumbly, and use the finished 'herb sugar' in iced teas or desserts. Note: The aromatic oils bake off, so they don't work well in file:///F|/...bution/Food%20and%20Water/Farming%20and%20Gardening/Container_Herb_Gardening/Container%20Herb%20Gardening.htm[1/27/2011 5:53:29 PM]
baked or cooked dishes.
To make herbs into syrups to add to iced tea or lemonade or bake into custards or other desserts, Madelene Hill recommends putting a handful of herb branches in a simmering sugar syrup; remove them when the herbs lose their color and the syrup is fragrant. The syrup is ready to use right away.
American colonists, who couldn't run to the store to buy candy when they had a sweet tooth, made their own sweet treats out of herbs. They candied young angelica stems and ginger, preserving the herb and bringing out its flavor with a crystal sugar shell. Although these may not replace modern candies, they are wonderful to use as dessert garnishes or edible decorations on cakes and pastries.
Cookbooks of the 1700s recommended this process for candied angelica. Harvest young angelica stems and boil them until tender. Peel off the fibrous strings and simmer the stems again until they become very green. Dry the stems and weigh them; add a pound of double-refined (very finely textured) sugar to each pound of angelica stems. Let the combination stand for two days, then boil the blend until it becomes clear. Drain off the syrup. Spread another pound of refined sugar over the angelica, set the stems on glass plates, and let them dry in a warm place.
Violets and rose petals are even easier to candy. Brush a little egg white all over each flower and dip it in superfine or powdered sugar. Let the sugar dry into a clear coating, and store in an airtight container.
Salting Herbs
You can dry herbs in salt and use the flavored salt to season your foods. Salt draws moisture from herbs and at the same time absorbs some of their essential oils. It works best with thin-leaved herbs such as savory, rosemary, marjoram, dill, tarragon, and thyme, but it can be satisfactory with most large-leaved herbs such as basil if you use fewer leaves and more salt. Here is how you dry herbs in salt.
Harvest the herbs you want to use, either a single type or a blend of complementary herbs. Wash them and dry them well with a thick towel. Then remove any thick stems or inedible parts. Chop the herbs up finely if you intend to use the salt and herb blend directly for seasoning. Now take a container of non-iodized or kosher salt and an airtight container such as a canning jar or freezer container. Put a 1/4-inch layer of salt in the bottom. Then sprinkle on a thin layer of herbs. Cover the herbs with another layer of salt, and continue in this manner until you have used up all your herbs or reached the top of the container. Cover the top layer of herbs completely with salt and seal the jar.
In about a week, the herbs will be dry. You can pull out individual sprigs and crumble them into dishes as they are. Or you can brush off the extra salt before you use them. If you want to use the herbed salt to sprinkle on a variety of foods, blend the herbs together with the salt thoroughly. Then pour into a smaller, airtight container that you can keep on your kitchen counter or dining room table.
How to Dry Herbs
To dry thin-leaved herbs such as thyme and rosemary, make bundles of 3 to 5 sprigs, tie them together with a twist tie, and hang them in a warm, airy, dry, and dark location. (Keep them out of the traffic areas.) They should dry to feel crisp in a couple days.
For large-leaved herbs that you can't get to dry well by hanging, any dehydrator will work as long as it has a low setting (90°-95°F). You can put sprigs or individual leaves in the dehydrator. The leaves will dry faster when stripped off the stem, but sprigs are easier to handle. When dried, the crispy leaves snap right off when you run your fingers down the stem. Most herbs will dry overnight in a dehydrator.
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When the herbs are dry, put them in the oven at 120°F for a few minutes to make the herbs as crackly as corn flakes. Strip the leaves off the woody stems. If you're sure they're completely dry, you can store the whole leaves, which helps preserve essential oils. But I've had a lot of problems with mildew on herbs stored this way. So I now process them into flakes in a blender or food processor. I add a cup or two of leaves and pulse them in the blender until they become large flakes. Then I seal them in an airtight jar. I like to add a small packet of white rice, wrapped up in cloth or paper, to suck up any excess humidity. You can store the jars in a cool, dark cupboard, but I like to keep the jars in the refrigerator, which helps preserve quality longer.
To dry roots such as orris root, horseradish, and lovage, slice them thin and put them in a dehydrator or warm oven to dry until they are hard. Store in an airtight jar.
To dry seeds, hang the mature plants upside-down over newspaper or cloth in a warm, dry location. When the seeds fall, they're easy to scoop up. You also can dry herb seeds in a dehydrator on low heat. But if the seeds are small, cover the drying trays with cheesecloth so the seeds won't fall through. When dry, you may need to separate the seeds from the rest of the plant. Put the dried material on one side of a cookie sheet that has elevated edges. Crush the plant debris with your hands. Then elevate the tray slightly so the seeds will slide down, separate from the chaff. Once they are separated, put the seeds in the freezer for 48 hours to kill any pests that may be inside. Then seal them in an airtight jar and store in a cool, dry location.
To dry flowers for potpourri or herb wreaths, place individual flowers or sprigs in the dehydrator. Grower Marty Sickinger likes to dry flowers upright in a vase with a little bit of water. Let the water evaporate slowly, while the plants maintain their open shape. This works especially well with black-eyed Susans and daffodils, which would dry closed up if you hung them upside-down. Experiment with different flowers. Some dry well upside-down, and some dry best spread out on a screen. Develop the method that works best for you.
One way to gather dill seed is to hang the plant upside-down and wrap a paper bag around it to collect the seed as it dries and falls off.
Drying the Harvest - Tips From An Expert
Microwave Oven Place one layer of plant materials between two paper towels, setting timer for 2 or 3 minutes. Give additional 30-second shots as necessary. Jot down for future reference how much drying time was needed for each variety.
Conventional Oven Set temperature no higher than 100° and heat materials on a baking sheet until crisp. (My old oven goes no lower than 150°, so I keep oven door ajar.)
Food DehydratorSet temperature between 95° and 100°.
Gas Oven With Constant-Burn Pilot Light Dispel any moisture in the oven by leaving the door open while heating at the lowest temperature setting that will keep the flame burning. After 2 or 3 minutes, turn off oven, place baking sheet of materials in, close oven door and forget it until you have to heat the oven for cooking. Then you'd better remember that they're in there!
Dehydrating OastThe oast (drying oven) that my husband built into our former broom closet is my favorite place for drying my harvests. It's 14" high, 14" wide, and 26" deep. Shallow ledges along the sides of its front will suspend three flower presses (also made by him) with room for a fourth to rest on the floor of the oast. In a corner at the back, he anchored a ceramic base for a light bulb. A 60-watt bulb heats the top front of the oast to an ideal 110°, the lower front to 95°. Hardware cloth (an aluminum mesh available from hardware stores) is used for 'shelves' when I dry roses in their whole form. Miniature roses are placed file:///F|/...bution/Food%20and%20Water/Farming%20and%20Gardening/Container_Herb_Gardening/Container%20Herb%20Gardening.htm[1/27/2011 5:53:29 PM]
upright on the mesh; larger types are hung head down, their stems pushed through the mesh and secured with small binder clips from the stationer's. Atop the flower presses and/or the hardware cloth shelves, styrofoam trays (from packaged meats) filled with materials can rest.
Storage Place each type/color of blossoms in a separate glass jar with a screw top, so you can see what you have of what when it comes time to mix a recipe. During the first week after drying the materials, check every few days to be sure they're still crisp. If not, it's back to Square One, the drying tray!
TipsSpread a white towel on your working surface on which to dump the day's haul of plants to dry or press. That makes it easy to spot the creepy crawlers and UFO's that came along for a free ride. You can use the corner of the towel to help the destroyer types along on their journey to That Great Bug Heaven In The Sky; but be a sport and free the praying mantis, ladybug, or any other carnivore that was tending the garden for you.
BugsOnce in awhile a tiny beetle will escape your attention and will manage to survive the heat of the drying process. You may not even notice the little dude in the mixing and aging process. Then when you've capped the glass container and stand admiring your beautiful creation, up he jumps! Not to worry. Don't empty the container. Leave the jar capped and stick it in the freezer for a couple of days. End of problem. (Although you should check contents for any moisture from the freezer and re-heat if necessary.)
Here's a quick checklist of good ways to preserve the herbs you are growing:
Dryingworks well for basil, dill, fennel, lovage, mint, oregano, parsley, hot peppers, rosemary, sage, savory, scented geraniums, tarragon, and thyme.
Freezingworks well with basil, chervil, chives, cilantro, dill, lemon balm, parsley, hot peppers, sorrel, sweet cicely, and tarragon.
From The Books:
Menu| Y2K Updates | Discussion Forums
Sleeping With A Sunflower By Louise Riotte
The Pleasure of Herbs By Phyllis V. Shaudys
The Herb Gardener: A Guide for All Seasons
By Susan McClure
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Geometry - 1.0 - Error List
April 27, 2015
Errors in copies purchased from 2009 to the present:
- Problem Set 23, Practice B – The answer on the CD should be "If two angles are complementary to the same angle, then they are equal."
- Problem Set 23, Problem 12 – The answer on the CD should be "If two angles are complementary to the same angle, then they are equal."
- Lesson 29 – The third sentence of the second paragraph in this lesson should be "An isosceles triangle has at least two sides equal (congruent)."
- Lesson 29 – In the first diagram in this lesson, the figure in the top right should be "Isosceles triangle: at least two sides equal."
- Problem Set 29, Problem 2 – Change the statement of this problem in the textbook and on the CD to "All isosceles triangles have three congruent sides."
- Problem Set 29, Problem 22 – Change the statement of this problem in the textbook and on the CD to "If a triangle is isosceles, then it has at least two equal sides."
- Problem Set 29, Problem 22 – The answer in the answer key and on the CD should say "If a triangle has at least two equal sides, then it is isosceles; True."
- Problem Set 30, Problem 6 – The statement of this problem should be "A(n) ________ triangle has at least two congruent (equal) sides."
- Problem Set 54, Practice 16 – The answer in the answer key should be "If both pairs of opposite sides are congruent, then a quadrilateral is a parallelogram."
- Problem Set 57, Practice E – Steps two through four in the answer key and on the CD should be:
(2) KN KL , NJ LJ (Definition of a rhombus)
(4) JNK JLK (S.A.S.)
(3) N L (Both pairs of opposite angles of a rhombus/parallelogram are congruent.)
- Problem Set 57, Problem 24 – Steps two through four in the answer key and on the CD should be:
(2) AD AB , DC BC (Definition of a rhombus)
(3) B D (Both pairs of opposite angles of a rhombus/parallelogram are congruent.)
(4) CDA CBA (S.A.S.)
- Problem Set 73, Practice B – This problem statement is fundamentally incorrect and must be changed. The problem statement and diagram should be:
Q
The answer is 15 PQ .
- Problem Set 74, Problem 25 – This proof can be done in just two steps (given, then prove) by using Theorem 33, which is: The diagonals of an isosceles trapezoid are congruent (equal). It should be done via the method in the answer key and on the solution.
- Problem Set 82, Problem 25 – The group instructions should state that this is Theorem 63, not Theorem 64. This proof should not be solved in 2 steps using Theorem 63.
- Lesson 84 – In this lesson we say that "The degree measure of a minor arc is the measure of its central angle." That fact applies to the degree measure of any arc on a circle though, it is not specific only to minor arcs.
- Problem Set 98, Practice E – The given statement should be changed to " OP is an apothem of regular polygon QRSTUVWX."
- Problem Set 98, Problem 24 – The given statement should be changed to " OP is an apothem of regular polygon ABCDEF."
- Problem Set 106, Problem 2 – The equation in the given statement should be " 2 2 2 ( ) ( ) x h y k r ."
- Chapter 5 Test, Problem 4 – The statement of this problem should be "A(n) ____________ triangle has at least two congruent (equal) sides."
- Chapter 10 Test, Problem 14 – The side length of 9 on the smaller triangle should be changed to 10.
- Chapter 11 Test, Problem 23 – Step five of this proof should be removed from the answer key.
- Chapter 12 Test, Problem 6 – The answer in the answer key and on the CD should be "secant line."
Errors in copies that were purchased before 2009.
- Problem Set 7, Problem 4 – The answer in the answer key should be "straight line."
- Problem Set 14, Problem 16 – The answer in the answer key should be " 24.6 UW ."
- Problem Set 14, Problem 25 – The diagram should be changed to accurately reflect the given statement of " m DAC m DBC ."
- Lesson 17, Page 104 – The last sentence in the second paragraph of this lesson is, " AOB and AOC don't qualify as adjacent angles." This should be changed to " AOC and BOC don't qualify as adjacent angles."
- Problem Set 18, Problem 20 – The statement of this problem gives the measurement " 5 10 KM z ," but it should instead be " 5 10 VM z ."
- Problem Set 22, Problem 15 – The answer in the answer key should be "always."
- Problem Set 22, Problem 24 – The third step in the answer key should be: (3) 1 3 , 2 4 .
- Problem Set 23, Practice B – The answer in the answer key should be "If two angles are complementary to the same angle, then they are equal."
- Problem Set 23, Problem 7 – The answer in the answer key should be "Supplementary angles; alternate interior angles."
- Problem Set 23, Problem 12 – The answer in the answer key should be "If two angles are supplementary to the same angle, then they are congruent."
- Lecture 24 – On the second proof of this lecture, in both the textbook and the CD, the statement for the sixth step of the proof should be " 2 and 3 are supplementary."
- Problem Set 24, Problem 22 – On the diagram for this proof, angle 2 should be on the other side of line segment VW.
- Problem Set 25, Problem 9 – The answer in the answer key should be "Transitive or Substitution Property."
- Problem Set 28, Practice B – The answer in the answer key should be "Interior angles on the same side of the transversal; supplementary."
- Problem Set 28, Problem 15 – The answer in the answer key should be "sometimes."
- Problem Set 28, Problem 18 – The answer in the answer key should but "Alternate interior angles; congruent."
- Problem Set 28, Problem 19 – The answer in the answer key should be "Interior angles on the same side of the transversal; supplementary."
- Problem Set 29, Problem 24 – On the diagram in the textbook for this problem, angle 3 should be on the other side of line r.
- Problem Set 30, Problem 9 – The answer in the answer key should be "never."
- Problem Set 33, Problem 23 – One of the givens for this proof is AB BD , it should instead be " AB CD ." The first step of the proof should be: (1) ADC BAD ; E is the midpoint of AD ; AB CD (Given)
- Problem Set 34, Practice E – The prove statement in the textbook, answer key and on the CD should be " HDF PFD "
- Problem Set 36, Practice D – The answer in the answer key should be " 29 M m 61 MRE m "
,
- Problem Set 36, Problem 20 – The answer in the answer key should be " m P 35 m PQC 55 "
,
- Problem Set 38, Practice B – The answer in the answer key should be "Corresponding Parts of Congruent Triangles are Congruent (C.P.C.T.C.)."
- Problem Set 40, Problem 12 – The answer in the answer key and on the CD should be "If two lines form congruent alternate interior angles with a transversal, then the lines are parallel."
- Problem Set 40, Problem 19 – The answer in the answer key should be " 14 x , 19 y ."
- Problem Set 42, Practice E – The seventh step in the answer key should be: (7) NMO KLQ (A.A.S.)
- Problem Set 42, Problem 21 – The answer in the answer key and on the CD should be :
- Problem Set 43, Problem 24 – The eighth and ninth steps in the answer key should be:
(8) LS DS (C.P.C.T.C.)
(9) DSL is isosceles (Definition of an isosceles triangle)
- Problem Set 44, Problem 5 – The answer in the answer key should be " a c b d ; Addition Property of Inequality."
- Problem Set 44, Problems 10 and 11 – The group instruction for these problems in the textbook should be "Solve each inequality below. Show your steps and give a reason for each one."
- Problem Set 46, Practice C – The answer in the answer key should be " 72 y ."
- Problem Set 48, Problem 23 – The problem statement should be:
People who have
a plan for improving
ankle strength
True
Bodybuilders
Seth
"Given: G is between H and E.
Prove:
m HGD m F "
The answer in the answer key should be:
(1) G is between H and E (Given)
(3) m GED m F (Exterior Angle Inequality Theorem)
(2) m HGD m GED (Exterior Angle Inequality Theorem)
(4) m HGD m F (Transitive)
- Problem Set 49 – On the first proof in this lesson, the given statement for the diagram and the first step of the proof should be " EF DE ."
- Problem Set 51, Problem 23 – The prove statement in the textbook, answer key and the CD should be "AP does not equal PC." The answer is:
(2) Either AP PC or AP PC . Assume AP PC . (A statement is either true or false.)
(1) ABC is not isosceles (Given)
(3) 1 2 (Given)
(4) PB=PB (Reflexive)
(6) AB BC (C.P.C.T.C.)
(5) BPA BPC (S.A.S.)
(7) ABC is isosceles (Definition of isosceles triangle)
(8) AP PC (Statement 7 contradicts the given statement that ABC is not isosceles. The assumption made in statement 2 must be false. By elimination, statement 8 must be true.
- Lesson 52, Page 329 – Reasons 4 and 5 of the proof for Theorem 35 should be as follows:
Reason 4: Consecutive pairs of angles of a parallelogram are supplementary.
Reason 5: If two angles are supplementary to the same angle, then they are congruent.
- Problem Set 52, Problem 18 – The answer in the answer key should be " 45 , 60 , 75 ; acute triangle."
- Problem Set 54, Practice C – The answer in the answer key should be "If both pairs of opposite sides are a congruent, then a quadrilateral is a parallelogram."
- Problem Set 54, Problem 16 – The answer in the answer key should be "If both pairs of opposite sides are congruent, then a quadrilateral is a parallelogram."
- Problem Set 58, Problem 21 – The answer in the answer key should be " 23 p , 18 q ."
- Problem Set 61, Problem 23 – "LQ is not parallel to PH" should be added to the given statements. The first step of the proof should look like this and everything else should be the same:
(1) LQ PQ , not parallel to LQ PH (Given)
- Problem Set 63, Problem 6 – The answer in the answer key should be "Regular pentagon; 108 ."
- Problem Set 63, Problem 7 – The answer in the answer key should be "Equilateral triangle; 60 ."
- Problem Set 64, Practice C – The answer in the answer key should be " 19 y ."
- Problem Set 64, Problem 19 – The answer in the answer key should be " 60 x , 20 y , 30 z ."
- Lesson 66 – On the last figure in the written lesson and the on CD lecture, Arkansas is mislabeled as Louisiana.
- Problem Set 67, Problem 6 – The answer in the answer key should be "Regular pentagon; 108 ."
- Problem Set 67, Problem 7 – The answer in the answer key should be "Regular hexagon; 120 ."
- Problem Set 67, Problem 15 – The answer in the answer key should be " 3 m y ."
- Problem Set 68, Practice E – Steps three and four in the answer key should be:
(4) AKC CJA (All right angles are congruent.)
(3) AKC and CJA are right angles (Perpendicular lines intersect to form right angles.)
- Problem Set 73, Practice B – This problem statement is fundamentally incorrect and has been changed. The problem statement and diagram should be:
Q
N
The answer is 15 PQ .
- Problem Set 73, Practice D – The answer in the answer key should be "8.66."
- Problem Set 73, Problem 6 – The answer in the answer key should be "Regular octagon; 135 ."
- Problem Set 73, Problem 7 – The answer in the answer key should be "Regular decagon; 144 ."
- Problem Set 73, Problem 22 – The answer in the answer key should be "10.39."
- Problem Set 73, Problem 23 – Step 5 in the answer key should be: (5) PA DA (If Unequal Angles, then Unequal Sides)
- Problem Set 74, Practice A – The answer in the answer key should be "13.44."
- Problem Set 74, Problem 7 – The answer in the answer key should be "7.95."
- Problem Set 75, Problem 22 – The answer in the answer key should be "48.16."
- Problem Set 78, Problem 23 – Step four of this proof should be: (4) AKC CJA (Converse of definition of similar triangles)
- Problem Set 80, Problem 20 – The answer in the answer key should be "16.30."
- Problem Set 81, Problem 20 – The answer in the answer key should be " 5 7 y ."
- Problem Set 83, Practice E – The answer in the answer key should be:
" KL LW at point L (Given). Assume LW is not a tangent to K . That means it must intersect K at another point, W. Since KW is the hypotenuse of KLW , KW KL . But if W is on the circle, KW should be a radius and equal to KL. The assumption that LW is not a tangent must be false. Therefore, LW has to be a tangent."
- Problem Set 83, Problem 24 – Step three of this proof should be: (3) PC DC (Definition of perpendicular lines)
- Problem Set 83, Practice E – Add the instruction of "Do the proof below informally and use the indirect method."
- Problem Set 83, Problem 25 – The answer in the answer key should be: " OP RP at point P (Given). Assume RP is not a tangent to O . That means it must intersect O at another point, R. Since OR is the hypotenuse of OPR , OR OP . But if R is on the circle, OR should be a radius and equal to OP. The assumption that RP is not a tangent must be false. Therefore, RP has to be a tangent."
- Problem Set 83, Problems 24 and 25 – Change the group instruction for these proofs to "Do each proof below. Number 25 is Theorem 65. Do an informal proof for problem 25 and use the indirect method."
- Problem Set 84, Problem 6 – The answer in the answer key should be "Regular pentagon; 108 ."
- Problem Set 84, Problem 7 – The answer in the answer key should be "Regular decagon; 144 ."
- Problem Set 84, Problem 13 – The answer in the answer key should be "base = 18.88, legs = 16.89"
- Lesson 84, Problem 23 – Step six in the answer key should be: (6) 1 2 (If two parallel lines are cut by a transversal, then their alternate interior angles are congruent.)
- Problem Set 91, Problem 7 – The answer in the answer key should be "75.10."
- Problem Set 94, Problem 23 – Step five in the answer key should be: (5) QSP is a semicircle.
- Problem Set 96, Problem 16 – The answer in the answer key should be "14 6 ."
- Problem Set 101, Problem 22 – The answer in the answer key should be "30.94 in."
- Problem Set 102, Problem 24 – Steps four and five in the answer key and on the CD should be:
(4) 1 2 m RTS mRS , 1 2 m TSU mTU (An inscribed angle is equal in measure to one-half the measure of its intercepted arc.)
(6) mRS mTU (Multiplication) The steps that were originally numbered 6 through 11 should be renumbered 7 through
12.
- Chapter 10 Test, Problem 14 – On the diagram in the textbook, the angles that have the double and triple arcs should not have any arcs at all.
- Chapter 11 Test, Problem 13 – The answer in the answer key should be "17.30."
- Chapter 12 Test, Problem 6 – The problem statement should be " EF ."
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Grade Level
Grades 4-6
Engage and Explore
This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students' abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students' work in small groups. Certain scientific vocabulary may or may not be appropriate for your students' level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.
How can nature inspire a design for more effective medical equipment to be used in providing veterinary care?
1. Begin this lesson by asking your students what kinds of tools veterinarians and doctors use during examinations. List the tools on the board in the classroom. Discuss some of the ways that these tools are used or how they work. (Examples: Microscopes help us to see tiny things up close. Syringes allow us to either take blood out of the body or put medicines into the body through the skin in a safe way. X-rays allow us to see through skin and muscles to see if there is anything wrong with bones.)
Explain
2. Break the students into small groups and share with each group the Animal Infographic cards. Have students explore the cards looking for adaptations or special features of the animal that might already be seen in medical equipment. Discuss with the entire class what medical devices they are reminded of. How are the animal adaptation and the device similar? Record at least a few examples on the board in the classroom.
Expand
3. Following the group brainstorm, student groups will start the process of designing their own veterinary tool (or redesigning an existing one) that is inspired by one of the animals highlighted in the infographic. If they feel more inspired by another animal that they know about, allow them to explore that in their design challenge. To discover more information about biomimicry to help develop their ideas, student groups can explore asknature.org.
4. Provide each group with poster board, presentation paper, pens/pencils, markers and various
Nature Inspired Medical Tools
Vet Bags: Biomimicry Design Challenge
art supplies for creating their design. Inform the groups that they will present their finished designs to the class.
Assess
5. Following the presentations, work with the entire class to discuss what they learned. How were the animal inspirations different for each of the medical equipment designs? Were there any inspirations that were the same? If so, how were those same inspirations used differently in each design?
6. Share your work! When you and your class have completed this activity, we'd love to see what you came up with! Click the "Share Resources" button at the top of the Zoo's Online Resource Library at resourcelibrary.clemetzoo.com. From the dropdown menu, select "Document". Attach your file and complete the form on the page. Please include your school's name and the grade that you teach. When you're done, click "Submit". When we receive your submission, we'll share your class' work!
Standards
Next Generation Science Standards
Engineering Design
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principals and potentials impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Structure, Function, and Information Processing
4-LS1-1
Construct and argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
1. Questioning State the problem. Make a hypothesis.
2. Planning Make a plan by asking these questions (think, talk, write)
3. Implementing Gather the materials. Follow the procedures. Observe and record the results.
4. Concluding Draw a conclusion.
5. Reporting Share my results (informal) Produce a report (formal)
Nature Inspired Medical Tools
Supplemental Materials
Research Plan
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The Universe in my pocket
The nebular universe
Grażyna Stasińska Paris Observatory
We have all watched stars at night. They look so isolated in the darkness of the sky!
But this is just an illusion. There is no emptiness between the stars, but rather, a multitude of particles, atoms and molecules. Millions, even billions in one cubic meter. Those particles assemble into interstellar clouds – or nebulae .
These clouds are very faint, and only a few can be seen with the naked eye.
But with the help of large telescopes on Earth and in space, astronomers are able to see the richness of the nebular universe and share their discoveries by publishing beautiful photographs of these nebulae. 3
It is in clouds of interstellar gas and dust like these,that new stars are formed.
Where stars form
Stars are not eternal: similar to human beings, they come into the world, evolve throughout their lives and inally die.
They form in large interstellar clouds, by a process that is not yet fully understood. This process involves gravitational contraction, allowing the mater to reach the high densities of stellar interiors.
Some of these recently born stars are so hot that they can remove the electrons from the atoms in the surrounding cloud, creating ionized nebulae such as the Orion nebula.
The Crab nebula. This is the remnant of a supernova whose explosion was recorded by Chinese astronomers in 1054 .
Supernova remnants
A star with a large mass ends its life in a huge explosion.
Astronomers called this phenomenon a « supernova », because they thought they were witnessing the appearance of a new star at a place in the sky where no star was seen before.
We now know that a supernova is, on the contrary, a dying star, throwing into interstellar space the elements that it manufactured during its lifetime.
A supernova remnant is the nebular mater that remains after the explosion.
The Helix planetary nebula.
This is one of the closest planetary nebulae known. The light it emits takes 700 years to reach the Earth (while light from the Sun takes only 8 minutes).
Planetary nebulae
Stars with masses similar to that of the Sun end their lives in a much calmer way.
They swell up in size, losing their external layers, which are then illuminated by the remnant of the parent star, producing the socalled planetary nebulae.
The term planetary nebulae was coined by William Herschel in 1785 to describe these nebulae because with his telescope they looked like planets. He later regreted not having called them 'stellar nebulae'.
This is a galaxy similar to the Milky Way. In its spiral arms, new generations of stars are being formed.
In the catalogue of the French astronomer Charles Messier published in 1781, it is described as a `Nebula without star, very obscure & prety large'.
Galaxies
Galaxies are stellar associations that can contain hundreds of billions of stars.
Some of them, those with a spiral or irregular shape, also contain large amounts of gas. Such galaxies are still forming stars, and contain many « young » stars that are only a few million years old.
Other galaxies, those with a rugby ball shape, do not form stars any more. All of their stars are old − some of them older than ten thousand million years.
Earlier, galaxies were called `nebulae' because it was not known that they were made of stars.
It is made of dust grains mixed with gas.
Interstellar dust clouds
In photos of nebulae and galaxies, dark zones can sometimes be seen. They are produced by concentrations of interstellar dust grains.
These grains, which are microscopic solid particles of carbon or silicon, absorb energy from the visible light of nearby stars.
As they cool, they emit a light invisible to the human eye but detectable with infrared telescopes.
Do you recognize these types of nebulae?
Quiz
Solutions on overleaf
M17, a nebula where stars are forming.
NGC 2207 and IC 2163, two spiral galaxies in collision.
The Unicorn: a part of the Triid nebula obscured by interstellar dust.
The supernova SN 1987A.
The planetary nebula IC 418, called 'the spirograph nebula'.
The Universe in my pocket No. 1
Nr 1 This booklet was writen in 2013 by Grażyna Stasińska from Paris Observatory (France) and revised by Stan Kurtz from the UNAM Radio Astronomy Institute in Morelia (Mexico).
It is dedicated to the school children of Choroní (Venezuela) and their families.
The front cover shows the Cat's Eye planetary nebula. The photos from this booklet were obtained with the ESO large telescopes and with the Hubble Space Telescope. They are provided by NASA, the STScI and by ESA.
To learn more about this series and about the topics presented in this booklet, please visit htp://www.tuimp.org
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Learning Recovery & Extended Learning Plan
On February 9, 2021, Governor DeWine asked schools and districts to work with their communities and educational stakeholders to help students continue to advance academically and to make up for any learning that may have been lost or delayed due to the coronavirus pandemic and related disruptions.
"This once-in-a-lifetime pandemic has impacted all of us, so it should be no surprise that it has impacted our children. But we should not panic, nor should we be surprised by the results of assessments," said Governor DeWine. "Instead, we should do what Ohioans have always done when facing a challenge – stay calm, roll up our sleeves, and work to solve the problem."
Governor DeWine has requested that schools and districts design plans that address learning recovery and extended learning opportunities to meet the needs of students that could include, but are not limited to, extending the current school year, beginning the new year early, extending the school day or instituting summer programs, tutoring, remote options, and other remedial or supplemental activities.
Plans should address, but are not limited to, the following key components:
* Needs Assessment: How will schools and districts identify the needs of those students?
* Impacted Students: How will schools and districts identify which students have been most impacted by the pandemic in terms of their learning progress (with a focus on the most vulnerable student populations)?
* Resources and Budget: What resources are available to address those needs? Generally, what is the budget for the plan?
* Partnerships: Which local and regional partners (such as Educational Service Centers, Information Technology Centers, libraries, museums, after-school programs, or civic organizations) can schools and districts engage in supporting student needs?
* Approaches: What approaches can best be deployed to address those needs? (This may include approaches such as ending the school year later than scheduled, beginning the new year early, extending the school day, summer programs, tutoring, and remote options.)
* Alignment: How can this plan reinforce and align to other district or school plans? This may include but is not limited to Student Wellness and Success Fund plans, remote learning plans, improvement plans, CCIP-related plans, graduation plans.
Each district or school should consider its unique needs and issues and prepare its plan in a way that responds appropriately and leverages the assets of its unique partners including their Educational Service Center and other regional and community-based partners. Each district or school should consider a wide range of representation and voices from district and community stakeholders in planning for learning recovery and extended learning opportunities.
The governor asked schools and districts to provide their plans to the public and General Assembly no later than April 1.
This template has been designed to assist districts in meeting and exceeding this requirement and in supporting their long-term instructional planning efforts. Please refer to the Planning Support Document at the end of this template for guiding questions and resources.
Questions, comments and concerns can be emailed to: email@example.com
Approaches to Identify Social & Emotional Needs
| Impacted Students: | How will schools/districts identify which students have been most impacted by the pandemic |
|---|---|
| | in terms of their social/emotional needs (with a focus on the most vulnerable student |
| | populations including but not limited to disengaged students)? |
| Spring 2021 | Austintown Local Schools Administrative and Counselor Teams reviewed office referrals, |
| | counseling referrals, truancy reports, DLT survey results, and staff recommendations to |
| | identify which students have been most impacted by the pandemic in terms of their |
| | social/emotional needs. Programs will be specific and tailored to the students identified. |
| | The Austintown Local School District will partner with local ESCs, including The Mahoning |
| | County Educational Service Center, and area organizations such as The Mahoning Valley |
| | Regional Council of Governments, and The Department of Youth Services to offer social and |
| | emotional support to students. All programs will align with the Austintown Local School |
| | District OIP, CCIP and Wellness plans. |
| Summer 2021 | Austintown Local Schools Administrative and Counselor Teams reviewed office referrals, |
| | counseling referrals, truancy reports, and staff recommendations to identify which students |
| | have been most impacted by the pandemic in terms of their social/emotional needs. |
| | Programs will be specific and tailored to the students identified. |
| | The Austintown Local School District will partner with local ESCs, including The Mahoning |
| | County Educational Service Center, and area organizations such as The Mahoning Valley |
| | Regional Council of Governments, and The Department of Youth Services to offer social and |
| | emotional support to students. All programs will align with the Austintown Local School |
| | District OIP, CCIP and Wellness plans. |
| 2021 - 2022 | Austintown Local Schools Administrative and Counselor Teams reviewed office referrals, |
| | counseling referrals, truancy reports, and staff recommendations to identify which students |
| | have been most impacted by the pandemic in terms of their social/emotional needs. |
| | The Austintown Local School District will partner with local ESCs, including The Mahoning |
| | County Educational Service Center, and area organizations such as The Mahoning Valley |
| | Regional Council of Governments, and The Department of Youth Services to offer social and |
| | emotional support to students. All programs will align with the Austintown Local School |
| | District OIP, CCIP and Wellness plans. |
| 2022 - 2023 | The Austintown Local School District will partner with local ESCs, including The Mahoning |
| | County Educational Service Center, and area organizations such as The Mahoning Valley |
| | Regional Council of Governments, and The Department of Youth Services to offer social and |
| | emotional support to students. All programs will align with the Austintown Local School |
| | District OIP, CCIP and Wellness plans. |
| | The Austintown Local School District will partner with local ESCs, including The Mahoning |
| | County Educational Service Center, and area organizations such as The Mahoning Valley |
| | Regional Council of Governments, and The Department of Youth Services to offer social and |
| | emotional support to students. All programs will align with the Austintown Local School |
| | District OIP, CCIP and Wellness plans. |
| Approaches to Address Social and Emotional Need | |
|---|---|
| Approaches & Removing/ Overcoming Barriers | What approaches will schools/districts use to address social and emotional needs identified |
| | above? What steps will be taken to remove/overcome barriers that may be associated with |
| | the social/emotional needs” (transportation to support services, no data to track/identify |
| | specific student needs, funding concerns to support approaches, etc.)? |
| Spring 2021 | To support the social and emotional needs identified by the District Leadership Team, |
| | Austintown Local School will hire attendance counselors to assist building administrators |
| | and guidance counselors in identifying students who were most impacted by the pandemic |
| | in terms of their social/emotional needs. These students will be invited to participate in |
| | programs such as the Botvin LifeSkills curriculum. |
| Summer 2021 | To support the social and emotional needs identified by the District Leadership Team, |
| | Austintown Local School will hire medical assistant(s), school counselor(s) and physical |
| | education, health, and fitness staff to work with students as part of the summer programs. |
| 2021-2022 | To support the social and emotional needs identified by the District Leadership Team, |
| | Austintown Local School will implement the Botvin LifeSkills curriculum in grade 9. |
| | To support the social and emotional needs identified by the District Leadership Team, |
| | Austintown Local School will implement the PAX curriculum in grades K-2. |
| | Budget | |
|---|---|---|
| Description | | Estimated Budget |
| Activities to address unique needs of low-income students, students with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, foster youth. | | $300,000 |
| Purchase educational technology (including hardware, software, and connectivity) for students served by LEA, including low-income and IDEA. | | $600,000 |
| Plan and implement summer learning and supplemental after school activities | | $350,000 |
| Addressing learning loss by: administering and using high-quality assessments to assess students’ academic progress and meet students’ academic needs, including through differentiating instruction; implementing evidence-based activities to meet the comprehensive needs of students; providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and/or tracking student attendance and improving student engagement in distance education. | | $500,000 |
| Other activities necessary to maintain the operations and continuity of services in the LEA and continuing to employ existing staff of the LEA. | | $800,000 |
| Mental Health Services | | $250,000 | | <urn:uuid:d11f0800-d2b3-4704-8267-19330c515e1b> | CC-MAIN-2021-31 | http://www.austintownschools.org/userfiles/510/my%20files/austintown%20learning%20recovery%20&%20extended%20learning%20plan%20(2).pdf?id=7387 | 2021-08-03T13:24:39+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00460.warc.gz | 52,899,457 | 1,989 | eng_Latn | eng_Latn | 0.998943 | eng_Latn | 0.998876 | [
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What Questions Do Adverbs Answer
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copyright due to editing, translation, or extra material like annotations.
What Questions Do Adverbs Answer Answer the questions about you. Use adverbs of frequency in your answers. One page worksheet with eight questions. Answers will vary. Level: Beginner to Elementary
Adverbs of Frequency - All Things Grammar This is an interactive online exercise about adverbs of manner such as quickly and slowly. FREE ENGLISH EXERCISES, EXAM PREPARATION, LISTENINGS, MP3 LESSONS & ONLINE COURSES BOB WILSON'S
Adverbs of Manner Exercise - autoenglish.org This quiz will test your ability and improve your skills with the position of adverbs in English sentences. This Adverb Practice quiz is ten questions strong and must answer all correct to win it. Point out the adverbs in the statements, and let's see how good you are.
English Grammar Quiz: Adverbs - ProProfs Quiz Do you check your email on weekends, too? Reporter: Yes, I usually
Page 2/7
check my email on weekends. I will answer personal emails, but I have a rule that I never answer business emails on the weekend or a holiday. 1. Look at the ?ve underlined words in the conversation. These words are called adverbs of frequencybecause they tell us how frequent ...
Adverbs of Frequency
Questions: wh- questions - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary
Questions: wh- questions - English Grammar Today ... This question is a little bit complicated because it's usually answered by phrases or clauses that are acting as adverbs rather than by one-word adverbs. Students study to gain knowledge. Why do students study? to gain knowledge; To gain knowledge is an adverb. It's an infinitive phrase functioning as an adverb, and it's modifying the verb study.
The adverb questions will help you find adverbs! adverbs exercise. Several exercises to revise and practice the adverbs of frequency: complete sentences, read a text and answer questions, crossword and order the sentences.
Download Ebook What Questions Do Adverbs Answer
English Exercises: Adverbs of Frequency Take a vote for the most popular answer and write this on the board, for example: The best day of the week is Saturday. Next, ask why it is the best day of the week and encourage students to shout out answers. Write the things they do on the board as they are shouted out, for example: 3. Introduce the adverbs of frequency
Adverbs of frequency Lesson Plan - ESL KidStuff This is a different and fairly widely-used usage, as tchrist says in his answer. Indeed, in 'would you kindly just give up your seat for my great-grandmother', kindly and just are two of the hedging devices (pragmatic markers subset politeness) (the third device is the would you construction) (and the fourth, the winning smile).Kindly (which some insist is still adverbial here!) is here a near ...
adverbs - Is it correct to say "I kindly request you to ... It means when we are asking yes/no questions, we are expecting the answer, yes or no. To form Yes/No questions, we use one of these verbs: auxiliary verbs ( be, do and have ) or modal verbs ( can, may,etc.). We can not use questions words like what, how, why, who, etc. whilw making Yes/No questions. FORMING YES/NO QUESTIONS Yes / No
Download Ebook What Questions Do Adverbs Answer
questions
Yes/No Questions With DO - English Study Page Grammar Rule Examples. I always go to the cinema. I sometimes watch TV. I never go to museums.. Remember! The adverb goes next to the verb. I usually have cereal for breakfast. She sometimes plays football.. Be careful! Use 'how often' to ask a question. How often do you play computer games? I sometimes play computer games.. We say... We don't say...
Adverbs of frequency | LearnEnglish Kids | British Council Modal auxiliaries, Questions, do, does - Online Exercise. Task No. 1749. Put in do or does into the gaps.
Questions with do or does - Exercise Strong adverbs are an essential part of a writer's toolbox. Find some solid adverbs you may want to use in your own writing within this extensive list!
List of Adverbs to Strengthen Your Writing Practice Adding Adverbs . Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective Page 5/7
Download Ebook What Questions Do Adverbs Answer
soft. Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are common adverbs that are not formed from adjectives and therefore do not end in -ly.
Practice in Adding Adjectives and Adverbs to Sentences Adverbs of Manner :Some adverbs and adverb phrases describe theway people do things.Examples: The girls answered all the questions correctly. He was driving carelessly. The plane landed safely. Ramu plays guitar skillfully. 8.
Adverbs presentation - SlideShare
Negative adverbs and negative adverbials are used to modify the meaning of a verb, adjective, other adverb, or entire clause in a negative way. Negative Adverbs. ... Like all adverbs, they usually answer questions about manner, place, time, or degree. No and Not.
Negative Adverbs - TheFreeDictionary.com Form questions - Ask for the underlined part, Questions in English Exercise
Form questions - Ask for the underlined part An interrogative adverb is a question word that asks a question whose Page 6/7
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Download Ebook What Questions Do Adverbs Answer
answer will be an adverb. The interrogative adverbs are 'why,' has lots of examples of interrogative adverbs and an interactive
'where,' 'when,' and 'how.' They are used to ask questions. This page exercise.
Interrogative Adverbs | What Are Interrogative Adverbs? There's no better way to clear up confusion than with relative adverbs. But how exactly do they work? Learn more about their function with this guide.
Relative Adverbs Explained + Examples in Sentences English grammar is the way in which meanings are encoded into wordings in the English language.This includes the structure of words, phrases, clauses, sentences, and whole texts.. This article describes a generalized, present-day Standard English – a form of speech and writing used in public discourse, including broadcasting, education, entertainment, government, and news, over a range of ...
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Four species of sustainability
Paul Driessen is senior policy analyst for the Committee For A Constructive Tomorrow (www. CFACT.org)
Sustainable development and its permutations. Distinguishing the 'real deal' from agendadriven varieties is key to business success 1
Newspapers and magazines are replete with articles and advertisements about sustainable development, sustainable business practices, and sustainability as an essential component of 'corporate culture.'
Companies, communities, hotels, restaurants, even colleges and religious institutions extol their commitment to it. Initiatives attempt to put the pledges into practice. Sustainability underpins, drives and justifies activist campaigns, United Nations conferences, and US Environmental Protection Agency (EPA) policies. And yet, there is no accepted definition of sustainability.
As oil and natural gas prices rose, for instance, previously uneconomical sources became producible, and technological advances like horizontal drilling and hydraulic fracturing opened vast new deposits that previously were inaccessible. Prices dropped as supplies increased.
This oversight allows people and organizations to issue proclamations about what is or is not sustainable, without those assertions being logically or scientifically testable, in a context where it is difficult to question the accuracy of their claims, or examine the actual costs and benefits of proposed policies.
We can nevertheless say this much. True sustainability has three main components: science, economics and innovation. When we talk about a particular human activity, we are asked to judge whether it can continue for as long as humans want. If there truly is a limited amount of something on our planet, we can use it only for limited durations that are determined by particular rates of consumption.
It is a mistake to stop there, however. Humans use natural resources to add value to the natural world. Coal, for example, is worthless underground, but has enormous value when used to generate electricity or fuel factories. When people innovate, they often find new tools or resources that do a job more efficiently, at lower cost or with fewer negative side effects. They may then turn away from current options – to embrace natural gas instead of coal, for instance – or find ways to extend the lives of resources they had thought were being depleted.
This is true of any resource. Value is based on usefulness, and highly valued resources tend to be replaced when growing demand pushes their prices higher than available substitutes, other factors make current resources less attractive, or innovation changes the economics, technological needs or resource discovery and extraction methods.
Moreover, increasing scarcity tends to raise prices, which can spur innovation in the production or use of existing resources.
2
Thus, a valuable and economically important way of using a resource need not be sustainable in perpetuity, but only until another resource or production method emerges. That means the sustainability of each natural resource changes constantly, as prices or rates of consumption change – or new sources, production methods, conservation practices or substitutes are discovered.
We can also say that true sustainable development means, or should mean thoughtful, caring, responsible, economical stewardship of land, air, water, energy, metallic, forest and wildlife resources, as well as financial and human resources. Understood in that way, it's clear that every person, company and institution can and should practice sustainability.
In fact, most companies, governments, families and other institutions today largely do strive to employ sustainable approaches – by conserving energy, water and other resources when it makes economic, technological, ecological and ethical sense to do so. Sustainability also entails reducing air and water pollutants and other industrial activities that endanger wildlife, environmental quality, and human health and welfare.
All this reflects principles of 'stewardship of creation,' tikun olam (a Hebrew phrase meaning 'repair of the world'), and the Boy Scout prescription that we should leave our world better than we found it.
Fallacies in the sustainable development mantra
The basic problem is that sustainability is often not understood in this way. The concept of sustainable development has become ideological and political. Indeed, it has been that way almost from the outset.
An early landmark in the global sustainability movement was former Norwegian Prime Minister Gro Harlem Brundtland's 1987 report, Our Common Future. While it contained much faulty science and flawed economics, to its credit the report focused on achieving sustainable development while alleviating poverty.
World Commerce Review■December 2014
In her foreword, Dr Brundtland emphasized that "sustainable development requires meeting the basic needs of all and extending to all the opportunity to fulfil their aspirations for a better life." She added: "Meeting essential needs requires not only a new era of economic growth for nations in which the majority are poor, but an assurance that those poor get their fair share of the resources required to sustain that growth."
Unfortunately, these important development concepts never became part of the definition that was ultimately adopted by activists and regulators who wanted to use sustainability to promote anti-development agendas. They devised the most frequently cited definition:
Sustainability means we may meet the needs of current generations only to the extent that doing so will not compromise the ability of future generations to meet their needs.
This may sound logical and ethical at first blush, but any attempt to apply it self-destructs.
No policy maker (or anyone else) ever predicted hydroelectric or nuclear power, for example, or that electricity would safeguard and enhance our lives in the myriad ways it does today. No one anticipated fibre optic cables replacing copper, or mobile phones with more computing power than a 1990 desktop computer. None expected the 'fracking' revolution. All of these things happened, however, and today the pace of technological change is dizzying.
And yet, sustainability precepts say we must empower governments to regulate all manner of activities today based on the wholly unpredictable technologies and living standards of tomorrow. We must also predict the raw materials (and their quantities) that future technologies will require, under constantly changing economic, exploration, drilling, mining, manufacturing and consumption conditions.
Eve more absurd and disturbing, we are told that meeting the unforeseeable needs of future generations means we must ignore or compromise the needs of current generations – including the needs, aspirations, health and welfare of the most impoverished, energy-deprived, malnourished, politically powerless people on the planet.
In essence, we are told the needs of future generations must be sustainable, even if it means current generations themselves are unsustainable, even expendable. That is unethical, unjust and immoral.
The prevailing definition thus gives rise to four different forms of sustainable development.
The four species of sustainability
1. Public relations. Thousands of companies boast of their commitment to sustainability in ads, annual reports and news releases. By claiming to operate sustainably, they seek to improve corporate images and sales, and inspire flattering coverage by the press. However, the statements are often superficial and devoid of real substance.
Bland assertions that a company is devoted to using renewable fuels, reducing its carbon footprint, or (in the case of Coca-Cola's marketing partnership with the World Wildlife Fund) saving polar bears are generally little more than transparent attempts
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to garner favourable press, court customers and appease radical environmental groups. They run the risk of alienating customers who see through the puffery and resent having their hard-earned dollars used to subsidize overly politicized advocacy campaigns.
Moreover, overtly environmental messages have lost much of their former appeal. Polls by GlobalScan Radar and others have found that, even by 2013, consumer concern about environmental issues had slumped to a 20-year low, and many people are put off by efforts to make them feel guilty about being consumers or not buying the more expensive, supposedly 'greener' product. Companies today are thus achieving greater success by emphasizing quality, value, the origins of certain ingredients or how their manufacturing processes reduce waste.
Little more needs to be said about this properly endangered PR species.
2. True sustainable development. In economic and scientific terms, true sustainability represents the use of steadily improving technologies and practices to conserve resources, reduce waste and pollution, squeeze the last possible ounce out of energy and mineral deposits, expand our natural resource base, and leave the world better than we found it. These practices also benefit consumers, while helping companies save money, maintain profitability and keep employees employed.
In agriculture, for example, it means wisely using fertilizer, biotechnology, and other modern high-yield practices to get the most crops per acre, while minimizing environmental impacts. Such practices also feed more people from less land and at lower costs for families, and ensure that more land is set aside for conservation.
3. Political sustainability. This species involves the use of concepts and ideas that arise from true sustainability to present pseudo-scientific justifications for political agendas that extend far beyond genuine economic or scientific matters. Political sustainability is frequently cloaked in altruistic terms, or concerns about resource depletion, biodiversity and precaution.
However, it is often used to justify expansive new government programs, and almost invariably involves government coercion and control, forcing people to do what may not be in their best interests. The statements and campaigns of many environmental pressure groups present excellent examples of the political species, as do recent Environmental Protection Agency regulatory initiatives that the agency says reflect its newfound mission: controlling unsustainable patterns of production and consumption, and encouraging the development of renewable energy and 'sustainable communities.'
However, the results are often especially harmful to poor and middle-income families struggling to improve their social status and living standards. In many cases, such as wind turbines, the policies actually endanger wildlife and damage the environment more than their alternatives do.
4. International sustainability. This subspecies of political sustainability is even more harmful. It is employed to justify United Nations, developed nation and environmental activist policies and programs that delay or prevent energy, natural resource and economic development in poor countries. In so
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"Real, ethical sustainability will enable people of today to prosper, leave the world better than they found it, and sustain and improve the lives of current generations – instead of sacrificing today's pressing needs to serve the imagined needs of future generations"
doing, it denies those countries access to large-scale electricity generation and other modern technologies that would create jobs, dramatically reduce malnutrition and disease, and enable billions of impoverished people to rise up out of abject poverty.
Policies and programs like these are often justified by concerns that climate change or resource depletion could lead to armed conflicts over limited land, energy, mineral resources and food. In reality, such conflicts are much more likely under policies that purposely or unintentionally make resources less abundant or accessible, prolong poverty, and reduce people's hopes and prospects for a better future. Pro-economic growth policies consistent with true sustainability would reduce or avoid these consequences.
Focusing on the differences between true sustainability and political/international sustainability, and examine why those differences matter, can also help avoid pitfalls.
True sustainability: adding to human and planetary welfare
Stewardship of creation includes personal actions that advance sustainability: keeping cars tuned up and tires properly inflated, using water, electricity and insecticides responsibly, and disposing of chemical and other wastes properly, for instance. Worthwhile government actions include computerized traffic light sequencing that reflects road use patterns during rush hour and other times, to improve traffic flow and reduce pollution and wasted fuel.
At the corporate level, countless programs promote sustainability. Incremental improvements in metallurgy and extrusion technology have made recyclable aluminium beverage cans more than 40% lighter than they were in the 1960s. The advances reduce material needs, energy requirements, and fuel used to transport lighter pallets of goods, while decreasing the likelihood of breakage and spills.
Improvements in tensile strength and architectural design mean high-rise buildings require 35% less steel than their counterparts did just a few decades ago. A 1,000-meter (3,280foot) 24-fiber optic cable made from 45 pounds of silica sand (Earth's most abundant element) carries thousands of times more information more safely and securely than a much thicker, 3,600- pound RG-6 copper cable, which cannot carry highdefinition video signals.
Packaging protects valuable and often-fragile products that represent the contribution of thousands of hours, millions of dollars, large quantities of fuel and raw materials, the extraction and processing of ores, the manufacturing and shipping of
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goods, and significant environmental impacts. However, packaging also represents up to one-third of the United States' total waste stream and are the largest single component of municipal solid waste.
Companies thus manufacture packing material from wastes otherwise destined for landfills, and devise new ways to use fewer materials and less energy, reuse packaging components, and make lighter yet stronger packing products that require less energy to ship goods and can then be recycled or reused.
Waste disposal companies are turning batteries, chemicals, food wastes and fibres of every description into useful new products. Other material that once went to landfills is burned in high-tech, gas-fired waste-to-energy facilities that generate electricity for tens of thousands of homes and businesses, while emitting almost no pollution because fuel sources are burned completely in closed-cycle units.
Modern combined-cycle natural gas turbines almost double the efficiency of older electricity generating plants. In some cases, they also recycle formerly wasted hot air and coolant waters to heat buildings and even use still-warm water to heat hothouses for growing fruits and vegetables.
The flip side of conservation and recycling is finding new deposits and prolonging the life of old ones. Horizontal drilling and hydraulic fracturing does this while demolishing the 'peak oil and gas' mantra, by providing at least a century of new hydrocarbon supplies. Fracking opens new oil and gas fields, prolongs the life of old fields, and promotes sustained resource conservation by extracting far more of the original in-place fossil fuel resources than previously possible.
Fracking also uses far less water than commonly assumed. US Department of Energy data reveal that fracking typically requires 0.6 to 5.8 gallons of fresh or brackish water per million Btu of energy produced. By contrast, corn-based ethanol requires 2,510 to 29,100 gallons of fresh water – and biodiesel from soybeans consumes an astounding 14,000 to 75,000 gallons of fresh water per million Btu.
Oilfield technologies are now being adapted for hardrock metals mining, to find and extract previously inaccessible deposits far beneath the surface. Unmanned drones gather data that are processed by supercomputers to identify ore deposits. Seismic trucks and drilling rigs with electronic probes help delineate deposit boundaries, generating three-dimensional images to further narrow the search. Sophisticated fracking technologies may soon shatter deposits and inject liquid solutions that dissolve desired minerals and bring them to the surface.
Sustainability as a political movement
By contrast, political sustainability is primarily an environmentalist campaign theme and justification for expanded government powers and regulations.
Scottish scientist Alexander King and Club of Rome secretary general Bertrand Schneider argued the new environmental movement would prosper if it could create "a common enemy against whom we can unite." In defining this enemy, they said, it was important to ensure looming disasters were presented as "caused by human intervention in natural processes" and say only "changed attitudes and behaviour" could prevent the disasters. In other words, the "real enemy is humanity itself."
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The Club of Rome's 1972 best-seller, Limits to Growth, used faulty computer models and neo-Malthusian precepts to promote the idea that 'unchecked' economic and population growth was rapidly depleting finite natural resources, setting the stage for imminent and unprecedented global calamities.
"Building an environmentally sustainable future requires restricting the global economy, dramatically changing human reproductive behaviour, and altering values and lifestyles," argued Worldwatch Institute founder Lester Brown. "Doing this quickly requires nothing short of a revolution."
In his book Earth in the Balance, former Vice President Al Gore stated:
"Minor shifts in policy, moderate improvements in laws and regulations, rhetoric offered in lieu of genuine change – these are all forms of appeasement, designed to satisfy the public's desire to believe that sacrifice, struggle and a wrenching transformation of society will not be necessary." [emphasis added]
In its 2010 report, Sustainability and the US EPA, the National Research Council proposed 'sustainable development' as a new EPA mission:
Sustainable development... raises questions that are not fully or directly addressed in US law or policy, including how to define and control unsustainable patterns of production and consumption and how to encourage the development of sustainable communities, biodiversity protection, clean energy, environmentally sustainable economic development, and climate change controls.
Then-EPA Administrator Lisa Jackson said the report would help to usher in "the next phase of environmental protection" and the study's findings would affect 'every aspect' of EPA's work, including attempts to incorporate concepts of 'environmental justice' into the agency's pollution and climate change programs. Implementing the envisioned changes would require that EPA's jurisdiction penetrate even further into Americans' daily lives, as the agency seeks to control corporate and individual actions that do not comport to its vague sustainability paradigm.
These visions are nevertheless already being implemented – via the President's Council on Sustainable Development, the United Nations Economic and Social Council (ECOSOC), the U.N. Framework Convention on Climate Change (UNFCCC), Earth Charter agreements, Agenda 21 campaigns, multiple EPA programs, and countless other government agency and activist programs and campaigns.
The 1992 Rio Earth Summit showcased 'sustainable development' as the United Nations Environment Programme's gravest concern. When the US Senate rejected the proposed Biodiversity Treaty, activists shifted gears and settled on 'catastrophic global warming' as their new rallying cry.
When the global warming meme no longer resonated, 2012 Rio+20 Summit organizers repackaged global warming, species diversity, social justice and peak oil 'crises' under the sustainability mantra – at both the national and international levels. Now climate change may be back in vogue.
UNFCCC Executive Secretary Christina Figueres told delegates at the 18th Conference of Parties (COP 18), held in Qatar in 2012,
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"What is occurring here, not just in Doha, but in the whole climate change process, is the complete transformation of the economic structure of the world."
Changes like these come with a price, however. Activists, politicians, and regulators feel little pain as they control and redesign other people's lives, with little or no accountability for errors, omissions or deliberate harm. Middle-income and poor citizens pay a heavy price, as do many wildlife species.
On a torrid August 2012 day, Great Britain's 3,500 wind turbines generated a mere 12 megawatts of electricity, 0.032% of the 38,000 MW the country was using at the time. Had it not been for barely adequate supplies of conventional fossil fuel power, the UK grid would have shut down, causing widespread chaos.
During winter months, thousands of elderly Brits now die annually from hypothermia, because 'green' energy programs have made adequate home heating unaffordable, The Telegraph has reported. Others stay warm by remaining in bed, riding heated buses all day, hanging out in libraries, or burning cheap books in stoves, as the books cost less than wood or electricity.
Tens of thousands of wind turbines supposedly supply environment-friendly 'renewable' electricity. However, they require extensive scenic and wildlife habitat acreage for turbines, access roads and ultra-long transmission lines from windy areas to distant urban consumers. The installations require enormous quantities of steel, concrete, rare earth metals, copper, oil-based fiberglass and other materials. 'Backup' fossil fuel generators (which actually supply some 80% of electricity attributed to intermittent wind turbines) require still more land and raw materials.
Studies of wind-related mortalities in Germany, Spain and Sweden reveal that these turbines kill millions of birds and bats every year: bald and golden eagles, hawks, falcons, owls, cranes, egrets, geese and other birds, and many species of insect-eating bats. In a number of areas, wind turbines have dramatically reduced bird and bat populations, and driven some species to the verge of extinction.
These realities may make wind power our least sustainable energy option. It would be more sustainable to build conventional power plants, and forget about wind power.
The situation is far worse for people in the poorest developing countries.
International sustainability: denying affordable energy to the world's poor
Nearly 1.5 billion people still do not enjoy the blessings of electricity. In Africa alone, more than 700 million people (twice the population of the United States and Canada combined) have no access to electricity, or only sporadic and limited access. More than 300 million Indians, including one-third of the nation's rural population, still lack electricity.
Instead, they must burn wood and dung for heating and cooking, resulting in lung diseases that kill a million people every year. The lack of refrigeration, safe water and decent medical care also causes nearly two million people to die annually from virulent intestinal diseases.
Even in South Africa, the most advanced nation in sub-Saharan Africa, insufficient electrical power has meant frequent
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"Requiring the use of expensive, intermittent, unreliable wind and solar power will condemn poor families to greater deprivation, disease and premature death"
brownouts that hamper factory output and force gold and diamond mines to shut down, because of risks that miners will suffocate deep underground during outages. The country also suffers from maternal mortality rates 36 times higher than in the US, and tuberculosis rates 237 times higher. Thousands still die each year from lung and intestinal diseases.
Nevertheless, in July 2009, President Obama told Africans they should refrain from using 'dirty' fossil fuels and focus instead on their 'bountiful' wind, solar, geothermal and biofuel energy. His Overseas Private Investment Corporation later refused to support construction of a 130-MW power plant in Ghana that would burn clean natural gas that is now being 'flared' and wasted, providing reliable, affordable electricity for this powerdeprived nation.
South Africa encountered similar problems the following year when it applied for a World Bank loan to finish its 4,800-megawatt coal-fired Medupi power plant, which is being equipped with the latest in pollution control and 'supercritical clean coal' technologies. Claiming the project violated climate change goals and sustainability principles, the Center for American Progress, Friends of the Earth, Sierra Club and other activist groups pressured the World Bank and United States to deny funding. The United States ultimately voted 'present' and the loan was approved by a bare majority of bank member nations.
In June 2013, Obama announced his Power Africa initiative for a 'sustainable' African energy strategy that emphasizes wind, solar, biofuel, and geothermal energy. This year, the European Commission is funding a 'SWITCH Africa Green' project that the EC claims will "support African countries in their transition to an inclusive Green Economy" and a shift to "more sustainable consumption and production patterns and practices."
It is ironic that the program is being implemented by a European organisation whose climate and energy policies have caused widespread job losses, financial hardship and inadequate home heating during winter months for Europe's citizens. It is intolerable that the policies are being imposed on nations where the vast majority of people still do not have access to electricity, decent jobs or modern healthcare.
supply sufficient, affordable, reliable electricity for modern societies, and the emphasis on biofuels means using scarce water to turn scarce crops into fuel in regions where people are malnourished and starving.
"[E]nergy poverty causes more harm to the poor than global warming," and cheap energy "makes the poor vastly less vulnerable to climate impacts," Breakthrough Institute scholars Michael Shellenberger and Ted Nordhaus have emphasized. Electricity would "dramatically improve their lives, reduce deforestation, and make them more resilient to climate impacts... This is not a low-energy program, it is a high-energy one. Any effort worthy of being called progressive, liberal or environmental must embrace a high-energy planet."
For now and the foreseeable future, that means coal, oil, natural gas, hydroelectric and nuclear power, as they are the only abundant, reliable, affordable sources of energy.
Requiring the use of expensive, intermittent, unreliable wind and solar power will condemn poor families to greater deprivation, disease and premature death. Telling destitute Africans to be content with little solar panels on their huts to power a light bulb, operate a one-cubic-foot refrigerator, and charge a cell phone is little more than unjust callous, lethal ecoimperialism.
Conclusion: the future can be far better than some fear
Earth still has vast supplies of energy, minerals and other raw materials. The Stone Age did not end because we ran out of stones, nor did the Bronze Age end because we exhausted copper and tin supplies. Neither will the current Fossil Fuel Age end because we run out of coal, natural gas and oil. Resource use changes constantly because innovators replace lessefficient technologies with better alternatives.
Wise resource use is consistent with sustainable development because creative human minds will continue to devise new technologies and new ways of finding and extracting important natural resources. Unless misguided activists, politicians and regulators place these resources off-limits, we will likely never lack the resources needed to continue improving lives.
Real, ethical sustainable development helps people improve living standards, instead of merely paying lip service to them. It gives them freedom to develop and use new technologies, and employ best practices that conserve resources, reduce waste and pollution, select the most efficient energy and mineral sources, and shift to new technologies and practices when better ones are found.
Ultimately, sustainable development and environmental justice rely on affordable energy. Today's 'renewable' sources cannot
Real, ethical sustainability will enable people of today to prosper, leave the world better than they found it, and sustain and improve the lives of current generations – instead of sacrificing today's pressing needs to serve the imagined needs of future generations. ■
Paul Driessen is author of Eco-Imperialism: Green power - Black death and co-author of Cracking Big Green: To save the world from the save-the-earth money machine
1. This article is adapted from his Heartland Institute report, which contains all sources for the article and is available at http://heartland.org/sites/default/files/06-18-14_driessen_sustainability.pdf
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Editor's Note: One tool among many that can both improve the environment and help desperately poor people economically flourish is a guarantee of private property rights. The article below is an update to a previous article, "Property Rights and One Indian Village: Reform, Enterprise, and Dignity" that appeared over five years ago in the winter 2015 issue (volume 20, no. 3). Readers who are particularly interested in the story of how property rights transformed the environment and the lives of some of the most desperately poor Indians are highly encouraged to first read the 2015 article at https://tinyurl.com/43r24n9s.
Developments for Tribal Farmers in Rural India
By Ken Schoolland and Barun S. Mitra
The Solution
Next, he outfitted and trained farmers in the use of GPS devices that could be carried by hand around the perimeter of croplands, livestock pens, and houses to pinpoint coordinates that would be transferred to his computerized mapping system. The cost of equipment and training was minimal, about US $1 per farm. ARCH organized gram sabhas, or forest committees of ten to fifteen people from each community, as required un der the FRA, to evaluate all claims and resolve disputes before certifying the package of applications from the village.
The great obstacle to economic development in rural India is a lack of property rights, according to Trupti Mehta, lawyer for the Ac tion Research in Community Health and Development (ARCH) center. Optimistic and determined, Trupti and her husband, Ambrish Mehta, solved this problem for tribal farmers on their thirty-three-year journey in Gujarat Province, a few hours' drive from the city of Baro da. Joining Anil Patel, a physician who founded ARCH to help the rural poor, they initially pushed for redistributive justice in 1988. But soon, their mission was transformed into advocacy for property rights and a spectacular improvement in the lives of thousands. 1
Coming to the rescue of tribal applicants was Ambrish Mehta. Ambrish devised a foolproof plan to use GPS together with Google satellite imag ery from 2005, a year prior to passage of the Forest Rights Act of 2006. These maps clearly identified lands that had been cleared and surrounded by bunds (embankments often used in India to control the flow of water), interlaced with irrigation, housing, and sheds.
The Problem
The next day, Trupti was arrested on a charge of theft of "government" property. Though she was released after a night in jail, widespread publicity and public outcry eventually led to clamor for a recognition of tribal farm ers' rights. Since Trupti was charged with dacoity (an act of gang robbery in India), she came to be popularly known as the "Bandit Queen." 2 A change in public attitude was spurred on by a property rights case before the Supreme Court and subsequent orders by the Ministry of Environment and Forests to acknowledge rights to title. Eventually the Forest Rights Act (FRA) of 2006 permitted farmers to own and work their ancestral lands if they could prove they worked the land prior to December 2005.
Gujarat "tribal" farmers, the Scheduled Tribes that are constitutionally rec ognized lower classes outside the formal Hindu caste system, were hardy, self-reliant, and highly creative but deprived of the benefits of their efforts. Relegated to the bottom of the social structure, tribal families gravitated to remote forest regions of the countryside, where they managed a livelihood by farming and utilizing forest resources. Under British rule, however, vast forest regions of the countryside were nationalized, and tribal villagers be came dispossessed and destitute. When the British departed, the Indian government took control of the National Forests and treated tribals harshly, as if trespassers on the very lands their ancestors had tilled for ages. One crucial incident helped turn the tide. Forest officials were accustomed to destroying tribal crops and structures, confiscating livestock, and forcing farmers into roadwork as punishment. Trupti Mehta, bolstered by her new ly acquired law degree, marched with 400 supporters to the Forest Depart ment headquarters in 1995 and demanded the return of six head of cattle that had been taken from the farmers.
Between 2008 and 2012, ARCH had helped hundreds of tribal fam ilies file their claims. Officials initially rejected more than 90 percent of the applications, however, saying the farmers offered insufficient proof of working the land. It was very difficult for poor farmers to prove to the satisfaction of a bureaucracy that was loathe to relinquish control over Na tional Forest lands. For instance, in areas where ARCH was working, if title transferred to the farmers, then politicians and bureaucrats would be hampered in allocating lucrative bamboo harvesting contracts to favored papermill owners.
Ambrish Mehta plotting GPS coordinates with Community Forest Resource Management Com mittee members of all organization villages. Source: Photo by Trupti Mehta.
Then, ARCH brought a lawsuit before the Gujarat High Court in 2011 that resulted in a landmark decision in 2013. The court issued strict in structions to the authorities to follow both the letter and the spirit of the Forest Rights Act.
Recent verification has been achieved for 3,000 claims in thirty villages of Narmada District, recommending approval of 98 percent of the claims, all with the proper land area that was requested. 4 Previously, a farmer who applied for certification of two acres of land might receive arbitrary ap proval for one acre or less with no regard for the actual configuration of the coordinates submitted. Now, the average approval was for the full amount requested, doubling the land under title for development and cultivation.
The state government accepted these maps as evidence, and since the agency didn't have proper in-house expertise, the government made ar rangements for independent, third-party verification from the research branch of the Forest Department in Gandhinagar. Subsequently, the num ber of land title approvals soared. (See Table 1 for the impact of the court decision on the 3,461 forest villages of Gujarat State.) 3
Declared Ambrish, "We have already mapped more than 30,000 land plots of nearly 25,000 claimants from eight districts in this manner. This is a great victory and culmination of the sustained and peaceful efforts of our
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organization. We celebrated this victory in December 2019, in which more than 7,000 women and men participated."
Shweta Tripathi reports, "FRA has the potential to secure the forest rights of at least 200 million tribals and other traditional forest dwellers over forty million hectares (50 percent of India's forest land), covering 177,000 villages. It has been a decade and a half since the law was passed. However, only 13 percent of the forty million hectares [98.8 million acres] has been demarcated under the FRA by the environment ministry." 5
The work of ARCH in Gujarat has proven to be a truly remarkable exception in gaining land title for tribal villagers under the Forest Rights Act of 2006. The vast majority of applicants in other regions are still being denied titles.
The Consequence
Trupti explained, "There is much improvement in the economic status of these families. To give you an idea, these families were taking [harvest ing] only one crop of maize previously, but after getting titles, they have been doing land leveling with 20,000 to 100,000 rupees (US $273 to US $1,368) of their own money. That enables them to take two or three crops, which increases their income manyfold. When you visited in 2016, Ram abhai and other families of Sagai Village were constructing a well for them selves. They have constructed water containment walls and installed solar engines for irrigation!" 6
Once title was secure, even pending title was enough to make a difference and land development began. Land leveling and surveys make sense with secure ownership because of the immediate incentive for long-term plan ning.
Barun Mitra commented, "One of the first signs of change that I saw was an initiative in one of the villages where, following the titles, some of the villagers came together, shared their labor, and built a bigger well so that they all could better irrigate their fields."
Retaining water in neighborhood reservoirs made possible irrigation to arid lands and at all seasons, thus more and varied crops could be plant ed throughout the year. Flood control preserved the work on bunds and trenches. "With more trenches on the hillsides, water soaks in and there is less soil erosion," said Ambrish. "An abundance of water helped recharge the groundwater moisture, filling wells more rapidly and helping to restock nearby forest vegetation and wildlife." 7
Small dams and earthworks were erected to control water resources in streambeds for a multitude of purposes. Water runoff was a serious prob lem because the topsoil was too thin and dry for many crops. With the runoff came soil erosion and depletion of nutrients. Expensive fertilizer was not an option.
Greater investment in bunds around fields and terracing trenches on
Villager standing in front of solar irrigation panels in Dabka Village. Source: Photo by Trupti Mehta.
Trupti Mehta addressing Narmada District victory celebration, December 2019. Source: Photo by Sidhhesh Pawar.
slopes opened land to the cultivation of mangoes and bamboo that wasn't feasible before. With help from the National Bank for Agriculture and Rural Development (NABARD) in 2018, they implemented the WADI (orchard) Program for the planting of mango orchards. In two years, a total of 500 farmers each set aside an acre of their own land to develop orchards of mango and various vegetables. ARCH arranged for each farmer in the area to be allocated forty-five mango saplings.
"Watershed management should have been done years ago," charged Trupti, "but the Forest Department didn't allow it. It was part of the forest management plans, but they had no money for it until the new private landowners were able to provide their own money and the labor that made it possible."
The expectation of future income from crops reduced the severe uncer tainty of seasonal droughts or floods. "With titles in hand," said Ambrish, "the tribal families now have long-term security of tenure on these lands and can invest in measures to improve land productivity. Most of them are very enthusiastic and look forward to it. All of them want to dig wells or lift water from rivers by installing diesel or solar pumps to irrigate part of their lands and to undertake other land improvement measures. We have demanded connections to electrical power lines, but that is still a problem. Electricity would be so helpful in boring wells for increased irrigation."
Farm Producer Organizations
With increases of income, farmers became more sophisticated and were able to buy cellphones, travel into towns, and make marketing decisions that were previously unimaginable. They could scout among willing
Stone gully plugging in Sagai Village as part of watershed development. Source: Photo by Trupti Mehta.
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Table 1 Farm Title Claims Filed and Approved in 2011, 2013, and 2020 by District in Gujarat Province
| Name of District | Number of Villages with Forest Area | Claims Received | Claims Approv. by Feb. 2011 | Percent Approv. | Claims Approv. by June 2013 | Percent Approv. | Claims under Reconsid- eration in June 2013 | Claims Approv. by June 2020 | Percent Approv. | Total Approv. |
|---|---|---|---|---|---|---|---|---|---|---|
| Banaskantha | 206 | 9,488 | 3,665 | 38.63 | 4,416 | 46.54 | 5072 | 6,611 | 69.68 | |
| Sabarkantha | 292 | 19,625 | 3,151 | 16.06 | 5,904 | 30.08 | 13,721 | 6,753 | 34.41 | |
| Panchmahal | 711 | 23,666 | 880 | 3.72 | 3,539 | 14.95 | 20,127 | 7,182 | 30.35 | |
| Dahod | 453 | 2,0150 | 284 | 1.41 | 3,162 | 15.69 | 16,988 | 3,483 | 7.29 | |
| Vadodara | 402 | 1,7557 | 1,780 | 10.1 | 46,413 | 36.53 | 11,144 | 6,667 | 37.97 | |
| Narmada | 273 | 1,7783 | 3,287 | 18.48 | 5,894 | 33.14 | 11,889 | 10,166 | 57.17 | |
| Bharuch | 84 | 4,076 | 804 | 19.73 | 1,871 | 45.9 | 2,205 | 2,034 | 49.90 | |
| Surat | 126 | 7,747 | 3,447 | 44.49 | 3,975 | 51.31 | 3,772 | 4,072 | 52.56 | |
| Tapi | 214 | 1,1947 | 731 | 6.12 | 3,034 | 25.4 | 8,913 | 8,104 | 67.83 | |
| Dang | 311 | 7,341 | 115 | 1.57 | 1,392 | 18.96 | 5,949 | 3,207 | 43.69 | |
| Navsari | 96 | 9,322 | 1,633 | 17.52 | 2,066 | 22.16 | 7,256 | 3,950 | 42.37 | |
| Valsad | 293 | 3,4167 | 8,054 | 23.57 | 14,017 | 41.02 | 20,150 | 29,237 | 85.57 - | |
| Total | 3,461 | 182,869 | 27,831 | 15.22 | 55,683 | 30.45 | 127,186 | 91,466 | 50.02 | 174,980 - |
In August 2011, ARCH filed a PIL in Gujarat High Court. HC gave judgment in May 2013.
buyers and determine the best time of year to make sales when prices were best.
Trupti sighed, "That was the only time the farmers benefited by the minimum support price. And what a waste. We saw the stocks pile up for three or four years in a government warehouse, where it just sat there rot ting. All of it was ruined."
ARCH helped the tribal farmers of these villages form five farmer pro ducer organizations (FPOs), each incorporating roughly 1,000 families. The plan was to sell their crops in large quantities in the market, obtaining better prices and purchasing farm equipment at lower costs. From 2016 to 2017, these FPOs procured about 450 metric tons of tur (pigeon peas that are part of the daily diet) worth approximately 23,000,000 rupees (US $314,243) from 700 farmers and sold them to government agencies at the official price floor (minimum support price, MSP). In 2017–2018, the FPOs sold an additional 350 metric tons of maize and 300 metric tons of tur.
The FPOs also tried to bypass the intermediaries in their state, going directly to the regional monopoly buyer. "When we tried going over the heads of middlemen," said Ambrish, "we got a lower price. We don't un derstand why. There is such a big gap between what the farmers get and what the consumers pay that there is a very large opportunity for profit. For some reason, the middlemen have a lock on the system and we can't get around it."
"The deregulation of farming is supposed to help raise incomes for farmers and lower prices for consumers by reducing the number of govern ment-sanctioned middlemen," according to Eric Bellman of The Wall Street Journal. "That may be the eventual outcome, defenders of the policy say, but it is still a difficult change for many traders, who are exposed to more competition, and farmers, who fear they will lose buyers who are required to purchase their grain and produce at state-set prices." 8
The MSP is much debated in India since Prime Minister Narendra Mo di's Parliament passed laws in September 2020. These laws were expected to remove the government-guaranteed price floors for twenty-four select crops in India. Despite assurances from the government that farm income would improve, as Modi promised in the last election, farmers have lost confidence in provisions of the law. As a result, mass protests have been staged all around the capitol.
Community Forest Reserve Management
Long before the current lockdown over coronavirus, economists had reason to be skeptical of Prime Minister Modi's sincerity in freeing the market. Based on 2018 data, Modi's economic policies were disastrous for entrepreneurs and small businesses. The Indian Express reported a record one-year drop in economic freedom: "India slipped twenty-six places to 105 among 162 countries and territories on the index of global economic freedom, according to the Economic Freedom of the World: 2020 report released by the Fraser Institute in Canada." The Fraser Institute and their Indian affiliate, The Centre for Civil Society, found the worst performance in size of government, trade protectionism, and crippling regulation. 9
The same Forest Rights Act that granted individual farmers title to their lands also granted to community gram sabhas ownership and control over common forest resources. Within certain limits, this empowered commu nity forest management committees in each region to protect, regenerate, conserve, manage, and otherwise utilize much of the forest resources, the most important of which was bamboo. Mature, dead, and dry bamboo is widely harvested to make paper or to be used for construction.
From 2014 to 2019, ten village gram sabhas harvested bamboo for sale to the local papermill, earning 15,000,000 rupees (US $204,941), in addi tion to wages that paid 16,200,000 rupees (US $221,336) for the work. Im portantly, they accomplished this without causing harm to standing green bamboo and took care that cut bamboo regenerated quickly. All such deci sions were conducted in open meetings of the gram sabhas, including both men and women, to insure transparency.
The same GPS devices that were used for mapping titles to their land are now being used to map forest resources and design watershed man agement plans from ridges to valleys. The ten to fifteen gram sabhas have already undertaken measures to prevent forest fires and illegal felling.
Reports Barun Mitra, "After two decades of conflict between local com munities and the local papermill, both sides happily signed mutually ben eficial agreements. The community got ownership over the bamboo on the common property of the village, and they negotiated a good price and terms for selling the bamboo, including the cost of harvesting and transpor tation. The company also offered to provide good-quality saplings of new bamboo for future plantations."
24
Education AboutASIA
Volume 26, Number 1
Spring 2021
Asia's Environments: National, Regional, and Global Perspectives
reputation is excellent. Everybody wants to repay or they won't get a loan the next time."
Banks have been able to issue loans for small amounts and minor trans actions through the use of these "bank correspondents" agents working on commission who travel between town and country to make "micro" loan arrangements. "Sometimes the internet connection was so bad in the villages that the farmers have to deal with the correspondents just outside the door of the bank office, using the bank's internet connection," laughed Ambrish. "Still, they prefer dealing with the correspondents rather than with bank officers. At first, the correspondents were hired by the bank, but the farmers lacked trust in them. Now the villages select their own corre spondents to work with the bank on commission. Everyone knows each other, and they are more responsive."
Trucks loaded for distribution of the dry bamboo harvest in Sagai Village. Source: Photo by Barun S. Mitra.
The company was happy with the deal because in previous years, even with a special arrangement with the government, the company had not been able to harvest the bamboo in the face of opposition from local com munities. "Unfortunately," said Trupti, "the papermill discontinued the use of bamboo as raw material last year and has shifted to subaval [wild tamarind] and eucalyptus for pulp instead, so there is no agreement with the mill now. But the gram sabhas are exploring other options."
Once tribal farmers had secure titles to their land, their access to credit im proved dramatically. Collateral was important, of course, but equally so was
Banking
the solid, esteemed reputation of a settled owner of proven, productive property.
When traveling to the countryside to meet with community groups, Barun would frequently break to photograph and document the so-called "outhouses" that were thrown together by government contractors. Locals
"Without title to the land, banks were not willing to give any loans to these tribal farmers," said Ambrish, "not even crop loans. But after they got titles to the land and after our sustained efforts, banks have come to give Kisan credit cards (KCC) to these farmers. Two banks, Bank of Baroda and Baroda Gujarat Gramin Bank, have appointed eleven bank correspondents [Bank Mitra, or "Friends" Bank] for doing all bank transactions at their villages so the people would need not go to the main branch in the city."
Correspondents are hoping to earn a cash income of up to 8,000 or 10,000 rupees (US $109–US $136) per month. But for now, during these tough times, correspondents have only been averaging 5,000 rupees (US $68) a month.
Sanitation and Education
There are very few private banks licensed in Gujarat, and public-sec tor banks dominate finance across India, with 60 percent of all loans in 2020. This is down from 74 percent of the loan market just five years before because of heavy nonperforming asset losses suffered during the 2008–2009 recession and a very high staff expense-to-total income ra tio. 10 Nevertheless, public banks are able to offer loans to ARCH farmers as low as 4 percent annual interest, compared to 2 percent per month at private banks.
"The thing that personally impressed me the most," opined Barun, "was one of the earliest developments. A few thousand families who received the title initially, even truncated titles, began investing in building toilets inside or close to their homes. In contrast, for over a decade, there were various government programs to improve sanitation by making people aware of the need for hygiene. But here were some of the poorest people deciding to invest their own money and labor to build their own toilets the moment they felt secure about the title over their own homes. From baking bricks to designing their toilets, they did almost everything on their own." The pres sure for improved toilet facilities was coming especially from women and girls. The motivation for well-designed facilities close to the living quarters was as much for improved security as for convenience and sanitation.
25
With land title, 1,000 farmers have been is sued credit cards, and each farmer can get a crop loan of 40,000 to 50,000 rupees (US $540–US $684). "Four thousand farmers qualify for these credit cards, but so far the government has been slow to issue them," said Ambrish. "All loans have been repaid, 100 percent, so their credit
Asia's Environments: National, Regional, and Global Perspectives
would tell him that no one would use these as toilet facilities, since most were crudely constructed and inconveniently located.
forest produce this year coincided with the lockdown. This adversely im pacted those whose livelihoods depend on MFP." 12
COVID Impact
They lost cash income from work in the cities that supplemented farm income between growing seasons. "In addition, during the lockdown," said Ambrish, "farmers couldn't sell their crops, and they lost 40 percent of their farm income as well."
Rising incomes also meant that families could send their children to better schools for more years of higher education. It was always a driv ing factor to have kids get more training so they could earn more cash income and bring more professional skills back to the village—as good nurses or honest police. "As families become richer and children have a better chance of survival, they have fewer children and plan long term," concluded Ambrish.
"We have not had a single case of COVID in our area, but we've been hit very hard by the lost wages resulting from the three-month lockdown in the cities," lamented Ambrish. 11 The economic lockdown announced by Prime Minister Modi in April of 2020 forced forty million workers to return to their villages. Because the shutdown included all public bus and rail trans port, this led to massive turmoil and congestion on public thoroughfares, desperate poverty, and increased exposure. This severely impacted tribals, who were stranded in cities without work, shelter, food, or suitable water. "They had to walk so many hundreds of kilometers with terrible conse quences. But no one can protest," shrugged Ambrish. "No use."
Also lost were other sources of forest income. For instance, forest leaves can be sold for cigar wrappers, food service utensils, or roofing supplies. "The collection, use, and sale of minor forest produce (MFP) by forest dwellers also got severely affected due to the pandemic," wrote Shweta Trip athi. "An estimated 100 million forest dwellers depend on MFP for food, shelter, medicines, and cash income. The season for collecting nontimber
The bright side of forest life, in contrast to that of life for city dwellers, is that farmers with titles to their land are likely to be self-sufficient in food production. Prosperity brought enough abundance that they managed to build stores of food and water in reserve as protection against droughts. Vasava Aarsibhai "Aarsi" Bhangdabhai once explained to this author, "My loft above my home has a two-year supply of food in case of drought or bad harvest. That's my bank, and I don't have to borrow from outsiders. I have my own security and don't have to sell when the price isn't good." 13
The World Bank and other international governmental organizations are not involved with property rights projects such as those undertaken by ARCH. "NGOs in the area appreciate what we are doing, and the use of GPS equipment is spreading," said Trupti.
Prospects
Trupti and Ambrish Mehta have just written a book about their posi tive and exciting experience in the Dediapada region. It will be published soon in Gujarati, and we hope it will draw enough attention to become an international bestselling book on the value of property rights that gen erally incentivize environmental conservation and reward the miracle of constructive, passionate ideas. n
NOTES
1. Zoom interview with Trupti and Ambrish Mehta, December 16, 2020.
3. Email correspondence with Trupti Mehta, January 1, 2021.
2. Email correspondence with Barun Mitra, December 11, 2020.
4. Email correspondence with Trupti Mehta, December 11, 2020.
6. Email correspondence with Trupti Mehta, January 1, 2021.
5. Shweta Tripathi, "How FRA Helped India's Forest Communities during COVID-19," Down to Earth, November 27, 2020, https://tinyurl.com/at8fv6ck.
7. Zoom interview with Trupti and Ambrish Mehta, December 16, 2020.
9. ENS Economic Bureau, "India Slips 26 Places to 105 in Global Economic Freedom Index; Lags in Rules & Freedom to Trade Internationally," The Indian Express, Sep tember 12, 2020, https://tinyurl.com/htxwnhsz.
8. Eric Bellman, "Indian Farmers Defy Modi's Plans for Revamping Economy," The Wall Street Journal, December 4, 2020, https://tinyurl.com/y969pmpp.
10. Manojit Saha, "In Just 5 Years, Private Banks Have Narrowed Public Sector's Huge Lead in Loans and Deposits," The Print, November 24, 2020, https://tinyurl.com/ b6xy38bd.
12. Tripathi, "How FRA Helped India's Forest Communities during COVID-19."
11. As of the date of publication, Ambrish Mehta reported, "Some people were later af fected in Sagai village, but not very seriously. ARCH supplied medical treatments in each village where they are working. This provided relief where little health care was available in the interior regions. But in some other tribal areas the coronavirus ex tracted a high price."
13. Discussion with farmer Vasava Aarsibhai "Aarsi" Bhangdabhai, January 17, 2015.
KEN SCHOOLLAND is an Associate Professor of Economics and Director of the Entrepre neurship Center at Hawai`i Pacific University. Schoolland is Vice President for International Relations of Liberty International and author ofShogun's Ghost: The Dark Side of Japanese Education.
BARUN S. MITRA is Founder and Director of the Liberty Institute. He was the recipient of the Julian Simon Award 2005 from the Competitive Enterprise Institute, Washington, DC. An opinion article published in The Sunday Times, London, was selected for the Excellence in Environmental Journalism Award 2004 by the Pacific Research Institute, San Francisco. Mitra's contribution to the cause of economic and political liberty was recognized by the International Society for Individual Liberty with the Freedom Torch Medal 2004.
26
Education AboutASIA
Volume 26, Number 1
Spring 2021 | <urn:uuid:c7f024ec-1ff7-4175-b1e2-175b059c42ad> | CC-MAIN-2021-31 | https://www.asianstudies.org/wp-content/uploads/SchoollandMitraSpring2021EAA.pdf | 2021-08-03T14:42:48+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00463.warc.gz | 623,190,940 | 6,591 | eng_Latn | eng_Latn | 0.998284 | eng_Latn | 0.998433 | [
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Thank you for your interest in the Otter Creek Lake and Park Restoration Project. The overall goals of this project include improving and protecting water quality, aquatic habitat, and recreation in and around Otter Creek Lake for future generations. This summary describes the project and answers some frequently-asked questions. Please submit your questions or comments by emailing firstname.lastname@example.org or leaving feedback forms at the Nature Center office.
Project Summary. The Otter Creek Lake and Park Restoration Project is a cooperative effort between Tama County Conservation and the Iowa Department of Natural Resources. The project includes development of engineering design plans for watershed, park, and in-lake improvements to Otter Creek Lake and its surrounding amenities. Watershed improvement alternatives include rehabilitation of existing ponds and wetlands and construction of new sediment ponds to reduce sediment and nutrients entering the lake. In-lake improvements include removal of sediment deposited in the lake over time, improvement of shoreline habitat and angler access, and improvements to the fishery. Park amenities such as the beach and playground are also be improved to compliment the watershed and lake improvements.
How will this project impact me? Project components are entirely within the boundary of Otter Creek Lake Park, so if you are a landowner, there will be no impact to your property. If you enjoy the lake and surrounding park, this project will improve water quality, increase desirable fish habitat, enhance shoreline fishing success, and improve habitat, aesthetic value, and other recreational opportunities in and around the lake. Removing sediment and improving shorelines will require the water to be drained from the lake during construction. During this period, the lake will not be available for public use.
Who is funding this project? Funding for this effort is provided by the Iowa Department of Natural Resources-Lake Restoration Program and Tama County Conservation. DNR Fisheries is also providing technical and funding assistance.
How to Learn More about the Project
A video presentation further describing this project will be held via Zoom at 6:00pm on April 13, 2021. https://zoom.us/j/96685338376
The presentation will also be available for later viewing on the DNR's YouTube channel: https://www.youtube.com/user/iowadnr
Project Background
What is wrong with Otter Creek Lake? Otter Creek Lake provides habitat benefits and recreation opportunities for Tama County residents and visitors. Like all lakes, sediment and nutrients from the watershed have been carried in rainwater to the lake over the years. This has resulted in loss of water depth, increased growth of floating aquatic plants called algae, and challenges in maintaining an optimal fishery. At times, increased levels of algae give the lake a green appearance and negatively affect the lake's food web, fishery, and appearance. Wind and wave action has eroded several reaches of shoreline and the demand for public access to lakes is increasing. This project will address these issues and needs and make the lake a better place for both people and fish (and other wildlife).
What is the project schedule? The project is being constructed in two phases. The first phase of construction will begin in June 2021 and conclude this winter. The second phase will start this winter and will conclude in May 2023. The lake will be drained in late summer to early fall of 2021 and will begin to fill again in May 2023.
What will the project look like when finished? See the Watershed and In-Lake Improvement maps that are provided along with this summary.
What is a Watershed? A watershed is the area of land that drains water from rain events to the lake. Otter Creek Lake's watershed includes surrounding farm ground, homesteads, roadways, pasture, and parkland surrounding the lake.
What are erosion and sedimentation? Erosion is disturbance and loss of topsoil due to intense rainfall, overland runoff, and wind. Sedimentation is the transport and deposition of eroded soil materials in waterbodies, such as Otter Creek Lake. Over time, these processes result in reduced lake depth, poor water clarity, and lower quality fisheries.
How do nutrients affect Otter Creek Lake?
Nutrients such as nitrogen and phosphorus cause aquatic plants to grow in streams and lakes (much like your yard or corn field). Too many nutrients can lead to algal blooms, which impair water quality. Phosphorus is the nutrient primarily responsible for excessive algal growth in Otter Creek Lake.
What is a Watershed Best Management Practice (BMP)? A watershed BMP is a management practice designed to prevent sediment and/or nutrient transport to a lake or stream. Examples of BMPs being utilized for restoration of Otter Creek Lake include sediment retention ponds, wetlands, stream stabilization, and planting of native prairie that prevent, trap and/or filter sediment and nutrients from water before draining to the lake. | <urn:uuid:5a2d0148-a849-4f3e-94f9-73dd057f80f0> | CC-MAIN-2021-31 | http://tamacounty.org/Documents/2021/Conservation/PublicMeetingHandout.pdf | 2021-08-03T15:01:05+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00469.warc.gz | 41,605,618 | 980 | eng_Latn | eng_Latn | 0.997885 | eng_Latn | 0.997885 | [
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Reliefs (Monkeys)
While it would be inaccurate to call Peter Fischli's monkeys self-portraits, they do however involve a degree of autobiography: the sculptures are based on a watercolor the artist made in 1962, at the age of ten. Fischli had already revisited this youthful image in 2016, when he reproduced the monkey as a series of lithographic prints. A couple of years later, he decided to try yet another remake of the watercolor — this time as a three-dimensional object.
Fischli first rendered the monkey as a relief in clay. From this positive form, a silicone mold was then produced. And by pouring liquid construction foam into the mold, where it fixed and hardened, a one-to-one copy of the clay model was created. The resulting monkey was now a dry, yellowish and lightweight object that could be further manipulated by adding and finished with sand paper and knives. A material consisting mostly of air and holes, polyurethane foam is normally used for insulating homes. It is the ideal substance for filling difficult gaps within existing structures and materials. A chemical reaction causes the foam to expand into free space — in this case, monkey-shaped voids. Fischli had to physically trap the expanding foam inside his molds using weighted-down sheets of plywood. Twelve different molds were made to cast a total of twenty-six reliefs.
There is something modest and a bit hesitant in the way the monkeys now step into the third dimension. The reliefs inhabit a sort of threshold between the flatness of the watercolor and a full commitment to the sculptural realm. Scaled up to a more adult size and cast in this puffy material, the monkeys really are sculptures now, but not totally: they remain oriented in a frontal display, with only a little bit of thickness on the sides and nothing much happening behind.
The representation has a recto but no verso. Recalling the ornamentation on architectural façades or perhaps tombstones, the monkeys seem to be taking one small step from their two-dimensional starting point, as if tip-toeing into the bunker-like vastness of the world.
If the monkeys are not self-portraits, we can at least agree that they have a way of standing in for the artist — or for the absent ten-year-old watercolorist he no longer is. The young Fischli returns here in the same way that the foam copy emerges from its silicone mold, as these works go from positive to negative to positive again. Moving between mediums — from watercolor to lithograph to sculptural relief — the monkeys meanwhile travel across time and space before arriving, finally, in Bregenz. A form made of countless tiny bubbles, the monkey is a sort of sculptural ghost, still carrying the hollowness of the gap it briefly filled while in its liquid state. It also still carries the aggressive formlessness of expanding foam, which had to be captured and compressed inside a mold in order for the monkey to appear.
If it's going too far to qualify foam as aggressive, we can at least say that, in its moment of expansion, foam seems to express an utter and joyful indifference to form. Like shaving cream squirted out of a can in the morning, polyurethane foam is not looking for a shape, it simply wants release… like an exhaled breath or sigh.
After the hardened foam positive was removed from its mold, the resulting relief was further reworked by the artist, who cut, carved, and otherwise altered the object. Sometimes elements were deleted or shifted, sometimes extra bits of foam were added. Repeating and varying the steps of this process, Fischli ended up with twenty-six different monkeys. | <urn:uuid:b43bbf10-b34a-4bfc-ab76-cd2d6083e02e> | CC-MAIN-2021-31 | https://spruethmagers.com/files/pfi_peter_fischli_kunsthaus_bregenz_2020_j_kelsey.pdf | 2021-08-03T14:31:15+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00474.warc.gz | 511,165,453 | 750 | eng_Latn | eng_Latn | 0.999149 | eng_Latn | 0.999196 | [
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Physical literacy
gets kids moving in the right direction!
1
Children should learn basic movement skills in each
of the four basic environments;
ON THE GROUND
2
IN THE WATER
3
ON SNOW AND ICE
4
IN THE AIR
Physical literacy gives children the
tools they need to take part in physical
activity, sport and daily living, for fun,
for health and for achievement.
ONE MAJOR REASON
CHILDREN DROP OUT
OF ORGANIZED SPORT
IS THEY DON’T HAVE
THE SKILLS TO PLAY.
Physical literacy is the development of basic
movement skills that permit a child to move
with confi dence and control, in a wide range
of physical activity situations.
GAIN
SKILLS
Developing physical
literacy in our children
will take the combined
efforts of;
•
COACHES
• COMMUNITY LEADERS
•
DAY CARE PROVIDERS
•
EDUCATORS
•
PARENTS/GUARDIANS
TEAM
EFFORT
TAKE
ACTION
Build physical literacy
with these steps;
•
REVIEW PROGRAMS
TO MAKE SURE PHYSICAL
LITERACY IS AN OUTCOME.
•
PROVIDE CHALLENGING,
SAFE ENVIRONMENTS
FOR KIDS TO EXPLORE
AND PRACTICE PHYSICAL
LITERACY SKILLS.
•
DEVELOP NEW PROGRAMS
THAT INTRODUCE KIDS
TO A WIDE RANGE
OF EXPERIENCES.
Physically literate
children and youth
are successful in;
1
SPORT
participation, excellence
2
RECREATION
fun, adventure
3
PERFORMING ARTS
dance, circus
4
VOCATIONAL
fi refi ghter, roofer, armed forces
5
DAILY LIVING
garden, paint, climb
6
INJURY PREVENTION
lift, carry, fall recovery
run
throw
swim
YOU WON’T TAKE PART IN
IF YOU CAN’T
basketball
hide and seek
soccer
squash
street hockey
tag
tennis
track and fi eld
baseball
bowling
football
frisbee
play catch
shoot hoops
softball
volleyball
canoe
diving
kayaking
play in water
scuba
surfi ng
water polo
water ski
TOOLS
FOR SUCCESS
www.skphysicalliteracy.ca
LEARN MORE | <urn:uuid:3f44f32b-d7aa-4305-b9bd-7c5205bb2202> | CC-MAIN-2021-31 | http://skphysicalliteracy.ca/pdf/SIMPhysicalLiteracyFINALcommunity.pdf | 2021-08-03T14:08:55+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00469.warc.gz | 39,263,143 | 529 | eng_Latn | eng_Latn | 0.95877 | eng_Latn | 0.95877 | [
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Nutrition
EYFS: 3.47 – 3.49
At Wirral Montessori Academy, we believe that snack/mealtimes should be happy, social occasions for children and staff alike. We promote shared, enjoyable positive interactions at these times.
We are committed to offering children healthy, nutritious and balanced snacks which meet individual needs and requirements.
We will ensure that:
* Parents are encouraged to provide a balanced, healthy and nutritious lunch for children attending the setting for a full day
* We provide nutritious food at all snack times (fruit, vegetables, milk) avoiding large quantities of fat, sugar, salt and artificial additives, preservatives and colourings
* Balanced and healthy snacks are provided, both morning and afternoon
* Fresh drinking water is always available and accessible. It is frequently offered to children.
* Individual dietary requirements are respected during snack time. We gather information from parents regarding their children's dietary needs, including any special dietary requirements, preferences and food allergies that a child has and any special health requirements, before a child starts or joins the academy. Where appropriate we will carry out a risk assessment in the case of allergies
* Where appropriate an adult will sit with children during snacks/lunch to ensure safety and minimise risks. Where appropriate, discussions will also take place with all children about allergies and potential risks to make them aware of the dangers of sharing certain foods
* Staff show sensitivity in providing for children's diets and allergies. They do not use a child's diet or allergy as a label for the child, or make a child feel singled out because of her/his diet or allergy
* Staff set a good example by showing good table manners. Snack/lunch times are organised so that they are social occasions in which children and staff participate in small groups. During all snack/lunch times children are encouraged to use their manners and say 'please' and 'thank you' and conversation is encouraged
* Staff use snack/lunch times to help children to develop independence through making choices, serving food and drink, and feeding themselves
* Staff support children to make healthy choices and understand the need for healthy eating
* Children are given time to eat at their own pace and not rushed
* We promote positive attitudes to healthy eating through our learning environment and discussions
* No child is ever left alone when eating/drinking to minimise the risk of choking
* We do allow parents to bring in cakes/treats on special occasions. We ensure that all food brought in from parents meets the above and health and safety requirements.
* All staff who prepare and handle food are competent to do so
* In the very unlikely event of any food poisoning affecting two or more children on the premises, whether or not this may arise from food offered at the academy, we will inform Ofsted as soon as reasonably practical and in all cases within 14 days. We will also inform the relevant health agencies and follow any advice given.
| This policy was adopted on | Signed on behalf of the academy |
|---|---|
| May 2017 | | | <urn:uuid:0591eb11-8f75-4c0b-a1c1-99bf892381a5> | CC-MAIN-2021-31 | http://www.wirraldaynursery.com/wp-content/uploads/2018/06/Nutrition-2017.pdf | 2021-08-03T14:38:54+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00468.warc.gz | 85,702,904 | 628 | eng_Latn | eng_Latn | 0.998215 | eng_Latn | 0.997607 | [
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Submitter:
Kimberley Johnson
On Behalf Of:
Committee:
Senate Committee On Education
Measure:
SB426
I support this bill.
Children are More Vulnerable to Pesticide Exposure: Even in small amounts, pesticide exposures put children at higher risk of adverse health effects. Children in historically disadvantaged communities of color, or those with parents who work with chemicals for their job, already bear the burden of increased exposure to harmful chemicals. Schools should be a toxic-free place that is safe for children to learn and play! Pesticides are associated with:
Asthma
Learning disabilities
Chronic illness
Treat Pesticides Like Other Toxic Chemicals Found At Schools.
Under the Healthy and Safe Schools Act, passed in 2017, school districts are required to report the presence of lead, asbestos and radon - and pesticide use - to the Department of Education on a regular basis. Schools have been doing a good job of testing and reporting lead, asbestos and radon, but not pesticides. 86% of school districts have up-to-date Healthy and Safe Schools reports on their websites, compared to only 39% of schools posting up-to-date school IPM plans on their websites (updated within the last 5 years since the Healthy and Safe Schools Act was adopted in 2017).
End an Unfunded Mandate! Oregon's School Districts have never received adequate resources to implement the requirements of the Oregon School Integrated Pest Management law and the Healthy and Safe Schools Act. Schools need help to meet these requirements in order to protect students' health. As recently as 2020, Oregon schools have been found out of compliance and, in some cases, incurred thousands of dollars in civil penalties or letters of violation. Schools don't need fines - they need support to deal with pesticides safely and legally!
Consistent Record Keeping: School districts need a simple and easy electronic record keeping system to ensure they have 4 years of complete pesticide application records, as required by law. Accuracy and transparency are reasonable goals. We must stop the unfair practices of charging parents thousands of dollars merely to get a paper copy of pesticide application records for their child's school district. SB 426 will use modern technology to create and store pesticide application records and make it easy, and more equitable, to properly notify parents, students and teachers of pesticide applications, as is required by law.
Complete Unfinished Business by including Key Stakeholders: The 2009 School IPM law failed to include Oregon Department of Education or children's health experts. SB 426 makes sure that the agencies responsible for children's education and children's health are stakeholders in the decision making process for using pesticides on school grounds. Stakeholders will meet 4x each year to guide the direction of school pest and pesticide management issues. How can our schools succeed without the support and input of the Department of Education? | <urn:uuid:19be9681-4cc8-4f4a-8293-61530653facf> | CC-MAIN-2024-42 | https://olis.oregonlegislature.gov/liz/2023R1/Downloads/PublicTestimonyDocument/51547 | 2024-10-11T08:24:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00761.warc.gz | 374,446,465 | 578 | eng_Latn | eng_Latn | 0.997436 | eng_Latn | 0.997436 | [
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Let's meet Esther from Tanzania
TANZANIA COUNTRY FILE
Location: East Africa
Official name: United Republic of Tanzania
Flag:
Population: 55.6 million
Life expectancy: 65 years
Currency: Shilling
Capital city: Dodoma
Languages: Swahili, English and others
Exports: Coffee, tea, cotton, cashew nuts
Statistics taken from Irish Aid annual report 2018
Ester Jerome Mtegule lives in Lyenge village, in the Dodoma region in central Tanzania. In 2011 Ester won a reality TV show called Female Food Heroes.
Ester is 39 years old. Her five children and her mother live with her on her small farm.
ESTER GROWS:
used to make flour)
Sorghum (a type of grain used to make porridge)
Let's meet Esther from Tanzania
The Female Food Heroes TV show was organized by Oxfam International, a non-governmental organization (NGO or charity) which received support from our government programme, Irish Aid.
Women do a lot of the farm work in poorer countries that rely a lot on farming but, women farmers are often treated differently to male farmers, especially when they want to buy their land.
THE FEMALE FOOD HEROES TV SHOW CELEBRATES THREE THINGS:
* the important role played by women farmers in Tanzania,
* the need for women to be treated the same way as men
* how to farm in a way that gets the most out of the land while caring for the environment.
The year that Ester won Female Food Heroes the show was watched by 25 million Tanzanians. Ester and the other 9 finalists were chosen from 6,000 entrants. The show followed the 10 women farmers as they took part in a week-long X Factor-style 'boot camp' where they showed off their farming skills and learned new ways to grow crops and look after animals.
Since winning the show, Ester's life has changed a lot. She won a tractor, which she rents out to others in her community and, she has changed how she farms. Ester now produces 75 bags of red sorghum every year. Red sorghum can grow with very little water. Before, she planted the traditional, white-sorghum, which needs lots of water to grow, and produced only 5 bags every year.
This change is very important because the region where Ester lives gets very little rain. Ester tries to help other farmers to plant red sorghum. People in Ester's community are inspired by Ester and her achievements as a Female Food Hero.
Adapted from: https://www.irishaid.ie/stories-of-progress/casestudies/archive/2013/september/female-food-heroes-intanzania/; https://www.oxfamireland.org/blog/sharon-corr-in-tanzania; and, http://www.trust.org/item/?map=top-10-foodtrailblazers/#anchor7. | <urn:uuid:502512dd-0130-4588-b24d-85df83615567> | CC-MAIN-2024-42 | https://ourworldirishaidawards.ie/wp-content/uploads/2020/10/Day-12_3RD4TH_Meet-Ester-from-Tanzania.pdf | 2024-10-11T09:01:24+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00760.warc.gz | 375,970,606 | 620 | eng_Latn | eng_Latn | 0.98264 | eng_Latn | 0.995749 | [
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The ancient olympics were designed to train the men for battle, despite the rule causing all wars and battles to stop and allow passage for those who wanted to see the games. The ancient Olympic Games has their sporting and religious events spread out across the course of five days.
Day one
In the morning of day one the athletes and their trainers went to the council building in Olympia. After that the competitors would go to the Altis a sacred olive-grove and go to one of the many altars. The men would make offerings to a god Zeus, Hermes, Apollo, or Hercules. And they would pray for victory. Then the first day the competitors competed in the running, wrestling and boxing for boys. The afternoon was free for contestants to explore Olympia especially exciting was the Temple of Zeus with the famous statue of Zeus, considered of the seven wonders of the Ancient World.
Day Two
Day two began with horses, riders and chariots into the hippodrome, or horse racing arena. This day was the day of chariot and horse races. The chariot races were one of the most exciting and dangerous events of the games. There were both four horse chariot and two horse chariot races with distances ranging from 2.5 miles up to 8 miles. Horse races were just after the chariot races and were often much shorter in length. In the afternoon the competitions moved to the stadium for the pentathlon, which included five events running wrestling, long jump, discus and javelin. The first athlete to win three events was crowned the victor. At the end of the day crowns gathered at the shrine of the hero Pelops, winner of the first chariot race. Funeral ceremonies were reenacted around th Altis and specially written hymns were sung in honor of victors. The day ended with feasts and celebrations.
Day Three
On day three the most important religious event began, the sacrifice to Zeus. Crowds would gather at the entrance to the Altus, with ambassadors from every Greek state bringing a symbol from their city. These would be shared out at the celebrations. When the hellanodikai arrived the procession started, beginning to circle the Altus passing the Temple of Hera, Pelop's tomb, the temple of Rhea and the greek states treasure houses. The procession ended when they reached the temple of Zeus. The priests would then make animal sacrifices here.
After the religious events had finished a long distance race was done, named the dolichos. It's length differed between 225 to 275 miles. After came the sprints which were around 630 feet in distance, the sprints were also known as stades. The sprints would finish at the west end of the stadium, this way allowing the competitors to face the Altus. In the evening a feast would be held for athletes their families, and other guests. They would eat the foods the Greek city representatives had bought at this time.
Day Four
The fourth day was centred around the contact sports, with the first of the day being wrestling. The wrestlers would do everything possible to make their opponent fall three times and therefore win the match. Wrestling in the ancient Olympics would have no rounds. At midday the boxing began. Boxers were often severely wounded and in rare cases would be killed in the ring. Many of the boxers would concentrate on their footwork as this was essential to avoid too many punches to the head.
The last contact sport of the day was the pagration, a combination of wrestling and boxing. The way to win this was to force your opponent to give up and submit. After this came the final event, the hoplitodromos, also known as the race in armour. Competitors would run two lengths of the stadium in helmets and carrying their shields. This final sport of the day served as a reminder that athletics were designed to prepare men for war.
Day Five
Day 5 was the final day of the Games. There was no events, this was the day where the athletes celebrate their achievements and accomplishments of the last four days. Spectators, trainers and athletes made their way, procession style, to Temple of Zeus for the final time, with the winners leading the way.
Before the festival a boy was chosen to cut a leafy branch from the ancient wild olive tree sacred to Zeus. The leaves were then woven into wreaths. When the procession reached the front of the temple, the winners would come forward and the Hellanodikai placed a wreath on the head of each winner.
The rest of the day and evening was spent feasting. There was a big public banquet as well as many private parties. The parties often lasted ate into the night.
THE END!!! | <urn:uuid:7c1fbfff-0601-40bd-abd7-aa6e223db422> | CC-MAIN-2021-31 | https://intranet.kes.hants.sch.uk/resource.aspx?id=406743 | 2021-08-03T13:43:55+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154459.22/warc/CC-MAIN-20210803124251-20210803154251-00484.warc.gz | 310,706,058 | 999 | eng_Latn | eng_Latn | 0.999433 | eng_Latn | 0.999519 | [
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Small Town Hope
POLICIES AND PROCEDURES
2214 Bigler Ave. Northern Cambria, PA 15714
2023
* A LETTER FROM THE CEO 2
* INTRODUCTION 3
* MISSION / INCLUSION POLICY 3
* LICENSCING AND REGULATIONS 3
* KEYSTONE STARS PARTICIPATION 3
* HOURS OF OPERATION 3
* RECOGNIZING AND REPORTING SUSPECTED CHILD ABUSE 3
* ENROLLMENT PROCEDURES 4
* SCHEDULES, RATES AND PAYMENTS 4
o SCHEDULES AND BILLING 4
o 2022 RATES 4
o EDUCATIONAL PROGRAMS 4
o PAYMENTS 4
o PARENT DROP-OFF / PICK-UP + SIGN-IN/OUT 5
* DAILY ROUTINE 5
o ARRIVAL + ADMITTANCE INTO OUR CENTER 5
o ITEMS FROM HOME 5
o REST TIME 5
o MEALS 5
o TOILETING 5
o INJURIES 5
o ABSENCES 6
o CLOSINGS, DELAYS AND HOLIDAYS 6
o WITHDRAWL 6
o PARENT INVOLVEMENT AND COMMUNICATION 6
o PARENT REFERRAL SERVICES 6
* LANGUAGE DEVELOPMENT AND LEP SUPPORT 7
* IFSP OR IEP IN THE CLASSROOM 7
* CONTINUITY OF CARE 7
* DEVELOPMENTAL SCREENINGS, CURRICULUM AND ASSESSMENTS 8
o DEVELOPMENTAL SCREENINGS 8
* TRANSITION BETWEEN SERVICES 9
o CURRICULUM / OBSERVATION BASED ASSESSMENTS 8
* DISCIPLINE 10
o I CAN STAY SAFE POLICY 10
* HEALTH, WELLNESS AND SAFETY 11
o SUSPENSION / EXPULSION POLICY 10
o HEALTH CARE CONSULTANT 11
o ILLNESS POLICY 11
o MEDICATION 12
o NUTRITION AND PHYSICAL ACTIVITY POLICIES 13
o EMERGENCY PLAN 12
o CHILD NUTRITION POLICY 13
o PHYSICAL ACTIVITY / OUTDOOR PLAY & LEARNING POLICY 14-15
o FARM TO EARLY CARE AND EDUCATION (ECE) POLICY 16
A LETTER FROM THE CEO
Dear friends,
Providing the highest quality of evidenced based care to children near my hometown and surrounding areas has always been my dream. In 2014, my role as a professional pediatric nurse grew wings. I gathered every bit of experience and education that came from my leadership role in a large hospital in Baltimore City and brought it to the rural areas of Western Pennsylvania. Despite all the new changes to my role I found that in the eyes of every child, hope could be found.
Families who seek pediatric health care are no different from those who seek t-ball sign ups! Each and every family I cared for wanted an opportunity for their child to be well. Sick or not, children and their families are not asking that they be free from illness, pain, or injury. They are asking for wellness. Children need to be well in order to grow and develop appropriately. Without an opportunity to be well, children, sick or not, would have a great deal of difficulty growing, developing, and remaining free from illness and or injury.
Through managing the care of sick and well children I have learned and demonstrated ways to promote health and wellness. From tie dying T-shirts with trach and vented kiddos and their healthy siblings to providing trach care in bunk beds while singing Twinkle Twinkle Little Star with their parents, I know of the need that exists for children. All children despite location or medical needs deserve an opportunity to be well. Instead of waiting until wellness depletes and care is required, Small Town Hope believes in promoting and maintaining wellness and preventing harm. We strive to engage children socially, physically, mentally, and psychologically to support growth and development. Our approach promotes health and safety through an array of programs that are safe, inspiring, and fun!
More than 15 years of pediatric nursing experience has enabled me to provide care for children of all ages at the scene of emergencies, in flight and on the ground, at their bed and crib-side in intensive care units, before surgery, during surgery, after surgery, and in their homes. There has not been a single child that deserved wellness more than another. Nothing I have witnessed has shook me up more than not being able to connect a child with what they needed. I refuse to allow the gift of nursing education I have earned and experiences I have lived with children to stay within the walls of a single structure. Small Town Hope is an organization that will connect kids to what they need.
I have made it my personal mission to offer children, sick and well, an opportunity to be well. My mission is what led to the founding of Small Town Hope, Inc. I work with a dynamic board of directors who share the same passion and personal drive to see our processes through. Together, we believe in an interdisciplinary approach that embodies collaboration, open communication, hard work, and attention to detail.
With the support from hearts, hands, and minds of people like you, we will continue to expand this mission of improved health and wellness of the pediatric population, their families, and the communities that surround them. While our programs and projects have certainly made a difference for many, there is so much more work to be done. I encourage you to browse our website, look at our programs, and the amazing people who are working together to accomplish good things for little hearts. Look into the eyes of a child. Pull your wings back and let hearts soar.
On behalf of all of us here at Small Town Hope, Inc.,
Thank you,
Mandi Paronish MSN, RN, CPN
INTRODUCTION
Small Town Hope has developed this document to provide information about all aspects of operation for Hope's Villa Children's Center of Small Town Hope (Childcare) and Small Town Hope Educational Programs (Preschool and TodPod Early Preschool). This document is subject to updates as needed. You will be aware of any changes made and may request a copy or review our in-house copy at any time.
MISSION / INCLUSION POLICY
Within the eyes of every child lies the power of HOPE. Every child is special and has needs that are unique. At the end of the day, hope is all that some children have. At our center, we recognize the value of hope and believe it is within every person, big or small and it is our MISSION at Small Town Hope to actively meet the needs and support the inclusion of all children, families and staff of our center regardless of ability, need, background, culture, religion, gender or economic circumstances. We will work hard to support hope, nurture it, and encourage it to grow by promoting participation of children of all abilities in all learning and social activities of our center. It is our goal that Small Town Hope offers opportunity, warmth, encouragement, a sense of belonging, and support to all children and their families.
For more information, please request to see a copy of OCDEL's Announcement: Inclusion of All Children in Early Childhood Programs in Pennsylvania
LICENSCING AND REGULATIONS
Small Town Hope, Inc. is licensed under a current Certificate of Compliance issued (and renewed annually) the Department of Human Services under 55 Pa. Code, Chapter 20 to operate a child care facility. The Hope's Villa Children's Center of Small Town Hope, Inc. and all programs and activities held at the facility during operating hours (including but not limited to: child care, educational programs, or summer enrichment activities) by the Department of Human Services 55 Pa. Code § 3270, Child Care Centers. This information can be found at www.pacodeandbulletin.gov under Code 55 Human Services, Chapter 3270 Child Day Care Centers. A printed copy can be found at our center by request.
KEYSTONE STARS PARTICIPATION
Keystone STARS is a program of Pennsylvania's Office of Child Development and Early Learning (OCDEL). OCDEL's Keystone STARS Program supports all early care and education programs to improve program quality. A Keystone STARS designation informs parents that their children are in a safe, respectful environment in which they are learning new things every day to support their current and future successes in school and in life. Early learning programs participating in Keystone STARS can earn a quality rating score from a STAR 1 to a STAR 4. At each level, programs must meet certain quality standards in four key areas: staff education, learning environment, leadership/management, and family/community partnerships. Small Town Hope, Inc. is currented a STAR 2 center working hard towards our STAR 3 designation.
HOURS OF OPERATION
The Hope's Villa Children's Center of Small Town Hope operates Monday through Friday from 6 am until 6pm. Since these exact times may vary daily dependent on current child schedules, please contact us as soon as possible if you need to drop off earlier or pick up later than your usual scheduled time. Small Town Hope's Educational Programs operate on the second floor of Hope's Villa Children's Center. Preschool operates Monday through Friday from 9:00am-12:00pm, and 12:30pm-3:30pm. If you need to coordinate childcare prior to or after our programs, please contact us to arrange care. Please note that our doors remain locked at all times. Please call our center upon arrival at 814-420-8362 and a staff member will greet you and your child(ren) at the top of our ramp.
RECOGNIZING AND REPORTING SUSPECTED CHILD ABUSE
In accordance with Caring for our Children Health and Safety Basics: 22.214.171.124 Recognizing and Reporting Suspected Child Abuse, Neglect, and Exploitation, because all caregivers/teachers/administrators of Small Town Hope are mandated reporters of child abuse and neglect, in any instance where there is reasonable cause to believe that child abuse or neglect has occurred, the individual who suspects child abuse or neglect will report directly to the child abuse reporting hotline, child protective services, or the police, as required by state and local laws.
ENROLLMENT PROCEDURES
Any parent who reaches out to our center interested in enrolling their little one at Small Town Hope must complete the following steps:
1. Enrollment Packet Pick-up: Parent(s) must pick up an enrollment packet at our center at their earliest convenience. This packet includes an introduction letter to our center that includes a link to our Parent Information on our website which includes a link to this Policies & Procedures Handbook (or how to request a paper copy) and the forms that must be completed prior to enrollment: Waiting List / Registration Form, Emergency Contact / Parental Consent Form*, Agreement*, Child Health Report* as well as Child Care Works Program Information. Documents indicated by a * are required to be on file for each child by the Pennsylvania Department of Human Services Regulations for Child Care Centers found in 55 Pa. Code § 3270.181-185.
2. Return completed Enrollment Packet: Parents must complete all enrollment forms and make arrangement for their child's physician to complete the Child Health Report within 30 days of enrollment.
3. Tour our Center: Once returned, the parent(s) and child(ren) will be scheduled for a tour of our center. Our tours typically last around a half of an hour where the family will get to see our center, meet our staff, and receive a quick overview of our drop off/pick up procedures as well as how to access a copy of the Childcare Regulations Code 55 Human Services, Chapter 3270 Child Day Care Centers.
4. Review Schedule and Start Date: After tour has been completed and requested schedule has been reviewed, the parent(s) will be contacted with availability, wait list time, if applicable, and director or manager will discuss start date with parent.
5. Child Health Report: If accurately completed and signed Child Health Report is not supplied within 30 days of enrollment, enrollment will be suspended until returned. After 1 week of suspension, enrollment will end and spot may be relinquished to the next family on our waiting list and family must re-enroll.
SCHEDULES, RATES AND PAYMENTS
SCHEDULES AND BILLING
Any changes to your child's schedule MUST be made at least ONE WEEK in advance to avoid being charged for days your child does not attend. Since you will have been billed in advance, any days canceled with adequate notice will be adjusted as a credit on your next bill. Excessive schedule changes may be evaluated at our discretion and may not be subject to credit.
2023 RATES
Hope's Villa Children's Center (Childcare):
Infant – 1 year: $37/day (5+ hours)
1 year – 2 years: $30/day (5+ hours)
2 years – 3 years: $30/day (5+ hours)
3 years – Kindergarten: $30/day (5+ hours)
School age: $27/day (5+ hours)
Extended day cost (> 10 hours): $5/hour each additional hour
EDUCATIONAL PROGRAMS
Thanks to grant funding from various generous donors, we are able to offer some form of tuition assistance to lower the cost of each of our education programs for every family. Please refer to Step 4 on our Roadway to Enrollment for your financial obligation to your child's 2020-2021 tuition.
PAYMENTS
Childcare is billed one month in advance. You may make weekly or biweekly payments toward your balance throughout the month but balance is due in full by the month's end. Any payments not made by their due date will incur a weekly late fee of 5% of your total bill until payment is made. Please note that we do offer two "sick-days" to be used per child/month for unexplained absences on a day your child was scheduled but did not attend. Since you will have already been billed in advance, any sick-days will automatically be applied as a credit to your next bill. Please note that for our Pre-K and Tod Pod educational programs, tuition is program-based and does not reflect daily cost. Sick-days apply only to childcare at Hope's Villa Children's Center of Small Town Hope; tuition payments for Educational Programs never change depending on attendance or schedules once enrolled. Pre-K and Tod-Pod payments are due the first of the month (or the nearest class day).
DAILY ROUTINE
PARENT DROP-OFF / PICK-UP + SIGN-IN/OUT
Drop-off/Pick-Up and sign-in/out takes place inside the white door at the top of our ramp. It is your responsibility to ensure your child is signed in at the correct time and with the signature of the drop-of person each day. It is important that our records are accurate for safety purposes.
ARRIVAL + ADMITTANCE INTO OUR CENTER
All staff and children will be screened upon arrival. This will include having their temperature taken in addition to a visual inspection for signs of illness which could include fever, cough, flushed cheeks, rapid or difficulty breathing, fatigue, sore throat or extreme fussiness. Staff or children with a temperature over 100.0°or above or other signs of illness will not be admitted to the facility. All staff and children will wash their hands immediately before entering the care portion of our center. According to CDC Guidelines, all adults and children over 2 years must wear a cloth face covering or mask that covers nose and mouth. While we know this will be a challenging task, we do request that all children over 2 years of age have a mask to be left at our center so we can do our best to adhere to this guideline.
ITEMS FROM HOME
No items may be brought in from home except for your child's outerwear, shoes and backpack. If your child does not already have a blanket at our center, you may send one to be left at the center. Blankets and extra clothing will be laundered at our center. Toys are not permitted. Tablets may be sent if labeled with your child's name and given to a staff member upon arrival to be disinfected. If there is anything that your child may need daily (such as a special cup, diapers/wipes, an extra outfit, etc.), please send extras labeled with your child's name to be kept at our center. Please see our seasonal messages for items you will need to send in for your child as weather/seasons change.
MEALS
Small Town Hope, Inc. participates in the Child and Adult Care Food Program and provides all meals, snacks and beverages at no additional charge. All meals, snacks and drinks adhere to CACFP Guidelines. A menu is posted weekly on our Class Dojo stories and a printed copy can be requested as needed. While we recommend that all children enjoy our provided meals together, packed lunches are permitted. As we have limited space available for refrigeration, please be mindful in packing items that do not require refrigeration.
REST TIME
All children in the childcare portion of our center participate in rest time daily following lunch. Rest time begins around 1:00pm and last until approximately 3:00pm. Children who nap will sleep at this time and older children are required to rest quietly during this period. We recommend sending a blanket/pillow/lovey for your child to help them relax and feel at home for our rest period. You may send a blanket/pillow/lovey to be left at our center. These items may not be taken home and returned until further notice. They will be washed here weekly and must be machine washable. Children from different households will be distanced by at least 6 feet (siblings by minimum mandated distance) during rest time so children will not need to wear masks during rest.
TOILETING
Children wearing diapers are checked hourly and changed as needed. Please provide a supply of diapers/pull ups and a pack of wipes for us to keep on hand for your child. We aid in potty training stages and encourage you to communicate with us which toilet training procedures you are using at home so we can mirror those as much as possible at our center. Older children will have group bathroom breaks before and after snacks and meals and are permitted to use the restroom as needed throughout the day.
INJURIES
Minor injuries such as trips, paper cuts, and little bumps will be treated by Small Town Hope staff members. All staff members are First Aid and CPR Certified. First Aid boxes are present in the classroom. When a minor "boo-boo" occurs, your child will bring home a "Boo-Boo Paper" explaining what happened and how it was treated.
ABSENCES
Any absences from our childcare services will still be billed with the exception of one "sick-day" to be used per child, per month. Absences from our Educational Programs do not affect tuition costs. A phone call or other communication is expected to let us know your child will not be attending that day.
CLOSINGS, DELAYS AND HOLIDAYS
Small Town Hope, Inc. is closed for the following holidays: New Year's Eve, New Year's Day, the Monday after Easter Day, Memorial Day, Independence Day, Labor Day, Thanksgiving Day, the day after Thanksgiving, Christmas Eve, Christmas Day. Small Town Hope, Inc. reserves the right to close their center if the need shall occur and will provide families at least 24 hour notice. If weather is too severe for our staff to arrive safely and we make the decision to close our center, we will notify through ClassDojo. Any families who do not read the message on dojo after a half of an hour of posted will be contacted privately.
WITHDRAWL
If a parent decides to withdraw their child from the childcare portion of our center, we request a notice of at least 30 days. All childcare dates billed to date request was made will still be owed to the center regardless of whether services were rendered for those days. If a parent decides to withdraw their child from any of our educational programs, they may do so at any time. However, they will not receive a refund of their preschool deposit or for any tuition paid to date. This includes any tuition paid in advance as we will not have the opportunity to fill that empty seat for the remainder of the program year.
PARENT INVOLVEMENT AND COMMUNICATION
We welcome parent and family member involvement within our center at any time. Any parents or family member that wishes to participate or volunteer in any of our childcare or educational program settings on a regular (more than once) basis, must have all required clearances to have regular contact with the children in our center, including: FBI Criminal History Background Check (fingerprints), PA State Police Criminal Record Check, Pennsylvania Child Abuse History Clearance, National Sex Offender Registry Verification, and a valid health report with TB test results. We appreciate arrangements for visits/participation be made in advance with the director/teacher before the visit.
Parent-Child projects may be sent home occasionally from our programs to encourage parent participation in their child's preschool experience. Please take advantage of these fun opportunities to spend time together. Your child will be very proud to share what he/she made with you. Parents should check ClassDojo daily for updates cinluding upcoming special days such as class parties, days off, fun themed days and also check for messages from your child's teacher or our center administration.
Parents are welcome to communicate via phone call, text, written note or email if they have any concerns or thoughts to share, but our preferred method of communication is our Class Dojo web application for which you will receive an invitation to join. Open communication is always encouraged and welcomed at Small Town Hope.
Parent Conferences
Parent Conferences for all services offered by Small Town Hope will be offered twice per year (in March and September) but may be requested at any time. At the end of the month prior to conferences, there will be a survey sent to parents via ClassDojo to schedule. Please sign up as soon as possible so we can accommodate all schedules. These conferences will also be announced via the Class Dojo web application.
Parent Referral Services
The Small Town Hope, Inc. procedures to refer parents to appropriate social, mental health, educational, wellness, and medical services consist of consulting a member of the leader ship team, consisting of the Director, Operations Manager or CEO. The team will together devise an appropriate strategic plan including the parent(s) or guardian(s). Other agencies will be added to this list on an as-needed or identified basis. Parents will be referred to appropriate services such as, but not limited to, those that can be found on our website at: www.smalltownhope.org/communityresources
LANGUAGE DEVELOPMENT AND LEP SUPPORT
Language development is supported at our center for all children beginning at the infant level through: singing, reading, having conversations, writing, drawing, rhymes, poems, music and story telling. Children at our center are encouraged to communicate and develop language beginning with signing basic words including: please, help, eat, more, milk, thank you, sleep. Language development is supported and continued through our toddlers and preschool age by introducing letter and word recognition, name tracing and writing as well as reading and activities that encourage emergent literacy.
In support of Limited English Proficient (LEP) families, Small Town Hope, Inc. recognizes the importance of communicating with children in their home language, and creating culturally aware and sensitive environments. Support of the enrollment of a child whose first language is not English will be made through appropriate adaptations to our program. This may include, but is not limited to, hiring of bilingual staff, translation of materials, and meaningful cultural competency training for existing staff. LEP Families will be supported through the help of a translator for printed materials as well as in-person support as needed.
Upon enrollment of a child who communicates through ASL, professional development will be required for staff who work directly with the child and will be utilized to communicate with the family as appropriate. Children with limited communication are also supported through use of Picture Exchange Communication System (PECS).
IFSP OR IEP IN THE CLASSROOM
As stated in our Mission / Inclusion Statement, Small Town Hope supports children of all abilities being enrolled alongside peers in the same classrooms, including any child with an Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP). An IFSP or IEP is protected health information and is not required to be shared with Small Town Hope, however, to fully support care for the child, we suggest that the IFSP or IEP paperwork be shared with the program in order to help develop lesson plans that support that child's individual development.
Small Town Hope currently works hand-in-hand with the Appalachia Intermediate Unit 8 and other developmental programs to provide a place where services may be offered to any child of our center (i.e. speech therapy, therapeutic staff support, or behavioral health consultations). Information on Early Intervention services can be found on our website at www.smalltownhope.org/communityresources or by speaking directly to our center manager or director.
CONTINUITY OF CARE
Small Town Hope, Inc. recognizes the importance of children having the same teachers over time, allowing them to develop meaningful relationships. Children thrive in close relationships and developing these relationships allow teachers to get to know the children, their cues, their families and allow both child and staff to predict daily experiences.
Small Town Hope, Inc. supports continuity of care beginning at the infant level by enrolling infants similarly to enrolling children for a school year. Infants are enrolled during open enrollment at the end of summer and stay with their group and teacher, despite their age, throughout the remainder of the school year. Spots do not become available for our infant space, unless a family withdraws their child, until the end of summer. Infant transitions to our Toddler space are dependent upon their age and meeting developmental milestones, but do not complete until the beginning of summer. The infant teacher stays with the transitioning toddlers through the summer as they adjust to their new caregivers and new environment and the teacher returns to their infant space with new enrollments in fall.
Continuity of care is then supported through our toddler and preschool years as our teachers work with their groups in a large room with mixed age groups, each age assigned to their specific groups/teachers, but are combined at different times of the day for specific activities such as meals and snacks. This allows all children to have the time beginning with their transition into the toddler room until they enter our preschool program to spend their days with the same caregivers and children; children do not transition out of the Toddler/Preschool room until preschool enrollment during the fall, typically at age 4. This type of transition not only supports continuity of care for the child at our center, but also familiarizes children with the same routine of transitioning to new grades when their formative education outside of our center begins.
DEVELOPMENTAL SCREENINGS, CURRICULUM AND ASSESSMENTS
DEVELOPMENTAL SCREENINGS
Ages & Stages Questionnaire (ASQ-3)
Within 45 days of enrollment at our center, an evidence-based child development screening tool will be sent home to be completed by the parent(s) of each child (and also completed by the center). We currently use the Ages & Stages Questionnaire (ASQ-3) to provide accurate, reliable developmental and social-emotional screening results. While we complete these assessments in our classroom, we do request parents complete them at home to help provide the most accurate results and compare what our families are seeing at home vs. what our caregivers see in the classroom.
If a child's score in any area of development is close to the cut off, we will work with your child and provide tips for ways to help him or her develop at home. If your child's score in any area of development is below the cutoff, we will recommend connection to appropriate Early Intervention Services in our area. We will work with you and support you through the process and your child will have the opportunity to receive therapeutic services through selected Early Intervention Program if deemed necessary.
Ages & Stages Social Emotional Questionnaire (ASQ:SE-2)
Any child exhibiting excessive disruptive behaviors that are unsafe to the child, to other children or staff members or whose social and emotional score on an ASQ-3 indicates further evaluation may be assessed using an Ages & Stages Social Emotional Questionnaire (ASQ:SE-2). Early identification of social-emotional challenges can make all the difference to a young child; the earlier a behavioral concern is identified, the greater the chance a child has for reaching his or her full potential in life. Accurately identifying behavior through ASQ:SE-2 paves the way for next steps—further assessment, specialized intervention, or ongoing monitoring, for examples—to help children reach their fullest potential during their most formative early years.
Results of these screening tools will be shared with parents to determine if any resources for follow-up, monitoring, or further assessment is recommended to encourage your child's development and pinpoint developmental delays as soon as possible.
CURRICULUM / OBSERVATION BASED ASSESSMENTS
Observation is the most simple, yet effective methods of assessing young children as they develop. Observation is the process of tracking children's behavior over a period of time. Through meaningful and detailed documentation, we are able use results from observations to: inform curriculum planning and instruction, support individual child planning, and to support possible referrals to community resources. Children in our center are evaluated using the following observation-based assessments:
Infants & Toddlers
FD Education is the chosen curriculum for our Infant and Toddler groups. The curriculum is supported and adapted to fit the needs of each child based on observations gathered through the The Desired Results Developmental Profile (DRDP) for Infants and Toddlers. The DRDP is a formative assessment instrument for young children used to inform instruction and program development. The DRDP assessment is completed within 6 weeks of enrollment date, then twice per year.
Preschool
The Creative Curriculum ® for Preschool by Teaching Strategies is the chosen curriculum for our Preschool Program. The curriculum is adapted to fit the needs of each child with the support of the curriculum's GOLD assessment. Teaching Strategies GOLD® is an observational assessment system used to evaluate children's development and learning. The assessment is designed to help teachers discover what children know and can do as well as their strengths and needs. Observations are collected by teachers throughout each week, used to inform curriculum planning and shared with parents twice per school year.
School Age
Our school age students are taught the Kids in Control: A Kid's Guide to Being Responsible and assessed using the DRDP-K.
TRANSITION BETWEEN SERVICES
Hope's Villa Children's Center of Small Town Hope (Childcare)
When your child is at a transitional age to move to another group/classroom within our facility or becomes eligible to participate in one of our educational programs, you will receive a letter outlining options available (or if just transitioning within a different classroom, any changes in your child's daily schedule).
At this time you will have the option to visit with us and ask any questions regarding any changes your child may experience. Specific transitional changes within Small Town Hope are as follows:
Small Town Hope Toddler Room
Infant Room – Toddler Room: Transition steps from our Infant Room to our Toddler Room include receiving a new Ages & Stage Questionnaire (ASQ) developmental screening, meeting (or preparing for) the developmental milestones found on our Infant to Toddler Transition document, scheduling a date to meet the teachers in our Toddler Room, and learning how to continue to prepare your child for his or her next step to continue to grow at Hope's Villa Children's Center!
Small Town Hope Tod Pod Educational Program
Toddler – Preschool Child: Once your child turns 3, they will become eligible to participate in our Tod-Pod ("Pre Preschool") Educational Program. At this time, you will receive information on the program and have the option to enroll your child in the following school year and be provided with information on policies and tuition (paid separately from our childcare services). All families enrolled in our childcare center receive first available spots in our Tod-Pod program before any spots are open to the public.
Depending on your child's level of interest and dependent upon available spots, your child may be placed in the program midschool year. Availability of this option will be discussed with you during your child's transition and any pre-requisites for the program (i.e. toileting status) will be reviewed.
Small Town Hope Pre-K Educational Program
Preschool Child age 3 – age 4: Once your child becomes eligible to participate in our Pre-K program, you will receive information regarding the program, its policies, and tuition (paid separately than our childcare services) and receive first available spot to enroll your child in the following school year if desired. Since our spots fill up quickly for the school year, please keep a look out for a handout in late winter/early spring of the previous school year for a form requesting your interest level for enrolling your child in one of our programs the following academic year; we do not offer the option to enroll midschool year for our Pre-K Program.
Small Town Hope School Age Childcare Services
Preschool age 4 – Young School age (Kindergartener): At the beginning of the school year, the teacher will assess each student's knowledge of basic content such as colors, numbers, letters, etc. and record her findings. The teacher will assess students at least two additional times and share the results with the child's parents so that they may see their child's progress (class work and projects are not graded).
Students who complete the entire school year will receive a certificate of completion and be honored in a graduation ceremony. If after completing the end-of-year assessment (and the child is 5 years old and eligible to enter Kindergarten the following school year) the teacher feels he/she is NOT ready academically, the teacher will request a meeting with to discuss options and thoughts on transition.
Once your child completes our Pre-K program and has completed the end-of-year assessment proving readiness to transition to Kindergarten, we will provide information to you regarding how to arrange for before/after school ("Wrap Around Care") within Small Town Hope and how we can continue to meet your childcare needs.
Young School age – Self Care: One of our goals at Small Town Hope is to help transition each child during major milestones in their childhood – even when that means transitioning out of the need for our childcare services. One of the activities we strive to work on during allotted time with our after school kids is to complete activities and worksheets from Kids in Control: A Kid's Guide to Being Responsible. Our goal is that by the time your child has outgrown the need for after-school (or daily summer) care (typically around 3 rd – 4 th grade), they have gained sufficient knowledge through our services to be confident to care for themselves safely and responsibly.
DISCIPLINE
The staff at Small Town Hope strive to use positive reinforcement as a primary source of discipline (sticker charts, rewards, etc.). We recognize that children often struggle with frustrating emotions and the use of a "Quiet Time" to recollect thoughts/emotions is employed when excessive disruptive behavior is demonstrated. During "Quiet Time," a staff member will sit with the child and help with coping behaviors to calm. For any behavior that is a threat to the safety of your child, other children or staff, please refer to our I Can Stay Safe Policy below.
I CAN STAY SAFE POLICY:
At Small Town Hope, Inc., safety is most important and although we cannot prevent all "boo-boos" we can limit them! If the safety of your child or another child is at risk due to the behaviors of your child, you will be notified through a Class Dojo message. Behaviors that may place children at risk are aggression that leads to harming oneself, another child or one of our teachers. If the number of notifications for behavioral events in one day reaches 3, your child will need to be picked up. We work very hard to provide an awesome day for each child under our roof. If we are not able to manage unsafe behaviors together, we can't be awesome. If you have been notified to pick up your child related to your child's behavioral incidents 3 times Small Town Hope, Inc. will begin with step 6 outlined below regarding children displaying chronic disruptive behavior. At any point, if your child creates an immediate risk for safety or creates harm for oneself, peers, STH staff, or their environment, STH will advance immediately to Step 6. We are committed to working with each family to minimize problematic behavior and will complete the following steps for children displaying chronic disruptive behaviors:
1. ABC MODEL The behavior will be documented utilizing the Antecedent Behavior Consequence (A-B-C) model. A-B-C recording is a way of collecting information breaking down observations of behavior into three elements (organized into a chart). Antecedents (A): what happened directly before the behavior occurred. Behavior (B): the specific action(s) or behavior of interest. Consequences (C): what happened directly after the behavior occurred.
2. ENVIRONMENTAL CHANGES + TRAINING After one week of observations, staff will review A-B-C Charts and review the environment for changes needed. At this time, staff may be requested to take Professional Development training related to the behaviors being exhibited.
3. ASQ:SE-2 If preventions through Steps 1 and 2 above are not significantly reducing the behaviors after two weeks, a staff member or administrator will complete an Ages & Stages Social Emotional (ASQ:SE-2) screening on the child. Accurately identifying behavior through ASQ:SE-2 paves the way for next steps—further assessment, specialized intervention, or additional support—to help children reach their fullest potential during their formative early years.
4. CONFERENCE + ACTION PLAN After the ASQ:SE-2 is completed, parents of the child will be called in for a conference. We will discuss the behaviors and identify possible solutions as well as the results of the ASQ:SE-2 assessment. A plan of action will be developed and agreed upon by the parents, staff and referrals may be made for the family to seek outside services as determined by assessment results.
5. FOLLOW UP MEETING After one month (or sooner if disruptive behaviors are at risk of harming a child or staff or if your child has been sent home 3 or more times) the parents will be called in for another meeting.
a. If progress is being made, plans will remain in place and revisited in one month.
b. If no progress has been made towards solving the problematic behavior, Small Town Hope, Inc. will refer the child for service through the Infant Early Childhood Mental Health Program (IECMH). The family will have one week to sign the Parent/Facility Agreement for Small Town Hope, Inc. to submit the Request for Services.
6. OUTSIDE BEHAVIORAL SUPPORT If the behavior plan developed with the IECMH has not produced progress within one month or if behaviors are threatening the safety of the child, other children staff or environment, the family will be given two weeks to seek behavioral support outside of Small Town Hope and the IECMH Program. A list of outside services can be found on our website at www.smalltownhope.org/communityresources and a list will be provided after consult with IECMH Consultant.
7. SUSPENSION OR EXPULSION If the family does not seek outside behavioral support within the timeframe given or if support is not obtained, the child may be suspended or expelled from the program. It is our goal to contact OCDEL through www.surveymonkey.com/r/PAExpulsionHelp to report any child at high-risk for suspension or expulsion prior to harm to receive individualized support. For more information, please request to see a copy of OCDEL's Announcement: Reduction of Expulsion and Suspension in Early Childhood Programs in Pennsylvania.
SUSPENSION / EXPULSION POLICY
Small Town Hope, Inc. supports OCDEL's found in the announcement mentioned above. Small Town Hope does not possess the appropriate on-site resources for all behaviors. Small Town Hope staff members desire to work as a team with parents to help every child succeed while recognizing the importance of keeping our classrooms safe. At any point in time, if any child's safety, staff's safety, and/or environmental safety become jeopardized, suspension/expulsion can occur without warning.
HEALTH, WELLNESS AND SAFETY
Health Care Consultant
Small Town Hope, Inc. utilizes a licensed health professional to establish and maintain health policies below, including policies found under Nutrition and Physical Activity below, developed through participation in the Pennsylvania Go NAPSACC early childhood health program. All of Health and Wellness policies found in this document have been updated effective June 2022 to reflect changes made in consultation with contracted Health Care Consultant, Jacqueline Collavo MSN, RN. Contracted consultation with Jacqueline Collavo became effective January 3, 2022.
Illness Policy
In order to maintain the health, wellness and safety of all our children and staff members at Small Town Hope, sick children are asked to be kept at home to recoup and help us prevent the spread of germs and illness.
In accordance with Caring for our Children: Health and Safety Basics, 126.96.36.199 Inclusion/Exclusion/Dismissal of Children, staff at Small Town Hope will notify parents/guardians when children develop new signs or symptoms of illness. Parent/guardian will be notified immediately for emergency or urgent issues. Staff will notify parents/guardians of children who have symptoms that require exclusion.
Parents/guardians should remove children from the early care and education setting as soon as possible if any illness:
a) Prevents the child from participating comfortably in activities;
b) Results in a need for care that is greater than the staff can provide without compromising the health and safety of other children;
c) Poses a risk of spread of harmful diseases to others;
d) Causes a fever and behavior change or other signs and symptoms (e.g., sore throat, rash, vomiting, and diarrhea).
Children must be kept home and be symptom free for 24 hours with any of the following symptoms:
* Fever – Any child exhibiting a temperature of 100.4 or above will be sent home. Child must then be symptom free (unmedicated) for 24 hours before returning
* Vomiting or Diarrhea – Any child who vomits or has 2 or more loose stools will be sent home. Child must then be symptom free (unmedicated) for 24 hours before returning
* Rash – Any child presenting any type of rash besides common diaper rash will be send home and will require a doctor's clearance stating that the rash is not contagious before returning to our center while symptoms are present.
* Conjunctivitis – Any child presenting irritation with discharge in their eye(s) will be sent home and will require a doctor's clearance before returning to our center while symptoms are present.
Please reference this chart below when deciding when to keep your child home (and to prevent them from being sent home):
During this time, if any additional symptoms above appear, your child will need to be seen by a physician or Certified Registered Nurse Practitioner (CRNP) to ensure their ability to return to care (55 Pa. Code § 3270.137. Children with symptoms of disease: An operator who observes an enrolled child with symptoms of a communicable disease or infection that can be transmitted directly or indirectly and which may threaten the health of children in care shall exclude the child from attendance until the operator receives notification from a physician or a CRNP that the child is no longer considered a threat to the health of others.)
MEDICATION
If any medication needs to be administered by the staff of Small Town Hope, a Medication Log MUST be completed before any medication can be left at our center or administered. Any prescription medication must be current and prescribed to your child ONLY and will require a Medication Log and parental signature. Over the counter medication (including diaper cream) will also require a Medication Log and parental signature to be administered. Please send medicine cup/spoon/applicator with appropriate measuring guide for all medications.
In accordance with Caring for Our Children Basics, 188.8.131.52/184.108.40.206 Medication Administration and Storage, The administration of medicines at the facility are limited to:
a) Prescription or non-prescription medication (over-the-counter) ordered by the prescribing health professional for a specific child with written permission of the parent/guardian. Prescription medication should be labeled with the child's name; date the prescription was filled; name and contact information of the prescribing health professional; expiration date; medical need; instructions for administration, storage, and disposal; and name and strength of the medication.
b) Labeled medications (over-the-counter) brought to the early care and education facility by the parent/guardian in the original container. The label should include the child's name; dosage; relevant warnings as well as specific; and legible instructions for administration, storage; and disposal.
Payment/Charges during illness – Since we were staffed to care for your child regardless of their unexpected day(s) off, you will be charged for days your child scheduled but home sick. For information on monthly "sick day," please refer to Schedules, Billing and Payments.
EMERGENCY PLAN
Our Emergency Plan provides for response to all types of emergencies. Depending on the circumstance of the emergency, we will use one of the following protective actions:
Immediate Evacuation Children are evacuated to a safe area on the grounds of the facility in the event of a fire, etc. In case of inclement weather, we may then proceed indoors to our Emergency Relocation facility (Ken's BiLo - Bett's Ave).
In-Place Sheltering Sudden occurrences, weather or hazardous materials related, may dictate that taking cover inside the building is the best immediate response.
Evacuation Total evacuation of the facility may become necessary if there is a danger in the area. In this case, children will be taken to a relocation facility. Our Emergency Relocation facility is Ken's BiLo, located at 2423 Betts Ave, Northern Cambria, PA 15714. If it ever becomes necessary to relocate, a sign will be posted on the door stating that we've relocated to BiLo.
Modified Operation May include cancellation/postponement or rescheduling of normal activities. These actions are normally taken in case of a winter storm or building problems (such as utility disruptions) that make it unsafe for children, but may be necessary in a variety of situations.
Important Notes
* We ask that you not call our main line during the emergency. This will keep the main telephone line free to make emergency calls and relay information.
* Please check WJAC-TV for announcements relating any of the emergency actions listed above, including delays, closings, or cancelations of our childcare or educational services.
* The facility director may provide an alternate phone number (i.e. cell phone number, etc.) to call in an emergency event.
* Only those listed on your Emergency Contact Form will be permitted to pick up your child
We realize that emergency circumstances may require changes to your plans, but we urge you to not attempt to make different arrangements if possible. This will enable a smoother execution of our emergency procedure, reduce confusion and allow our staff to focus on their assigned emergency duties.
In order to assure the safety of your children and our staff, we ask for your understanding and cooperation. Should you have additional questions regarding our emergency operating procedures, please don't hesitate to contact us.
NUTRITION AND PHYSICAL ACTIVITY POLICIES
CHILD NUTRITION POLICY
Small Town Hope, Inc. implements the following Child Nutrition policy:
This policy provides guidance to support Small Town Hopes adoption of Go NAPSACC (www.gonapsacc.org) best practices related to child nutrition practices.
We at Small Town Hope are committed to providing healthy foods and beverages and positive mealtimes so that your child can learn good eating habits and grow up strong.
In order to meet the Go NAP SACC best practices, this policy is written and covers a variety of topics.
The Go NAP SACC child nutrition best practices help ensure that our policies, menus, and activities address:
* Foods provided to children
* Beverages provided to children
* Creating healthy mealtime environments
* Teacher practices to encourage healthy eating
* Not offering food to calm children or encourage appropriate behavior
* Planned an informal nutrition education for children
* Professional development for our staff on child nutrition
* Education for families on child nutrition
* Guidelines for foods offered during holidays and celebrations
* Fundraising with non-food items
FOODS AND BEVERAGES
* Children are offered a fruit and/or vegetable at every meal and snack.
* We do not serve fried foods, high fat meats, or vegetables cooked in fat.
* Sweets and salty snacks are offered once a month or less.
* We offer healthy beverages like milk and water.
* As documented in file, any food allergy is handled individually per child. Staff are aware and:
* Prevent exposure to the specific food(s) to which the child is allergic
* Recognize the symptoms of an allergic reaction
* Treat allergic reactions appropriately
NUTRITION EDUCATION
Children learn about food and eating each week through stories and activities. Each year all staff and teachers participate in professional development training and education sessions on healthy eating and nutrition topics at least annually. Staff participate in professional development opportunities at other times throughout the year should they become available.
We are committed to providing healthy foods and beverages and positive mealtimes so that the children in our care can grow up healthy and strong.
Because of this, teachers and staff are expected to:
* Serve meals family style and help children learn table skills (scooping, passing, manners, etc.).
* Create a pleasant meal environment by turning off screens and speaking positively about the foods being served.
* Model healthy eating by sitting with children at meals and eating and drinking the same foods that they do.
* Never use food as a reward, a punishment, or force children to try new foods or clean their plates.
* Include nutrition education in weekly lesson plans and use "teachable moments" to talk about healthy eating.
* Attend professional development on child nutrition each year.
PHYSICAL ACTIVITY / OUTDOOR PLAY & LEARNING POLICY
Small Town Hope, Inc. implements the following Infant & Child Physical Activity and Outdoor Play & Learning policy: This policy provides guidance to support Small Town Hope's adoption of Go NAPSACC (www.gonapsacc.org) best practices related to Infant & Child Physical Activity and Outdoor Play & Learning.
We at Small Town Hope are committed to providing physical activity and outdoor play and learning so that your child can learn about active play time, strengthening, and exercise to grow up healthy and strong.
The Go NAP SACC Infant & Child Physical Activity best practices recommend and addresses:
* Limiting long periods of seated time for children
* Amount of time provided each day for indoor and outdoor physical activity
* Shoes and clothes that allow children and teachers to actively participate in physical activity
* Not taking away physical activity time or removing children from long periods of physically active playtime in order to manage challenging behaviors
* Classroom/provider practices that encourage physical activity
* Planned and informal physical activity education
* Education for families on children's physical activity
* Professional development for our staff on children's physical activity
The Go NAP SACC Outdoor Play & Learning best practices recommend and addresses:
* Ensuring adequate total playtime on inclement weather days
* Amount of outdoor playtime provided each day
* Shoes and clothes that allow children and teachers to play outdoors in all seasons
* Safe sun exposure for children and providers
* Not taking away outdoor playtime in order to manage challenging behaviors
* Education for families on outdoor play and learning.
* Professional development for our staff on outdoor play and learning
Physically active play is important for the health and development of all children. Our program is committed to providing children with opportunities to move throughout the day.
TIME
We offer children 2 to 5 years old the opportunity to engage in 120 minutes of indoor and outdoor physical activity every day, and children 1 to 2 years old with at least 90 minutes. As weather allows, we strive to take children outside 3 times per day or more. We see the outdoors as an extension of the classroom, so children not only enjoy the outdoors through physically active play, but also through other learning activities. During heavy rain, icy conditions, poor air quality, or dangerous heat or cold, children will stay indoors. Throughout each day, we look for opportunities to keep children moving and limit the amount of time they are expected to remain seated.
We offer tummy time to non-crawling infants at least 4 times per day. As weather allows, we strive to take infants outside two times per day or more so that they can enjoy the sights and sounds. To help infants build their strength and coordination, we limit the amount of time that infants spend in seats, swings, and Excer-Saucers.
We ask that families support our efforts by dressing children ready for play. This includes closed-toed shoes and clothing that is appropriate for the weather and allows children to comfortably run, jump, and climb, both indoors and out.
EQUIPMENT & ENVIRONMENT
We seek to provide a fun and challenging play space that encourages movement and learning. We provide a variety of play equipment (balls, jump ropes, tricycles, etc.), in good condition, both indoors and outdoors. Additionally, books and posters in our classrooms help to teach children about the importance of physical activity. Outdoors, shade is provided and children are given regular opportunities to drink water. Sunscreen is applied by staff members to the children's exposed face and skin areas prior to going outside for physical play. In addition, staff keep infants younger than six months out of direct sunlight or shade under a tree, umbrella, or the stroller canopy; and kids wear a hat or cap with a brim that faces forward to shield the face when outside.
SUPPORTING PHYSICAL ACTIVITY AND OUTDOOR LEARNING
Teachers and staff actively encourage children's physical activity during daily free play time, daily adult-led games and activities, and weekly lessons on gross motor skills like throwing, catching, and kicking.
We provide/participate in professional development education sessions on early childhood physical activity and outdoor play & learning twice a year. Additionally, we share information and tips in our parent newsletters to support children's physical activity and enjoyment of the outdoors at home.
Staff will participate in professional development opportunities at other times throughout the year should they become available.
ENCOURAGING CHILDREN'S ACTIVE PLAY INDOORS AND OUTDOORS
Physically active play is important for the health and development of all children. Our program is committed to providing children with opportunities to move throughout the day. Teachers and staff members are role models and leaders when it comes to getting children active.
Our teachers and staff members are expected to:
* incorporate physical activity into classroom routines, transitions, and planned activities throughout the day, and use "teachable moments" to talk with children about the importance of physical activity;
* wear shoes and clothing that allow for active participation in indoor and outdoor play with children;
* use the outdoors as an extension of the classroom by planning outdoor lessons, activities, and field trips;
* take an active role to help children stay active during indoor and outdoor free play time, including verbally encouraging children's activities, and when appropriate, joining in with children's activities to encourage more movement;
* plan weekly lessons, indoors or outdoors, that help preschool children learn and practice gross motor skills (such as skipping, jumping, throwing, catching, kicking, balancing, stretching, etc.);
* never manage challenging behavior by taking away scheduled or promised physical activity time or removing children from physically active playtime for more than a couple of minutes to "cool off";
* talk with families about the ways our center is supporting children's physical activity and gross motor skill development each time there is a good opportunity to do so.
To support our teachers and staff members, our program will provide:
* a variety of toys, in good condition, both indoors and outdoors, to help encourage children's physical activity.
* opportunities for professional development related to children's physical activity and outdoor play and learning quarterly;
FARM TO EARLY CARE AND EDUCATION (ECE) POLICY
This policy provides guidance to support Small Town Hope's adoption of Go NAPSACC (www.gonapsacc.org) best practices related to Farm to Early Care and Education. We at Small Town Hope are committed to providing healthy foods and beverages and positive mealtimes so that your child can learn good eating habits and grow up strong. In order to meet the Go NAP SACC best practices, this policy is written and covers a variety of topics.
The Go NAPSACC Farm to ECE best practices help us to ensure that our policies, menus, and activities address:
* Importance of using local foods
* Types of local foods that are served and how often
* Our program's garden and expectations related to gardening
* Professional development for our staff on Farm to ECE topics
* Planned and informal gardening and nutrition education for children
* Education for families on Farm to ECE
* Activities that help connect families to local foods
COMMITMENT TO CHILD HEALTH AND NUTRITION
We are committed to child health and nutrition by providing healthy food grown nearby. Buying and teaching about local, healthy food can help children form healthy eating habits and support local farmers.
Through our Farm to ECE program, we will:
* Offer a variety of local fruits, vegetables, herbs, grains, dairy products, and/or protein foods throughout the year.
* Offer children education about food and where it comes from. This includes tasting and cooking activities.
* Offer local fruits and vegetables 3 times per week or more during the growing season of June through September.
* Share information with families about local foods on the menu, children's learning activities, and ways to purchase and prepare local foods at home.
* Provide gardening time to preschool children 2 times per week or more. Children will help plan, plant, care for, harvest, and learn from the garden.
* Keep a garden that supports children's learning and grows fruits and/or vegetables for meals or snacks. Families are invited to help us plan and maintain the garden during weekend work days and other opportunities.
* Children may get dirty when gardening. We will let families know which days are gardening days for children. On these days, please send children to school in closed-toe shoes and clothes that you don't mind getting dirty.
HEALTHY FOODS GROWN NEARBY
We are committed to providing healthy food grown nearby to connect with local farmers and teach children more about food and how it grows. Eating and learning about local, healthy food can help children form healthy eating habits and support local farmers. Teachers and staff members are role models and leaders when it comes to children's healthy eating.
The Teachers and Staff of STH will:
* Offer planned education on food and where it comes from one time per week or more.
* Lead children in structured gardening time two times per week or more; activities include planning, planting, weeding, watering, observing, harvesting, and others.
* During the growing season of June through September, we will offer cooking or taste test activities with fresh fruits or vegetables one time per week or more along with other planned food education.
* Integrating farmer visits into annual experiences. This includes reviewing expectations with children ahead of time ahead of time, supervising children during the visit, and modeling how to be a respectful and interested learner.
* Use a variety of posters, pictures, books, and props that reflect the diversity of the program's children, families, and staff; expose children to people, foods, and cultures different from their own; and tell the stories of farmers and farmworkers of color. | <urn:uuid:e15b170e-6205-4337-bf59-6124ad39168c> | CC-MAIN-2024-42 | https://www.smalltownhope.org/_files/ugd/36d5f4_bfebf38200834aa8a46dbbc46109a844.pdf | 2024-10-11T09:48:03+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00764.warc.gz | 837,605,812 | 12,575 | eng_Latn | eng_Latn | 0.935167 | eng_Latn | 0.997561 | [
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Mulberry Wood Wharf Primary
Equality Policy
1. What is the Equality and Diversity Plan?
2. Mission statement
3. The school values
4. Mainstreaming equality into policy and practice
5. Equal Opportunities for Staff
6. Equality and the law
7. Consultation
8. Roles and Responsibilities
9. Tackling discrimination
10. Review of progress and impact
11. Publishing the plan
12. Equality and Diversity provision map
13. 2018/19 Action Plan
1. What is the Equality and Diversity Plan?
This Equality and Diversity Plan brings together the school's approach for promoting equality in our policies and procedures and, most importantly, in our day-to-day practices and interactions with the whole school community. It is a policy and action plan that covers a three-year period from 2022 to 2025. It integrates our statutory duties in relation to race, disability, religion or belief, sexual orientation, age, gender and promoting community cohesion. The duties cover staff, pupils and people using the services of the school, such as parents. It includes all the protected characteristics covered under the Equality Act 2010 as well as other aspects which have the potential to discriminate against or to devalue any individuals within our community (see Appendix A).
Our Equality and Diversity Scheme and Action Plan enables us to achieve a framework for action which covers all six equality strands and ensures that we meet our responsibilities of the public sector duties in an inclusive way.
2. Mission statement
At Mulberry Wood Wharf Primary, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, age, disability, faith or socio-economic background. We believe that all children should be prepared for life in a multicultural and diverse society and we promote positive attitudes and interaction between all people. All children are encouraged to understand, respect and value the differing cultural and religious backgrounds of the school community. They are also encouraged to accept each other's abilities, disabilities and special needs.
Staff members have high expectations of all children irrespective of race, gender, faith, social background and disability. The achievement of pupils will be monitored by race, gender and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will not tolerate any form of prejudice. Any incident of discrimination is openly and quickly investigated. We have clear procedures for dealing with such incidents.
At Mulberry Wood Wharf Primary, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. Treating people equally
does not necessarily involve treating them all the same and we always take account of differences of life-experience, outlook and background.
We aim to create a supportive and inclusive learning and working environment in which all individuals are able to make best use of their skills, free from discrimination or harassment, and in which all decisions are based on merit and need.
All staff members have a duty to act in accordance with this policy and treat pupils, colleagues and other members of the school community with dignity at all times, and not to discriminate against or harass other members of staff, regardless of their status. We also have a separate anti-bullying policy.
3. The School Values Community – Kindness – Being Active – Resilience – Creativity - Respect
The school will grow and develop the school values and place them at the heart of its work so that children understand how to use their understanding of themselves to reflect on decisions and choices they have to make. We will teach children to become independent enquirers so that they are motivated to read for information in the classroom and beyond and are able to have greater control over what and how they are learning. With the increased focus on the PHSE curriculum, we believe that children's wellbeing is at the heart of the school and will enable our pupils to be effective learners and keep themselves safe.
4. Mainstreaming equality into policy and practice
As well as the specific actions set out beneath this plan, the school operates equality of opportunity in its day-to-day practice in the following ways.
Teaching and learning
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:
* Use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
* Monitor achievement data by ethnicity, gender disability, and socio-economic circumstances and action any gaps;
* Take account of the achievement of all pupils when planning for future learning and setting challenging targets;
* Ensure equality of access for all pupils and prepare them for life in a diverse society; ∙ Use materials that reflect the diversity of the school, population and local community in terms of race, gender, age and disability, without stereotyping;
* Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;
* Provide opportunities for pupils to appreciate their own cultures and celebrate the diversity of other cultures;
* Seek to involve all parents in supporting their child's education;
* Encourage classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;
* Include teaching and classroom-based approaches appropriate for the whole
school population, which are inclusive and reflective of our pupils.
Admissions and exclusions
Tower Hamlets' admissions arrangements are fair and transparent and are anti- discriminatory.
Exclusions are only used as a last resort, when all other strategies have been exhausted, and all cases are considered individually. We closely monitor exclusions to avoid any potential adverse impact and ensure any discrepancies are identified and dealt with.
5. Equal Opportunities for Staff
This section deals with aspects of equal opportunities relating to staff at Mulberry Wood Wharf Primary.
We are committed to ensuring equality of opportunity in our recruitment processes and all other aspects of staffing and employment. All staff appointments and promotions are made on the basis of merit and ability and the stated Job Description and Person Specification, and in compliance with the law.
We are committed to developing the workplace skills of all members of staff in a climate of mutual respect and personal responsibility.
Employer duties
As an employer we need to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce.
All posts for teaching and support staff jobs are advertised and we welcome applicants from a wide range of backgrounds. Any member of staff involved in recruitment will make decisions free of discrimination and are aware of their duties regarding race, disability, religion or belief, sexual orientation, gender re-assignment, age, gender, pregnancy and maternity/paternity, marriage/civil partnership and socio-economic factors.
All members of staff involved in managing others are made aware of their responsibilities in promoting equality of opportunity.
Actions to ensure this commitment is met include:
* Monitoring recruitment and retention
* Performance management for all staff, entitling them to continued professional development opportunities which are closely linked to the SDP;
* Gathering sufficient information to enable us to ensure that any pay decisions made are free from discrimination;
* Aiming to create a positive working culture for pregnant staff and those with family responsibilities;
* Senior Leadership Team and Middle Leadership Team coaching to ensure equality of opportunity for all.
If flexible working is requested by a member of staff, the leadership team will consider this request in the context of the impact on the effectiveness of the school and the service offered.
If a member of staff with 26 weeks' continuous service has a child or cares for a child under the age of 17 (or a child under 18 who is registered disabled) then the Employment Rights Act 1996 (amended 2003, 2007 and 2009) applies. The Head teacher and the Governing Body monitor decisions relating to all requests for flexible working.
We also have a trust Equality and Diversity Policy for School Staff which should be read in conjunction with this policy.
6. Equality and the law
There are a number of statutory duties that must be met by every school in line with legislation the Equality Act 2010.
The action plan at the end of this Equality Plan outlines the actions Mulberry Wood Wharf Primary will take to meet the general duties detailed below.
The Equality Act 2010 replaced all previous equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. The Equality Act 2010 provides a single, consolidated source of discrimination law, covering all the types of discrimination that are unlawful. It simplifies the law by removing anomalies and inconsistencies that had developed over time in the existing legislation, and it extends the protection from discrimination in certain areas.
Schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation and we do not discriminate against staff, pupils or visitors to the school on the grounds of age; race; sex; disability; sexual orientation; gender reassignment; marriage and civil partnership; pregnancy and maternity; religion, faith or belief.
7. Consultation and involvement
It is a requirement that the development of this plan and the actions within it have been informed by the input of staff, pupils and parents and carers. We have achieved this by using the following to shape the plan:
* Feedback from the annual parent questionnaire, parent surveys, parents' evening, Parent's Voice or governors' parent-consultation meeting;
* Input from staff surveys or through staff meetings / INSET;
* Feedback from the school council, PSHE lessons, and pupil surveys;
* Issues raised in annual reviews or reviews of progress on Individual Education Plans, mentoring and support;
* Feedback at governing body meetings.
8. Roles and Responsibilities
The role of governors
The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and strategies are implemented. ∙ The Governing
Body has set out its commitment to equal opportunities in this plan, and all other policies, procedures and practice, and it will continue to do all it can to ensure that the school is fully inclusive to all pupils.
The Governing Body seeks to ensure that all appointments are made on the basis of merit and ability, in relation to the Job Description and Person Specification.
The governors take all reasonable steps to ensure that the school environment gives access to people with disabilities, and also strive to make school communications as inclusive as possible for parents, carers and pupils.
The governors welcome all applications to join the school, whatever a child's socioeconomic background, family context, race, gender, special educational needs or disability.
The role of the Head teacher
It is the Head teacher's role to implement the school's Equality Policy and Plan and she is supported by the Governing Body in doing so.
It is the Head teacher's role to ensure that all staff are aware of the Equality Policy and Plan, and apply these guidelines fairly in all situations.
The Head teacher ensures that all staff are aware of their responsibilities and are given appropriate training and support.
The Head teacher ensures that all appointment panels give due regard to this policy plan, so that no-one is discriminated against when it comes to employment or training opportunities.
The Head teacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people and equal opportunities to participate in all aspects of school life.
The Head teacher treats all incidents of unfair treatment and any incidents of bullying or discrimination, including racist incidents, with due seriousness.
The Head teacher will provide an incident report to the governing body on a termly basis.
The role of all staff: teaching and support staff
All staff will promote an inclusive and collaborative ethos in their classroom and throughout the school. They ensure that all pupils are treated fairly, equally and with respect, and will maintain awareness of the school's Equality Policy and Plan.
All staff will strive to provide material that gives positive images based on race, gender and disability, and challenges stereotypical images.
Teachers will provide numerous opportunities within and outside of the curriculum to
ensure that all learners understand diversity from many different perspectives. All staff will challenge any incidents of discriminatory behaviour, and record any serious incidents, drawing them to the attention of the Head teacher.
Teachers support the work of support staff and encourage them to intervene in a positive way against any discriminatory incidents. All staff will support and ensure curriculum access for pupils in their class for whom English is an additional language, for those who are new arrivals and for pupils who have additional needs.
9. Tackling discrimination
Harassment in relation to race, disability, religion or belief, sexual orientation, gender re assignment, age, gender, pregnancy and maternity/paternity, marriage/civil partnership and socio-economic factors is unacceptable and is not tolerated within the school environment.
All staff are expected to deal with any discriminatory incidents that may occur. They are expected to know how to identify and challenge prejudice and stereotyping; and to support the full range of diverse needs according to a pupil's individual circumstances.
Discriminatory incidents are dealt with by the member of staff present, who calls on the support of someone from the Senior Leadership Team, where necessary. All incidents are submitted to the Local Authority and reported to the Head teacher as they occur, and the Head teacher reports to the Governing Body on a termly basis.
What is a discriminatory incident?
Harassment can take many forms including verbal or physical abuse, name calling, exclusion from groups and games, unwanted looks or comments, jokes and graffiti.
The Stephen Lawrence Inquiry Report (1999) defines racism as:
'Conduct of words which advantage or disadvantage people because of their colour, culture or ethnic origin. In its more subtle form, it is as damaging as in its more overt form'.
Institutional racism is:
'The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethic people.'
A racist incident is:
'Any incident which is perceived to be racist by the victim or any other person'.
These definitions can be applied to other forms of harassment.
Types of discriminatory incident
Types of discriminatory incidents that can occur are:
* Physical assault against a person or group;
* Use of derogatory names, insults and jokes;
* Discriminatory graffiti;
* Provocative behaviour such as wearing discriminatory badges or insignia; ∙ Bringing discriminatory material into school;
* Verbal abuse and threats (direct or indirect);
* Incitement of others to discriminate or bully;
* Discriminatory comments in the course of discussion;
* The use of discriminatory language;
* Attempts to recruit others to discriminatory organisations and groups;
* Ridicule of an individual for difference;
* Refusal to co-operate with other people on grounds of race, gender, age, socio-economic circumstances, disability or sexual orientation.
Responding to and reporting incidents
At Mulberry Wood Wharf we have clear procedures to ensure that all discrimination and harassment is dealt with promptly, firmly and consistently. All staff, teaching and support, should view dealing with incidents as vital to the well-being of the whole school.
All discriminatory incidents must be reported immediately by recording and submitting them, using the Tower Hamlets incident form, and taking appropriate action, including discussing them with a member of the Senior Leadership Team. The incident forms are filed, and the number and nature of incidents reported:
* Immediately to the Trust Board, and
* Termly to the governors via a report to the standards committee.
Names are not recorded on the form when it is returned to the trust and are not reported to the Governing Body but should be added to the form before it is filed. Forms are filed in a folder in the Deputy Head teacher's office and are not placed in individual files.
When an incident involves children, the following action is taken:
* Discussion with perpetrator/s and victim/s.
* Discussion with parents/carers of perpetrator/s and victim/s.
* Decision about severity of the incident and action to be taken, such as an apology, restorative work between those involved and/or the need to address issues with a wider audience (in a class or phase/key stage assembly).
* Consequences may include sanctions such as exclusion from the class or playground for a fixed period of time.
When an incident involves member/s of staff the following action is taken:
* Discussion with perpetrator/s and victim/s.
* Consideration of use of the school's disciplinary procedure.
When an incident involves member/s of the wider school community (parents or visitors to the school) the following action is taken:
* Discussion with perpetrator/s and victim/s.
* Consideration of banning from the school premises and/or referral to the police
If pupils or parents report incidents outside the school, it may be appropriate to involve external agencies that provide help and advice. We will make available the contact details for reporting hate crimes and encourage and support use of these.
How do we support victims?
As with bullying, the victim may be fearful of the consequences of reporting a discriminatory incident. Victims must know that they will be listened to and have confidence in the way the school deals with these incidents.
* Victims will need an opportunity to express their own feelings and concerns to an appropriate member of staff.
* Victims may need some time away from the perpetrator.
* The victim will be consulted before any discussion/apology or restorative work between victim and perpetrator is undertaken.
* The victim's parents will be informed (where it is a child).
How do we deal with perpetrators?
All procedures should be carried out with the aim of not only correcting and holding the perpetrator to account, but also of demonstrating support to the victim/s. When dealing with perpetrator/s it is important to note that their discriminatory behaviour may reflect their own low self-esteem. We are clear that a discriminatory incident, particularly by a child, does not mean that a person is prejudiced. We are committed to our responsibility in educating all members of the community about equalities as this is how change is affected.
When an incident involves a pupil, the following action is taken:
* Explain to the perpetrator/s why the behaviour is wrong and the consequences that will be given.
* Explain the school's view of such behaviour.
* Inform parents/carers of what has happened.
* Work with the perpetrator/s to apologise and to begin to repair the relationship with the victim/s.
* In the case of discriminatory graffiti, the perpetrator/s maybe asked to spend playtime removing it.
* In extreme cases, internal or fixed term exclusion may be used.
When an incident involves member/s of staff, the following action is taken:
* Discussion with perpetrator/s and victim/s.
* Consideration of use of the school's disciplinary procedure.
When an incident involves member/s of the wider school community (eg parents or visitors to the school), the following action is taken:
* Discussion with perpetrator/s and victim/s.
* Consideration of referral to the police.
10. Review of progress and impact
The Plan has been agreed by our Governing Body. We have a rolling programme for reviewing our school policies and their impact. In line with legislative requirements, we will review progress against our Equality Policy and Plan annually and review the entire plan and accompanying action plan on a three-year cycle.
We make regular assessments of pupils' learning and use this information to track pupil progress. As part of this process, we regularly monitor achievement by ethnicity, gender, SEN, Free School Meals, Pupil Premium and disability to ensure that all groups of pupils are making the best possible progress, and take appropriate action to address any gaps.
10. Publishing the plan
In order to meet the statutory requirement, we will:
* Publish our plan on the school website;
* Raise awareness of the plan through the school newsletter, assemblies, staff meetings and other communications;
* Make sure hard copies are available.
10
Equality Provision Map at Mulberry Wood Wharf Primary
| Ensure all groups represented in gifted and talented programme | Gifted and Talented register monitored by group Pupil progress meetings | SJB | Termly |
|---|---|---|---|
| Ensure all pupils are given the opportunity to make a positive contribution to the life of the school | Rights respecting Ambassadors, Young Leaders, pupil parliament, friendship squad - representation | EHT | Annually |
| Indoor and Outdoor spaces and equipment are available for children with disabilities during break times | Observations of use of outdoor space Equipment use reviewed | EHT/SENCO/ Inclusion | Half termly |
|---|---|---|---|
| Ensure that the curriculum and assemblies encourage aspiration and reflect diversity | Monitoring of planning Lesson observations | Class Teachers SLT | Termly |
| Ensure learning materials reflect different communities in relation to different groups | Review of resources | Curriculum lead and Subject leads | Half termly |
| | groups | | |
|---|---|---|---|
| All staff recognise discrimination and know how to take appropriate action | Monitoring of reporting of discriminatory Incidents Training for staff | Inclusion / SLT | As appropriate |
| All children have access to school trips | Audit of use practice and procedures to support inclusion of all children in trips | SLT/ Inclusion / Class Teachers | As appropriate |
| Appropriate transition arrangements are made for all children with identified needs, from year to year and from primary to secondary school | Use of transition plans Pupil questionnaires | SLT/ Inclusion / Class Teachers | To new build Summer term |
| School practices address issues of emotional and mental health through pastoral care | Referrals Tracking system Vulnerable Highlighting meetings | Inclusion team | As appropriate | | <urn:uuid:8345d6ee-0ea5-4edb-9526-8e7d2c0a83a7> | CC-MAIN-2024-42 | https://www.mulberrywoodwharf.org/wp-content/uploads/2024/01/MWW-Equality-Policy-2023.pdf | 2024-10-11T07:40:25+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00762.warc.gz | 773,510,408 | 4,457 | eng_Latn | eng_Latn | 0.997742 | eng_Latn | 0.998111 | [
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Chronological awareness
Progression of knowledge
Stage 2
- To know relevant dates and relevant terms for the period and period labels e.g. Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians.
Progression of skills
- Putting dates in the correct century.
- Using the terms AD and BC in their work.
- Using relevant dates and relevant terms for the period and period labels e.g. Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians
- Developing a chronologically secure understanding of British, local and world history across the periods studied.
- Placing the time, period of history and context on a timeline.
- Relating current study on timeline to other periods of history studied.
- Comparing and making connections between different contexts in the past. Sequencing 10 events on a timeline.
Substantive (abstract) concepts
Progression of knowledge
| Sub-strand | Year group |
|---|---|
| Power (monarchy, government and empire) | EYFS |
| | Y1 |
| | Y2 |
| | Lower Key Stage 2 |
| | Upper Key Stage 2 |
| Achievements | EYFS |
3
and follies of Y1
-
To know some inventions that still influence their own lives today (e.g. toys – the invention of the teddy bear,
| | Y2 |
|---|---|
| | Lower KS2 |
| | Upper KS2 |
| Invasion, settlement and migration | Lower KS2 |
| | Upper KS2 |
| | Lower KS2 |
| Trade | Lower KS1 |
|---|---|
| | Lower KS2 |
| Beliefs | Lower KS2 |
| | Upper KS2 |
Disciplinary concepts
Progression of knowledge and skills
| Sub-strand | Year group |
|---|---|
| Change and | EYFS |
continuity
-
To know that the environment around us changes as time passes.
| | Y1 |
|---|---|
| | Y2 |
| | Lower KS1 |
| | Upper KS2 |
| Cause and consequence | EYFS |
| | Y1 |
| | Y2 |
Lower
-
Identifying the consequences of events and the actions of people.
| | Upper KS2 |
|---|---|
| Similarities and difference | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Historical significance | EYFS |
| | Y1 |
| | Y2 |
-
To know that 'historically significant' people are those who changed many people's lives.
| | Lower KS2 |
|---|---|
| | Upper KS2 |
| Sources of evidence | EYFS |
| | Y1 |
| | Y2 |
-
To know that we can find out about how places have changed by looking at maps.
| | Lower KS2 |
|---|---|
| | Upper KS2 |
| Historical interpretations | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
Historical enquiry
Progression of skills
| Sub strand | Year group |
|---|---|
| Posing historical questions | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Gathering, | EYFS |
organising and
Y1
-
Using sources of information, such as artefacts, to answer questions.
| | Y2 |
|---|---|
| | Lower KS2 |
| | Upper KS2 |
| Interpreting findings, analysing and making connections | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
-
Making links and connections across a period of time, cultures or groups.
| | Upper KS2 |
|---|---|
| Evaluating and drawing conclusions | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Communicating findings | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| Upper KS2 |
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LOCATING DEWEY'S "LOST INDIVIDUAL" THROUGH 21ST-CENTURY EDUCATION
Lance E. Mason Indiana University Kokomo
In the first half of the 20th century, the time's new economic order of assembly-line industry, mass-media communications, and mass-consumer culture along with rapidly increasing urbanization, in many cases, disrupted community connections meant to forge strong and secure individuals. Dewey uses the term "lost individual" to describe citizens who had become disconnected from social and community bonds, left to fend with diminished social support in increasingly confusing social and political environments. 1 Dewey maintains humans are inherently social and derive their sense of individuality from social and environmental transactions, yet in the absence of strong community bonds, other environmental factors gain influence. Dewey asserts, "the individual cannot remain intellectually a vacuum. If his ideas and beliefs are not the spontaneous function of a communal life in which he shares, a seeming consensus will be secured as a substitute by artificial and mechanical means." 2 The "artificial and mechanical means" Dewey criticizes include the then-emerging world of popular entertainment separating leisure from community life, turning art and aesthetics into a means of individualized escapism rather than something communally experienced, shared, or produced. The time's lost individuals indulged in escapist entertainment and became politically apathetic because, according to Dewey, they were unable to make connections between their own circumstances and the formative features of the larger social and political world.
The 20 th -century, social world's fragmentation was greatly accelerated by the "information revolution" and the continued march of neoliberal economic globalization. Today individuals find themselves in a social and political world more diffused and, ultimately, more confusing. Kosnoski states,
Because of the inability to situate oneself in one's fragmented and dispersed social environment, local problems seem unconnected to any specific causation, therefore attempts to address them inevitably remain partial, momentary, and
1 John Dewey, Individualism Old and New (1930; repr., Amherst, NY: Prometheus, 1999).
2 Ibid., 41.
fragmentary. This leads to frustration, disempowerment, and the further turning inward of political perspective. 3
Disconnection between individuals and their social environment has grown more severe in the early 21 st century. Dewey's explication of lost individuals can be understood as an incipient analysis of the atomized or "individualized" 4 individual detached from local connections and immersed in mass culture.
Over the course of the 20th century, the US government has played a steadily increasing role in education policy. 5 Neoliberal economic logic promoting the expansion of market forces underpins assumptions of efficiency behind standardized tests. In the vision of education promoted by legislation such as No Child Left Behind, students are treated as consumers and future workers who must obtain the proper skills to compete in the global economy, while goals of educating students for citizenship are largely, if not entirely, neglected. 6
I argue Dewey's conception of the lost individual and his proposed solutions for reconstruction can help both schooling and society address problems of depoliticization and individualization. I first examine Dewey's notion of formation of the self forged through transactions with one's physical and social environments. Next, I explore Dewey's process of growth achieved through the acquisition and modification of habits by way of inquiry and reflection. The development of democratic habits is neglected in the prevailing vision of 21 st -century education, increasingly focused on a narrow set of core content and skills. While Dewey is not averse to content or skill acquisition, he identifies habit formation as a central feature of education. I maintain by focusing on overly narrow measures and neglecting student growth, the prevailing model of US education contributes to the production of lost individuals.
Dewey's Formation of the Self
Dewey grounds the formation of the self in a naturalistic metaphysics in which individuals are in continuous transactions with their environment. He rejects the transcendental self, instead seeing humans as inherently social and
3 Jason Kosnoski, John Dewey and the Habits of Ethical Life (Lanham, MD: Rowman and Littlefield, 2010), 3.
5 Robert L. Linn, "A Century of Standardized Testing: Controversies and Pendulum Swings," Educational Assessment 7, no. 1 (2001): 29–38; E. Wayne Ross, "The Struggle for the Social Studies Curriculum," in The Social Studies Curriculum, ed. E. Wayne Ross, (Albany: State University of New York Press, 2006), 17–33.
4 Zygmunt Bauman, Liquid Modernity (Malden, MA: Polity, 2000).
6 Henry A. Giroux, "Curriculum Planning, Public Schooling, and Democratic Struggle," NASSP 75, no. 12 (February 1991): 12–25; Joe Onosko, "Race to the Top Leaves Children and Future Citizens Behind," Democracy and Education 19, no. 2 (2011): 1– 11; Ross, "Social Studies Curriculum."
deriving their sense of individuality from social and environmental transactions. Dewey explains, "through the influence of the social environment each person becomes saturated with the customs, the beliefs, purposes, skills, hopes and fears of the cultural group to which he belongs." 7 Individuals learn about the world through these transactions, which modify their impulses and help form what Dewey calls habits. His concept underscores a complex interplay of conscious and subconscious elements. Dewey defines habit as:
That kind of human activity which is influenced by prior activity and in that sense acquired; which contains within itself a certain ordering or systematization of minor elements of action; which is projective, dynamic in quality, ready for overt manifestation; and which is operative in some subdued subordinate form even when not obviously dominating activity. 8
Habits can be understood as sensitivity to particular stimuli, as their manifestation suggests certain dispositions of behavior and tendencies toward action. Habits are acquired through prior activity, and are in many ways synonymous with, though not reducible to, will. These habits constitute the self; they form the foundation from which all bodily and mental functions are derived. Individuals draw their habits, and hence their individuality, from culture, constituting a direct link between the vibrancy of a local culture and the individuality of its citizens.
Dewey's notion breaks down mind/body dualisms, as habits are simultaneously physical and mental, as well as moral, in nature. Dewey asserts,
Our ideas truly depend upon experience, but so do our sensations. And the experience upon which they both depend is the operation of habits. . . . Thus our purposes and commands regarding action (whether physical or moral) come to us through the refracting medium of bodily and moral habits. 9
Moral judgment resides in the habits acquired through lived experience in adaptive reactions to environmental stimuli.
Dewey emphasizes the formative nature of social forces on human conduct, yet he also identifies a process whereby individuals differentiate themselves from one another. The beginning of individuality, according to Dewey, emerges through what he calls impulses—natural reactions to stimuli that take shape through interactions in particular environments, working to
7 John Dewey, "Need for a Philosophy of Education," in John Dewey on Education, ed. Reginald D. Archambault (Chicago: University of Chicago Press, 1964), 10.
9 Ibid., 32.
8 John Dewey, Human Nature and Conduct (New York: Henry Holt and Company, 1922), 40.
form new habits, in some cases, while modifying existing habits in others. An individual's character consists of habits formed through modification of impulses and is subsequently dependent upon the quality of their experiences. Dewey asserts, "everything depends upon the kind of experience that centers in him. Not the residence of experience counts, but its contents, what's in the house." 10
One's habits persist until one's environment rejects them. As this occurs, individuals must continually adjust their habits to harmonize with their environment. 11 Individuality emerges through diverse experiences achieved primarily out of active participation in processes of communication. While conscious reflection is necessary in this process, it is a secondary phenomenon that occurs only after a disruption of habits. Lehmann-Rommel explains, "participation in the daily activities comes before observation and reflection and comprises emotions, intentions, intuitions, desires, needs, and habits." 12 The "felt sense" of a problem induces reflection, triggering thought that ultimately can allow one to adjust habits 13 —altering attitudes, beliefs, and behaviors. "Transactional constructivism," 14 involving transactions between an individual, his or her environment, and the subsequent interplay between subconscious habits and conscious reflection, allows an individual to achieve growth.
Transactional relations are not one-way impositions upon an individual. In a thriving environment with vibrant transactions between individual and social, the individual is able to alter social conditions. When flexible habits and careful reflective thinking are cultivated, what emerges are intelligent, "embodied, enculturated agents" 15 able to exert control over their environment. Flexible, intelligent habits are "vehicles of power" 16 that open up a field of agency in which individuals become empowered to affect their environment in positive ways. The extent of an individual's control depends upon acquiring complex habits of inquiry and reflection "marked by plasticity or flexibility and
10 Ibid., 292.
12 Roswitha Lehmann-Rommel, "The Renewal of Dewey—Trends in the Nineties," Studies in Philosophy and Education 19, no. 1 (2000): 192.
11 Mark Uffelman, "Forging the Self in the Stream of Experience: Classical Currents of Self-Cultivation in James and Dewey," Transactions of the Charles S. Peirce Society 47, no. 3 (2011): 319–339.
13 John Dewey, How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (Boston: Houghton Mifflin, 1933).
15 Vincent Colapietro, "Embodied, Enculturated Agents," in Dewey Reconfigured:
14 Gert Biesta and Nicholas Burbules, Pragmatism and Educational Research (Lanham, MD: Rowman and Littlefield, 2003).
Essays on Deweyan Pragmatism, ed. Casey Haskins and David I. Seiple (New York:
Rodopi, 1999), 155.
16 Roudy W. Hildreth, "Reconstructing Dewey on Power," Political Theory 37, no. 6 (2009): 791.
openness to new conditions that [liberate] the original impulse behind the habit to seek new forms of expression." 17 Acquiring these intelligent habits depends upon opportunities for continuous transactions within a vibrant community open to the potential of shared communication.
Individuality is an achievement, but not the achievement of the isolated individual. Rather, individuality is accomplished as part of a community practicing communal habits of inquiry and reflection, thereby imparting those habits to individuals. In turn, those individuals bring new ideas and perspectives into the social environment that disrupt customs and traditions and promote growth among fellow citizens. Hence, Dewey dissolves the dualism between individual and social, as the two thrive together.
In the self forged through habits, Dewey opens experience to what Christopher Lasch calls a "conversational relationship with the past" where one "seeks neither to deny the past nor to achieve an imaginative restoration of the past but to enter into a dialogue with the traditions that still shape our view of the world." 18 This dialogue is performed by individuals in transactional relations with others as they continually co-construct meaning while modifying individual habits to adapt to changing circumstances. Habituated agents continually use the past's "funded knowledge" as a basis for intelligent engagement and modification of customs and traditions. Through this communicative process, one's world of meaning is enriched as connections with one's world grow. Thus, Dewey's self is distinguished from the traditional unified self as well as the fractured self sometimes described in poststructural analysis, where the self is argued to be articulated entirely through discourse without any further grounding. By contrast, Dewey's self can be understood as neither fractured nor in unity, but rather in continuity as "we are constantly seeking to unify the story of our lives aesthetically." 19 The self tends toward stability over time as increased experience and understanding offer an individual greater control, understanding, and mastery over a multitude of environments.
Centrality of Communication to Growth
Dewey's notion of self in continuity illuminates how educators can foster agency among students, while highlighting the role of local community and its traditions in the process. In both classrooms and communities, communication within and between groups opens possibilities for rich learning
17 Roger Bergman, "John Dewey on Educating the Moral Self," Studies in Philosophy and Education 24, no. 1 (2005): 48.
19 Jim Garrison, Dewey and Eros: Wisdom and Desire in the Art of Teaching (New York: Teachers College Press, 1997), 145.
18 Christopher Lasch, "The Communitarian Critique of Liberalism," in Community in America, ed. Charles H. Reynolds and Ralph V. Norman (Berkeley: University of California Press, 1988), 178.
experiences where members articulate their impressions, receive feedback from others, and modify their positions, attitudes, and beliefs. As Dewey posits, when communication occurs, all natural events are subject to reconsideration and revision; they are re-adapted to meet the requirements of conversation, whether it be public discourse or that preliminary discourse termed thinking. Events turn into objects, things with a meaning. 20
In this process, connections are made that not only enrich understanding of the immediate matter but also imbue a broad range of topics with added meanings by virtue of connections made through the communicative process. In this way, communication enriches experience, connecting with impulses and honing habits toward more effective social action.
The act of give-and-take—of speaking and listening—produces meaning, but such meaning is not derived merely from the exchange of information. Although information exchange is important, a more crucial point of communication is the meaning created within the exchange. Meaning is achieved primarily through participation in the constructive process, the activity itself. Dewey asserts,
Meaning is not indeed a psychic existence; it is primarily a property of behavior, and secondarily a property of objects. But the behavior of which it is a quality is a distinctive behavior; cooperative, in that response to another's act involves contemporaneous response to a thing as entering into the other's behavior, and this upon both sides. 21
Dewey draws from Mead's analysis of intersubjective communication, based upon an anticipatory structure where individuals adjust to that anticipated from the "other" in what Biesta calls a "matrix of coordinated action." 22 As transactions continue, meanings are co-constructed and reconstructed as meanings are exchanged and become shared. Within the active process of participatory communication, the self is forged and meaning is achieved for both individuals and groups.
Communication also can be a consummatory experience—a pleasurable end in itself. 23 Meanings are not only enhanced in this process, they become shared. Barriers are broken down and communal action, including
20 John Dewey, Experience and Nature (1924; repr., Mineola, NY: Dover, 1958), 166. 21
22 Gert Biesta, "Redefining the Subject, Redefining the Social, Reconsidering Education: George Herbert Mead's Course of Philosophy at the University of Chicago," Educational Theory 49, no. 4 (1999): 483.
Ibid., 179.
23 Dewey, Experience and Nature.
further processes of inquiry, becomes easier to achieve. Through communication, an individual's habits become more flexible and varied, making further adjustment easier along with making an individual more sensitive and responsive to his or her environment. It is through this process of active participation in thriving transactional communities, while continually engaging in processes of common meaning making with others, in which Dewey's lost individuals can be "found" or, more precisely, how individuals are able to construct meaningful connections between themselves and the larger social and political world.
The Meaning-Making Functions of Communities
Focusing on Dewey's concept of communication clarifies his contention, made in The Public and Its Problems, that possibilities for creating the "Great Community" rest upon local communities' vibrancy composed primarily of face-to-face interactions. 24 When one considers Dewey's concerns about lost individuals in conjunction with his notion of democracy as "the idea of community life itself," 25 it becomes clear that daily interactions within local communities are crucial to forming democratic habits and dispositions. However, Dewey offers few details as to the particulars of these community transactions. Scholars in the latter half of the 20 th century, many of whose work loosely associates with communitarianism, offer some specifics.
Robert Putnam charts decline among voluntary associations, finding steadily diminishing participation in the 20 th century's latter decades. 26 Parentteacher organizations and other public meetings also have endured decreased participation, with attendance falling by almost half between 1973 and 1994. 27 Putnam's analysis is grounded in the concept of social capital, or participation in social organizations that facilitates mutually beneficial, social action. Putnam concludes "members of associations are much more likely than nonmembers to participate in politics, to spend time with neighbors, to express social trust." 28 Supporting research suggests social capital "is a by-product of the social interactions with a citizen's discussants" 29 and an important factor in facilitating political involvement.
Ray Oldenburg discusses the importance of informal gathering places, what he calls third places (neither work nor home), to the vitality of local
24 John Dewey, The Public and Its Problems (1927; repr., Athens, OH: Swallow Press, 1946).
26 Robert D. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Touchstone, 2001).
25 Ibid., 146.
27 Thomas H. Sander and Robert D. Putnam, "Still Bowling Alone? The Post-9/11 Split," Journal of Democracy 21, no. 1 (2010): 9–16.
29 Ronald La Due Lake and Robert Huckfeldt, "Social Capital, Social Networks, and Political Participation," Political Psychology 19, no. 3 (1998): 581.
28 Putnam, "Bowling Alone," 73.
community life. 30 Sites such as bars, taverns, coffee shops, and bookstores are places where patrons gather, often making subtle and informal local connections while deliberative democratic dispositions are cultivated. A third place is not just any bar or coffee shop, Oldenburg argues, but can be distinguished by its largely local clientele, its vibrant conversation, and its lack of outside distractions such as televisions or video games. Conversation is the main activity and younger members learn by observing the interactions of elders and, over time, join as full participants.
Oldenburg's examination of third places aligns with Dewey's understanding of democracy as more than a system of government, but also as a way of life 31 embodied in citizens' daily practices nurtured by a "thickly interwoven social fabric" 32 of relations which "signifies the possession and continual use of certain attitudes, forming personal character and determining desire and purpose in all relations of life." 33 Together with voluntary associations, third places are anchors of local neighborhoods and communities where thick connections encourage public responsibility in ways difficult to replicate through bureaucratic or other means. 34 Oldenburg's analysis speaks to the importance of fostering democratic habits through continual, direct engagement with familiar and perhaps not-so-familiar "others" on matters that range from trivial concerns to those of serious social import. Such communicative experiences foster habits of patience, openness, and the ability to participate meaningfully in conversation by listening carefully and speaking in turn. Communicative experiences also broaden individuals' horizons as they transact with diverse others.
From the perspective of Deweyan communication, the continuous meaning-making that occurs through direct conversation within voluntary associations and third places allows individuals to create meaning by making connections between their own lives and the larger world. These practices foster individuality even as individuals practicing them simultaneously make positive contributions to the community, suggesting theorists concerned about the state of democratic life should examine how citizens' and students' daily practices contribute to meaning-making. Additionally, as Oldenburg suggests, exploring how some practices encourage individuals to isolate themselves from
30 Ray Oldenburg, The Great Good Place: Coffee Shops, Bookstores, Bars, Hair Salons, and Other Hangouts at the Heart of a Community (New York: Da Capo, 1999).
32 Jean Bethke Elshtain, "Democracy at Century's End: The Social Service Review Lecture," The Social Service Review 70, no. 4 (1996): 508.
31 John Dewey, "Creative Democracy—The Task Before Us," in John Dewey: The Later Works, 1925–1953, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press), 224–230.
33 Dewey, "Creative Democracy," 226.
34 Christopher Lasch, The Revolt of the Elites and the Betrayal of Democracy (New York: W. W. Norton and Company, 1995).
meaningful engagement and pointing educators toward directions for achieving deeper connections between students and communities will, consequently, improve meaning-making among both youth and adults.
Town forums and public meetings are still commonplace in local communities. In conjunction with a variety of local settings, including but not limited to those highlighted by Putnam and Oldenburg, local forums and public meetings provide models for communication as common meaning-making and may also hold potential for fostering school and community connections wherein democratic dispositions can be cultivated by students through authentic participatory communication. I suggest if educators' goal is to cultivate individuality through robust social engagement, deeper inquiry into daily communication practices is warranted. More attention must be paid to the consequences of communication practices and habits and dispositions fostered through such practices.
In contrast to democratic dispositions cultivated in voluntary associations and third places, much prevailing contemporary cultural ethos encourages "an unprecedented state of impatience" 35 in which people attempt to accomplish an ever-greater number of tasks each day. Electronic devices allow people to "multitask," which may help increase efficiency but also fosters practices that contribute to more-narrowly utilitarian forms of interpersonal interaction. A focus on speed and efficiency and a hurried lifestyle neither encourage civic participation nor spending one's leisure time in third places. Rather, trends toward increasingly isolated home entertainment and, more recently, the popularity of mobile digital devices can be seen as an extension of the commodification and privatization of leisure, 36 in which users are encouraged to create a personalized world of mediated interaction based upon their own pre-constructed interests and preferences for social interaction and commodified entertainment. This offers the atomized individual a sense of empowerment through greater consumer choices, along with carefully controlling social interaction in both manner and degree.
Dewey argues such practices diminish the disruption of habits and consequently discourage growth and the formation of democratic dispositions. While technology itself is not to blame, assuming individualized practices do not affect user's dispositions and worldviews is based upon an impoverished conception of how humans create meaning. This understanding of meaningmaking, present in much of the scholarship in technological and media literacy, 37 separates mind and body by reducing experience and agency to
35 Cory Anton, Communication Uncovered: General Semantics and Media Ecology (New York: W. W. Norton and Company, 2011), 5.
37 Henry Jenkins, Convergence Culture: Where Old and New Media Collide (New York: New York University Press, 2006); Douglas Kellner and Jeff Share, "Critical Media
36 Zygmunt Bauman, "As Seen on TV," Ethical Perspectives 7, nos. 2/3 (2000): 107– 121.
conscious will divorced from one's daily practices and experiences. The technological and media literacy perspective derives from assumptions communication is merely the transfer of information, and presumes information can be received wholly through a screen or digital device.
While individualized preferences and practices do not preclude processes of common meaning-making, they obscure the process' potential of information, better understood as a by-product of discussions, debates, and other direct transactions. Christopher Lasch explains, "when we get into arguments that focus and fully engage our attention, we become avid seekers of relevant information. Otherwise we take in information passively—if we take it in at all." 38 Today's students and citizens are awash in information, but without the contextual shared communication that allows information to be transformed into meaningful knowledge, individualized entertainment practices and mobile digital devices are likely only to heighten the quagmire of lost individuals. A more robust understanding of Dewey's concept of habits, particularly habits' meaning-making functions of communication, can point educators and social theorists toward more fruitful engagement with the role of habitual practices and how they work to foster the components of individuality as well as a social spirit that makes one more likely to engage in communicative transactions with diverse others. Interwoven communities' model of thick communication can serve as a guide for the kind of connections made manifest in daily practices for both citizens and students.
Avenues for Educational Reconstruction
A pragmatist, Dewey asserts educators and policy-makers must make choices on which practices to value and emphasize in schools. 39 In order to make intelligent choices, educators must examine the consequences of what currently is valued. A preponderance of lost individuals immersed in processes of individualization can be understood as a consequence of current educational and social policies and practices. With respect to education, two features exemplify how US schools contribute to producing lost individuals.
The first feature is standardized testing. Enforced consequences of No Child Left Behind and Race to the Top narrow the range of practices within
Literacy, Democracy, and the Reconstruction of Education," in Media Literacy: A Reader, ed. Donaldo Macedo and Shirley R. Steinberg (New York: Peter Lang, 2007), 3–23; National Council for the Social Studies, "NCSS Position Statement: Media Literacy," Social Education 73, no. 4 (2009): 187–189; Howard Rheingold, "Using Participatory Media and Public Voice to Encourage Civic Engagement," in Civic Life Online: Learning How Digital Media Can Engage Youth, ed. W. Lance Bennett, (Cambridge, MA: The MIT Press, 2008), 97–118. 38
39 Cleo H. Cherryholmes, Reading Pragmatism (New York: Teachers College Press, 1999).
Lasch,Revolt of the Elites,163.
classrooms by constraining the freedom of teachers and, subsequently, learners. 40 Such testing mirrors the aforementioned ethos of efficiency that strips communication of its meaning-making elements and reduces education to the transmission of decontextualized bits of information. By focusing on narrow outcomes, students largely are precluded from constructing their own meaning as teachers are compelled to move their practices away from meaningful activities toward rote learning exercises.
The second feature that contributes to the production of lost individuals is less obvious and less explored in educational scholarship: the push for technological ubiquity in schools. Many proponents of technology reject the behaviorist learning assumptions of standardized testing and instead embrace constructivist learning, in which students are encouraged to explore and collectively deliberate shared problems. Such tasks can encourage students to engage in constructive communication that facilitates robust meaningmaking. Yet habits fostered as a result of digital immersion remain largely unexplored. Technology enthusiasts tout relevance to students' lives as a primary reason to immerse students in digital technology. 41 However, the broader habits of usage privilege models of interaction that, outside the controlled environment of the classroom, valorize utilitarian as opposed to meaningful engagement 42 and encourage consumerism 43 along with an everfaster acquisition of information often untethered from social meaning-making processes. Digital technology may foster habit-forming practices more consistent with the utilitarian logic of standardized testing than those associated with the meaning-making, communicative engagement of participatory democracy. One example is blogging, which has been argued as an effective tool to extend classroom conversations beyond school hours. 44 While blogging can offer learning benefits, the practice may have vastly different meanings in other social contexts. Outside of school, students may find blogging's oftenisolating, exclusive world a productively adaptive feature of contemporary life, while never considering the individualizing habits fostered through such practices.
While not dismissing obvious benefits to inquiry and potential meaning-making, educators should not treat digital technologies as inherently progressive. Educators employing a Deweyan lens should think not only about technology's immediate use value, but also about those habits inculcated in
40 Onosko, "Race to the Top."
42 Sherry Turkle, Alone Together: Why We Expect More from Technology and Less from Each Other (New York: Basic Books, 2011).
41 Jenkins, Convergence Culture; National Council for the Social Studies, "Media Literacy;" Rheingold, "Using Participatory Media."
43 Zygmunt Bauman, Liquid Modernity; Juliet Schor, Born to Buy: The Commercialized Child and the New Consumer Culture (New York: Scribner, 2004).
44 Rheingold, "Using Participatory Media."
such usage. Teachers should not only use digital technology in meaningful ways, but also engage students in critical, reflective explorations of social practices' habit-forming functions: digitally mediated or otherwise. While student relevance is a factor for educators to consider, relevance alone does not provide a sufficient rationale for digital ubiquity in schools. From a Deweyan perspective, educators' focus should be on developing socially spirited habits among students, and digital technology's use can be justified to the extent it facilitates development of students' socially spirited habits.
Conclusion
Dewey asserts schools alone cannot fix the social order, but can function as an important locus of social improvement. 45 One way educators can address concerns about lost individuals is by fostering deeper connections between students and their local communities. Place-based education scholars 46 advocate involving students in direct-inquiry projects assisting their communities. Such projects "can help overcome the disjuncture between school and children's lives," 47 an important step in recovering lost individuals. Locally, citizenship can be crafted by avoiding didactic lectures, since students make connections and find agency through participation in community projects. Academically, local connections can be used further to enlarge students' worlds by connecting local concerns regional, national, and international concerns. In the process of expanding outward from the local to the global, Dewey identifies his vision of the Great Community. 48 Place-based learning, service-learning projects, and other community education initiatives all provide fruitful avenues to further inquiry addressing lost individuals.
Dewey suggests discussion and shared communication are vital practices that challenge the notion of reducing learning to a series of decontextualized skills. Such practices should be viewed as a crucial piece of a larger educational ecology that extends beyond the classroom into the community's broader social fabric. From this perspective, intersubjective communication is the heart of meaning-making and, hence, the learning process. I argue for a much stronger role for student-to-student discussion and coöperative learning projects in addition to interdisciplinary learning and the aforementioned community-education initiatives—all of which offer students opportunities to make meaning together while using formal and informal learning in an integrated manner. Discussion and shared communication promotes an orientation toward the common good by tackling common
45 John Dewey, Experience and Education (New York: Touchstone, 1938).
Gregory A. Smith, "Place-Based Education," Phi Delta Kappan 83, no. 8 (April 2002): 584–594; Paul Theobald and Jim Curtiss, "Communities as Curricula," Forum
47 Smith, "Place-Based Education," 584.
46 for Applied Research and Policy 15, no. 1 (2000): 106–110.
48 Dewey, Public and Its Problems.
problems, 49 cultivating socially spirited habits 50 and teaching civicmindedness 51 —characteristics that begin to address concern for lost individuals. Calls for digital and technological literacy should be considered within this learning ecology. From a Deweyan perspective, such practices should not be viewed as isolated skills to be obtained regardless of context, but rather as one set of tools among many that potentially can deepen social meaning for students in particular contexts. Students should critically and experientially explore the consequences of using digital technology in various contexts—examining how it can both help and hinder social meaning-making.
However, formal schooling alone cannot recover lost individuals. While educators can create safe and productive spaces for students' meaning construction, students' experiences will not necessarily translate into productive, worldly citizenship. Merging classroom activities to lived experience in local communities offers increased possibilities for students to find themselves in relation to the larger world. Schools can play a crucial role by crafting habits and dispositions geared toward inquiry and open communication, as well as direct engagement. A stronger focus on cultivating such habits within schools, while fostering school-community relations are some important ways to address the quagmire of lost individuals.
49 Benjamin Barber, "Challenges to the Common Good in the Age of Globalism," Social Education 64, no. 1 (2000): 8–13.
51 Walter C. Parker, "Public Discourses in Schools: Purposes, Problems, Possibilities," Educational Researcher 35, no. 8 (November 2006): 11–18.
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MUN STUDY GUIDE UNEP COMMITTEE
1. INTRODUCTION TO THE CHAIRS
Hello and welcome to this year's NCYMUN. We will be your chairs Eva, Juliette and Djena in this United Nations Environment Program committee.The three of us are in the OIB section in Jeanne d'Arc high school and assisted once or twice at the MUN from previous years (therefore we know what it's like being delegate). Our role as chairs is to guide you through these two MUN days as well as keeping your debates flowing and ensuring that the rules are followed by all of the delegates. Naturally we will also assure that this experience will be fun and interesting for all of you. We hope you will enjoy it !
2. INTRODUCTION TO THE COMMITTEE
The United Nations Environment Programme or UNEP is an assembly which headquarters are located in Nairobi, Kenya. It was and still is a completely dependent organization of the United Nations. It was a governing council founded in June 1972 by Maurice Strong, after the United Nations Conference on the Human Environment. Its main goals were coordinating organizations activities regarding environment, and assisting developing countries in making environmental policies. In June 2012, this assembly was strengthened and upgraded in the course of the United Nations Conference of the Sustainable Environment or Rio+20 : environment was now a big issue and at the center of discussions.
During these 47 years of activity, the assembly did multiple notable achievements :
Limiting emissions of gases in 1987 because of its impact regarding the ozone layer.
Limiting toxic mercury with a treaty in 2012.
Sponsoring solar loan programmes that helped 100,000 people in India.
With the UNESCO they promoted and were heavily involved in raising environmental awareness in education from 1975 to 1995.
In a forum held in Germany in 2008, UNEP called for facilities for electric vehicles.
Regarding protection for seas, education about this topic and interventions had taken place in countries affected by an alteration of the sea levels.
Up to this day UNEP is still working on future achievements for the environment.
UNEP has no executive powers but on the other hand has many mandates such as :
o integrating climate change solutions within countries
o ecosystem management and restoration and sustainable development
o post-conflict and disaster management
o environmental governance, implementing through laws, institutions and policies a sustainable development
o resource efficiency : ensuring natural resources are produced and consumed with respect towards the environment.
o minimizing the impact of harmful substances
1. INTRODUCTION TO THE TOPIC
- 1) Ensuring the protection of wildlife
Wildlife includes animals, but also plants, insects, molluscs… that haven't been domesticated and live in a wild area. However, the important place taken by humans on Earth tend to modify their habitat and create situations of great danger.
Wildlife can be put in danger in several ways: it's sensitive to great climate or landscape changes, hunting, pollution…
Hunting was the very first method humans used to feed themselves. For years, our ancestors were living according to animal migrations. Nowadays, we feed ourselves using agriculture and farming, as sedentary beings, but still hunt as a hobby (trophy hunting, so it can become lucrative) or an additional way to bring food at home. But if hunting was necessary for our ancestors, is it dangerous nowadays?
Hunting today is unnecessary, and most of those practicing it aren't professional and only get an agreement for it. It's the same for fishing. When it's not done right, killing an animal may cause it intense suffering before death.
Hunting is also a way to gain money: excepted for indigenous people (and it's still very regulated), whaling is forbidden since 1986.
Can we hunt everywhere? No, it depends of the countries or the territories. For example, in the USA, around half of the states allow hunting and fishing, while the other half only allows fishing, or nothing at all. In France, you've to go through a test to make sure you're able to hunt or fish legally.
But even performed a legal way, hunting is a real danger for the biodiversity, as it led to the extinction of several species, as the Caspian tiger or the passenger pigeon.
Climate change has an impact on the repartition of species all around the Earth. This graph shows how the temperature evolved from 1880 to nowadays:
We can observe a great and fast increasement of the global temperature since the 80s. Such increasement leads to major changes for wildlife, as Earth's biodiversity adapts itself to the temperature. High temperatures dry lakes or seas and kill dozens of species living in it, when it doesn't totally extinguish them. Natural hazards, such as earthquakes, also cause changes in the landscapes and destroy species' habitat.
Human activity is as deadly as natural hazards. Wood, for example, is used in numerous ways to respond to needs, or simply to the consumer's demand. But deforestation includes the destruction of biodiversity and habitats. It also creates pollution which endangers the biodiversity a lot: the presence of fuels and materials in ecosystems is unnatural, putting their species in danger. They can also choose to run away, creating lifeless zones.
Biodiversity can also be responsible of its species' disappearance. By adding new species in an ecosystem, the whole territory's food chain becomes unbalanced. This can cause damages to the ecosystem itself, threaten species and even endanger humanity or its economy.
- 2) regulating the greenhouse gas emissions in order to slow down climate change
Greenhous gases, fleeting in the atmosphere, catch infrareds due to the heat emitted by Earth. Those infrareds, because of the greenhouse gases, cannot leave the atmosphere and cause an increasement of the planet's global temperature. This causes major problems as the melting of icebergs, north and south poles, and great changes in ecosystems. Here is a scheme of how this works:
Scheme: https://www.epd.gov.hk/epd/misc/ehk08/en/crossboundary/index.html
What are greenhouse gases made of? As said in the name, it reunites different types of gases:
Graph: https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=2ahUKEwjOqIvYiILkAhWFxoU KHWi1AG0QFjACegQIBRAB&url=https%3A%2F%2Fwww.epa.gov%2Fghgemissions%2Foverviewgreenhouse-gases&usg=AOvVaw0WIm9EUef5flWSfz467az9
(as said on the website, the percentages don't hit 100% due to automatic rounding of the data.)
The presence of those gases in the atmosphere is due to several factors: the production or use of fossil fuels, agriculture, chemical reaction and industrial activities (= mainly human activities) The big issue here is to find a way to reduce the gas emissions while conserving those activities, which can be essential for our economy.
- 3) fighting against atmospheric and water pollution caused by urbanisation
ATMOSPHERIC POLLUTION
Between 1960 and 2010, the global CO2 emission was multiplied by 3.5 (from 9 396 705.835 to 33 472 376 kilotons). During the same period, the part of people living in urban areas was multiplied by 4 (from 1 to 4 billion). This implies the creation of buildings, quarters and city and the use of numerous resources such as raw materials, human strength and vehicles.
CO2 emissions in kilotons (1960-2014)
Source: https://data.worldbank.org/topic/climate-change
Percentage of the population living in urban/rural areas between 1950 and 2050 (predicted data)
Source : https://www.blackrock.com/ch/individual/en/themes/megatrends/urbanisation
All those factors have an impact on the environment. To build a house are needed the equivalent of 500 tons of CO2. Below is a graph showing the quantities of CO2 created according to the material that is used. The negative data correspond to the CO2 stored in the process.
Source : https://citu.co.uk/citu-live/what-is-the-carbon-footprint-of-a-house
The main issue here is to provide the respect of environment while people keep moving from the countryside to the city. Cities are consuming 78% of the produced energy and produce themselves 60% of the emitted CO2. Climate change is also an important factor of development for those cities: climate hazards are a danger for the inhabitants, the buildings and the green spaces (such as gardens, parks or agriculture in urban areas.)
The World Meteorological Organization (WMO) is an NGO publishing every year a report about world climate. Here's the link to the 2018 report published this year : https://library.wmo.int/doc_num.php? explnum_id=5789
In this report, it is said that 2018 knew periods of intensive warmth, mainly in the Arctic, where it reached over 3°C higher than usual. The presence of air pollutants creates global warming and saturate the ozone layer.
In developing or poor countries, cities lack of decisions and acts about environment and climate change. People live in unstable and unhealthy areas, sometimes in shanty towns when the areas are poor.
However, they try to adapt to climate change and, for those having the adequate resources, to attenuate its consequences. Cities must invest in infrastructures that could manage the climate change while having a minimal impact on it. To reduce the impact, another solution is to use the appropriate resources and energies (mostly renewable ones).
Organisations and actors (such as UN-Habitat) help the less-developed countries to face the change and to adapt themselves. Shapes taken by the solutions are numerous: ecocities, intensive use of solar panels…
WATER POLLUTION
A water is considered polluted when it contains harmful substances that make it undrinkable, dangerous for health, and unwelcoming to the development of life forms. Urbanisation is one of the main causes of water pollution. The implantation of building has a direct effect on soil and water composition. Fertilizers use for agriculture can reach rivers, lakes… and cause the appearance and rapid growth of seaweeds that will choke all other life forms. Wastes and chemical products rejected by the industries and building are also carried by the water, sewage water isn't always perfectly cleaned.
Those changing are modifying the main factors that make water drinkable or welcoming: pH, temperature, clarity, amount of nutrients and minerals.
Today, it's around 80% of the sewage water that's rejected in the environment, we may drink a part of it every day. In fact, not only sensible, poor or developing countries are threatened by the presence of chemical products in the water they drink. In America were found residue of arsenic directly in 'drinkable' water.
This pollution of water has various bad effects on the environment.
Changing its temperature means changing the feature of life forms' habitat. They may not be prepared for it and disappear. Increasement of the water's temperature also leads to the melting of icebergs and the development of seaweeds or aquatic flora.
Water pollution leads to air pollution: when water evaporates, the particles of potential chemical products mix with those already floating in the air.
1. HISTORY OF THE TOPIC
- 1) Ensuring the protection of wildlife
As said in part III.1, dangers threatening wildlife can be caused by human activity. In a report of the North Carolina States University, it's stated that in America, the disappearance of various species in the past is linked to the arrival of Europeans in the 1400s, while Natives (Amerindians) were already occupying the territory. They disappeared because of the diseases carried by the Europeans, and wildlife became threatened when they started to destroy their habitats to build ranches and hunt wild species.
In America, movements for the protection of wildlife started in the 1930s, funded by numerous groups including scientists, clubs and engaged associations. This led to acts about reducing the use of pesticides, hunting or chemicals in agriculture. This report also highlights the fact that, even before the 20 th century, movements of resistance against massive hunting (of bison for example) started but were rarely taken seriously. At the origin of the North American Model of Wildlife Conservation, a judge from New Jersey quoted in 1842 the Magna Carta, decreeing that available wildlife was everyone's propriety, and was a crucial element ensuring our alimentation.
Such actions for the protection of wildlife also occurred by the past in other countries. For example, in Sri Lanka in 1889, when were shown the disastrous effects of commercial exploitation of wildlife.
In a global way, when did movements of conservation of wildlife begin? John Evelyn, an English writer, presented in 1662 to the court a work entitled "Sylva or a discourse on forest trees and the propagation of timber in His Majesty's dominions", about deforestation. What's known as modern conservatism tend to be linked to the late 18 th century, at the same period as the industrial revolution. Example of France and Prussia, where intensive agriculture and forestry developed as the same period, are often quoted. A link is also established with the technological development of the tools used by scientists, who could make more precise studies and make concrete climatology studies. Their investigation allowed them to see that human activity, increasing with the industrial revolution, was clearly damaging the environment.
Conservation includes the creation of protected zones such as national parks. The first one was created in Mongolia in 1778.
- 2) regulating the greenhouse gas emissions in order to slow down climate change
The production of greenhouse gases was linked to global warming in 1896, when the Swedish scientist Svante Arrhenius exposed the similarities between the concentration of those gases in the atmosphere and the global temperature. Chamberlain and him studied the case together and concluded that doubling the concentration of greenhouse gases in the air would add 5°C at the global temperature. However, their researches weren't taken seriously at that time, due to a lack of knowledge on the subject and the global thought that our actions couldn't be toxic for the environment (The human brain has difficulties to represent itself things that don't belong to its scale, such as planets. For that reason, it's even harder to imagine such consequences as the one we know today without scientific supports).
72 years before, similar researches were made by the French scientist Jean-Baptiste Joseph Fourier. However, the same lack of scientific progress made those researches barely known by everyone, even if it became the basis of future researches on the subject, such as John Tyndall's ones in the 1850s.
With the development of infrared spectroscopy (the encounter of infrareds and matter is a way to study chemical substances), it was revealed that greenhouse gases were intercepting infrareds. As we know today, this reduces the chances of infrareds to leave our atmosphere and participates to global warming.
Between the 1950s and 1960s, data began to be seriously collected, which led to the creation of the very first CO2 concentration curves made with data collected with modern technology. At that time, what was detected is a tendency for the global temperature to lower. 20 years later, the same curves started to show an increasement of the global temperature. If before people were fearing a new Ice Age, they then questioned the existence of a potentially dangerous global warming in the future. Numerous studies on the subject were made in the 90s, the media also worked on showing how negative the impact of greenhouse gases could be (in their own way). Nowadays the case is still studied with attention, as temperatures tend to rise faster than by the past.
- 3) fighting against atmospheric and water pollution caused by urbanisation
In part III/3, the graph about population living in the urban/rural areas shows us that, between 2000 and 2010, the number of people living in urban areas increased quickly and became higher than the number of people living in rural areas, which stabilised and started to lower.
It's important to define the reasons of this change. First, human population is naturally increasing over time, because death rate is lowering faster than birth rate, and we tend to live longer due to the progresses of medicine and quality of life. This leads to the creation of infrastructures for services and new homes, so to a form of urbanisation, as cities are more attractive than rural areas in term of access to those services. Cities also have more employment opportunities, which leads to migration from the countryside to the cities.
In the past, people started to live in 'cities' when they understood they could live using product from agriculture, and not only from hunts. This led to the creation of towns, cities, in which people could stay without having to move to find food. As sanitary infrastructures weren't very developed, most of the wastes were directly left outside. With time, populations learnt how to deal with their wastes and most of the organised cities remained very rural and centred around agriculture until the first Industrial Revolution in the mid-nineteenth century. In the following century, many changes in air and water quality were observed: smog, acid rain… Nowadays, the atmosphere is full of particles of numerous gas and materials used for the factories. The presence of those particles is sadly favouriting asthma, heart attacks and reduces life expectancy.
For centuries, the respect of water potability was also a mystery for humans. Unwillingly, we polluted sources and ground water with our wastes and excrements, delivering there an incredible quantity of bacteria, diseases and chemicals. Some very dangerous, as cholera or typhoid, are the cause of deadly epidemics that occurred in history. Water pollution was also intensified by the Industrial Revolution, as the factories decided to throw their wastes literally in the water, or to bury them. Nowadays, according to the UNESCO, it's 70% of those wastes that are rejected in the environment.
1. DISCUSSION OF THE TOPIC
- 1) Ensuring the protection of wildlife
There's no doubt wildlife in its entirety is something sensitive and flimsy, but its existence is crucial for the stability of food chains, life itself, and economies. No doubt either that, because of human activity, hazards, progresses or simply time, our Earth is changing. Wildlife, as does mankind, must adapt to those changes. Or is this the contrary?
Most of those changes are due to human activity. It deteriorates habitats, as do the factories by rejecting their wastes into the ecosystems, or directly help the extinction of species, as do abusive hunting or fishing. Regulating those activities would be a way to protect wildlife, but it means finding a brand-new way to organise our economies and our way to work, develop ourselves, and respond to major or minor needs.
What are, today, the major issues we encounter while trying to protect wildlife? First thing to quote is the relative will of some governments to take this danger seriously, as some also still refuse to see the changes occurring on our planet. The problem is that both are linked and ignoring them will lead to irreversible and important phaenomenon and extinctions.
Wildlife was there a long time before humanity's appearance: there is no more concrete example that it's able to take care of itself. Humans introduced monoculture (in agriculture) while the natural way to grow plants is using polyculture (growing several species sharing the same environment, just as we can observe in forests). Nowadays, we can observe conflicts or encounter between wildlife and humanity often leading to destruction. For example, small animals we may kill while driving (because roads were constructed near forests or lakes), wild animals unintentionally killed during safaris to prevent attacks, or even the settlement of humans in ecosystems. That's what the African Wildlife Foundation depicts, using the following example:
"In our Kilimanjaro landscape in Kenya, for example, only three elephants died in 2015 from poachers engaged in the illegal wildlife trade—but 24 were killed due to human–elephant conflict."
They are also quoting the Kilimanjaro Landscape Manager Noah Sitati, saying:
"The historic Amboseli–Chyulu corridor that is used by elephants is shrinking quickly due to human settlement and agriculture,"
Even if we all live on the same planet, it's crucial to consider putting some distance between humanity and wildlife, not to segregate (because we also need each other) but to protect and assure the longevity of both of us.
- 2) regulating the greenhouse gas emissions in order to slow down climate change
According to the main causes of greenhouse gases' production nowadays, the solution would be to lower as much as possible human activities including fuel combustion or chemical reactions. The issue here is to maintain a lowered level or such actions without putting our economy, mainly working with those factors, in danger. What would be interesting is finding substitutes to the fuels at the origin of greenhouse gases' creation that aren't harmful for the environment, or to develop sustainable fuels working as fossil fuels.
Despite all the technological advancements we have today, it's still impossible to reduce directly the presence of greenhouse gases in the atmosphere. However, lowering its production will help this reduction. Taking in consideration it could be possible without any issue, it could even lead to a lowering of global temperatures, which could avoid heat waves as we saw this summer. The contrary would however lead to an increasement of the probability of knowing such long periods of heat waves (2 weeks this summer).
The countries targeted are those emitting the most greenhouse gases, which also are those (logically) relying the most on fossil fuels. To reduce their use of such fuels, they have to choose an alternative offering a low cost and the same result.
As fossil fuels are greatly used in exportation, we can link this phenomenon to the increasement of greenhouse gases' quantity in the atmosphere. Nowadays, the most developed countries are partly ruled by the idea that consumerism is one of the bases of the society and that buying must be a pleasure, which's the reason consumers are always looking for the lower prices. More and more, the production of goods is the job of workers living in developing countries with low wage and bad treatment.
In such society, the consumer isn't really the one to blame, expect for keeping the same consuming habits. An individual move has to be done to reduce our own impact on the environment, while warning the big societies about how dangerous their actions can be is a global move to be done.
- 3) fighting against atmospheric and water pollution caused by urbanisation
The main issue here is to contain and lower the production of atmospheric and water pollution, to ensure everyone's (including Earth) health and longevity. For this, it's important to find a balance between the human activity (often linked to the production of goods, necessary or not) and the means used to preserve environment. In fact, some states would prefer one factor to the other, but an unbalanced use of them could lead to even bigger issues.
The WMO's annual report allows us to have a chronological view on the changes that occur, and of the danger that those changes mean. The 2018 report contains a statement of the United Nations Secretary General António Guterres worried about the future, and saying:
"These data confirm the urgency of climate action. This was also emphasized by the recent Intergovernmental Panel on Climate Change (IPCC) special report on the impacts of global warming of 1.5 °C. The IPCC found that limiting global warming to 1.5 °C will require rapid and far-reaching transitions in land, energy, industry, buildings, transport, and cities, and that global net human-caused emissions of carbon dioxide need to fall by about 45% from 2010 levels by 2030, reaching "net zero" around 2050"
The UN are allied to NGOs such as the WMO to fight against pollution. But how about urbanisation? Nowadays, our planet knows a massive urban growth, and it's hard to think about stopping this phenomenon. First, urbanisation very often leads to an economic development of the territories, which benefits to the populations. According to the human rights, people have the right to choose where they want to live, either in the countryside or in town. They are also free to choose the job they want, and cities offer way more propositions. If urbanisation was stopped, people would have to find a job in their area, while they could deserve a better place.
In a way, it doesn't pollute more to live in a city. As studied in the USA, people living in the countryside use more energy than those living in the cities. The big problem is to lower the production of gas, and the releasement of dangerous products in the environment. Another feature of urbanisation is that it tends to lower birth rate, as city-dwellers dispose of less space to live.
About the environment, it's clear that some infrastructures have been created to fight against pollution: but they cannot handle the totality of what's produced, and their creation result of some financial sacrifice.
Is stopping totally urbanisation the good solution? Can we remain confident and trust the already created infrastructures? Again, it's a question of balance between human production and environment protection.
1. BLOC POSITIONS
A few treaties concerning the conservation of wildlife, the regulation of greenhouse gas emissions and the cleaning of polluted water.
1. The Bern Convention
The Convention aims to ensure the conservation of wild flora and fauna species and their habitats. Special attention is given to endangered and vulnerable species, including endangered and vulnerable migratory species specified in appendices.
The Parties undertake to take all appropriate measures to ensure the conservation of the habitats of the wild flora and fauna species. Such measures should be included in the Parties planning and development policies and pollution control, with particular attention to the conservation of wild flora and fauna. The Parties undertake to promote education and disseminate general information concerning the need to conserve species of wild flora and fauna and their habitats.
2) United Nations Framework Convention on Climate Change (unfccc)
The UNFCCC is a "Rio Convention", one of three adopted at the "Rio Earth Summit" in 1992. Its sister Rio Conventions are the UN Convention on Biological Diversity and the Convention to Combat Desertification. The three are intrinsically linked. It is in this context that the Joint Liaison Group was set up to boost cooperation among the three Conventions, with the ultimate aim of developing synergies in their activities on issues of mutual concern. It now also incorporates the Ramsar Convention on Wetlands.
Preventing "dangerous" human interference with the climate system is the ultimate aim of the UNFCCC.
Main actions of the convention :
- Recognized that there was a problem
- Sets a lofty but specific goal.
- Puts the onus on developed countries to lead the way.
- Directs new funds to climate change activities in developing countries
- Keeps tabs on the problem and what's being done about it
- Charts the beginnings of a path to strike a delicate balance
- Kicks off formal consideration of adaptation to climate change
3) Convention on the Protection and Use of Transboundary Watercourses and International Lakes
The Convention on the Protection and Use of Transboundary Watercourses and International Lakes, also known as the Water Convention, is an international environmental agreement and one of five UNECE's negotiated environmental treaties. The purpose of this Convention is to improve national attempts and measures for protection and management of transboundary surface waters and groundwaters. On the international level, Parties are obliged to cooperate and create joint bodies. The Convention includes provisions on: monitoring, research, development, consultations, warning and alarm systems, mutual assistance and access as well as exchange of information.
Environmental issues and taken actions in each country :
China →
The urgency of China's environmental situation has struck many people in the past year or so, especially since the Copenhagen climate conference. In the battle against climate change, China probably matters more than any other country, because it currently produces more greenhouse gas than anyone else. China promised to meet the following four key targets by 2030:
- To reach a peak in annual carbon dioxide emissions.
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- To cut carbon dioxide emissions (per unit of GDP) by 60% to 65% from 2005 levels.
To increase the share of non-fossil fuels in its energy mix from about 11% in 2016 to 20%.
- To increase by about one-third the amount of total forest cover from 2005 levels.
Usa →
The environmental policy of the Trump administration represents a shift from the policy priorities and goals of his predecessor, Barack Obama. While Obama's environmental agenda prioritized the reduction of carbon emissions through the use of clean renewable energy, the Trump administration has sought to increase fossil fuel use and scrap environmental regulations.Trump's "America First Energy Plan", focuses on increasing the use of fossil fuels without mentioning renewable energy. People in America have a high standard of living, but this has come at a price to the environment. The USA is the second largest contributor to global CO2 emissions, at 6870 million metric tons in 2014 alone. Furthermore, per capita (i.e. per person) emissions in the USA are very high at 16.49 tons in 2014. For comparison, the average emissions per person in China it is around 7.54 tons per person.
France →
A shift away from industry over the past 30-40 years has led to many improvements in France's environmental issues; however, a 2014 assessment by the European Environment Agency found that France can still improve. Although the reduction in industrial production has improved air quality in France since the 1990s, an increase in transportation infrastructure has caused the emissions produced from that sector to remain constant. Deindustrialization has also led to less water pollution from production facilities and urban wastewater. While this may be true, the water pollution that originates from agricultural sources has remained consistent in France. As a member of the European Union, France is trying to change resource usage and production habits to ultimately reduce environmental concerns. Many national and territorial action plans are being carried out by the French government in an effort to reduce emissions of pollution into water. In particular, the country's Ecophyto action plan and designation of nitrate vulnerable zones are leading to transformations in agricultural practices. Additionally, French wastewater treatment plants are being improved through the implementation of various infrastructure programs.
Germany →
The Paris Climate Agreement has a specific article on the protection of forests, and Germany plays a lead role in helping developing countries to save forests in the tropics. Germany, like the rest of the world, faces the consequences of global warming but the country has been one of the global leaders in battling carbon emissions.
The country does a lot of efforts, one effort involves the increasing the efficiency of the use of resources. The German government has set a goal of trying to use fewer resources while maintaining the same amount of prosperity and according to a 2014 report, efficient use of raw materials in 2020 is expected to be double that of 1994. Germany is often mentioned among the world leaders in clean technology and according to the United Nations Framework for Climate Change, the number of German clean technology patents more than tripled between 2007 and 2013.
An interesting video : https://www.youtube.com/watch?v=EvceQ0T80Zc
Sweden →
Human settlements occupy just 3 percent of the land in Sweden, which is a country about the same size as California, and forests cover 69 percent of the land. About 7 percent of the land is used for agriculture as subarctic conditions make viable farming difficult in the northern reaches of the country. According to conservation groups, one of the biggest environmental issues in Sweden is the consequences of the logging industry. Another major environmental issue facing Sweden is the pollution of the Baltic Sea caused by pollutants from agriculture sources and waste treatment facilities. Despite having several significant environmental issues, Sweden has positioned itself as one of the more progressive countries on environmental issues. Since 2005, Sweden has prohibited the selling of plastic drink bottles that do not comply with an approved recycling program.
Sweden hosted the first UN conference on environment, resulting in the United Nations Environment Programme (UNEP) which is the leading global environmental authority.
Singapore →
Environmental issues in Singapore include air, water pollution, and deforestation. The government established the Singapore Green Plan in 1992 to help with environmental problems. Since the founding of Singapore in 1819, more than 95% of its estimated 590 square km of vegetation has been cleared.
Qatar →
Environmental responsibility is vested in the Ministry of Industry and Agriculture. An Environmental Protection Committee was created in 1984 to monitor environmental problems. Conservation of oil supplies, preservation of the natural wildlife heritage, and increasing the water supply through desalination are high on Qatar's environmental priority list. Air, water, and land pollution are also significant environmental issues in Qatar. In addition to smog and acid rain, the nation has been affected by the air pollution generated during the Persian Gulf War. Pollution from the oil industry poses a threat to the nation's water. The nation's soils have been damaged by pesticides and fertilizers, and its agricultural land is in danger of desertification.
Finland →
In addition to affecting forest biodiversity, the Finnish logging industry has played a part in contaminating rivers and groundwater, with fertilizers from the agriculture industry also adding to this pollution. In the 1980s, sulfur and nitrogen pollutants were greater in Finland than in many other European countries. In spite of the report, Finland has, like many European countries, embraced many progressive environmental protection and sustainability policies.. These policies are beginning to bear fruit as numerous reports show improvements in polluted lakes and rivers. Furthermore, air quality has risen significantly around industrial locations and the country has created a network of protected nature areas.
Spain →
Over the past 15 years, Spain has considerably improved its environmental policies. An environmental performance report from OECD highlights the following achievements of the country:
- Strengthened legislative and institutional environmental framework at regional and national levels, on the basis of EU directives and new laws
- Enhanced quality of coastal bathing waters and municipal water infrastructure
- More emphasis on biodiversity and nature in terms of Natura 2000 proposals, management of protected areas, a national biodiversity strategy, and better international co-operation
- Recent revision of water management policies to adhere to the EU water framework directive
- Renewed commitments to climate change policies to match with EU and Kyoto commitments
Portugal →
The Costa government remains committed to the development of renewable energy sources, but a renewal of the generous pre-crisis public support given to wind power appears unlikely. The government gave its approval to a nuclear facility in Spain that will draw on river water upstream of Portugal. The country ratified the Paris climate-change accord in late 2016. A National Strategy for Sustainable Development has long been under discussion, but implementation continues to be postponed. The country largely works through the European Union on international environmental issues, and is particularly active in promoting global protection of marine environments.
India →
Air pollution, poor management of waste, growing water scarcity, falling groundwater tables, water pollution, preservation and quality of forests, biodiversity loss, and land/soil degradation are some of the major environmental issues India faces today. Due to uncontrolled dumping of chemical and industrial waste, fertilizers and pesticides, 70% of the surface water in India is polluted. The country is unable to propose valuable solutions due to its limited budget.
Morocco →
The Kingdom of Morocco has introduced a sustainable development policy that shares a role in the longterm environmental strategy that it aimed to protect the country's environment and natural resources. Nevertheless, the country is facing
Useful docuement : https://moroccoonthemove.com/wp-content/uploads/2015/08/FS_Environment- Fact-Sheet.pdf
Malta →
Malta's most significant environmental problems include inadequate water supply, deforestation, and the preservation of its wildlife. The country's extremely limited fresh water resources have led to increasing dependence on desalination. The nation's agriculture suffers from lack of adequate water for crops due to limited rainfall. Malta's government has made recent efforts to control environmental damage including passage of the Environmental Protection Act of 1991 and the creation of a Ministry for the Environment. The Ministry of Health and Environment belongs to the International Union for The Conservation of Nature and Natural Resources. In cooperation with the World Wildlife Fund, the Ghadira wetland area was made a permanent nature reserve in 1980. According to the United Nation reports in the mid-1990s, a significant proportion of Malta's animal and plant life is in danger of extinction.
Luxembourg →
The environment of Luxembourg has been affected by the country' rapid population growth (9% between 2000 and 2007, 34% in economy), its heavy road traffic (75% of fuel for vehicles from outside Luxembourg) and its lack of renewable energy resources. A recognized European leader in green and sustainable finance, Luxembourg is stepping up its commitment to support the efforts of the International Network of Financial Centers for Sustainability. Luxembourg's commitment to financial innovation and sustainable finance has led to the launch of a wide range of initiatives, including the first Stock Exchange dedicated to green, socially responsible and sustainable securities: The Luxembourg Green Exchange (LGX) in 2016.
Australia →
Land clearing is a major source of Australia's greenhouse gas emissions, and contributed to approximately 12 percent of Australia's total emissions in 1998. The consequences of land clearing include dryland salinity and soil erosion. These are a major concern to the landcare movement in Australia.
More about it here : http://theconversation.com/the-state-of-australia-our-environment-26035
1. QUESTIONS A RESOLUTION MUST ANSWER
As demonstrated in this study guide, the environmental issues we are facing nowadays are worsening as the years go by. Some small annoyances that we are occasionally facing (such as the heatwaves) could be part of our future daily life if we don't take action. The thing is, those issues are tricky and depending on each country's economic situation and climate, they are more or less easy to solve.
For example, some of the UNECE's water related problems are of water quantity and water quality, high water stress and overexploitation of water resources, increasing droughts and floods, contaminated water resulting in water-related diseases, etc. These issues are hard to solve due to transboundary nature of water sources. More than 150 major rivers and 50 large lakes are either shared or are situated along the borders of two or more countries. Among countless, another issue would be the fast fashion. Despite all its negative aspects it seems impossible to deny its usefulness, especially for middle classes in developed countries. Shops such as H&M or C&A achieve to produce "trendy" product at minimal costs and achieve to renew their collections almost weekly. Of course the business behind this practice is degrading both for the employees and the environment, but still we cannot underestimate the importance of such infrastructures in the modern society of developed countries. As for every issue, Our actions towards the climactic urgence are moderated by various factors including economic, geographical and societal ones. Not every country can afford to change and to use its resources sustainably, the same way past generations didn't see the need to worry for the environment. Our present generation has raised awareness about the matter, but maybe too late. During the conference, you will have to discuss various matters and possibly (hopefully) be able to find a solution that would permit every country to take action in the environmental field in order to stop the growing consequences of pollution, deforestation, etc. You will have to find compromises with countries who openly ignore the problem, to raise awareness even more and to find a solution concerning the poorest countries (indeed poverty and environmental problems often proceed together).
Good luck !
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https://www.environmentalscience.org/conservation
- https://www.lenntech.com/greenhouse-effect/global-warming-history.htm
https://www.eia.gov/energyexplained/index.php?page=environment_how_ghg_affect_climate https://www.canr.msu.edu/news/greenhouse_gases_their_impact_on_climate_change https://earthbuddies.net/the-history-of-greenhouse-effect/
- https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=79940&printable=1 https://www.lenntech.com/population-growth-and-environment.htm
https://saylordotorg.github.io/text_social-problems-continuity-and-change/s17-01-a-brief-history-of- urbanizatio.html
https://www.history.com/topics/natural-disasters-and-environment/water-and-air-pollution
5.
- https://blogs.scientificamerican.com/extinction-countdown/the-biggest-issues-for-wildlife-and- endangered-species-in-2019/
https://www.awf.org/blog/beyond-wildlife-trafficking-other-conservation-challenges
- https://www.vox.com/the-goods/2018/10/12/17967738/climate-change-consumer-choices- green-renewable-energy
- https://www.worldbank.org/en/topic
https://www.gfdrr.org/sites/default/files/publication/weathering%20the%20change_web_0.pdf https://library.wmo.int/doc_num.php?explnum_id=5789
https://blog.nature.org/science/2016/03/10/why-stopping-urbanization-impossible-misses- environmental-point-cities-conservation/
https://classroom.synonym.com/how-to-reduce-urbanization-12084163.html
6.
https://www.coe.int/en/web/conventions/full-list/-/conventions/treaty/104 https://unfccc.int/process-and-meetings/the-convention/what-is-the-united-nations-frameworkconvention-on-climate-change
7.
Parts 1 and 2: Djena
Parts 3 to 5: Juliette
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Your charity inspiring action for our environment
Eco-Schools 30 th Celebration Tartan
Challenge: We challenge you to take inspiration from the story behind the new Eco-Schools Planet Earth Tartan and design your own tartan based on your local natural and built heritage. On completion, you can submit an image of your tartan and the story behind it to enter our competition, with the winner receiving a prize to help your school with its Eco-Schools activities.
Introduction
Did you know that Eco-Schools is 30 years old this year? It was launched in the UK four nations, Denmark and Germany in 1994. Scotland awarded our first Green Flag in 1995. To celebrate the incredible impact our Eco-Schools have had over the past 30 years we are running a series of challenges, with exciting prizes. As we are introducing our new Heritage Topic this year, this challenge is to create your own tartan inspired by the story behind the recently unveiled Scottish International Eco-Schools Planet Earth Tartan, using your local heritage to help create your tartan design.
Special thanks to Rosalind Jones for all her help in creating this resource.
Entering the competition
To enter competition, please submit an image of your tartan and the story behind its design, with your school name to email@example.com with the subject 'Eco-Schools 30 th tartan entry' by 31 May 2025. One winning entry will be chosen by a panel of judges for nurseries, primary schools and high schools. The winning setting from each age category will win a prize to help their school with its EcoSchools activities (details to be confirmed). The winners will be notified by 6 June 2025 at the latest.
The story of the Scottish International Eco-Schools Planet Earth Tartan
The Scottish International Eco-Schools Planet Earth Tartan was designed by Rosalind Jones. Rosalind has designed several beautiful tartans over the years, including the Mull Millennium Tartan, the Antarctic Tartan and the Arctic Tartan.
You can find out more about Rosalind and how she came to design this tartan in our blog post: Unveiling the Scottish International Eco-Schools Planet Earth Tartan.
Keep Scotland Beautiful is a Scottish Charitable Incorporated Organisation (SCIO): Number SC030332. Copyright © Keep Scotland Beautiful 2024. All rights reserved.
Your charity inspiring action for our environment
Rosalind designed the Eco-Schools Planet Earth Tartan to symbolise the colours and proportions of our beautiful planet, surrounded by space as follows (from the centre, outwards):
* The surface of Earth:
o The continents make up 29.2% of Earth's surface:
- Half of the surface is vegetation: green
- One sixth is desert: yellow
- One third is ice: thin white
o The oceans make up 70.8% of Earth's surface: blue
* The atmosphere:
o Symbolically two pale blue lines representing our atmosphere surround and cross the design to depict our fragile atmosphere that safeguards us from incoming harmful solar energy: pale blue
* Space surrounds Earth:
o Above the atmosphere is space: black
o Beyond our solar system lies the Milky Way: white
Find out more on our webpage 'The Planet Earth Tartan'.
Activity
We would like you to design your own school or nursery tartan, taking inspiration from your local area, just as Rosalind has taken inspiration from planet Earth.
Today tartans can be designed by programming a Tartan design app on a computer but it's best to try your imagined design on paper first.
What you need:
* Coloured pens – felt tips work well as the colours can blend together
* Alternatively, you can create a digital design on a computer
* Graph paper or a grid sheet
Investigate your local heritage
Start by finding your school or nursery on a satellite map. You can decide how far out from your school or nursery you want to include. What colours can you see? How much of each colour is there? Do you know what all the colours represent?
Next, take a walk around your local area and notice what is around you. You could do this during school time or after school. What colours do you notice? What natural and built elements make up the area around you? Are there any local landmarks or natural features that you would like to include in your tartan design?
Now, it's time to dig a little deeper into the history of your local area. Talk to local people about what your local area used to look like. Were there any significant industries situated near you? Did there used to be any natural features that have now gone, such as woodlands or wetlands? The National Library of
Keep Scotland Beautiful is a Scottish Charitable Incorporated Organisation (SCIO): Number SC030332. Copyright © Keep Scotland Beautiful 2024. All rights reserved.
Your charity inspiring action for our environment
Scotland's side by side maps can help you to investigate the past. You can search for your school or nursery on the map and then select different maps from the past to compare to what is there now.
Design your tartan
Once you have gathered all this information, it's time to design your tartan.
Choose up to seven 7 colours that you think describe your local area best. It does not need to be seven colours because very often fewer colours look better. Some tartan designers think four to six colours are best.
Then decide how many bands of each colour you want to include and how thick they should be.
It is important to remember when creating your design how tartan is made. Two lots of threads are woven together, warp and weft.
Warp: Tartan cloth is woven on a loom threaded with the colours of the tartan in the correct order and the correct number. These are the warp threads. They are the vertical threads to the tartan design.
Weft: Shuttles containing the different colours of the weft threads, the horizontal threads of the tartan design, weave colours across and through the warp threads.
Sett: When weft (horizontal) colours are woven into the warp (vertical) colours in exactly the same number of threads they make the square sett of the tartan. This sett design can be repeated several times across the width of the cloth.
To see the tartan weaving process in action, watch the video How Scottish Tartan is Woven.
Make sure that the colours you use are the same width vertically (warp) and horizontally (weft). This will establish a simple but effective tartan which then relies on choice of colours to symbolise whatever it is you want to create.
Now you know which colours you are using and how thick the bands of each colour will be. It is easiest to start at the middle of your sett and work outwards. You could start with a square of colour and add bands of different colours and different widths. Or you could start with a square cross, then add square spaces in between the arms of the cross and make them all the same colour. There are infinite designs that can be made with a few colours. A tartan is like a huge criss-cross barcode or a colourful QR code. Use felt tips on grid paper to draw your design. This will help you blend colours together as happens when colours cross within tartan as it is woven. Alternatively, you could create your design on a computer using a drawing programme.
When your tartan is finished write the story behind its design including why you chose the colours and the thickness of each line and what they symbolise.
Display your tartan for all to see and enter it into our competition if you would like to.
Keep Scotland Beautiful is a Scottish Charitable Incorporated Organisation (SCIO): Number SC030332. Copyright © Keep Scotland Beautiful 2024. All rights reserved.
Your charity inspiring action for our environment
Adaptations for younger pupils
For younger pupils, you may wish to simplify the activity:
Investigate your local heritage
Go for a walk around your grounds and local areas and ask pupils what colours they can see and what buildings or nature are represented by these colours. You could also do this using a satellite image of your school or nursery on a computer.
Design your tartan
Ask pupils to choose four to six colours based on what they found on their walk or from the satellite image. Then ask pupils to colour in strips of paper in their chosen colours. Pupils can then lay the strips of paper over each other to create their tartan design. If you want to increase the challenge, you can use the guidance given above for keeping the vertical and horizontal elements the same width in a square pattern.
Ask pupils to say why they chose the colours in their tartan design. This is your tartan's story.
Further information: a brief history of tartan
In past times weavers used hand spun and hand dyed wool of different colours and cleverly made different tartan patterns on their looms. They used lots of differently coloured homespun wool. Often weaving was done at home from homespun and home dyed wool to make cloth for clothing. Lengths of woven cloth was not cut but worn by highland men as plaids slung over the shoulder and pleated around the waist, held together by a leather belt. This kept them warm and dry if the wool was oily. But after the Battle of Culloden in 1746 highlanders were banned from wearing tartan and highland dress.
Much later weaving machines were invented, and homespun and home dyed wool were not used for industrially made cloth. In time tartan was allowed to be worn again, initially the Black Watch tartan when highlanders became soldiers of the king.
Gradually tartan was worn again but now it was thoughtfully designed, mostly for the many different Clans who, (since King George 4th visited Scotland and fell in love with tartan}, all wanted their own proper Clan tartans.
During the reign of Queen Victoria tartan and everything 'Schottische' were very popular when she and Prince Albert lived at Balmoral.
Today there are over 7000 tartans to choose from and they have become a symbol of Scottish heritage.
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1998 Volume V: Reading Across the Cultures
Literature for Every Child
Curriculum Unit 98.05.05 by Carolyn Williams
OVERVIEW AND PURPOSE
This unit is intended to serve as a magnet for attracting teachers and students to explore America's culture through its ethnic literature. Generally, it is an invitation to use its content as a tool for learning about the customs of dress, food, language, religion and other social behaviors of America's ethnic cultures. Specifically, it asks for open communication among multi-ethnic classroom populations, to promote better understanding of some of the differences that exist among us, as a people. Moreover, it is a call to action to become a society who more than tolerates, but understands, accepts and celebrates the differences among its diverse ethnic population.
It invites teachers whose student populations include any combination of Americans ( i.e. Asian, African, European, Jewish, Latino, Native American and/or other ethnic groups) to offer a curriculum which positively exposes beliefs and practices of the represented groups. It invites students in grade four to cooperatively, as well as independently investigate fact, fantasy and folklore of selected cultures.
Together, teacher and student will attempt to create a forum which focuses on open dialogue about the real and perceived differences among cultures. By reading literature from various ethnic groups who present their own cultural experiences, each person's knowledge, ergo, perception of self and of others changes so that we begin to recognize more similarities than differences among us.
ABOUT THE UNIT
This eighteen week literature course is built around short stories and novels whose theme ideas mirror "every" child's culture (as determined by the group's ethnic backgrounds.) It is designed as a classroom reading program for independent readers who have been identified for New Haven's TAG Program. Designed as a child- centered approach to learning about self and others, it is most easily adaptable to any grade level and reading ability.
The intended class is an ethnically diverse group of eight to ten year old students who come together from various elementary schools across the city. They meet one day per week, for four hours, in one of three
designated TAG Resource Rooms. This unit will be incorporated as a part of their larger core study unit of Mythology and implemented by two teachers. The challenge is to structure the time and activities to fit students' individual skill abilities and address the cultural needs of each represented group, while at the same time allow for personal growth.
The unit is divided into three segments. Each segment is a lesson with background information for teaching and/or learning about differences among cultures. Each lesson features a plan for one skill activity in either reading ( analyzing literary elements and social issues of the stories) discussion (synthesizing information about cultural myth and fact) or personal writing (evaluating multi-ethnic perspectives) to be used with all of the readings. Each can be used independently as a cursory thematic focus or skill practice study. All hinge largely upon effective presentation of the theme ideas set forth in the Introduction to the Study.
Segment 1 "Understanding Cultural Differences" introduces the unit, offers background information for identifying factors that influence culture, briefly summarizes the unit's core and sample story, Hello, My Name is Scrambled Eggs and suggests guide questions for analyzing it and future independent reading selections.
This humorous, short novel features an American and a Vietnamese family and serves as the teacher-led portion of the study. It is the only story that requires cooperative reading and whole class participation for completing the related activities. It is also the story from which comparisons and contrasts are drawn when investigating the cultural practices and beliefs of other ethnic groups.
Following completion of this part of the study unit, except where noted, students are encouraged to continue independently through much of the remaining assignments.
Segment 2 "Cultural Exchanges" gives brief facts about cultural backgrounds of Vietnamese and American cultures, along with a discussion guide for Open Forum sessions. Students will use these facts in combination with information found in their readings, for whole group discussions and individual writing assignments.
@Text:Because students are reading different stories, at individual paces, different ability levels and learning interests and also from different cultural vantages, the teacher schedules and leads three or four "Open Forum" discussions about culture for the whole group. It is crucial that equal weight is given to each person's point of view during the discussions. Segment 3 "Celebrating America" offers ideas for individual writing assignments as a way of assessing the results of student learning, peer teaching and exposing individual thoughts and perceptions about cultures, to a wider audience.
Strategies for Teaching and Learning
What follows is a suggested approach to the teacher-led portion of the study. Note that the unit beginning with the Introduction through to its Conclusion is directed to the student. So that the student will be able to proceed independently, the complete study packet should be duplicated and handed out to each before beginning the study.
Assignments are individualized such that each student:
*reads one story about his/her own culture and additional stories about two other cultural groups
*completes analysis questions about the literature (see Lit Log)
*takes an active voice in scheduled open forum discussion and synthesis activities by exchanging information from their individual readings (see Open Forum )
*completes and submits written assignments to teacher (see Writers' Works)
*writes for publication (optional)
*plans and researches an idea for a short-term hands-on learning project
Pre-Lesson
Begin the study by outlining its purpose. Familiarize students with the content and skills with which they will be asked to involve themselves.
Use the words listed as vocabulary 1 to spark a pre-lesson discussion of individual perceptions about relationships among ethnic groups in America. (Forced participation is discouraged at this point.)
After having done this, begin the thematic portion of the study by orally reading and discussing the argument that is presented in the Introduction. Make students aware that these concepts will serve as an underlying focus throughout the study and for evaluating their perspectives about ethnic cultures.
Read aloud to the students, "Taking Issue." Survey the group to know where each stands on the issue. Divide students into teams and conduct an informal debate around the ideas presented in this section.
Lesson I
Grab the interest of students by orally sharing the story review and synopsis of Hello, My Name is Scrambled Eggs (precedes Bibliography.) Allow for questions of curiosity and speculation of story development.
Here is a good opportunity to set up Lit Logs for the three skill lessons and general research ideas. Use teacher discretion about format.
Move now to reading the complete novel, Hello My Name is Scrambled Eggs. ( See local libraries or purchase a classroom set.) This will take approximately four-six one hour sessions for whole group reading because some discussion will naturally occur.
Follow the reading with some directed general discussion about the sequence of events and have students make notes in their Lit Logs to help analyze the literary elements of the story. (See "Analyzing the Story" Activity A.)
Lesson II
After reading and analyzing the story, examine the information given in the segment "Understanding Cultural Differences." Focus the attention of students on factors that influence culture , as a way of helping them to understand why cultures develop differently.
Engage students in a kind of dictionary treasure hunt for definitions of the words listed as Vocabulary II. Award bonus points for speed and accuracy.
Schedule an Open Forum for exchanging information about cultures. Use the discussion guide for comparing and contrasting customs of one's individual culture to that of the ethnic group featured in the story. Make use of the brief facts , the information found in the story and personal experiences to formulate and answer questions about the featured cultures.
During open forum, in addition to reading and discussing information about culture, complete the activity Common Ground, to help synthesize the information. (The time required will depend largely upon student interest. Allow two one hour sessions, per forum.)
Lesson III
Upon successful completion of open forum, students are ready to evaluate, through writing, their positions on the question of emphasizing ethnic differences. Choose assignments from Writer's Works that will compliment the open forum activities. Remind students that the intent in these writings is to celebrate America's diverse culture.
Decide on a catchy and creative use for defining and using the words listed as vocabulary III.
Extension Activities are included for use at the discretion of teacher and student (e.g. discussion, writing or hands on learning.)
Now the student is free to select a first independent reading choice. This is a perfect opportunity to involve students in Library exploration for cultural readings. Gently steer each child toward an initial reading about his/her own culture. Follow with readings about other cultures, as time permits. Start them to thinking about a short term project study.
Repeat the above procedure for each of the independent choices. This is the most demanding part of teacher scheduling and evaluation of student progress. Make that information available to students. Remain vigilant! Are You Ready?
INTRODUCTION TO STUDY
America continues to serve as home to a growing population of ethnic cultures. We embrace its ethnic diversity as a strength. Yet, we question "Should America's Ethnic differences be emphasized?" Your answer is based on whether you accept the idea that American culture is the combined influence of its ethnic heritages, or whether you believe American culture is distinctly British/European?
If you support the latter idea, as did the drafters of the Bill of Rights, you believe that all other groups who have immigrated to America, after the first Europeans are culturally different - by ethnicity, (they are nonEuropean) are ethnic minorities (small in number and lacking social status) are different in their lifestyles, economic status, religious practices, dress, diet, language and social behaviors. Also "they" look "funny" too; they should assimilate to the customs of the European majority. You should answer the question "No."
If you examine the arguments of skeptics and opponents of a workable multi-ethnic society, you are likely to be convinced that American culture will not survive ethnic and racial loyalties. That emphasizing ethnic differences can only serve to divide us. You can easily believe that language, religion and other social customs of America's culture will be supplanted by the national customs of ethnic groups who huddle together and insist on their cultural customs as a way of life. If you believe this, again you should answer "No" to the question.
You should know that these same arguments have been used against immigration, passage of civil rights laws and multicultural education, to cite a few. Keep in mind, these and other related arguments have been kept alive in an effort to continue to spread the influence of British/European culture.
While these perceptions are accurate they do not support the negative position on the question. Before firmly committing yourself to an answer on the question of emphasizing ethnic differences, consider the fact that the history and culture of North America did not begin with the arrival of the first Europeans; that the earliest European inhabitants were themselves, ethnic immigrants.
Native American inhabitants already had established a flourishing culture in a highly civilized society, by the time of their arrival. Although historians want you to forget, you have to remember that the natives were stripped of their lands and forced to accept the cultural customs of the newcomers. These fears may be well grounded.
You have to consider the fact that the influences of Native American culture is evident in America's presentday Culture. It is clearly evident in farming and environmental protection and cannot be easily dismissed. By the same token, you can't dismiss the influence of other immigrant cultures upon what we know as American Culture (i.e. diet. language, religion music, etc..) So, in that vain, answer "Yes" to the question.
While there are various schools of thought which argue both sides of the question of ethnic emphasis, this thought prevails: If we are to co-exist in this society, as one people, rather than as a nation of ethnic groups culturally divided and if this society is to fully realize its creed of "liberty and justice for all," ethnic emphasis is only "just" recognition of the parts that make the whole of America's culture. Again your response to that age old question, is "Yes." Know however, that a Yes position raises another question: " Are those differences significant enough to keep us culturally divided?
The true test of our abilities to co-exist as a nation of one people, is to recognize that there are cultural
differences among us as a multi- ethnic society. These differences should be understood, exchanged and celebrated. It should be realized that these differences create our national identity as Americans. One's contributions to the nation's economy, to its defense and to the over-all growth and development of a strong nation should speak of each person's commitment to a national culture that is distinctly American .
Taking Issue
Unfortunately, it is not popular to insist on recognition of oneself as "Ethnic- American". For that mode of thought breeds division. That position poses a threat to American culture, according to some. It is equally unpopular to think of oneself as "American". For that mode of thought suggests contribution without inclusion. Throughout the country's history however, it has been declared through deed and action that "all" are not included.
We were not all included as "Americans" at the drafting and signing of the Declaration of Independence. We were not all "Americans" during the early years of constitutional law, or throughout the history of education in this country. Not through Women's suffrage, Civil Rights, Affirmative Action or Voters Propositions have we all been included as "Americans." Who now are we? What now should we call ourselves? Are we a nation of divided loyalties to ethnic identities "Ethnic/Americans" or are we a nation of many with loyalties to one national identity "American?"
UNDERSTANDING CULTURAL DIFFERENCES
In the quest for a culturally diverse society, an obvious and immediate concern is a lack of knowledge about cultures, other than our own. A greater concern is that we remain culturally divided because of that lack of knowledge. Often we hold beliefs about groups of people that is more stereotypical than factual. We sometimes are unaware of how we are viewing others. It's what we have been taught or led to believe that we act upon.
There are social and political forces which serve to segregate groups in neighborhoods, schools and churches. Naturally, if there is limited daily contact among ethnic groups, there is little chance to learn more than that which is propagandized by popular media.
What is culture? As we know it, culture is the social beliefs and practices that characterize a society. As a group, people develop their way of life on a systematic base of values and beliefs; language; social, economic and political structures; social controls through law and values that are traditionally passed on through generations.
What makes us culturally different? The clothes we wear, the way we speak, the kind of food we eat, the color of our skin and our practices of religion all add up to differences among ethnic groups. There are also differences in our social attitudes and behaviors. These differences are negligible, however. Recognizing them as such leaves one free to appreciate an individual for his/her character and sense of humanity.
Recognizing these as mere attributes of cultural heritage rather than as cultural differences signifies
acceptance of another without regard for how that other differs from oneself. These attributes influence the way we think and see ourselves. They play an important role in the way others see us.
Perhaps it is the way in which we are seen by others that creates separation among groups. We have spent so little time getting to know the person who is behind that which is physically obvious, we have been unable to get beyond the obvious
Factors That Influence Culture
The following factors impact upon the way a culture develops. The perceived differences among cultures is a result of these factors. The combined influences of these factors, as related to national ethnic cultures have helped to create American culture. Unfortunately, they also are basic determinants of social status, here in America. Therein lies the problem. Instead of creating a workable multi-ethnic society, we are continuing to support a culturally divided one.
*****
Foods differ among cultures. While our diets may differ, our basic need for nourishment is very much the same. We eat to sustain life. Environmental conditions, availability of grain and seed for planting, growing and harvesting crop, demand for crop based on religious practices and the cost of producing and exporting food, all help to determine the diet of a culture.
Clothing styles, fabric and dress customs vary among humans. They vary among generations, genders, social positions, races and economic lines. Our cultural dress is determined by the availability of raw materials, the cost of manufacturing and exporting those products and acceptable traditions of dress.
Housing is based on conditions of climate. The kind of house that one constructs is suited to weather events in a particular region. The technology and availability of materials are also determining factors. Most important in determining a person's housing situation is the economic status of a family or group.
Language plays an important role in the social growth and development of a people. The language of a culture is determined by one's native tongue, by the language of previous generations and by languages spoken in the immediate area. It is further influenced by school and government policies.
Religion differs for many of us, by denomination of faith. - beliefs and ritual practices. Freedom to practice one's religious beliefs and rituals are important to the development of a culture.
Education is pursued to different degrees by different groups. The pursuit is often determined by the degree to which it is valued, past educational practices and ability to afford it.
Culture is influenced by government, available technology, transportation, talents, opportunity and other factors including economics. Because we develop differently, our practices may appear strange to others. They are simply unfamiliar to us, not necessarily "weird".
LESSON 1 Analyzing a story
Objective: To help students identify elements of a story.
Time required: varies
Procedure
1. Read and discuss the background information about cultural influences.
2. Read the story, " ... Scrambled Eggs" orally with your classmates.
3. During the reading period, make notes in your lit log about elements of the story, as directed by the teacher.
4. Complete Exercise A
5. Prepare to participate in the Open Forum discussion. Use your notes and Factors that influence culture.
EXERCISE A Analyzing the story
Demonstrate your understanding of the story Hello, My Name Is Scrambled Eggs. Write the responses in your Lit Log and prepare to discuss them when directed.
1. List five major events from the story which helped to advance the plot.
2. Identify the setting of the story and tell what you discovered about the customs of people who live there?
3. List some personality traits for at least three major characters. Write one fact and one opinion
about one of them. From whose point of view is the story told?
4. How is the major conflict of the story resolved?
5. At what point in the story do you begin to see the climax? Where does the author foreshadow events of the story?
6. What was the author's purpose in creating this story?
7. What can you infer about the story's title?
8. Can you find...
* Examples of symbolism found in the story are:
* Examples of figurative language used in the story are:
* Three adjectives which help to create the mood are:
* The idea which best helps to create the tone is:
CULTURAL EXCHANGES
Faced with the reality that this country is no longer predominately Euro-centric, in its numbers, although the thought continues to prevail, you owe it to yourselves to dialogue with each other and to find commonalties that exist among you. You want to know about fresh ideas and share in cultural riches from all over the world. You want to exchange that which makes you an individual and that which makes you one in the larger group. If you are to expend your energies figuring out differences among yourselves, it would be helpful to know about others' cultures.
A culture develops for specific reasons. Customs arise because of certain specifications. Here are findings about the cultures of the United States and that of Vietnam. They are based on a compilation of research efforts at Brigham Young University. Additional information can be found in Culturegrams '98 (teacher bibliography)
*****
The following information is given for your consideration as you discuss the similarities and differences among you. The information which appears here is related to the cultures portrayed in the unit's core story, but is useful to you as you consider persons from other ethnic groups, during the course of your study.
In the United States, English is the official language. However many ethnic groups speak their native tongue in the home. You speak what is commonly known as American English with great flexibility, but writing is much more standardized. The same holds true in Vietnam. The official language of the country is Vietnamese, although ethnic minorities speak their own languages at home.
When it comes to religion, America does not have a national religion. More than half the population who professes some kind of religion practice the Christian faith. There is equal freedom to practice for a percentage of Jews, Buddhists and Muslims. Religion is generally a personal matter but, some share in discussion of the subject. For the Vietnamese, the largest practicing percentage is Buddhists, with a small percentage of Christian and Taoist. Most believe, whatever their faith, that ancestors are accessible to hinder or help the living.
While claiming no national dish, Americans rather enjoy a variety of foods adopted from the national cuisine of immigrants. The daily national diet of Vietnamese consists of white rice, a salty fish soup vegetable and fruits. Eating habits may differ, but only to a small degree. Your eating utensils are spoon, knife and fork, theirs are chopsticks and spoon. You use plates which rest on the table, they use bowls which are not allowed to remain on the table; that's considered the lazy man's way. The last bit of the family dish is never taken at the time of the meal, it is left there in case someone else wants it, but food is never left in an individual's bowl, according to Vietnamese customs.
Customs of dating and marriage differ only slightly between the two cultures. Americans begin group dating in their early teens and are allowed to legally marry as early as eighteen years of age, although some opt for other living arrangements before marrying. Vietnamese teens begin dating when they are in their late teen years and encouraged to wait until they are twenty three to twenty-five before marrying. Holding hands and showing affection in public is allowed in America between males and females. The same is not acceptable in the Vietnamese culture, although it is acceptable for Vietnamese males to hold hands.
As for family lifestyles, a difference may be in the structure of the basic family unit. Americans basic unit is a nuclear family which consists of parents and their unmarried children. Over the years, the basic unit has been extended to include other family members. Wherein men were traditional breadwinners, women and children now hold regular jobs. The elderly sometimes remain in an individual home or is placed in a retirement community or home.
Vietnamese families enjoy the basic structure of the extended family which also includes the elderly. When the older sons marry they may move into their own homes and start their families. When the youngest son marries, he is given the family home and the elderly remain in the home with his new family and his remaining siblings and/or other relatives.
The two cultures dress differently, greet each other differently are educated differently, communicate differently with each other and with strangers, but have we discovered any basic human differences between the two cultures?
LESSON 2 Common Ground
Objective: To help you compare cultural customs
Procedures:
1. Read the information that precedes this plan as directed by the teacher. Attend a scheduled Open Forum discussion (see discussion guide)
2. In a general forum, answer questions from the discussion guide as directed by the teacher. Allow yourself some time to formulate and assess your responses before raising your hand.
3. Locate the Hand out for Activity B (chart for comparing and contrasting)
4. Divide yourselves into groups by related culture. One group may be made up of "others"
5. Allow forty- five minutes to complete the first two categories on the chart (activity B.) Record info in your lit log. Request additional time if needed.
6. Choose one idea to share with your class when you return to the large group.
7. Make notes in your lit log about factors that are common to other groups as they share their ideas.
8. Return to your small groups and complete the chart. Allow sixty minutes for shared notes,
discussions and completion of the chart.
Open Forum Discussion guide
1. What are some of the social issues that were presented in the story?
a. Does the main character show signs of adapting to the new culture by imitating others? by trial and error?
b. Does any character show signs of being judgmental about another person's cultural ways?
2. What aspects of culture are discussed?
3. Is the ethnic group who's represented in the story considered a minority group in this country?
4. What makes the group a minority?
5. How does the label of minority affect the group in terms of housing, financial success, health care, daily diet, etc.?
6. Respond to the following: What is acceptable in your culture may be offensive to someone from another culture. Can you think of a time when this has been the case with you?
7. Role play this situation: You and your friend are at a restaurant which serves ethnic foods. One of you can't eat this kind of food for religious reasons or specific holiday custom. What are some positive ways to handle this without offending ?
Activity B
Compare and contrast customs of your individual culture to that of the ethnic group featured in the story.
Directions In your lit log, create a chart labeled, "Similarities Differences, Factors" On it, note what in your cultures is " similar," what is "different," and what factors influence certain practices and beliefs in both cultures.
** Sample Chart for comparing (name the two cultures) KEY: A= your ethnic heritage; B= Other culture __________________________________________________|
Similarities Differences Factors
Food A
B
Language
Others
___________________________________________________|
Celebrating America
America's early history enjoyed an influx of immigrants who came here to escape religious persecution, to escape human rights abuses and to find a better way of life. With the exception of Africans, who were forcibly brought here, immigrants came of their own free will and were welcome to the shores of America.
The United States is somewhat unique in having the world's largest diverse population. While that diversity may create some discrimination among ethnic groups as everyone competes for the country's wealth, this country has enjoyed many of the positive sides of that diversity.
Take a look at popular culture and art to see some of the fruits of America's diversity. Television and movies help to show many ethnic news personalities, athletes, actors and actresses. Writers of different ethnic backgrounds are now being read in schools. Scholars are recognized in collegiate circles. Ethnic representation has finally even reached the institution of government.
There is much work to be done, however strides have been made toward appreciation of those who have helped to make America. The struggle continues.
Lesson 3 Writers' Works
Objective: To use persuasive techniques in writing
Time required: varies per assignment
Procedure:
1. Read through the writing ideas listed as Activity C.
2. When directed, choose one of the ideas to write about using persuasive technique that you have previously learned.
Activity C
Directions: You will survey, analyze and evaluate your feelings and actions toward others, who belong to cultures other than your own. Respond in writing to one or more of the following idea starters. (All ideas and skills are encouraged!)
1. What attributes do I have that make me, in some way different and in some way the same as someone of another culture?
2. I appreciate someone who is :
3. If I could belong to another ethnic group, I would choose_____. ( Tell Why?)
4. I am not _____ however, I am somewhat _______ but, I am ______.
Extension Activities
* "It is best that all cultures don't have the same customs."
* "Differences exist among us, but they should not separate us."
* "Disabled people, people of different races, people who worship differently should not be discriminated against."
* Retell a selected story from a different cultural point of view.
* Write a play whose main characters are from different ethnic groups. Focus the theme around changing attitudes about others.
.
CONCLUSION
We have been unable to definitively conclude whether emphasizing ethnic differences is to the good of celebrating America's diversity or if it is to the detriment of America's national culture. We have been unable to settle on an appropriate description which includes all of America's citizens as "American" therefore, we innately return to that which is more familiar and comfortable to us.
We take a path of lesser resistance. We choose to emphasize self and/or those who are most like one self. We emphasize our ethnic heritage so that we belong to a larger group by whom we are accepted. In this way, we work for self preservation and find self love.
.
VOCABULARY
The following word list is a suggested springboard to individual or group activities for exploration of cultural discoveries. Examine them for their implied meaning in relation to culture. Make them a part of your spoken vocabulary and make a conscious effort to apply these suggested concepts to your daily social behaviors.
1. Find definitions for the words listed below and write them in the "notes" section of your Lit Log.
2. When you read the words below, what images or perceptions come to mind if you are taking a stand for or against emphasizing cultural differences among ethnic groups in America. (Open Forum)
3. Which words would you choose to convey your feelings about ethnic relations in this country. (Open Forum)
4. Take the challenge: If you were asked to make a speech to newly arriving immigrants, which of the following words would be useful to your persuasive argument for or against their application for citizenship to this country? (optional writing)
5. Use the words listed as V-III to make a positive statement about living in America. (optional writing)
V-I accept respect discover recognize know attribute nurture empathize understand see
invite embody tolerate
V-II customs culture heritage traditions values
V-III ignore exclude discriminate stereotype segregate
Hands-on Learning
Directions: Choose one aspect of your culture with which you would like to familiarize others. Plan a shortterm study which includes research information and a visual product which represents the ideas you wish to share.(visual can be a model, written piece, music, dance, drama or art.) HELLO, MY NAME IS SCRAMBLED EGGS Jamie Gilson
Meet Harvey, Tuan and Quint as they awkwardly teach and learn about each other's cultures. Watch these three twelve year old boys, who despite their obvious cultural differences ( language. religion, education,) each recognize and nurture their common learning interests, people skills and personal desires to create a friendship, which promises to last beyond the closing pages of this novel.
Author, Jamie Gilson writes a fascinating and recognizable story about a family of Vietnamese refugees, "Nguyens," who migrate to middle America- Pittsfield, Illinois " Pig Capitol of the world," according to Harvey Trumble, narrator, protagonist and member of the American host family. The story "...Scrambled Eggs," is a tale of two cultures. Each struggles through basic fears of cultural acceptance v. self preservation; of cultural assimilation v. cultural heritage and of fact v. fiction.
Synopsis
The story opens with the anticipated arrival of the Nguyens. Harvey and his family can only wonder what the Vietnamese family looks like, what clothes they wear, what foods they eat? For some time now, the town had been schooled on how to behave when the Nguyens arrive. Their greatest concern was that language would be an obvious barrier to their early adjustment to America.
Harvey would take care of that little problem. He would teach the child, Tuan how to be "American." Tuan would become his sole responsibility and his friend. This is Harvey's decision, Tuan is not given a choice in this matter. Tuan is told how to dress, what cool language to use, what foods to eat and what name to call himself so that the school children would not laugh at his Vietnamese name. At school, Tuan Ngyuen was Americanized as Tom Win.
Harvey's work may have been well intentioned, but lacked respect for Tuan's desire to maintain his own cultural identity. It also lacked any effort to learn about Tuan's cultural beliefs and practices. It seemed so easy to Americanize him and hope that he would soon forget about his war torn homeland. Finally, Tuan tells Harvey that he has made a decision to no longer be Tom, but he will learn about being American.
Quint's concerns run toward being ousted by the foreigners, Tuan and his working aged father. Quint's uncle, Wayne is looking for employment and suggests that Tuan's father is the reason he has been unsuccessful at finding work Quint takes his cue from Uncle Wayne who knows about "these" people. ( Wayne knows some of the popular myth, Harvey accepts it as fact.) They are secretly hoping that the Nguyens will not adjust well enough to stay in America.
When Quint discovers that his best friend, Harvey is spending all of his time with "the kid" (so-named by Quint) and that same kid is also his competition in math class, Quint decides he had better take matters into his own hands. He wants to maintain his status as math whiz of his class and best friend to Harvey. He decides to get Tuan (Tom) away from Harvey, so that he and Uncle Wayne can have some influence over him. As it turns out, Quint learns to like Tuan for the person that he is , rather than what he represents.
By the close of the story, the Nguyens move into their own house and find that they can buy foods with which they are familiar; the Church's newly sponsored Vietnamese family members are arriving; Harvey allows Tuan to speak on the sad memories of his escape from Vietnam to America; Tuan and Quint are working together in the accelerated math group; Quint's Uncle, Wayne finds a job; Mr. Nguyen keeps his job and all of Pittsfield is planning for the upcoming Thanksgiving Festival which will include, both American and Vietnamese foods.
Teacher Bibliography
Ashabranner, Brent. Still A Nation of Immigrants. Cobblehill Books: New York,1993. A discussion of social issues which center around the contributions and concerns of immigrants to America. Lindskoog, John and Kathryn. How to Grow a Young Reader. Wheaton: Harold Shaw Publishers, 1989. A guide for parents in choosing books for young children. Multicultural Milestones in United States History, Vols. 1&2, Upper Saddle River: Globe Fearon Educational Publishers, 1995. A series in two volumes which discusses another side of history. Volume1 highlights untold episodes of ethnic Americans who helped to shape the country (- to
1900.) Volume 2 continues with an exploration of the achievements made by ethnic-Americans ( from 1900 -.) Sowell, Thomas. Race and Culture : A World View. Basic Books: New York, 1994. An exploration of what role race and culture play in a disparate society. Szumski, Bonnie ed.. Interracial America: Opposing Viewpoints, San Diego: Greehaven Press,1996. A presentation of various opinions on social issues of immigration, racism, poverty and culture. Takaki, Ronald. A Different Mirror- A History of Multicultural America, Boston: Little, Brown and Company, 1993. A story about multi-ethnic groups coming together to create a new society in America. Takaki, Ronald. Strangers from a Different Shore- A History of Asian Americans, New York: Penguin Books. 1989. Takaki creates a portrait of Asian-Americans through a story about courage and strength
Student Bibliography - Mythology
Bierhorst, John. The Mythology of Mexico and Central America, New York: Quill, 1990. An anthology of myths featuring the gods and heroes of the region including Aztecs, Mayans and surviving Indian groups. Christ, Henry J.. Myths and Folklore, New York: Amsco School Publications,1989. A collection of myths, legends and folktales designed to delight the young reader with tales of magic, folk art, history and language. These tales teach about the lives of the Greeks, Romans and Norse through classical myths. It also brings to its readers tales of American folk heroes. O'Faolain, Eileen. Irish Sagas And Folk Tales, New York:Avenel Books, 1982. This book retells familiar tales transferred from the oral tradition of storytelling preserving authentic Irish charm and tone. Potter, Robert. Myths and Folk Tales Around the World, Englewood Cliffs: Globe Book Company, Inc, 1987. A compilation of stories designed primarily for classroom use in the teaching of reading. It begins with stories from Greece and Rome, then proceeds through Northern Europe, The Middle and Far East, Africa and ends with tales from the Americas. Russell William F. ed.. Classic Myths to Read Aloud, New York: Crown Publishers, Inc., 1989. The author promotes this book as a perfect way to raise the level of a child's cultural literacy. He offers classical Greek and Roman myths that have been told throughout the world combined with some study of etymology to show how some words became a part of the English language. Yolen, Jane, ed.. Favorite FolkTales from Around the World, New York: Random House, 1986. A library of fairy and folk tales for every child. Teachers will want to have this book around when trying to locate a tale about any particular ethnic group. Chances are this book contains a tale from the general region, if not from the specific culture.
Student Bibliography- Culture
Augenbraum, Harold and Olmos, Margarite. The Latino Reader. Boston: Houghton Mifflin Company, 1997. Cisneros, Sandra. The House on Mango Street. New York: Vintage Books,1984. A collection of thoughts and dreams about growing up and living well, among your own people and among people of the world. Dresser, Norine. I felt like I was From Another Planet: Writing From Personal Experiences. New York: Addison- Wesley Publishing Company, 1994. A teacher resource book for teaching process writing. The book contains stories from fifteen students who tell about their cultural adjustments after coming to America. Resource Materials for Stories and Activities Artis, Nancy et.al., World Cultures and Geography, Rocky River: CLR, 1997 Aten, Jerry. Americans Too, Understanding American Minorities through Research-Related Activities. Carthage: Good Apple, 1990 Gilson, Jamie. Hello, My Name is Srambled Eggs, New York: Pocket Books: 1985 Glazer, Nathan. We Are All Multiculturalists Now, Cambridge: Harvard University Press. 1997 Pickering, John. Comparing Cultures; A cooperative Approach to a Multi-cultured World, Portland: J. Weston Walch Publisher,1990.
Skabelund, Grant Paul et. al. eds.. Culturegram "98 Provo: BYU's David M Kennedy Center for International Studies, 1997.
Smith, Gary and Otero, George. Teaching About Cultural Awareness, Denver: CTR Publications, 1983
Stark, Rebecca. Creative Ventures Ancient Civilizations, Hawthorne: Educational Impressions,1987 Steidl Sakamoto, Kim.
Portraits of Asian Pacific Americans, Carthage: Good Apple.1991 Westridge Young Writers Workshop. Kids Explore America's Hispanic Heritage, Santa Fe: John Mir Publications, 1993.
OVERVIEW AND PURPOSE
This unit is intended to serve as a magnet for attracting teachers and students to explore America's culture through its ethnic literature. Generally, it is an invitation to use its content as a tool for learning about the customs of dress, food, language, religion and other social behaviors of America's ethnic cultures. Specifically, it asks for open communication among multi-ethnic classroom populations, to promote better understanding of some of the differences that exist among us, as a people. Moreover, it is a call to action to become a society who more than tolerates, but understands, accepts and celebrates the differences among its diverse ethnic population.
It invites teachers whose student populations include any combination of Americans ( i.e. Asian, African, European, Jewish, Latino, Native American and/or other ethnic groups) to offer a curriculum which positively exposes beliefs and practices of the represented groups. It invites students in grade four to cooperatively, as well as independently investigate fact, fantasy and folklore of selected cultures.
Together, teacher and student will attempt to create a forum which focuses on open dialogue about the real and perceived differences among cultures. By reading literature from various ethnic groups who present their own cultural experiences, each person's knowledge, ergo, perception of self and of others changes so that we begin to recognize more similarities than differences among us.
ABOUT THE UNIT
This eighteen week literature course is built around short stories and novels whose theme ideas mirror "every" child's culture (as determined by the group's ethnic backgrounds.) It is designed as a classroom reading program for independent readers who have been identified for New Haven's TAG Program. Designed as a child- centered approach to learning about self and others, it is most easily adaptable to any grade level and reading ability. The intended class is an ethnically diverse group of eight to ten year old students who come together from various elementary schools across the city. They meet one day per week, for four hours, in one of three designated TAG Resource Rooms. This unit will be incorporated as a part of their larger core study unit of Mythology and implemented by two teachers. The challenge is to structure the time and activities to fit students' individual skill abilities and address the cultural needs of each represented group, while at the same time allow for personal growth.
The unit is divided into three segments. Each segment is a lesson with background information for teaching and/or learning about differences among cultures. Each lesson features a plan for one skill activity in either reading ( analyzing literary elements and social issues of the stories) discussion (synthesizing information about cultural myth and fact) or personal writing (evaluating multi-ethnic perspectives) to be used with all of the readings. Each can be used independently as a cursory thematic focus or skill practice study. All hinge largely upon effective presentation can Minorities through Research-Related Activities. Carthage: Good Apple, 1990
Gilson, Jamie. Hello, My Name is Srambled Eggs, New York: Pocket Books: 1985 Glazer, Nathan. We Are All Multiculturalists Now, Cambridge: Harvard University Press. 1997 Pickering, John. Comparing Cultures; A cooperative Approach to a Multi-cultured World, Portland: J. Weston Walch Publisher,1990. Skabelund, Grant Paul et. al. eds.. Culturegram "98 Provo: BYU's David M Kennedy Center for International Studies, 1997.
Smith, Gary and Otero, George. Teaching About Cultural Awareness, Denver: CTR Publications, 1983
Stark, Rebecca. Creative Ventures Ancient Civilizations, Hawthorne: Educational Impressions,1987
Steidl Sakamoto, Kim. Portraits of Asian Pacific Americans, Carthage: Good Apple.1991
Westridge Young Writers Workshop. Kids Explore America's Hispanic Heritage, Santa Fe: John Mir Publications, 1993.
https://teachersinstitute.yale.edu
©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms | <urn:uuid:55dd9de1-4fd6-4b97-aedb-36d094b400ec> | CC-MAIN-2024-42 | https://teachersinstitute.yale.edu/curriculum/units/files/98.05.05.pdf | 2024-10-11T07:49:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00771.warc.gz | 498,180,842 | 9,643 | eng_Latn | eng_Latn | 0.966141 | eng_Latn | 0.998686 | [
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EDWARDS Sir FRANCIS (1852 - 1927), baronet and M.P.
Name: Francis Edwards
Date of birth: 1852
Date of death: 1927
Spouse: Katherine Edwards (née Davis)
Parent: Edward Edwards
Gender: Male
Occupation: baronet and M.P.
Area of activity: Land Ownership; Politics, Government and Political Movements; Royalty and Society
Author: Griffith Milwyn Griffiths
Born 28 April 1852, fourth son of Edward Edwards of Llangollen. Educated at Shrewsbury School and Jesus College, Oxford, he graduated in 1875. In 1880 he married Catherine, daughter of David Davis, Maes-y-ffynnon, Aberdare; there was one daughter of the marriage. He served as J.P. and D.L. for Radnorshire, and in 1898 was high sheriff of the county. He represented Radnorshire in Parliament, 1892-5, 1900-January 1910, and December 1910-18. He was created a baronet in 1907. An ardent Liberal, he took an active part in the agitation for disestablishment. In 1913 he published a volume of translations from Welsh lyrical poetry entitled Translations from the Welsh. He died 10 May 1927.
Author
Griffith Milwyn Griffiths
Sources
W. R. Williams, The parliamentary history of the principality of Wales, from the earliest times to the present day, 1541-1895 (Brecknock
1895)
Who's who in Wales, 1921
Debrett's Peerage, Baronetage, Knightage, and Companionage
The Radnor Express, 19 May 1927
Western Mail, 11 May 1927
Further Reading
NLW Archives:
General Election 1906 Wales and Monmouthshire. A Souvenir containing photographs, biographical sketches etc., of all the Welsh MP's: Frank Edwards
Wikipedia Article: Sir Francis Edwards, 1st Baronet
Images
National Portrait Gallery: Sir Francis Edwards, 1st Bt (1852-1927)
NLW Archives: Sir Francis Edwards
Additional Links
Wikidata: Q7526702
Published date: 1959
Article Copyright: http://rightsstatements.org/page/InC/1.0/
The Dictionary of Welsh Biography is provided by The National Library of Wales and the University of Wales Centre for Advanced Welsh and Celtic Studies. It is free to use and does not receive grant support. A donation would help us maintain and improve the site so that we can continue to acknowledge Welsh men and women who have made notable contributions to life in Wales and beyond.
Find out more on our sponsorship page.
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Our Ref: KH/ACL/LS/Homework
4
th
September 2024
Homework
Dear Parent/Carer,
The Importance and Benefits of Homework for Pupils at Barr Beacon School
I am writing to you to discuss the role of homework in our pupils' academic journey and to outline the expectations regarding homework at Barr Beacon School.
At Barr Beacon School, we believe that homework is a crucial component of the learning process. Research consistently shows that well-designed homework can significantly enhance pupil achievement, foster good study habits, and encourage a positive attitude towards learning. In particular, studies have shown that regular homework can improve retention of knowledge, develop time management skills, and build a sense of responsibility in pupils.
Academic Research Supporting Homework
The benefits of homework are supported by various academic studies. According to research published in the Review of Educational Research, homework has a positive effect on pupil achievement, particularly in higher grades where the cognitive demands of tasks are greater (Cooper, Robinson, & Patall, 2006). Furthermore, a study by the National Foundation for Educational Research indicates that pupils who engage in regular homework tend to perform better in assessments and are more likely to develop independent learning skills (Sharp, Keys, & Benefield, 2001).
Moreover, homework provides an opportunity for parents to be involved in their child's education, fostering communication between home and school and giving parents insight into what their children are learning.
In summary, homework is an essential part of our educational program at Barr Beacon School. It supports learning in the classroom, helps develop important academic and life skills, and prepares pupils for future academic challenges. We encourage you to support your child in managing their homework effectively and to communicate with teachers if any difficulties arise.
Homework for Key Stage 3
For pupils in Key Stage 3, we have structured our homework to gradually build their academic skills. Homework is set once a week, with the time allocation increasing as pupils' progress through the years:
- Year 7: 20 minutes per subject per week
- Year 8: 25 minutes per subject per week
- Year 9: 30 minutes per subject per week
Teachers will check the completion of homework regularly, and pupils who successfully complete their homework will receive praise points as recognition of their effort and commitment.
Homework Policy for Key Stage 4 and 5
As pupils advance to Key Stage 4 and 5, the demands of homework increase to better prepare them for their final examinations and further education. Homework is set once a week for each subject, with a time allocation of 45 minutes per piece. Praise points will be awarded for timely and successful completion of homework, while detentions will be issued for incomplete or missing homework.
Homework may take many different forms but will usually be a retention-based activity. These activities are designed to reinforce learning and ensure that key concepts are firmly understood and remembered. To assess the effectiveness of these tasks, homework will be checked during lessons through quizzes and other assessment methods. Pupils who successfully complete their assignments will receive praise points as recognition of their effort and commitment.
Thank you for your continued support of our school's educational programs. Should you need any further clarification, please contact firstname.lastname@example.org.
Yours sincerely,
Mrs K Hibbs Headteacher | <urn:uuid:8962aace-9fb7-4d8e-a830-d772916f5c84> | CC-MAIN-2024-42 | https://barrbeaconschool.co.uk/wp-content/uploads/2024/09/Homework.pdf | 2024-10-11T09:00:57+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253756.5/warc/CC-MAIN-20241011072957-20241011102957-00772.warc.gz | 98,772,711 | 674 | eng_Latn | eng_Latn | 0.997611 | eng_Latn | 0.997773 | [
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Manufactured Home Insulation
Why Insulation
The largest contributor to high energy bills in winter and summer months is the movement of heat into and out of your home. Many manufactured homes were under-insulated when they were built, allowing for this movement, called heat transmission, between the living space and the outside. Heat transmission requires a lot of energy to maintain comfortable indoor temperatures. By adding roof and belly insulation, you can create a more comfortable and energy-efficient home, and reduce monthly utility bills.
Along with air sealing, installing proper insulation is one of the most effective ways to reduce heat transmission in a manufactured home. It is also one of the most cost-effective, energy-saving measures. There are many different types of insulation, which make it possible to find a solution that fits your home, budget and comfort goals.
Roof and Belly Insulation
Roof/attic insulation is a critical component in preventing heat transmission in a manufactured home and can drastically reduce this heat transmission year-round. In an under-insulated home during the summer, heat builds up on the roof and radiates down into the living space. In the winter, hot air rises from the living space and escapes through the roof. How well insulation performs depends on the material type and thickness, or R-value, and how well the living space is separated from the roof/attic through proper air sealing.
Insulating the belly — the underside of the home — has multiple benefits in addition to energy savings. Belly insulation helps keep the floors a comfortable temperature throughout the year, and, when paired with effective air sealing, can significantly improve the air quality in your home. An effective belly insulation project also includes adding a ground vapor barrier, which blocks moisture and soil gases such as radon, and adding crawlspace ventilation, which improves airflow and prevents moisture build up.
The best types of insulation for a manufactured home are:
* Fiberglass loose fill.
* Fiberglass batt insulation.
* Foam board insulation with weatherproof roofing.
Each of these options has different qualities, costs, characteristics and installation guidelines. It's best to discuss insulation options for your home and budget with a qualified professional.
R-values
R-values are used to describe how well insulation resists heat transmission throughout your home. There are different types of insulation for different purposes; costs vary and each requires different tools.
Complementary Measures
Air that leaks into the home's living space often enters from the attic, crawlspace and other cavities in the home, and can pass through your existing insulation. This air can carry dust, mildew, mold, pollutants, wildfire smoke, radon gas and moisture into the home, resulting in poor air quality and causing or aggravating health issues. Pairing air sealing and proper ventilation with insulation is the best way to address these issues and get the most out of your insulation project. Insulation is also a smart investment if you are considering upgrading to an energy-efficient HVAC system. A well-insulated home requires less energy to maintain comfortable temperatures, making it possible to use a smaller, more energy-efficient HVAC system.
Cost Factors and Incentives
The cost of adding manufactured home insulation depends on the size of the project, type of insulation, location and any accommodations needed to access the installation area. An incentive of up to $0.90 per square foot may be available, depending on the type of insulation. Check with your local utility for offers and information about insulation, air sealing and other weatherization opportunities for your home.
Customer Benefits
Recommended For
* Improves comfort by providing stable temperatures throughout the house.
* Saves money by reducing how much your heating and cooling systems run.
* When combined with proper air sealing, insulation can improve the air quality in your home.
* Can improve the energy efficiency of other measures such as windows, doors and HVAC systems.
* Adds durability to your structure by preventing air and moisture transmission.
* Reduces external noise pollution.
Speak with a qualified professional to assess your home's insulation needs and ask about adding air sealing, duct sealing, HVAC upgrades, and window and door replacement to get the most comfort and savings out of your insulation upgrade project.
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| 11-8 | 7:00 MMCI Annu- al Meeting @ MVM |
|---|---|
| 11-9 | Picture Re-Takes |
| 11-10 | No School Teacher Work Day |
| 11-13 | 7:00pm GC Meeting |
| 11-17 | 11:15 Dismissal (All Students) for Parent/Teacher Conferences |
| 11-20 | 8:30-1:00 Parent/ Teacher Conferences |
| 11-20 | 1:00-3:45 School Day (no PreK) |
| 11-21 | 12:45 Dismissal for Parent/Teacher Conferences |
| 11-22 to 11-24 | No School T hanksgiving Break |
| 12-6 | MMCI Meeting @ CCM |
Carroll Creek Communicator
Various Visitors to CCM
October is always a busy month at CCM as we begin hosting guests to our school. Every time we invite a visitor to tour or observe we are sharing a window into an experience that most people have not been exposed to previously.
Peter Piche', the validator from the American Montessori Society, spent the day observing in classes and talking with staff and students October 11th. Upon reading the report that he prepared for AMS about his visit the common threads that he shared were; common language/ procedures are heard throughout the building (like "restore your work" and coughing in elbows), the children are joyful and students were actively engaged in appropriate work across the building. These are the kinds of observations that indicate the high quality Montessori education our students are receiving. There are only a few pieces of paperwork to complete and we will have our AMS "Seal" that indicates that we are a Level 8 on the Pathway to Accreditation.
Each year we invite the leadership from FCPS to tour our school so they have an idea what a Montessori school looks like. These tours previously have been very brief with a "bird's eye view" of the school presented and some philosophy shared. This year we scheduled visits with Dr. Alban, Dr. Markoe and Mrs. Tracey Lucas, who all have significant voices in the backing of our school by FCPS, for an hour each so they could join a class of their choice and observe for a good amount of time. Your MMCI President, Amy Duvall, and I met with Dr. Alban and Dr. Markoe before they toured the school to discuss the presentation of our annual report this winter. After that brief meeting the FCPS leaders toured the school then chose a class to observe for a half an hour. It was Dr. Markoe's first visit to CCM so he had many inquires that allowed him to learn more about our school. Dr. Alban chose to spend time with our middle school students and then as she was headed back to my office a preschool student took her hand and asked her to sit with her in Spanish. Who could turn that down? After enjoying a few songs in Spanish, she joined Dr. Markoe and I in my office. He had been visiting Spanish all along learning more about how our middle school students are learning Spanish. Their hour visit ended up being close to an hour and a half. They had great questions and seemed to appreciate the time they spent with us. Mrs. Lucas' visit was equally successful when she visited on her scheduled day.
Another very important group of visitors that began to come through our doors this month is prospective families. Yes, it is time for school tours for families who might apply to come to our school next year already! Please share with your family and friends that our lottery will open in January for the 2018-2019 school year and they should schedule a school tour now. We try to keep the tour groups to under three families at a time, so scheduling tours soon is important. Thank you for your help in spreading the word about the great things that are happening at our school!
Carroll Creek Montessori Public Charter School Mission
CCMPCS's mission is to build a community in which students, parents and staff work together to educate the "whole child," the sum of the physical, emotional, social, and intellectual parts. We will implement a Montessori based curriculum to give students the hands-on tools they need to be active learners both in and outside the classroom. By offering English with Spanish enrichment or dual-language Spanish instruction to all students, we will provide a unique opportunity for students to learn a second language at an early age and develop multicultural awareness.
Counselor's Corner
The month of October has flown by! First quarter classroom lessons focus on self-awareness and personal growth. Lessons are geared towards identifying people who can help (home, community, family), as well as determining whether it is a problem that can solved by the student, with a peer, with an adult, or an adult with
Health Room
As we prepare for cold and flu season...
When should I keep my child home?
- Temperature of more than 100
Based on information obtained from the Centers for Disease Control (CDC), your child should stay home from school if he/she has one or more of the following symptoms:
- Vomiting
- Undiagnosed rash or skin infection
- Diarrhea
Please keep your child home from school for 24 hours after the last episode of vomiting, fever, and/or diarrhea. If these symptoms persist for more than 24 hours, you should contact your child's health care provider.
specialized skills. Lower Elementary and Upper Elementary focused on identifying the size of the problem by using the poster to the left.
Enabling our students with the skills to solve problems within their scope is an important life skill. It is equally important to help students identify whether or not their reaction matches the problem at hand. Coping strategies for the problems that students "let go" can mount. It is important that they learn strategies to cope with the stress in their lives. Help your student identify ways to relax and destress. Here are some examples:
Lower Elementary students are working on identifying problem solving strategies for problems that are within their scope of solving. Additionally, Upper Elementary students are identifying coping strategies.
- Deep breathing, meditation.
- Talking about it.
- Physical exercise.
- Spending time with friends or family.
- Listening to music.
- Reading or journaling.
Please feel free to seek me out for more information or with any questions!
Mandi Kearney, School Counselor Carroll Creek Montessori Public Charter School 301-663-7710
From the Art Room
Art in the First Quarter
Five-year-old Primary students continue to practice making sketch book entries. They have completed their beginning of the year self-portraits and are being introduced to the element of line through projects in a variety of mediums.
In our first nine weeks, all classes have completed their designs for Square 1 Art.
Lower Elementary students have also completed their beginning of the year self-portraits. Some LE students participated in the Maryland Mediation and Conflict Resolution Office's annual Conflict Resolution Day Bookmark Contest.
Mrs. Reed Middle School oil painting students are focusing on value, form, and space as they continue to develop their still-life studies.
Upper Elementary students and Middle School sculpture students have nearly finished their typography sculptures. The paper pieces are designed using the elements and principles of art and the letters of each student's name. The sculptures are dynamic assemblages of line, shape, and color.
Have a peaceful and beautiful school year!
"Beauty both promotes concentration of thought and offers refreshment to the tired spirit"
Music Notes
Kindergarten music classes have been working on becoming familiar with many classroom instruments through the 5 Little Pumpkins rhyme. Students have used drum pads, tambourines, bongos, tubano drums, guiros, the xylophone, vibraslap, and suspended cymbal to represent the many sound effects in the poem. Students continue to increase their dance repertoire to now include the Clap, Stomp, Shake and Elephants Have Wrinkles pieces.
Upper Elementary music students are quickly gaining on Lower Elementary in solfeggio skills by regularly singing outside the octave to low ti, la, and sol. Directed listening lessons are focusing on tempo markings and using a timer to count the exact number of steady beats. "The Horseman," a poem by Walter de la Mare set to music, has students combining multiple skills including Irish drumming patterns, tone bar ostinato, and round singing.
Lower Elementary students are expanding their rhythm review to include quarter rests in our class patterns. Classes are challenging each other with solfeggio singing by going outside the standard octave now to include the low sol. We began our study of instrument families with Benjamin Britten's "Young People's Guide to the Orchestra" piece, and are now focusing on the woodwinds specifically.
Middle School Music
the development of the music form like Spirituals, Blues, Ragtime, and Dixieland, then pulling these elements out of pieces from the Jazz era. Students have listened and analyzed selections by Joplin, Louis Armstrong, King Oliver, Lonnie Johnson, Benny Goodman, and Count Basie.
7th Grade: we are deep in our study of Jazz with lessons focusing on the genres contributing to
Independent study: students at various levels are practicing technique builders, progressions, hand positions, assigning note names and values, and preparing repertoire pieces for an in class performance.
Performing Ensembles: Our winter concert is Thursday December 7, 7pm here at Carroll Creek .
Physical Education
Over the last month our students have been very busy in PE. Kindergarten continues to learn new locomotor movement's everyday which are applied through a variety of games and activities. Kindergarteners are learning the importance of warming up and cooling down before and after exercise as well as the importance of stretching.
The rest of our students have just finished up the soccer unit. LE classes focused more on the skills associated with the game which includes striking and dribbling with the feet. UE and middle school classes took a class or two to practice the skills and then transferred those skills into a game-like activity.
This past month our
Please do not hesitate to contact me with questions or concerns.
school participated in ACES (all children exercising simultaneously). I was very happy to see the entire school get outside and walk two laps around our building to promote exercise and being healthy! This was a great activity for our school and we hope to continue it throughout this year.
Our next unit is going to be basketball!
- Mr. Hickman
Spanish Spoken Here
Mrs. Gomez has been hired as an assistant to help Mr. Kramer in our Spanish class this year. Having two Spanish speaking adults in the class will boost our students' opportunity to learn Spanish.
Students in our primary classes have been working on learning the Spanish words for fruits and clothes. They have been studying words that have to do with fall this month. Mr. Kramer has read books in Spanish to them including the book, "Fly Guy."
Our Lower Elementary students have also been learning Spanish words for clothes and fall. They have also been writing in Spanish what they have been learning. Mr. Kramer has read the book, "Bad Case of the Stripe," in addition to other books in Spanish to the Lower Elementary students.
Upper Elementary students have been working on higher level writing skills in Spanish. They have been conjugating verbs and
changing stems to words. Students at this level have also been asking and answering simple questions both verbally and in writing in Spanish.
Middle school students have been developing personal questions and answering questions in Spanish about themselves (i.e. "What do you like to do?") They have been learning to tell time in Spanish. Our middle school students are gaining confidence as they use their Spanish skills.
CCMPCS GC News
Tidbits from our GC
Hello Carroll Creek Montessori Parents!
The Fundraising Committee is pleased that the school year has gotten off to a good start. We hope you all enjoyed the new assortment of Spirit Wear that was offered this year. We are also excited to have the Farmraiser Fundraiser for Middle School students to distribute healthy produce to our school community.
Did you know that all funds WE raise through our Annual Fund to go directly to Carroll Creek Montessori! We raised over $16,000 last year and we're aiming for 100% participation this year. Take a moment to go to carrollcreek.org to make a donation. No amount is too small!
WHY ARE WE ASKING FOR MONEY?
Because, let's be honest, cash is very handy. While we are publicly funded, like all public schools, we could do more with more, and need stop by your company's Human Resources office to ask for a matching gift form and complete the required information. We can provide a receipt of your donation if needed.
Do you have other great ideas to raise funds for our school? There is an opportunity to serve as the new Parent Representative to Chair the Fundraising and Grants Committee starting in January. If interested, please contact me.
Looking ahead, we are making plans to expand the Farmraiser Fundraiser to the entire school. Stay tuned for details about ways that your business can receive tax-deductions before the year's end too.
This is the second year that my two daughters have been students at Carroll Creek Montessori and what a privilege it has been. Great things are ahead for our school!
Also, do you work for a matching gift company? Want to maximize a donation? A simple way to help our school raise funds for student programs is to
* Begin saving for a FUTURE FACILITY
funds to:
* Build up our new library with new English and Spanish books
* Build up our musical program by providing new musical instruments
* Reimburse our teachers for very specific and expensive Montessori training
* Buy new technology equipment for needed assessments
Every dollar …every penny… we raise is important and will go to benefit the children! We hope you will all come out to the CCM Community Gathering activity that will be held at the Kittiwat restaurant on November 2nd. Next month, parent volunteers are working hard to coordinate a product sale of Lularoe Fashion and Touchstone Jewelry. These will make great Christmas gifts for you or your friends and family.
Regards, Desiree Mortenson CCM Governing Council Fundraising & Grants Committee Chair
Attendance
Our attendance for the month of September was 97.8% which has gotten us off to a wonderful start to reaching our goal of 96%. As you can see from the graph, October attendance to date is 96.55 which is still well above our end goal. We lost over a whole percentage point in one month though which is very concerning. Attendance is one of the specific areas FCPS determines if we are being successful or not as a school. Please do not send your children to school when they are ill, but please also plan vacations and "get aways" when school is not in session.
Page 5
Scantron Assessment Results: % of students with Average (Includes High, Above and Low)
| | Reading | | | | |
|---|---|---|---|---|---|
| | Fall 2016 | Spring 2017 | Fall 2017 | Fall 2016 | Spring 2017 |
| All Students | 84 | 92 | 85 | 88 | 87 |
| Black | 86 | 96 | 89 | 95 | 82 |
| White | 89 | 96 | 88 | 90 | 90 |
| Hispanic | 67 | 83 | 72 | 72 | 75 |
| Multiracial | 75 | 87 | 75 | 87 | 88 | | <urn:uuid:6a5c6d21-6253-402d-9a6c-e6fc582d6f72> | CC-MAIN-2022-49 | https://ccmmd.mmcimd.org/wp-content/uploads/2018/09/October-2017.pdf | 2022-12-02T10:14:10+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00326.warc.gz | 199,107,927 | 3,336 | eng_Latn | eng_Latn | 0.937335 | eng_Latn | 0.99913 | [
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64
Champions for Literacy
Your actions today will help your students go for gold
By L. Earl Franks, Ed.D., CAE
The National Association of Elementary School Principals believes that education must assist each child to realize his or her potential as a functioning and contributing member of society. Furthermore, the Association believes that each child should have an equal opportunity to attain self-realization. In order for these beliefs to become reality, literacy must be at the forefront of every child's educational journey.
The research related to educational success is clear: A student must be proficient in reading by third grade to be academically successful. For this to occur, it is imperative that school leaders have the knowledge and skills necessary to evaluate literacy instruction, provide effective feedback to teachers, select a good literacy program, and create a culture of literacy in their schools.
It Takes a Team
The research related to educational success is clear: A student must be proficient in reading by third grade to be academically successful.
reinforce the literacy skills required for their specific disciplines.
In addition to addressing literacy in the core academic subjects of English/language arts, math, science, and social studies, literacy must be reinforced in all subjects, including the fine arts, physical education, technology, engineering, foreign languages, computer science, career and technical education (CTE), and health. Ultimately, teaching literacy is the responsibility of every adult in the school building.
Additionally, school leaders should provide the professional learning opportunities needed to adequately prepare teachers to instruct and assist students to have successful reading experiences in all content areas. Principals also must be prepared to offer actionable feedback to support literacy instruction.
Fire Up!
School administrators are not the only adults in the building who need the appropriate knowledge and skills related to literacy instruction. In fact, core subject teachers have the most integral role in literacy instruction, so they must be equipped to teach and
Another crucial ingredient to ensure literacy success is student engagement. As the lead learners in the school, the principal and leadership team should provide special opportunities to get students excited about reading. Specifically, school principals
@efranksnaesp
PrincipalnNovember/December 2017
and administrative teams should lead teachers in literacy efforts that help students access, comprehend, evaluate, and create information.
Any high-quality literacy program should be based on the latest research. Principals should collaborate with their instructional teams and familiarize themselves with the best research-based strategies for vocabulary expansion, reading comprehension, bridging the achievement gap, and teaching reading to English-language learner students.
The final, and probably most important, piece is to create a culture of literacy within the school and community. This component must include all stakeholder groups, such as parents or guardians, business leaders, religious organizations, local governmental agencies, local libraries, civic clubs, etc., to collectively establish and support strategies that create and ignite enthusiasm for reading.
Being a champion for literacy will help ensure that all children will have an opportunity to achieve their full potential.
L. Earl Franks, Ed.D., CAE, is executive director of NAESP.
What I'm Reading: How The Mighty Fall: And Why Some Companies
Never Give In by Jim Collins
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JANUARY 2019 M il l bor o El eme n t a r y Sc h oo l J an ua r y 2019
From the Principal's Desk - Mrs. Hicklin
Wildcat Mews
Greetings from Millboro Elementary School! We have already started second semester– hard to believe!
students have a login and password to the iXL website (www.iXL.com/signin/
to celebrate their hard work and awesome attendance!
Staff and students are getting back into their routines in the classrooms and great things are happening here! The 6 th and 7 th grade classes have already earned rewards in their quest for 10 days of perfect attendance – which is AWESOME! We have several classes that are very close to earning a reward. You can do it! We also had our 2 nd nine weeks attendance celebration before our winter break. Students with perfect or excellent attendance were invited to a slime party. They got to listen to music, make slime and eat ice cream as a reward. It was a fantastic way
Just as a reminder: For your child to have a productive day at school, please make sure they are getting plenty of rest at night and eating a good breakfast in the morning. If your child eats breakfast at school, please try to get them here at 8:00 am so they have plenty of time to eat breakfast and get to class on time. Starting the day off late or hungry can sometimes change the course of a student's entire day.
Also, we all know that snow days are disruptive to learning but they are a part of life in Bath County. At a minimum, please make sure your child is reading on snow days. In addition, all
Preschool - Mrs. Brunner
Preschool has been busy
both before Christmas and after. Before the winter break, we had planned a roundtable break. The children were excited to see him, sit on his lap, and tell him what they wanted for Christmas. Preschool also worked very hard during that time on gifts for their parents. They even decorated the gift bags to put them in!
event that had to be canceled due to the unexpected snow! Since it was so close to Christmas break, we were not able to reschedule the December meeting. We plan to pick back up on Wednesday, January 16 th at 6:00 p.m. We hope at least one parent of each child will be able to attend!
We also had a great visit from Santa Claus before the
Thank you again for everything you do! Let's continue to work together to ensure that we are doing our best for our children. Please feel free to contact me at any time with questions or concerns.
bathcps) and can use it on non-school days, provided they have access to the internet. Spending just 30 minutes a day on iXL would be very beneficial to your child. Classroom teachers will also be providing additional resources that can be used on snow days. Thank you for any help you can provide during this missed instructional time.
month. January's number is 6.
We have looked for a different letter around the school each week. It is interesting to see how many places we can find these letters. So far, we have searched for letters T, B, E, P, R, H, A, O and C.
Since the break, we have been discussing "Simple Machines." These include things such as a wedge (for example, a knife is a type of wedge), lever (such as scissors or a see-saw), a pulley, wheel and axle, an inclined plane, and a screw. There is so much to learn in preschool!
Help your child to see where they can find letters at home, on road signs, in the stores, etc. We also work on a number each
Dates to remember in January:
PBIS Pajama/Stuffed Animal Day
Preschool Roundtable 6 pm
11
16
| No Preschool | 18 |
|---|---|
| Pupil Holiday-NO SCHOOL | 21 |
| Gr. 7 to Richmond; 6:30 am-6:30 pm | 29 |
| Dates to remember in February: | |
| PBIS Sports Jersey Day World Read Aloud to a Child Day | 1 |
| School Board Mtg; 7 pm at BCHS | 5 |
| No Preschool | 8 |
| Board of Supervisor’s Mtg; 7 pm | 12 |
| Preschool Roundtable 6 pm | 13 |
| Valentine’s Day | 14 |
| Pupil Holiday-NO SCHOOL Parent Conference Day 1-4 & 4:30-7 pm | 21 |
| Pupil Holiday; NO SCHOOL | 22 |
| Read Across America Week Feb 25-Mar 1 | 25 |
| Family Reading Night 6 pm | 28 |
| Dates to remember in March: | |
| School Board Mtg.; 7 pm at MES | 5 |
| SNOWDATE-Family Reading Night 6 pm | 7 |
| No Preschool | 8 |
| Daylight Savings Time; Spring Forward | 10 |
| Board of Supervisor’s Mtg; 7 pm | 12 |
| Spring Pictures Preschool Roundtable 6 pm | 13 |
| St. Patrick’s Day | 17 |
| PBIS No Mirror Day | 18 |
| First Day of Spring | 20 |
| End 3rd Marking Period Early Release 12:30 pm | 21 |
| No School | 22 |
| No School | 25 |
| Dates to remember in April: | |
| Report Cards Go Home | 1 |
| School Board Meeting 7pm; VES | 2 |
| PBIS Flip Flop Day | 5 |
| Board of Supervisor’s Mtg. 7 pm | 9 |
| Preschool Roundtable 6 pm | 10 |
| No Preschool | 12 |
Kindergarten - Mrs. Armstrong
We made lots of ornaments to go on our classroom Christmas tree. The students had fun with this activity and did a wonder-
Cafeteria Corner ful job. They took the ornaments home to go on their tree and to save for years to come. We also did a
MySchoolBucks.com is a wonderful tool to watch a student's money account. Sign up is FREE. Getting updates on account balances is very helpful as well as watching exactly what your child is buying in the cafeteria. You can pay on the account on line through myschoolbucks.com or just check the current balance and pay at school.
THANK YOU SO MUCH FOR KEEPING YOUR KIDS MEAL ACCOUNT BALANCE IN THE POSITIVE! OUR SCHOOL ROCKS AT THIS!!
Christmas tree to help animals after the holiday season. They moved their tree outside and put nuts, popcorn, berries and other food around math activity using gum balls for counting, graphing and doing math problems.
We have been experimenting Second Chance breakfast with 5 th , 6 th and 7 th grade. It is exactly what it says, a second chance for those students to get breakfast. The goal is to insure that every student eats breakfast every day. I have asked all students to share info at home about whether or not the 2 nd chance is for them or is the current 1 st round better. The prices are the same as is the reimbursable meal requirements. Drop me an email or give me a call with any questions you have concerning your students money and/or breakfast/lunch practices
Stacy Schumacher
540 997-5452
email@example.com
This institution is an equal opportunity provider and employer.
the tree to help feed the animals through the winter. We will make the feeders during the next week or so to help the animals near our homes.
what they learned about Dr. King.
animals do in the winter to survive the cold winter months. We will read the story The After Christmas Tree by Linda Wagner Tyler. It's a wonderful story that tells what a family does with their
We will study Martin Luther King, Jr. during the week of January 21 st and sing songs and read books about this famous American. I am always impressed at how much the students remember about things we have studied. Remember to have your children tell you about
We will be studying other famous Americans during the month of February. We will talk about George Washington and Abraham Lincoln. The students will learn about their lives as they grew up and important facts about each while they served as president of the United States. We will also talk about Virginia along with our state flag, bird, tree and flower. The students will learn facts about our country's flag as well. February is a short month but will be a busy one in Kindergarten.
We will start this month talking about winter weather and winter animals. We will discuss what
First Grade - Ms. Smolarek
First Grade finished up 2018 full of fun learning activities. We talked about holiday traditions in our family, and other traditions around the world. We had so much fun researching reindeer, building gingerbread houses, and making snowmen indoors! Our class elf, Peppermint, kept a close watch to make sure we ended 2018 on task and learning lots. We unlocked 2019 by reviewing our addition, even and odd, vowel sounds, place value, and creating per- sonal
and for the year.
class goals
We cannot
deeper wait to dive
adding and subtracting, being excellent and strong readers, and researching and teaching all about arctic animals!
into
Second Grade - Mrs. Madison
Happy New Year!! The 2 nd 9 weeks has been full of holiday celebrations. We enjoyed the costume parade for
Christmas program which was fantastic. In Science we spent time on the life cycle of a plant. Soc. Studies time was spent on the Woodland Indians and holidays. Telling time and counting money were a few of the skills we worked on in math.
fiction. We were excited when Mr. Hall brought our computer cart to the room with our new laptops!
Halloween. The "After Thanksgiving" Thanksgiving Feast was delicious and our program went well. Thank you parents for helping with costumes and providing the yummy food. We welcomed a new classmate at the end of November. All 19 students were here for the
The 3 rd 9 weeks will be busy. Lots of reading, writing, and math skills will be covered. We will begin to work on learning how to write the alphabet correctly in cursive and then letter combinations to make words. We will be learning about famous Americans each month. The list just goes on and on!!!
Second Grade/Kindergarten Math—Mrs. Hepler
Mrs. Hepler's 2 nd grade Reading groups enjoyed doing holiday activities. In reading students sequenced their stories with a Christmas frame using the transition words, first, then, next, after that, and finally. They enjoyed holiday poems, working with Santa's reindeer and putting them in alphabetical order and other Christmas words. They enjoyed sorting long and pattern words with sleighs. Students did an opinion writing piece on Elf on the Shelf. All children stated how much fun it was seeing their elf, how it made Christmas magical, how they enjoyed finding him and the different places he would be. Students enjoyed making a Christmas tree with their handprints and long e words. Students are currently working on adjectives. We used many to describe holiday objects like ornaments, stockings, Santa, elves and many more. We will continue to work with adjectives, plurals, and writing sentences the Third nine weeks. We will begin working with plurals and continue on our word study with long vowels. Look for our long o snowman coming in the near future!
Mrs. Helper's K Math group
Things were bopping in Kindergarten math. We made Patterns with Christmas chains and did numerous activites with patterns; we then measured to see who had the longer chain, the shorter chain. We used prepositional words as we placed our Christmas mouse in, out, beside, between, on, off, beneath the box. Those who got them all right got to play the music of our mouse. Thank you for the gumdrops. We sorted them by color, we graphed them, we made patterns with them, we measured with them, we added and subtracted with them, we compared groups of different colors and the best part of all, we ate them. These nine weeks we will continue to review all that was taught and we will work on recognizing money, the clock and adding and subtracting. We will start to work on simple word problems and show the students how to go about finding their answer with manipulatives or drawing their objects. If you have any marshmallows, cotton balls please bring them in to class for other activities.
In Science we will talk about the weather and States of Matter. Have your child describe the weather we are having daily and notice the different temperatures, change of nature, and how we must dress differently.
How To Make Crystal Geode Eggs
Geodes are small rock cavities lined with crystals or minerals. They form through sedimentation, a process in which particles are suspended in fluid and accumulate. The salt particles fuse together because the water I s so saturated, forming crystals as the water evaporates.
What You'll Need:
* Eggs
* Craft glue
* Egg dye (optional)
* Epsom salt
* Toothpicks
* Food coloring
1. Help kids crack an egg at the narrow end and carefully widen the opening to the size of a quarter. Empty into a bowl; repeat with more eggs. (Save the eggs and make a scramble or frittata)
3. Set the shells inside the carton. Brush the entire inside with a thin layer of glue and dust with Epsom salt (this will act as a starter crystal). Let dry completely (a few hours).
2. Set shells in a bowl of hot water to rinse. Then show kids how to gently rub their thumb on the inside to loosen and remove the membrane. Turn the shells over on a towel to dry. If desired, dye them before the next step; let dry.
4. Boil 1 cup water and remove from heat (an adult's job). Slowly add 1/2 cup Epsom salt and stir until it's dissolved. Continue stirring in small amounts of salt (a tablespoon or two at a time but no more that 1/2 cup) until it no longer dissolves, then STOP. You've made a supersaturated solution! It should be thick but not slushy.
6. Check your eggs daily. If you find a thin, hard, jagged layer forming on the surface, gently break it up with a toothpick (allowing the water to evaporate). After a few days, all the water will evaporate, leaving colorful geodes behind!
5. Carefully pour the solution into your shells with a small ladle, filling to the top. Add a drop of food coloring to each egg, and stir gently with a toothpick. Place your shells somewhere safe and at room temperature.
6th & 7th Grade Language Arts - Mrs. Secoy
biographies with partners. They'll also be developing their research skills as they work together to learn more about the people from their biographies. I can't wait to see their communication skills in action!
grade will be reading Roll of Thunder, Hear My Cry as we study the elements of fiction. Everyone will apply their understanding to their own written fictional stories, and I can't wait to see the results! As a combined class, students will be reading
We're really busy this time of year! 7 th grade is getting ready to read The Outsider's and 6 th
6 th Science Mrs. Secoy
6 th grade science has completed our study of weather, though we'll continue to present a weekly forecast. Now we are studying the periodic table. They'll be working through exploratory labs to learn about protons, neutrons, and electrons. Then we'll start looking at how atoms bond to form molecules!
We are continuing to study watersheds and our nature trail, despite the challenging weather this time of year. Each week a student presents the forecast and we discuss if, or when, we should spend time outside. The students love going out to do water quality testing and have become excellent observational scientists!
7 th Life Science Mrs. Secoy
In science, 7 th grade has been learning more about cells and DNA. They were excited to learn about how genetics works, and are excited about extracting DNA from strawberries. We are continuing to explore what happens to a population's genetics over time as we create our own species of "paper pets!" We are also starting to look at how energy moves through ecosystems as we explore food chains and energy pyramids.
Fourth Grade - Ms. Manion
Fourth grade spent the second nine weeks working on multiplication and division. We also started working on basic geometric shapes. We continued working on learning how to figure elapsed time and figuring out patterns and extending them. We will continue to work on division while reviewing multiplication in the weeks ahead. We will spend most of the third nine weeks on fractions.
looking in the text for the evidence that supports an answer or opinion. We are working on cause and effect as well as looking for ways an author uses the setting, characters, or language to move the story forward. We will continue to work on these comprehension skills as we continue to read. We wrote stories during the second nine weeks. We will need to start working on writing nonfiction during the third nine weeks.
In science, they continue to study electricity in 4-H. We worked on the skill of classification and the steps to conducting a
In reading, fourth grade worked on supporting the main idea with supporting details. In addition, we are working on
Third Grade - Mrs. Sizemore
In math, students are training hard to become multiplication and division ninjas as they continue to practice their facts to earn their belts. Keep up the great work! We have also learned about continuing patterns and solved "in and out boxes". We delve into elapsed time and fractions in the upcoming nine weeks. My class continues to practice math skills on IXL and has worked over 25,000 math questions this year. This is great practice for when they get to show off their learning at the end of the year.
It is hard to believe we are halfway through the year already! In third grade, we have been reading up a storm. We have learned about main idea and supporting details, comparing and contrasting, and building vocabulary and fluency. During December, we read about holidays around the world and the Rockefeller Christmas tree. We also enjoyed twelve days of holiday reading with guest readers coming in each day to read their favorite holiday books with us.
In Social Studies, we have traveled the globe learning about ancient civilizations. We studied Ancient Rome and Greece and learned all about the government, architecture, and art of their time. Students found that many of the contributions of those ancient people are still in use in our daily lives today, like our representative form of government and architectural design elements like columns and arches.
We have been having a great time in third and I know we are going to have as much fun in the second half of the year as we have had in the first half.
science experiment. They worked on learning the scientific method by building paper rockets. Then we moved on to study animals – the different kinds and their characteristics. We need to study how humans affect ecosystems and how energy flows through an ecosystem. Then we need to move on to weather and the solar system.
tier Culture Museum to learn about the customs that came to Virginia from different countries. We will learn a little more about colonial Virginia before we move to the American Revolution and the creation of the United States. We continue to receive support on learning through primary sources by having a monthly program from the Virginia Museum of History and Culture. We are thankful to the Bath County Historical Society for funding the programs again this year.
In Virginia studies, we settled Jamestown and survived all the problems they had starting the colony of Virginia. We have also studied colonial Virginia. We went on a field trip to the American Fron-
∗ No Parking in Handicap Spaces
∗ Due to changes in temperature, please send students to school dressed in layers.
∗ On 2-hour delay please try to have your child here by 10:00 am. They are not counted tardy until 10:25, but we try to start instruction as soon as possible.
Title I Reading - Mrs. Stout
we have our free mini library in the cafeteria so that students can grab a book (or two or three) whenever it is needed. If you would like more activities to do with your child at home to boost their reading level, please let me know and I can get these together for you! My email, phone line, and door are always open to you for any help you may need to support your child.
Please add the following to your calendars. February 1st is World Read Aloud to a Child Day. Also, February 25 through March 1st is Read Across America Week. More information will be coming home on the events
Hello everyone! I trust that you had a restful break! We have been working hard in Title I and plan on continuing that momentum when we get back. The key to your child's success is time in text. What does that mean? They need to read, read, read AT HOME. If you have a child that is in kindergarten or that is an emergent reader, have them find letters and give the sound it makes or locate sight words throughout the book as you read. Remember, your child has a Raz-Kids login and password for online books. If you need more books at home, all you have to do is ask! I can send home books and
Social Studies - Mr. Crawford
Fifth
we'd covered since my last newsletter. We've been studying the "Roaring 20s" and heading into the Great Depression. We're on a roll and the time shows no signs of stopping!
Seventh
Seventh graders in Civics and Economics have really impressed me lately! I love their interest in our laws and how government works. If some of that enthusiasm could be shared with all the content they have to know, we'd be golden! After learning about the three branches, we moved right along into how those branches share power and how checks and balances work. We learned how laws are made and talked about that crazy Electoral College, which was perfect for the election season! They've learned about state and local government, too. We even had visitors from our state and local governments come in
The forecast is in and this year shows no sign of slowing down! Despite how fast the year is going, fifth grade is getting a lot done! I think (or at least hope) things have gotten more interesting for everyone. We've moved out of exploration and into colonization and headed into the Revolutionary War. Be sure to ask your child about the awesome Revolution project using Ozobots!
Sixth
US History II has been equally as exciting! The sixth-graders really seem to be enjoying learning about the not-so-distant past (maybe as much as I enjoy teaching it). They learned about the "Captains of Industry" who helped shape this nation as well as the Spanish-American War and World War I. Wow! I didn't realize how much and speak, including Millboro Supervisor Eddy Hicklin and VA Senator Creigh Deeds. We're moving right along and we'll be on our trip to VA Beach before we know it! Until next time…
Math
These guys and girls are on a roll in math, too! We've covered content including probability, volume and surface area, and some geometry! Speaking of geometry, where do geometry teachers go to work for the government? The pentagon
Until next time…
scheduled for these dates.
Happy reading! Mrs. Stout firstname.lastname@example.org
Music Notes - Mrs. Lindsay
First Grade students will be working on understanding of musical terms such as accompanied and unaccompanied. Students will continue working to understand about musical beat, rhythm and melody.
All of our students will be working on Patriotic Music. Each class will focus on master-
Second graders will be working on learning how to follow the words of
Kindergarten students will be learning terms such as vocal, instrumental, and introduction. They will also continue to work on fast and slow, loud and soft, and long and short. Students will also work on keeping the beat of music using movement and rhythm instruments.
ing one patriotic song. Time will be spent understanding the meaning of the song in addition to being able to sing it. Each class will also continue working on age appropriate musical signs and symbols.
dents will be learning about the Woodwind Family in the orchestra. The fourth graders will continue preparing to play the recorders. Their focus will be on learning about the time signature and recognizing different kinds of notes and their values. Fifth graders are exploring the music of the Twentieth Century. Students will be looking at each decade during the 1900s and talking about the musical styles that were popular, what economic factors influenced the music of the decade, as well as the listening devices that were used. Sixth graders are exploring the history of music. Students will look at each period of music and talk about musical styles, composers, instruments and other things that impacted the music of the day. Seventh grade students are playing guitars. We are having a lot of fun. Students have
songs as well as recognizing and understanding about the music staff, treble clef, double bar line and repeat sign. Musical words such as piano and forte will also be explored. Third grade stu-
Band Notes—Mrs. Hooker
The MES band s had a gre at se me ste r and show e d off the ir amazing tale nts at the Winte r Band Conce rt on De c 19 th . The fifth grad e pe rforme d se le c tions out of the ir me thod book as w e ll as Jingle Be lls. The sixth grad e band pe rforme d Along Came a Spid e r and First Holid ay Conce rt. The se ve nth grad e band pe rforme d De fe nd e r of Time and God Re st Ye Me rry Pe e ps and also had a gre at time pe rforming a pie ce w ith the high school band . Each group pe rforme d be autifully!
We look forw ard to e xc iting ne w pie c e s, sc ale s, counting syste ms, and note s this se me ste r!
Se ve ral stud e nts aud itione d for All Are a Band in Nove mbe r. The follow ing stud e nts w e re acce pte d into the 2019 All Are a Band : Sad ie Alphin, Chloe Grimm, Ne ve ah Knick, Natalie White , Ke lse y Eaton, Cathe rine Smile y, Dillon Mille r, and Nic k Bryant. The se stud e nts w ill be re pre se nting Millboro Ele me ntary School at the All Are a Eve nt on Jan 25 & 26 at Roc kbrid ge County HS. The re w ill be a conce rt on Saturd ay, Jan. 26 th at 4PM. Ple ase join us!
learn some fun songs. Students will also learn how to play a few chords on the guitar as well.
learned to play Smoke on the Water, Happy Birthday, and Old Joe Clark. In the next few weeks, students will continue to | <urn:uuid:7fc18a9b-85d3-490f-a29d-42ac0ca9d651> | CC-MAIN-2022-49 | http://sharepoint.bath.k12.va.us/mes/MES%20Quarterly%20Newsletter/2018-2019/MES%20Third%20Nine%20Weeks%20Newsletter%2018-19.pdf | 2022-12-02T08:45:13+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00327.warc.gz | 42,763,904 | 5,878 | eng_Latn | eng_Latn | 0.998691 | eng_Latn | 0.99912 | [
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Tomatoes
Frequently Asked Questions FSA6017
www.uaex.edu/tomatoes
Q. What causes the lower leaves of my tomato plants to roll up?
A. Leaf roll (curling of the leaflets) is a physiological condition that occurs most commonly when plants are trained and pruned. Any type of stress can cause leaf roll. It does not affect fruiting or quality, and it is not a disease.
Q. What causes the flowers to drop off my tomato plants?
A. During unfavorable weather (night temperatures lower than 55 degrees F or above 72 degrees F and day temperatures above 95 degrees F with dry, hot winds), tomatoes do not set fruit and the flowers drop. The problem usually disappears as the weather improves.
Q. What causes the young leaves of my plants to become pointed and irregular in shape? I noticed the twisting of the leaves and stems after spraying the plants for the first time.
A. Your tomato plants have been injured by 2,4-D or a similar weed killer. Never use the same sprayer for weed control in your vegetable garden you used on your lawn. Drift from herbicides originating onehalf mile or more away can also injure tomato plants. A virus disease called cucumber mosaic virus (CMV) can mimic these symptoms.
Q. How often should my tomato plants be fertilized?
A. Fertilize the garden before planting tomatoes. Apply fertilizer again when fruit first sets. After the first fruit sets, side-dress the plants with additional fertilizer every two weeks. Fertilize plants grown on sandy soils more frequently than those grown on heavy clay soils. A general side-dress fertilizer recommendation is 1 1/2 level tablespoons of a complete fertilizer (10-20-10 or 13-13-13) scattered around the plant and worked into the soil.
Q. What causes large, black spots on the bottom or blossom end of my tomatoes?
A. Blossom-end rot is caused by improper moisture conditions. This results in a calcium deficiency in the developing fruit. Make sure the soil pH is above 6.0. Maintain uniform soil moisture as the fruit grows. Remove affected fruit. When possible, use calcium nitrate to fertilize the plants.
Q. If tomatoes are picked green or before they are fully mature, how should they be handled to ensure proper ripening and full flavor?
A. Never refrigerate tomatoes if immature when picked. Place them in a single layer at room temperature, and allow them to develop full color. When fully ripe, place them in the refrigerator where they can be stored for several weeks.
Q. My tomatoes were healthy during the spring and early summer; yet after a rain, they wilted and died very rapidly. I found a white fungal growth at the base of the plant.
A. This is southern blight, a soilborne fungus that lives on organic material in the soil. Deep burial of undecomposed organic material in the soil reduces this problem. Control foliage diseases of tomato plants, because the fallen leaves around the base of the plant feed the fungus and allow it to build up near the plant and cause damage. Crop rotation also reduces the incidence of southern blight.
Q. My tomato plants wilted rapidly. When I cut the stem open, I found a brown ring around the inside.
A. This is fusarium wilt caused by a soilborne fungus that attacks tomatoes and other crops. Use resistant varieties to control this disease. Most commercial tomato varieties are resistant. Before you plant a cultivar, make sure it is resistant to fusarium wilt. This resistance is denoted by the letter F after the name; for example, Celebrity VFN.
Q. The lower foliage on my tomatoes is beginning to turn yellow and drop. The leaves have circular dark brown to black spots.
A. This is Alternaria leaf spot or early blight, a common problem on tomatoes that causes defoliation usually during periods of high rainfall. Plant tomatoes on a raised bed to improve water drainage, and space them so air can move to dry the foliage and prevent diseases. Start a fungicide spray program when the fruit is set and continue at one-week intervals during the growing season until harvest. Use a fungicide such as Daconil approved for home garden use.
Q. The foliage on my tomatoes is covered by small circular-shaped spots that cause it to turn yellow and drop off. This occurs in all seasons and is on the top and bottom leaves.
A. Several types of leaf spots attack tomatoes. Septoria leaf spot quite often starts at the bottom of the plant and rapidly spreads. It can be controlled with a fungicide spray. Begin the spray program early in the life of the plant.
Q. What causes my upper tomato leaves to turn yellowish and fall off?
A. Many conditions may cause these symptoms, including spider mites, diseases and nutrient deficiencies. Examine the underside of the leaves for small, red to greenish mites. If you find mites, treat with two to three applications of insecticides at five-day intervals.
Q. How do you select good transplants at nurseries or garden centers?
A. First, select the right cultivar. Look for plants that appear healthy, dark green in color and do not have any spots or holes in the leaves. The ideal tomato transplant should have five leaves and no flowers. Avoid tall, spindly plants with weak stems and leathery purple leaves.
Q. What causes some of my early tomato fruit from the spring garden to be oddly shaped and of poor quality?
A. This condition is usually caused by stress and low temperatures during flower formation, bloom and pollination. Fruit set when temperatures are 55 degrees F or below often are odd-shaped and of poor quality. The blooms are abnormal because of temperature conditions and grow into abnormal, oddshaped fruit. Another name for this disorder is catfacing.
Q. My tomato fruits have small yellow specks on the surface. When the fruit is peeled, those yellow specks form a tough spot that must be cut off before eating the tomatoes. What is wrong?
A. The yellow speckling is caused by injury from sucking insects such as stinkbugs or leaf-footed bugs. Early control of sucking insects that feed on the fruit is necessary to reduce the problem.
Q. Will tomatoes become fully ripe and red if they are harvested early?
A. Yes. Fruits harvested at the first blush of pink will ripen fully. A tomato picked at the first sign of color and ripened at room temperature will be just as tasty and colorful as one left to fully mature on the vine. Picking tomatoes before they turn red reduces bird and squirrel damage.
Q. My tomato plants look great. They are dark green, vigorous and healthy. However, flowers are not forming any fruit. What is the problem?
A. Several conditions can cause tomatoes to not set fruit. Too much nitrogen fertilizer, nighttime temperatures over 75 degrees F, low temperatures below 50 degrees F, irregular watering, insects such as thrips or planting the wrong cultivar may result in poor fruit set.
Q. Are there really low-acid tomato varieties?
A. Some varieties are less acidic than others. Some yellow-fruited types are slightly less acidic than the normal red varieties. Flavor differences between varieties are not because of differences in acid content but the sugar-to-acid balance. Cherry tomatoes are higher in both sugar and acid levels.
Q. When caging tomatoes, how large are the cages?
A. The diameter of the cage should be at least 18 to 20 inches at the top. Smaller cages often restrict plant growth and reduce yields. Height of the cage varies, but generally 3 1/2 feet is sufficient for the recommended varieties. However, with vining types such as Better Boy or Cherry Grande, a cage 5 feet in height is preferred. Whatever cultivar, a cage 3 1/2 feet tall is sufficient for most fall garden tomatoes.
Q. What causes a tomato fruit to crack? What can I do?
A. Cracking is a physiological disorder caused by soil moisture fluctuations. When the tomato reaches the mature green stage, reduce or cut off the water supply to the plant as the tomato begins to ripen. At this time, the skin around the outer surface of the tomato becomes thicker and more rigid to protect the tomato during and after harvest. If the water supply is restored after ripening begins, the plant resumes translocation of nutrients and moisture into the fruit. This causes the fruit to enlarge, and the skin splits around the fruit resulting in cracking. The best control for cracking is a constant and regular water supply. Apply a layer of organic mulch to the base of the plant. This serves as a buffer and prevents soil moisture fluctuation. Some varieties are resistant to cracking, and we try to recommend these varieties.
Q. My tomato plants are stunted and have pale yellow foliage. The root system has knots or swelling on the roots.
A. These are root-knot nematodes. Some varieties such as Celebrity and Better Boy resist this problem. It is best to use only nematode-resistant varieties. Nematode resistance is shown by the letter N after the name; for example, Celebrity VFN.
Q. We planted tomatoes in our small garden. They are loaded and are the best tomatoes we have ever had; however, there are some small holes near the stem end of the tomato. When we cut the tomato open, there is a small worm inside. What is it and what can we do?
A. Your fruit has been invaded by the tomato pinworm. They usually do not damage all fruit and can be controlled only by a preventive insecticide spray every 7 to 10 days. When the damage is evident, it is too late to do anything about it. | <urn:uuid:5d504ebd-7e95-4e24-b1b1-f1fed0f13503> | CC-MAIN-2022-49 | https://www.uaex.uada.edu/yard-garden/vegetables/docs/Tomato%20Gardening%20Frequently%20Asked%20Questions.pdf | 2022-12-02T10:02:20+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00329.warc.gz | 1,116,201,281 | 2,000 | eng_Latn | eng_Latn | 0.998266 | eng_Latn | 0.998286 | [
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PRESCHOOL PROGRAM PURPOSE
The Wauconda Park District Preschool staff is committed to providing your child with a stimulating environment in which he or she can grow. The program will provide your child with a variety of experiences that will promote their development in all areas including social, emotional, intellectual, and motor skills. We will strive to give each child a positive feeling of self-worth. We believe in and value each child's uniqueness. The Preschool room and activities
planned for your child are designed to provide an environment where each child can freely express themselves and develop their own unique potential. We present our curriculum in themes, meaning we are teaching in a holistic approach where the concepts and cognitive thinking process are all interwoven. The children are encouraged to communicate with other children and adults to explore, discover and learn following their own natural instincts. We believe children learn best through creative play. If children view learning and school as fun and something at which they can be successful, they will formulate a positive attitude towards the process. It is our goal to provide a rewarding and exciting first experience with school. The emphasis is on discovery and a "you can do it" attitude.
Children will also be exposed to Kindergarten readiness skills and worksheets to prepare them for their years to come. You will notice the concepts such as the alphabet, shapes, colors, and numbers will be introduced throughout the curriculum as they relate to the themes. The more formal instruction regarding the alphabet recognition and writing will be taught in order starting in October with "A" and ending in May with "Z". Children that are enrolled in early childhood/preschool programs tend to be more successful in later school years and are more competent socially and emotionally.
Positive praise and reinforcement for a job well done is an important part of our program. We teach with a positive, "can do" approach. We feel that positive praise is the best technique to encourage all the children to give things a try while doing their best (whatever level that may be). We try to foster friendship, sharing and caring in all that we do. Our preschool offers an environment with creative play, but we ask for your help to encourage your child with positive role play to decrease the amount of negative and/or aggressive behaviors in the classroom (i.e.-no hurting a friend with pushing or pulling, no leaving a friend out, no making toys into weapons). We believe the experience is more important than the end product. In our curriculum, your child will have experiences in a variety of learning modalities.
Supervised inside free play includes blocks, puzzles, play dough, crayons, painting, cutting, gluing, table toys, trucks, books, dramatic play, learning/listening games and more.
Depending on the weather, supervised outdoor or indoor activities will provide the children with coordination skills and large motor development.
Seasonal concepts and holidays are incorporated into our program's activities.
Field Trips and Special Visitors are used to extend the learning experiences. (Suspended at this time due to COVID-19)
Science experiments and math concepts, along with learning centers, enhance the five senses.
Through these specific activity times we strive to enhance the social, motor, and intellectual development of the child. We keep the program fun and enjoyable for the children by presenting different concepts and activities for the classes based on their readiness level and experiences in Preschool. Songs, stories, games, and art will introduce the alphabet, shapes, numbers, and colors to your child. Also included are the fundamental concepts that prepare a child for further learning.
We thank you for choosing the Wauconda Park District Preschool Program and welcome you to the "As We Grow" Preschool family.
POLICES AND PROCEDURES - listed in alphabetical order
ABSENCES
If for any reason your child will be absent from the preschool program, please notify us. If it is a planned absence, please inform the Preschool staff in advance. If the absence is due to illness or is a last-minute decision, 3-Year Old and 4-Year Old classes please call the Beach House at (847) 526-4605 or 2-Year Old class, please call the Community Center at (847) 526-3610 with the reason why your child will be absent, if they are sick please let us know what symptoms they are exhibiting. You may leave a message on our voice mail after hours for your convenience.
AUTHORIZATION FOR PICK-UP
Only those authorized persons listed in your child's ePACT electronic participant information file may pick up your child. WE WILL NOT RELEASE ANY CHILD TO AN UNAUTHORIZED PERSON. If you plan to have your child picked up by someone other than an authorized individual, it is necessary to notify the staff in writing. Please feel free to revise your list of authorized persons in your ePACT account as you see fit. Photo identification can be requested at any time if we do not recognize an adult.
BEHAVIOR MANAGEMENT
Three basic overall principles will be expected from all participants:
1. A child may not disturb or hurt others verbally or physically.
2. A child may not damage equipment.
3. A child may not place him/herself or others in a dangerous situation.
A caring, positive approach will be taken regarding discipline. Rules consistent with the Wauconda schools will be used.
The purpose of discipline is to help a child develop self-control and to learn to assume responsibility for his or her own actions. We use only positive statements and reinforcements to redirect negative behavior. Should a child need more than that, a "time-out" period may be initiated. Problems will be discussed with the parent. Reoccurring or severe behavior problems may lead to behavioral plans, suspension, or dismissal from the program.
To ensure safe and enjoyable programs, activities and facilities for all residents, the Wauconda Park District has developed the following Code of Conduct. Participants are expected to exhibit appropriate behavior at all times when involved in Park District programs, activities, events, leagues, and while using the Park District facilities and parks.
Participants must:
1. Show respect to all participants and staff.
2. Refrain from using foul or obscene language.
3. Refrain from causing bodily harm to participants and staff.
4. Refrain from communicating threats, inappropriate comments or actions that can be considered as any type of harassment, direct threat or actions that poses a threat by gesture, words or actions.
5. Exhibit tolerance, courtesies, and commonly accepted behavior towards our diverse community.
6. Show respect to equipment, supplies, and facilities.
7. Exhibit good sportsmanship at athletic events whether an active participant or observer.
8. The use, suspected use or consumption of alcohol or illegal substances on Park District property is prohibited. While alcohol is approved for select special and off property events, it is expected that all residents and participants will exhibit good judgment and moderation when alcohol is consumed.
The Wauconda Park District reserves the right to dismiss without refund any participant who violates the behavior policy. In addition, if it is felt that such actions pose a threat to the general safety or welfare of other participants, an individual or group may risk consequences associated with the summoning of the Wauconda Police Department. We will do our best to provide a safe working experience for staff & patrons.
BIRTHDAYS
On your child's birthday, we will celebrate with them. However, at this time we will not be permitting birthday treats for the entire class due to COVID-19. We may reevaluate this later in the school year.
CLASS CANCELLATIONS
In the event of inclement weather, or school closing, we will contact you via email, text, or phone. If inclement weather occurs late in the morning and we feel that it would not be safe for the children to attend the afternoon classes, we will contact you by text or phone. If you are not sure if there is class, please feel free to call the Wauconda Park District Office at (847) 526-3610 after 8:30 am.
CLASS CAPACITY/SPACING
Class sizes will not exceed 50% of room occupancy. At the Community Center - Room D, Two's class size will be up to 10 participants. As We Grow Preschool (Beach House) Three's and Four's class size will be up to 20 participants due to the larger physical classroom. Extra furniture and toys that are not being used will be removed. The use of water in the sensory table and other toys/items not easily cleaned and disinfected will not be used until further notice. Class areas will be set up to promote social distancing by spacing equipment, tables, and chairs, etc. to provide 6-foot distance when possible.
COVID-19 – HEALTH CHECK/ILLNESS POLICY
The Wauconda Park District is trying to assist the global efforts in responding to the COVID-19 situation. This situation is rapidly evolving, and we continue to monitor the recommendations from the Centers for Disease Control (CDC), the Illinois Department of Public Health (IDPH), Governor Pritzker, as well as our applicable local health agency.
Health check applies to staff, participants, and their household members, which states in part: ALL STAFF, PARTICIPANTS AND THEIR HOUSEHOLD MEMBERS MUST CONDUCT A DAILY HEALTH CHECK BEFORE COMING TO THE WAUCONDA PARK DISTRICT.
Should you or any household member have any of the following symptoms:
* Fever of 100.4 F or higher, now or in the preceding 72 hours (without medicine)
* Cough
* Sore Throat
* Muscle Aches
* Difficulty Breathing
* New Loss of Taste or Smell
If you answered yes to any of the above questions, we ask you to remain out that day and notify the Wauconda Park District. Feel Better!
Signs of Illness while at Preschool
If a participant shows illness symptoms, a parent or guardian will be notified and there will be a designated room at each facility for that participant to go to until they can be picked up safely by parent or guardian.
If a participant/staff has a confirmed case of COVID-19
* Local health officials, staff, and families will be notified immediately of any possible case of COVID19 while maintaining confidentiality consistent with ADA and other privacy laws.
* The other program participants will be moved to another designated room in the building. The contaminated room will be quarantined and cleaned 24 hours after initial exposure. Programs can return to room upon following proper disinfecting procedures.
* We will ask that the program participants to self-quarantine per CDC guidelines. Please note, there will be no tuition refunds due to quarantines.
When a participant/staff can return to the facility if confirmed with COVID-19
Participants/Staff who is exposed/diagnosed to COVID may not return until:
* They have had no fever for 72 hours (without medicine) AND
* Other symptoms have improved AND
* At least 10 days have passed since their symptoms first appeared
OR
* Have had two negative COVID-19 tests in a row, with testing done at least 24 hours apart.
DRESS
Please dress children in play clothes for easy movement and getting messy. We highly encourage closed-toe shoes for safety. Children will often play outside. Please dress your child appropriately depending on the weather (i.e., hats, gloves or mittens, socks, boots, and snow pants). The children will not go outside if the temperature should fall below 20 degrees Fahrenheit. Please clearly label all your child's belongings with their name. It is also greatly appreciated if you could work on helping your child to identify their belongings.
DROP-OFF AND PICK-UP PROCEDURES
Please do your best to be on-time at both drop-off and pick-up. We only have a short time with your children and want to make the most of it. WE ARE IN THE PROCESS OF DETERMINING THE BEST PROCEDURE FOR DROP-OFF AND PICK-UP FOR OUR CLASS LOCATIONS, while keeping social distancing and best safety practices for all our families in mind. You will receive an email with the 2020-2021 procedures by August 10. Below are a few key reminders.
Drop-Off – At arrival, please be prepared to answer the daily health check questions. We encourage you to hug and kiss your child before you leave. All notes or communication need to be presented at the time of dropoff, if you have an issue that cannot wait speak to the teacher. If it is a discussion that can wait or will need extended time, please arrange a time to speak to the teacher outside of our classroom time.
Pick-Up –Please do your best to be on-time to pick-up your child, parents that are habitually late at pick-up will be spoken to. If the situation continues, a fee may be added to your account.
E-MAIL/TEXT COMMUNICATIONS
We will be using e-mails to communicate the preschool newsletter/calendar, late payments, etc. Through our new secure network ePACT, we may also send important messages via text, such as changes due to weather conditions/school closing, This being the case, please make sure that we have a current e-mail address and cell phone number on file and make updates to your child's ePACT account if you should change your e-mail address or cell number as soon as possible. Due to the large number of participants in our preschool program, it is often difficult for us to reach all participants in a timely manner if we need to make phone calls.
EMERGENCY MEDICAL POLICY
We are constantly providing your child with the safest environment possible, but in the unlikely event that an emergency should occur, the following procedure will be followed:
1. Paramedics will be called to handle serious accidents.
2. A call will be made to you to inform you of the situation. If you cannot be reached, we will call the emergency numbers you provide on the participant information file. Again, please feel free to revise this list in ePACT as frequently as necessary.
3. If your child requires medical care, a staff person will accompany your child to the nearest facility.
FACE COVERINGS
Staff and participants are required to wear face masks daily. Participants will be required to provide their own face coverings (disposable face mask or cloth face mask) and will be worn while indoors except when eating, or outside and able to maintain a safe social distance (masks MUST be worn when entering and exiting the building). We realize this will be a challenge for our younger students and teachers will do their very best to encourage your child to keep them on throughout the day. At the beginning of the year we will teach about wearing our face masks in our classroom, much like other important social skills like sharing and taking turns.
FIELD TRIPS/SPECIAL VISITORS AND EVENTS
At this time classes will not participate in the fall Pumpkin field trip or Holiday singing at the Senior Center (Fours). We will also be putting on hold any special visits from the community (Fire Department, Wauconda Library), all special singing events i.e., Halloween parents' portion and all parent/guest readers until we move to Phase 5.
FIRE DRILL PRACTICE
There will be two fire drill practices done this year: one in the fall and one in the spring. We will notify you ahead of time, so you can go over fire safety with your child and reinforce with them that this is an important skill to understand.
HANDWASHING/HAND SANATIZING
Participants will use hand sanitizer upon entering the building. Handwashing or hand sanitizing will be encouraged after each activity transition. Teachers will help the children when using the hand sanitizer.
ILLNESS
We would like to be informed of any contagious disorders that your child has been exposed to, such as Strep infection, chicken pox, head lice, impetigo, COVID-19 and any other communicable diseases. It is only helpful and fair to let all parents know if a child in class has contracted any illness. You will be notified either verbally, by email or by a note going home, if your child has been in contact with any possible contagious disorder. This information will remain confidential. Also, if your child has a cold or cough, we encourage you to keep them home until they are ready to return. Children must be fever and vomit free for 24 hours before returning to school. Please call (847) 526-4605 or (847) 526-3610. We do have a health manual that has been provided by the Lake County Health Dept., which lists the symptoms and incubation period, in case you would like to refer to it at any time.
PARTICIPANT AND MEDICAL FORMS
This year we are securely collecting you child's participant forms online using ePACT. You will receive an email invite to create your child's private ePACT account where you will fill out our digital forms including medical and emergency contact information and electronic signing of program waivers. Please complete your account set-up no later than August 31, 2020. It is required for all children entering a nursery or preschool setting to have the HIB vaccine and the lead testing. The physical form needs to be filled out by your doctor and uploaded or returned to the preschool staff no later than October 15, 2020. If we do not have your form by then, your child will not be allowed to attend preschool until it is completed. If your child is due for an annual physical during the school year, please provide us with an updated physical form.
PERSONAL BELONGINGS
Please make sure that all your child's personal items (mask, coat, backpack, snack bag, and extra set of clothes) are labeled. We will have proper separation of personal items, and they will not be shared with other participants. To assist the teachers, we ask that you start to work with your child on identifying their items and practice putting on their coat independently. Of course, we will help the children, but this is vital skill to begin at this age.
PICTURES
School portraits, as well as group photos will be postponed until Spring of 2021.We will send information home as picture days get closer.
PROGRESS REPORTS
We will be sending home progress reports with the children in late fall, the end of January and at the end of the school year. We feel these are helpful tools to understand how your child is progressing, but we will also be communicating with you throughout the year on a regular basis. Please refer to the attached objectives as our guidelines for what we will be working on throughout the year.
RESTROOMS
Restrooms will be cleaned approximately every two hours while programs are scheduled in the building, particularly on high-touch surfaces such as faucets, toilets, doorknobs, and light switches. Teachers and participants will be required to wash hands for at least 20 seconds with every restroom visit. At the Community Center all children will be taken upstairs to the restrooms located on the main level, all adult staff and adult participants in the building will be asked to use the restrooms in the lower level located across from the fitness center.
SAFETY INFORMATION AND SANITIZATION
Our preschool building and classrooms will always be locked during our class time schedule. We will be instructing the children that they are not to go out the door without a teacher or a parent. Sanitizer products used for equipment and supplies will meet CDC guidelines. Cleaning products will include EPS-approved disinfectants or disinfecting wipes for sanitizing before and after use by participants. Teachers will follow a cleaning routine where all high-touch surfaces (chairs and tables) and objects will be sanitized regularly throughout the day.
SIGN-IN & SIGN-OUT
Modifications are being made for safe sign-in and sign-out procedures.
SNACKS
Children will need to bring a snack and drink for themselves each day for 3-Year Old, 4-Year Old classes only. The best snack you can provide for your child would be fresh fruit and/or veggies and water. ALL SNACKS SHOULD BE PREPACKAGED OR SENT IN A DISPOSABLE CONTAINER, NO REUSABLE CONTAINER WILL BE ALLOWED. The snack should be able to be eaten in a 10-minute time frame. If your child has any dietary restrictions, this must be indicated in your child's ePACT account. Please update your child's ePACT account and notify us of any dietary changes that may occur during the school year. Due to the increasing number of children with food allergies in our program, we are a peanut-free zone, and we ask that parents refrain from sending snacks with their children that are made with peanuts or peanut products. We also prefer that snacks are prepackaged and not homemade. See the list below used by District #118 of approved peanut-free snacks as a guide for snacks. Snack time for the children in the 2-year-old classes has been suspended at this time, we will reevaluate this as we proceed through the school year.
PEANUT/TREE-NUT/MILK – FREE SNACKS FRUITS
VEGETABLES
All fresh fruits Frozen Dole Fruit Bowls Del Monte Fruit To-Go Cups Sun Maid Raisins (not chocolate covered) Ocean Spray Craisins Applesauce Cups
All fresh vegetables
JELL-OS
Jell-O Cups Dole Fruit-n-Gel Bowls Delmonte Fruit & Gel to-go Bowls
GUMMY SNACKS (No Brachs)
Only Betty Crocker or Nabisco Fruit Snacks:
Fruit Roll Ups & mini rolls
Fruit Gushers
Fruit flavored snacks
SALTY SNACKS
Rold Gold Pretzels
Ruffles Potato Chips – original
Lays Potato Chips (classic & wavy)
Fritos – original
Pringles – original only
Sun Chips – original only
New York Style – bagel & pita chips
COOKIES
Oreos & Mini Oreos (gold & chocolate) Teddy Grahams (chocolate, honey & cinnamon)
Barnum's Animal Crackers
CRACKERS
Honey Maid (Cinnamon) Ritz Crackers Keebler Club Crackers – original only Nabisco - 100 Calorie pack Oreo thins, Tostitos Lorna Doone & Chips Ahoy Wheat Thins – original Nutri-Grain Apple Cinnamon
This list is provided by District #118. It is just intended as a guide. We still prefer fresh fruit and/or veggies with water at preschool.
SUPPLIES
Each child must bring a backpack with the child's name appearing on the outside, 2 masks: one to wear and one as an extra and a snack bag including a snack and drink (3-Year and 4-Year Old classes only). Please pack an extra set of clothes in your child's bag in case of any accidents. On the last page of this handbook is a list of school supplies that are required for the school year. Occasionally parents will be asked to supply some items for special times during the year. If you would like to donate items, that would be wonderful, but it is not required.
TOYS FROM HOME
Please do your best not to bring toys from home. We know at this age it can sometimes be difficult. We will be happy to work with you and your child on an individual basis to help them feel more secure in separating. At this time, the 4-Year Old Class Friday Letter Can program will be on hold until phase 5.
TUITION
Payments are due on or before the first day of the month. If payment has not been received by the 7 th of each month, your child will not be allowed to attend preschool until tuition has been paid, and a $15 late fee will be added. Payments must either be paid in person at the Wauconda Park District Community Center, located at 600 N. Main Street, put in the drop box in front of the Community Center, mailed to the Wauconda Park District at the same address, or sign-up for the automatic payment plan, the form can be found on our website under preschool. Payments can also be made on-line once you have created an account at waucondaparks.com with our Active system. We are highly encouraging all parents to sign up for the automatic payment plan to ease the tuition process. The Preschool teachers will not accept any type of payment.
The deposit you paid at the time of registration will be applied to your May 2021 tuition. This non-refundable deposit will be applied to the May tuition, only if your child attends the full year. There are NO refunds for the preschool program. Any participant's account that is not paid in full by May 8 will be asked not to attend graduation ceremonies and will be prohibited from registering for future Park District programs until the balance is paid.
2020 – 2021 PRESCHOOL CALENDAR
Tentative and Subject to Change
First Day of Class: September 9 or 10, 2020
Last Day of Class: May 13 or 17, 2021
Promotion/Graduation:
Mid May 2021
Two's Promotion – Thursday, May 13, 2021
Three's Promotion – Tuesday, May 18, 2021
Fours Graduation – Wednesday, May 19, 2021
THERE WILL BE NO SCHOOL ON THE FOLLOWING DATES:
Thanksgiving Holiday
November 25-27, 2020
Winter Break:
December 21, 2020 – January 1, 2021
Martin Luther King's Day January 18, 2021
Non-Attendance Day February 12, 2021
Presidents Day
February 15, 2021
Spring Break
March 22 – March 26, 2021
Non-Attendance Day April 2, 2021
Non-Attendance Day April 5, 2021
Objectives for As We Grow Preschool
Tues – Thurs Two-Year Old Program School Year 2020 – 2021
Language Arts
* Learns to be a good listener at story time
* Participates in songs and finger play
* Beginning development of an awareness to letters
* Knows first name
Social and Emotional
* Has a positive relationship with teacher
* Waits patiently for turn
* Separates easily from parent
* Follows classroom rules and routines
* Works or plays alone
* Makes transitions cooperatively
* Is making friendships
* Able to communicate wants and needs
* Ability to share and take turns
Working Skills
* Able to sit and participate at carpet time
* Works and plays cooperatively in a small or large group
* Follows oral directions
* Chooses a variety of activities
* Participates in art projects
* Cleans up after play
Math
* Knows his/her age
* Beginning to count to ten
* Recognizes body parts when named
* Beginning to recognize and name 5 basic colors
* Differentiates basic shapes [circle, square, triangle, rectangle]
Large and Fine Motor Skills
* Beginning to hold scissors
* Can jump in place
* Colors with large crayons
* Applies glue and pastes appropriately
These are our objectives we will be working on throughout the school year.
Objectives for As We Grow Preschool
Tues – Thurs Three-Year Old Program
School Year 2020-2021
Language Arts
* Learns to be a good listener.
* Develops an awareness of letters in association with their sounds.
* Develops an awareness of letters.
* Begins a sense of order and recognition of all capital and lower-case letters.
* Has beginning writing skills.
* Knows first and last name.
* Listens attentively to a story.
* Understands the sequence of a story.
Math
* Recognizes and names the eight basic colors.
* Begins to recognize numbers 1-10.
* Recognizes and names shapes (circle, square, triangle, rectangle, diamond, oval).
Fine Motor
* Developing pencil grip.
* Developing ability to manipulate large buttons and zippers.
* Developing scissor skills.
Large Motor
* Developing large muscle coordination.
Social and Emotional
* Has a positive relationship with teachers.
* Waits patiently for turn.
* Separates easily from parent.
* Is making friendships.
* Acknowledges needs/feelings of others.
* Works or plays alone, in a small group, in a large group.
* Expresses feelings effectively.
* Shares, takes turns, compromises, and cooperates.
* Participates in circle time.
* Follows classroom rules and is aware of consequences.
Working Skills
* Responsible for cleaning up snacks.
* Participates in group discussion.
* Ability to finish activity once started.
Music
* Participates in songs and movement.
Art
* Willingly tries various art methods.
These are our objectives we will be working on throughout the school year.
Objectives for As We Grow Preschool
Mon-Wed-Fri Four-Year Old Program School Year 2020-2021
Language Arts
* Learns to be a good listener.
* Knows the difference between letters and words.
* Develops an awareness of letters, words, and other print around them.
* Understands concepts of print.
* Develops an awareness of letters in association with their sounds.
* Begins a sense of order and recognition of all capital and lower-case letters.
* Knows first and last name.
* Writes First name.
* Writes upper-case and lower-case letters.
* Understands the sequence of a story.
* Listens attentively to a story.
Math
* Recognizes and names the eight basic colors.
* Recognizes and names shapes (circle, square, triangle, rectangle, diamond, oval, heart, star).
* Classifies objects by common properties.
* Recognizes and writes numbers 1-10.
* Rote count to 20.
* Understands and creates patterns.
* Gathers information from a graph.
Fine Motor
* Holds a pencil correctly.
*
Holds scissors correctly.
* Cuts out a shape.
* Manipulates large buttons and zippers.
Large Motor
* Uses large muscles (jumping, hopping, skipping, galloping, bouncing and catching balls).
Social and Emotional
* Expresses thoughts clearly and with confidence.
* Takes care of personal needs.
* Acknowledges needs/feelings of others.
* Works or plays alone, in a small group, in a large group.
* Tries to solve personal problems.
* Has a positive relationship with teachers.
* Expresses feelings effectively.
* Shows emotional control.
* Sits and listens at carpet time.
* Keeps hands, feet and unkind words to self.
Working Skills
* Participates in circle time.
* Shares, takes turns, compromises, and cooperates.
* Follows directions.
* Follows classroom rules and is aware of consequences.
Music
* Participates in songs and movement.
Art
* Willingly tries various art methods.
* Independently cuts, glues, colors, and traces with control.
These are our objectives we will be working on throughout the school year.
Daily Check Prior to Coming to Preschool
You should ask yourself does your child or any household member have any of the following:
* Fever at or above 100.4 degrees Fahrenheit
* Cough
* Sore Throat
* Muscle Aches
* Difficulty Breathing
* New Loss of Taste or Smell
If you answered "YES" to any of the above questions:
WE ASK YOU TO REMAIN OUT FOR THE DAY, and notify the Wauconda Park District. Feel Better!
Community Center - 847-526-3610 Beach House – 847-526-4605
School Supply List
1 - Folder
1 - 24 count Crayola Crayons
1 - Bottle Elmer's School Glue
4 - #2 Pencils (pre-sharpened)
1 - 12 count pack Crayola Colored Pencils
1 - 5x8 Plastic Pencil Box Storage Container
1- Large box unscented Kleenex
2- Rolls Paper Towels
ZIPLOCK BAGS According to Last Name:
A-F: 1 Box Sandwich size
G-P: 1 Box Snack Size
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LESSON 6 Was Toto Dorothy's Only True Friend? 2-1
'Aunt Em, badly frightened, threw open the trap door in the floor and climbed down the ladder into a small, dark hole.'
Chapter 1
LESSON 6 Was Toto Dorothy's Only True Friend? 2-4
Toto loyally followed Dorothy wherever she went.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-7
It was Toto's fault that Dorothy didn't make it into the Wizard's balloon basket. He ran off and chased a cat.
LESSON 6
Was Toto Dorothy's Only True Friend?
2-2
Aunt Em abandons Dorothy and leaves her to face the cyclone alone.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-5
'Then the beasts bowed down to the Lion as their King, and he promised to come back and rule over them as soon as Dorothy was safely on her way to Kansas.'
Chapter 21
LESSON 6 Was Toto Dorothy's Only True Friend? 2-8
Glinda encourages Dorothy to realise that she has the ability to solve her problems and make her dreams come true.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-3
It's Toto's fault that Dorothy is swept away from Kansas. If he hadn't jumped out of Dorothy's arms and hid under the bed, she would have reached the storm cellar.
LESSON 6
Was Toto Dorothy's Only True Friend? 2-6
It is Toto that exposes the Wizard as a fraud.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-9
'A heart is not judged by how much you love but by how much you are loved by others.'
L. Frank Baum
'The people greeted Dorothy kindly, and invited her to supper and to pass the night with them, for this was the home of one of the richest munchkins in the land.'
Chapter 3
LESSON 6 Was Toto Dorothy's Only True Friend? 2-13
'They carried the sleeping girl to a pretty spot beside the river, far enough from the poppy field to prevent her breathing any more of the poison of the flowers, and here they laid her gently on the soft grass and waited for the fresh breeze to waken her.'
Chapter 8
LESSON 6 Was Toto Dorothy's Only True Friend? 2-16
'"I can't find Toto anywhere," replied Dorothy, who did not wish to leave her little dog behind.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-11
'Toto did not like this addition to the party at first. He smelled around the stuffed man as if he suspected there might be a nest of rats in the straw, and he often growled in an unfriendly way at the Scarecrow.'
Chapter 3
LESSON 6 Was Toto Dorothy's Only True Friend? 2-14
'"If ever you need us again," she said, 'Come out into the field and call and I shall hear you and come to your assistance."'
Queen Mouse to Dorothy.
Chapter 9
LESSON 6 Was Toto Dorothy's Only True Friend? 2-17
Dorothy has no friends her own age.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-12
'"If we leave her here she will die," said the Lion.'
Chapter 3
LESSON 6 Was Toto Dorothy's Only True Friend? 2-15
'"But I don't want to live here," cried Dorothy. 'I want to go to Kansas and live with Aunt Em and Uncle Henry."'
Chapter 18
LESSON 6 Was Toto Dorothy's Only True Friend? 2-18
Toto is Dorothy's best friend.
Chapter 17
'The Witch gave Dorothy a friendly little nod, whirled around on her left heel three times, and straightaway disappeared, much to the surprise of little Toto, who barked after her loudly enough when she had gone, because he had been afraid even to growl while she stood by.'
Chapter 2
LESSON 6 Was Toto Dorothy's Only True Friend? 2-22
'"Don't mind Toto," said Dorothy to her new friend. "He never bites."'
Chapter 3
LESSON 6 Was Toto Dorothy's Only True Friend? 2-25
'Little Toto, now that he had an enemy to face, ran barking toward the Lion, and the great beast had opened his mouth to bite the dog, when Dorothy, fearing Toto would be killed, and heedless of danger, rushed forward and slapped the Lion upon his nose as hard as she could.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-20
'At last she crawled over the swaying floor to her bed, and lay down upon it; and Toto followed and lay down beside her.'
Chapter 1
LESSON 6 Was Toto Dorothy's Only True Friend? 2-23
'But now and then there came a deep growl from some wild animal hidden among the trees. These sounds made the little girl's heart beat fast, for she did not know what made them; but Toto knew, and he walked close to Dorothy's side, and did not even bark in return.'
Chapter 6
LESSON 6 Was Toto Dorothy's Only True Friend? 2-26
'And the Scarecrow found a tree full of nuts and filled Dorothy's basket with them, so that she would not be hungry for a long time.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-21
'"Won't you go with me?" pleaded the girl, who had begun to look upon the little old woman as her only friend.'
Dorothy to the Witch of the North. Chapter 2
LESSON 6
Was Toto Dorothy's Only True Friend? 2-24
'"But Toto!" said the girl anxiously. "What will protect him?" "We must protect him ourselves if he is in danger," replied the Tin Woodman.'
Chapter 6
LESSON 6 Was Toto Dorothy's Only True Friend? 2-27
'"I am Dorothy," answered the girl, "and these are my friends, the Tin Woodman and the Cowardly Lion; and we are going to the Emerald City."'
Chapter 6
Chapter 7
Chapter 8
'It was lucky the Scarecrow and the Woodman were wide awake and heard the wolves coming.
"This is my fight," said the Woodman, "so get behind me and I will meet them as they come."'
Chapter 12
LESSON 6 Was Toto Dorothy's Only True Friend? 2-31
The Scarecrow, Tin Woodman and the Lion provide emotional support and physical assistance to Dorothy.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-34
'"My darling child!" she cried, folding the little girl in her arms and covering her face with kisses. "Where in the world did you come from?"'
LESSON 6
Was Toto Dorothy's Only True Friend?
2-29
Toto is the only one who brought joy into Dorothy's life.
LESSON 6
Was Toto Dorothy's Only True Friend?
2-32
The Scarecrow, Tin Woodman and the Lion provide a listening ear and offer advice.
LESSON 6
Was Toto Dorothy's Only True Friend? 2-35
'"Don't speak of it, I beg of you," replied the Woodman. "I have no heart, you know, so I am careful to help all those who may need a friend, even if it happens to be only a mouse."'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-30
The adults in Dorothy's life were all grey and solemn. Toto saved Dorothy from such a bleak existence.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-33
Dorothy's friends in Oz protect her and keep her safe.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-36
'"Send me back to Kansas, where my Aunt Em and Uncle Henry are," she answered earnestly. "I don't like your country, although it is so beautiful. And I am sure Aunt Em will be dreadfully worried over my being away so long."'
Chapter 24
Chapter 9
Chapter 11
'She threw her arms around the Lion's neck and kissed him, patting his big head tenderly. Then she kissed the Tin Woodman who was weeping in a way most dangerous for his joints. But she hugged the soft, stuffed body of the Scarecrow in her arms instead of kissing his painted face, and found she was crying herself at this sorrowful parting from her loving comrades.'
Chapter 23
LESSON 6 Was Toto Dorothy's Only True Friend? 2-40
'It was Toto that made Dorothy laugh, and saved her from growing as grey as her other surroundings . . . Toto played all day long, and Dorothy played with him, and loved him dearly.'
Chapter 1
LESSON 6 Was Toto Dorothy's Only True Friend? 2-43
'But Dorothy they did not harm at all. She stood, with Toto in her arms, watching the sad fate of her comrades and thinking it would soon be her turn.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-38
L. Frank Baum refers to the Scarecrow, the Tin Woodman and the Lion as comrades.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-41
'To the world you may be one person but to one person you are the world.'
Dr Seuss
LESSON 6 Was Toto Dorothy's Only True Friend? 2-44
'Toto did not really care whether he was in Kansas or the Land of Oz so long as Dorothy was with him; but he knew the little girl was unhappy, and that made him unhappy too.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-39
'If it wasn't for Dorothy I should never have had brains. She lifted me from the pole in the cornfield and brought me to the Emerald City. So my good luck is all due to her, and I shall never leave her until she starts back to Kansas for good and all.'
The Scarecrow about Dorothy. Chapter 18
LESSON 6 Was Toto Dorothy's Only True Friend? 2-42
A friendship isn't about whom you have known the longest. It's about who came and never left your side.
Unknown
LESSON 6 Was Toto Dorothy's Only True Friend? 2-45
'For three days Dorothy heard nothing from Oz. These were sad days for the little girl, although her friends were all quite happy and contented.'
Chapter 12
Chapter 12
Chapter 17
'"I can't find Toto anywhere," replied Dorothy, who did not wish to leave her little dog behind. Toto had run into the crowd to bark at a kitten, and Dorothy at last found him.'
Chapter 17
LESSON 6
Was Toto Dorothy's Only True Friend? 2-49
The Wonderful Wizard of Oz was originally published on 17th May 1900.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-52
'One loyal friend is worth ten thousand relatives.'
Euripides
LESSON 6
Was Toto Dorothy's Only True Friend?
2-47
The characters in the Wizard of Oz followed the yellow brick road.
LESSON 6 Was Toto Dorothy's Only True Friend? 2-50
'Love is the only force capable of transforming an enemy into a friend.'
Martin Luther King Jr.
LESSON 6
Was Toto Dorothy's Only True Friend?
2-53
LESSON 6
Was Toto Dorothy's Only True Friend? 2-48
Dorothy was played by Judy Garland in the 1939 film version of the story.
LESSON 6 Was Toto Dorothy's Only True Friend?
2-51
'My best friend is the one that brings out the best in me.'
Henry Ford
LESSON 6 Was Toto Dorothy's Only True Friend? 2-54
friend noun noun: friend; plural noun: friends a person with whom one has a bond of mutual affection, typically one exclusive of sexual or family relations.
acquaintance noun noun: acquaintance; plural noun: acquaintances a person one knows slightly, but who is not a close friend.
stranger noun noun: stranger; plural noun: strangers a person whom one does not know or with whom one is not familiar.
LESSON 6
Was Toto Dorothy's Only True Friend?
2-56
'The better I get to know men, the more I find myself loving dogs.'
LESSON 6 Was Toto Dorothy's Only True Friend? 2-57
'Dogs are a man's best friend.'
Charles de Gaulle
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NC GLOBAL DISTINCTION
Ping Liang
Forsyth Tech
Department:
Humanities World
region:
_____Africa
___X__Asia
_____Europe and the European Union
_____Latin America
_____Middle East and Muslim civilizations
_____Other
Course information and description: Humanities 110
This course considers technological change from historical, artistic and philosophical perspectives and its effect on human needs and concerns. Emphasis is placed on the causes and consequences of technological change. Upon completion, students should be able to critically evaluate the implications of technology. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in humanities/fine arts.
Number of students enrolled in course: 175 each semester (fall, spring, summer)
* Description: This module focuses on China, the world's second largest economy and an emerging superpower. This module will provide students the opportunity to gain awareness and understanding of China's rise in technology in the twenty first century. Topics will include: The Belt and Road Initiative; facial recognition technology, mobile payments, Shenzhen, China's Silicon Valley, tech companies like Alibaba & Ten Cent; "Left Behind children," and the Coronavirus situation.
Student Global Learning Outcomes (list 2-3):
* Students will increase awareness and understanding of China as rising leader in technology in the twenty first century.
* Students will compare the rise of Shenzhen from a fishing village to the technology capital of China.
* Students will demonstrate knowledge about the implications of modern technology on the Chinese people
* Students will increase awareness of the China's use of modern technology in the fight of the Coronavirus.
Unit A: The Belt and Road Initiative
Objectives:
1. Students will explain China's most ambitious infrastructure to connect Asia with Africa and Europe via land and maritime networks with the aim of improving regional integration, increasing trade and
stimulating economic growth.
2. Students will name and describe briefly the countries participating in the initiative.
Procedure: A group of students will prepare a panel discussion about the Belt and Road Initiative and compare it to the ancient Silk Road. Each panelist is expected to make a very short presentation about the project before the floor is opened to questions from "the audience". Some students may role play as concerned politicians, government officials, and investors.
Resources: from NC Live, web links and YouTube videos.
Unit B: facial recognition technology
Objectives:
1. Students will explain how China is using Facial Recognition Technology
2. Students will describe China's use of AI in facial recognition in the large cities and with the Uighurs.
3. Students will compare China's use of facial recognition technology to that of UK's.
Procedure: Students will keep a journal of newspaper articles about the use of facial recognition in China and the UK. Students will share articles with the class weekly throughout the semester.
Resources:
https://www.bbc.com/news/world/asia/china https://www.cnn.com/china
https://www.nytimes.com/ https://www.telegraph.co.uk
Unit C: mobile payments
Objectives:
1. Student will give examples of the use of mobile payments instead of cash or credit cards in China.
2. Students will explain We Chat and Alipay in China.
Procedure:
Student will watch assigned YouTube videos about mobile payments using Alipay or WeChat pay in China, and research countries that use mobile payments on a large scale. Students will speak to ten
different people (from three different adult age group) about their choice in making payments for purchases and bills. Students will share their discovery and results in class.
Resources:
1. BBC https://www.bbc.com/news/world/asia/china
2. China's Great Leap to Wallet-Free Living | Moving Upstream https://www.youtube.com/watch?v=75AXINUL47g&t=171s
3. Discovery WeChat Documentary Film https://www.youtube.com/watch?v=EF-E841WYe4
4. Mobile Payment: China leads the way https://www.youtube.com/watch?v=d7_FVBunlQQ
5. Wall Street Journal
Unit D: Shenzhen
Objectives:
1. Students will describe the growth and rise of Shenzhen as one of the high-tech cities in China
2. Students will explain the global importance of Shenzhen in the fourth industrial revolution.
Procedure: Students will watch two videos about present day Shenzhen, the Silicon Valley of China. The students will plan a two-week trip to Shenzhen, visiting the major business-like Huawei, TenCent, BYD, Baidu, Sense Time & DJI.
Students will turn in their written report of their research and findings.
Resources:
1. How to Plan a Shenzhen Tour
https://www.chinadiscovery.com/shenzhen-tours/how-to-plan-a-shenzhen-tour.html
2. Information on Chinese Visas
https://china.usembassy-china.org.cn/u-s-citizen-services/local-resources-of-u-s-citizens /information-chinese-visas/
3. Planning a Trip in Shenzhen
http://www.frommers.com/destinations/shenzhen/planning-a-trip
4. Shenzhen: The Migrant Experiment
https://www.youtube.com/watch?v=HC9qUlt8RLc
5. Shenzhen: The Silicon Valley of Hardware (Full Documentary) | Future Cities | WIRED https://www.youtube.com/watch?v=SGJ5cZnoodY
Unit E: Left Behind Children
Objectives:
1. Students will gain awareness and understanding of factory labor conditions in China.
2. Students will explain the situation of left behind children in China due to urbanization and industrialization.
Procedure:
Students will watch "Last Train Home" https://tubitv.com/movies/462504/last_train_home and prepare a PowerPoint presentation of the negative effects of factory labor in China, and the situation of left behind children.
Resources:
1.
Binghamton University Chinese Studies https://libraryguides.binghamton.edu/c.php?g=217570&p=2814386
2. China's left-behind children - BBC News https://www.youtube.com/watch?v=Nvg0aF4jGgk
3. China's Left-Behind Generation
https://www.aljazeera.com/programmes/101east/2016/11/china-left-generation-
161130065311382.html
4. Many Children Left Behind
http://harvardpolitics.com/columns-old/many-children-left-behind/
5. What happens to the children left behind by China's industrial boom?
https://www.youtube.com/watch?v=RljKp39I3jo
6. UNICEF Annual Report 2017
https://www.unicef.org/about/annualreport/files/China_2017_COAR.pdf
Unit F: China's use of modern technology to deal with the Coronavirus situation
The outbreak of the Coronavirus started in Wuhan, Hubei Province, China, in December 2019. On January 2020, the World Health Organization (WHO) declared the outbreak to be a Public
Health Emergency of International Concern. On March 11, the WHO recognized it as a pandemic.
Objectives:
Students will provide background information about the coronavirus situation in Wuhan China Students will identify articles or videos about the use of technology to combat the virus situation.
Students will share a 5-minute presentation about the information found
Procedure:
Instructor will show 3 videos about the Chinese efforts to fight the coronavirus in China.
1. 3 ways China is using drones to fight coronavirus
https://www.weforum.org/agenda/2020/03/three-ways-china-is-using-drones-to-fightcoronavirus/
2. Drones and self-driving robots used to fight coronavirus in China https://www.dezeen.com/2020/02/20/drones-robots-coronavirus-china-technology/
3. Surveillance state? China's use of COVID-19 to collect data https://www.youtube.com/watch?time_continue=50&v=aGfp1xNh7YU&feature=emb_title
After viewing three videos about China's use of technology to control the corona virus, students are to use NC Live to find news articles about the ways the Chinese have used modern technology in the efforts with the coronavirus for a 5 minute report to the class. Information to be included: Name of the article; source; author and date of publication.
Resources
1. NC Live
2. China-- BBC https://www.bbc.com/news/world/asia/china
3. China Global Television Network https://www.cgtn.com/
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Acts of Compassion
Book Study and Discussion Guide
By Michael and Linda Spangle
© 2022 by Michael and Linda Spangle
All rights reserved. No part of this study guide may be altered or re-written without express permission from the authors.
Permission for duplicating:
Permission is granted to duplicate all or parts of this discussion guide as needed for church studies, small groups or book clubs as well as individuals. There are no restrictions on the
number of copies as long as the guide is used as a companion to the bookActs of Compassion.
Number of Sessions
This guide is designed to provide book study and discussion for eight sessions. However, groups are welcome to adjust the number of sessions as needed to match schedules or individual
needs.
Each session will cover between two to three chapters in Acts of Compassion.
Scriptures
All scripture quotations in the guide are from NIV (New International Version) Bible.
Action steps
Each session ends with suggested action steps to complete. At the beginning of a new meeting, leaders may choose to ask participants to report on their actions from the previous session.
Contact authors
Michael and Linda Spangle are available for speaking, coaching and consulting.
They live in North Liberty, Iowa and would by happy to talk with you.
The authors are happy to do guest appearances via Zoom. Please let them know if you would like to have them visit your group.
Michael Spangle
Email: firstname.lastname@example.org
Cell phone: 319-304-5166
Linda Spangle
Email: email@example.com
Cell phone: 303-503-1138
2
Guidelines for Small Group Participants
Beginning of each meeting
* Start on time and end on time. Arrive early so you are settled when it's time to begin.
* Notice and welcome any new participants. Introduce them to the rest of the group.
* Plan to read the book chapters ahead of time so you are ready for the discussion.
* Silence your cell phone. Avoid texting and side conversations during group meetings.
During each meeting
* Maintain confidentiality. What's said in the group stays in the group.
* Listen well. Be sensitive to how long you share. Don't talk too much or too little.
* Encourage all group members to participate. Ask questions to draw people out.
* No fixing, solving or rescuing. Give encouragement, show warmth and caring but don't try to give solutions.
After each meeting
* Appreciate and thank the group leader. If possible, offer positive feedback.
* Read the book chapters for the next meeting.
* Pray for the group, including individuals who are struggling in their lives.
* Tell others about the book, the lessons and how the discussions are helping you.
Welcome and Introduction
Session One – Gift of Compassion
Chapter 1 How it begins
Chapter 2 How compassion works
Session Two – Compassion and meaning
Chapter 3 The power of presence
Chapter 4 Compassion heals and connects
Session Three – Compassion and relationships
Chapter 5 Compassion helps both people
Chapter 6 Stories behind the people
Session Four – Understanding compassion
Chapter 7 Compassion and the brain
Chapter 8 Self-compassion
Chapter 9 Receiving compassion
Session Five – Growing compassion
Chapter 10 Compassion in communities
Chapter 11 Compassion in organizations
Chapter 12 Compassion at work
Session Six – Compassion and faith
Chapter 13 Compassion in churches
Chapter 14 Compassion and forgiveness
Session Seven – Capacity for compassion
Chapter 15 Barriers to compassion
Chapter 16 Compassion fatigue
Chapter 17 Compassion renewal
Session Eight – Bringing it back
Chapter 18 Compassion and happiness
Chapter 19 Compassion stories
Chapter 20 Compassion for life
Wrap up and Reflections
Acts of Compassion
Sessions
Session 1 The Gift of Compassion
1. Preparation: Read Chapters 1 and 2 in Acts of Compassion
2. Opening prayer
Ask for God to give you an open heart and help you learn and understand this lesson as well as apply it to your daily life.
3. Warm-up question
What is your favorite flavor of ice cream? Where are you most likely to eat it?
4. Chapter summaries and key points
Chapter 1—How it begins
Compassion begins when someone in your life really sees you and notices your distress. This person shares words of comfort and understanding that make a difference in your life. Often the person is a parent, but sometimes it can be a teacher, a friend or a pastor.
* Example of high school teacher—one brief moment of compassion can have a long-term effect on someone's life.
* The green chair in Mike's office provided a safe place for people to talk and process life issues.
* Seven minutes of compassion takes some effort, but can make someone's life a lot better. Besides helping others, this can increase your own positive emotions, helping you feel happier and more peaceful.
Chapter 2—How compassion works
Compassion starts with an empathetic response to the distress or suffering of another person. In some cases, the needs are obvious. But other times you might just sense that someone needs a little help or kindness. Then you take steps that show you care about that person.
There are three steps or factors involved with an act of compassion.
* Notice— pay attention to the small ways someone might need help.
* Feel—be emotionally moved by someone's misfortune or need.
* Do—take action to provide help, encouragement or support.
Acts of compassion don't have an agenda. They are freely given without expecting something in return.
5. Scripture reading Matthew 6:25-27
In the sermon on the mount, Jesus talks about God having compassion for us by providing for us and watching over us.
Therefore, I tell you, do not worry about your life, what you will eat or drink; or about your body, what you will wear. Is not life more than food, and the body more than clothes? 25 Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father
feeds them. Are you not much more valuable than they? 26 Can any one of you by worrying add a single hour to your life? 27
6. Group discussion
What would you like to learn or accomplish most in this study on compassion?
On a scale of 1-10, how good are you at displaying compassion? What would help you improve?
Chapter 1 talks about the benefits of seven minutes of compassion. Can you recall a time when you have received or given seven minutes of compassion?
Chapter 2 describes empathy as one of the components of compassion. Are there people or situations where you struggle to feel empathy?
Where is the easiest place to learn compassion? Is it from parents, teachers at school, at church, or in your natural friendships?
Why does our world need more compassion and how could you contribute to helping improve that?
Actions for this week
Watch for opportunities to show compassion and record your actions. Do one act of compassion that takes seven minutes. Report these to the group at the next session.
Read Chapters 3-4 in Acts of Compassion.
Closing prayer
Ask God for help to be more aware of people in need of compassion. Also ask for help to see ways God shows you compassion every day.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion was shown In each of them.
God's compassion for us: Psalm 103:1-5
The depth of God's compassion – Isaiah 54:10
The promise of God's compassion - Jeremiah 29:11
6
Session 2 The Meaning of Compassion
1. Preparation: Read Chapters 3 and 4 in Acts of Compassion
2. Opening prayer
Ask for God to open your eyes to the needs of people around you and help you learn new ways to show compassion.
3. Warm-up question
What is something in your house that you want to get rid of but can't? (Please—no naming your spouse or children!)
4. Chapter summaries and key points
Chapter 3—The Power of Presence
Never underestimate the power of your presence when people need compassion. Instead, be willing to spend time with them, listen and if necessary, help them cry. Even a few minutes of sitting quietly with a person who is suffering or has been through a loss can bring comfort and healing.
* Example of Mrs. Lothian who said, "Please stay. You are enough."
* Ideas for things to say when someone goes through a loss.
* How one minute of compassion can change everything.
Chapter 4—Compassion Heals and Connects
When people feel like giving up because of challenging situations, compassion can restore their hope for a better life. Compassion doesn't discount the reality of suffering. But through words of hope, it helps people realize they are strong enough to find a way through it.
* Compassion gave a teen hope that her life could get better.
* A compassionate friend goes extra steps, plus displays warmth.
* To be emotionally available to someone, avoid looking at your cell phone.
5. Scripture reading Matthew 6:28-30
This week's scripture focuses on God's compassion for us and how he cares for us in our journey through life. When Jesus did this sermon, he was probably standing on a hillside, surrounded by colorful flowers.
And why do you worry about clothes? See how the flowers of the field grow. They do not labor or spin. 28 Yet I tell you that not even Solomon in all his splendor was dressed like one of these. 29 If that is how God clothes the grass of the field, which is here today and tomorrow is thrown into the fire, will he not much more clothe you—you of little faith. 30
6. Discussion questions
Recall a time when your presence meant more than your words? Describe the situation or event.
Think of times when you're tempted to say, "At least…" followed by your suggestion about what to do. What could you say instead?
When is it hardest for you to know what to say to someone who's been through a life challenge such as a death or other loss? What are some statements or phrases you might be able to use in these situations?
Think of a time when you received "one minute" of compassion when you really needed it. Describe this.
Was there a time in your childhood when you received extra compassion? What was the situation and who was it that showed you compassion?
Actions for this week
Spend time with someone without speaking. Reflect on how it feels to allow your presence to be a way to show compassion.
Read Chapters 5-6 in Acts of Compassion.
Closing prayer
Thank God for helping you learn new ways to show compassion. Ask for help with improving your ability to let your presence be a form of compassion.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
God's compassion for us - Psalm 103:7-11
Basic elements of compassion: Zechariah 7:9-10
Instructions on compassion: Philippians 2:1-3
Session 3 Compassion and Relationships
1. Preparation: Read Chapters 5 and 6 in Acts of Compassion
2. Opening prayer
Pray that God will bless your relationships through the compassion you show and the compassion you receive from others.
3. Warm-up question
As a child, what did you want to be when you grew up and why? How does that compare to your actual work or career?
4. Chapter summaries and key points
Chapter 5—Compassion helps both people
By nature, our minds tend to focus on what is negative, but compassion draws us into a realm of seeing the good around us. Through our compassionate acts, we give others hope at the same time we instill a greater hope in ourselves.
* Helping a patient be willing to take his medications.
* Professor Scott Pious teaches "Day of Compassion."
* Mother Teresa – always let people leave better and happier.
Chapter 6—Stories behind the people
Remind yourself that all people have a story and that's what makes them unique. You don't need to fix them or even hear their story. Instead, strive to show compassion, and trust that your action has the ability to heal, comfort and encourage them, no matter what's in their stories.
* Student who lived in homeless shelter at night.
* Listen longer and learn the stories of other people.
* Stories: lady with blanket over her head, lady in hobby store.
5. Scripture reading Ruth 1:16-17
The book of Ruth tells a story about two women in a helpless situation who discovered the power of compassion and the strength to keep going. Instead of heading back to Moab, her home country, Ruth said this to her mother-in-law:
Don't urge me to leave you or to turn back from you. Where you go, I will go, and where you stay, I will stay. Your people will be my people and your God my God. 16 Where you die, I will die, and there I will be buried. May the Lord deal with me, be it ever so severely, if anything but death separates you from me. 17
6. Discussion questions
What are some things you have done to express kindness and compassion this past week or two? Did your actions improve a relationship or help you get along better with someone?
What are situations where you tend to make judgments or assumptions about people? How can you change your thoughts and consider showing compassion to them?
Can you remember a time when you've changed your opinion of someone after you've heard their story? Did that help you feel compassion?
When someone you've cared about hurts you or lets you down, how can you find the courage to express compassion toward them?
What is one of your own stories that you wish people knew? How might it change the way they see your or show compassion to you?
Actions for this week
Learn the story behind at least one person this week. Write a few notes about how knowing the story helped you show compassion.
Read Chapters 7-9 in Acts of Compassion.
Closing prayer
Ask God to help you express compassion in an important or difficult relationship. This could be with children, marriage, neighbor or someone at work.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
Qualities of compassion in our relationships: 1 Peter: 3:8-9
Strive to demonstrate this kind of compassion in our relationships: Psalm 86:15
Seek first to understand the stories of others before judging: Matthew 7:1-2
Session 4 Understanding Compassion
1. Preparation: Read Chapters 7-9 in Acts of Compassion
2. Opening prayer
Pray that God will help you let go of negative attitudes and improve your ability to care about people who need compassion.
3. Warm-up question
When was a moment in your life when you received a big surprise? Did you enjoy the surprise?
4. Chapter summaries and key points
Chapter 7—Compassion and the brain
Compassion begins in the brain and is nurtured by watching for signs of distress in others. By paying attention to thoughts and signals, we can recognize a need for compassion.
* Manage distractions and focus on people.
* Create "buffers" between work and home.
* To calm stress or anxiety, look for something green.
Chapter 8—Self-compassion
Self-compassion calms your inner critic and helps you live a life of courage. It also involves letting go of the past—a place you no longer live. When you focus on what went right rather than your failures, you discover how to let go of the wrongs and move on with your life.
* Self-criticism promotes negative emotions that drag you down and keep you stuck.
* Story about Donna who couldn't let go of the past.
* Practice "reframing" negative messages and create new beliefs about yourself.
Chapter 9—Receiving compassion
Receiving compassion with joy demonstrates value for the caring of others. Be willing to allow others to show compassion and be sure to appreciate their efforts. Showing gratitude validates the people who show you caring and kindness.
* Slow down and notice times when someone does a kind or compassionate act.
* Linda's story about receiving compassion during recovery from breast cancer.
* Acknowledge cards and messages from people who show you compassion.
5. Scripture reading Matthew 29:30-34
When Jesus and his disciples were leaving Jericho, a large crowd followed them. But Jesus stopped and showed compassion for people that others might have ignored.
Two blind men were sitting by the roadside, and when they heard that Jesus was going by, they shouted, "Lord, Son of David, have mercy on us!" 30 The crowd rebuked them and told them to be quiet, but they shouted all the louder, "Lord, Son of David, have mercy on us!" 31 Jesus stopped and called them. "What do you want me to do for you?" he asked. 32 "Lord," they answered, "we
want our sight." 33 Jesus had compassion on them and touched their eyes. Immediately they received their sight and followed him. 34
6. Discussion questions
Our brains sometimes get stuck on seeing the negative in other people or situations. How might compassionate thinking combat this tendency?
In Matthew 20:29-34, Jesus tells the story about the good Samaritan. In today's world, what would this story look like? Would it be a challenge to show compassion to the man who was robbed and beaten?
In recent years, have you shown compassion under fearful or uneasy circumstances?
Do you ever express compassion toward another even though you don't feel like doing it?
Which is easier, compassion for yourself or compassion for others? What does compassion for self look like?
What kind of words can you use to show appreciation when someone shows you compassion?
Actions for this week
Watch for a time when someone shows you compassion. Be extra intentional about expressing gratitude and appreciation. Write a few notes about what you did and how if felt.
Read Chapters 10-12 in Acts of Compassion.
Closing prayer
Ask God to help you be willing to show compassion in difficult situations. Ask for courage to offer someone help during those times.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
The importance Jesus gives to compassionate living: Matthew 25:35-40
How compassion strengthens a Christian life: 1 John 3:17
A few of the elements of compassion: Galatians 5:22-23
12
Session 5 Growing Compassion
1. Preparation: Read Chapters 10-12 in Acts of Compassion
2. Opening prayer
Pray that God will help you be a source of compassion for the members of the group.
3. Warm-up question
If you are at the zoo, what animal do you enjoy watching most and why?
4. Chapter summaries and key points
Chapter 10—Compassion in communities
This chapter focuses on the importance of compassion in communities, including schools and neighborhoods.
* How to ask kids about their school day.
* Compassion when you least expect it.
* University of Iowa "wave" during football games is known nationally.
Chapter 11—Compassion in organizations
Many organizations provide relief after disasters, help people with food insecurity and promote working on building homes for those in need.
* Disaster recovery team that leaves homeowners with a Bible after completing repairs.
* Important work done by American Red Cross and Habitat for Humanity.
* How to show compassion through listening.
Chapter 12—Compassion at work
Receiving compassion with joy demonstrates value for the caring of others. Be willing to allow others to show compassion and be sure to appreciate their efforts. Showing gratitude validates the people who show you caring and kindness.
* Example of store clerk who took care of customer's extra payment.
* Recognizing when someone in a work setting needs help.
* Research that shows kindness and compassion are contagious.
5. Scripture reading Luke 10:33-37
One of the most familiar parables of Jesus is the story of the good Samaritan. It describes a man who was robbed, beaten and left half dead. A priest and a Levite both avoided him by passing by on the other side of the road.
But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. 33 He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, brought him to an inn and took care of him. 34 The next day he took out two denarii and gave them to the innkeeper. "Look after him," he said, "and when I return, I will reimburse you for any extra expense you may have." 35
Jesus followed the story with a question, "Who was a neighbor to the man who fell into the hands of robbers?”
6. Discussion questions
What group or organization have you belonged to that shows compassion for people?
Where in our neighborhoods or communities is there a greater need for compassion?
How can one group member who expresses compassion influence the behaviors of others in the group?
In what situations are groups better at showing compassion compared to individual actions?
What are the biggest challenges for trying to show compassion in a work or neighborhood setting?
Actions for this week
Notice times or people who need compassion in your community, organizations or work setting.
Make an effort to respond to these needs when possible. Write a few notes about this.
Read Chapters 13-14 in Acts of Compassion.
Closing prayer
Ask God to help you recognize the need for compassion in your work, community and organizations and give you the ability to show caring when you get the opportunity.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
The kind of behavior God would like of us: Colossians 3:12-13
Instruction on showing compassion: Ephesians 4:32
The gifts of our compassion to others: 1 Peter 4:10
14
Session 6 Compassion and faith
1. Preparation: Read Chapters 13-14 in Acts of Compassion
2. Opening prayer
Pray that God will help you find ways to express compassion in your church.
3. Warm-up question
What is a favorite activity from childhood that you miss doing? Or are you still doing it?
4. Chapter summaries and key points
Chapter 13—Compassion in churches
This chapter summarizes many ways churches can become known as compassionate places. It reviews importance of welcoming people, recognizing those who are alone and building small groups.
* Ways to notice and greet people who visit a church.
* Using small groups effectively in churches.
* Two by four program for building new friendships.
Chapter 14—Compassion and forgiveness
When forgiveness happens, compassion can come forward. This chapter explains the three phases of forgiveness and how grace has to be a part of it.
* How the "issue of the glove" harmed family relationships and decisions.
* Memories of being harmed in the past may not be accurate.
* How compassion and forgiveness move both directions.
5. Scripture reading Matthew 25: 35-40
In this passage, Jesus tells one of the last stories before His betrayal by Judas and the events of Holy Week. He includes a list of ways to show compassion to others.
The King will say, "I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, 35 I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me. 36
Then the righteous will answer him, "Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? 37 When did we see you a stranger and invite you in, or needing clothes and clothe you? 38 When did we see you sick or in prison and go to visit you? 39
The King will reply, 'Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me. 40
6. Discussion questions
What do you think describes a "compassionate church? How would visitors know if they are at a church that values compassion?
How is prayer an expression of compassion for someone in need?
What would our world look like if it were more compassionate?
How is God's forgiveness or our forgiveness of others a gift of compassion? Think of situations in your life where you can use forgiveness as a way to show compassion.
"They will know we are Christians by our love" is a favorite Bible school song about showing compassion to anyone we meet. Think of a current or old-time church song that talks about expressing compassion.
Actions for this week
Watch for people or situations in your church that model compassionate behaviors. If possible, thank people for their compassion. Think about how it felt to show this small step of kindness to these people. Write a few notes about this.
Read Chapters 15-17 in Acts of Compassion.
Closing prayer
Pray that you can reach out to someone in your church to help them feel appreciated, to help them feel like they belong and to help them feel closer to God through your actions.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
The source in God's heart of our forgiveness: Psalm 51:1
The depth of God's compassion for us: Lamentations 3:22-23
God's compassion once again linked to forgiveness: Isaiah 55:6-7
Session 7
Capacity for compassion
1. Preparation: Read Chapters 15-17 in Acts of Compassion
2. Opening prayer
Pray that God will give you peace in our life, comfort emotional fatigue and renew your spirit.
3. Warm-up question
How many times have you moved as an adult? Which home was or is your favorite?
4. Chapter summaries and key points
Chapter 15—Barriers to compassion
Many days you want to show compassion, but you can't seem to do it very well. You struggle to understand what people are going through and aren't sure what to say or how to help them.
* Instead of getting overwhelmed with big events, look for small ways you can help.
* Ideas for ways to respond when someone is grieving a loss.
* Why "distress tolerance" can make it hard to show someone compassion.
Chapter 16—Compassion fatigue
We can all reach points when we have nothing left to give. Watch for signs of being worn down to the point of feeling compassion fatigue.
* The highest risk of compassion fatigue occurs in helping professions, high stress demanding jobs and those who work as ongoing caregivers.
* Refilling your emotional bucket helps with recovering from compassion fatigue.
* Focus your attention spotlight on positive things and let negative ones go dark.
Chapter 17—Compassion renewal
Once you realize you are struggling with showing compassion, take steps to renew your emotional spirit. Focus on practicing gratitude and looking for rainbows around you.
* Learn to recognize the most common reasons for losing your compassion.
*
Count your blessings and feel joy in as many small life moments as possible.
* Remember who you are when you are at your best.
5. Scripture reading Matthew 9: 35-36
Jesus reminds us that during times when we feel helpless or alone, he'll be there for us.
Jesus went through all the towns and villages, teaching in their synagogues, proclaiming the good news of the kingdom and healing every disease and sickness. 35 When he saw the crowds, he had compassion on them, because they were harassed and helpless, like sheep without a shepherd. 36
6. Discussion questions
What kinds of activities or events in life drain your emotional bucket?
What are some church or spiritual activities that renew your spirit when you need it?
Have you ever experienced compassion fatigue? What helped you recover from it?
Picture the t-shirt that says, "Nope! Not today!" Where in your life that you need to say that phrase more often?
In The Wizard of Oz, each character needed help with one area: mind, heart and courage. In which of those three areas would you like God to give you more compassion?
Actions for this week
Identify things that get in the way of you showing compassion as well as times when you feel compassion fatigue. Make a list of ways you can renew your compassion.
Read Chapters 18-20 in Acts of Compassion.
Closing prayer
As God to make you an instrument of peace in our troubled world and to help you show love and compassion to those who are hurting or needing to be cared about.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
How God helps us have courage to show compassion: Exodus 33:19
Important qualities in our compassion for others: Galatians 6:2
How we are asked to treat others: Psalm 86:15
Session 8 Bringing it back
1. Preparation: Read Chapters 18-20 in Acts of Compassion
2. Opening prayer
Ask God to help you begin something new in your life such as showing kindness in every relationship and being more aware of times when you can show someone compassion.
3. Warm-up question
What is one of your favorite road trips or vacations? When did it take place?
4. Chapter summaries and key points
Chapter 18—Compassion and happiness
Research confirms that doing acts of compassion can make us feel happier.
* Acts of compassion help us look for what's positive in situations as well as view our own life issues with more grace and understanding.
* Simply thinking about doing an act of compassion can make you feel happier.
* Strive each day to make your number of positive and compassionate interactions outnumber the negative ones.
Chapter 19—Compassion stories
Stories came from all types of organizations and individuals. In all of the stories, you can see the power of kindness and the lasting benefit for the person who received it.
* Ways that compassion improved someone's life.
* Compassion among friends and through connecting.
* When compassion helps lots of people.
Chapter 20—Compassion for life
Think about why you choose to live as a compassionate person. Perhaps you want to show gratitude, bring joy to others or demonstrate God's spirit within you.
* Linda's mother learned names of caretakers in nursing home.
* Work on sneaky ways to show compassion to difficult people.
* Build a sense of empathy and caring for all people you cross paths with in life.
5. Scripture reading Philippians 2:1-2
What we have received from God, we are encouraged to share with others.
Therefore if you have any encouragement from being united with Christ, if any comfort from his love, if any common sharing in the Spirit, if any tenderness and compassion, 1 then make my joy complete by being like-minded, having the same love, being one in spirit and of one mind. 2
6. Discussion questions
When was a time in your life where you showed compassion and it made you feel happy?
What are some of the biggest reasons why you want to be more compassionate?
Recall a time when an act of compassion (yours or someone else's) was especially important or meaningful to you. Share the story about this.
During the weeks of this study on compassion, who has touched your life in a warm and caring way? This could be someone in this group or in your regular daily life.
What's the most important thing you learned from this study and how will you apply that to your life?
Actions for this week
Spend some time reviewing all of the lessons from this group study. Pick out a few of the most important things you've learned and record them on a note card or in a document on your computer. Determine ways you can build an identity of being a compassionate person.
Do each of the reflection exercises at the end of the book. Use them to deepen your understanding about compassion and ways to show it to others as well as yourself.
Closing prayer
Ask God to give you a spirit of being a compassionate person and to help you show kindness, love and caring to everyone who crosses your path in life.
Additional scriptures
If time permits, have someone read these scriptures, then talk about how compassion is described In each of them.
As God has cared for us, so we care for others: 2 Corinthians 1:3-4
The timing of God's compassion for us: Isaiah 30:18
Important times to be there with others: Romans 12:15
Reflections
At the end of the bookActs of Compassion
, you will find examples of quiet reflections which are designed to help you focus and redirect your thoughts. You can use them to calm your stress as
well as to nurture positive thoughts and mental images.
These are especially helpful during times when you are struggling to show caring and compassion. The reflections can be used as a "quieting time" or, if you are comfortable with it, as a prayer time to nurture your compassion.
When your spirit is quiet and you feel centered and peaceful, you are more able to be patient, forgiving and compassionate toward others.
While it's helpful to do these reflections in order, it isn't necessary. When you are ready to sit quietly and focus, choose the one that fits your needs best at that time. Each of the reflections
can be completed in about ten minutes.
As you read the words for each reflection, you can mentally review them or even whisper or pray each of the statements. There’s no right or wrong way to use these tools. They simply
provide an easy yet structured way to focus your attention and strengthen your ability to show compassion.
Preparation: Read the general instructions on how to prepare for doing the reflections.
The Four Reflections:
Reflection 1: Self-care
Reflection 2: Just like me
Reflection 3: Loving kindness
Reflection 4: Do it anyway
Closing thought
As you strive to be a caring, compassionate person, remember that even the smallest kindness matters and can change a person’s life forever.
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Adaptations: Day 5
This week, Weekday Wonders will help young scientists go deeper into exploring and understanding different characteristics seen in animals. This week will help young scientists learn about adaptations and how they allow an animal to obtain food, protect themselves, and help them survive. We will discuss how and why different animals have different types of adaptations, as well as touch on the differences between physical and behavioral adaptations. Young scientists will also have a chance to consider why animals have similar or different adaptations in certain habitats.
These curated activities are listed in a suggested sequence but may be done in the order that works best for you and your young scientists. Learn more about this series in the Introduction to Weekday Wonders.
Question of the Day
Why are there differences among animals that are the same species?
Daily Nature Journal
Have your young scientist go outside to observe living and nonliving things. Then have him or her complete a nature journal entry as described in the Guide to Nature Journaling.
A Guppy Investigation
Tell your young scientist that he or she is going to analyze a scientific investigation. Show your scientist or print the "field notebook" on pages 4 and 5.
Tell your scientist that this information is from research about guppies. It is a field notebook with observations and ideas. The scientist made observations at 3 different pools of water along the same stream. But, the scientist did not finish and needs your scientist's help.
First, your scientist should sketch the water in the box to the right of the pool information. Make sure s/he pays attention to the description of whether there are rocks and whether the water is rough or calm.
Have your scientist decide on a symbol to represent each kind of fish. If your scientist enjoys drawing s/he may want to use a small fish symbol for guppies and large fish symbols of different colors for the three predators. Another idea would be to use small dots, squares, triangles, and Xs or different colored pens. Make sure he or she records what they plan to use in the table for each pool.
Next, your scientist should draw the symbols in the boxes to represent the number of each fish in the pools. This will help him or her visualize the data the scientist collected.
Once your scientist has completed all 3 sketches, have him or her fill in ideas for the analysis on page 5.
This representation is based on work by John Endler in the 1970s in the country of Trinidad. When your scientist has written his or her ideas, discuss your scientist's observations and Endler's research.
Endler was looking at guppies and their colors. He found that when water was fast and rough, with many rapids, fewer fish lived there. It takes a lot of energy to live where the water is fast and rough. The male guppies were much brighter with more colors. This is attractive to female fish. With few predators around, the guppies did not get eaten, even when they were brightly colored. Over the years, the brightest of the male fish attracted the females and were able to pass on their bright colors to baby fish.
In calmer waters, there were many more fish. Endler also found that the male guppies' colors were drab and dull. Because there were more predators in the area, these guppies blended in better with the surroundings. Over the years, fish that had bright colors were easily seen by predators and were eaten. This left only more dully colored fish to attract females, so the baby fish were also duller colors and blended in to the colors in the stream better.
Even though all the guppies were the same species and living in the same stream, their adaptations made them better-suited to live in their own environments—whether the pool had fast, rough water or slow, calm water.
May I Have Your Attention, Please?!
Remind your scientist that some adaptations are in the behavior of an animal. In all birds, wing flapping and calling generally means a bird is either seeking attention or displaying happiness. But in the wild, the male bird with the brightest colors and best song or dance gets the most attention. Some bird species have erratic dance movements, while others bounce around or bob their head while they sing.
Have your young scientist change clothes to dress in the most colorful and outrageous outfit possible. Then have your scientist come up with his or her own song or dance. Remember, the birds who get the most attention wave their wings, bob their heads, and sing all at the same time.
For some ideas on how your scientist can dance like a bird watch this video compilation.
If you have more than one young scientist they can "mirror mimic." Have the scientists face each other, and then one scientist should make up movements on the spot. The other should try to mirror his or her exact movements.
In the wild, some animals, such as hyenas, fish, insects, and some birds, will mirror each other in behavior or appearance. This can signal that they like one other or they can use it as a survival strategy.
Nature Journal
Have your scientist spend some time observing living things outside. Ask him or her to notice when there are many of one kind of living thing. Ask your scientist to pick one type of living thing and observe at least 5 different individuals. Prompt your scientist to write about the following questions.
- What differences are there between the individuals?
- Why does your scientist think there might be differences?
Credits
Pool 1 fish photo: Amy E. Deacon, Hideyasu Shimadzu, Maria Dornelas, Indar W. Ramnarine; & Anne E. Magurran / CC BY (https://creativecommons.org/licenses/by/4.0)
Pool 2 fish photo: Per Harald Olsen / CC BY (https://creativecommons.org/licenses/by/3.0)
Pool 3 fish photo: Emilio17 / CC BY-SA (https://creativecommons.org/licenses/by-sa/3.0)
A Guppy Investigation Field Notebook
Pool 1: Near the headwaters of the stream. Rough water, lots of rocks.
Pool 1
Guppy Appearance (male): bright, many colors
| Fish | # fish |
|---|---|
| Guppies | 60 |
| Predator: Rivulus | 10 |
| Predator: Pike Cichlid | 0 |
| Predator: Blue Acara Cichlid | 0 |
Pool 2: Somewhat rocky, fast water, few rapids Guppy Appearance (male): some bright spots, few colors
| Fish | # fish |
|---|---|
| Guppies | 78 |
| Predator: Rivulus | 13 |
| Predator: Pike Cichlid | 0 |
| Predator: Blue Acara Cichlid | 5 |
Pool 2
Pool 3: Near lake, slow, calm water Guppy Appearance (male): not many colored
spots, small spots
| Fish | # fish |
|---|---|
| Guppies | 99 |
| Predator: Rivulus | 4 |
| Predator: Pike Cichlid | 16 |
| Predator: Blue Acara Cichlid | 18 |
Analysis Ideas
There were more guppies in Pool ____, which had water that is:
There were more predators in Pool ____, which had water that is:
The guppies were brighter with more colors in Pool ____, which had water that is:
The guppies had dull colors in Pool ____, which had water that is:
I think more fish live in water that is:
Because….
When there are not many predators, the guppies have ____________________________ colors. When there are a lot of predators, the guppies have ____________________________ colors. | <urn:uuid:76688b17-fce2-4f9b-844c-7c54ae5237b4> | CC-MAIN-2022-49 | https://tnaqua.org/app/uploads/2020/09/Week-7-Day-5-Final-2.pdf | 2022-12-02T10:24:18+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00328.warc.gz | 603,382,667 | 1,602 | eng_Latn | eng_Latn | 0.976238 | eng_Latn | 0.998939 | [
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Beginner Croquet Coaching: LESSON 1:
CHOOSING A MALLET
Choose a mallet of the right length. When you stand upright, the top of the mallet should reach your wrist bone.
THE GRIP:
photo from www.oxfordcroquet.com
Standard Grip: The shaft is grasped near its top with the knuckles of the upper hand pointing forward and the thumb up. The lower hand supports the back of the shaft with the knuckles pointing backwards and the thumb down.
Hold the mallet gently, not tightly, with the hands touching each other.
The 5 "S's" of Successful Croquet
STALK
Before you play your shot, start two or three metres behind the ball, and walk forward to it, keeping your eye on the line you want the ball to go. Do this before each shot. This is called 'stalking'.
STANCE:
Place the mallet just behind the ball. Put your feet behind the back of the mallet, one on each side, with the right foot slightly behind the left. Have your feet pointing in the direction you want the ball to go.
SWING SLOWLY BACK:
Swing the mallet slowly back between the legs and let the mallet start its downward swing without any manual force. Swing from the shoulders.
STAY DOWN:
Keep your head still, and your eyes fixed on the back of the ball until you make contact.
SWEEP THROUGH:
As you sweep the mallet through, try to keep the mallet head parallel to the ground for some 8-10 cms. To do this, you have to allow the arms to swing from the shoulder.
CONTROLLING DISTANCE
In croquet you want to control the direction and the distance of your shot. To play a short shot, you use a short backswing. To play a long shot you use a long backswing. Never try to force the ball - always use a smooth swing.
RUNNING A HOOP:
Remember the 5 "S's": Stalk, Stance, Swing slowly back, Stay down, Sweep through.
A smooth steady stroke with plenty of sweep through is needed for successful hoop running. A hoop is starting to be run when the front of the ball can be touched by a straight edge raised vertically against the non-playing side of the hoop. A ball completes the running of a hoop where the back of the ball cannot be touched by a straight edge raised vertically against the playing side of the hoop. The diagram below illustrates this.
When a hoop is run:
a) the ball has not started running the hoop. b) the ball has started running the hoop. c) the ball has not completed running the hoop, and d) the ball has finished running the hoop.
diagram from www.oxfordcroquet.com
PLAYING CROQUET
The aim of croquet is to go through a series of hoops in the right direction, and in the right order. The diagram below shows the correct order for scoring the first six hoops. The arrows show the direction you must go through the hoop. The first hoop always has a blue top.
.
Association Croquet has a rule that if the ball you hit strikes another ball, you get two more strokes. You also get another shot if you go through a hoop. This means that one turn can consist of several shots, and a good player can do several hoops in one turn. Tactics are an important part of croquet, as you plan a sequence of shots.
WARNING:
Croquet in Australia is often played in hot weather. It is important to wear a shady hat, use sun-tan lotion, and drink plenty of water.
HOW TO MAKE HOOPS
The hoop is only slightly wider than the ball. You need to be accurate to get the ball through.
Always stalk the shot first. In this diagram, the ball is hit cleanly through the centre of the hoop.
If the ball hits one of the legs, it will only go through if it just glances the leg. In this diagram the ball rebounds onto the other leg and is unlikely to go through the hoop.
If you have to run the hoop at an angle, the main requirement is to miss the near hoop leg. The technique is to bounce off the far leg and go through the hoop.
If the ball is rolling along the ground, it will have forward spin which will help it go through a hoop. If it is skidding along the ground with no forward spin, the shot needs to be much more accurate. This means that you are more likely to make the hoop with a smooth, controlled swing with a good follow-through, than with a hard shot. | <urn:uuid:c6facab6-ca29-48f8-bedd-f4956fb2f783> | CC-MAIN-2022-49 | http://cammeray-croquet.org.au/pdfs/coachnotes/BEGINNERCOACHINGLesson1.pdf | 2022-12-02T10:49:29+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00332.warc.gz | 11,586,813 | 967 | eng_Latn | eng_Latn | 0.998506 | eng_Latn | 0.998653 | [
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Elmore County Public Schools
Emphasize that your child has the ability to learn and get smarter
It's likely your child will find learning some concepts or sub jects more challenging than others—most students do. Your child's response to a learning challenge will affect the outcome.
Help your child develop what researchers call a growth mindset. This means that students believe that even if they don't understand something now, they will be able to learn it and get smarter if they
keep trying. When a concept is confusing, these kids don't say, "I'm not a science (or math, or grammar) person" and quit. Instead they say, "This is a challenge and I can do challenging things!"
To help your elementary schooler develop this outlook:
* Be a role model. Your example influences your child's mindset.
* Explain that there are no limits to how smart your child can become. The brain is like a muscle that can get stronger.
* Encourage your child to brainstorm more strategies to try if some thing isn't working. These might include rereading the instructions, look ing for an explanatory video online, asking the teacher for help, etc.
* Praise your child's effort. "That was a challenge, but you kept trying things until you got it! And now you'll know how to do it next time."
Source: C. Cornwall, "How to Instill a 'Growth Mindset' in Kids, U.S. News.
Encourage feelings of gratitude with a writing project
Research suggests that feelings of gratitude are linked to increased happiness and school satisfaction.
Help your elementary schooler think about gratitude with a writing project. On a relaxed afternoon, give your child a sheet of paper. Ask your student to:
* Think of things that make life better, or that your child would not like to do without.
* List reasons for feeling grate ful for it. For example, your child may enjoy having the dog for company at night. Or love being greeted by the dog's wagging tail on arriving home from school.
* Illustrate the ideas on the list.
* Write one thing at the top of a sheet of paper. Your child might write: "I am grateful for my dog."
Repeat this activity once a month— gratitude is not just for one day!
Source: S. Allen, Ph.D., "The Science of Gratitude," Greater Good Science Center, UC Berkeley.
Practice math vocabulary
Mastering math involves learning math words (quotient, product, etc.) as well as numbers and formulas. To build your child's math vocabulary:
* Play Math Concentration. Write a math term on an index card. Write its definition on another card. Repeat with several terms. Mix the cards and place them face down. Take turns turning over two cards to try and make a match.
* Combine words and pictures. Your child could write the word circumference around the edge of a circle.
* Make connections. Many terms share a common root. Talk about how there are 100 cents in a dollar, 100 years in a century, and 100 centimeters in a meter.
Give your child your time
One of the best ways to influence your child's behavior is simple: Spend time together. The more low-key moments you share, the more time you'll have to talk about your values and model positive behavior. This month, take a few minutes to:
* Admire a colorful display together.
* Have your child help you fix something.
* Watch people as you take a walk.
Avoid a learning freeze
The winter vacation is a break from school routines. But learning can continue anywhere, anytime. To encourage it over break:
* Brainstorm ways your family can help the less fortunate.
* Have your child interview older family members about the past.
* Read a book together that was made into a movie. Then watch the movie. Talk about the similarities and differences.
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Copyright © 2022, The Parent Institute
What should I do about a bad attitude toward school?
Q: My child has been complaining about school. I've heard "I hate it" more than once. I'm not sure how seriously to take this. How should I respond?
A: Sometimes, kids say they hate school when they are really looking for attention or a chance to vent or put off doing work. The feeling is temporary, and they don't actually hate school. However, since your child has said this more than once, it's important to figure out why.
Here are five steps to take:
1. Choose a time when you and your child are both calm to start a conversation. "You've said you hate school a couple of times. What's making you feel that way?"
2. Listen closely to your child's answers. Don't try to change them. Ask follow-up questions if your child can't identify the problem. Is a subject very challenging? Are kids being mean on the bus?
3. Help your child think of possible actions to take. For example, if math is a struggle, your child could spend more time studying it each day and write down questions to ask the teacher.
4. Remind your child that nearly every situation has positives and nega tives. Ask what your child likes about school.
5. Talk to your child's teacher. Explain how your child is feeling and ask for suggestions and support. Plan to follow up to see what's working.
Are you teaching time management?
It takes time for students to develop the time management skills that support success in school and life. Elementary schoolers are the right age to start! Are you helping your child learn to use time wisely? Answer yes or no below:
___1. Do you help your child create study schedules and adjust them as necessary?
___5. Do you have your child time how long tasks take?
___2. Do you show your child how to use a calendar to keep track of due dates and commitments?
___3. Do you maintain a balance in your child's schedule? Kids need time for exercise, sleep, and family time.
___4. Do you encourage your child to get an early start on long-term projects, and break them down into small pieces?
How well are you doing?
More yes answers mean you are demon strating techniques for making the most of time. For each no, try that idea.
Set learning goals for 2023
What areas would your child like to improve in during the second half of the year? What can your student do to make that happen? Help your child establish some specific, real istic, measurable goals. Then, be supportive. If your child slips up, say "Falling short once doesn't mean you can't get back on track."
Offer fun ways to read
Students strengthen their reading skills when they read often. Encourage frequent reading with enjoyable reading activities. You can:
* Follow current events. Is there a developing news story that interests your child? Read the latest reports together.
* Sign your child up for a pen pal. Ask a teacher or librarian how to get involved.
* Listen to audiobooks. Have your child follow along in a printed book while listening.
* Give reading coupons. Some might be for 30 minutes of reading with you. Others might be good for a new book.
Plan on family meetings
Family meetings encourage communication and help your child learn key school and life skills like responsibility, negotiation and cooperation. For effective meetings:
* Meet regularly—every week or two.
* Create an agenda. Ask what ideas and issues family members want to discuss. Include time to talk about successes.
* Brainstorm solutions together. Make sure everyone has a chance to be heard. Parents should have the final say.
* Write down decisions. Evaluate how they are working at future meetings.
Helping Children Learn ®
Published in English and Spanish, September through May. Publisher: Doris McLaughlin. Publisher Emeritus: John H. Wherry, Ed.D. Editor: Alison McLean. Translations Editor: Victoria Gaviola. Copyright © 2022, The Parent Institute ® , a division of PaperClip Media, Inc. P.O. Box 7474, Fairfax Station, VA 22039-7474 1-800-756-5525 • www.parent-institute.com
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Boronia Heights Primary School
Specialist Programs
Music and the performing arts is an engaging and well-rounded program at Boronia Heights Primary School. Our diverse and exciting program aims to develop a love of music within the students, fostering their interests and talents, whether it be singing, playing an instrument, dancing or acting. Students attend a music lesson each week with Mr. Fox. These lessons draw upon different music teaching philosophies including Orff Schulwerk and Kodaly. The focus is on developing their knowledge and skills around basic music concepts, such as beat, rhythm and pitch, as well as activities to foster vocal and instrumental skills. Our end of term 'Happy Hour' concerts provide a showcase for what students have been learning in music classes and the whole school community turns out for our annual Christmas Carol concert in December.
Two of the highest profile groups in the program are our senior choir and band. Our school choir is made up of nearly 50 students from Years 4-6. They attend weekly rehearsals and participate in numerous performances throughout the year, including school assemblies, open nights and community events such as Christmas concerts. We also have a junior choir for students in Years 1-3, who rehearse once a week as well.
Our school band consists of around 20 students from Years 4-6 and includes instruments such as bass, flute, violin, guitar, clarinet, drums, keyboard and tuned percussion (xylophones and glockenspiels). They play our national anthem and the school song each week at assemblies and often entertain local kindergartens later in the year to help promote our program to future students.
A highlight of our program is our bi-annual school production. We have performed the musicals Star Warts: The Umpire Strikes Back (2021), Robin and the Sherwood Hoodies (2019) and 'Aladdin Trouble' (2017) just to name a few. The performances feature our Year 5 & 6 students in a variety of acting, singing and dancing roles, with additional songs from our Prep-4 students. The shows run for two nights.
Our instrumental program is run by a group of dedicated teachers who come into our school to work with interested students each week. We currently offer woodwind (flute, clarinet and saxophone), guitar, ukulele, keyboard, piano, violin, drums and singing lessons. Our program is very popular with around 1 in 5 students currently attending lessons. Selected students will also perform at our instrumental showcase concerts, in May and November.
Boronia Heights Primary School
Boronia Heights Primary School Specialist Programs
Visual Arts at Boronia Heights Primary School is a creative program designed for students to explore, create and respond to art. Over their years of primary school, students learn appropriate terminology to discuss art works and begin to gain an awareness of ways, ideas and feelings are explored and developed in their own art forms.
The Visual Arts program is developed according to the requirements outlined in the Victorian Curriculum. Students learn about artworks from different cultures and time as inspiration to create their own visual art. They explore and use a wide variety of materials, techniques, technologies and processes specific to particular art forms.
Our art program is integrated with topics learnt in class ensuring students are making connections to all aspects of their learning. Each year level is involved in collaborative art projects helping students develop their teamwork skills and communication with their peers. Our art program provides tasks that require problem solving skills where individuality and creativity are valued.
Students enjoy having their artwork displayed across the school and celebrated through our 'Monet of the Week' Art Award. Upon winning this award, artwork is hung in our prestigious 'Hall of Fame' for our school community to view and an artist profile of the winner is created by the Visual Art Leaders; this is displayed alongside the piece of art. Each year, Boronia Heights Primary School purchases a winning artist's work to be displayed at the school for years to come.
In the Junior Years, students explore Visual Arts. They make and share their artworks with peers and become aware of whom artists are. Students build their confidence and creative skills using a wide variety of techniques and materials. They learn resilience when applying new skills and focus on using their imagination to develop a unique point of view.
In Year 5, outstanding artists from our school are invited to attend an extension program in which students travel to the National Gallery of Victoria to view an exhibition. Students also immerse themselves in the art culture of Melbourne by visiting renowned sights such as Federation Square and Hosier Lane.
Each year, our Senior students are involved in creating a permanent monument in the school ensuring their creativity and legacy becomes part of our history. Senior students are also responsible for developing the front cover to our Boronia Heights Yearbook, a great opportunity for students to see their work published in a professional format.
Boronia Heights holds an bi-annual Art Show to celebrate the amazing talent of our students. This night consists of displays from every year level and interactive community art projects for the whole family.
Students of all ages are encouraged to attend Art Club at lunchtime to further explore their skills and creativity. This program runs at various times throughout the year and is enjoyed by many students.
Boronia Heights Primary School provides an environment for students to explore and build their passion for creativity. At Boronia Heights Primary School every child is an artist!
Boronia Heights Primary School
Specialist Programs
Here at Boronia Heights Primary School we are proud to offer a German language program to all students from Prep to Year 6. We have a strong belief that learning another language not only widens a student's cultural perspective but also enhances their knowledge of the English language and develops their confidence and problem solving skills.
We strive to embed a passion for languages at B.H.P.S and ensure that our students receive meaningful learning by creating units of work to suit their age level and ability. Our German lessons centre around the four main processes of reading, listening, writing and speaking. We have a large range of resources to keep our students engaged and focussed during lesson time, with an emphasis placed on communicative and game orientated activities as well as song.
In the Junior School our German lessons feature two characters – Felix and Franzi who help the children sing songs and learn everyday German language. The students love Felix and Franzi and use the characters to create and take part in role plays throughout their learning journey.
As we enter the Senior school, emphasis is placed on further learning and continuing to build their confidence in all four processes. By using their imagination and creativity, the students actively participate in role plays, writing letters to pen pals and relate their learning to their own life. Discussions centre around the differences and similarities between cultures and the language.
Throughout the year we celebrate our achievements in Assembly by awarding both Individual and class awards.
As our Year 6's come to the end of their learning journey at B.H.P.S, we celebrate with a lunch at the Club Tivoli Restaurant to recognise their achievement. This enables our students to be immersed in the culture and use their knowledge to be able to order from a menu, sing songs and take part in various fun activities.
We look forward to taking your child on a fun filled journey learning German.
Boronia Heights Primary School
Specialist Programs
STEAM
I am very excited to be delivering the STEAM program at Boronia Heights Primary School in our purpose-built STEAM lab. STEAM is a hands-on approach to learning that integrates the subject areas of Science, Technology, Engineering, Arts and Mathematics. Through STEAM, students develop key skills including:
1. Critical thinking & problem solving
2. Creativity & innovation
3. Teamwork & collaboration
4. Communication
5. Digital literacy.
Students from Prep through to Year 6 participate in extended sessions in the STEAM lab each fortnight where they learn science concepts and skills through a range of engaging experiences including participating in experiments and design challenges. Reflecting the 'real world', completing project-based learning in STEAM is multidisciplined. Multiple subject areas are covered as students work in teams to use the design thinking process: Ask, Imagine, Plan/Design, Create, Test and Improve, to problem-solve and design solutions.
Through age appropriate tasks and challenges the students are given the opportunity to plan, investigate materials, components, tools, equipment and processes to create their designs. By working through the design process, students learn that things don't always go to plan and they can reflect on changes needed and make improvements. This experience fosters resilience in our students, which is valuable to them as learners and into the future. Some examples of STEAM projects at Boronia Heights Primary School include: - Building Lego towers: requiring engineering and physical science to design structures and incorporating maths and art concepts of sorting and
patterns.
- Designing a mini golf course: physical science, art and design thinking and engineering, maths concepts of area & perimeter, and angles.
- Biodiversity audit (flora & fauna count) for our school: biological science, maths concepts of mapping & counting, data collection and digital literacy skills.
- Electrical circuits: physical science and digital technology skills to design, modify and follow simple algorithms.
We have a great range of resources available to the students including kitchens for cooking and newly created gardens for exploring multiple learning areas in STEAM and robots that are used for programming and engineering with all students from Foundation to Year 6. We celebrate student achievement at assembly with the INVENTORS COG AWARD – an award for creative thinking, great group work or cool tech discoveries!
Taylah Russell
Boronia Heights Primary School
Specialist Programs
Physical Education
Boronia Heights Primary School provides an environment for students to explore and build their passion for movement and Health. We have an extensive and fun filled Physical Education Program that all students from Foundation to Year 6 enjoy and love. Our P.E program is developed according to the requirements outlined in the Victorian Curriculum.
Students have the opportunity to participate in sequential Units in our Physical Education program from Foundation to Year 6. Within these Units students develop their skills in game situations as well as interactive and collborative activities. Weekly lessons are complimented with House Sports and Sports Days as well as our much loved; Athletics Carnival, Cross Country Carnival, Swimming, Dancing, sports specific training sessions, PMP (Perceptual Motor Program), Hooptime, Summer and Winter interschool sports, Surfing and Year 3/4 and Year 5/6 Sport. Our Foundation Physical Education program, is filled with many exciting activities that help students develop their Fundamental Motor Skills, which then supports the school's PMP (Perceptual Motor Program). Students will also learn the importance of movement and how to keep their bodies healthy, safe and active. We also take full advantage of the Sporting Schools Funding Program which is a federal funded initiative, which aims at subsidising clinics and sports program for our students to utilise.
At Boronia Heights Primary School, we are proud of our competition achievements in both District and Division. In particular, our Year 5 and 6 Interschool Sport teams for both Summer and Winter, Hooptime Basketball for both, Junior (3&4) and Senior (5&6) as well as our Cross Country and Athletics teams. These achievements have allowed us to win many District titles and allowed many students at Boronia Heights Primary School to experience the joy of sport, teamwork, dedication and hardwork.
In our Junior school, we run a School Swimming Program, as per the Victorian Curriculum. Our Foundation, Year 1, 2, 3 and 4 students travel to Kilsyth Centenary Pool and participate in a Swimming Program as a part the Physical Education Program at our school. This wondeful program is run by qualified instructors that take our students through the YMCA Aquasafe Program. Our Senior students, partake in our Water Appreciation and Safety Awareness Program. Students are given the opportunity to take part in the Learn to Surf day held at Smith Beach, Phillip Island by surf instructors at Island Surf Company.
Students enjoy having their hardwork, dedication and love of P.E celebrated through our 'Sportsperson of the Week' P.E Award. Upon winning this award, this certificate is hung in our Gymnasium for our school community to view as well as all students within our school. We believe that by having these awards on display to all students, highlights the importance of demonstrating the following in P.E; resilience, gratitude, initative, dedication, leadership, confidence, teamwork, participation and sportsmanship.
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Eco-Wise School Supplies
Snapshot
This project provides an easy way for busy parents to support ecological principles in the rush of back-to-school buying.
Objective: Students, families, and staff will research, promote, and purchase recycled, reusable, non-toxic, and sustainable school supplies.
Age Groups: K-12 th grade
Setting: Schools, homes, retail stores
Project Duration:
* Research and promotion: 5-10 hours in spring semester
* Activity:
1 week in subsequent fall semester
Materials:
* Internet access
* Phone access
* Printer access
* Box for collecting participation slips
* Prizes
* Chart paper
* Markers
Why This Project Matters:
Increasing the purchase and use of sustainable school supplies lessens the negative impact of resource extraction on the planet. It will also contribute to the success of the recycling industry and increase landfill diversion. When consumers buy recycled, reusable, non-toxic, and sustainable products, they send a message to manufacturers in support of sustainable industries.
Project Summary:
Students and staff will work together and learn about the impacts of waste on the environment and the importance of purchasing sustainable products. Parents will receive a list of stores and websites where sustainable school supplies are available. Student and classroom incentives will encourage the purchase and use of sustainable products.
Implementation:
The research and promotion for this activity is conducted during the spring semester of a school year in preparation for the prize drawing in the fall of the following school year.
Awareness activities to do with a student group:
* Discuss the difference between the terms recyclable, recycled, and reusable. (See glossary for definitions.)
* Review other relevant vocabulary like non-toxic, sustainable, upcycled, eco-friendly, etc.
* Discuss what the phrase "closing the loop" means. For the recycling industry to thrive, we must collect recyclables and purchase recycled products. If recycled products are not purchased, the companies that manufacture these products will not survive, our collected recyclables will be overabundant, and some will be discarded into landfills. Discuss how consumer demand affects other sustainable products. (If we don't purchase them, companies won't make them!)
* Consult a globe or world map to track down where items in a classroom come from (look for "Made in _____" labels on common items). Talk about the environmental impacts of importing goods from other countries (such as the energy used to transport items to the U.S.).
Promote (spring) and purchase or use (summer and fall) eco-wise school supplies:
* In the spring, create a checklist of typical school supplies (see below for suggested list). By phone or site-visit, have students survey local stores to locate available recycled, reusable, non-toxic, or sustainable options (e.g., art supply stores, department stores, discount stores, office supply stores, grocery stores, hardware stores, etc.). When surveying, look for these key phrases: Made in USA, Sustainably Harvested, ___% Post-Consumer Recycled Materials, Alternative fibers (banana stalks, hemp, sugar cane stalks, mango, coffee), Reusable, BPI Certified Compostable, Repurposed, Non-Toxic, Made from Recycled Materials, etc.
* Conduct internet searches for companies that manufacture/sell eco-friendly school supplies and other products. In addition to using the phrase school supplies in the search engine, include the key phrases mentioned above, as well as these: Recycled, Green, Sustainable, Eco-Friendly.
* From this research, create a chart featuring retail stores and websites with the eco-friendly products they offer. Include the mention of other eco-friendly options, such as reusing school supplies from last school year and repurposing parents' unused office supplies from home.
* Incentivize local stores to stock more sustainable products by informing them that a list of retail stores providing ecofriendly school supplies will be posted on the school website and/or shared via school newsletter.
* Create the page on the school's website (and/or newsletter) that includes the chart of participating stores and websites and the items they carry, as well as some eco-facts about resource consumption and sustainability.
* On each classroom school supply list (that is shared with families at the end of spring semester for summer purchasing), include a link to the school's website page of eco-friendly school supplies and where to find them.
Extensions:
* Write letters to local businesses about why it is important to offer eco-friendly products.
* Find funding (grants, PTA, local businesses, local government, etc.) to provide a savings bond or gift certificate to one student randomly drawn from participating student entries.
* Expand the project beyond the school to include other schools in your district or community.
* During the first week of the fall semester, have teachers send home a form for students to fill out which includes their name, teacher's name, and three eco-friendly products they are using or have purchased for back-to-school. They can return their slip and receive a small prize (consider credits in school reward system or recycled pencils, which can be purchased in bulk).
* At the end of the first week of school, the classroom that is using the most eco-friendly school supplies (by tally of collected slips) gets a classroom reward (e.g., treat, party, extra recess, etc.). Announce the winning class to the school community.
Below is a list of typical school supplies. Check each teacher's supply list for unique requests and try to locate an eco-friendly alternative for each item:
* Loose-leaf lined paper
* Spiral notebooks
* Composition notebooks
* Binders
* Dividers
* Book covers
* Folders
* Post-it notes
* Bookmarks
* Pens
* Pencils
* Markers
* Highlighters
* Colored pencils
* Paint brushes
* Glue
* Tape
* Labels
* Tissues
* Pencil/art boxes
* Construction paper
* Locker accessories
* Journals
* Notepads
* Copy paper (reams)
* Calculator
* Protractor
* Compass
* Drawing paper
* Sketch books
* Backpacks/School bags
* Lunch boxes/bags
* Food/snack containers
* Batteries
* School Planner (customized and ordered by school)
Assessment:
* Tally the number of students who acquired at least three eco-friendly school supplies and calculate its percentage of the student population.
* Create a graph of the number of students per grade that are using eco-friendly school supplies and graph the types of supplies as well.
* Use these graphs to make announcements and create posters to educate and encourage students to continue their participation when new supplies are needed.
* Each school year, compare new graphs to the previous year's graphs and note any differences.
Related Activities:
Purchasing Policy 1: Classroom Policy – Chapter 17
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Editorial: Africa's Contributions to Information Systems
Volume 5, Issue 4, October 2013, ISSN 1936-0282
Richard T. Watson Department of MIS University of Georgia email@example.com
(Initiated May 2013, accepted September 2013)
ABSTRACT
Africans created the world's first major information systems, gesturing and language. Now days, Africa is once again showing leadership in the area of frugal IS.
Keywords:
Gesturing, language, frugal information systems, u-constructs
AFRICA'S CONTRIBUTIONS TO INFORMATION SYSTEMS
The African origins of Information Systems
In my search for learning about information systems, I took a broader path to the quest a few years ago by recognizing that information systems have existed for thousands of years (Watson, forthcoming). I observed that information systems did not start about five decades ago with the application of digital computers to organizational data processing. Rather, humans have been developing and using information systems for tens of thousands of years. Humans are a cooperative social species with exceptional information processing capability. In order to cooperate, humans used their information processing capability to develop systems for mutually sharing information. The first of these information systems were developed in Africa, and they are still currently in widespread use.
We are descendants of those Africans who became efficient (detected and processed information quickly) and effective (made the correct decisions based on their processing of perceived data) at handling information. Along the evolutionary journey, those who processed information poorly did not survive. We are the descendants of those ancient Africans who were more efficient and effective information processors. In addition, information can be a valuable survival tool. Our better-informed forebears were more able to solve survival problems, and thus more likely to have descendants. For instance, knowing the whereabouts of waterholes enables today's Bushmen to survive in the harsh Kalahari Desert, just as it did for their forebears.
The first African information system was likely a collection of gestures, because human cooperation and communication originated as pointing and pantomiming (Tomasello, 2008, p. 11). These forms of information exchange emerge before speech in the development of a human infant. Babies gesture innately, but their parents and siblings teach them speech. We often revert to gestures when there is not a shared language or where noise or distance makes speech difficult.
Phonemic diversity indicates that language, the second information system created by Africans, originated about 350,000 to 150,000 years ago (Perreault & Mathew, 2012). As human groups migrated out of Africa about 60,000 to 70,000 years ago, there was a loss of phonemic diversity (Atkinson, 2011). As a result, African languages today have some of the largest inventories of phonemes. For example, the !Xun language found in Southern Africa has 141 phonemes whereas some regions, such as South America, to which humans migrated more recently, have fewer phonemes. Thus, Pirahã, spoken in South America, has 11 phonemes (Perreault & Mathew, 2012).
Mastering of gesturing, and later language, likely increased the survival prospects of early humans. Group hunting, for instance, has decided advantages, such as herding animals over a cliff or towards an ambush and thus is more likely to be successful than hunting alone. Mutual cooperative information exchange through gesturing or speech enabled humans to coordinate their actions for hunting, building housing, fighting, and other activities that enhanced the passing on of their genes to the next generation. Human collaboration using information relies on a psychological infrastructure of shared goals or intentionality to support collaborative efforts (Tomasello, 2008, p. 12). We evolved to both communicate and interpret mutual goals to enable join task completion. Our African heritages created a social species that is very competent in processing information and collaborating.
Information systems in the form of gesturing and language, as we learned previously, have been part of the human social repertoire for hundreds of thousands of years. Information systems further developed when early Africans started to apply technology to common tasks. A thoughtful few among our ancestors realized that some activities, such as skinning a beast (a task), could be improved by using the sharp edge of a rock as a proto-knife (a technology). This realization hatched another task, using a hammerstone to shape rocks with sharp edges. The emergence of a new technology is lost unless an information system is created to transmit use of the technology. We can imagine that a sequence of gestures and verbal instructions were developed to train others in using a proto-knife to butcher a carcass. Thus a new task, instructing others in the use of a proto-knife and hammerstone, emerged. Once this cycle commenced, humans began accumulating technology and associated information systems to enable the transfer of essential knowledge within and across generations for the growing range of tasks our ancestors invented over the millennia.
The major information system inventions developed in the African savannah were gesturing and speech, and these spawned minor information systems, such as creating a proto-knife. Thus, when humans left Africa they took with them some fundamental information processing and transmission skills.
The impetus for information systems development passed from Africa to other regions of the world because some humans migrated to regions that were particularly well-suited for the establishment of farming (Diamond, 1997), such as the Middle East, where there were wild cereals and animals that could be easily domesticated. With the development of agriculture and the concomitant creation of large permanent settlements, a new set of information systems were needed, such as arithmetic, geometry, writing, measuring systems, astronomy, and currency. Dominant logic theory (Watson, Lind, & Haraldson, 2012) argues that the principle problem of an economic era determines what information systems are developed. Africa was the birthplace of gesturing and language because these were essential for a hunting and gathering lifestyle, but when farming started in other parts of the world, Africa lost its early lead in information systems.
Regaining a leadership position in Information Systems
Over time, the impetus for information systems innovation moved from the early agriculture societies to other parts of the world, such as Greece (an alphabet with vowels), Germany (a printing system), and the United States (digital computers). Africa became a long-term importer of information systems and associated technology. Importers, however, can be innovators, especially when local conditions vary considerably from those where a technology emerged.
Mobile phones were developed in Europe and North America for a relatively affluent clientele. Most of these people already had a landline, but quickly appreciated the convenience of a mobile phone. In contrast, few Africans have ever had a landline because of the high infrastructural costs of cable-based telephony. Mobile phone technology, fortunately, enabled African countries to leapfrog landline technology and install the cheaper and more useful cell phone system. The low cost of mobile phones means that they are affordable for many people living in less wealthy economies. The ITU estimates that in 2013, 63.5 percent of Africans have a mobile subscription compared to 126.5 percent in Europe. 1 Internet penetration is much lower, with 16.3 percent of Africans using the Internet compared to 74.7 percent of Europeans. Consequently, the mobile phone is the interface to information systems for most Africans.
The high penetration rate of mobile phones and the low per capita income in many countries has created a set of circumstances that has stimulated the development of a new class of information systems in Africa and other developing economies. This new category is called a frugal IS, which is "… an information system that is developed and deployed with minimal resources to meet the preeminent goal of the client" (Watson, Kunene, & Islam, 2013). There are two important aspects to this definition. First, there is a focus on using minimal resources. Second, the prime needs of the client must be accomplished. A frugal IS should have a single prime design goal. This constrained scope should preclude consideration of secondary goals, which typically add to the cost of development and increase the complexity of learning how to use an application. In most of Africa, per capita incomes are low, and the little discretionary income that people have needs to be spent on information that is essential to meeting their daily needs.
1 http://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx
The success of an IS, including a frugal IS for serving people in emerging economies, is dependent on how well it satisfies the four information drives (Junglas & Watson, 2006). The mobile phone's great value derives from its ability to meet the drives of ubiquity and uniqueness at low cost. A system of cell towers gives most urban dwellers in Africa ubiquitous access to information. A mobile phone is a personal device, and its owner is uniquely identified through a SIM card. Because of ubiquity, mobile phones can connect to databases, and thus a person can get a single integrated view of information, thus accomplishing the unison drive. Finally, mobile phones, particularly in the form of smart phones, are become highly integrated sets of information systems (e.g., use of GPS and a map to show shoe stores in the vicinity of the phone's owner). Instead of using multiple, independent information systems, the smart phone can deliver for its owner an integrated view from several information systems. The smart phone meets the drive for universality because it enables the integration of a bundle of compatible apps that greatly reduce the friction between different information systems.
Table 1: The information drives (Junglas & Watson, 2006)
Because the economies of many African countries are in the developing stage, the region has become a leader in developing frugal information systems. Ushadidi.com, a frugal IS for gathering information during a crisis situation, was developed in Kenya in 2007. It has evolved into "open source software for information collection, visualization, and interactive mapping" (Ushahidi.com, 2011), and has since been used in South Africa (violence), the Democratic Republic of Congo (violence), Haiti (earthquake), New Zealand (earthquake), and Japan (earthquake). According to the Economist, Kenya leads the world in mobile banking (The Economist, 2013) through M-PESA (Ngugi, Pelowski, & Ogembo, 2010), which is an exemplar of frugal IS thinking.
The practice of frugal IS design does not limit applications to areas of low complexity. A basic cell phone is simple to use, but a highly complex telecommunications network supports it. A frugal IS can be dependent on an intricate infrastructure, but the complexity of the infrastructure needs to be invisible, and it needs to contribute to the inexpensiveness of the solution. Complex network structures, such as the Internet and cell phone system, can provide basic services inexpensively because economies of scale have lowered the cost of deployment and use over time. The great opportunity for African IS designers is to combine their knowledge of local needs and conditions with an in-depth understanding of advanced communications technology to create frugal information systems that meet the needs of citizens in the world's developing economies.
Once the sole leader in information systems development, Africa is now demonstrating that it can be a leader in frugal IS. It has the requisite domain knowledge of the needs of consumers and organizations in developing economies to design and implement systems that meet their requirements. This is a large global market, as many people still live close to the poverty line. African IS entrepreneurs can use their skills to serve this larger market, as some are already doing. African IS academics can study the phenomenon of frugal IS and imbue their students with the skills to design and build frugal systems. Africa once again can make a major contribution to enhancing living standards through information systems innovation.
REFERENCES
Atkinson, Q. D. (2011). Phonemic diversity supports a serial founder effect model of language expansion from Africa. Science, 332(6027), 346-349.
Diamond, J. M. (1997). Guns, germs, and steel : the fates of human societies. New York: W.W. Norton & Co.
Junglas, I. A., & Watson, R. T. (2006). The U-constructs: Four information drives. Communications of AIS, 17, 569-592.
Ngugi, B., Pelowski, M., & Ogembo, J. G. (2010). M-PESA: A Case Study of the Critical Early Adopters' Role in the Rapid Adoption of Mobile Money Banking in Kenya. The Electronic Journal of Information Systems in Developing Countries, 43.
Perreault, C., & Mathew, S. (2012). Dating the origin of language using phonemic diversity. PloS one, 7(4), e35289.
The Economist. (2013, May 27). Why does Kenya lead the world in mobile money?
Tomasello, M. (2008). Origins of human communication. Cambridge, Mass.: MIT Press.
Watson, R. T. (forthcoming). A personal perspective on a conceptual foundation for Information Systems Journal of the Association for Information Systems
Watson, R. T., Kunene, K. N., & Islam, M. S. (2013). Frugal IS. Information Technology for Development, 19(1), 1-12. doi: 10.1080/02681102.2012.714349
Watson, R. T., Lind, M., & Haraldson, S. (2012). The emergence of sustainability as the new dominant logic: Implications for Information Systems. Paper presented at the International Conference on Information Systems, Orlando, FL. | <urn:uuid:8ebbd55e-f86f-44f6-9ef0-e7aaa6b22ba6> | CC-MAIN-2022-49 | https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?filename=0&article=1211&context=ajis&type=additional | 2022-12-02T10:00:58+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710900.9/warc/CC-MAIN-20221202082526-20221202112526-00336.warc.gz | 247,097,200 | 2,854 | eng_Latn | eng_Latn | 0.925291 | eng_Latn | 0.994218 | [
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Create Your Own Almost None Sugar Shock Kit
The Almost None Sugar Shock Kit provides a fun and interactive way to show individuals how much sugar they are consuming in beverages alone. It can be used to help people identify both sugary and healthy beverages, as well as to discuss why we should limit the consumption of sugary drinks. You can use the materials we have listed below or poll your group to see what kinds of beverages they drink on a regular basis and create a kit using those choices instead. Try to have a variety of beverage types and sizes so that your audience can see how widely sugar content varies.
Contents of Almost None Sugar Shock Kit
Drinks:
Pepsi Bottle (24 oz)
Hi-C Blast (6.75 oz)
PowerAde (32 oz)
100% Juice (4.23 oz)*
Cran-Grape Juice (12 oz) Fat-free Milk (8 oz)*
Snapple Iced Tea (16 oz) Diet Coke Can (12oz)
Coca-Cola Can (12 oz) Bottle of water*
Frappuccino (9.5 oz) *Indicates beverages that should always be included in your Almost None kit
Other:
Heavy duty file box to hold contents
2 label templates (Avery 5160 and 5126)
~Avery 5160 for beverages and sugar cups ~Avery 5126 for sugar content chart in file box
Clear glass/plastic containers with lids (approx 4 oz, one for each beverage)
(e.g.: lab specimen cups, baby food jars, etc.)
Measuring teaspoons (1 tsp, ½ tsp, ¼ tsp)
Large container of sugar
Sugar content chart (see #6 below)
Plastic cups and spoons for interactive game (Optional, see "Instructions for Using the Almost None Sugar Shock Kit")
A sugar content chart has been provided to show the amount of sugar in the drinks above, as well as a blank sugar content chart template to fill out if you want to use different beverages. To figure out how many teaspoons of sugar are in a full bottle of any beverage, simply do the following:
- Look at the nutrition label and find the number of grams (g) of sugar per serving.
- Multiply the number of grams per serving by the number of servings in the bottle. For example: If a drink has 16g sugar per serving and the bottle contains 2 servings, multiply 16 times 2 to get 32g of sugar per bottle.
- Then take the total grams of sugar in the bottle and divide by 4 grams of sugar per teaspoon to get the number of teaspoons of sugar per bottle. For example: If a bottle has 32g of sugar, divide 32g by 4g to get 8 tsp of sugar in the bottle.
Create your own Almost None Sugar Shock Kit:
Assembling the Almost None Sugar Shock Kit is simple and easy to do. The following instructions will help you create your own kit.
1) Select a heavy duty box that is large enough to store all beverages and sugar containers.
2) Decide which beverage choices to include in the kit and gather them. Water, fat-free or 1% milk, and 100% juice should be included in each Almost None Sugar Shock Kit. All "sugary beverages" are your choice; however, we have suggested specific beverages to make your Sugar Shock Kit easy to create.
- Suggested drinks: Pepsi, PowerAde, Cran-Grape Juice, Snapple Iced-Tea, Coca-Cola, Frappuccino, Hi-C Blast, 100% Juice, Fat-free Milk, Diet Coke, and a bottle of water.
Tip: The beverages should range in size and amount of sugar.
3) Print the drink labels and place on the appropriate bottles. If you choose to use our suggested drinks, we have included a beverage label template (Avery 5160) for your convenience. *Note: the beverage label information is listed twice on the template. One set is for your beverages, the other set is for the sugar containers (see #5).
Tip: Place the labels on the backs of the beverage bottles so they can not be seen by participants when you do the demonstration.
4) If you choose to use other "sugary beverages," you will need to create individual labels that include serving size, grams of sugar, and teaspoons of sugar to go on the back of each beverage. You can use the beverage label template provided, exchanging your beverage information with what is listed.
Choose drinks that are different sizes and contain small and large amounts of sugar.
5) Gather small containers (approximate size: 4 oz) that can be sealed (e.g.: lab specimen cups, baby food jars, etc.). You will need one small container for every drink in the kit. Place the second set of beveragespecific labels from the template (Avery 5160) on the back of each small container. Using the measuring teaspoons and large container of sugar, measure out the number of teaspoons of sugar in each beverage; pour into the small container labeled for that beverage and seal.
6) Print the sugar content chart (as shown on page 3) and stick it to the inside lid of your heavy duty box. The chart can be used as a "cheat sheet" when placing drinks in order from highest amount of sugar to lowest. We have included the sugar content chart label template (Avery 5126) for your convenience. If you have chosen beverages different than those suggested, use the blank template provided to create your own sugar content chart.
7) Optional—Gather 12-oz. plastic cups and plastic teaspoons if you want hands-on participation by the audience. See "Instructions for Using the Almost None Sugar Shock Kit" for more information.
| Beverage | Ounces per bottle | Servings per bottle | Grams of sugar per bottle | tsp of sugar per bottle |
|---|---|---|---|---|
| Pepsi | 24 oz. | 3 | 83 g | 20 ¾ tsp |
| PowerAde | 32 oz. | 4 | 60 g | 15 tsp |
| Cran-Grape Juice | 12 oz. | 1 | 52 g | 13 tsp |
| Snapple Iced Tea | 16 oz. | 2 | 46 g | 11 ½ tsp |
| Coca-Cola | 12 oz. | 1 | 39 g | 9 ¾ tsp |
| Frappuccino | 9.5 oz. | 1 | 31 g | 7 ¾ tsp |
| Hi-C Blast | 6.75 oz. | 1 | 25 g | 6 ¼ tsp |
| 100% Juice (Berry)* | 4.23 oz. | 1 | 13 g | 3 ¼ tsp |
| Fat-free Milk* | 8 oz. | 1 | 12 g | 3 tsp |
| Diet Coke | 12 oz. | 1 | 0 g | 0 tsp |
| Bottle of Water* | Any | Any | 0 g | 0 tsp |
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WARM-UP
Discuss:
What do you know about the married couple on the picture?
What kind of relationship do people in the royal family have? Is it the same or different from ordinary peoples' relationship? Give reasons.
Do celebrities or the royals have more divorces than ordinary people? Explain your opinion.
VOCABULARY
1. Match the expressions about the relationship in bold with their definitions.
1. Are you thinking about breaking up with him?
a) be unfaithful with a partner
2. If you really like that girl you should ask her out.
3. Are you going out with anyone at the moment?
4. He's so well matched with her, perfect couple!
5. Stop trying to chat me up, it won't work!
6. I can't believe that! They got back together again.
7. David's been cheating on his wife with another woman.
8. He fell for her the moment he first saw her.
9. Have you heard about our colleague? He finally settled down with that girl from IT department.
b) fall in love with somebody
c) ask someone for a date
d) finish the relationship
e) give up single life and start a family
f) flirt with somebody in order to seduce them
g) be in a relationship with someone
h) start a relationship with expartner
i) to be similar to
2. Put the stages of the relationship in logical order:
1.
2.
3.
4.
5.
6.
7.
8.
9.
3. Discuss the questions:
1. What kind of things do people talk about when they start going out?
2. What is necessary for being well matched partners?
3. In your opinion, who should start chatting up first, man or woman? Why?
4. At what age is it typical in your country to settle down?
5. What are the common reasons to break up with a partner?
4. Put these pairs of love relationships in appropriate column.
golden wedding bride and groom married couple just married fiancé and fiancée boyfriend and girlfriend silver wedding
Before the wedding
During the wedding
After the wedding
5. How do you think the relationships between people change at each of these stages?
READING and SPEAKING
1. What wedding traditions exist in your country? What do you know about wedding traditions in other countries?
2. Look at the wedding traditions round the world below. How do you think, what they might mean? Then read the text to find out.
Congo: Don't smile!
Germany: Clean it up!
China: Shoot her up!
Cuba: Pin the money!
Mauritius: Feed her up!
India: Forget Jewelry!
Congolese brides and grooms must keep their happiness in check — during their entire wedding day, from ceremony to reception, the two are not allowed to smile. If they do, it would mean they weren't serious about marriage.
In their first bit of housekeeping together, German brides and grooms clean up pieces of porcelain dishes that their guests threw on the ground to ward off any evil spirits. The lesson: working together, the couple can face any challenge thrown their way.
In China, a prospective husband will shoot his bride with a bow and arrow several times then collects the arrows and breaks them during the ceremony, to ensure their love lasts forever.
It's a Cuban custom that every man who dances with the bride must pin money to her dress to help the couple pay for their wedding and honeymoon. Bank on it!
Mauritian young girls are forced to put on the pounds before their weddings. The fatter she is, the better for the husband who is thought to be wealthy with such a well-fed wife.
Right before the wedding, it's common for Indian women to gather their closest girlfriends and sit for hours at a time to have their skin intricately painted, in tattoo fashion, with mehndi, which is paint made from henna. The elaborate and beautiful skin art lasts about two weeks making additional accessories totally unnecessary.
3. How many did you guess? Which tradition is the most surprising/exciting/weird/funny? | <urn:uuid:8501f357-0e5d-4158-8757-df1427c91400> | CC-MAIN-2021-21 | https://elt.comfortenglish.com/wp-content/uploads/2019/06/Relationship-and-weddings.pdf | 2021-05-17T01:12:53+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991921.61/warc/CC-MAIN-20210516232554-20210517022554-00110.warc.gz | 251,114,379 | 866 | eng_Latn | eng_Latn | 0.99891 | eng_Latn | 0.998908 | [
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Nominalisation Exercises
Instructions:
The word in red is the word you need to nominalise. Type your answer in the box then click 'show / hide' to check your answer.
You may need to change other things in the sentence, such as word order and word forms, or add other words, such as prepositions.
In this nominalisation practice you are given some tips on how to rewrite each sentence.
1. The errors in the sentence were removed, which made it look much better.
Tips:
* Start your new sentence with the verb in red (nominalise it)
* Don't use the relative pronoun ( which ) in your new sentence
* If you want to make your sentence even shorter, try reducing ' errors in the sentence '
* You'll need to add the preposition ' of '
Answer: _________________________________________________
2. Wealth is distributed around the world very unfairly.
Tips:
* You'll have to move ' is ' to somewhere else
* You'll need to change the word form of ' unfairly'
* You'll need to add in a preposition somewhere!
* ' wealth around the world ' can be shortened if you want
Answer: _________________________________________________
3. The number of people consuming fast food increased significantly in 2005.
Tips:
* Start your sentence with ' There was a... '
* The preposition ' in ' will need to be added somewhere
Answer: _________________________________________________
4. The government decided that taxes should increase by 15%. This caused concern amongst the population.
Tips:
* Start your sentence with ' The government's... '
* Make the two sentences into one - think about what the new main verb will be and where it will need to go
Answer: _________________________________________________
Show/Hide the Answers
5. I analysed the data and it showed that uptake of the drug had increased.
Tips:
* In this one try nominalising both the verbs
* You'll be making this sentence less personal and more objective
* The sentence you'll end up with will be one clause instead of two
* Two prepositions and two articles will need to be added
Answer: _________________________________________________
Answer Key
1.
The removal of the errors in the sentence made it look much better.
OR
The removal of the sentence errors made it look much better.
2.
The distribution of the world's wealth is very unfair.
OR
The distribution of wealth around the world is very unfair.
3.
There was a significant increase in the number of people consuming fast food in 2005.
4.
The government’s decision that taxes should increase by 15% caused concern amongst the population.
5.
The analysis of the data showed an increase in the uptake of the drug. | <urn:uuid:1d9973b6-cebb-40f7-b8e8-4839cfdc7047> | CC-MAIN-2021-21 | https://www.grammarwiz.com/support-files/nominalisation-exercises.pdf | 2021-05-17T01:04:36+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991921.61/warc/CC-MAIN-20210516232554-20210517022554-00107.warc.gz | 821,070,187 | 554 | eng_Latn | eng_Latn | 0.999597 | eng_Latn | 0.999736 | [
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SPECIAL EDUCATIONAL NEEDS POLICY – 3 YEAR REVIEW
February 2020
Leyla Bilsborough
Considered by Governors: Ratified by Governors:
February 2020 April 2020
1. Introduction
Our Special Educational Needs Co-ordinator is Leyla Bilsborough MEd Equality and Diversity. The SENDCO is a member of the school leadership team.
Our SEND Link Governor is Tim Fry.
Designated Teacher with specific Safeguarding responsibility is Richard Glenny.
Designated Leader with responsibility for Pupil Premium students is Kerrie McAdam.
Designated Leader with responsibility for Looked After children is Kerrie McAdam.
1.1. Special Educational Needs provision is an integral part of the mainstream curriculum and it is the responsibility of all of the teachers at Priestlands to provide for those individual needs.
1.2. All students in our school have an entitlement to a broad, balanced and relevant education (including access to the National Curriculum) so that they can reach their full potential and enhance their self-esteem.
1.3. The school supports inclusive education and will aim to educate students with special educational needs alongside their peers in mainstream education. Due consideration will be given to the appropriate wishes of the parents/carers and the ability to meet those needs successfully.
1.4. Age, gender, race, creed or individual needs do not constrain any entitlement. All students are entitled to be valued equally and must be educated to their full potential.
1.5. The school will involve the parents/carers in the identification, assessment and delivery of special educational needs. At all times the School will aim to have close co-operation between all agencies concerned. We recognise that for support to be successful, parents/ carers, students and teachers all have to work together.
1.6. Students have a right to be heard and they are expected to participate in every decision concerning the provision made to meet their special educational needs. They are expected to attend review and progress meetings with their parents/carers and other relevant stakeholders.
1.7. Where students are withdrawn on an individual basis or group basis, the fundamental principle of inclusion must be maintained.
1.8. Achievements made by students with special educational needs and who are gifted and talented must be recognised, recorded and shared.
1.9. Priestlands School will meet the needs of all students with Special Educational Needs by making the most efficient use of all available resources.
1.10. The Teachers' Standards 2012, make it clear that it is every teacher's responsibility to "adapt teaching to respond to the strengths and needs of all students" Every teacher is a teacher of every child or young person including those with SEND
1.11. This Policy reflects the SEND Code of Practice, 0-25 guidance. It was developed in consultation with governors, parents and families, through a student working party, invitation to comment on the website and a parent working party.
2. Compliance
2.1. This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (July 2014) and has been written with reference to the following guidance and documents:
* Equality Act 2010: advice for schools DfE Feb 2013
* SEND Code of Practice 0 – 25 (July 2014)
* Schools SEND Information Report Regulations (2014)
* Statutory Guidance on supporting students at school with medical conditions April 2014
* Teachers Standards 2012
2.2. This policy was created by the school's SENDCO with the SEND Governor in liaison with the Senior Team. It was shared and consulted on with all staff and parents of students with SEND in the spirit of the SEND Code of Practice 0 – 25 (July 2014).
3. Aims & Objectives
3.1. To ensure all students across the ability range can access a broad balanced and differentiated curriculum.
3.2. To create a supportive learning environment, which helps all students to achieve confidence, self-esteem and increased independence.
3.3. To encourage the development of key skills which will promote effective learning and positive social interaction.
3.4. To ensure that students with SEND needs are identified and resources are allocated with maximum efficiency to meet school objectives.
3.5. To formalise arrangements to track progress and support learning so that SEND students achieve or exceed expectations.
4. Identifying Special Educational Needs
4.1. The SEND Code of Practice, 2014 details four broad categories of need:
Communication and interaction
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with Autism Spectrum Disorders (ASD), including Asperger's Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or physical needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
(page 86 of The Code of Practice 2014)
4.2. These four broad areas give an overview of the range of needs for which the school should plan. The purpose of identification is to work out what action we as a school need to take, not to fit a student into a category. At Priestlands, we identify the needs of students by considering the needs of the whole child which will include not just the special educational needs of the student.
4.3. The following areas may also impact on progress and attainment;
* Disability ( the Code of Practice outlines the "reasonable adjustment " duty for all settings and schools provided under current Disability Equality legislation – these alone do not constitute SEND)
* Attendance and Punctuality
* Health and Welfare
* English as an Additional Language
* Being in receipt of Student Premium Grant
* Being a Looked After Child
* Being a child of Serviceman/woman
Identification
5.1. We should receive information from the student's previous school informing us if they have special educational needs.
5.2. We further compile information about each student through CATs (Cognitive Ability Tests) and Literacy assessments which include a reading test, a spelling test and a writing test.
5.3. We will carry out additional assessments to support applications for Exam Access Arrangements and to provide teaching and support staff with a detailed picture of need.
5.4. The aim of our provision is to identify and assess the SEND and to plan the provision needed for each young person to achieve his or her best at Priestlands.
5.5. At Priestlands we have identified three categories of need:
- Wave 1 students will require some intervention to ensure that they get back on-track in terms of their attainment in literacy and numeracy.
- Wave 2 students may have some outside agency support in place for example Child and Adolescent Mental Health Services (CAMHS), medical professionals or counselling, whose advice will help to inform our decision about how best to support the student.
- Wave 3 students will have an Education, Health and Care Plan (EHCP) or have severe and complex needs such as being a new arrival in the country and not being able to speak any English. They may be students who have additional needs such as being looked after by the Local Authority.
5.6. If a young person needs support and is identified as Wave 1, 2 or 3 we will:
- assess the needs of that student to clearly identify their area of need.
- arrange a meeting with the young person and their parents to talk about what is needed to put together a Student Support Plan.
5.7. Before the plan can be drawn up we will need to gather the following information:
- The young person's views and what he or she wants to achieve on their learning journey through Priestlands.
- The views of the parents and what they would like to see as an outcome from their child's time at Priestlands.
- A school-based learning assessment
- Current and expected levels of attainment
5.8. We will meet again and look at all this information and then, together, we will draw up a plan. The plan will include outcomes, so everyone at the meeting will have something to do to help the young person on their learning journey. We will set a review date in the meeting. The Student Support Plan will be reviewed by the keyworker on a termly basis at Wave 2 or 3.
5.9. A letter outlining the Student Support Plan will be sent home at least once a year. This will be in addition to the normal reporting arrangements.
5.10. Some SEND young people may need support from professionals outside of the school setting to achieve a successful learning journey. If this is the case then those views will be considered in drawing up a Student Support Plan. This could include:
- Parents seeking medical advice about the young person.
- School requesting Educational Psychologist involvement with the young person.
- School requesting advice from specialist disability teams.
6. Education, Health and Care Plan (EHCP)
6.1. The EHCP has replaced the Statement of Educational Needs. It will include in one document: Special education provision, health provision and social care provision.
6.2. Hampshire SEN Department will be responsible for the EHCP and reviews will be held by the school by the school at least once a year to make sure that the student is making progress.
6.3. Students who currently have a Statement of Educational Needs will continue to be provided with support to meet the objectives in part B.
7. Managing Students' Needs on the SEND Register
Teaching and Learning for identified students
7.1. Students identified as Wave 1 through the reporting cycle will access tailored teaching in classes with additional, time-limited, tailored intervention support programmes.
7.2. The effective inclusion of all students occurs when:
- teaching is based on clear objectives that are shared with students and returned to at the end of the lesson;
- links are made to learning in different contexts;
- new vocabulary is carefully explained;
- lively interactive teaching styles are used and maximum use is made of visual and kinaesthetic as well as auditory / verbal learning.
7.3. Approaches of this nature are the best way to accommodate the learning of all students within each class.
7.4. In addition to high quality inclusive teaching some students will require Wave 1 intervention to ensure that they get back on-track in terms of their attainment in literacy and numeracy and to address their needs with Cognition and Learning, Social, Emotional and Mental Health Difficulties, Communication and Interaction and Physical and Sensory difficulties. Students may also be identified as Wave 1 if they have low levels of attendance or are under achieving.
7.5. Wave 1 intervention is support which will be designed to increase rates of progress and secure learning for groups of students, putting them back on course to meet or exceed national expectations. This may take the form of tight, structured programmes of small-group support, carefully targeted and delivered to help students achieve their learning objectives. Wave 1 intervention will help students apply their learning in mainstream lessons.
7.6. Wave 1 intervention will be characterised by small-group intervention and/or programmes such as Springboard, Literacy Progress Units, Learning Challenge, Reading Challenge, Writing Challenge, Lexia and Booster classes. Wave 1 intervention is intended for students who can be expected to "close the gap" with their peers as a result of the intervention. Interventions at Wave 1 will be designed for students for whom a well- structured, short-term programme will enable them to make progress.
7.7. Students with SEND who may be included in Wave 1 interventions are students who can be brought back "on track"; that is those students whose attainment in English and mathematics is not significantly out of step with their peers. Students with SEND receiving Wave 1 intervention for English and /or mathematics may have special educational needs such as Cognition and Learning, Social, Emotional and Mental Health Difficulties, Communication and Interaction and Physical and Sensory difficulties. These students will receive other forms of support such as support with social skills such as support with social skills for their SEND.
Students identified as Wave 2 will access…
… everything at Wave 1 plus increasingly individualised programmes, based on independent evidence of what works.
7.8. At Wave 2, students will have their needs addressed through inclusive teaching and in addition, will receive specific targeted approaches in terms of a SEND intervention. Students placed at Wave 2 will have particular needs related to Cognition and Learning, Social, Emotional and Mental Health Difficulties, Communication and Interaction and Physical and Sensory difficulties. Their needs will be likely to be greater, in terms of literacy and numeracy, than those students placed at Wave 1. We will appoint a member of staff to the role of keyworker to liaise and support every student identified at Wave 2 whilst attending Priestlands.
Students identified as Wave 3 will access…
… everything at Wave 2 plus increasingly individualised programmes, based on independent evidence of what works. In addition, there is likely to be specific support allocated by the Local Authority
7.9. Wave 3 will be support which will accelerate and maximise progress and minimise performance gaps. Wave 3 may entail one-to-one or very small group support to ensure that students achieve very specific targets. We will appoint a member of staff to the role of keyworker to liaise with and support every student identified at Wave 3 whilst attending Priestlands.
7.10. Provision at Wave 3 is likely to entail adjustment of learning objectives and teaching styles and/ or the nature of support. Wave 3 may need to be a more intensive programme than that provided at Wave 2 and may involve individual support. At Wave 3, students will have access to SEND interventions such as the Catch-Up Secondary School Programme for literacy and/or the Primary National Strategy Wave 3 maths programme.
7.11. Students receiving Wave 3 support will be identified as having an Educational Health Care Plan (EHCP) or are identified as a New Arrival English as an Additional Language (EAL).
The cycle of parental communication
7.12. If a student is identified as placed on the intervention programme, the following flowchart outlines the process and the communication that takes place with parents and staff.
7.13. If a student is identified as wave 2 or 3, the review and communication process remains the same as when they are at Wave 1.
7.14. This process is overseen by the SENDCO working with the Heads of Department. The plan is maintained and updated by the SENDCO and the SEND administrator
Step 1
Step 2
Step 3
Reporting cycle identifies student as under achieving
Student is placed on Wave 1 of the intervention list
Email of Student support plan with strategies sent to teachers
Teacher implements intervention
Letter sent home
Tutor discusses with student
If student has caught up they are removed from Wave 1 Letter sent home
If identified as still under-achieving, student remains on Wave 1
Email of Student support plan with strategies sent to teachers
Teacher implements intervention
Letter sent home
Tutor discusses with student
Followed up by HOD/HOY
If student has caught up they are removed from Wave 1
Letter sent home
If identified as still under achieving
Student remains on Wave 1 of the intervention list
Email of Student support plan with strategies sent to teachers
Teacher implements intervention
Letter sent home
Tutor discusses with student
Followed up by HOD/HOY
7.15. In addition to this process, parents are invited to meet with the SENDCO at every parents meeting where the Student Support Plan can be discussed. A student with an EHCP has an additional meeting at the Annual Review.
7.16. If Priestlands is unable to fully meet the needs of the student the school will seek the advice of external agencies. This need will be evidenced in a variety of ways such as lack of progress, falling attendance or a deterioration of behaviour. This would be discussed with parents and young people and reviewed on a regular basis.
7.17. If the school identifies a need for a statutory assessment, we would consult an Educational Psychologist. Parents would meet with the Educational Psychologist and the SENDCO to agree a way forward. The school would act upon any of their recommendations which are not already in place and if there is no improvement the school would then, in consultation with parents, complete an application for statutory assessment to be carried out by the LA.n application for a statutory assessment to be carried out b the LA. This can take over 6 months.
8. Criteria for Exiting the SEND Register/Record
8.1. A student will be taken off the SEND register if they no longer meet the Hampshire criteria for need. The register is reviewed on a termly basis as part of the reporting cycle.
9. Supporting Students and Families
9.1. The school has a statutory requirement to provide a SEND Information Report; Regulation 51, Part 3, section 69(3)(a) of the Act. This can be found on our school website. http://www.priestlands.hants.sch.uk/SEND
9.2. Priestlands works in a collaborative partnership with many different agencies. This means that a supportive plan can be developed to meet your child's needs both in and out of school.
9.3. We hold regular meetings to monitor the plan and make changes, when necessary, to the plan. We call these meetings Team Around the Child (TAC) because that is what they are – a meeting where you and your child consult with the team members to implement the plan developed to support your child.
9.4. Listed below are some of the outside agencies with whom we work collaboratively:
9.5. Hampshire Special Educational Needs Team
9.6. Child and Adolescent Mental Health Service (CAMHS)
9.7. Visual Impairment Service
9.8. Hearing Impairment Service
9.9. Educational Psychologists (EPs)
9.10. Communication and Language Service
9.11. Hampshire's Ethnic Minority and Traveller Achievement Service
9.12. You can find our admissions policy here: http://www.priestlands.hants.sch.uk/Admissions
9.13. To ensure SEND children are able to access exams and other assessments we compile information about each student through CAT (Cognitive Ability tests) and Literacy assessments which include a reading test, a spelling test and a writing test, carry out additional assessments to support applications for Exam Access Arrangements. The SENDCO leads on Access Arrangements with support from teachers, support staff, exams office and the senior leadership team to determine and implement arrangements and for internal school tests, mock exams and external exams.
9.14. To support the transition of students we work with individual students according to their needs. The provision is tailored for individuals as and when required but typically involves Emotional Literacy Support Assistant (ELSA) support for students, detailed information gathering or passing on and possible visits and buddying.
10. Supporting Students at School with Medical Conditions
10.1. The school recognises that students at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
10.2. Some may also have special educational needs (SEND) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
10.3. Students with a medical need will be placed on the intervention list as part of the wave model.
10.4. The School's policy for supporting students with medical conditions can be found here https://fluencycontent-schoolwebsite.netdna-
ssl.com/FileCluster/Priestlands/Mainfolder/Governors/Policies/Policy-for-Supporting-Students-withMedical-Needs-February-2015.pdf
11. Monitoring and Evaluation of SEND
11.1. Priestlands regularly and carefully monitors and evaluates the quality of provision we offer all students. This is carried out through data tracking of individual students, half termly key worker meetings for students on wave 2 and 3, termly learning walks, annual reviews for students with an EHCP, and an observation programme for Achievement Support Assistants ASAs). In addition to this we seek the views of support staff, students and parents through questionnaire.
11.2. The evaluation and monitoring arrangements promote an active process of continual review and improvement of provision for all students by informing us if areas and students upon which to focus.
12. Training and Resources
12.1. SEND is funded through delegated funding from the Local Authority and additional funding attached to specific students. This is used to support students in a range of ways including ASAs, Training, IT resources and support.
12.2. The training needs of staff are identified as part of the performance review process and are met through a whole school programme of training and individualised targeted training opportunities.
12.3. In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all students, all staff are encouraged to undertake training and development.
12.4. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCO to explain the systems and structures in place around the school's SEND provision and practice and to discuss the needs of individual students.
12.5. The school's SENDCOs regularly attend the Local Authority's SENDCO network meetings in order to keep up to date with local and national updates in SEND.
13. Roles and Responsibilities
The Board of Governors
13.1. Governors are responsible for:
* Ensuring that there is appropriate provision for students identified as having a special educational need or an EHCP.
* Reporting to parents
* Appointing a governor to liaise with the SEND Department
The SEN Governor
13.2. The role of the SEND Governor is strategic. It does not for example involve the nominated governor in attending meetings with individual parents or discussion of individual students. The Board of Governors must remember that specific information regarding SEND students is confidential.
13.3. It may however involve the following:
Developing and maintaining an awareness of special needs provision in the school on behalf of the Board of Governors.
* Understand how the responsibilities for SEND provision are shared within the school
* Meet the SEND Coordinator (SENDCO) on a termly basis to gain information about the provision made for students with special educational needs and to monitor the implementation of the SEND policy
* Discuss with school staff the outcomes of the school's monitoring and evaluation of the provision made for students with special educational needs
* Observe at first hand what happens in school both inside and outside the classroom to ensure that SEND students are actively involved in all aspects of school life
* Take opportunities to meet and talk with parents of SEND children
* Keep informed about developments in the area of special educational needs, nationally, locally and within the school.
Supporting the implementation of the school's Special Educational Needs Policy
* Be familiar with the SEND policy and involved in its review and development
* Agree with the Board of Governors, the headteacher and the SENDCO the indicators which should be reported on by the school to the Board of Governors to say whether the policy is working, and the timescale for that reporting
* Ensure that the SEND policy is linked to the School Improvement Plan and the budget setting process
* Ensure that funds are allocated each year within the school budget specifically to cater for SEND students and to support the implementation of the SEND policy; be aware of the various headings under which the schools spends the SEND budget each year (i.e. resources, training, support assistants, SENDCO management time, medical time etc)
* Monitor and evaluate the use of these funds and other resources, considering cost effectiveness and best value for money in terms of increased progress for students with SEND
* Encourage the Board of Governors to ensure that all school policies are consistent with the aims of the SEND policy.
Sharing information
* Provide support and encouragement for staff with SEND responsibilities and champion their role within the school; provide a channel of communication between the SENDCO and the Board of Governors
* Discuss the outcome of school visits with the SENDCO and the headteacher
* Report on a termly basis to the full Board of Governors on the implementation of the school's SEND policy
* Prepare information for inclusion in the Board of Governors's Annual Report to Parents about the effectiveness and implementation of the school's SEND policy, including information about how resources are used
* Encourage effective communication with parents on the school's support for students with SEND, making use of newsletters, leaflets, school prospectus, social functions, etc.
*
THE SENDCO
13.4. The SENDCO will be responsible for:
* Determining the strategic development of SEND policy and co-ordination of specific provision made to individual students with SEND and those who have an EHCP with the headteacher and governing body
* Day-to-day operation of the SEND policy and co-ordination of specific provision made to individual students with SEND and those who have an EHCP.
* Providing professional guidance to colleagues and work closely with staff, parents and carers and other agencies
Heads of Department and Subject Leaders
13.5. Heads of Department and Subject leaders will be responsible for:
* Ensuring their schemes of work / departmental lesson plans show regard to the SEND Policy
* Disseminating information provided by the SENDCO
* Monitoring the provision and progress of students with SEND
* Liaising with the SENDCO for the deployment of ASAs.
Teachers
13.6. Teachers are responsible for:
* Knowing the special educational needs of their students
* Using this knowledge to inform planning and teaching
* Supporting students towards their IEP (Individual Education Plan), IBP (Individual Behaviour Plan) or PLP (Student Learning Plan) targets as appropriate and reviewing their success
* Alerting the SENDCO to students for whom they may have a particular concern linked to learning (Early Intervention)
* Liaising with and providing the Achievement Support Assistants with clear lesson objectives.
SEND Achievement Support Assistants
Line Manager: SENDCO, Leyla Bilsborough
13.7. Achievement Support Assistants support students with their learning activities in the classroom. They work closely with teachers to make sure students not only enjoy learning in a safe and caring setting but are able to achieve successfully.
13.8. The role can include:
* reading or scribing for students who may find this challenging
* helping students who need extra support to complete tasks
* helping teachers to plan learning activities and complete records
* supporting teachers in managing class behaviour
* supervising group activities
* looking after students who are upset or have had accidents
* clearing away materials and equipment after lessons
* helping with outings and sports events
* taking part in training
* carrying out administrative tasks
13.9. An ASA will also support students with particular needs, working with them individually or in small groups
14. Storing and Managing Information
14.1. The school adheres to the School Records Management policy which can be found here https://priestlands.fluencycms.co.uk/Mainfolder/Governors/Policies/School-Records-ManagementPolicy-April-2014.pdf
15. SEND Information Report
15.1. The School SEND information report can be found here:
http://www.priestlands.hants
.s ch
.uk/SEND
16. Accessibility
16.1. Priestlands will identify and remove barriers to learning through applying the wave process as part of the school's stream of consciousness.
16.2. At Priestlands our premises include eight different buildings two of which are Grade II listed buildings. Unfortunately, as a result of this, many areas are not accessible to wheelchair users.
16.3. Where needed, the school will try to deliver written information to students, staff and parents in as accessible a way as possible. We will make written information normally provided to our students available to students with disabilities. Examples might include handouts, timetables, textbooks and information about school events. The information will take account of student's disabilities and students' and parents' preferred formats and be made available within a reasonable timeframe.
16.4. Parents and carers can contact key staff through email, phone and letter.
17. Dealing with Complaints
17.1. The school has a Complaints Procedure that can be found here
https://priestlands.fluencycms.co.uk/Mainfolder/Governors/Policies/governors_complaints- procedure.pdf
18. Bullying
18.1. The School has an Anti- Bullying policy which can be found here
Anti-Bullying Policy 2020
18.2. Priestlands School is committed to opposing bullying. Staff and Governors believe that every student has the right to feel safe and secure at school and that any form of bullying needs to be challenged swiftly and effectively. We recognise that in dealing with incidents we need to deal with the person doing the bullying and support the person being bullied. We also need to address the impact of the incident upon the family of the person being bullied; other people present; and/or upon the wider school population, including vulnerable learners, students with ASD and social communication difficulties. We encourage a collaborative relationship of openness with both the Pastoral Support Manager and the Keyworker in order to avoid this. In addition, we work with groups of students with ELSA support to identify what this kind of bullying might look like and what to do about it.
19. Review
19.1. The SEND Policy will be reviewed every three years.
20. Evaluation
20.1. Priestlands School evaluates the success of its policy through reviewing and reporting annually on the following:
* Numbers of students identified on each Wave stage
* Improvement in reading and spelling of targeted students
* Progress of students in the core subjects
* Progress between KS2 and KS4 results
* Initiatives undertaken as part of the Department's Development Plan
* Monitoring as part of OFSTED or the Priestlands inspection process
20.2. The Board of Governors reports annually to parents on the provision of SEND.
Special Educational Needs Policy
Appendix 1: The Disability Discrimination Act in Schools
The Equality Act 2010 Definition of Disability
Generally, impairments have to meet the statutory requirements set out in section 6 and Schedule 1 to the Equality Act 2010 and associated regulations.
The Equality Act 2010 definition of disability is usually considered cumulatively in terms of:
* identifying a physical or mental impairment;
* looking into adverse effects and assessing which are substantial;
* considering if substantial adverse effects are long term;
* judging the impact of long term adverse effects on normal day to day activities.
Statutory guidance on the Equality Act 2010 definition of disability has been produced by the Office for Disability Issues (within the Department for Work and Pensions) to help better understand and apply this definition - http://odi.dwp.gov.uk/docs/wor/new/ea-guide.pdf.
The clear starting point in the statutory guidance is that disability means "limitations going beyond the normal differences in ability which may exist among people".
"Substantial" means "more than minor or trivial". Substantial adverse effects can be determined by looking at the effects on a person with the impairment, comparing those to a person without the impairment, to judge if the difference between the two is more than minor or trivial.
"Long term" means the impairment has existed for at least 12 months, or is likely to do so.
"Normal day to day activities" could be determined by reference to the illustrative, non-exhaustive list of factors in pages 47 to 51 of the statutory guidance relating to the Equality Act 2010.
(Study and education related activities are included in the meaning of "day to day" activities.)
The guidance from the Office for Disability Issues referred to above illustrates the factors which might reasonably be regarded as having a substantial adverse effect on normal day to day activities. Factors that might reasonably be expected not to have a substantial adverse effect are also provided.
Factors that might reasonably be expected to have a substantial adverse effect include:
* persistent and significant difficulty in reading and understanding written material where this is in the person's native language, for example because of a mental impairment, a learning difficulty or a sensory or multi-sensory impairment;
* persistent distractibility or difficulty concentrating;
* difficulty understanding or following simple verbal instructions.
Factors that might reasonably be expected not to have a substantial adverse effect include:
* minor problems with writing or spelling;
* inability to fill in a long, detailed, technical document, which is in the person's native language without assistance;
* inability to concentrate on a task requiring application over several hours.
Special Educational Needs Policy
Appendix 2: Definition of Special Educational Needs
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
A young person has a learning difficulty or disability if he or she:
a) Has a significantly greater difficulty in learning than the majority of others of the same age, or
b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.
Many students and young people who have SEND may have a disability under the Equality Act 2010 – that is '…a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities'. This definition provides a relatively low threshold and includes more students than many realise: 'long term' is defined as a 'year or more' and 'substantial' is defined as 'more than minor or trivial'. This definition includes sensory impairments such as those affecting sight or hearing, and long term health conditions such as asthma, diabetes, epilepsy, and cancer. Students with such conditions do not necessarily have SEND, but there is a significant overlap between disabled students and those with SEND. Where a child or young person requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010 they will be additionally covered by the SEND definition.
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Fine Arts Dual Language Academy SECOND GRADE REPORT CARD
2019-2020 School Year
The purpose of this standards-based report card is to provide a communication network about a student's achievement and performance towards mastery of grade level standards. Markings reflect how well a student has met these goals with areas of strength and areas where additional time and effort are needed.
Student:
ID Number:
Campus:
Teacher:
Principal:
| | ATTENDANCE | 1 | 2 | 3 | 4 | 5 | 6 | Total |
|---|---|---|---|---|---|---|---|---|
| Days Present | | | | | | | | |
| Days Absent | | | | | | | | |
| Days Tardy | | | | | | | | |
| | STUDENT MASTERY LEVELS | | |
|---|---|---|---|
| Not Taught | | Mastery of Standard | Approaching Mastery of Standard |
| * | | M | A |
| None of the Student Expectations (SEs) were taught within this six weeks | | Demonstrates independent achievement and mastery of all the Student Expectations related to the Knowledge & Skills Statement | Understands and grasps most of the Student Expectations related to the Knowledge & Skills Statement |
Visit www.aisd.net/K2reportcards for more information and a full explanation of grade level skills.
| | TECHNOLOGY APPLICATIONS | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|
| Uses creative thinking and innovative processes to develop new ideas and digital products | | | | | | | |
| Collaborates and communicates both inside and outside the classroom using digital tools | | | | | | | |
| Searches for and evaluates digital information | | | | | | | |
| Applies critical-thinking skills to problem solve, research, and evaluate using digital tools | | | | | | | |
| Practices safe, legal, and ethical behavior while using digital tools | | | | | | | |
| Demonstrates knowledge and appropriate use of basic technology skills and digital programs | | | | | | | |
| | SOCIAL & EMOTIONAL DEVELOPMENT | | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|---|
| 4 = Surpassing Expectations | | 3 = Meeting Expectations | | | | | | |
| 2 = Approaching Expectations | | 1 = Beginning to Meet Expectations | | | | | | |
| Follows directions | | | | | | | | |
| Works independently, completes work, and stays on task | | | | | | | | |
| Organizes themselves, their materials, and their belongings | | | | | | | | |
| Participates appropriately in group activities | | | | | | | | |
| Respects adults, peers, and school property | | | | | | | | |
| Takes risks to attempt new tasks | | | | | | | | |
| Listens attentively without interrupting | | | | | | | | |
| Makes appropriate transitions between activities | | | | | | | | |
| Accepts consequences for personal actions | | | | | | | | |
| | SPECIALS | | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|---|
| N = Needs Improvement | | S = Satisfactory | | | | | | |
| Physical Education | | | | | | | | |
| Physical Education Citizenship | | | | | | | | |
| | FIRST SIX WEEKS COMMENTS | | FOURTH SIX WEEKS COMMENTS |
|---|---|---|---|
| Conference Requested from Teacher | | Conference Requested from Teacher | |
| | SECOND SIX WEEKS COMMENTS | | FIFTH SIX WEEKS COMMENTS |
| Conference Requested from Teacher | | Retention is Possible Conference Requested from Teacher | |
| | THIRD SIX WEEKS COMMENTS | | SIXTH SIX WEEKS COMMENTS |
| Conference Requested from Teacher | | Promoted or Retained in Grade | |
LANGUAGE ARTS
Six Weeks
Oral Language
&READING
1 2 3 4 5 6
Develops oral languageth
rou gh lis
tening, speaking, and discussion
Beginning Readin g &
Writing
MATHEMATICS
Six Weeks
Numbers & Operations whole numbers, the relative position and magnitude of whole numbers, and
1 2 3 4 5 6
Applies mathematical process standards to understand how to represent and compare
SOCIAL STUDIESCONTINUED
Applies critical-thinking skills to organize and use information acquired from a
Social Studies Skills
variety of valid sour ces
, in clu
dingelectronic technology
Communicates in written,ora
l, and visual forms
Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings
| | FINE ARTS | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|
| | Art | | | | | | |
| Develops visual literacy using critical thinking, imagination, and the senses | | | | | | | |
| Creates artwork purposefully applying the elements and principles of design through a variety of media and skills | | | | | | | |
| Demonstrates an understanding of art history through analyzing historical and contemporary artworks as it relates to everyday life | | | | | | | |
| Analyzes and responds to personal artistic choices and those of other artists using appropriate vocabulary | | | | | | | |
| Art Citizenship | | | | | | | |
| | Dance | | | | | | |
| Develops awareness of movement with self and others; understands body control in space and time with energy | | | | | | | |
| Creates/performs movement to express own ideas and emotions | | | | | | | |
| Demonstrates an understanding of cultural, historical, and artistic diversity | | | | | | | |
| Makes connections; evaluates the meaning of dance | | | | | | | |
| Dance Citizenship | | | | | | | |
| | Music | | | | | | |
| Reads/performs eighth notes, quarter notes, quarter rests, half notes, and half rests | | | | | | | |
| Reads/performs La, So, Mi, Re, Do and sings tunefully | | | | | | | |
| Identifies/demonstrates and creatively uses a variety of elements for rhythm, pitch, dynamics, tempo, and form using diverse music | | | | | | | |
| Identifies relationships between music and other subjects | | | | | | | |
| Music Citizenship | | | | | | | |
| | Piano | | | | | | |
| Identifies/performs beat, quarter note, half note, dotted half note, whole note, rests, and time signatures 4/4 and 3/4 | | | | | | | |
| Demonstrates/performs with correct hand and body technique | | | | | | | |
| Listens, describes, and responds to fast/slow, allegro, ritardando, accents, and dynamic markings | | | | | | | |
| Demonstrates understanding of the lines and spaces of the Grand Staff in relation to the piano | | | | | | | |
| Piano Citizenship | | | | | | | |
| | Theatre | | | | | | |
| Develops awareness of characters in dramatic play | | | | | | | |
| Demonstrates safe use of body and voice in and out of character with various group sizes | | | | | | | |
| Completes planning of dramatic play with partners/small groups and follows planned instructions | | | | | | | |
| Evaluates/responds constructively to personal performances and those of others | | | | | | | |
Visit www.aisd.net/K2reportcards
for more information and a full explanation of grade level skills.
1
Six Weeks
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What Is the Immaculate Conception?
"O Mary, Conceived Without Sin . . . "
Few doctrines of the Catholic Church are as misunderstood as the dogma of the Immaculate Conception of the Blessed Virgin Mary, which Catholics celebrate every year on December 8. Many people, including many Catholics, think that the Immaculate Conception refers to the conception of Christ through the action of the Holy Spirit in the womb of the Blessed Virgin Mary. That event, though, is celebrated at the feast of the Annunciation of the Lord (March 25, nine months before Christmas). What is the Immaculate Conception?
Conceived Without Sin
The Immaculate Conception refers to the condition that the Blessed Virgin Mary was free from Original Sin from the very moment of her conception in the womb of her mother, Saint Anne. We celebrate the Nativity of the Blessed Virgin Mary—her birth—on September 8; nine months before that is December 8, the Feast of the Immaculate Conception.
The Development of the Doctrine of the Immaculate Conception
Fr. John Hardon, S.J., in his Modern Catholic Dictionary, notes that "Neither the Greek nor Latin Fathers explicitly taught the Immaculate Conception, but they professed it implicitly." It would take many centuries, though, for the Catholic Church to recognize the Immaculate Conception as a doctrine—as something which all Christians must believe—and many more before Pope Pius IX, on December 8, 1854, would declare it a dogma—that is, a doctrine that the Church teaches was revealed by God Himself.
The Declaration of the Dogma of the Immaculate Conception
In the Apostolic Constitution Ineffabilis Deus, Pope Pius IX wrote that "We declare, pronounce, and define that the doctrine which holds that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Savior of the human race, was preserved free from all stain of original sin, is a doctrine revealed by God and therefore to be believed firmly and constantly by all the faithful."
As Father Hardon further writes, the Blessed Virgin's "freedom from sin was an unmerited gift of God or special grace, and an exception to the law, or privilege, which no other created person has received."
The Immaculate Conception Anticipates Christ's Redemption of All Mankind
Another misconception people have is that Mary's Immaculate Conception was necessary to ensure that Original Sin would not be passed on to Christ. This has never been a part of the teaching on the Immaculate Conception; rather, the Immaculate Conception represents Christ's saving grace operating in Mary in anticipation of His redemption of man and in God's foreknowledge of Mary's acceptance of His Will for her.
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FOREWORD REVIEW
Trouble Talk
Trudy Ludwig
Mikela Prevost, illustrator
Tricycle Press (May 2008)
Unknown $15.95 (32pp)
978-1-58246-240-0
"I know a girl who has a really big mouth. Her name is Bailey. Big Mouth Bailey." In this picture book about the consequences of gossip and hurtful language, shy Maya has never called her that out loud, but that's what she thinks of the new girl in class. Although Maya is nervous about being Bailey's "Welcome Buddy," she is soon thrilled to be part of her constant chatter at lunch and after school. The young girl begins to question Bailey's intentions, however, when her remarks toward other friends turn cruel and embarrassing.
Maya becomes Bailey's next victim after Bailey overhears Maya's parents arguing and spreads rumors that her parents are ready to divorce. The gossip not only affects Maya emotionally but physically as well, as she can no longer concentrate in class and develops a stomachache. When her teacher recommends that she talk to Ms. Bloom, the school counselor, Maya learns that Bailey "has a bad case of trouble talk." She also learns how she can avoid joining in and feeling caught in the middle of friends. After noticing Bailey's remorsefulness and change in actions later, Maya remains hopeful that she can resume their friendship.
A national speaker on bullying and children's social interactions, author Trudy Ludwig is a member of the International Bullying Prevention Association, collaborates with leading anti-bullying organizations, and has appeared on ABC's Good Morning America and on PBS's Keeping Kids Healthy. Her previous books include My Secret Bully, Just Kidding, and Sorry! First-time illustrator Mikela Prevost's watercolor, gouache, acrylic, and vibrant, patterned cutpaper artwork highlights the intensity of Maya's problems. At the forefront of the eye-catching illustrations are the character's expressive faces, revealing their delight, shock, anger, embarrassment, and concern.
While the message in Trouble Talk is clear to young children, the story is realistic and does not become didactic. A foreword by Charisse L. Nixon, director of research for the Ophelia Project, explains that girls are more vulnerable to this destructive way of connecting to their peers. The author concludes with a brief note on relational aggression, ways to engage children in healthier friendships and empower bystanders of trouble talk, questions for discussion, a list of related organizations and Web sites, and a bibliography. As she notes that researchers are discovering that trouble talk is on the rise and equally or even more harmful than physical bullying, this picture book will prove to be a valuable resource for children, educators, and parents alike. (April 14, 2008)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book to have their book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
Source: https://www.forewordreviews.com/reviews/trouble-talk/
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Special Report: Seven Things You Must Know Before Becoming a Beekeeper!
Beekeeping is the new buzz! More and more individuals are beecoming beekeepers not just because it's so fascinating, but because so many health-conscious consumers are flocking to the health benefits of honey! Today's health-conscious consumer wants to decrease the risk of diabetes, which afflicts 27 million Americans due to all the sugar in our diet.
Even if beekeepers aren't large commercial operations, they sell honey for a pretty penny in their local communities. People are willing to pay more for a high-quality product with superior flavor and nutritional value. And even if beekeepers don't sell their honey, their own families reap the benefits of a delicious and nutritious sweetener! Unlike addictive, fattening sugar and high fructose corn syrup with zero nutritional value, honey contains antioxidants, vitamins and minerals!
But before you jump on the honey bandwagon and become a beekeeper, there are seven basic items you must know.
1. Beefore Getting Started
You must be willing to spend at least $500 on equipment to get started. You must also invest in modest recurring costs, such as medication and repairs.
You must also be willing to invest time. This includes tending to your hives, making repairs and updating your inspection log. One colony can keep you active 40 hours a season; one colony is typically 30,000 to 60,000 bees.
And of course, you have to ensure that none of your family members is highly allergic to bee stings. And you must educate and cooperate with your neighbors.
And you must also be willing to get stung! Bees aren't aggressive, but accidents do happen, and they will naturally defend their hive if you drop a frame.
You should also check with your state department of agriculture to see if bee colonies in your area must be registered. You should also check local zoning laws to see if keeping bees in your area is legal.
2. Lot Size
Your property and the surrounding two-square mile area must provide a steady supply of nectar- and pollen-rich plants from spring through fall. If there are not enough plants within a two square mile area, the colony may starve to death. A nearby water supply is also absolutely essential.
Another consideration is how much space you can dedicate to the bees' inbound and outbound flight zone to and from the hive. The flight zone should not be used frequently by people or pets.
Some beekeepers have urban lots as small as 110 feet by 60 feet! If you do have a small urban lot, it's a good idea not to have more than two hives. Some beekeepers have several acres. The space you need mostly depends on pollen sources available within two square miles and the size of your colony.
3. Equipment
Here's a rundown of the most basic equipment you need for beekeeping:
Supers. These hive boxes hold 10 frames.
Entrance feeders. These feeders help a brand new colony get started. Fill the feeders with a mixture that is five pounds of sugar and two gallons of water; simmer until the sugar dissolves. Stop feeding the bees when a nectar flow begins; the sugar syrup will compromise the quality of the honey sugars-besides, it's illegal to sell adultered honey.
Bee smoker and bellows. Smoke calms bees and masks any alarm pheromones released by guard bees.
Hood and veil. This basic beekeeper garb will keep you from getting stung on the eyeball!
Vented leather gloves. Leather gloves are sting-proof. They should be long-sleeved and well-fitted. Gloves help keep you from getting sticky.
Frame grabber. This is a spring-loaded tool that enables you to grasp a frame with one hand, allowing you to turn the frame to inspect both sides.
Hive tool. This tool is similar to a pry bar, with a notch on one end to pull nails and scrape cappings. A bent lip on the opposite end helps pry frames and boxes apart.
Log book. A simple notebook will do, with enough space to keep notes for several seasons.
4. Installing the Colony
The best time to launch a beekeeping operation is in spring. Blooming flowers and trees will supply ample nectar and pollen for the colony.
Bees can be ordered from any apiary; different apiaries stock different types of bees. You can order bees by the pound, as well as new queens. You should give the apiary approximately 60 days to prepare your bees. You should also request that the apiary marks your queen and clips her wings prior to shipping.
Bees are delivered in screened boxes via U.S. mail or United Parcel Service. A box of bees typically contains two to five pounds of bees; that's about 25,000 bees. This box includes all female worker bees, a handful of male drones, and a small box-called a queen's cage--with one young mated queen.
To install new bees into the super: 1) remove four frames; 2) remove the lid and feeding can from the shipping box; 3) gently spill the bees into the super; 3) remove the cork on the queen cage and attach a small wire to the non-drilled end; 4) slide the queen cage between two frames toward the center of the super; 5) carefully insert the frames into the super; 6) place the inner cover and lid on the super; 7) install a temporary entrance feeder so the bees can produce spaces for the queen to lay eggs.
5. Inspecting the Hive
You should inspect the hives at least every two weeks to ensure that the bees have plenty of room, are storing honey, are free of disease, and that the queen is laying eggs. You will spend approximately 20 to 30 minutes per colony. If you observe odd behavior, you should inspect the hives more frequently. If you are not actively involved with observing the colony, it will die.
You should inspect whether: 1) the bees are building new comb on the foundation; 2) there is brood in the center of the frame of comb; 3) there is capped honey; and 4) whether pollen is present in the cells. A normal hive will have most of the frame filled with brood, a small arch of honey at the top of the frame, and some pollen stored between them.
Be sure to log your observations, particularly swarming behavior, treatments, feeding, or anything unusual. In the log book, you'll want to include: date inspected; number of colonies; number of swarms; general health; any signs of disease; estimated poundage of honey; whether the queen was located; whether there are any freshly laid eggs or young larvae; whether other insects or predators were sighted; and anything noteworthy or different from the last inspection
Colonies can fall victim to bacteria, viruses, protozoans, fungi and parasitic mites. Sometimes hive equipment is attacked by other insects. The most common bee diseases are American foulbrood, European foulbrood, chalkbrood, nosema, wax moths, tracheal mites and varroa mites. Medication and treatments are essential for the colony's survival. Treatments should be given as often as recommended.
6. Swarm Capturing
Signs of swarming include: 1) Clinging to the outside of the box; 2) hanging from the bottom in a conical shape (very good sign); and 3) covering the front of the box in a scattered manner, facing downward and exhibiting nervous behavior, especially in the evening.
You can capture swarms with pheromones that can be placed in swarm capturing boxes; these can be ordered from beekeeping supply companies. Contrary to their appearance, swarms are usually quite gentle.
Be sure there are no obstacles below the swarm; pure clearance is ideal, but may be impossible, particularly if the swarm is in a tree. Make a platform to hold a cardboard box that's large enough to house the swarm. Place the box beneath the swarm and powerfully shake the object it is attached to in one strong motion. This is easy for tree branches, but can be tricky if the swarm is attached to a mailbox or car bumper. You may need to scrape the bees off the object. Try to get the entire swarm.
7. Harvesting Honey
Honey is typically harvested from July until September. The season may be a bit longer in warmer regions.
Be sure to leave 60 to 90 pounds of honey for the colony to survive winter. You should leave 60 pounds absolute minimum. To estimate this amount, check the honey supply in the brood chamber. A deep frame full of honey weighs approximately six pounds; the bees need 10 of these for winter. Two shallow frames equals one deep frame. A new hive should have a double brood chamber with one box completely full of honey; the lower box should have outside frames filled with honey.
For plastic frames with plastic foundation, use a large container, such as a fivegallon bucket. Use a filter cloth, such as cheesecloth or paint strainer sacks sold by paint dealers. Place your hive tool at the edge of the frame end bar and press it into the wax. Push the wax and honey onto the straining cloth, draped over the container; the honey passes through, but the wax is strained out. Scrape the honey from the foundation with your hive tool; the wax comb and honey come off quite easily. You can reuse the frames in the super. The bees will clean them and reuse them. Bottle the filtered honey.
This is just the Beeginning!
You've only just begun! There's so much more to know about launching a beekeeping operation, such as types of beekeepers, species of bees, how to process wax--the list goes on and on!
If you're ready to learn absolutely every single detail you need to know about beekeeping, you'll want to order Beekeeping 101: Everything You Need to Know About Becoming a Beekeeper. It is the most comprehensive training manual available anywhere, offering simple, easy-to-understand instructions for the beginning beekeeper. From special inspection procedures for spring and fall, to how to identify each common disease and how to treat it, Beekeeping 101 will equip you with everything you need to know to be a busy beekeeper! Don't wait! You can reap all the benefits of producing delicious and nutritious honey today!
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This activity is designed to help beginners understand the perspective which a map gives them and how this helps us to better understand our landscapes and how different areas relate to each other.
There are learner sheets for use with this activity, with suggestions for going further. As an introduction, you may wish to begin with a group discussion about where the building you are currently. This might be a school or community centre.
* Where is it in relation to other buildings and landmarks in the area?
* Where do people live in relation to the school or building you are in?
* Which street is it on?
* How do we know this? Imagine you are giving someone directions – is it easier to explain it or draw it out?
Worm's Eye, Bird's Eye
To get learners used to the idea of how maps look, ask them to draw their desk from a worm's eye and a bird's eye view, using the record sheets and explanations provided. Once they have done this, then you could have a discussion about which is the easier to use to understand where things are on the desk in relation to each other.
There is a matching game on the 'Mapping History' website which asks learners to match the bird's eye view of a site with the correct worm's eye view. This is very useful in helping learners to understand what the same site looks like from both perspectives and to begin to understand how to build the relationship between what can be seen on the ground
Try it yourself: What is a map? Teachers and Leaders Guide:
Finding your way
This activity helps learners to further understand how valuable a bird's eye perspective is in helping people find their way. Now that learners have got a good idea of how to draw a map, ask them to draw a map of a familiar route. You can use the explanation and record sheets which have been provided.
This route could be from home to school, from home to a relative's house, to the library – any route which they know well. They should then swap their maps with a partner who tries to find the route on an actual map of the area. This could be an Ordnance Survey map or a Google map. It might be easier if the start point is given! Then you can use the discussion point questions below to explore how useful maps can be.
Keep these maps, as there will be opportunities to build more detail into them in other activities.
Discussion point!
* How easy was it to transfer the route from the drawn map to the "official" map?
* Were there any landmarks which were missing?
* What could you not see from the ground?
* Were there high fences that you couldn't see over or other roads which hadn't been drawn into the map?
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Towards a Platform-Independent Cooperative Human Robot Interaction System: III. An Architecture for Learning and Executing Actions and Shared Plans
Stephane Lallée, Ugo Pattacini, Séverin Lemaignan, Alexander Lenz, Chris Melhuish, Lorenzo Natale, Sergey Skachek, Katharina Hamann, Jasmin Steinwender, Emrah Akin Sisbot, Giorgio Metta, Tony Pipe, Rachid Alami, Matthieu Warnier, Julien Guitton, Felix Warneken, Peter Ford Dominey
Abstract—Robots should be capable of interacting in a cooperative and adaptive manner with their human counterparts in open-ended tasks that can change in real-time. An important aspect of the robot behavior will be the ability to acquire new knowledge of the cooperative tasks by observing and interacting with humans. The current research addresses this challenge. We present results from a cooperative humanrobot interaction system that has been specifically developed for portability between different humanoid platforms, by abstraction layers at the perceptual and motor interfaces. In the perceptual domain, the resulting system is demonstrated to learn to recognize objects and to recognize actions as sequences of perceptual primitives, and to transfer this learning, and recognition, between different robotic platforms. For execution, composite actions and plans are shown to be learnt on one robot and executed successfully on a different one. Most importantly, the system provides the ability to link actions into shared plans, that form the basis of human-robot cooperation, applying principles from human cognitive development to the domain of robot cognitive systems.
young children to learn to engage in cooperative activities, and then implement these in an integrated system capable of running on several robotic platforms to study human-robot interactions. The current research builds on our previous work on action perception [3] and execution [4] and extends in the context of shared plan learning, and the exchange of acquired knowledge between different versions of the iCub [5] and the BERT2 [6] robot platforms via the internet.
Our research thus focuses on learning required for cooperation. These methods are all based on a platform independent architecture that allows the knowledge generated by one robot to be used by another one. The targeted skills all involve the concept of Action and they range from action perception and recognition to action execution, sequencing and shared planning. All these implemented skills have been isolated and studied in children, and they are building blocks for higher level cooperative abilities and cognition in general.
I. INTRODUCTION
OOPERATION is a hallmark of human cognition. Early in their development, human children begin to engage in cooperative activities with other people. Critically, from early on, children are able to cooperate in novel situations, based upon social-cognitive capacities such as representing other people's intentions, visual perspective-taking, and imitation [1, 2]. Crucially, this requires extensive learning in the early years of life. The premise of our research is that similar skills are required also for human-robot cooperation. Specifically, we derive the fundamental skills which enable C
This work was fully supported by European FP7 ICT project (CHRIS) www.chrisfp7.eu. Stephane Lallee, and Peter Ford Dominey are with the Stem Cell & Brain Research Institute, INSERM U846, Bron, France. (email@example.com). Severin Lemaignan, Emrah Akin Sisbot and Rachid Alami are with LAAS, CNRS, Toulouse, France. Alexander Lenz, Chris Melhuish and Sergey Skachek are with BRL, Bristol, United Kingdom. Ugo Pattacini, Lorenzo Natale and Giorgio Metta are with IIT, Genoa, Italy. Jasmin Steinwender and Katharina Hamann are at thewith Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. Felix Warneken is atwith Harvard University, Cambridge, USA.
During the first years of life, children acquire these skills and use them in order to gain experience about the world and interact socially with other people. This learning process often requires direct experience and feedback to find a good solution. Moreover, even if an individual has acquired the skill to solve a problem in one situation, generalizing to novel situations is often difficult and requires adaptations and often (re-)learning.
Consider an alternative approach in which multiple children had direct access to a combined representation of their distinct experiences, such that each of them could benefit from the experience of all the others. In this situation of distributed and parallel learning the children's shared development would be vastly accelerated because knowledge acquired by one individual would be accessible to all others without loss or distortion. Although human cultural transmission through observational learning and language serves this function, this propagation of knowledge is always error-prone and imperfect so that the knowledge content might be lost or distorted during the learning process [7]. This idea of a shared cognitive system for multiple bodies is still "science fiction" if we speak about biological
systems; however it need not be the case with robots. Robots can be distributed throughout the world, they can have different bodies, experience different situations but, in contrast to humans, there is no reason why they cannot share their experience directly. This requires an important distinction in the context of embodiment [8]. Knowing how to grasp, or walk is clearly platform specific and cannot be transferred between distinct platforms. A higher level plan, e.g. "walk to the table and grasp the bottle", can abstract over these platform specific aspects, and can effectively be shared by physically distinct robots that can walk and grasp. Through the internet they can provide knowledge to others about things they have learned, and they can also benefit from others' knowledge.
In this context, a central idea in the current research is to provide skills and learning mechanisms that are independent of the robot platform used. In this way, robots can communicate the results of their learning over the internet so that other robots will not need to repeat this learning process themselves. In this context, we present learning methods for action recognition, composite action sequencing and shared planning. For each of these skills, we demonstrate that the knowledge generated can be used by other robots to bypass their learning phase.
II. CONTEXT: HUMAN / ROBOT COOPERATION
We first identify a set of requirements that the system should meet based in part on an analysis of human cognitive development.
A. Cooperation requirements
Studies of human infants [2, 9, 10] indicate that recognizing actions and engaging in cooperative interactions develops over the second and third year of life. From around 14-18 months of age, infants begin to engage in novel cooperative tasks with adults, in which they have to collaborate jointly to achieve a shared goal (such as one agent holding something in place so that another agent can manipulate the object). It has been argued that from this early age, infants are already able to represent a shared plan of action (an action plan encompassing both the child's and the partner's actions taken to bring about a certain change in the world), and are able to reverse complementary roles if necessary. In other words, infants are taking a 'bird's eye view' on the social situation, representing not only their own actions, but both their own and the partner's actions as part of a shared plan [11].
This basic representational capacity appears to be in place in human development very early on. However, during
Such a shared plan allows children to demonstrate "role reversal", where they can take on the role of either partner in a cooperative activity. We have recently implemented this type of shared planning in robotic systems which can observe actions, attribute roles, and then use the resulting shared plan to perform the cooperative task, taking the role of either one of the two participants [12, 13].
development, children become increasingly skilled in coordinating their actions with different social partners. They start to cooperate successfully with more competent adults early in the second year of life, and gradually become able to cooperate with peers also around 2 years of age [10]. Importantly, cooperating in fairly simple novel situations does not require extensive learning [2]. However, in more challenging tasks, with complementary actions that require a multi-step sequence and a goal that is not transparent, direct instruction appears to be necessary [14]. Thus, we have used spoken language in human-robot cooperation in order to make the nature of the tasks explicit, so that they can be used by the robot to learn the structure of the task [15, 16]. Spoken language will be central to the interactions by allowing the user to manage the interaction, and to guide the learning of new actions and shared plans (plans that include the coordinated actions of both agents toward their shared goal), as specified below.
A crucial aspect of this human cooperative behavior is the ability to perceive and analyze new actions in real time, during the course of observation of an ongoing cooperation. Children can be exposed to novel physical devices and, within a few trials of observation, learn new actions involved in manipulating these devices [1, 2].
B. Extracting Meaning from Perception
Robots will have to demonstrate similar learning capabilities in order to face novel situations they will encounter in the real world. Exhaustive knowledge about the world cannot be provided a priori by the programmer, thus the robots need the ability to learn. An important aspect of human social life is our ability to learn from others through observation and instruction [17], which is a faster and more accurate way of acquiring knowledge about complex entities than individual learning, such as trial-anderror learning.
Mandler [18] suggested that the infant begins to construct meaning from the scene, based on the extraction of perceptual primitives. From simple representations such as contact, support and attachment [19] the infant could construct progressively more elaborate representations of visuo-spatial meaning. In this context, the physical event "collision" can be derived from the perceptual primitive "contact". Kotovsky & Baillargeon [20] observed that at 6 months, infants demonstrate sensitivity to the parameters of objects involved in a collision, and the resulting effect on the collision, suggesting indeed that infants can represent contact as an event predicate with agent and patient arguments. Siskind [21] demonstrated that force dynamic primitives of contact, support and attachment can be extracted from video event sequences and used to recognize events including pick-up, put-down, and stack, based on their characterization in an event logic. Related results have been achieved by Steels and Baillie [22]. The use of these intermediate representations renders the systems robust to variability in motion and view parameters. We have used a
related approach to categorize movements including touch, push, give, take and take-from in the context of linking these action representations to language [23].
In the current research, we extend these ideas, so that arbitrary novel actions including cover, uncover, take, put and touch can be learned in real-time with a few examples each, based on invariant sequences of primitive events specific to each action. We subsequently demonstrate that, using the same architecture, such actions can be learned on a different robot platform using an entirely different perceptual system. Finally, and perhaps most interestingly, we demonstrate that knowledge of action recognition learned on one of the robots transfers directly for successful use on another.
C. Composing New Actions
In addition to their perception of action, children begin to demonstrate the ability to compose new actions before two years. Indeed, they show this ability to sequence hierarchical elements in several domains including spoken language development, tool use and action [24]. Composite actions can be represented as a hierarchical organization of simpler actions with the leaves of the tree being called "atomic actions". This is concordant with our approach to action recognition and has been used successfully employed in the action framework [25-28]. A robot with a rich set of atomic actions is useful in many aspects. However, to produce interesting behaviors we need to compose these actions in more evolved sequences. The first level is to name and create composite actions that the robot will be able to produce by executing the underlying sequence of atomic actions.
Initially, the robot is only able to perform the actions defined by the Motor Command Interface (defined below). This defined interface represents the atomic action pool that the user can use to build up composite actions. Using speech, the user is able to instruct the robot about the list of sub actions to execute and to store the definition of this new action in the Action Definitions database. From this point on, the user will be able to use the new action in more evolved sequences. We used this capacity in our experiments by teaching the action "Put x on y" which is composed of "grasp x, , release y", and is then used as part of a shared plan. This ability is the basis of the spoken language programming framework and, as we previously demonstrated [16, 29, 30], allows the interaction between the user and the robot to be faster and more efficient.
D. Using Shared Plans
Developing the idea of higher level manipulation of the action concept, the next step is to extend the robot's abilities, so that it will be able to learn and use shared plans in the context of cooperation. One important aspect of cooperative activities is division of labor and the assignment of who performs which role in the joint activity. Human children at 14-24 months display a remarkable ability to observe adults perform a cooperative task (with only one or two demonstrations) and then to engage themselves in that task, taking the role of either of the demonstrating adults [2, 9]. The behavioral data indicate that the children have understood the task in terms of a coordinated succession of actions, rather than a set of specific motor trajectories. They have a common shared action plan for the joint enterprise. (These provide a "bird's eye view" of the collaboration and can be demonstrated by the agents' ability to reverse roles.)
We have previously developed in [13] the ability of the iCub to learn and reproduce shared plans, including a role reversal capability. In the current work we allow the new complex action definition to be inserted into a learned shared plan structure, and we are making their implementation platform independent. Different robots can thus share the same representation of shared plans, exchange them, and eventually use them together.
III. THE CHRIS ARCHITECTURE
Given these requirements, we can now begin to specify the corresponding architecture. In order to be platformindependent, a cognitive architecture should abstract away from platform-specific representations of perception and action at the lowest level possible. An overview of our architecture in this context is presented in Figure 1.
Figure 1: Overview of the Software Architecture. Communication between modules is achieved via YARP (see below). All modules presented here are completely platform independent.
Robot specific components for the 3D-perception and Motor Command levels illustrated on the right are isolated from the rest of the system at the lowest level. The architecture can be most clearly described in terms of information flow for perception and action, respectively, and their interaction. In the Perceptual flow, robot specific sensor data enters Egosphere in standardized, real-time, position and orientation format. Primitives (moving, in contact etc) are extracted by Primitive Detection, and used by Action Recognition. In this context, spatial representations are communicated to and organized in SPARK, which then
makes high level spatial information available to the rest of the system via ORO. In the Action flow – the executability for planned or requested actions (issued from the user via Interaction Management, or through Planning) are verified a query of Knowledge Base: Action Definitions to verify the actions are defined, and Knowledge Base : ORO to verify visibility and preconditions. If the execution conditions are met, a request is made to Motor Command where KnowledgeBase:OPDB allows access to position information to translate name based request to robot implementation with spatial coordinates. In case of visually guided actions, the Vision-Motor bridge manages the transformation from object-related labels to the spatial coordinates of those objects in conjunction with OPDB. The following sections describe the architecture in detail.
A. Scene Perception
1) EgoSphere
The robot-specific 3D perception system adds objects to the EgoSphere when they are first perceived, and maintains position, orientation or visibility of these objects over time. Modules (e.g. Primitive Detection in Fig 1) requiring spatial information about objects in the scene can query the EgoSphere. No assumptions are made about the nature of an object and any further information (e.g. object name, object type) will have to be queried from the Knowledge Base using the objectID. This architecture makes the EgoSphere particularly useful for storing multi-modal information.
The first layer of abstraction between the sensory perception system and the higher level cognitive architecture and motor control elements is formed by the EgoSphere. Unlike the sensory ego-sphere (SES) by Peters [31] which implements short term memory, associations, direction of attention in addition to localization, our simpler implementation solely acts as a fast, dynamic, asynchronous storage of object positions and orientations. The object positions are stored in spherical coordinates (radius, azimuth and elevation) and the object orientation is stored as rotations of the object reference frame about the three axes (x,y,z) of a right-handed Cartesian world-frame system. The origin of the world frame can be chosen arbitrarily and, for our experimental work, we located it at the centre of the robot's base-frame. Other stored object properties are a visibility flag and the objectID. The objectID is a unique identifier of an object which acts as a shared key across several databases (described in more detail in B below).
The EgoSphere is implemented in C++ as a client-server system using the YARP infrastructure. Software modules requiring access to the EgoSphere include a client class which provides methods like addObject(.), setObject(.), getObject(.) or getNumberOfObjects(.), etc. Clearly, at the current state, the EgoSphere is merely a convenient abstraction layer. With increasing complexity of humanrobot interaction tasks during the course of our research, we plan to add further complexity (human focus of attention, confidence, timeliness etc.), whilst preserving modularity.
2) Primitive Detection
* Motion: Larry's hand starts to move
Based on the EgoSphere representation, the robot should be able to recognize actions performed by other agents in order to learn, to cooperate or for safety reasons. We have previously demonstrated in [23] that actions involving change of possession can be described in term of perceptual primitives such as contact. Here we extend the primitives to include motion and visibility. Thus, an action such as "Larry takes the ball" can be characterized in terms of a sequence of perceptual primitives:
* Contact: There is a physical contact between Larry's hand and the ball
* Motion: Both Larry's hand and the ball start to move together, then they both stop.
We refer to these low level events as Perceptual Primitives. Dominey & Boucher [23] demonstrated that a variety of actions can be recognized with the primitive contact(x,y). Here we extend this approach by including, in addition, the primitives visible(x) and moving(x). These primitives, and their corresponding arguments and truth values, are computed in the Primitive Detection module, which polls the EgoSphere for changes in position and visibility. Contact is recognized by a minimum distance threshold which is determined empirically. Likewise, motion is detected when the position of an object changes over an empirically determined threshold. Visibility is directly available from the EgoSphere.
3) Action Recognition
The Action Recognition module generates and manipulates the Action Definitions database of primitive sequences as follows. It tries to match the current sequence by an exhaustive search through the database. If the sequence is not recognized, the Action Recognition module triggers the Interaction Management to ask the user for a description of the action, providing the action name, agent and object of the action. It then associates this description with the recorded sequence for future recognition. If the sequence is recognized, the Spoken Language Interface extracts the action and arguments, and reports this to the user. The system thus provides object independent action recognition (i.e. if it has learned "Larry takes the ball", it is able to
It is clear from above that, when a physical action occurs, values encoding object positions in the EgoSphere change accordingly. Primitive Detection transforms this position information into sequences of perceptual primitives. Action Recognition reads this stream of perceptual primitives and groups the elements into candidate actions. Based on empirical measures, we determined that primitives which are separated by less than one second belong to a common action. In other words, a primitive sequence for an action may last several seconds, but no successive primitives are separated by more than 1 second. This limitation on fast successive actions is considered in the discussion section. When an action is performed and processed, its primitive sequence is thus segmented by the Action Recognition module, which tries to recognize it.
recognize "Robert takes the coffee-cup"). The module also detects, and stores within an action definition, the initial state of the objects linked to the action, and the consequences of this action on the world (e.g. if Larry covers the ball with a box, then the ball will not be visible anymore); this allows creation of new inference rules within the ORO (Open Robots Ontology server, specified below) module of the Knowledge Base, described below.
4) SPARK
These facts are computed on-line and sent automatically to ORO for maintenance and further inference. Once the facts are stored in ORO, they are available to the rest of the system (under request or as events) via the Knowledge Base.
SPARK (for SPAtial Reasoning Knowledge) module is in charge of generating symbolic knowledge from the geometry of the world. The module, which is linked tightly to perception (EgoSphere), builds and maintains a complete 3D model of the environment containing objects, the robot itself, and humans. With a coherent 3D world representation, SPARK assesses the current state of the world, including visual perspective taking, and generates facts in terms of visibility and readability of objects from the robot's and human's points of view, as well as geometric relations between objects such as "in", "on", "next to".
B. Knowledge Base
Through interaction with the user and the physical world, the system acquires new knowledge, and it is also initialized with certain background knowledge.
1) Object Properties Database
The OPDB is the common namespace manager for objects that can be perceived by the system. It contains physical parameters of objects, including their perceptual signature, as defined by the EgoSphere. Each object that is known to the system (that can be perceived and represented in the EgoSphere) has a unique identifier (the objectID) which serves as an index into the OPDB and the Knowledge Base in general.
2) The Open Robot Ontology
ORO relies internally on the OWL ontology dialect to store knowledge as RDF triples. It uses the open-source Jena 2 RDF graph library for storage and manipulation of
ORO (the "OpenRobot Ontology" server) is the semantic layer of the system. It has been designed to integrate easily in different robotic architectures by ensuring a limited set of architectural requirements. ORO is built around a socketbased server that stores, manages, processes and exposes knowledge. ORO is portable (written in Java), and can be easily extended with plug-ins, making it suitable to new applications. In the frame of the CHRIS project, a YARP bridge has been added, thus exposing the ORO Remote Procedure Call methods in a network-transparent way.
2 http://jena.sourceforge.net
statements and the equally open-source Pellet 3 first order logic reasoner to classify/apply rules and compute inferences on the knowledge base.
In addition to storing and reasoning about knowledge, ORO offers several useful features for human-robot interaction: event registration (e.g. "Tell me when any kind of tableware appears on the table."), categorization capabilities, independent cognitive models for each agent the robot knows and different profiles of memory (short-term, episodic, long-term).
The ontology then dynamically evolves as the robot acquires new facts; provided from one of two sources. One is the EgoSphere, via the primitive detection module, which provides the list of known objects, and asserts object relationships like: "robot sees the object or not", "object is moving or not", "object is touching another object or not". The other source of new facts is the Interaction Management
The server loads an initial ontology at startup, the socalled OpenRobots Common-Sense Ontology. This initial ontology contains a set of concepts (over 400 in the last version), relationships between concepts and rules that define the cultural background of the robot, i.e. the concepts the robot knows a priori. This common-sense knowledge is very focused on the requirement of our scenarios, namely, human-robot interaction with some well-known everyday objects (cups, cans, etc.). It also contains broader concepts such as agents, objects, and location. The common-sense ontology relies heavily on the de-facto standard OpenCyc upper-ontology for the naming of concepts, thus ensuring a good compatibility with other knowledge sources (including Internet-based ones, like WordNet 4 or DBPedia 5 ).
3 http//clarkparsia.com/pellet
5 http://dbpedia.or
4 http://wordnet.princeton.edu
human-robot interface we have built with the CSLU Toolkit [32] (described below).
3) Action Definitions
Actions are defined in terms of perception and execution. For perception, actions that have been learned are stored in the Action Definitions Database. Actions are defined in terms of three types of information. The Enabling State defines the state of the objects involved in the action before the action takes place. The Primitive Sequence is the time ordered set of primitive events that make up the dynamic component of the action. Finally, the Resulting State is the (potentially) new state of affairs after the action is completed. The action recognition capability described above relies primarily on the Primitive Sequence for action recognition. For execution, composite actions are defined by the user, through spoken language, in terms of the sequence of primitive actions in the learned sequential order.
C. Motor Command
Analogous to the Egosphere, which is the abstraction layer for Perception, we need the same mechanism for dealing with motor actions in a platform independent manner. The module that handles this task is called Robot Motor Command. A second module, called Egosphere Motor Bridge, coordinates communication between Interaction Management, Egosphere and Motor Command.
1) Robot Motor Command
A C++ library has been devised to provide the higher level modules a suitable abstraction layer to cope with the need of generating, independently from the specific platform, the movements required by these atomic actions. The underlying idea is that any kind of goal-oriented action can be effectively described by a collection of primitives expressed both in the operational and configuration space of the robot along with the time order according to which they have to be executed. Actions such as Orient, Reach, Point are actually concerned with movements of the robot endeffector in the task space, whereas Grasp and Release are a combination of the Reach action followed by proper activation of the end-effector (fingers or pincer) in the joint space. To this end, the library exposes a set of C++ methods that enable the caller to access the internal timeline (the so called action queue depicted in Figure 3) by sequencing the action in terms of its primitives, without reference to the motion control details. This is the way the atomic actions have been specified, and the same approach can be easily generalized to define more sophisticated tasks starting from Reach, Grasp, Release as building blocks.
We have identified an initial pool of atomic actions required for the robot to be able to participate in rich humanrobot cooperative activities. The actions identified were the following: Grasp, Release, Point, Reach, Orient.
In order to address the requirement of being independent from any specific robot in the CHRIS community (or potentially any other robot using a suitable YARP interface), the library implementation relies on the bio-inspired
Cartesian controller based on the iKin framework [33] that, in turn, allows generation of human-like movements of the end-effector in the task space given the kinematic description of the robot's structure.
Figure 3. The action queue of the Motor Command Interface: notice how the action executions called within the code are defined in terms of primitives with respect to the internal timeline.
2) EgoSphere Motor Bridge
Error codes generated by the Egosphere Motor Bridge are then handled by the Interaction Management to translate them into proper speech. The robot will say "Sorry, I cannot grasp the toy because I don't know where it is." or "From what I know none of my hands is holding the toy, I cannot release it". Speech thus provides a mechanism for pertinent state information to be made available to the user.
The Robot Motor Command capability requires information about the localization of the object being manipulated. The role of the Egosphere Motor Bridge is to translate high level commands that include the object identification, e.g. "grasp the toy". In this example, it would query the Egosphere to get information about localization and orientation of the "toy", and then propagate it to the Robot Motor Command. It is also responsible for checking certain validity aspects of the required action: if the targeted object is not in the world, then an error code will be returned to Supervision and Planning. The module also maintains a representation of the objects held by the robot, e.g. it keeps in memory which hand is holding which object. It uses this representation in order to choose which hand to use in case of a "grasp" or a "release" action (e.g. "Release the toy on the left" requires the robot to know which hand is holding the toy). This functionality is currently being tested only on humanoid robots, so the word "hand" was used, but indeed it could be generalized to any kind of manipulator.
D. Supervision and Planning
1) Interaction Management
Interaction Management is provided by the CSLU Toolkit [32] Rapid Application Development (RAD) statebased dialog system which combines state-of-the-art speech synthesis (Festival) and recognition (Sphinx-II recognizer) in a GUI programming environment. RAD allows scripting in the TCL language and permits easy and direct binding to the YARP domain, so that all access from the Interaction
Management function with other modules in the architecture is via YARP.
Our system is state based, with the user indicating the nature of the current task, e.g., including whether the user wants to interact in the context of object recognition, action recognition or cooperative interaction tasks. In each of these sub domains, the user can then indicate readiness to show the robot a new example (object, action perception or execution, or cooperative shared plan), and the robot will attempt to recognize or learn what is shown. Interaction management also allows the system to indicate error states to the user, thus allowing the user to explore alternative possibilities.
2) Planning
The core aspect of planning is the capability to learn and execute shared plans. As defined above, a shared plan is a sequence of actions, with each action attributed to one of two agents. Shared plans can be learned via two mechanisms. The first involves perceptual action recognition: the robot observes two agents perform a cooperative task, and decomposes the perceptual sequence into a discrete sequence of action-agent components [12, 13]. The second method involves a form of spoken language programming, in which the user verbally describes the succession of action-agent components that make up the shared plan. We have also used a mixed method that involves visual demonstration and spoken language for assignment of roles [12, 13]. The robot can then use the resulting shared plan to take the role of either agent, thus demonstrating the crucial role-reversal capability that is the signature of shared planning [1].
E. YARP
Software modules in the architecture are interconnected using YARP [34], an open source library written to support software development in robotics. In brief, YARP provides an intercommunication layer that allows processes running on different machines to exchange data. Data travels through named connection points called ports. Communication is platform and transport independent: processes are not aware of the details of the underlying operating system or protocol and can be relocated at will across the available machines on a network. More importantly, since connections are established at runtime, it is easy to dynamically modify how data travels across processes, as well as addition of new modules or removal of existing ones.
Finally, YARP is written in C++, so it is normally used as a library in C++ code. However, any application that has a TCP/IP interface can talk to YARP modules using a standard data format. Within the CHRIS project this turned out to be
Interface between modules is specified in terms of YARP ports (i.e. port names) and the type of data these ports receive or send (respectively for input or output ports). This modular approach allows minimizing the dependency between algorithm and the underlying hardware/robot; different hardware devices become interchangeable as long as they export the same interface.
of fundamental importance as it allowed us to 'glue' together different applications (e.g. the RAD toolkit, the ORO server or the VICON system) into a single integrated, working system.
F. Internet Interaction Mechanism
The exchange of knowledge over the internet occurs at two levels.
1) Software Versioning
The cognitive architecture software is available to all the CHRIS project partners over our subversion repository. This has allowed fast and painless integration of new components, and remote collaboration of developers.
2) Internet Knowledge Exchange
The robot knowledge is also stored on the SVN repository. All the information about actions, plans, and even some platform specific perception patterns are available. While allowing the robot to update itself to the latest version of the shared knowledge base, it also permits the human and robot to contribute to the extension of this knowledge. Since all these definitions are stored in text or xml files, the versioning system used allows merging different knowledge bases. While, at the moment, the resolution of conflicts is done by the user, we could consider interfacing this process with speech, so that the user could be free of the keyboard. Part of the overall objective of this research is to provide a basis for increasingly technically naïve users to cooperate with these robots. The speech based interaction contributes to this objective.
IV. INTEGRATION PLATFORMS
The CHRIS Software Architecture has been successfully tested on three different robotics platforms illustrated in Figures 2 and 4.
A. Platform iCubLyon01(in Lyon)
1) Robot Platform
The iCub [5] is an open-source robotic platform shaped as a three and a half year-old child (about 104cm tall), with 53 degrees of freedom distributed on the head, arms, hands and legs. The current work was performed on the iCubLyon01 at the INSERM laboratory in Lyon, France. The head has 6 degrees of freedom (roll, pan and tilt in the neck, tilt and independent pan in the eyes). Three degrees of freedom are allocated to the waist, and 6 to each leg (three, one and two respectively for the hip, knee and ankle). The arms have 7 degrees of freedom, three in the shoulder, one in the elbow and three in the wrist. The iCub has been specifically designed to study manipulation, for this reason the number of degrees of freedom of the hands has been maximized with respect to the constraint of the small size. The hands of the iCub have five fingers and 19 joints. All the code and documentation is provided open source by the RobotCub Consortium, together with the hardware documentation and CAD drawings. The robot hardware is based on highperformance electric motors controlled by DSP-based custom electronics. From the sensory point of view, the robot is equipped with cameras, microphones, a gyroscope, position sensors in all joints, and force/torque sensors in each limb.
2) 3D Spatial-Temporal Object Perception
The iCubLyon01 platform employs vision based perception operating on the image streams from the robot's cameras. Objects are recognized based on detection of predefined object templates using the commercial system Spikenet [35]. It uses a spiking neural network technology to provide fast recognition of objects in an image. Under the assumption that the robot is manipulating objects on a flat table, we can use an orthographic projection to estimate the Cartesian coordinates of the objects and feed the EgoSphere. To do so, a simple wrapper around the Spikenet API is used for retrieving the camera images, processing them with Spikenet, and broadcasting the results over the network via YARP. Another module is then used to read this data, filter the noise and update the EgoSphere appropriately. Once in the EgoSphere, the spatial-temporal object information is platform-independent.
B. Platform iCubGenova01(in Genoa)
1) Robot Platform
Furthermore, the robot can enter a special 'coaching phase' during verbal interaction. In this situation the arm is compliant and the operator can 'teach' the robot the precise location of the hand to grasp a certain object by manually guiding the end-effector. In this way the iCub builds a map that stores the correct positioning of the hand with respect to the object, thus achieving reliable object grasping.
Compared to the iCubLyon01 the iCub robot at the Italian Institute of Technology in Genoa is equipped with additional sensory capabilities such as the measurement of forces and torques applied at each limb [36], and sensorized skin. Such an upgraded version of the iCub allows better adaptation and control of the interaction with the environment. The capacitive touch sensors composing the skin have been mounted on the iCubGenova01 only recently, and therefore are not used for the experiments described in this paper. On the other hand, the force/torque limb sensors have been exploited to detect external forces during reaching or object grasping. In fact, unless a perfect tuning of cameras parameters is performed, a procedure that usually requires a considerable effort, the vision system returns an inaccurate estimation of the object position. This affects the accuracy with which the arm is controlled and might cause an object grasp to fail. To compensate for this, the robot moves the hand to touch the objects, but it immediately stops the movement if an external contact is detected (i.e. the force applied by the arm exceeds a given threshold). This strategy has been demonstrated to be effective, as it significantly increased the likelihood of successful grasps.
Finally, the implementation details concerning force control on the iCubGenova01 have been hidden inside the Motor Command Interface so they can be handled transparently by higher level modules. For instance a call to the grasp (.) method produces two different behaviors depending on the platform on which it is executed.
2) 3D Spatial-Temporal Object Perception
The perception system of these two versions of the iCub is the same: purely vision based. However, it is interesting to test it in different environments. Moreover, the model file used to recognize different objects is shared over the SVN repository, so that the iCubLyon01 and iCubGenova01 can both use it and contribute to it.
C. Platform BERT2 BRL
1) Robot Platform
One of the main motivations that guided the design of BERT2 was the suitability to interact with humans safely and naturally using Expressive Face and Gaze Tracking. One important non-verbal communication channel we have focused on is facial expression with a particular emphasis on gaze, as used in human-human interaction [37].
BERT2 (Bristol-Elumotion-Robot-Torso-2) [6] is an upper-body humanoid robot that was designed, and is currently still under construction, at Bristol Robotics Laboratory in close co-operation with their mechanical engineering partner Elumotion 6 . The torso comprises four joints (hip rotation, hip flexion, neck rotation and neck flexion). The hip rotation forms the most proximal joint to the rigid mounting base. Each arm is equipped with seven degrees-of-freedom. The shoulder flexion joint forms the mounting point of the arm to the torso and the wrist flexion joint is the most distal joint of the arm. The wrist provides a mounting interface for a sophisticated humanoid hand or a simple gripper. Each of these 18 joints is actuated by a brushless DC motor via a Harmonic Drive (TM) gear box. Low level motor control is achieved through EPOS motor controllers from Maxon Motor.
2) 3D Spatial-Temporal Object Perception
The BERT2 platform uses the VICON motion capture system (with 8 stationary IR cameras) and light reflective markers arranged into unique patterns, to distinguish between scene objects and to detect their position and
6 www.elumotion.com
orientation in 3D space. This provides reliable and robust 360 degree scene perception. The human interacting with the robot also wears a garment equipped with markers, thus body positions and postures are also available to the robot.
The next layer of abstraction is the "Object Provider" module which is largely based on YARP classes. Its main purpose is to update the EgoSphere module with the most recent object positions and also to prevent the false updates when objects are not moving, even though the values are changing due to the noise in the VICON data. To do so, during initialization, the module estimates the levels of noise and calculates the noise thresholds. In its main loop "ObjectProvider" constantly polls data from "ViconLink", filters out the noise, and monitors the translation and rotation quantities for all objects. It triggers the EgoSphere update as soon as translation or rotation exceeds some pre-set minimum value for any of the objects. In this way "ObjectProvider" updates EgoSphere as soon as minimal prescribed movement occurs, but does not allow false triggering. Again, once in the EgoSphere, the spatialtemporal object information is platform-independent.
There are several layers of abstraction in BERT2 VICON perception. At the lowest level there is VICON hardware and software together with VICON object and actor model templates, which store information about the marker topology of the objects to be captured. The VICON software broadcasts this captured data on the network, using TCP/IP. This data is picked up by the module "ViconLink", which is the first layer of abstraction of the VICON perception subsystem. The main purpose of "ViconLink" is to create an easily reconfigurable data bridge between the VICON software and the YARP framework.
V. EXPERIMENTS
Multiple experiments have been performed in a distributed manner on the three platforms. Experiments A and B are related to perception and were performed on iCubLyon01 and BERT2. Experiments C and D are related to motor execution, and were performed on iCubLyon01 and iCubGenova01. Again, the two iCubs used are different at the motor control level and in this respect we consider them as two different platforms for the motor command implementation.
A. Object learning
The goal of the experiment is to allow the user to teach the system the names and properties of new objects. In these experiments, two sets of objects have been pre-specified respectively for each of the two 3D perception systems. This corresponds to visual templates for Spikenet on the iCub, and reflective marker topologies for VICON on BERT2. Initially, the objects can thus be recognized and tracked, but they have no associated semantics.
In the experiment, the human moves an object to indicate the focus of attention to the robot, and then the robot asks for the name and the type of the object. Learning the object's type (i.e. "cup") links its semantics to the other concepts the robot already knows, including initial commonsense knowledge from ORO.
When an object moves, the platform specific perception systems identify and accurately localize the object. The respective object perception module then updates the EgoSphere in real time. At this point, we are entering the platform-independent CHRIS architecture. The Primitive Detection module regularly polls the EgoSphere for visibility and object coordinates, and sends extracted primitives to other interested modules. In this case, it sends to ORO a notification when an object starts or stops moving. In parallel, the Interaction Management system handles the verbal human-robot interaction. It queries ORO to know which objects are currently moving and if the names of these objects are known. If they are unknown then it asks the human for more information, as described in the dialog below.
* [Robot] Initializing... about 5 sec ...What's next?
* [Robot] does not know the object. What is it called?
* [Human] moves an object
* [Human] coffee cup
* [Human] Yes
* [Robot] Did you say coffee cup?
* [Robot] Ok. Now I know. What kind of object is coffee cup?
* [Robot] Did you say cup?
* [Human] A cup
* [Human] Yes
* [Robot] So coffee cup is a cup. What's next?
During this interaction, two new statements are added to the ORO database. The first associates the objectID for the recognized object with the label "coffee cup". The second associates this objectID with the type "cup" which allows the system to exploit inheritance of knowledge about cups from the preloaded ontology.
The robot is then able to use this additional knowledge in order to reason and describe objects. The next time a human shows the robot a coffee cup the robot will say "this is a coffee cup". In addition, we could ask to the robot "could you show me a cup?" to have the robot point to the coffee cup or to a tea cup, exploiting the type information. This naming experiment was successfully completed for multiple objects on the iCub and BERT2 platforms.
B. Action Perception Learning
As described above, an important skill in cooperation is the robot's ability to understand its partner's actions, or the actions of two humans cooperating while the robot learns by observing. Figure 2 illustrates the BERT2 and iCubLyon01 platforms used in this experiment.
1) Learning to Perceive New Actions
In the "watch action" mode, the robot tries to recognize and describe the actions it sees. It can then store the recognized actions in a plan that can be executed later, or it
can ask for more information, if the observed action is not known or uncertain.
Regarding the flow of information through the system, it is the same as in the object naming experiment, but it now includes the Action Recognition module. Under control of Interaction Management, Action Recognition receives primitive events from Primitive Detection. It compares the segmented primitive event sequences with known actions in the Action Database and provides, in real time, actions that are recognized. Alternatively, if an action has been segmented but not recognized, it reports a 'special event'. These recognitions are then processed by Interaction Management, which manages the situation either by announcing the name and arguments of the recognized action, or prompting the user to describe the action and its arguments, as illustrated in this dialog excerpt.
* [Robot] Initializing... about 5 sec ...What's next?
* [Robot] Ok. Show me something
* [Human] Watch my actions
* [Human] puts a coffee cup on the table
* [Human] John put the coffee cup
* [Robot] Need to learn this one.
* [Robot] Ok. Show me something
* [Robot] Need to learn this one.
* [Human] removes the coffee cup from the table
* [Human] John takes the coffee cup
* [Human] put a book on the table
* [Robot] Ok. Show me something
* [Robot] I saw John put the book
At this point the robot is able to recognize the two simple actions put and take independently of the object targeted by the action. In this scenario a single demonstration was sufficient. In practice the robot may need to see the same action several times before being able to recognize it. Lallee et al [38] preformed extensive testing of this system on the iCubLyon01 platform. In over 100 action presentations, with the actions cover, uncover, put, take and touch, on average the system required less than three examples to correctly learn a given action so that it could subsequently be recognized without error.
The next component of this experiment replies to the question "can knowledge about the spatial-temporal characteristics of an action learned on one platform be used for action recognition on another?"
The crucial experiment here involved performing the same action learning tests on the BERT2 platform, where visual perception based on pattern matching with Spikenet would be replaced by reflective marker tracking provided by VICON. We tested BERT2 with the actions put, take, and touch. These actions were successfully learned, and generalized to new objects. This indicates that by abstracting 3D spatial-temporal information in the EgoSphere, the CHRIS architecture is indeed platformindependent.
2) Knowledge transmission between Robots
In a set of 20 trials (10 each for put and take) we observed an overall recognition accuracy of 85%. The errors were due to noise in the vision system which produces false indications of motion (see discussion). Importantly, the iCubLyon01 was able to recognize actions that had been learned on BERT2, thus exploiting the experience of a different robot via internet knowledge transfer.
Following an interaction session with humans, the robot Knowledge Base acquires new knowledge (of object and action definitions) through learning. This acquired knowledge is stored prior to system shutdown and reloaded at subsequent system startup, thus allowing progressive accumulation of experience over extended time. In the current experiment, the Action Recognition database that was generated while actions were being learned on BERT2 was transferred via internet to the iCubLyon01 file system, and loaded at startup on the iCubLyon01. We then tested the Action Recognition capability, by performing put and take actions.
Action recognition learning can be seen in this video:
http://youtu.be/NDgBcDi3axw
C. Action Execution Learning
The complement to 'learning to perceive new actions' is 'learning to perform new actions'. The Motor Command interface provides a set of low level actions that can be used to instruct the robot about what to do. However, using actions at this level is not very convenient to produce complex behaviors. The robot needs to build new skills on the top of these basic motor commands.
1) Learning to Perform New Actions
This type of learning can occur at different levels, a composite action can be made only of the simplest motor commands, but it can also be made of other composite actions. This allows the actions known by the robot to become richer and richer, and the learning process to be facilitated by the possibility to use already complex actions. Here is a dialog occurring during the learning of a new action:
The learning process for new actions takes place in a natural way for the user. When being instructed to do a task, the robot is commanded by the user. If an instruction is not known by the robot, then it will ask for explanation from the user. At this point, the user has to instruct the robot about which commands compose the unknown instruction. After this learning process, the new instruction is added to the known commands and the interaction can go on.
* [Robot] Tell me what to do.
* [Robot] Sorry, I don't know what "put" means. Explain it to me.
* [Human] Put the toy on the left.
* [Human] Grasp the toy.
* [Human] Release toy on left.
* [Robot] Grasping… Robot grasps the toy
* [Robot] Releasing… Robot releases the toy on the left marker
* [Robot] Ok, I know what "put" means. What should I do now?
* [Human] It is finished.
We performed this experiment on the iCubLyon01, and demonstrated that the put action definition could be generalized to different objects and different locations.
2) Transmission of Action Performance Knowledge Between Robots
The list of all actions known and their definitions is stored in a file that is loaded at startup. The user can ask the robot to update its knowledge base from the SVN repository, thus loading the new actions that the current user, or previous/remote users, taught it. In our case described here, we thus transferred the representation of the "put" action via the internet from Lyon to Genoa, and this definition was used by the iCubGenoa01. We demonstrated that this action definition, which had been learned in Lyon, was successfully used by the iCubGenoa01 in Genoa. Figure 4 illustrates the two platforms.
D. Shared Plan Learning
Shared planning represents the current summit of our robot cognition capability. The current experiment tests the ability to learn and use a shared plan on one platform, and then to verify that the resulting shared plan can be used remotely on a different platform.
1) Learning to Perform New Shared Plans
There are several ways to teach a new shared plan. We have previously demonstrated the system's ability to learn shared plans by observing two humans perform the cooperative action. Here we demonstrate a second method in which the user instructs the robot via spoken interaction, in order to build the list of action(agent,arguments) that will then be executed by the robot and its human partner. Here is an example of learning a simple cooperative game using speech interaction. The game involves retrieving a toy that is covered by a box.
* [Robot] Action or shared plan?
* [Robot] Ok what is the first action?
* [Human] Learn a Shared plan
* [Human] Robert grasps the box.
* [Human] Larry puts the toy on the left.
* [Robot] And then?
* [Robot] And then?
* [Robot] And then?
* [Human] Robert releases the box on middle.
* [Human] It is finished.
This spoken interaction results in the following plan to be created and stored:
robert grasp box larry put toy left robert release box middle
Such plans can then be parsed and used in execution mode to send actions sequentially to the EgosphereMotorBridge. In this context, Interaction Management allows the user and robot to determine together who goes first in the cooperation, and then manages the smooth unfolding of the cooperation.
After a shared plan has been learned, the robot can execute it. It prompts the user for who will be the agent starting the first action (robot or user) and then proceeds, step by step, to the execution of the plan. The iCubLyon01 was thus able to perform a shared plan with a human, and to demonstrate role reversal.
While this learning method is convenient, human beings demonstrate another capability: they can watch other humans performing a cooperative task and extract their shared plan by observation. The action recognition system of the architecture has been shown to provide this ability [13]. The robot can be asked to watch two humans executing a shared plan. Each action they perform is recognized by the robot; the agent and the action performed are associated, and integrated in the new shared plan.
Execution of the shared plan, with the learned action "put" can be seen here:
(paste link into browser)
http://www.youtube.com/watch?feature=player_detailpage& v=kqWm8LCTxPs
2) Transmission of Shared Plan Knowledge between Robots
The shared plan that originated in Lyon was thus transferred via the internet to Genoa where it was used by the Supervision and Planning component of the architecture. The shared plan was successfully executed on the iCubGenoa01 in order to allow the robot to perform the cooperative task with a human.
The principle for sharing knowledge about plans between the robots is the same as for composite actions. Since these definitions are stored in a text file on the SVN repository, it is possible either to update the robot or to contribute to the shared knowledge.
Importantly, this shared plan required both the shared planning capability, and the use of a learned composite action within the shared plan.
(paste link into browser)
Remote execution of the shared plan, can be seen here: http://www.youtube.com/watch?v=qe0QuPaNDDc&feature =player_embedded
In summary, the Interaction Management capability which includes the spoken language dialog management implements four types of learning dialogs:
B. Action perception learning: allows the user to associate a name and arguments with a learned sequence of perceptual primitives. This has been demonstrated with the
A.Object learning: allows the user to associate a name with an object in the EgoSphere that has not yet been named.
following actions: Cover(x,y), uncover(x,y), put(x,y), take(x) and touch(x).
D. Shared plan learning: allows the linking of actions and agents into an articulated plan. An example is for the shared plan to "uncover the toy" which is decomposed into: robert grasp box, larry put toy left, robert release box middle.
C. Action execution learning: allows learning composite actions by composing primitives (grasp, release, reach). Learned actions include: Cover(x,y) {grasp(x), release(y)}; Uncover(x,y) {grasp(x)}; Put(x, y){grasp(x), release(y)}.
VI. DISCUSSION
We present an architecture that exploits the idea of abstracting the cognitive architecture from the robot specific body and sensors. Specifically, this abstraction takes place in two domains. In the perceptual domain, all perceptual information is encoded in the EgoSphere so that independent of the sensor (e.g. stereo vision, motion capture) the final 3D coordinate representation is the same. Likewise, in the motor domain, a set of baseline actions is defined in Robot Motor Command (including grasp(x), release(x); reach(x)), that can be performed on different robots, but with the same name, argument structure and effects. It should be noted that the cognitive function of the robot can still be considered embodied as the architecture acquires all its information from interaction between the robot and the world, via the low level abstraction of the EgoSphere. Thanks to this abstraction, we were able to provide different robots with the same high level capabilities for perception and action in the context of learning new cooperative shared plans, and to share this knowledge over the internet between different robots.
A. Limitations and future development:
The work described here emphasizes abstraction at the sensory motor level by requiring a common format for spatial input to the system from diverse sensors, and providing this same format to the modules responsible of motor commands implementation. This provides a capability consistent with that described by Demiris & Johnson [39] where action execution and performance can mutually benefit from shared representations.
Action Recognition provides real-time formation and recognition of sequential patterns of primitive events (motion, visibility and contact) specific to different actions. It is thus sensitive to noise in the 3D perception sensors; we are currently rendering this approach more robust. This includes the use of a probabilistic approach for matching the segmented primitive event sequences with the learned actions, optimization of spatio-temporal filtering to reduce false motion from visual jitter, and inclusion of the initial-tofinal state transitions as additional components in definition of an action. Likewise, in the current version, successive actions (e.g. taking an object, then putting it at a new location) should be separated by at least one second, so that the system can automatically distinguish and segment the perceptual primitive sequences. This situation is consistent with our current constraint, i.e., that when demonstrating action, users show actions one after another, then wait to see if the robot recognizes, before proceeding. Future work will address more fluent action sequences in the context of learning from demonstration [40].
The current method for sharing the different level of knowledge of the robots over the internet is still very basic, and probably not easy to carry out for a naïve user. However, we have already made a step towards a more human friendly interface, by allowing the most standard operations to be carried out using the speech interface. Apart from improving the sharing mechanism, we will also extend the type of content which is shared: robot vocabulary, platform specific parameters and even real time information (which robot is on, where, what does it see) could be shared by the robot community, so as to allow us to proceed to more evolved interactions. An example of the benefit of such real time sharing, is illustrated by the following example: Larry asks iCub if it sees the toy, iCub doesn't, but BERT2 which is in another room does. iCub could then use the perceptual information acquired by BERT2 to answer the user about the toy location.
The speech that we have used here is relatively primitive and sometimes ungrammatical. We have previously explored the more extensive possibilities of relating the argument structure of grammatical sentences to the argument structure of actions in terms of execution [16, 29, 30]. We are now extending these approaches to action observation and description with the use of more appropriate grammar.
B. Conclusions
While robotic platforms are becoming increasingly complex, the development of cognitive systems can be advanced by the definition of more standard ways to access the sensory-motor layer. Our system independent architecture contributes to the deployment of cognitive abilities on diverse robot platforms that can interface with the abstraction layer defined by the EgoSphere and the Motor Command Interface. We believe that the continued development of increasingly well defined and standard interfaces between robot platforms and cognitive system can accelerate the development of robot intelligence, and we are taking a first step in that direction.
In doing so, we have also taken our first steps towards the idea of having different learning machines (the robots individuals) updating and sharing a common global knowledge base, thus leveraging experience from multiple sources [22]. High bandwidth internet could be the support for much advanced sharing of knowledge: while we are storing at the moment only "static" information, the same idea could be extended to a more dynamic and real time system. For example, one could imagine a shared online egosphere database that robots in different locations would update and use in real time. This would transform our actual shared memory system into a global perception-action system, distributed over the sensory-motor network of
robots. Possibilities of such a global entity are endless, however, developing and maintaining such a system are challenges for the upcoming years.
VII. ACKNOWLEDGMENT
This research was supported by the European Commission under the Robotics and Cognitive Systems, ICT Project CHRIS (FP7-215805).
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[40] B. Argall, S. Chernova, M. Veloso, and B. Browning, "A survey of robot learning from demonstration," Robotics and Autonomous Systems, vol. 57, pp. 469-483, 2009. | <urn:uuid:eec561a2-8a96-437c-8441-0d9d52f16ae3> | CC-MAIN-2017-09 | http://pasa.lira.dist.unige.it/pasapdf/1145_Lallee_etal2012.pdf | 2017-02-26T03:16:02Z | crawl-data/CC-MAIN-2017-09/segments/1487501171933.81/warc/CC-MAIN-20170219104611-00145-ip-10-171-10-108.ec2.internal.warc.gz | 195,666,701 | 15,197 | eng_Latn | eng_Latn | 0.972956 | eng_Latn | 0.997395 | [
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MAHANOY AREA SCHOOL DISTRICT
School Colors: Black and Gold
MAHANOY AREA ELEMENTARY SCHOOL HANDBOOK / HOMEWORK ASSIGNMENT BOOK
The first section of this book has been designed to introduce you to the programs, policies, and procedures of the Mahanoy Area Elementary School. The second section will help you to organize your daily assignments, memos, and reminders. Use it wisely and you will surely enjoy an exciting, rewarding, and successful year. GO BEARS!
Mrs. Susan C. Scheeler, Principal
TABLE OF CONTENTS
TABLE OF CONTENTS...................................................i
2016 - 2017 SCHOOL CALENDAR
SEPTEMBER 1, 2016
APRIL 14, 2017
BOARD OF DIRECTORS
Mr. Jay Hanley – President
Mr. Steve Gnall – Vice President
Mrs. Nancy Boyle – Secretary
Mrs. Mary Agnes DiCasimirro – Treasurer
Mr. Gary Gnall – Member
Mrs. Nikki Stetson – Member
Mrs. Karen Yedsena – Member
Mr. Michael Mistishen – Member
Mr. Daniel Lynch – Member
Attorney John Dean – Solicitor
ADMINISTRATION
Dr. Joie L. Green – Superintendent
Mr. Tom Smith – High School Principal
Mr. Michael Heater – Middle School Principal
Mrs. Susan C. Scheeler – Elementary Principal
Mrs. Brandy Paul – Director of Special Education
Mr. Jack Hurst – Business Administrator
DIRECTORS
Mrs. Michele Schappell – Cafeteria
Mr. Edward Blazis – Maintenance
Mr. Paul Babinsky – Technology
Mr. Jason Burke - Transportation
ELEMENTARY STAFF
Secretarial Staff
Mrs. Annie Linkchorst – (570) 773-3443, x4019
Mrs. Emily Seiger – (570) 773-3443, x4032
Kindergarten Team
Mr. Thomas Dulsky – English Language Arts
Mrs. Tracy Gennarini-Bro – English Language Arts
Mrs. Heather Kowalick – Mathematics/Social Studies
Miss Kristen Williams – Mathematics/Science
First Grade Team
Mrs. Bridget Antz – English Language Arts
Mrs. Maryellen Boyle – English Language Arts
Mrs. Amy Dobeck – Mathematics/Science
Mrs. Judy Kane – Mathematics/Social Studies
Second Grade Team
Mrs. Nicole Anthony – English Language Arts
Mrs. Jillian Haughney – Mathematics/Social Studies
Mrs. Laura Price – Mathematics/Science
Mrs. Angela Trainer – English Language Arts
Third Grade Team
Mrs. Natalie Alansky-Zawada – English Language Arts
Mrs. Jeanette Amershek – Social Studies
Mrs. April Gnall – Mathematics
Mrs. Audra Kufro – Science
Fourth Grade Team
Mrs. Janelle Blozousky – Science
Miss Keri Kardisco – English Language Arts
Ms. Megan Kurzinsky – Mathematics
Mr. Mark Lawrence – Social Studies
Title I
Mrs. Lisa Broomell – Coordinator
Mrs. Gloria Dudash – Math 3-4
Mrs. Constance Jarrard – English Language Arts 3-4
Mrs. Robyn Sincavage – English Language Arts K
Mrs. Rae Travers – English Language Arts 1
Learning Support
Mrs. Leanne Hall – 4
Mrs. Nancy Kaczmarczyk – K-1
Mrs. Adrienne Kessler – 2
Mr. Robert Novatnak – 3
Specialists
Mr. Jaime Bishop – Instrumental Music 4
Mrs. Andrea Caulfield – Social Worker
Mrs. Trinna Delia – Psychologist
Mrs. Melissa Honus – MTSS Coordinator K-4
Mrs. Loretta Murphy-Birster – Nurse
Mrs. Molly Neifert – Occupational Therapist
Mrs. Kate Orsulak – Intervention Specialist
Ms. Dawn Renn – Computers and Keyboarding K-4
Miss Rebecca Schlegel – General Music K-4
Mrs. Dot Scicchitano – Art 3-4
Mrs. Michelle Wells – Library K-4
Miss. Kelly Wolfe – Health and Physical Education
Mrs. Heather Yarnitsky - Counselor / Guidance K-4
Teaching Assistants
Mrs. Nicole Bradbury
Mrs. Kathy Burke
Miss Nicole Merchlinsky
Mrs. Diane Mourer
Mrs. Kim Petrey
Miss Patricia Schnitzius
Mrs. Lisa Tucker
EQUAL OPPORTUNITY EDUCATION
Mahanoy Area School District is an equal opportunities educational institution. The district does not discriminate on the basis of race, religion, age, color, national origin, sex, age, handicap, or limited English proficiency in its activities, programs, or employment practices as required under Title VI, Title IX, and Section 504, and the Americans with Disabilities Act of 1990.
Special needs students may qualify for special educational/employment services and equipment modifications. These services will assist students in successfully completing their educational programs and in participating in school activities.
For information regarding civil rights or grievance procedures, information regarding services, activities and facilities that are accessible to and usable by handicapped persons contact: Dr. Joie L. Green, Superintendent, 1 Golden Bear Drive, Mahanoy City, PA 17948 (570) 773-3443 extension 4031.
MISSION STATEMENT
The mission of the Mahanoy Area School District in cooperation with parents and community members is to provide diverse practical educational opportunities, to enhance each student's self-esteem, to develop individual talents and interests which will encourage students to achieve their full potential, and to become productive citizens in an everchanging global society.
VISION
The Mahanoy Area School District's vision incorporates educational innovation to prepare our students for the 21st Century and to contribute meaningfully to the lives of our students. As members of the Mahanoy Area community, we will work every day to make this vision a reality for our children. Moving into the future, each student will become a productive member of society.
SHARED VALUES
All students can learn and achieve success.
- Our schools have an obligation to provide a safe environment and an atmosphere, which is conducive to learning. Open communication and mutual respect between the home and school is vital to the learning process.
- Education is a life-long process and our schools must facilitate the acquisition of skills necessary for life-long learning. In order to compete in a global society, all students must be challenged to their full potential to develop competency in problem solving, critical thinking, communication skills, reading, math, speaking, listening and writing.
PHILOSOPHY
The Mahanoy Area School District believes the CHILD is the center of the educational process. That process focuses on the child's physical, emotional, social and intellectual growth; develops a positive self-concept and enables the child to take a responsible role in both school and community. We believe the TEACHER, as a member of a supportive team, strives to ensure success in all aspects of the child's growth. We believe the SCHOOL, in cooperation with the HOME, provides a safe atmosphere that allows the child to develop to his/her fullest potential.
EDUCATIONAL GOALS
The Mahanoy Area School District believes in the goals of Quality Education as set forth by the Commonwealth of Pennsylvania.
COMMUNICATIONS
Each student shall become proficient in reading, composition, listening, speech, understanding, interpreting, analyzing and synthesizing information.
MATHEMATICS
Each student shall become proficient in the use of varied mathematical processes and applications to solve challenging problems and to create new ways of understanding information.
SCIENCE & TECHNOLOGY
Each student shall become proficient in applying the processes of analysis, synthesis, and evaluation to the solution of challenging scientific problems and in the application and understanding of technology in society.
ENVIRONMENT & ECOLOGY
Each student shall understand the environment and the student's ecological relationship with it in order to recognize the importance of quality of life in a healthy and balanced environment.
CITIZENSHIP
Each student shall understand local, state and United States history, geography, systems of government and economics and their relationship to the history, geography, systems of government, and economics of other countries in the world and shall acquire and have opportunities to practice in the school and in the community, the skills necessary for active participation in civic life.
ARTS & HUMANITIES
Each student shall understand and appreciate the breadth of human accomplishment through the arts and humanities and shall have opportunities to practice creativity of thought and action and to demonstrate talent in the arts.
CAREER EDUCATION & WORK
Each student shall explore varied career options and develop the skills and work habits needed to be a productive, contributing member of society and the understanding that lifelong learning is necessary to maintain those behaviors, skills, and attitudes.
WELLNESS AND FITNESS
Each student shall acquire and use the knowledge and skills necessary to promote individual and family health and wellness.
FAMILY & CONSUMER SCIENCE
Each student shall understand and apply principles of money management, consumer behavior and child health to provide for personal and family needs.
ALTERNATIVE EDUCATION
At-risk students will be provided with opportunities to develop strong linkages with caring adults, their school, and communities via mentoring and service learning opportunities.
ACADEMIC HONESTY
Honesty is a fundamental requirement for all academic endeavors. Dishonesty in tests or academic work and/or plagiarism is a serious offense. These offenses, as outlined below, violate standards of scholarship, which the Mahanoy Area School Community believes are important. They also keep students from developing their abilities.
- Plagiarism is the act of presenting, either intentionally or unintentionally, another person's work as one's own. Plagiarism occurs when students:
- Turn in another student's paper/homework as his/her own.
- Copy portions of another student's paper, homework, assignments, and/or exams.
- Use other person's exact words, ideas and/or expressions without acknowledging the source.
Students are responsible for maintaining their own intellectual integrity. They must realize that their work should reflect what they have thought out, understood and written. They must give credit to the ideas and words of others while taking pride in their own contributions. There are several necessary ways students can strive for intellectual honesty.
Students are strongly encouraged to:
- Allot the necessary time to complete assignments on one's own.
- Refrain from giving other students their work to copy or use.
- Ask teachers for assistance in determining what material must be cited.
Plagiarism and other forms of academic dishonesty are considered serious offenses by the faculty and administration of Mahanoy Area School. Students who are found to be guilty of these offenses can expect a procedure to be initiated, which may result in the following actions:
- Receive a zero for the assignment.
- Rewrite or redo the assignment for a reduced grade.
- Consequences in accordance with the discipline code will be enforced.
ACTIVITIES
After-school programs and extracurricular activities can offer children a safe and supervised retreat and a chance to learn new skills such as conflict resolution, ways to improve grades, and how to develop and nurture peer relationships. These skills can be critical in helping children develop in positive ways and to avoid behavior problems and conflict. The after-school hours are the peak time for juvenile crime and risky behaviors such as alcohol and drug use.
The Mahanoy Area School District recognizes that after-school programs and extracurricular activities offer a healthy and positive alternative. Because of this the elementary school offers participation in the following limited number of curricular and extracurricular activities for grades 3-4.
- Band (Grade 4)
- Envirothon* (Grade 4)
- Science and Energy Club* (Grade 4)
- Theatre Arts (Grades 3-4)
The school's instrumental rental program is operated in conjunction with Losers Music in Lebanon. The company offers courier service from the school. Please contact Mr. Jaime Bishop at (570) 773-3443, extension 4081 for more information.
Membership in the theatre arts' productions requires participating in an audition process. Some activities include a limited membership criteria based on academic achievement*.
ATTENDANCE (204*)
It is the law that students attend school. By definition compulsory school attendance includes students between the ages of eight (8) (or when entering first grade) until the age of seventeen (17) inclusive. Absences for these students shall be treated as unlawful until the district receives a written excuse and/or email explaining the absence, to be submitted within three (3) days of the absence. Emails should be sent to Attendance Officer Kim Denchy at firstname.lastname@example.org. A physician's note is required for students who are absent for more than three (3) consecutive days for illness. A maximum of ten (10) days of cumulative absences verified by parent notification may be permitted
during a school year. All absences beyond ten (10) cumulative days require an excuse from a physician. If a student is absent from school, his/her parent/guardian should call (570) 773-3443, ext. 4032 or ext. 4019 to notify the school. After every absence the attendance officer will send a courtesy reminder message through the Connect Ed. system prompting parents/guardians to send in a written excuse within three (3) school days of their child's absence. Reasonable causes for absence include illness, family emergency, medical or dental appointments, required court attendance, death in family, family educational trips with prior approval, and educational tours and trips with prior approval. In order to participate in any school-sponsored cocurricular activities, students must arrive at school by 10:00 a.m.
Unlawful Absences
After the third unlawful absence the attendance officer will send a letter by certified mail notifying parents/guardians that a mandatory Truancy Elimination Plan meeting will be scheduled. The district shall also make a verbal referral to the Schuylkill County Children and Youth Office for any student that accumulates a total of three (3) unlawful days within a month's period of time.
After the fourth and each subsequent unlawful absence the attendance officer will send a courtesy reminder message through the Connect Ed system and issue citations up to $300 through the Magisterial District Justice Office.
Unexcused Absences
Unexcused absences shall pertain only to students who are below age eight (8) and those who have reached the age of seventeen (17). Procedures will be the same as the unlawful absences. In addition, after a total of ten (10) consecutive absences (lawful or unexcused) for a student over seventeen (17) years of age the attendance officer will send a courtesy reminder message through the Connect Ed system and a certified letter notifying parents/guardians that their child will be dropped from the rolls.
Tardiness / Insubordination
If a student arrives after 8:15 a.m. he/she must report to the office. After the fourth and fifth unexcused late arrivals the attendance officer will send a courtesy reminder message through the Connect Ed. system prompting parents/guardians to send in a legal and verifiable written excuse within three (3) school days of their child's tardy. Notes do not excuse students in all situations. For instance, reasons such as "overslept" or "missed the bus" are not considered excused. Four o'clock detentions will be issued by the building principal after the sixth and seventh. After eight (8) unexcused late arrivals, the attendance officer will send a certified letter* explaining future consequences. Beginning with the ninth and continuing with every second or oddnumbered (11, 13, 15, etc.) violation a citation for insubordination will be issued through the Magisterial District Justice Office and a representative from the school building will make contact.
Any time students arrive to school after 11:45 AM they will be considered absent for a ½ day until 1:30 PM at which time no credit will be given for that.
*If the certified letter is not picked up by the parent or guardian the school will make contact and deliver the letter in person.
*If your child is late to school without legal excuse a citation will be issued for insubordination with the Magisterial District Justice Office.
Early Dismissals
Students are not permitted to leave the school campus at any time during the school day without permission from the principal or designee. If a student is to be dismissed for any reason during regular school hours, parents or authorized designees must report to the Elementary Office to sign a form stating the time and reason for the early dismissal. Students will not receive credit for any day in which they are dismissed before 11:45 a.m. If a student is dismissed after 11:45 a.m. but prior to 1:30 p.m. they will receive credit for a half (1/2) day. Any student who is dismissed and has an excuse after 1:30 p.m. will receive credit for the full day.
Educational Tours and Trips
The Superintendent or designee may excuse a student from school attendance to participate in an educational tour or trip not sponsored by the district if the parent/guardian submits an Educational Trip Request Form (available in the elementary office) at least five (5) school days prior to the absence for approval. These absences shall be limited to two (2) occurrences not to exceed a total of ten (10) days in a given school year. Parents and/or students should notify teachers prior to or immediately following the trip to make arrangements for student make-up work.
Take Your Child To Work Day
If a parent wishes to take his/her child to work on the designated day, a note is required prior to that day. The student will receive an excused absence; however, it will affect perfect attendance.
AWARDS
The Mahanoy Area Elementary School plans an award ceremony at the end of every school year to reward and recognize students' work and achievements. All teachers, advisors, and coaches are invited to participate. While the awards given can vary from year to year, the following three awards are definite.
Perfect Attendance
Awards for attendance will be based on entries made on official school attendance records. The Perfect Attendance Award will be presented to students whose record indicates that there are zero (0) absences.
Principal's Award
The principal's award is given in recognition of academic achievement throughout the year. It is earned by those students that have an Advanced final average in all major core subjects as well as a minimum final average of Proficient in the minor core and encore subjects.
Citizenship Award
The Good Citizenship Award is presented on behalf of Senator David Argall to one male and one female in the fourth grade. Nominees are selected by the fourth grade team and recipients are then chosen by secret ballot of the entire faculty.
BEAR PRIDE PROGRAM
All students in K-4 participate in a school-wide positive behavior program called the BEAR PRIDE PROGRAM. BEAR stands for Behavior, Effort, Attitude, and Responsibility. Students are expected to follow these four key school rules as explained in the student code of conduct:
1. We must model excellent BEHAVIOR at all times (obedience, honesty, respect, courtesy).
2. We must always give our best EFFORT and be happy with what we accomplish (pride, success, self-confidence).
3. We must keep a positive ATTITUDE at all times (cooperation, teamwork, getting along with others).
4. We must accept total RESPONSIBILITY for our decisions and actions (attendance, school work, service).
Students shall earn BEAR PRIDE tickets for good behaviors based on the above expectations. These tickets can be exchanged for prizes from the BEAR PRIDE INCENTIVE MENU (i.e. kids' meal certificates, homework passes, etc.).
Classroom BEAR PRIDE stickers shall be earned for an entire class following the BEAR PRIDE expectations. These stickers shall be added to one of the digits of the BEAR PAW poster hanging outside of their classroom. When all digits are filled the BEAR PAW will be added to the PATH OF PRIDE located near the office.
School-wide BEAR PRIDE rewards (assemblies, treats, etc.) shall be scheduled when the entire PATH OF PRIDE has been filled with classroom BEAR PAWS. All students shall participate.
Any part of the BEAR PRIDE program (i.e. incentive menu, number of PAWS, etc.) may be changed at any time during the school year at the discretion of the elementary principal. If you have any questions about the BEAR program please contact the elementary office.
BULLYING / CYBERBULLYING (249*)
Creating and maintaining a safe and welcoming learning environment for all students is a high priority in all School District schools. A safe school environment free from bullying is necessary for students to learn and achieve high academic standards. Bullying behavior disrupts the educational process; therefore it will not be tolerated in any school setting.
The Mahanoy Area Elementary School has adopted the Olweus bullying prevention program which consists of school-wide action, classroom-level activities, individual interventions and community involvement that are consistent with the training provided by the district. School-wide action includes, but is not limited to, training for school staff and students and adoption of the district-wide anti-bullying rules:
1. We do not bully others.
2. We help students who are bullied.
3. We include students who are left out.
4. We tell an adult at school and an adult at home when someone is being bullied.
The Center for Disease Control and Prevention (CDC) defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. Those involved may be the perpetrator, victim, or both.
Bullying must involve an intentional series of electronic, written, verbal or physical acts, directed at another student or students, which occurs in a
school setting (in school, on school grounds, in school vehicles, at a designated bus stop, or at any activity sponsored, supervised, or sanctioned by the School District), and is severe, persistent or pervasive. Examples are listed below.
DIRECT BULLYING
A negative action when somebody hits, pushes, kicks, pinches, or restrains another by physical contact. Direct bullying can also be carried out by words (verbally), by threatening, taunting, teasing, and calling names.
INDIRECT BULLYING
Making faces or dirty gestures, intentionally excluding someone from a group, spreading rumors, or refusing to comply with another person's wishes.
CYBER-BULLYING
Using electronic device mediums such as, but not limited to, computers, cell phones and pagers to bully (bullying defined above)
others through methods such as posting comments or pictures on blogs or websites, text messaging, instant messaging and email. This cyber-bullying behavior is not to be confused with terroristic threats, which can be communicated through similar methods.
These acts can have the effect of doing any of the following:
1. Substantial interference with a student's education.
2. Creation of a threatening environment.
3. Substantial disruption of the orderly operation of the school.
A student who violates this policy shall be subject to appropriate disciplinary action consistent with the guidelines set forth by District Policy 249* and the District Discipline Code.
CAFETERIA PROCEDURES
Every student shall have a personal cafeteria account into which parents prepay. Prepayments on these accounts and/or student activity reports will only be accepted during homeroom periods. Please send money in an envelope marked with your child's name, room number or teacher's name, the purpose (lunch account), and the amount of money enclosed. No cash will be accepted from any student during breakfast or lunch periods.
An application that explains the federal guidelines for "free" or "reduced" lunch will be sent home during the first week. Students should expect to pay for lunch until the application has been accepted and parents are notified.
All K-4 students are invited to eat breakfast at no charge from 7:45 a.m. to 8:10 a.m. Breakfast will be served in the high school cafeteria and lunch will be served in the elementary cafeteria for grades K-4. The middle school cafeteria may be used to reduce overcrowding.
Students may bring a packed lunch or purchase a nutritional lunch from the cafeteria. A student's lunch will be deducted from their account at the point of service. Student meal costs can be found on the district website (www.mabears.net).
If the student's account has a zero or negative balance, not excluding charge total, the student will receive a violation slip and be able to charge a meal only. Upon the third violation the parent / guardian will be notified of non-payment violations and the student will be given an alternative meal (peanut butter and jelly sandwich, vegetable, fruit, and white milk). Continuation of nonpayment may result in the filing of a private criminal complaint for Theft of Services at District Court which may result in summary, misdemeanor, or felony charges.
Parents should contact Mrs. Michele Schappell, Food Services Director, at 570-773-3443, ext. 4012, to discuss special circumstances, situations, food allergies, or payment arrangements.
CARE OF SCHOOL PROPERTY (224*)
Students should learn to respect property and develop feelings of pride in community institutions. School property includes textbooks, supplies and equipment. Students are expected to treat this property with care.
Those students who cause damage, deface, or lose school property may be subject to disciplinary measures commensurate with the Discipline Code. Students may be prosecuted and punished under law. Parents/Guardians shall be held accountable for the actions of their child. Students will not graduate without repayment to district for property damage.
CHAPERONES AND VOLUNTEERS (916*)
Short-term volunteers (classroom readers and/or speakers) that do not have exclusive contact with students and are monitored by staff members shall only be required to complete both the Volunteer Application 916.1 and the Arrest/Conviction Report and Certification Form PDE-6004 prior to the event. Both forms are available in the elementary office.
All field trip chaperones or long-term volunteers in the elementary school must obtain Act 34 (State Police), Act 114 (FBI), and Act 151 (Child Abuse) clearances at their own expense and submit them to the elementary office prior to the event or trip. Please contact the elementary office for further clarification and directions.
CLASS LIST AND INVITATION DISTRIBUTION
The Elementary School sometimes provides students, parents/guardians, and occasional community organizations teacher class lists for the purpose of party invitations, Valentine's Day cards, and other functions, which require knowing names of students. Please notify the elementary office in writing if you wish to omit your child's name from these lists.
Because of the age and sensitivity of our students, the staff shall only distribute party invitations when there is an invitation for every child in the class. Please mail any limited party invitations.
CODE OF STUDENT CONDUCT AND STUDENT RIGHTS
All students at Mahanoy Area Elementary School are held to a code of student conduct that is representative of our BEAR (Behavior, Effort, Attitude, Responsibility) PRIDE program.
Behavior
The principles for good behavior are characterized by the following:
- Obedience - Rules and laws are established to maintain order and stability when dealing with other people and the world. Our students must understand that being obedient and following school rules will prepare them to become effective and contributing citizens in society. They need to see the connection between their decisions and the resulting consequences.
- Honesty – It is critical that our students learn to communicate and act truthfully and fairly in order to provide a solid basis for friendships and relationships. Trustworthy people do not mislead, steal, cheat or lie to the people around them.
- Respect – Respect means showing concern and appreciation for the worth of someone or something. Showing respect keeps our students from hurting what they ought to value – self, others, and property. Self-respect begins with proper grooming and dress (as outlined in our dress code) to meet reasonable health and safety standards.
- Courtesy – Good manners set the standards for good behavior and encourage mutual respect. We want our students to practice good manners in order to show those around them that they are considerate of their feelings.
Effort
We expect our students to do their best and be happy with what they accomplish. This simple act will help them develop a strong sense of pride and confidence in their abilities and help them achieve success faster and more easily.
Attitude
Your attitude can determine success or failure. Putting forth positive energy is more likely to get positive results, while negative energy is likely to cause problems. We want our students to believe in themselves and their ability to succeed. An optimistic attitude will also encourage cooperation and teamwork among their classmates and ensure a positive educational experience for all.
Responsibility
We want our students to both appreciate the importance of being responsible and develop the habits and strength to act this way in their everyday lives. We expect them to act responsibly and with integrity at all times. This includes regular and prompt attendance, thinking before acting and then being accountable for those actions, acknowledging their mistakes and learning from them, respectfully standing up for their convictions, and understanding the importance of service and selflessness.
Student Rights
In conjunction with the code of student conduct, we at Mahanoy Area Elementary recognize that our students have the right to:
- Due process.
- Inquire, question, exchange ideas, and express themselves in reasonable and mannerly ways.
- Freedom of association.
- Freedom of peaceful assembly and petition.
- Form and participate in a student government.
- Freedom from discrimination.
- Equal education opportunity.
CRISIS INTERVENTION PLAN
The Crisis Intervention Plan is designed to provide protection and direction for students, faculty, staff, administration and property in the event of a natural or manmade emergency or disaster
This plan was developed by the Building Incident Subcommittee of the Schuylkill County Safe Schools Coalition in cooperation with representatives from the Schuylkill County Emergency Management Agency, the Pennsylvania State Police, member school districts and non-public schools.
In conjunction with the guidelines of this plan drills will be conducted throughout the school year. The purpose of a drill is to give practice in a quiet, orderly, and rapid response to emergency situations. Directions for protocols are posted in each room, including alternate routes of escape. Students are to remain orderly and keep moving quickly and quietly as instructed. All students and teachers are to report to their designated assembly areas and immediately account for all students and/or staff under their immediate jurisdiction.
Practiced procedures, or protocols, will include but not be limited to:
- Hit the deck
- Duck, cover, and hold
- Drop position
- Crouch position
- Interior threat lockdown
- Exterior threat lockdown
- Administrative lockdown
- Shelter in place
- Evacuation procedures
DISCIPLINE CODE
The Discipline Code is designed to provide an environment that is conducive to learning. Its objective is to help our students develop a sense of citizenship and social responsibility. Students have a right to public education without being hindered by students who misbehave. Infractions are divided into four (4) levels that vary in the degree of seriousness. Each level has attached to it suggested disciplinary options or responses for the building principal or designee to utilize. The Discipline Code shall apply to infractions that occur during the course of the school day, on school grounds, at all school activities on or off school grounds, or when traveling to or from school activities.
All infractions should be documented to ensure proper disciplinary action.
When a student has committed Level II, III, and/or IV violations, a parent conference may be held. At the time of each in or out of school suspension, the parent will be notified of the suspension by phone and mail.
Level One
1. Misuse of hall pass
2. Eating in unauthorized areas
3. Horseplay/Scuffling (rough boisterous behavior)
4. Violation of Dress Code*
5. Loud boisterous noise
6. Leaving the cafeteria with food/drink
7. Public displays of affection.
8. Running in classrooms, halls, cafeteria, locker rooms, stairwells, entering or leaving the building, auditorium, any place inside the school building, etc.
9. Tardiness to class
10. Throwing objects (pencils, erasers, etc.)
11. Sleeping in class
12. Violation of classroom procedures established by teacher.
13. Possession and use of non-instructional items playing cards, toys, etc.)
14. Other
Level One Disciplinary Options/Responses
A. Verbal Reprimand
B. Personal Talk
C. Isolation Within Classroom
D. Withdrawal of Privileges
E. Detention (as per building guidelines)
F. Special Assignment
G. Telephone call and/or Written Communication to Parent
H. Parental Conference
I. Guidance Referral
J. Attendance Policy
K. Confiscation of Material
L. Other
Level Two (Disorderly and Insubordination)
1. Cheating or Lying
2. Continuation of Unmodified Level I misbehaviors
3. Acting in an insubordinate manner.
4. Bus disturbance*
5. Cafeteria disturbance
6. Cutting class
7. Failure to complete assigned detentions (see Detention)
8. Falsification of records, excuses, passes, signatures, schedules, etc.
9. Use of electronic devices during school hours*
10. Loitering in unauthorized areas of school building & grounds
11. Misbehavior at a school sponsored activity
12. Possession of obscene materials
13. Truancy*
14. Pushing or tripping
15. Tardy to School*
16. Unlawful absence*
17. Possession of lighters, matches, etc.
18. Refusal to follow teacher directions
19. Hazing
20. Inappropriate language/gestures directed toward a student
21. Other
Level Two Disciplinary Options/Responses
A. Detention
B. Withdrawal of Privileges
C. In-School Suspension 1-10 Days
D. Out-of-School Suspension 1-10 days
E. Parental Conference
F. Attendance Policy
G. Loss of School Transportation
H. Confiscation of Material
I. Referral to Outside Agency
J. Refer to School Policy Manual
K. Charges under the Mahanoy Area Discipline Policy (fines $25 to $300)
L. Other
Level Three (Disorderly and Insubordination)
1. Continuation of unmodified Level1 and/or Level 2 misbehaviors
2. Disrespect to or defiance of a School Employee
3. Assault and/or Battery on another student or school employee (magistrate notified)
4. Bullying (must occur in a repetitive manner)
5. Dissemination of unauthorized materials
6. Leaving school grounds without permission
7. Gambling
8. Extortion
9. Fighting – Using physical means to settle a disagreement is not acceptable. Any physical confrontation that may result in disciplinary action by the administration may result in the involvement of local law enforcement as well as a severe fine involving the magistrate or juvenile court system.
10. Indecent Exposure
11. Intimidation/Threat to students and/or school personnel (including false accusations)
12. Leading or participating in a walkout
13. Theft/possession/sale of another's property
14. Defacing school or another student's property (vandalism)
15. Violation of the Vehicle Code
16. Smoking and use or possession of tobacco products
17. Infraction of ISS rules
18. Use of inhalants*
19. Misuse of copiers, computers, Internet
20. Showing flagrant disrespect
21. Inappropriate language/gestures directed toward a school employee
22. Failure to report to ISS
23. Other
Level Three Disciplinary Options/Responses
A. Temporary removal from class
B. In-school suspension (3-10 days)
C. Out-of-school suspension (1-10 days)
D. Parent conference.
E. Withdrawal of privileges
F. Restitution of property
G. Recommendation of outside agencies
H. Confiscation of material
I. Charges under the MA Discipline Policy (Fines $50 to $300)
J. Refer to School Policy Manual
K. Student Assistance Program*
L. Other
Level Four (Disorderly and Insubordination)
1. Continuation of unmodified Level 1, 2, and/or Level 3 misbehaviors
2. Assault and/or battery on any school employees (magistrate is notified)
3. Arson
4. Bomb Threat
5. Trespassing on school grounds
6. Threat of death/serious injury
7. Engaging in any other conduct contrary to the criminal code or ordinances of the Commonwealth/community on school grounds or at school-sponsored events
8. Engaging in conduct so disruptive as to interfere with the orderly operation of the schools or which create a clear and present danger to health and welfare of the school community
9. Harassment of school personnel
10. Leading or participating in a riot
11. Possession/use/furnishing/selling of controlled substances (alcohol/drugs/look-alikes)*
12. Possession/use/transfer of dangerous weapon, "look-alikes", or explosives
13. Setting off incendiary devices
14. Unwarranted pulling of a fire alarm
15. Vandalism of school property or property of school personnel
16. Harassment/Sexual Harassment
17. Other
Level Four Disciplinary Options/Responses
A. All proven offenses in Level 4 have a mandatory 10-day full suspension with an informal hearing
B. Referral to appropriate Law Enforcement Agencies
C. Recommendation for Psychological Services
D. Recommendation for Alcohol Drug Rehabilitation
E. Restitution
F. Confiscating of material
G. Formal hearing with the Board of school directors
H. Expulsion
I. Alternative Education Programs
J. Charges under the Mahanoy Area Discipline Policy (fines $100 to $300)
K. Refer to School Policy Manual
L. Student Assistance Program*
M. Other
*Other Disciplinary Options/Responses
Separate and specific disciplinary actions are in place for these level offenses and are listed in other places in this handbook.
Time-Outs
Time-outs may be issued to students by individual teachers or the principal/designee to defuse situations, restore classroom order, or complete unfinished work. The length of a time-out can range from five minutes to an entire period(s).
Detention
Detentions can be held Monday through Thursday during lunches or after school from 3:00 to 4:00 PM. The principal has the authority to assign a detention. Parents/guardians will be notified by both phone (a message may be left) and mail about a scheduled detention. If a student is absent on the day of an assigned detention, the detention is to be served on the first day of the student's return to school. Excusal from the detention may be granted only by the principal and for legitimate cause only if the request is presented prior to the scheduled date of detention.
1. Transportation will be provided by the parent/guardian for all Detentions.
2. Detentions will not be scheduled around extracurricular activities.
3. Any misbehavior during the detentions will result in an automatic citation that will be filed with the magistrate. Any problems will be referred to the Administration.
The rules of Detention are:
- Do not be late.
- No talking
- Face forward, feet on floor, hands on desk.
- Do not put your head down. You are to be prepared to work.
- You are not excused until 4:00 PM for any reason(s).
- Failure to report to detention will result in the following disciplinary action:
- First Offense: One (1) additional detention will be assigned
- Second Offense: One (1) day of ISS will be assigned; student must make up the missed detention
- Third/Subsequent Offenses: Charges to the magistrate
Citations filed with the magistrate may be issued if your child does not show up for the scheduled detentions and/or if your child does not have work for the entire time of the assigned detention
In-School Suspension
Students who violate school policy and are assigned to (ISS) In-School Suspension, must complete assignments given by the monitor and/or write the elementary school handbook while in the room or they do not get credit for the day. Students' misbehavior in the room will not be tolerated. A student who violates the rules of in-school suspension will be given an additional day of ISS or OSS accompanied with a citation. Continued infractions will result in up to 10 days out-of-school suspension. If a student refuses ISS, he/she will receive a minimum three (3)-day out-of-school suspension plus a citation to the magistrate.
The rules of the In-School Suspension Room are as follows:
- No talking.
- No sleeping.
- No making disturbing noises.
- No passing notes
- No distracting other students.
- Students will sit properly in their chairs or desks, (i.e. all four (4) legs of the chair or desk must be on the floor).
- Students may need to write the handbook every period to receive credit for the day.
- Students in ISS will sign out for lavatory visits. Only two (2) visits will be allowed per day (one in the morning and one in the afternoon). Students will not be permitted out of the ISS room during passing of classes or during special events.
- On third offense requiring ISS student will be required to meet with School Social worker.
- All students on In-School Suspension (ISS) will continue to serve each day until 3:00.
- Students on ISS may not participate or practice in any extra-curricular activity for that day.
- Any student on ISS for more than three (3) offenses or on OSS for any length of time may not be allowed to attend a class field trip or club trip.
- Students on ISS will be served a brown bag lunch in the ISS Room.
Parents, please keep in mind that In-School Suspension (ISS) and Out-of-School Suspension (OSS) is used as a last resort for discipline. However, some students do not learn the errors of their ways by just getting detention. For these students, stronger measures are necessary. ISS and OSS become appropriate at those times.
Out of School Suspension
Temporary OSS is defined as up to and including three (3) days. Full OSS is defined as from four (4) to and including ten (10) days. Students involved in offenses leading to a "full suspension" shall be offered an informal hearing between the hours of 9:00 A.M. and 2:00 P.M. during the first five (5) days of "temporary suspension."
Students shall be required to make up work missed while being disciplined by temporary or full suspension within the following guidelines:
1. Students must request and complete the missed work within a period of numerically equal to not more than one (1) + the number of school days missed due to suspension. For example: If the length of the suspension was three (3) days, the student would be given four (4) days from the time he/she returned to class to request and complete the assigned work.
2. Failing grades will be given for all work not completed by the due date.
3. Teachers are not responsible for re-teaching the missed material.
4. Corporal punishment is prohibited except in the following cases:
-
Self Defense
- To protect others who are being attacked.
- To quell a disturbance.
- To obtain possession of weapons or other dangerous objects
However if a suspension occurs on a Friday and is the final day of suspension, the student may participate in activities on the weekend before readmitted to school on Monday. A student on suspension will not be eligible to participate in any extra-curricular activities during the term of the suspension.
Field Trips
Students will not be able to participate in field trips if they:
- Receive their fifth behavioral 4:00 PM Detention
- Receive their fourth (4) ISS
- Receive one (1) OSS
- Owe fines (to school)
*** NO EXCEPTIONS
*** In addition, if a student has excessive offenses in multiple categories, participation will be at the discretion of the building principal.
In the event of a class field trip to an amusement park, siblings from other grades are not allowed to attend if not designated to be there. Violations will result in no field trip the following school year for the specified student.
DISMISSAL PROCEDURES
At the end of the school day, all individuals picking up students must remain outside the elementary entrance as the children are dismissed. Kindergarten and first grade students will only be dismissed when an adult is outside waiting for them. Parents are asked to be prompt when picking up their children at the end of the school day. Law enforcement will be notified for students left beyond dismissal time. Please call if there is an emergency. Continued patterns of students left beyond dismissal time will result in District Administration contacting Children and Youth Services.
If a student is a regularly scheduled bus student, that student is required to go home on the bus unless the office or teacher receives written notification stating otherwise.
Student behavior while walking to or from school should reflect appropriate conduct as described in this handbook. The violation of school rules may result in either disciplinary action and/or a referral to local authorities.
Crossing guards are assigned to major intersections to protect students as they walk to and from school. Students are to cross the street at these intersections only when the guard indicates that it is safe to do so. Students who walk to school should not arrive at the school building before 7:45 AM to insure proper supervision.
Students who wait for siblings near the front of the elementary school must do so in an orderly fashion. Students who are disruptive or demonstrate inappropriate behavior during this time will be subject to disciplinary action and they will not be permitted to wait for their sibling without a parent or guardian present.
DRESS CODE (221*)
The Mahanoy Area School District recognizes its paramount obligation to provide for the health, safety and welfare of students. The District further recognizes its responsibility to maintain a positive learning environment in the school and to minimize the opportunity for distraction and/or disruption. The District believes that a dress code will address the issues related to the health, safety, and welfare of the students attending its schools and will further aid in the maintenance of a positive learning environment.
Shirts
- Golf shirts (short or long sleeve), turtlenecks or mock turtlenecks, button down dress shirts (short or long sleeve, with or without breast front pockets), or blouses (short or long sleeve) are the only approved shirts to be worn.
- All shirts must be a solid color or striped.
- All shirts (except turtlenecks) must have collars.
- Only the top-most button of any shirt may be unbuttoned.
- Layering of tops is permitted as long as the outermost layer meets all dress code provisions.
- Shirts must be sized to fit the student (i.e. +/- 1 size to the student's measurements).
- All shirts greater than four (4) inches below the waist must be tucked in at all times.
- Shirts may not have holes or frays.
- See "Approved School District Logos" section for further clarification. **
Pants, Capris, Shorts, Skorts and Skirts
- All pants, capris, shorts, skorts, and skirts must be a solid color. The only acceptable colors are black, navy blue, white, grey, tan, beige, brown, or shades of gold and yellow.
- Pants, capris, shorts, skorts, and skirts must be sized to fit the student (i.e. +/- 1 size to the student's measurements). Pants, capris, shorts, skorts, and skirts must be worn at the waist.
- Pants, capris, shorts, skorts, and skirts must extend to at least knee length.
- Leggings, yoga pants, pajama pants, tights, athletic/mesh pants/shorts, or any style of jeans may not be worn. Pants may also not be tightfitting to the leg.
- Side pockets on the legs of any style of pants, capris, shorts, skorts, and skirts are not permitted (i.e. cargo, cell phone, etc.).
- Pants and skirts may not drag on the floor.
- Pants, capris, shorts, skorts, and skirts may not reveal undergarments at any time.
-
Pants, capris, shorts, skorts, and skirts may not have holes or frays.
- Shorts and skorts are only permitted from April 15th through October 15th.
- See "Approved School District Logos" section for further clarification. **
Sweatshirts, Sweaters, Vests, Fleece and Blazers
- Sweatshirts, sweaters, vests, fleece, and blazers must be a solid color or striped.
- An approved shirt must be worn beneath sweatshirts, sweaters, vests, fleece, and blazers at all times.
- Sweatshirts, sweaters, vests, fleece, and blazers must be sized to fit the student (i.e. +/- 1 size to the student's measurements).
- Only small side pockets are permitted. Front pockets are not permitted.
- Hoods are not permitted.
- Coats, scarves, or any other outerwear are not allowed to be worn during the school day.
- See "Approved School District Logos" section for further clarification. **
Approved School District Logos **
- School district logos must be approved by the Superintendent. Approved logos no larger than
two (2) inches by two (2) inches will be only be permitted.
- Manufacturing logos less than one inch are permitted. No other lettering, insignias, or logos are permitted.
Girls Dresses and Jumpers
- Girls' dresses and jumpers must be a solid color. The only acceptable colors are black, navy blue, white, grey, tan, beige, brown, or shades of gold and yellow.
- An approved shirt must be worn beneath a jumper at all times.
- Dresses and jumpers must extend to at least knee length.
- Dresses and jumpers must be sized to fit the student (i.e. +/- 1 size to the student's measurements).
- Dresses and jumpers may not reveal undergarments at any time.
- Dresses and jumpers may not have holes or frays.
- See "Approved School District Logos" section for further clarification. **
Shoes, Sandals, Boots, or Sneakers
- Shoes, sandals, boots and sneakers must at least have a secured strap in the back.
- Shoes, sandals, boots and sneakers must not exceed a 2-inch heel
- Any backless footwear is not permitted.
- All laces, buckles, Velcro, etc. must be tied/secured at all times.
- Flip flops (with or without straps) are not permitted.
- Exceptions can be approved by administration for formal events.
Accessories, Piercings, Tattoos, Hair
- Any color or style backpack may be carried into the building provided it is left inside the student's locker or elementary homeroom. However, only clear backpacks can be carried throughout the school day.
- Purses may be carried as long as they are not more than five (5) inches by seven (7) inches.
- Hats, handkerchiefs, hair picks, or bandanas are not allowed to be worn inside the school.
- Headbands across the forehead are not allowed to be worn inside the school
- Sunglasses are not allowed to be worn inside the
school.
- Gloves (with or without fingers) and mittens are not allowed to be worn inside the school.
- Arm or wrist bands are not allowed to be worn inside the school.
- Dog collars or any kind of jewelry or belts with studs, rivets or spikes are not allowed to be worn inside the school.
- Anything that could reasonably be deemed dangerous may not be worn inside the school.
- The length or style of a student's hair may not constitute a health or safety hazard, nor may it cause undue disruption of the learning process.
- Any student piercing that is deemed disruptive to the educational process will need to be removed.
- Offensive tattoos (i.e. depicting drugs, smoking, sex, etc.) must be covered at all times.
- Exceptions can be approved by administration for formal events.
Physical Education Dress
- Acceptable physical education pants include shorts (including mesh), sweatpants, and athletic/wind pants.
- The only acceptable shorts or pants colors in the elementary school (K-4) are black, white, grey, tan, beige, brown, or shades of gold and yellow (stripes on the side of the legs are acceptable).
- All shorts, sweatpants, and athletic/wind pants must be worn at the waist.
- All shorts, sweatpants, and athletic/wind pants must extend to at least knee length.
- Side pockets on the legs are not permitted.
- Pants may not drag on the floor.
- Acceptable shirts include short or long sleeve tshirts in any color.
- Only approved Mahanoy Area logos will be accepted in the elementary school.
- Sneakers and socks must also be worn by all students for physical education.
- Elementary students (K-4) should come to school dressed in approved physical education attire only on those days that the student is scheduled for physical education class.
- Shorts may only be worn from April 15th through October 15 th in the elementary school.
Exemptions
- For the safety and welfare of everyone, teachers may limit the kind of clothing or accessories that may be worn by students in classes such as physical education, science laboratories, consumer science, and technology education class.
- Principals have the right to make short-term, specific exceptions to the standard dress code for unique situations to include but not limited to pregnancies or physical impairments.
- Parents/Guardians who object to the policy based on religious or medical grounds must present to the building principal a signed letter detailing the reason for the objection. The parent/guardian and the building principal will meet to discuss the exemption.
- The Administration may designate specific days throughout the year as Dress Down Days. These days shall be at the discretion of the Building Principal and may include a fee to benefit student programming, school committees, special events, and/or charities. These days may also be specific to certain school buildings.
- Students are permitted to wear plain jeans and an appropriate short- or long-sleeved t-shirt or sweatshirt only. All clothing must still conform to the usual dress code rules about length, fit, condition, pockets, and hoods.
- The Administration reserves the right to deem clothing inappropriate or distracting to the educational process.
Disciplinary Actions
- First Offense: Student will be permitted to call home for appropriate clothing and issued a warning. If no appropriate clothing is brought to school, student will be sent to ISS for the remainder of the day.
- Second Offense: Student will be given clothing from the Cinderella Closet to change into until the end of the day and assigned a 4:00 detention.
- Third Offense: Student will be given clothing from the Cinderella Closet to change into until the end of the day and assigned a second 4:00 detention.
- Fourth + Offense: Student will be given clothing from the Cinderella Closet to change into until the end of the day. In addition, a citation will be filed with district magistrate (for each offense following the third).
- Students in K-2 will be permitted to call home for appropriate clothing and issued warnings for
the first three offenses. Upon the fourth and any subsequent offense students will be given clothing from the Cinderella Closet to change into until the end of the day and a citation will be filed with district magistrate.
- Violations shall not be issued to elementary students that wear dress-code appropriate physical education clothing on a non-physical education day due to a change in calendar unless the infraction is chronic.
- A Cinderella's Closet (with limited supply) is available to trade clothing or purchase up to three sets of clothing at a minimum cost of $5.00 per piece.
DRUG AND ALCOHOL ABUSE (227*)
"The Board prohibits the use, possession, sale, transfer and intent to sell or transfer, distribution, and being under the influence of any controlled substance during school hours, at any time while on school property, at any school-sponsored activity, and during the time spent traveling to and from school and school-sponsored activities. The only exceptions to this policy are medical prescriptions or over-the-counter medications (or proper dosage) which are registered with the school nurse and taken by the appropriate student in adherence to a physician's direction.
Controlled substances shall include all:
1. Controlled substance prohibited by federal and state law
2. Look-alike drugs
3. Alcoholic beverages
4. Anabolic steroids
5. Drug paraphernalia
6. Any volatile solvents or inhalants, such as but not limited to glue and aerosol products
7. Prescription or patent drugs, except those for which permission for use in school has been granted pursuant to Board policy"
The possession/use/furnishing/selling of controlled substances (alcohol/drugs/look-alikes) is a level four (4) discipline offense. A student who violates this policy shall be subject to appropriate disciplinary action consistent with the guidelines set forth by District Policy 227* and the District Discipline Code which includes a mandatory ten (10) day full suspension with an informal hearing.
ELECTRONIC DEVICES (237*)
The Board prohibits the use of electronic devices by students during the school day in MASD buildings, on MASD property, or on MASD vehicles.
Electronic devices shall include all devices that can take photographs; record audio or video data; store, transmit or receive messages or images; or provide a wireless, unfiltered connection to the Internet. Examples of these electronic devices include, but shall not be limited to, radios, walkmans, CD players, iPods, MP3 players, DVD players, handheld game consoles, Personal Digital Assistants (PDAs), cellular telephones, BlackBerries, and laptop computers, as well as any new technology developed with similar capabilities.
The Board prohibits use of electronic devices by students during the school day in MASD buildings; on MASD property; on MASD and vehicles; during the time students are under the supervision of the MASD; and in locker rooms, bathrooms, health suites and other changing areas at any time.
The Board prohibits possession of laser pointers and attachments and telephone paging devices/beepers by students in MASD buildings; on MASD property; on MASD buses and vehicles; and at MASDsponsored activities.
The MASD shall not be liable for the loss, damage or misuse of any electronic device.
Electronic Images and Photographs
The Board prohibits the taking, storing, disseminating, transferring, viewing, or sharing of obscene, pornographic, lewd, or otherwise illegal images or photographs, whether by electronic data transfer or other means, including but not limited to texting and emailing. Because such violations may constitute a crime under state and/or federal law, the MASD may report such conduct to state and/or federal law enforcement agencies.
Off-Campus Activities
8. This policy shall also apply to student conduct that occurs off school property and would otherwise violate the Code of Student Conduct if any of the following circumstances exist:
9. The conduct occurs during the time the student is traveling to and from school or traveling to and from school-sponsored activities, whether or not via school MASD furnished transportation.
10. The student is a member of an extracurricular activity and has been notified that particular offcampus conduct could result in exclusion from such activities.
11. Student expression or conduct materially and substantially disrupts the operations of the school, or the administration reasonably anticipates that the expression or conduct is likely to materially and substantially disrupt the operations of the school.
12. The conduct has a direct nexus to attendance at school or a school-sponsored activity, for example, a transaction conducted outside of school pursuant to an agreement made in school, which would violate the Code of Student Conduct if conducted in school.
13. The conduct involves the theft or vandalism of school property.
14. There is otherwise a nexus between the proximity or timing of the conduct in relation to the student's attendance at school or schoolsponsored activities.
*** Exceptions to this policy can be made by administration for several reasons. In addition, teachers may grant use of electronic devices following the BYOD (Bring Your Own Device) procedures which can be found in the Middle School Office.
Disciplinary Actions
First Offense: The device will be confiscated and the student will need to retrieve it from the office at the end of the school day. In addition, the student will receive a written warning.
Second Offense: The device will be confiscated and the student will need to retrieve it from the office at the end of the school day. In addition, the student will receive one (1) day of detention.
Third Offense: The device will be confiscated and the student will need to retrieve it from the office at the end of the school day. In addition, the student will receive one (1) day In-School Suspension (ISS).
Fourth Offense: The device will be confiscated and the student will be receive one (1) day Out-OfSchool Suspension (OSS). Parents will also be required to attend an informal hearing with the building administrator at which time the device will be relinquished.
*Refusal to relinquish a device at any level will result in one (1) day Out-Of-School Suspension.
ELEMENTARY STUDENT ASSISTANCE PROGRAM (ESAP)
A Student Assistance Program and Crisis Intervention Team have been established to serve high-risk students. A high-risk student is one who is experiencing life difficulties due to certain circumstances. These circumstances are affecting their behavior in the school setting.
It is the policy of the Mahanoy Area School District to identify, intervene, and refer students who are "at risk" to the proper agency or authority. The District will take a positive approach to the problems of each student in an attempt to produce satisfactory results
for our children. However, the District will exercise strong influence over the students and their families through strong discipline policies where necessary to protect the remainder of the student body.
EMERGENCY SCHOOL CLOSING
The decision to close school due to weather conditions or other circumstances is made by the Superintendent and announced immediately on the local radio and television stations. In addition, the Connect Ed system will automatically alert families by telephone. The school day may be delayed in starting, shortened by early dismissal, or cancelled due to weather. Please DO NOT call the school. DO listen to one of these local radio stations: WPPA/WAVT (T102) or television stations: Channel 16 or 28 or go to www.mabears.net.
It is important for parents to develop an alternate dismissal plan for children in the event school dismisses early. Please notify the school immediately with any change of address and/or phone number so that school records are always current. All dismissal changes must be submitted to the elementary office in writing (emails and faxes are acceptable).
In the event of an early dismissal walkers will be dismissed ten (10) minutes after the high/middle schools. No one will be dismissed earlier.
Please arrive at bus stops within fifteen (15) minutes of the middle/high school dismissal to wait for elementary buses. Elementary dismissal times will vary according to the length of the run and/or weather conditions.
ENCORE SUBJECTS
Grades K-2 will receive instruction in music, computers, guidance, health and physical education, and library by teachers certified in those areas. Art may be taught by the classroom teacher.
Grades 3-4 will receive instruction in art, music, computers, guidance, health and physical education and library by teachers certified in those areas. Students in grades K-4 should come to school dressed in approved physical education attire (see Dress Code section) on only those days the student is scheduled for physical education class. Sneakers and socks must also be worn by all students for physical education. When swimming is scheduled into the physical education curriculum students must bring a swimsuit and a towel.
Attendance, participation, and proper attire are the basis for the physical education grade. Students who cannot participate in normal activities must provide a doctor's note and the physical education program will be adapted to meet the student's needs.
All encore classes operate on a 4-3-2-1 point system as part of their daily classroom grading system. Attendance, participation, and good behavior are considered in the daily rating of student achievement.
ENGLISH AS A SECOND LANGUAGE (138*)
In accordance with the Board's philosophy to provide a quality educational program for all students, the Mahanoy Area School District shall provide an appropriate planned instructional program for identified students whose dominant language is not English.
The purpose of the program is to increase the English language proficiency of eligible students so that they can attain the academic standards adopted by the Board and achieve academic success. All ESL students are given the opportunity to participate in all school sponsored activities, clubs, after-school sports, etc. ESL students are also included in all school-sponsored activities such as field trips and special events.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT – FERPA (216*)
The following information is provided to notify you of your rights and privileges under the Family Educational Rights and Privacy Act (FERPA), a federal law that protects the confidentiality of student educational records by limiting their disclosure.
- ACCESS TO RECORDS: Parents or eligible students (18 years of age or older) have the right to inspect their child's or their own educational records, to receive copies of the records in most cases, and to have a school official explain the records if requested. To inspect records, contact the Principal. Copies are $0.25 each page.
- CHALLENGE TO RECORDS: Parents or eligible students have the right to challenge the accuracy of the records and to have a hearing if a correction is not made.
- DIRECTORY INFORMATION: Directory information is excluded from FERPA'S protection from release and can be released without parent or student consent. This information consists of student's name, address, telephone number, date and place of birth, activities and dates of attendance. If you do not want some or all of this information about your
child released, you may prevent its disclosure by addressing your request to the Principal.
- POLICY: A more detailed explanation of your rights is presented in the district's FERPA policy statement. You may obtain a copy of this policy on our website at www.mabears.net
Confidentiality
Information revealed by a student in confidence to a school counselor, school nurse, or school psychologist in the course of their professional duties is privileged. It cannot be divulged in any legal proceedings, civil or criminal, without the consent of the student, or if he/she is a minor, his/her parents. However, such information may be revealed to the student's parents, teachers, or principals if there is the threat of harm to the student or others.
Confidentiality of Education Records
Mahanoy Area School District in accordance with the Family Education Rights and Privacy Act issues the following statement:
- Parent of a student or eligible student will have rights of access and/or challenge as outlined in the Mahanoy Area School District records policy.
- Parents of a student or eligible student have a right to a hearing and to file an explanation of complaint as outlined in the records policy.
- Mahanoy Area School District will disclose directory information which includes the student's name, address, telephone number, date and place of birth, major field of study, participation in officially recognized activities and sports, weights, heights of members of athletic teams, dates of attendance, degrees and awards received, the most recent previous educational agency or refuse disclosure of this information, a written notice of refusal of disclosure of directory information must be sent to the student's building principal within twenty (20) days of this public notice.
- Mahanoy Area School District will release information from a student's educational records without prior consent to officials or other primary or secondary school systems in which a student seeks or intends to enroll.
- Transcripts to post-secondary institutions in which a student seeks or intends to enroll will be sent upon request of parents of students or eligible students.
- Parents, upon written request, may receive a copy of records that may be released by the school. The parent may challenge information
by notification, in writing to the district Superintendent.
- Copies of the students' records policy of the Mahanoy Area School District may be obtained from any building principal.
- COMPLAINTS: If you believe that the school district is not complying with FERPA or not guaranteeing you your rights as previously outlined, you may file a letter of complaint to:
Family Policy Compliance Office
U.S. Department of Education
600 Independence Avenue, SW
Washington, D.C. 20202-4605
FIELD TRIPS (121*)
The Board recognizes that field trips, when used for teaching and learning integral to the curriculum, are an educationally sound and important component of the instructional program of the schools. However, field trips are considered a reward not a requirement for students. Field trips shall be provided under the planning and supervision of a professional employee(s) of the district. All excursions shall be authorized by the Superintendent and/or the Board.
All non-educational field trip expenses, transportation costs, and driver salaries will be the sole responsibility of the attendees. If the sponsoring organization or individual(s) choose to conduct fundraising projects to assist in the funding of these trips, only those attendees that participate in the project will benefit from the profits. Fundraising monies will not be reimbursed for any reason.
Students on field trips remain under the supervision and responsibility of the Board and are subject to its rules and regulations.
Grades K-4 academic teams may help determine their grade level's trip(s). Please note that in-house field trips may be an option. In the event of a class field trip to an amusement park, siblings from other grades are not allowed to attend if not designated to be there. Violations will result in an unexcused absence for the specified student.
The principal reserves the right to determine student eligibility to attend a field trip.
All chaperones in the elementary school must obtain Act 34 (State Police), Act 114 (FBI), and Act 151 (Child Abuse) clearances at their own expense and submit them to the elementary office prior to the event or trip. Please contact the elementary office for further clarification and directions.
FUNDRAISING
If an organization or team chooses to conduct fundraising projects to assist in the funding of class trips or events, only those students that participate in
the project may benefit from the profits. Fundraising monies will not be reimbursed for any reason.
GIFTED SERVICES (114*)
All identified gifted children will be provided with an appropriate program and/or training in the elementary grades. The initial identification of these children will be done by the classroom teacher and the final evaluation will be by the psychologist. In Pennsylvania, identification of mentally gifted children is based upon individual intelligence testing. In screening pupils for individual testing, these factors are used as a determinant: intelligence testing, achievement testing, school records, and teacher observation. Parents who believe that their child's intellectual needs are not being met in the classroom may provide a written request for testing to the Special Education Office.
GUIDANCE COUNSELING SERVICES (112*)
A guidance counseling program is an integral part of the instructional program of district schools. To this end the Board directs that a program of guidance and counseling shall be offered to students that involve the coordinated efforts of all staff members, under the professional leadership of certificated guidance and counseling personnel.
A guidance counselor, a social worker, and a crisis intervention specialist serve the elementary school students. It is our hope that children experiencing stressful situations that inhibit learning share these feelings with our counseling personnel. Students may speak to any of them at any time.
Groups of students who are experiencing similar stressors may meet in small groups to work through the difficulty with support and guidance. Before your child participates in discussions or groups at school your written approval will be secured. If a child's stressor is unique and no group sessions are available you may be referred to an outside agency.
For more information, questions, or concerns, please contact Guidance Counselor, Mrs. Heather Yarnitsky, at 773-3443, extension 4021; Adolescent Health Initiative Social Worker, Mrs. Andrea Caulfield, at extension 4109; or our Intervention Specialist, Mrs. Kate Orsulak, at extension 4022.
HARASSMENT (248*)
The Board strives to provide a safe, positive learning climate for students in the schools. Therefore, it shall be the policy of the district to maintain an educational environment in which harassment in any form is not tolerated.
The term Harassment shall mean any unwelcome, intimidating or derogatory slurs, jokes, bullying (both emotional and physical), comments, communication, conduct or action relating to the race, color, religion, national origin, sex or disability of another individual or groups of individuals.
The term Ethnic Harassment shall mean any unwelcome, intimidating or derogatory slur, joke, comment, words, phrase, communication, conduct or action designed to characterize or offend a given individual or group of individuals based upon their race, color, religion or national origin which creates an offensive educational environment for that individual or group of individuals.
The term Sexual Harassment shall mean unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal or physical conduct of a nature when made by any member of the school staff to a student, when made by any member of the school staff to another staff member in the presence of a student or when made by any student to another student and such is unwelcome.
Any student/parent who feels that unlawful harassment is occurring should notify the building principal and request a Complaint Report Form. Filing of a complaint or otherwise reporting harassment will not reflect upon the individual's status nor will it affect future employment, grades or work assignments except in the case of false or malicious reporting. Therefore, false accusations will result in the same severe disciplinary action applicable to one found guilty of harassment.
A substantiated charge against a student in the school district shall subject that student to disciplinary action including suspension or expulsion, consistent with the discipline code.
The right to confidentiality, both of the complainant and of the accused, will be respected consistent with the district's legal obligations, and with the necessity to investigate allegations of misconduct and to take corrective action when this conduct has occurred. A substantiated charge against a student in the school district shall subject that student to disciplinary action consistent with the student discipline code.
HEALTH RECORDS (203*)
A comprehensive and confidential health record shall be maintained for each student enrolled in the district. The record shall include the results of required tests, a certificate of immunization, measurements, screenings, and regular and special examinations.
According to Section 1409 of the School Code, school districts shall not destroy a child's health
record for a period of at least two years after the child ceases to be enrolled, but may surrender such child's health record or portion thereof to his parent/guardian if the child does not re-enroll in an elementary or secondary school in Pennsylvania. Seniors will receive a copy of their immunization record with their diploma.
HEALTH SERVICES (203, 209 & 210)
In order to safeguard the school community from the spread of certain communicable diseases, the Board requires that no student shall be admitted or permitted to attend district schools who has not been immunized against certain diseases in accordance with state regulations, unless specifically exempt for religious or medical reasons.
Mandated School Health Services are explained below. Via submission of an annual school district health report, the local school district is reimbursed by the Pennsylvania Department of Health for provision of the mandated services.
Each student shall receive, from the school nurse or medical technician, vision tests, hearing tests, height and weight measurements, tuberculosis tests, and other tests deemed advisable, at intervals established by the district.
Each student shall receive a comprehensive dental examination by the school dentist at intervals established by the district.
The School Health Office provides first-aid and medical assistance to students experiencing both acute and chronic health problems. Guidelines recommended by the American Academy of Pediatrics (OHIO CHAPTER) in the manual entitled "Emergency Guidelines for Schools," 2nd Edition Rev. 1/101) are used as a resource for the School Nurses.
The School Nurse promotes health education and a "wellness" mentality for students in one-to-one situations each time service is provided to a student. The School Nurse for grades K through 4 is Mrs. Loretta Murphy-Birster. She can be reached at (570) 773-3443 extension 4015 between 7:30 a.m. and 3:00 p.m.
Parents may be called to come and pick up their child during the day if s/he becomes ill. Please notify the office immediately if your phone number changes. Criteria used to determine if your child will be sent home or should remain at home are as follows:
1. Temperature of 99.4 with symptoms, such as headache, sore throat, nausea/vomiting, presence of a rash.
2. A temperature of 100.4 with no symptoms. (Students should remain home until temperature has been normal for 24 hours without the aid of medication.)
3. Pink eye: cases are excluded from school until 24 hours after treatment has started. Please have a note from the doctor concerning student's treatment for this condition.
4. Head lice
5. All injuries which result in unusual swelling, discoloration, and pain.
6. Lacerations which appear to require stitches.
7. Dental injuries.
Mandated School Health Services
Every child of school age attending a public or nonpublic school within the Commonwealth must be provided the services listed on the accompanying chart from the local public school district:
| Service | K or 1 | 2 | 3 | 4 | Special Education |
|---|---|---|---|---|---|
| Medical Examination | X | | | | As Needed |
| Dental Examination | X | | X | | As Needed |
| Height, Weight | X | X | X | X | X |
| BMI, BMI Percentile | X | X | X | X | Age Appropriate |
| Vision Screening | X | X | X | X | X |
| Hearing Screening | X | X | X | | As Needed |
| Scoliosis Screen | | | | | |
| School Nurse Services | X | X | X | X | X |
| Maintenance of Health Record | X | X | X | X | X |
| Immunization Assessment | X | X | X | X | X |
Emergency Cards
Emergency cards are a vital part of the student's health information as they provide a link between the nurse and parents/guardians. Parents are urged to complete the card with accurate, up-to-date information. This includes providing the school nurse with any changes in phone numbers. Parents will be contacted as needed during the school day for serious concerns.
Statement number six (6) on these cards addresses parental permission to "share" information on a "need to know" basis for the welfare of the student. The student health information will be kept completely confidential unless the explicit permission to share is given by checking "yes" under this statement.
The School Nurse is available by phone to address any parental questions or concerns. Conferences can also be scheduled as needed.
Medications at School (210*)
The Certified School Nurse, under the direction of the School Physician, and with the permission of the parent/guardian, at her discretion, can administer over-the-counter medications on a limited basis as needed by the student. Such medications are: Tylenol, Advil, Cough drops, Throat Lozenges, Mylanta, Normal Saline Eye Irrigation Solution, Caladryl, First Aid Cream, Ambesol, Orajel, MSAid Menstrual Relief, Triple Antibiotic Ointment, Coke Syrup, Hydrocortisone Cream, and Liquid Band-Aid.
The administration of prescribed medication to a student during school hours will be permitted only when failure to receive the medication would jeopardize the health of the student and his/her attendance at school. "Medication" shall include all medicines prescribed by a physician, any over-thecounter medications not listed above and cough/cold medicines, pain medication, and allergy medications. Before any medication may be administered to any student during school hours, the following information is required:
1. The written request of the parent/guardian which will give permission for medication administration
2. The written order from the prescribing physician which shall include the purpose of the medication, the dosage, the time of administration, length of time student will be taking medication, and possible side effects. Forms must be filled out by the physician.
3. Medicine must be sent to school in a labeled pharmacy bottle. Medication brought into the School Nurse without the proper labeling will not be administered.
4. Possession and use of asthma inhalers by students shall be in accordance with state law and Policy #210.1.
5. In the event of a school-sponsored field trip, the form describing Mahanoy Area School District Field Trip Policy must be filled out and returned to the School Nurse as soon as possible prior to the field trip.
HOMELESS STUDENT RESOURCES
The Mahanoy Area School District believes that homeless youth should have access to free and appropriate public education and wishes to limit the barriers that homeless students may face. Our goal is to have the educational process continue as uninterrupted as possible while children are in homeless situations.
Homeless students are defined as individuals lacking a fixed, regular, and nighttime residence, which include students living in the following conditions:
1. Sharing the housing of other persons due to loss of housing or economic hardship
2. Living in motels, hotels, trailer parks or camping grounds due to lack of adequate alternative accommodations.
3. Living in an emergency, transitional or domestic violence shelters.
4. Abandoned in hospitals.
5. Awaiting foster care placement.
6. Living in public or private places not designed for or ordinarily used a regular sleeping accommodations for human beings.
7. Living in cars, parks, public spaces, abandoned buildings, substandard housing, transportation stations, or similar settings.
8. Living as migratory children in conditions described in previous examples.
9. Living as runaway children.
10. Being abandoned or forced out of homes by parents/guardians or caretakers.
11. Living as school age unwed mothers in houses for unwed mothers if they have no other living accommodations.
Should you have any questions, you can contact the MASD Homeless Liaison, Mrs. Andrea Caulfield at email@example.com or 570-773-3443 x 4165. Resources are available on the MASD website.
HOMEWORK (130*)
Homework shall complement classroom instruction and be planned and evaluated with respect to its purpose, appropriateness, and completion time. The demand of homework upon the students' time shall be consistent with the best interests of the students in regards to other valuable experiences to be gained outside of school.
A 2-1-0 daily homework policy will be used in the elementary school. Students will be awarded points for demonstrating effort in the completion of homework regardless of its accuracy*. Points will be assigned as follows.
2 points - homework is complete and on time
1 point - homework is partially complete or sloppy
0 points - not completed or barely any questions complete
*A teacher may also choose to grade accuracy on certain homework assignments including projects, take-home tests, and study guides. This grade will be
in addition to the daily point policy and will include prior notification.
Homework will count as twenty percent (20%) of a student's overall grade. Each student shall be responsible for completing homework assignments as directed. A student who violates this policy shall be subject to appropriate disciplinary action consistent with the guidelines set forth by the District Discipline Code.
Students who are absent are entitled to three (3) days to complete missed class assignments.
Homework assignment books are distributed to each student in grades one through four. Please review the assignment book daily with your child. Pocket folders will be given to all kindergarten students. Please check this folder daily.
LOST AND FOUND
Please make sure that all your child's personal items (clothing, lunch box, etc.) are clearly labeled. If an item is lost, or if you find an item that doesn't belong to you, please contact the elementary office.
MAHANOY AREA VIRTUAL ACADEMY (MAVA)
The Mahanoy Area School District (MASD) believes that student learning is not always confined to the classroom or the school day. Opportunities for learning today's technologically connected world should be available at all times in many ways. The District also understands the desire of some students and parents to pursue an educational route that could be considered non-traditional but is becoming more prevalent as technology provides more learning opportunities. In an effort to create a culture of educational opportunity within the legal entitlement of a public school education, the MASD has partnered with eBridge Academy.
eBridge Academy is not a cyber-charter school, but an online educational option. Students enrolled in eBridge Academy participate in their schooling at home and will graduate with a Mahanoy Area diploma. Students are referred to eBridge Academy by the Administration and/or Guidance Counselors. Under their guidance, students will complete appropriate courses within the eBridge Academy framework that will fulfill district requirements for promotion and/or graduation. Mahanoy Area will continue to administer the PSSA tests and manage Senior Graduation Projects. More information about the MAVA can be acquired by contacting the appropriate building office.
MEET THE TEACHER NIGHT
Meet the Teacher Night will be scheduled prior to the start of the school year. The purpose of this evening will be to acquaint parents and students with their teacher(s), the course syllabus, classroom procedures, and policies.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)
DEFINITION
Pennsylvania MTSS is defined as a comprehensive system of supports that in the commonwealth includes standards-aligned, culturally responsive and high quality core instruction, universal screening, data-based decision-making, tiered services and supports, family engagement, central/building level leadership, RtII/SLD determination and professional learning. Simply put, PA-MTSS represents a broad set of evidence-based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem-solving process. PA-MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continuous academic and behavioral success.
MAHANOY ELEMENTARY MTSS
The MTSS Coordinator, intervention specialists, and grade level teams will review the data for reading and math after universal screening at the beginning of the year. Based on this data, students who are in need of academic intervention will be given a Tier 2 or Tier 3 Intervention Plan. Letters will be sent home with students who are participating in Tier 3 Interventions and parent meetings will be set up as needed. Students who are in Tier 3 will receive intensified instruction with lessons that are delivered explicitly and systematically in small group settings. Student progress will be monitored, reviewed and discussed at monthly grade level team meetings. Student movement within the Tiered Levels of instruction will be on-going based on their response to the intervention. If there is a lack of academic progress or growth after interventions have been in place, the MTSS team may make a recommendation for Psychoeducational testing.
For more information, questions, or concerns, please contact MTSS Elementary Coordinator, Mrs. Melissa Honus, at 773-3443, extension 4003.
NETWORK USAGE
Internet Acceptable Use (815*)
Mahanoy Area School District provides Internet access to administrators, teachers, and students for educational and instructional purposes. The use of
the Internet, e-mail and Mahanoy Area network technology must be in an ethical, lawful, and acceptable manner. This Internet Acceptable Use Policy has been established to provide the guidelines for such use. All Internet users are required to signify their agreement to this policy by signing the Student Acceptable Use Policy Authorization Agreement that is sent home at the beginning of the school year. This form also requires parent consent and signature.
Any student who violates this policy shall be subject to appropriate disciplinary action consistent with the guidelines set forth by the District Discipline Code.
PARENT-TEACHER CONFERENCES
Parent/Teacher conferences can be scheduled at any time by notifying the teacher, academic team, or the office. Please allow at least the first month for your child to adjust to the new school year before scheduling a visit.
PARENT-TEACHER ORGANIZATION
The Mahanoy Area Elementary School is associated with a very active Parent-Teacher Organization (PTO). The PTO sponsors numerous cultural, academic, and social events throughout the school year. This worthwhile organization welcomes and needs parent involvement and contributions to help them maintain the excellence they have established. By volunteering for and participating in their many projects you will find that becoming involved not only enriches your child's school year but allows you to help strengthen the bonds of our school community.
Students in grades K-4 are encouraged to either participate in fundraising projects or choose the buyout (amount to be determined). Payment arrangements can be set up with the PTO Treasurer. Fundraising monies will not be reimbursed for any reason.
Profits are used to fund projects, trips, events, assemblies, and student gifts, including but not limited to:
- Birthday gifts
- Fall Fest celebrations
- A visit from Santa and his gifts for the children
- Field trip tickets and expenses
- T-shirts for the field trips
All chaperones or long-term volunteers in the elementary school must obtain Act 34 (State Police), Act 114 (FBI), and Act 151 (Child Abuse) clearances at their own expense and submit them to the elementary office prior to the event or trip.
Please contact the elementary office for further clarification and directions.
PROGRESS REPORTS/REPORT CARDS (212*)
Parents/Guardians are encouraged to use the Student
Information System (SIS) to regularly monitor their child's progress. SIS can be accessed on the district website (www.mabears.net) on the lower left part of the screen. A Login and password are required. Interim Progress shall be posted on SIS mid-way through each marking period. Progress Reports identify students at-risk of failing that marking period. Additionally, academic teams may send a progress report home anytime the student is at-risk of failing or experiences a drastic change in performance/attitude.
Report cards are issued at nine week intervals for grades 1-4 and after the second marking period at nine week intervals for kindergarten.
As per the district guidelines, numerical averages for major core subjects in grades 1- 4 are based on 50% assessment, 30% class work, and 20% homework. Certain non-major or encore subjects use averages based on either 50% class work and 50% assessment or 100% class work. These must be pre-approved by the building principal.
Kindergarten should be the time when children learn to learn. To this end report cards will be based upon the individual student's developmental stage. This skills-based assessment will provide a clearer, more accurate picture of the student's progress and mastery of skills.
Please refer to the accompanying chart for assistance in interpreting the grading terminology used on the elementary school progress/report cards. The 4-3-21-0 refers to the daily point system employed by encore teachers (see Encore Subjects section).
| Grade Range | Standard Equivalent | Rate of Progress |
|---|---|---|
| 94-100 | 4 Advanced | Mastery of the end of year grade- level standard |
| 86-93 | 3 Proficient | Making progress toward the end of the year grade-level standard |
| 70-77 | 1 Below Basic | Experiencing difficulty with the end of the year grade- level standard | Student requires additional time and support in demonstrating an understanding of the concepts, processes and skills for the end of the year grade level standard. |
|---|---|---|---|
| 69 & below | 0 Failing | Failing with the end of the year grade- level standard | Student has failed to grasp the skills and apply the concepts, processes, and skills for the end of the year grade level standard. |
| | I Incomplete | Progress monitoring is incomplete | Student has incomplete work for a report period as a result of illness or some other emergency. |
| | R (K only) | Repeated Use of Skill | Student consistently demonstrates the use of a taught skill |
| | E (K only) | Skill Emerging | Student is beginning to demonstrate the use of a taught skill. |
| | NI (K only) | Needs Improvement | Student requires additional time and support in demonstrating the use of a taught skill. |
| | NA (K only) | Not Evaluated | Skill has not yet been taught. |
*An incomplete grade needs prior approval from the building principal. Work not made up within five to seven days of the conclusion of the marking period will be given a zero and averaged with previously completed work to determine the marking period grade. Situations may be evaluated on an individual basis at the discretion of the principal.
PROMOTION/RETENTION (215*)
A student shall be promoted when s/he has successfully completed the curriculum requirements and has achieved the academic standards established for the present level, based on the professional judgment of the teachers and the results of assessments. A student shall earn the right to advance to the next grade by demonstrating mastery of the required skills and knowledge. Failing one major core subject (math, English language arts, science, and social studies) would result in retention.
In all cases of retention, the parents/guardians shall be fully involved and informed throughout the process of determination. Parents/Guardians and students shall be informed of the possibility of retention of a student well in advance as possible. The recommendation of the classroom teacher shall be required for promotion or retention of a student. The building principal shall be assigned the final responsibility for determining the promotion or retention of each student.
SECURITY
In order to provide a safe learning environment for our students doors shall remain locked at all times. Please enter through the middle school doors and follow the directions of the monitor.
SEPARATIONS / DIVORCES
It is the intent of the Mahanoy Area School District to remain neutral toward families split by divorce or separation. If there is a court decree that establishes legal guardianship, a copy should be given to the office for attachment to your child's permanent record. In the absence of such a document, the elementary school cannot deny either parent access to his/her child or the student records.
SERVICE PROJECTS
Service projects allow students to apply the lessons learned in the classroom to real-life situations and experiences. The elementary school encourages participation in several voluntary service projects throughout the year. These projects can include but are not limited to:
- Spellathon (Children's Miracle Network)
- Pennies for Patients (Leukemia & Lymphoma Society)
- Jump Rope / Hoops for Heart (American Heart Association)
- Mathathon (St. Jude's Children's Research Hospital)
- Relay Recess / Hat Day (American Cancer
Society)
- Food Collection (St. Vincent de Paul's Food Pantry)
- Crippled Children Collection (United Way)
- Sock Collection (Make A Difference Day)
SIX-DAY CYCLE SCHEDULE
Beginning with the first full day of school, all days throughout the year will be numbered consecutively from Day 1 through Day 6 in a repeating pattern. Students will have specials classes based on whether it is "Day 1, 2, 3," regardless of the day of the week.
In the event of school being closed, the day in the cycle would not be missed. For example, if Tuesday is Day 4 and school gets cancelled due to inclement weather, then the first day that we return to school would be Day 4.
This type of schedule provides a more balanced and even distribution of encore classes throughout the year. The six-day schedule allows all schools to operate more efficiently and effectively use those teachers who work in more than one school.
SPECIAL EDUCATION SERVICES (113*)
Each student with a disability who is a resident of the district shall be provided quality education programs and services that meet the student's needs for educational, instructional, transitional, and related services. The special education program shall be designed to comply with law; conform to district goals; and integrate programs of special education with the regular instructional program of the schools, consistent with the interests of the student with a disability and other students.
Requests for individual psychological testing can be made by a parent, teacher, or school nurse to the elementary principal. A certified school psychologist will make the evaluation of the child and the report will be discussed with the parent and/or teacher. All information regarding special education services shall remain confidential.
For more information, questions, or concerns, please contact Special Education Director, Mrs. Brandy Paul, at 773-3443, extension 4048.
STUDENT ACCIDENT INSURANCE
The Mahanoy Area School District recommends that all students participating in athletic programs and band purchase a Health and Accident Policy made available each school year unless the parents/guardians have adequate personal insurance. This accident insurance is offered for all sports and activities excluding football. It is the responsibility of the parent or guardian, not the district, to provide adequate health and accident insurance for their children. It is a school district requirement that students participating in athletic programs provide evidence of some form of health and accident protection. Therefore, parents/guardians of students who participate in athletic programs or the band will be required to sign a form indicating that they have been given the opportunity to purchase student accident insurance and acknowledge that such insurance may not cover the full costs of any accident. If parents/guardians do not desire to purchase the school's insurance, they will be required to indicate they have personal insurance protection for their son or daughter.
The procedures to follow in filing a claim are:
1. Obtain a claim form from the school nurse or athletic trainer.
2. Take claim form to the physician or hospital treating the injury for completion of the form.
3. Return claim form as per directions.
STUDENT COMPLAINT PROCESS (219*)
The Board recognizes that students have the right to request redress of complaints. A student complaint shall be one that arises from actions that directly affect the student's participation in an approved educational program. The student should first make the complaint known to the staff member most closely involved or, if none is identifiable, a guidance counselor; and both shall attempt to resolve the issue informally and directly.
For complaints that must move beyond the first step, the student shall prepare a written statement of his/her complaint which shall set forth:
1. Specific nature of the complaint and a brief statement of relevant facts.
2. Manner and extent to which the student believes s/he has been adversely affected.
3. Relief sought by the students.
4. Reasons why the student feels entitled to the relief sought.
The complaint may then be submitted, in turn, to the building principal, the Superintendent and the Board, with a suitable period of time allowed at each level for hearing of the complaint and preparation of a response. At each level the student shall be afforded the opportunity to be heard personally by the school authority. At each step the school authority hearing the complaint may call in the student's parent/guardian. The student may seek the help of a parent/guardian at any step.
STUDENT EXPRESSION (220*)
The School Board reserves the right to designate and prohibit manifestations of student expression which are not protected by the right of free expression because they violate the rights of others and/or are forms of harassment. Such expressions are those that libel any specific person or persons; seek to establish the supremacy of a particular religious denomination, sect or point of view; advocate the use or advertise the availability of any substance or material which may reasonably be believed to constitute a direct and substantial danger to the health of students; are obscene or contain material otherwise deemed to be harmful to impressionable students who may receive them; incite violence; advocate the use of force or urge the violation of law or school regulations; advertise goods or services for the benefit of profit making organizations; and solicit funds for non-school organizations or institutions when such solicitations have not been approved by the School Board.
Students who wish to distribute materials must submit them for prior review. Where the reviewer
cannot show within two (2) school days that the materials are unprotected, such material may be distributed. Appeal from prior review shall be permitted to the Superintendent and the School Board in accordance with district rules.
Distribution of printed materials can take place only at the places during the times set forth in the rules and regulations of this district in order that such distribution not interfere with the orderly operation of the schools.
STUDENT PHOTOGRAPHS
Each year photographs are taken of all students. These photographs are used by the school for identification purposes. Families may purchase the photographs.
Occasionally, individual and small group student photos are taken to publicize and promote district activities on the school's web page, in local newspapers, district published newsletters and brochures, school yearbooks, or in workshops and seminars, in which the district participates.
Permission for or exemption from using photographs for publicity is addressed on the Mahanoy Area School District Permission Form that is sent home at the beginning of the school year. Parents must initial next to the appropriate statement and sign the form at the bottom.
SURVEYS (235)
Surveys conducted by outside agencies, organizations, and individuals shall be approved by the Board prior to administration to students. All surveys and instruments used to collect information shall relate to the district's educational objectives. Parents/guardians will be notified of the scope and nature of surveys as they relate to educational programming. Students are not obligated to take surveys which may reveal certain personal information. However, such surveys may be completed upon a voluntary basis provided the student and parent/guardian have been notified of their right to inspect all related materials and to opt out of participation if desired.
TERRORISTIC THREATS/ACTS (212.8) TOBACCO USE (222*)
Tobacco use by students presents a health and safety hazard that can have serious consequences for both users and nonusers and the safety and environment of the schools. For purposes of this policy, tobacco use shall be defined as use and/or possession of a lighted or unlighted cigarette, vape cigarette, or any type of vaporized instrument, cigar, and pipe; other lighted smoking product; and smokeless tobacco in any form. The school board prohibits tobacco use and possession by students any time in a school building and/or any time on owned, controlled, and/or leased property by the school district. A student - in violation of this policy may be suspended and/or cited. A mandatory referral to the Student Assistance Program will be made.
The purpose of this protocol is to provide a mechanism to assure that threats of violence in a school environment are addressed, whenever possible, before they occur. The protocol is intended to identify credible threats of violence and address those threats and the individual making the threat before the threat is carried out. NOTE: This protocol is applicable during any school-sponsored event or function, whether the event or function is on school property or not. The Board recognizes the danger that terroristic threats and acts by students present to the safety and welfare of district students, staff and community. The Board acknowledges the need for an immediate and effective response to a situation involving such a threat or act.
Procedures
The following procedure is separated into several sections in order to reflect those instances where a threatened act of violence may be received by specific individuals:
1. Any student, upon receiving information that a person is threatening to commit an act of violence, shall:
- Assume the threat is serious
- Immediately report the threat to a parent, guardian, school staff member, school administrator, or law enforcement officer
- Be available and cooperative in providing a statement of information with the understanding that the information source (student) will remain anonymous to the greatest extent possible
2. Any parent or guardian, upon receiving information that a person is threatening to commit an act of violence, shall:
- Assume the threat is serious
- Immediately report the threat to a school staff member, school administrator, or law enforcement officer
- Be available and cooperative in providing a statement of information with the understanding that the information source (parent or guardian) will remain anonymous to the greatest extent possible
If a student is expelled for making terroristic threats or committing terroristic acts, the Board may require, prior to readmission, that the student provide competent and credible evidence that the student does not pose a risk of harm to others. If a student is expelled for making terroristic threats or committing terroristic acts, upon return to school the student shall be subject to random searches.
In the case of students with disabilities, the district will take all steps necessary to comply with the Individual with Disabilities Education Act and follow Board policy.
Terroristic threat – shall mean a threat to commit violence communicate with the intent to terrorize another;
to cause evacuation of a building; or to cause serious public inconvenience, in reckless disregard of the risk of causing such terror or inconvenience.
Terroristic act – shall mean an offense against property or involving danger to another person.
TESTING PROGRAMS (213*)
The tests listed in the accompanying chart are administered at the appropriate grade levels. Please call the elementary office if you have any questions or concerns.
| Name of Test | Administration |
|---|---|
| Dynamic Indicators of Basic Early Literacy and Math Skills (DIBELS) | Grades K-2 (three times throughout the year) |
| Capital I.U. Math Test | Grades K-2 (three times throughout the year) |
| STAR Assessment Early Literacy | Grades K-1 (as needed) |
| STAR Assessment Math and Reading | Grades K-4 (to be determined) |
| Study Island Math and Reading Benchmark Tests | Grades 3-4 (at least three times throughout the year) |
| Study Island Science Benchmark Tests | Grade 4 (at least three times throughout the year) |
| Pennsylvania System of School Assessment (PSSA) | Grades 3-4 (sometime in the Spring) |
TEXTBOOK CARE
All hardcover textbooks must be covered at all times in order to ensure their longevity. If students should happen to damage or lose school textbooks, workbooks. homework books by accident, it should be reported to the teacher or office immediately. Parents may be held responsible for the cost of replacement.
TOBACCO USE (222*)
Tobacco use by students presents a health and safety hazard that can have serious consequences for both users and nonusers and the safety and environment of the schools. For purposes of this policy, tobacco use shall be defined as use and/or possession of a lighted or unlighted cigarette, vape cigarette, or any type of vaporized instrument, cigar, and pipe; other lighted smoking product; and smokeless tobacco in any form. The school board prohibits tobacco use and possession by students any time in a school building and/or any time on owned, controlled, and/or leased property by the school district. A student - in violation of this policy may be suspended and/or cited. A mandatory referral to the Student Assistance Program will be made.
TRANSPORTATION (810.2*)
Student behavior while walking to or from school should reflect appropriate conduct as described in this handbook. The violation of school rules may result in either disciplinary action and/or a referral to local authorities. Students are discouraged from riding bicycles to and from school.
A crossing guard is assigned to the intersection of Mahanoy and D streets to protect students as they walk to and from school. Students are to cross the street at this intersection only when the guard indicates that it is safe to do so. Students who walk to school should not arrive at the school building before 7:45 a.m. to insure proper supervision.
Parents are requested to accompany children to the bus stop to ensure appropriate behavior while waiting for the bus. It is the responsibility of the parent/guardian to make accommodations for picking the child up at the stop when needed. If no one is available the Mahanoy Township or City Police Department shall be contacted and the child shall be released into their custody.
If a student is a regularly scheduled bus student, that student is required to go home on the bus unless the office or teacher receives a note stating the child will be a walker for that day. Students may only ride to and from school on the buses that they were assigned. Students will be picked up and dropped off at their designated stops. Exceptions will only be made during emergency situations and they must be approved by administration.
An early dismissal stop will no longer be offered. Any changes to stops must be of permanent nature and an appropriate update form must be completed. If there is no available school bus space on existing routes to meet all requests, requests will be granted to the limits of available space in the order received.
The board authorizes the recording of both audio and video on transportation vehicles for disciplinary and security purposes. The board shall ensure that permanent signs are maintained on all vehicles in which recording of audio and video may be taking place notifying drivers and passengers of such recordings.
All students are expected to follow the" School Bus Riders' Handbook" that is distributed at the beginning of the school year. Students who violate the transportation rules shall be disciplined according to the transportation discipline policy below.
Disciplinary Actions
First Offense: Verbal Warning and/or riding privileges suspended for one (1) day.
Second Offense: Riding privileges suspended for three (3) days.
Third Offense: Riding privileges suspended for the remainder of the school year.
UNAUTHORIZED TAPE RECORDING
In Pennsylvania tape recording is covered under the "Wiretapping and Electronic Surveillance Control Act". From time to time, students may attempt to tape school staff without the knowledge that it is taking place. This can be disturbing especially when it may seem that the recording was done surreptitiously and the recording device is intentionally hidden from view. This type of undisclosed tape recording is illegal.
Any student who violates this policy shall be subject to appropriate disciplinary action consistent with the guidelines set forth by the District Discipline Code.
USE OF BICYCLES, SKATEBOARDS AND MOTOR VEHICLES (223*)
The Board shall permit the use of bicycles by students in grades nine (9) and above only in accordance with district rules, provided that students have been granted permission by the building principal and have obtained parental permission to ride a bicycle to school. The school shall not be responsible for bicycles and motor vehicles that are lost, stolen, or damaged.
The board prohibits the use of mini-bikes and skateboards.
USE OF ELEVATOR
An elevator is available for student use if there is a valid reason. Please contact the elementary office for more information.
VISITORS, VOLUNTEERS, AND CHAPERONES
No one is permitted to enter the hallways or classrooms at any time during the school day unless they have a scheduled appointment and/or permission from the principal's office.
All Elementary and Middle School Visitors will enter through the middle school entrance during the hours of 7:30 – 3:30. Visitors will be asked to sign in to a computer based system known as Ident-a-kid. The system will track visitor location and times entering and leaving the building. The system will also generate a visitor tag which must be worn inside the building at all times. The Student Resource Officer (SRO) will assist in both the completion of the sign in task and direction of the visitor to their proper location. The visitor should not deviate from this location unless first informing the SRO. School age children may not visit the school unless accompanied by a parent.
Volunteers and chaperones must obtain proper clearances and fill out required paper work before working with any students. Community members interested in volunteering their time or chaperoning a school function should consult the advisor or staff member(s) in charge of the event(s) to determine any district requirements.
*Student entrance and dismissal procedures will remain the same in both buildings.
WEAPONS ON SCHOOL PROPERTY (218.1*)
Possession of weapons and facsimile weapons in any school district building, on school property, at any school sponsored activity, and in any school sponsored or public conveyance providing transportation to or from school or a school sponsored activity is prohibited.
Weapon - the term shall include but not be limited to any knife, cutting instrument, cutting tool, nun chuck stick, brass or metal knuckles, fire-arms, shotgun, rifle, bb or pellet gun, look-alike gun, chemical agent, explosive device, bows and crossbows, slings and slingshots, bludgeons, straight razors, gases, and/or any other tool, instrument or implement capable of inflicting serious bodily injury. Ammunition, bullets, cartridges, primers, propellant powder, pellets, arrows, bolts and darts that can be used in connection with any prohibited weapon shall also constitute a weapon.
Look-A-Like Weapon - Any item determined to be a look-alike weapon that is brought onto the school grounds or into the school buildings will be looked on as a serious disciplinary offense requiring strict action by administration. Look-A-Like weapon disciplinary action is at the discretion of the building principal.
The most often-used look-alike weapon is the toy gun or toy knife. Others might include look-alike exploding devices, clubs, and objects used for practical joking. This - policy addresses these types of weapons and others as determined by staff and administration.
Possession - a student is in possession of a weapon when the weapon is found on the person of the student; in the student's locker; under the student's control while he/she is on school property, on property being used by the school, at any school function or activity, at any school event held away from the school; or while the student is on his/her way to or from school.
The school district shall expel for a period of not less than one (1) year any student who violates this weapons policy. Such expulsion shall be given in conformance with formal due process proceedings required by law. The Superintendent may recommend discipline short of expulsion on a caseby-case basis.
In the case of an exceptional student, the Superintendent shall take all necessary steps to comply with the Individuals With Disabilities Education Act, the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. The Superintendent shall report the discovery of any weapon prohibited by this policy to the student's parents and to local law enforcement officials.
Any item determined to be a look-alike weapon that is brought onto the school grounds or into the school buildings will be looked on as a serious disciplinary offense requiring strict action by administration. Look-A-Like weapon disciplinary action is at the discretion of the building principal.
The most often-used look-alike weapon is the toy gun or toy knife. Others might include look-alike exploding devices, clubs, and objects used for practical joking. This - policy addresses these types of weapons and others as determined by staff and administration.
WELLNESS
Mahanoy Area School District recognizes that school community wellness and proper nutrition are related to students' physical well-being, growth, development, and readiness to learn. The Board is committed to providing a school environment that promotes wellness, proper nutrition, nutrition education, and regular physical activity as part of the total learning experience. In a healthy school environment, staff and students will learn about and participate in positive dietary and lifestyle practices that can improve achievement.
As mandated by current Pennsylvania Department of Education regulations and in conjunction with the Mahanoy Area School District Wellness Policy, we do not allow baked goods and treats from home for student's birthdays or classroom celebrations. Snack items must now be purchased from our cafeteria for a minimal fee per person. Pre-order forms can be obtained from the elementary office and must be returned two weeks in advance of the event. Items requested must be pre-paid prior to delivery. Multiple treats will not be allowed on any given day so please check with the student's classroom teacher to see if someone else has ordered treats for the same day.
A short list of the many items available for purchase from our cafeteria includes:
- Baked bagged pre-portioned snacks
- Fresh fruit
- Assorted ice cream novelties
- Frozen fruit bars
- Granola bars
- Nutri Grain bars
- Cereal bars
- Dried fruit and granola
- Snack mixes
- 100 calorie snack packs
- Yogurts
- Go-Gurts (frozen or thawed)
- Fruit snacks
- I/W muffins
- Animal Crackers
- Popcorn
- Cheez Its
- Soft pretzels
For more information, please contact Food Service Director Michele Schappell at 570-773-3443, extension 4012.
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Across the United States and around the world, scientists are studying the migration of radioactive elements through the ground under former nuclear weapons sites. At the Hanford Site in Washington State, uranium and other radionuclides are moving toward the Columbia River, a major waterway in the Pacific Northwest. (Photo by Scott Butner)
Six Science Secrets of THE SUBSURFACE
Today, former nuclear weapons sites in the United States contain 1.7 trillion gallons of contaminated groundwater, an amount equal to about four times the daily U.S. water consumption. In addition, the sites hold an estimated 40 million cubic meters of contaminated soil and debris.
30 Radwaste SolutionsMarch/April 2010
By Kristin Manke and Julie Wiley
Many of the subsurface contamination problems at former nuclear weapons sites have no practical remedy. The work at these sites, where ore milling, nuclear fuel fabrication, and other activities were performed, created radioactive wastes. In the early years, recovering slightly more than a pound of plutonium created 2000 to 25 000 gallons of radioactive liquid waste. These wastes were stored in underground tanks and other systems. In some cases, wastes were released directly to the ground.
Today, such sites in the United States contain 1.7 trillion gal of contaminated groundwater, an amount equal to about four times the daily U.S. water consumption. In addition, the sites hold an estimated 40 million cubic meters of contaminated soil and debris, which would fill about 17 professional athletic stadiums. Federal and state regulations call for reducing contaminant levels in the subsurface to protect nearby populations and ecosystems.
Underground tanks were constructed to hold radioactive and chemical wastes from nuclear weapons activities. At the Hanford Site, 177 underground tanks were built, and more than 60 of these have leaked or are suspected of leaking waste to the surrounding soil.
Removing or immobilizing the waste in the subsurface is complicated for three reasons. First, the radionuclide and chemical contamination is present at low concentrations. Second, the radionuclides are dispersed over a wide volume in the subsurface. Finally, the pollutants are present in extremely complex matrices. For example, subsurface areas often contain microenvironments and transition zones that can significantly impact contaminant migration. Microenvironments are small areas that exert a disproportionate amount of influence on the larger area. This influence is the result of microbial, geochemical, and physical processes working together. Transition zones are larger features where chemical, physical, or microbiologic properties change dramatically over relatively short distances, usually less than a meter.
Because of these challenges, conventional excavation or pump-and-treat technologies are costly and inefficient. For example, six years of pump-and-treat work at one site recovered 1.1 curies of strontium and cost $18 million. In the same time frame, 12 Ci of strontium decayed naturally. Innovative, effective, and affordable methods are needed to remediate these contaminants.
To that end, national laboratories, universities, and others are discovering how to remove, immobilize, or stabilize subsurface contaminants. These discoveries begin with fundamental science focused on understanding how chemical, physical, and biological processes function in an integrated manner to influence contaminant transport in the subsurface. With this understanding, scientists can predict the fate and transport of radionuclides. "An important aspect of the science is prediction, understanding where and when remediation is needed to protect the environment and when natural attenuation will do the job and all that is required is monitoring," said Jim Fredrickson, an expert in geomicrobiology at Pacific Northwest National Laboratory (PNNL).
The Six Science "Secrets"
By integrating research done in the laboratory and the field, interdisciplinary teams of scientists have gained new insights into what happens to radionuclides in the subsurface. Here are six recent discoveries.
1Uranium moves more slowly as it gets near the river. How fast and how much uranium reaches the nearby Columbia River is a major issue at the Hanford Site, in southeastern Washington State. One area of keen interest is the shoreline, where groundwater mixes with river water. An accurate determination of the uranium that arrives at the shoreline allows scientists and engineers to design and implement technologies that capture or stabilize the uranium before it enters the river, which supplies water for agriculture and drinking water for downstream communities as well as being a major route for migrating salmon.
In a recent study, scientists wanted to know how the chemistry of the shoreline influences uranium's movement.
March/April 2010Radwaste Solutions 31
Th he Han nford Site, W Washin ngto on Sta ate
The 586-square-mile Hanford Site was created in 1943 to produce weapons-grade plutonium for national defense. Located in the dry, shrub steppe of southeastern Washington State, the site contained nine nuclear reactors, four major reprocessing complexes, 177 underground tanks, and waste disposal facilities. The operation of the reactors and the associated facilities created overlapping technical, political, regulatory, financial, and cultural issues.
During the two-plus decades of plutonium production, liquid waste entered the ground. The waste led to more than 15 contaminated groundwater plumes. Groundwater contaminant levels exceed drinking water standards beneath about 70 square miles of the site. Uranium and technetium in the plumes are of concern
The Columbia River, which runs past the old reactors on the northern tip of the Hanford Site, provides water for agriculture and drinking water for downstream populations. It is also a major route for migrating fish, including Chinook salmon.
To control uranium's fate and transport, scientists must understand how fast uranium attaches to and releases from soil particles along riverbanks at contaminated sites. These studies rely on carefully collected real-world samples of soil, groundwater, and river water.
32 Radwaste SolutionsMarch/April 2010
because of their environmental mobility and persistence. Plutonium is of concern because of its toxicity. The inventory of the three contaminants is significant: 202 703 kilograms of uranium, 1709 curies of technetium-99, and 400 kg of plutonium.
Groundwater from beneath the site is not a source of public drinking water; however, the U.S. Department of Energy, which manages the site, must predict where and when uranium and other contaminants will arrive along the Columbia River shoreline to implement efficient, cost-effective technologies to capture or stabilize the uranium before it enters the river, a major waterway in the Pacific Northwest that supplies water for agriculture and drinking water for nearby communities as well as being an important route for migrating salmon.
To find out, they began with uranium-contaminated sediment. In the laboratory, they exposed the sediment to solutions with different pH, calcium, and carbonate levels.
They found uranium's detachment from the sediment slowed when the groundwater was at neutral pH and had low levels of dissolved carbon dioxide or carbonate. Similar conditions exist along the shoreline. Inland, the conditions are different. The uranium detaches from the soil and migrates with the groundwater much more quickly.
2Unusual state of uranium forms during simulation of subsurface reactions. Work done by Eugene S. Ilton at PNNL has shown that what was believed to be a rare form of uranium, known as uranium(V) or uranium with five electrons missing, can form during electron-swapping reactions with uranium(VI) at the surface of iron-based minerals.
More recently, Ilton collaborated with an international team led by John Bargar at the SLAC National Accelerator Laboratory and discovered that uranium(V) also formed on the surface of tiny particles of another form of uranium suspended in water. In this case, uranium(IV), in the form of uranium dioxide particles, lost electrons to form uranium(V). This study shows that the transformation of uranium from a relatively immobile state, uranium(IV), to a relatively mobile state, uranium(VI), is not the single-step process previously thought.
"Laboratory experiments indicate that under certain conditions the intermediate state of uranium(V) is longer lived than previously thought," said Ilton. "This may have implications in the environment and remediation schemes that manipulate the state of the uranium."
3Diet matters for microbes turning radionuclides into less mobile forms. Many diverse species of bacteria thrive in the subsurface beneath places such as the Hanford Site. Under certain conditions, some of these microbes can, as a result of their metabolism, transform uranium, technetium, and other mobile radionuclides into less mobile forms. One such microorganism is An aero myx o bacter dehalogenans. It converts technetium and uranium to solid, less mobile forms, but the distribution of such organisms in the Hanford subsurface and their insitu activities is not well understood.
Consequently, scientists conducted a study in 2009 to determine if the type of food provided to the microbe changed the reaction rates. Some of the microbes were fed hydrogen (H 2 ). Others were fed acetate, a simple organic compound that is the major component of vinegar. While the microbe produced immobile uranium and technetium on either diet, the radionuclide transformation was far faster with hydrogen. The acetate-fed microbes, however, produced larger aggregates of particles that could ultimately influence the migration of the particles in the subsurface.
4Iron in the soil can help technetium stay put. The minerals present in the sediment influence when technetium is turned into its less mobile form, according to a study by scientists at PNNL and Argonne National Laboratory. Soils with high levels of sheet-like minerals consisting of iron, silicon, and oxygen, such as those found at the Oak Ridge site in Tennessee, allow the less mobile technetium to combine with iron-containing clay particles. The resulting iron-technetium complex in the clay is exceedingly resistant to remobilization.
5Fool's gold may grasp and then slowly release uranium. A form of pyrite, or fool's gold, may initially serve as a trap for uranium, sequestering the radionuclide under certain conditions of naturally occurring subsurface microbial activity (see item #6 following). However, this type of pyrite, known as framboidal pyrite, may also serve as a long-term source of uranium, slowly leaking it to the
Left: By using different scientific techniques, scientists can provide new information about the behavior of technetium and other radionuclides that migrate through the subsurface.
Below: By integrating the microscopic and the spectroscopic at the Environmental Molecular Sciences Laboratory, scientists obtained extremely detailed views of the framboidal (from the French for "raspberry") pyrites in the soil. The top image is of a sphere-like structure, and the bottom image is an irregular framboidal structure. Framboidal pyrites in certain sediments may initially sequester subsurface uranium and then serve as a longterm source under conditions of slow oxidation. Thus, microbially altered, loose sediment may contribute to the persistence of uranium in the groundwater at former uranium mill sites.
surrounding subsurface as the uranium changes and becomes more mobile.
More studies are planned to better understand the processes that occur in this sediment. Clearly not all pyrites, framboidal or otherwise, contain high levels of uranium, so understanding what controls uranium uptake in pyrite is a crucial next step.
6Electricity can be used to see through the subsurface. Tracking biogeochemical reactions in the field is hampered by the need for expensive, invasive monitoring wells. A new approach, called surface spectral-induced polarization (SSIP), allows monitoring without wells. Using this method, scientists send variable frequency currents into the ground and measure the results with electrodes embedded in the ground surface. The electrical response depends on the predominant metabolic processes active in the subsurface at the time.
"Similar to how noninvasive medical imaging has reduced the need for invasive, exploratory surgeries,
March/April 2010Radwaste Solutions 33
Understanding the structure, chemistry, and nanoscale geometry of subsurface components, water, and radionuclides is key to learning how radioactive pollutants from former nuclear sites move in the subsurface. At the Environmental Molecular Sciences Laboratory, scientists unravel the molecular, atomic, and subatomic phenomena of geochemical and biogeochemical reactors. (Photo of the EMLS by Andrew Rakowski)
Inside and Out: The Facilities That Make the Science Possible
Understanding microenvironments and other subsurface complexities requires facilities capable of characterizing properties and materials at the molecular scale. This work is being done in facilities such as the Environmental Molecular Sciences Laboratory at the Pacific Northwest National Laboratory, the Advanced Photon Source at Argonne National Laboratory, and the Stanford Synchrotron Radiation Laboratory.
Located on Hanford's Integrated Field Research Challenge Site, this subsurface experimental system contains nearly three dozen monitoring wells equipped with sophisticated instrumentation. The research being done here is bringing scientists closer to determining why groundwater contamination persists on the southern tip of the Hanford Site. The subsurface area surrounding the wells is being comprehensively characterized to determine the subsurface processes that contribute to the persistent groundwater contamination.
34 Radwaste SolutionsMarch/April 2010
For example, the U.S. Department of Energy's Environmental Molecular Sciences Laboratory provides scientists from around the world with integrated experimental and computational resources. These resources include laser-induced fluorescence spectroscopy, Mössbauer spectroscopy, electron microscopy, and micro X-ray diffraction. In addition, the facility offers supercomputing capabilities. This scientific user facility is on the PNNL campus in Richland, Wash.
Because of the vast area subsurface contamination covers at some sites, field research sites are needed. The creation of three Integrated Field Research Challenge Sites allows investigation of coupled hydrologic, microbiologic, and geochemical processes in complex field settings. The sites are at the Hanford Site in Washington State, the Oak Ridge site in Tennessee, and a former uranium and vanadium milling site (see http://ifcrifle. pnl. gov/about/) near Rifle, Col. (www. congressional. energy. gov/ documents/ 9-10-09_ Final_ Testimony_ Palmisano. pdf).
Both the Environmental Molecular Sciences Laboratory and the Integrated Field Research Challenge Sites are overseen by the DOE's Office of Biological and Environmental Research.
With powerful computers, scientists can model how groundwater and its contaminants move through sand. For example, scientists recently did a simulation showing how particles (shown here as trails of dots colored by speed) in the groundwater move around large grains of sand (gray spheres). They found that the particles take complex paths and pass through faster and slower regions. These types of models can further the understanding of contaminant transport in groundwater. (Simulations were done by Cindy Rakowski and visualizations were created by John Serkowski, both of PNNL.)
Left: Kenneth Williams, of Berkeley Lab, and graduate student Adrian Flores Orozco, of the University of Bonn, collect surface spectral-induced polarization at the Rifle Integrated Field Research Challenge Site. This work is helping to detect and delineate regions of naturally elevated subsurface microbial activity that could aid in halting the progress of radionuclides and other contaminants.
geophysical monitoring techniques such as SSIP allow us to monitor large volumes of aquifer sediments without having to drill groundwater wells, which saves money and disturbs less land," said Kenneth Williams, of Lawrence Berkeley National Laboratory.
Need for Continued Understanding
The biological, chemical, and physical complexities of the subsurface, coupled with the sheer volume impacted, present scientific challenges to providing reliable, cost-effective remediation approaches for the nation's contaminated sites. Research such as discussed herein will help advance our understanding of the fundamental processes that control contaminant behavior in the environment in ways that help solve the DOE's intractable problems in environmental remediation and stewardship. I
Kristin Manke is a communications specialist in the Chemical and Materials division of PNNL. Her communications career spans 20 years, including work on several books related to nuclear cleanup. Julie Wiley has been a technical editor and writer for 30 years and is currently a communications specialist for PNNL's Biological Sciences division. For additional information, contact Kristin Manke at email@example.com.
March/April 2010Radwaste Solutions 35 | <urn:uuid:a517a2f4-2c83-4696-ac6a-d53b5ef540d2> | CC-MAIN-2016-07 | http://www.ans.org/pubs/magazines/download/a_691 | 2016-02-13T23:38:18Z | crawl-data/CC-MAIN-2016-07/segments/1454701168065.93/warc/CC-MAIN-20160205193928-00084-ip-10-236-182-209.ec2.internal.warc.gz | 267,080,556 | 3,344 | eng_Latn | eng_Latn | 0.992291 | eng_Latn | 0.994517 | [
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Gaelic Place-Names: 'Rathad'
The Gaelic word rathad (pronounced RAH-ut) means 'road, route, way', and is derived from Old Irish rót. It occurs as the initial element in names such as Rathad na h-airigh 'road of the shieling' (Isle of Skye), Rathad an Tùir 'road of the tower' (Isle of Tiree) and An Rathad Geal 'the white road' (Upper Deeside) and also as a qualifying element in names including Loch an Rathaid 'loch by the road' (Isle of Scalpay), Bealach an Rathaid 'pass of the road' (Inverness-shire) and Tigh-an-rathaid 'house by the road' (Argyll).
In some cases, the 'roads' in question are ancient routes across the difficult Highland terrain. The Rathad nan Cuimeinach or 'Comyn's Road' was a medieval route through the mountains, linking Atholl in Perthshire with Badenoch in the Highlands. The Rathad an Righ 'king's road' in Speyside may date back as far as the time of Alexander II (1214-1249). The Rathad nam Meirleach 'road of the thieves' was a famous route used by cattle rustlers from the Lochaber clans who made their way through the Cairngorm mountains to the rich pickings of Speyside and Moray. Using the rathad was not without its hazards, however, and in one famous raid in 1645, members of the Cameron clan stole cattle from the Clan Grant in Moyness, Morayshire, only to be pursued and slaughtered by the Grants at the battle of the Braes of Strathdearn. In contrast, Rathad nan Dròbhar 'road of the drovers' on Islay refers to an old route for the legitimate transportation of cattle on the island. Transportation of a different sort is reflected in the name Rathad Mor nan Corp 'high road of the bodies'. This was a 'coffin road' in Lochaber, which was the route taken to transport the dead from the remoter parts of the district to the burial grounds of Gairlochy.
Other instances of rathad are relatively modern, and many are simply street names. For example, Rathad Ùr on the isle of Lewis is 'new road' and Rathad A Braighe (also on Lewis) is 'brae road'. Rathad na Muilne on the Isle of Raasay is 'mill road', A' Seann-rathad in Gairloch is 'the old road', and Rathad an Fheoir on the Isle of Skye is 'road of the hay'. In the town of Stornoway on Lewis, Rathad an Domhnallaich is 'MacDonald Road', Rathad a Charraigh Chuimhe is 'memorial road', in reference to the nearby war memorial, is 'island road' and Rathad Chnoc Nan Gobhar is 'goathill road'.
Other Gaelic words for types of road include sràid 'street', with examples including Sràid na h-Eaglise 'church street', Sràid na ha-Alba 'Scotland Street' and Sràid Sheumas 'James Street'. Barraid 'terrace' is found in Barraid na Mara'Seaview Terrace' and Barraid Rois 'Ross Terrace' whilst slighe 'drive' is reflected in Slighe Churchill 'Churchill Drive' and Slighe Stiubhairt 'Stewart Drive', all of which are located in Stornoway.
In some parts of the Highlands and Islands, these forms reflect the original names which had been coined by the native Gaelic speakers, but with the increasing demand for bilingual English and Gaelic signage on road and railway signs, in some cases these names are simply translations of existing Scots or English names. For example, the name Dumbarton Road in Glasgow has been translated into Gaelic as Rathad Dhùn Breatann, and Queen Street (also in Glasgow) is Sràid na Banrighinn (literally 'street of the female king'). For some names it is even necessary to synthesize new Gaelic words to 'translate' existing names, such as pairèad, which was coined to represent 'parade' in names such as Alexandra Parade in Glasgow. This demonstrates that as well as being a historic language, Gaelic is also a modern one, growing and evolving in response to the demands of the 21st century.
(c) The Bottle Imp | <urn:uuid:4bb50290-d840-4984-844c-88c03014228a> | CC-MAIN-2019-39 | https://www.thebottleimp.org.uk/2012/05/gaelic-place-names-rathad/?print=pdf | 2019-09-16T01:11:14Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00534.warc.gz | 1,059,127,015 | 996 | eng_Latn | eng_Latn | 0.990875 | eng_Latn | 0.990777 | [
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Pledge to Prepare eweb.org/pledge
July
More propane/cooking fuel
Talk to your neighbors
+ 1 day of food, water and cash
SUPPLIES:
TASKS:
WHEN NEIGHBORS BECOME FIRST RESPONDERS
In a disaster, professional emergency response may be delayed for hours or even days. In many cases, your most immediate source of help are the neighbors living around you.
At a minimum, it will be helpful to know in advance of an emergency:
Do any of your neighbors have special needs, such as elderly folks living alone?
Do any of your neighbors possess specialized skills or equipment?
Many Eugene Neighborhood Associations have emergency preparedness resources and/or plans. Connect with your Neighborhood Association to learn more: https://www.eugene-or.gov/535/Neighborhood-Associations
PRO TIP:
Following a disaster, place a sign in your window to let your neighbors know if you are OK or in need of HELP. This will allow first responders to move quickly from house to house.
Keep building on your water, food and cash. Continue to prioritize non-perishable, high protein, easy-to-prepare items like canned foods, nuts, and dried fruits.
One day of water = 1 gallon/person.
In a long-term emergency, it will be helpful to have fuel for cooking and boiling water. Propane works well to power camp stoves or barbecue grills, but there are other options such as charcoal, wood and butane. Never store liquid fuel indoors or in an attached garage. It should be stored in a location that gets little to no direct sunlight and has ventilation.
Map Your Neighborhood Program
Map Your Neighborhood is a step-by-step resource for organizing your neighbors to prepare for an emergency. You simply download the guide and use the tools provided to organize a meeting with neighbors in your immediate surrounding area.
The program walks you through:
The first 9 steps to take immediate following disaster
It is hard to think clearly following disaster. These steps will help you to quickly and safely take actions that can minimize damage and protect lives.
1. Take care of your loved ones.
3. Check the natural gas or propane at your home. Shut off if necessary. This is one of the best ways to prevent fire.
2. Dress for safety. A bicycle helmet or hard hat protects from falling debris. Sturdy shoes protect from broken glass. Leather gloves protect from sharp objects.
4. Shut off water at the house main. This will trap water in your home and will keep pollutants out of possible drinking water, like that in your water heater.
6. Put your fire extinguisher on the sidewalk or where neighbors can see it.
5. Place the HELP/OK sign in your window.
7. Go to the neighborhood gathering site.
9. After completing your team work, go back to the gathering site to report in.
8. Form teams at the gathering site.
Identifying skills and equipment
Knowing which neighbors have supplies and skills ensures a timely response to a disaster and allows everyone to contribute to the response in a meaningful way.
Creating a neighborhood map
This is useful for identifying the locations of natural gas and propane tanks for quick response, and allows you to match up houses with the information on your contact list.
Creating a contact list
A contact list identifies those with specific needs such as the elderly, those with a disability, or homes where children may be alone during certain hours of the day.
Learning how to work together following an emergency
With these skills, you and your neighbors will be able to canvas 15-20 homes within in hour of a disaster.
For more information and to download all Map Your Neighborhood materials, visit https://mil.wa.gov/map-your-neighborhood. | <urn:uuid:adf809a1-6e5c-4de9-8f39-56ba23973e8f> | CC-MAIN-2019-39 | https://swhillseugeneorg.files.wordpress.com/2019/08/7_19-eweb-pledge-to-prepare.pdf | 2019-09-16T01:03:23Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00535.warc.gz | 689,470,016 | 759 | eng_Latn | eng_Latn | 0.998657 | eng_Latn | 0.998691 | [
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Home > Navigating Cancer Care > Prevention and Healthy Living > Physical Activity and Cancer Risk Printed February 13, 2016 from http://www.cancer.net/navigating-cancer-care/prevention-and-healthyliving/physical-activity-and-cancer-risk
Physical Activity and Cancer Risk [1]
This section has been reviewed and approved by the Cancer.Net Editorial Board [2], 01/2016
Making moderate to vigorous physical activity a part of your lifestyle lowers your risk of cancer and that of other chronic diseases, such as heart disease and diabetes. Moderate to vigorous physical activity is exercise that makes you sweat and your heart beat faster. It includes walking, swimming, cycling, or running. A growing body of research suggests that doing any kind of activity to avoid too much sitting can help lower cancer risk.
Physical activity may lower cancer risk
Research shows that people who exercise regularly appear to have a lower cancer risk.
Colon cancer. Studies that follow large groups of people over time show that individuals who exercise regularly appear to have a lower risk of developing colon cancer. Although we do not know for sure that exercise itself is lowering the cancer risk, people who exercise regularly have a 40% to 50% lower risk of colon cancer, compared with those who don't exercise regularly. Some evidence suggests that people who are active their entire lives have the lowest risk of colon cancer.
Breast cancer. Similar large, long-term studies show that women who engage in moderate to vigorous exercise for more than 3 hours per week have a 30% to 40% lower risk of breast cancer. This applies to all women, regardless of family history or risk of breast cancer.
Some studies show that the higher the activity level, the lower the cancer risk. However, it is unclear whether a specific activity level must be met to reduce risk. Activity throughout a person's life is important, but activity at any age may help lower breast cancer risk.
Some research has linked exercise to lower risk of uterine cancer.
Uterine cancer.
Lung cancer. Studies show that regularly active people are less likely to develop lung cancer.
There is a lot of ongoing research on physical activity and its effects on cancer. Recent research shows that even light activity can provide some health benefits. Light activity is anything you do to avoid sitting or lying down.
Tips for children and teens
To support a lifetime of physical activity, children and adolescents should be regularly active. Physical activity patterns that start during childhood often carry into adulthood. Children should get moderate or vigorous activity for at least 60 minutes a day. At least 3 days per week, children and teens should be vigorously active. Here are some ways you can encourage activity in children:
Cut down on TV time
Limit time playing video games
Limit computer use and use of other electronic devices
Participate in sports or fitness activities
Play actively at school or home
More Information
Physical Activity Tips for Survivors [3]
Prevention and Healthy Living [4]
Obesity and Cancer [5]
Additional Resources
Centers for Disease Control and Prevention: Physical Activity and Health [6]
National Cancer Institute: Physical Activity and Cancer [7]
Links:
[2] http://www.cancer.net/about-us
[1] http://www.cancer.net/navigating-cancer-care/prevention-and-healthy-living/physical-activity-and-cancerrisk
[3] http://www.cancer.net/node/24996
[5] http://www.cancer.net/node/31046
[4] http://www.cancer.net/node/24868
[6] http://www.cdc.gov/physicalactivity/everyone/health/
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The Importance of a Quarantine Tank
Drs. Foster & Smith Educational Staff
Quarantine tanks should be used by all members of the aquarium hobby when introducing new fish to a tank, but are, unfortunately, used by less than 5% of all aquarium owners. Every time we bring a new inhabitant into our aquarium we run the risk of introducing disease and parasites. At the same time, new fish will be very stressed from transport and relocation and will be very susceptible to any diseases or parasites present in the new environment. A quarantine tank protects your existing investment while allowing new fish to regain optimum health before their final stressful transition. In our opinion, a quarantine tank is a vital piece of equipment that should be used by all aquarists.
Why don't people have quarantine tanks?
Most people don't have a quarantine tank because of the extra expense and maintenance that the tank will require. However, a quarantine tank doesn't need to be large or expensive, and in the end it will pay for itself many times over. In fact, once someone gets into the habit of using a quarantine tank, they are so impressed with the benefits and uses that they would never be without one.
What are the benefits of quarantine tanks?
In addition to preventing the spread of infectious disease, quarantine tanks allow the new fish to get adjusted to a new type of water and food. When they are not being used for quarantine, these tanks can also double as treatment tanks. Treating the entire display tank for a problem that only infects a few fish is not a good practice. Quarantine tanks allow the infected fish to be
safely treated without damaging fragile species or water quality in the display tank. Another use of quarantine tanks is to provide a breeding area for fish, a recovery area for harassed fish, and a place to allow newly hatched fish to safely grow.
What size quarantine tank should I use?
A 29-gallon tank makes an excellent quarantine tank and is perfect for most freshwater and saltwater applications. However, a slightly larger or smaller tank can work as well.
What equipment do I need for my quarantine tank?
Most quarantine tanks are set up with lighting, a heater, easy-to-clean rocks, and pvc tubes or plastic plants to provide the fish with much-needed cover. For filtration, a sponge filter works well and the sponge can be colonized with nitrifying bacteria by placing it in the sump of your wet dry filter, or in the main display if a sump isn't available between uses. Make sure to disinfect and rinse well between uses. Most quarantine tanks don't have substrate, making them easier to clean and disinfect.
How do I disinfect my quarantine tank?
Tanks and equipment can be disinfected between uses with a mild (2-5%) bleach
The Importance of a Quarantine Tank - Page 1 of 2
solution. Make sure all traces of bleach are rinsed off before re-using. As an added precaution, use our Chlorine Neutralizer to effectively remove any potential residual chlorine. Drying also kills many but not all aquatic pathogens. Make sure to have a separate siphon for your quarantine tank and disinfect it as well between uses.
How long should I quarantine my fish?
Most hobbyists will keep their fish in quarantine for 2 to 4 weeks. During that time they often treat for parasites with a copper-based treatment for 14-21 days, and only treat for bacterial infections if there are obvious symptoms (ragged fins, red spots, etc.). Make sure to do 10-15% water
changes every other day to keep the tank healthy. | <urn:uuid:bdd5b4e5-3404-49df-a4d5-a090e121fede> | CC-MAIN-2016-07 | http://www.liveaquaria.com/PIC/article_pdf.cfm?aid=175 | 2016-02-13T23:45:07Z | crawl-data/CC-MAIN-2016-07/segments/1454701168065.93/warc/CC-MAIN-20160205193928-00090-ip-10-236-182-209.ec2.internal.warc.gz | 514,888,976 | 738 | eng_Latn | eng_Latn | 0.998093 | eng_Latn | 0.998276 | [
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202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
Screen for Child Anxiety Related Disorders (Parent Version)
Name:______________________
Date:_______________
Provider:____________________
Not True or
Hardly Ever
True
Somewhat
True or
Sometimes
True
Very True or Often
True
Provider:____________________
Not True or
Hardly Ever
True
Somewhat
True or
Sometimes
True
Very True or Often
True
1. When my child feels frightened, it is hard
for him/her to breath.
2. My child gets headaches when he/she is at
school.
3. My child does not like to be with people
he/she does not know well.
4. My child get scared if he/she sleeps away
from home.
5. My child worries about other people liking
him/her.
6. When my child gets frightened, he/she feels
like passing out.
7. My child is nervous.
8. My child follows me wherever I go.
9. People tell me that my child looks nervous.
10. My child feels nervous with people he/she
does not know well.
11. My child gets stomachaches at school.
12. When my child gets frightened, he/she feels
like he/she is going crazy.
13. My child worries about sleeping alone.
14. My child worries about being as good as
other kids.
15. When my child gets frightened, he/she feels
like things are not real.
16. My child has nightmares about something
bad happening to his parents.
17. My child worries about going to school.
18. When my child gets frightened, his/her heart
beats fast.
19. My child gets shaky.
202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
| 20. My child has nightmares about something bad happening to him/her. | |
|---|---|
| | 21. My child worries about things working out |
| | for him/her. |
| 22. When my child gets frightened, he/she sweats a lot. | |
| | 23. My child is a worrier. |
| 24. My child gets really frightened for no reason at all. | |
| | 25. My child is afraid to be alone in the house. |
| 26. It is hard for my child to talk with people he/she does not know well. | |
| | 27. When my child gets frightened, he/she feels |
| | like he/she is choking. |
| 28. People tell me that my child worries too much. | |
| | 29. My child does not like to be away from |
| | his/her family. |
| 30. My child is afraid of having anxiety (or panic) attacks. | |
| | 31. My child worries that something bad might |
| | happen to his/her parents. |
| 32. My child feels shy with people he/she does not know well. | |
| | 33. My child worries about what is going to |
| | happen in the future. |
| 34. When my child gets frightened, he/she feels like throwing up. | |
| | 35. My child worries about how well he/she |
| | does things. |
| 36. My child is scared to go to school. | |
| | 37. My child worries about things that have |
| | already happened. |
| 38. When my child gets frightened, he/she feels dizzy. | |
202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
| | | Not True or Hardly Ever True | Somewhat True or Sometimes True |
|---|---|---|---|
| 39. My child feels nervous when he/she is with other children or adults and he/she has to do something while they watch him/her (for example: read aloud, speak, play a game, play a sport). | | | |
| | 40. My child feels nervous when he/she is going | | |
| | to parties, dances, or any place where there | | |
| | will be people that he/she does not know | | |
| | well. | | | | <urn:uuid:6bb75bbd-10cd-4163-8db0-cbe2ec30fe26> | CC-MAIN-2019-39 | https://ckcac.ca/wp-content/uploads/2014/07/home-made-SCARED2.pdf | 2019-09-16T00:12:02Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00539.warc.gz | 425,011,305 | 1,047 | eng_Latn | eng_Latn | 0.998458 | eng_Latn | 0.995847 | [
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www.eenadupratibha.net
BOARD OF INTERMEDIATE EDUCATION JUNIOR INTER PHYSICS
8. Find the increase in temperature of Aluminium rod if its length is to be increased by 1%.
(For Aluminiumα= 25×10
−6
*C
−1
).
13. State Newton's Second law of motion. Hence derive the equation F = ma from it.
www.eenadupratibha.net www.eenadupratibha.net MODEL PAPER (ENGLISH VERSION) TIME: 3 HOURS MAX.MARKS: 60 SECTION -A I. i) Very Short Answer Type questions. ii) Answer ALL questions. iii) Each question carries TWO marks. 10 × 2 = 20 1. What is the discovery of S. Chandra Sekhar to Physics? 2. How can systematic errors be minimised or eliminated? 3. A vehicle travels half of the total distance with a constant speed 'V 1 ' and the remaining half distance with a constant speed 'V 2 '. What is its average speed? 4. Can a vector of magnitude zero have non-zero components? 5. Define Force. What are the basic forces in nature? 6. Is it necessary that a mass should be present at the centre of mass of any system? 7. "Hydrogen is in abundance around the Sun but not around the Earth". Explain. 9. Define mean free path. 10. State Boyle's law and Charles' law. SECTION -B II. i) Short Answer Type questions. ii) Answer any SIX questions. iii) Each question carries FOUR marks. 6 × 4 = 24 11. A ball is thrown vertically upwards with a velocity of 20 ms − 1 from the top of a multistorey building. The height of the point from where the ball is thrown is 25 m from the ground. a) How high the ball will rise? b) How long will it be before the ball hits the ground? (Take g =10 ms − 2 ) 12. Show that the trajectory of an object thrown at certain angle with the horizontal is a parabola.
14. Find the torque of a force (7i Λ + 3 j Λ − 5k Λ ) about the origin when it acts on a particle whose position vector is ( i Λ - j Λ + k Λ ).
www.eenadupratibha.net
15. What is escape velocity? Obtain an expression for it.
16. Explain the concept of elastic potential energy in a stretched wire and hence obtain the expression for it.
www.eenadupratibha.net
www.eenadupratibha.net 17. Explain Conduction, Convection and Radiation with examples. 18. State parallelogram law of vectors. Derive an expression for the magnitude and direction of resultant vector of two vectors. SECTION -C III. i) Long Answer Type questions. ii) Answer any TWO questions. iii) Each question carries EIGHT marks. 2 × 8 = 16 19. What are collisions? Explain possible types of collisions. Develop the theory of one dimensional elastic collision. 20. Define simple harmonic motion. Show that the motion of (a point) projection of a particle performing uniform circular motion, on any diameter, is simple harmonic. 21. Explain reversible and irreversible processes. Describe the working of Carnot engine. Obtain an expression for its efficiency. | <urn:uuid:8159ccff-74b6-4dfe-9433-8775233a73d3> | CC-MAIN-2019-39 | http://www.eenadupratibha.net/Pratibha/OnlineDesk/Inter_modelpapers/documents/Physics/Jrinter_physics_model_paper_19_em.pdf | 2019-09-16T01:16:48Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00542.warc.gz | 247,754,279 | 726 | eng_Latn | eng_Latn | 0.978361 | eng_Latn | 0.985044 | [
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This guide was created as a resource to help your family better understand MAP and your child's results.
1. What is MAP?
You may be familiar with paper and pencil tests where all students are asked the same questions and spend a fixed amount of time taking the test. Measures of Academic Progress® (MAP®), created by Northwest Evaluation Association™ (NWEA™), is different. MAP is a computer adaptive test, which means every student gets a unique set of test questions based on responses to previous questions. As the student answers correctly, questions get harder. If the student answers incorrectly, the questions get easier. By the end of the test, most students will answer about half the questions correctly.
2. What does MAP measure?
MAP results are provided as a numerical RIT score. This score is used to measure a student's achievement level at different times of the school year and compute growth. Think of this like marking height on a growth chart. You can tell how tall your child is at various points in time and how much they have grown between one time and another.
3. What is a RIT score?
After each MAP test, students receive a RIT score. Think of the score as a student's height. The score reflects the student's academic knowledge, skills, and abilities like inches reflect height.
The RIT (Rasch Unit) scale is a stable, equal-interval scale, like feet and inches. Equal-interval means that a change of 10 RIT points indicates the same thing regardless of whether a student is at the top, bottom, or middle of the scale, and a RIT score has the same meaning regardless of grade level or age of the student. Scores over time can be compared to tell how much growth a student has made, similar to measuring height with a ruler.
You can find out more about the RIT scale here.
4. How do schools and teachers use MAP scores?
NWEA provides many different reports to help schools and teachers use MAP information. Schools, grade levels, and classes can be monitored to see how students are growing.
Teachers can see the progress of individual students and of their class as a whole. Students with similar MAP scores are generally ready for instruction in similar skills and topics. MAP also provides data around the typical growth for students who are in the same grade, subject, and have the same starting achievement level. This data is often used to help students set goals and understand what they need to learn to achieve their goals.
5. Can MAP tell me if my child is working at grade level?
Just as a doctor has a chart showing the most common heights of people at certain ages, NWEA has put together charts showing the median RIT scores for students at various grade levels. NWEA researchers examined the scores of millions of students to find the average scores for students in various grades. You can see a chart of these scores in the Comparative Data to Inform Instructional Decisions PDF. Please note that MAP scores are just one data point that teachers use to determine how a student is performing. Please discuss any questions that you have about your child's performance with your child's teacher. NWEA Logo
6. What subjects are available with MAP?
There are MAP tests for grades 2 – 12 in reading, language usage, mathematics, and science.
There are also Primary Grades tests for grades K – 2 in reading and mathematics. With these child-friendly tests for young learners, students wear headphones since many questions include audio to assist those who are still learning to read. The tests for grades K – 2 may also be referred to as MAP for Primary Grades (MPG).
7. How long is a MAP test?
Tests are not timed, and students may take as much time as they need to complete them. Most students take less than an hour to complete a MAP test. MPG tests typically last a shorter time.
8. How often will my child take MAP tests?
Most schools give MAP tests to students at the beginning, middle, and end of the school year. Some schools have students take MAP tests at other times throughout the year.
9. Is MAP a standardized test? How is it different from "highstakes" or state tests?
Most state or high-stakes tests are called summative tests. They measure what students already know, based on what is expected at their grade level, and are typically given at the end of the school year as a way to measure grade-level proficiency.
MAP tests are interim tests. This means they may be given periodically during the year. MAP is based on the same standards as the summative tests so they measure similar content. Teachers receive immediate results with MAP that show what students know and what they are ready to learn. The results can be used to help personalize lessons at the appropriate level for the students.
10. What type of questions are on MAP tests? Are there sample tests?
The MAP tests include multiple choice, drag and drop, and other types of questions. You can access some short sample tests to get an idea of what MAP questions look like.
11. Are MAP tests accessible?
Yes, NWEA is committed to making our tests accessible for all students. Download our Accessibility and Accommodations FAQ for more details.
12. What information will I receive from my child's school?
Most schools will provide your child's Student Progress Report. This report contains information and scores from your child's most recent and past MAP tests. A simplified sample report with definitions and explanations is included in this document to help you better understand the report. Please contact your child's school or teacher directly for any additional information.
®
Partnering to Help All Kids Learn | NWEA.org | 503.624.1951 | 121 NW Everett St., Portland, OR 97209
13. How do I learn more about my child's test results?
Contact your child's school or teacher with any specific questions you may have about your child's test results.
Due to privacy laws regarding student information (specifically stemming from the Federal Educational Rights and Privacy Act, FERPA), NWEA is unable to discuss any student information, test results, or school assessment programs directly with parents, guardians, or other family members.
14. How can I help my child prepare for MAP tests?
Your child's teacher will help with any pre-test instructions to explain the test to the students. Just like any school day, make sure your child is well-rested and fed with a well-rounded diet. Encourage them to do their best.
15. What does NWEA do with my child's information? Is it secure?
NWEA uses technological and operational measures to ensure security and privacy. A few of these include: regular security audits and monitoring, technological controls, physical access controls, and privacy training for employees.
NWEA does not use your child's personally identifiable information (PII) for any purpose other than to provide services to your child's school. Combined information that has been stripped of PII, and therefore is not traceable to any student, is used for research and development so we can continuously improve our products and accelerate learning for all students.
We do not sell PII. Data sharing (if any) is completely at the control of the educational institutions that purchase our products.
Founded by educators nearly 40 years ago, NWEA is a global not-for-profit educational services organization known for our flagship interim assessment, MAP. More than 7,800 partners in US schools, school districts, education agencies, and international schools trust us to offer pre-kindergarten through grade 12 assessments that accurately measure student growth and learning needs, professional development that fosters educators' ability to accelerate student learning, and research that supports assessment validity and data interpretation. To better inform instruction and maximize every learner's academic growth, educators currently use NWEA assessments with nearly eight million students. NWEA Logo
Quick Reference
This Quick Reference sample report is meant to help you understand the Student Progress Report for your child. The Student Progress Report you receive will contain your child's NWEA MAP test results.
The MAP tests determine your child's instructional level and measure academic growth throughout the school years in which your child was tested. NWEA researchers analyze test data from millions of students and determine how students MAP scores typically change over time based on the subject, grade, and their starting achievement level. The report uses this information to show you how your child is doing compared to other students in the same grade in your child's school district and across the United States.
Your child's MAP results are provided as a numerical RIT score. Your child's report may contain multiple charts reflecting the various test subject areas. Because school districts can make several choices when they print this report, your report may look different; for example, you may see a bar chart instead of a line graph. This will not change the meaning of the data on the report.
If you have questions about this report, please contact your child's school or teacher.
Chart Legend
Results Table Legend
1. Student RIT – The student's RIT score on each test.
2. District Grade Level Mean RIT – The average RIT score for students in the same school district and same grade and subject that were tested at the same time as the student named on this report. This number is only generated after the district finishes testing. If you do not see this number, it is because the district did not mark the testing season complete for the term.
3. Norm Grade Level Mean RIT – The average RIT score for students who were in the same grade and tested in the same subject in the same term. If you do not see this number, it is because it is not available due to a lack of sufficient comparable data for the grade and subject.
4. Student RIT Projection – The projected RIT score when the student takes a future test. This projection is based on how the student has performed on past tests and how other students in the same grade and subject who tested in the same term with similar scores have performed.
5. Goals Performance – Each test subject, like Reading, is broken down into different areas called "goals." This section shows how the student did on each goal area. You may see a RIT range here, or a descriptive adjective. Goal descriptors translate the percentile to one of the following: Low (percentile less than 21), LoAvg (percentile between 21 and 40), Avg (percentile between 41 and 60), HiAvg (percentile between 61 and 80), and High (percentile greater than 80). So, for example, if the student's score for "Building Vocabulary" is HiAvg, this means that the student is performing better in this goal than 61-80% of other students in the same grade. If you see an asterisk (*) for any goal, that means that the goal score was not able to be calculated due to too many questions answered incorrectly.
6. Lexile® Range – This range appears when the student has taken a reading test. This range allows you to find reading materials appropriate for your student. You can use it with online resources to identify appropriately challenging books, periodicals, and other reading material. Lexile® is a trademark of MetaMetrics, Inc.
7. Growth Comparison Period – The terms that define the time frame for which the RIT Growth, Growth Projection and Student RIT Projection value(s) are calculated.
8. Term/Year – The test term (FA=fall, SP=spring, WI=winter, SU=summer) and the year when the student took the test.
9. Grade – Grade of the student when the test was taken.
10. RIT – The middle, bold number is the student's RIT score. The numbers on either side of the bold RIT score define the RIT range. If retested soon, the student's score would fall within this range most of the time.
11. RIT Growth – This shows the student's growth in RIT points made between growth tests in the Growth Comparison Period. For example, if the Growth Comparison Period (see #7 above) is fall to fall, this will show the growth between consecutive fall tests.
12. Growth Projection – The average growth of students who were in the same grade, tested in the same subject, were tested in the same initial term, and began with a similar RIT score.
13. Percentile Range – The number in the middle is this student's percentile rank, or the percentage of students in the same grade that had a RIT score less than or equal to this student's score. The numbers on either side of the percentile rank define the percentile range. If retested soon, the student's percentile rank would be within this range most of the time. | <urn:uuid:79791bc6-e66a-431e-b0bc-bcbe63ee2e21> | CC-MAIN-2019-39 | http://www.sf.k12.sd.us/images/docs/ATI/Assessments/Guide%20to%20MAP.pdf | 2019-09-16T00:29:56Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00540.warc.gz | 313,029,397 | 2,606 | eng_Latn | eng_Latn | 0.999068 | eng_Latn | 0.999268 | [
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Child Safe Code of Conduct (Child Safe Standard 3)
Whittlesea Primary School is committed to the safety and wellbeing of children and young people. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development.
This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists in understanding how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, Department policy, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.
The Principal and school leaders of Whittlesea Primary School will support implementation and monitoring of the Code of Conduct, and will plan, implement and monitor arrangements to provide inclusive, safe and orderly schools and other learning environments. The Principal and school leaders of Whittlesea Primary School will also provide information and support to enable the Code of Conduct to operate effectively.
All staff, contractors, volunteers and any other member of the school community involved in childrelated work are required to comply with the Code of Conduct by observing expectations for appropriate behaviour below. The Code of Conduct applies in all school situations, including school camps and in the use of digital technology and social media.
Acceptable behaviour:
As staff, volunteers, contractors, and any other member of the school community involved in childrelated work individually, we are responsible for supporting and promoting the safety of children by:
- upholding the school's statement of commitment to child safety at all times and adhering to the school's child safe policy
- treating students and families in the school community with respect both within the school environment and outside the school environment as part of normal social and community activities
- listening and responding to the views and concerns of students, particularly if they are telling you that they or another child has been abused or that they are worried about their safety/the safety of another child
- promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander students
- promoting the cultural safety, participation and empowerment of students with culturally and/or linguistically diverse backgrounds
- promoting the safety, participation and empowerment of students with a disability
- reporting any allegations of child abuse or other child safety concerns to the school's leadership and/or child safety officer
- understanding and complying with all reporting or disclosure obligations (including mandatory reporting) as they relate to protecting children from harm or abuse
- if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm
Unacceptable behaviours:
As staff, volunteers, contractors, and any other member of the school community involved in childrelated work we must not:
- ignore or disregard any concerns, suspicions or disclosures of child abuse
- develop a relationship with any student that could be seen as favouritism or amount to 'grooming' behaviour (for example, offering gifts)
- exhibit behaviours or engage in activities with students which may be interpreted as abusive and not justified by the educational, therapeutic, or service delivery context
- ignore behaviours by other adults towards students when they appear to be overly familiar or inappropriate
- discuss content of an intimate nature or use sexual innuendo with students, except where it occurs relevantly in the context of parental guidance, delivering the education curriculum or a therapeutic setting
- treat a child unfavourably because of their disability, age, gender, race, culture, vulnerability, sexuality or ethnicity
- communicate directly with a student through personal or private contact channels (including by social media, email, instant messaging, texting etc.) except where that communication is reasonable in all the circumstances, related to school work or extra-curricular activities or where there is a safety concern or other urgent matter
- photograph or video a child in a school environment except in accordance with school policy or where required for duty of care purposes i
- in the school environment or at other school events where students are present, consume alcohol contrary to school policy ii or take illicit drugs under any circumstances
Evaluation:
The policy will be reviewed every two years or if there are legislative or other changes required in the interim.
Policy ratified by school council in…
August 2019
i SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/photoandfilm.aspx . The policy says the school should get consent before taking and publishing photos of a student. This applies every time a photo is taken. The same policy applies for excursions and school activities.
ii SPAG: http://www.education.vic.gov.au/school/principals/spag/safety/pages/alcohol.aspx. The policy says the school must obtain school council approval before alcohol can be consumed on school grounds or at a school activity. The policy says staff members should not consume alcohol during camps and excursions. It is silent on whether they can consume alcohol at other school events where students are present, this is a matter that the school needs to decide upon – draft text is provided in the guidance fact sheet. | <urn:uuid:7a3da412-bd6f-41a9-a4ab-c71815a9696a> | CC-MAIN-2019-39 | https://whittleseaps.vic.edu.au/wp-content/uploads/2019/09/WPS-Standard-3-Child-Safe-Code-of-Conduct.pdf | 2019-09-16T00:25:29Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00542.warc.gz | 727,924,788 | 1,048 | eng_Latn | eng_Latn | 0.997825 | eng_Latn | 0.997919 | [
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P.5 / P.6 English Test
A. Complete the following sentences using appropriate conditional verb forms.
1. Peter _____ (say) yes if you ask him.
2. Unless he _____ (finish) soon, we won't be able to come.
3. If it _____ (rain), the streets get wet.
4. If I’m tired, I _____ (go) to bed.
5. If he _____ (be) president, he would invest more in education.
6. If I _____ (think) I could do it, I would do it!
7. Alan would invite Mary if it _____ (be) his party.
8. She won't marry Peter if he _____ (ask) her.
9. If you don’t brush your teeth, you _____ (get) cavities.
10. When people ________(smoke) cigarettes, their health suffers.
B.
Circle the correct answer.
1. I wonder what the butterflies (think, thinks) about our goofy dog.
2. Although he likes to chase butterflies, he never (chase, chases) rabbits.
3. The rabbits will (sit, sits) in the yard and (stare, stares) at him.
4. You (know, knows) the rabbits must (laugh, laughs) at him.
5. John and Mary (is, are) knocking on the door.
6. Mary (is, are) late for school.
7. Every man and woman (is, are) standing at attention.
8. The group (is, are) dressed in red.
9. The little boy, who was wearing jeans, (is, are) very stylish.
10. Somebody from the crowd (keep, keeps) throwing ice.
11. Neither of my parents (approve, approves) of that song.
12. Susan thinks everything (looks, look) ready for the party.
13. They think nothing from the store (sell, sells) very well.
14. If we are going to win, more of you (is, are) going to have to hustle.
15. Several of the people attending the dinner (eat, eats) raw oysters.
C. Fill the gaps with the adjectives in brackets
1. No one knew what would happen next. We were all .................................. . (intrigued / intriguing)
2. It was a very ................................. situation. (interested / interesting)
3. There's been some very ................................. news. (surprised / surprising)
4. His mother was ................................. by what she found under his bed. (disgusted / disgusting)
5. Their hamburgers are .................................. (disgusted / disgusting)
6. Dad always arrives home from work completely .................................. . (exhausted / exhausting)
7. He's always showing off. It's really .................................. . (annoyed / annoying)
8. I think Alex is one of the most ................................. people I've ever met. He can't keep still for a second. (annoyed / annoying)
9. I walked into this restaurant and there was Andy with a strange woman. He seemed really .................................. . (embarrassed / embarrassing)
10. She kept talking about her boyfriend problems all night. It was
rather .................................. . (embarrassed / embarrassing)
Part D:
1. Jane ________________ to school by bus. (go).
2. Peter and Sam ________________ in London, they ________________ English. (live, be)
3. Last Summer I ________________ to France, my aunt ________________ there. ( go, work)
4. My sister ________________ cinema, she ________________ concerts (not like, prefer)
5. He ________________ ill yesterday, so I ________________ him to go to the doctor.(feel, tell)
6. Mary always ________________ alone but today she ________________ with Peter. (study)
7. Why ________________? Because I ________________ purse. ( you/cry,) (lose)
8. ________________ me as soon as the taxi arrives? (tell)
9. When Charles ________________ the office, he ________________ a strange man. ( leave, notice)
10. I ________________ Paris since we ________________ you three years ago. (not leave, visit)
Answers:
Part A:
1. Peter will say yes if you ask him.
2. Unless he finishes soon, we won't be able to come.
3. If it rains, the streets get wet.
4. If I'm tired, I go to bed.
5. If he were president, he would invest more in education.
6. If I thought I could do it, I would do it!
7. Alan would invite Mary if it were his party.
8. She won't marry Peter if he asks her.
9. If you don't brush your teeth, you get cavities.
10. When people smoke cigarettes, their health suffers.
Part B:
1. Think
2. Chase
3. sit, stare
4. know, laugh
5. are
6. is
7. is
8. is
9. is
10. keeps
11. approves
12. looks
13. seels
14. are
15. eat
Part C:
1. intrigued
2. interesting
3. surprising
4. disgusted
5. disgusting
6. exhausted
7. annoying
8.
annoying
9. embarrassed
10. embarrassing
Part D:
1. goes
2. live/are
3. went / works
4. doesn´t like / prefers
5. felt / told
6. studies / is studying
7. are you crying / lost
8. tell
9. left/notice
10. haven´t left / visited
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Gaelic Place-Names: 'Uamh'
By Alison Grant
The Gaelic word uamh or uaimh (pronounced oo-av) means 'a cave'. It occurs in place-names such as Uamh an Uisge 'cave of the water' in Sutherland, Uamh an Ard Achadh 'cave of the high pasture' on the Isle of Skye, Uaimh Chrom'curved cave' south of Oban, Uamh Ròn 'seal cave' in Caithness, Uamh an Òir 'cave of gold' in Wester Ross and Uamh nan Gabhar 'cave of the goats' on the Isle of Longa.
The word is also found as the qualifying element in a wide range of place-names, with examples including Ob na h-Uamha 'bay of the cave' in Wester Ross, Allt nan Uamh 'burn of the caves' in Sutherland, Bealach na h-Uamha 'pass of the cave' on the Isle of Harris, Loch nan Uamh 'lake of the caves' near Arisaig, Creag na hUamha 'rock of the cave' in Wester Ross, Cnoc na h-Uamha 'hill of the cave' on the Isle of Jura, Rubha na h-Uamha 'headland of the cave' in Ardnamurchan, Sgurr na h-Uamha, 'rocky peak of the cave' on the Isle of Skye and Beinn na h-Uamha 'mountain of the caves' on the Isle of Lewis.
The word is also attested in the diminutive form uamhag meaning 'a small cave', occurring in place-names such as Loch nan Uamhag 'loch of the small cave' in Wester Ross and Traigh na h-Uamhag 'beach of the small cave' in Sutherland.
Uamh is additionally found in the anglicized form weem in place-names including Pittenweem 'estate of the cave' and Wemyss 'cave place', which are both located in Fife, and Wemyss Bay in Renfrewshire, in which the Scots or English word bay has been added to the original Gaelic name which meant 'cave place' like its counterpart in Fife. However, names such as Hole o' Weems in Glen Clova and Weems Hole near Kirriemuir may be entirely Scots rather than Gaelic in origin, as uamh was also borrowed in the Scots language in the form weem, and is used in Scots to refer to Pictish subterranean dwelling-houses as well as naturally-formed cavities.
Some of the caves with uamh names are of considerable archaeological importance. Uamh an Claonaite 'cave of the sloping rock' in Sutherland is the longest cave in Scotland, where the skeleton of a brown bear believed to be up to
40,000 years old was discovered in the 1990s. The caves at Wemyss in Fife feature Bronze Age Cup-and-ring carvings together with a large number of carvings from the later Pictish period. Similarly, excavations Uamh an Ard Achadhon the Isle of Skye have revealed Iron Age artefacts and burial sites.
Other caves with uamh names have a literary significance. One of the most well known uamh sites is a hill summit in Stirlingshire known as Uamh Mhòr 'big cave' or 'great cave', in reference to a large cavern in the cliff-face. The name is sometimes anglicized as Uam Var, and is referenced in Walter Scott's poem The Lady of the Lake, in which a bounding stag, 'stretching forward free and far, Sought the wild heaths of Uam-Var'. The cave also features in Robert Louis Stevenson's novel Kidnapped, when David Balfour and Alan Breck make their bed in a heather-bush on the hill-side of Uam Var on their way to Edinburgh towards the end of their adventures.
Walter Scott is known to have had a particular fascination with Scottish caves, and visited many of them in the early part of the nineteenth century. His tour including the Spar Cave on the Isle of Skye, which he describes in his poem The Lord of the Isles, and Fingal's Cave on the Isle of Staffa, which is also known by the Gaelic name An Uaimh Bhinn 'the melodious cave', due to the sound of the waves echoing around the massive, vaulted interior of the cave. Scott took tremendous inspiration from these visits, and caves feature prominently in a number of his best-known works, including Waverley, in which the eponymous hero, after going on an expedition to retrieve stolen cattle, awakens in a remote cave called Uaimh an Ri or the King's Cavern 'as the abode of Donald Bean Lean was proudly denominated'.
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Victorian Certifi cate of Education 2015
LITERATURE
Written examination
Friday 6 November 2015
Reading time: 11.45 am to 12.00 noon (15 minutes)
Writing time: 12.00 noon to 2.00 pm (2 hours)
TASK BOOK
Structure of book
* Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, sharpeners and rulers.
* Students are NOT permitted to bring into the examination room: blank sheets of paper, correction fl uid/tape and dictionaries.
* No calculator is allowed in this examination.
Materials supplied
* Task book of 64 pages, including the Assessment criteria and a checklist on page 64.
* One or more answer books. All answer books contain unruled (rough work only) pages for making notes, plans and drafts if you wish.
The task
* You are required to complete two pieces of writing based on two texts selected from the list on pages 2 and 3 of this task book.
* Each text must be chosen from a different section.
* Each piece of writing is worth half of the total assessment for the examination.
Instructions
* Write your student number in the space provided on the front cover(s) of the answer book(s).
* In your answer book(s), clearly indicate the text numbers of your selected texts.
* All written responses must be in English.
At the end of the examination
* Place all other used answer books inside the front cover of one of the used answer books.
* You may keep this task book.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the ex am i na tion room.
Instructions
Write using black or blue pen.
You are required to complete two pieces of writing based on two texts selected from the list on pages 2 and 3. The list is divided into fi ve sections.
The texts you select must be chosen from different sections. You must not write on two texts from the same section. If you answer on two texts from the same section, one of the pieces will be awarded zero marks.
1. Find the texts on which you wish to write.
2. Three passages have been set for every text.
3. The passages are printed in the order in which they appear in the texts.
4. For each of your selected texts, you must use one or more of the passages as the basis for a discussion of that text.
5. In your pieces of writing, refer in detail to the passage or passages and the texts. You may include minor references to other texts.
In your answer book(s), clearly indicate the text numbers of your selected texts.
Table of contents
Section A – Novels
Section C – Short stories
Note
All passages in this examination are reproduced as they appear in the nominated version of the text.
It was a merry, joyous party, and no one seemed in higher spirits than Captain Wentworth. She felt that he had every thing to elevate him, which general attention and deference, and especially the attention of all the young women could do. The Miss Hayters, the females of the family of cousins already mentioned, were apparently admitted to the honour of being in love with him; and as for Henrietta and Louisa, they both seemed so entirely occupied by him, that nothing but the continued appearance of the most perfect good-will between themselves, could have made it credible that they were not decided rivals. If he were a little spoilt by such universal, such eager admiration, who could wonder?
4
Section A – Novels
1 Jane Austen: Persuasion
Use one or more of the passages selected as the basis for a discussion of Persuasion.
1.
The evening ended with dancing. On its being proposed, Anne offered her services, as usual, and though her eyes would sometimes fi ll with tears as she sat at the instrument, she was extremely glad to be employed, and desired nothing in return but to be unobserved.
These were some of the thoughts which occupied Anne, while her fi ngers were mechanically at work, proceeding for half an hour together, equally without error, and without consciousness. Once she felt that he was looking at herself— observing her altered features, perhaps, trying to trace in them the ruins of the face which had once charmed him; and once she knew that he must have spoken of her;—she was hardly aware of it, till she heard the answer; but then she was sure of his having asked his partner whether Miss Elliot never danced? The answer was, "Oh! no, never; she has quite given up dancing. She had rather play. She is never tired of playing." Once, too, he spoke to her. She had left the instrument on the dancing being over, and he had sat down to try to make out an air which he wished to give the Miss Musgroves an idea of. Unintentionally she returned to that part of the room; he saw her, and, instantly rising, said, with studied politeness,
Anne did not wish for more of such looks and speeches. His cold politeness, his ceremonious grace, were worse than any thing.
"I beg your pardon, madam, this is your seat;" and though she immediately drew back with a decided negative, he was not to be induced to sit down again.
* * *
2.
And with a quivering lip he wound up the whole by adding, "Poor Fanny! she would not have forgotten him so soon!"
"It was not in her nature. She doated on him."
"No," replied Anne, in a low feeling voice. "That, I can easily believe."
"It would not be the nature of any woman who truly loved." Captain Harville smiled, as much as to say, "Do you claim that for your sex?" and she answered the question, smiling also, "Yes. We certainly do not forget you, so soon as you forget us. It is, perhaps, our fate rather than our merit. We cannot help ourselves. We live at home, quiet, confi ned, and our feelings prey upon us. You are forced on exertion. You have always a profession, pursuits, business of some sort or other, to take you back into the world immediately, and continual occupation and change soon weaken impressions."
"True," said Anne, "very true; I did not recollect; but what shall we say now, Captain Harville? If the change be not from outward circumstances, it must be from within; it must be nature, man's nature, which has done the business for Captain Benwick."
"Granting your assertion that the world does all this so soon for men, (which, however, I do not think I shall grant) it does not apply to Benwick. He has not been forced upon any exertion. The peace turned him on shore at the very moment, and he has been living with us, in our little family-circle, ever since."
"No, no, it is not man's nature. I will not allow it to be more man's nature than woman's to be inconstant and forget those they do love, or have loved. I believe the reverse. I believe in a true analogy between our bodily frames and our mental; and that as our bodies are the strongest, so are our feelings; capable of bearing most rough usage, and riding out the heaviest weather."
"We shall never agree upon this question"—Captain Harville was beginning to say, when a slight noise called their attention to Captain Wentworth's hitherto perfectly quiet division of the room.
"Your feelings may be the strongest," replied Anne, "but the same spirit of analogy will authorise me to assert that ours are the most tender. Man is more robust than woman, but he is not longer-lived; which exactly explains my view of the nature of their attachments. Nay, it would be too hard upon you, if it were otherwise. You have diffi culties, and privations, and dangers enough to struggle with. You are always labouring and toiling, exposed to every risk and hardship. Your home, country, friends, all quitted. Neither time, nor health, nor life, to be called your own. It would be too hard indeed" (with a faltering voice) "if woman's feelings were to be added to all this."
1 Jane Austen: Persuasion
3.
They might in fact have borne down a great deal more than they met with, for there was little to distress them beyond the want of graciousness and warmth.—Sir Walter made no objection, and Elizabeth did nothing worse than look cold and unconcerned. Captain Wentworth, with fi ve-and-twenty thousand pounds, and as high in his profession as merit and activity could place him, was no longer nobody. He was now esteemed quite worthy to address the daughter of a foolish, spendthrift baronet, who had not had principle or sense enough to maintain himself in the situation in which Providence had placed him, and who could give his daughter at present but a small part of the share of ten thousand pounds which must be hers hereafter.
The only one among them, whose opposition of feeling could excite any serious anxiety, was Lady Russell. Anne knew that Lady Russell must be suffering some pain in understanding and relinquishing Mr. Elliot, and be making some struggles to become truly acquainted with, and do justice to Captain Wentworth. This however was what Lady Russell had now to do. She must learn to feel that she had been mistaken with regard to both; that she had been unfairly infl uenced by appearances in each; that because Captain Wentworth's manners had not suited her own ideas, she had been too quick in suspecting them to indicate a character of dangerous impetuosity; and that because Mr. Elliot's manners had precisely pleased her in their propriety and correctness, their general politeness and suavity, she had been too quick in receiving them as the certain result of the most correct opinions and well regulated mind. There was nothing less for Lady Russell to do, than to admit that she had been pretty completely wrong, and to take up a new set of opinions and of hopes.
Sir Walter indeed, though he had no affection for Anne, and no vanity fl attered, to make him really happy on the occasion, was very far from thinking it a bad match for her. On the contrary, when he saw more of Captain Wentworth, saw him repeatedly by daylight and eyed him well, he was very much struck by his personal claims, and felt that his superiority of appearance might be not unfairly balanced against her superiority of rank; and all this, assisted by his well-sounding name, enabled Sir Walter at last to prepare his pen with a very good grace for the insertion of the marriage in the volume of honour.
* * *
5
Section A – Novels
Daylight began to forsake the red-room; it was past four o'clock, and the beclouded afternoon was tending to drear twilight. I heard the rain still beating continuously on the staircase window, and the wind howling in the grove behind the hall; I grew by degrees cold as a stone, and then my courage sank. My habitual mood of humiliation, self-doubt, forlorn depression, fell damp on the embers of my decaying ire. All said I was wicked, and perhaps I might be so: what thought had I been but just conceiving of starving myself to death? That certainly was a crime: and was I fi t to die? Or was the vault under the chancel of Gateshead Church an inviting bourne? In such vault I had been told did Mr Reed lie buried; and led by this thought to recall his idea, I dwelt on it with gathering dread. I could not remember him; but I knew that he was my own uncle – my mother's brother – that he had taken me when a parentless infant to his house; and that in his last moments he had required a promise of Mrs Reed that she would rear and maintain me as one of her own children. Mrs Reed probably considered she had kept this promise; and so she had, I daresay, as well as her nature would permit her: but how could she really like an interloper, not of her race, and unconnected with her, after her husband's death, by any tie? It must have been most irksome to fi nd herself bound by a hard-wrung pledge to stand in the stead of a parent to a strange child she could not love, and to see an uncongenial alien permanently intruded on her own family group.
6
Section A – Novels
2 Charlotte Brontë: Jane Eyre
Use one or more of the passages selected as the basis for a discussion of Jane Eyre.
1.
I was a discord in Gateshead Hall; I was like nobody there; I had nothing in harmony with Mrs Reed or her children, or her chosen vassalage. If they did not love me, in fact, as little did I love them. They were not bound to regard with affection a thing that could not sympathise with one amongst them; a heterogeneous thing, opposed to them in temperament, in capacity, in propensities; a useless thing, incapable of serving their interest, or adding to their pleasure; a noxious thing, cherishing the germs of indignation at their treatment, of contempt of their judgment. I know that had I been a sanguine, brilliant, careless, exacting, handsome, romping child – though equally dependent and friendless – Mrs Reed would have endured my presence more complacently; her children would have entertained for me more of the cordiality of fellowfeeling; the servants would have been less prone to make me the scapegoat of the nursery.
* * *
2.
Arraigned at my own bar, Memory having given her evidence of the hopes, wishes, sentiments I had been cherishing since last night – of the general state of mind in which I had indulged for nearly a fortnight past; Reason having come forward and told, in her own quiet way, a plain, unvarnished tale, showing how I had rejected the real, and rabidly devoured the ideal; – I pronounced judgment to this effect: –
'You,' I said, 'a favourite with Mr Rochester? You gifted
That a greater fool than Jane Eyre had never breathed the breath of life: that a more fantastic idiot had never surfeited herself on sweet lies, and swallowed poison as if it were nectar.
with the power of pleasing him? You of importance to him in any way? Go! your folly sickens me. And you have derived pleasure from occasional tokens of preference – equivocal tokens shown by a gentleman of family and a man of the world to a dependent and a novice. How dared you? Poor stupid dupe! – Could not even self-interest make you wiser? You repeated to yourself this morning the brief scene of last night? – Cover your face and be ashamed! He said something in praise of your eyes, did he? Blind puppy! Open their bleared lids and look on your own accursed senselessness! It does good to no woman to be fl attered by her superior, who cannot possibly intend to marry her; and it is madness in all women to let a secret love kindle within them, which, if unreturned and unknown, must devour the life that feeds it; and, if discovered and responded to, must lead, ignis-fatuus-like, into miry wilds whence there is no extrication.
'Afterwards, take a piece of smooth ivory – you have one prepared in your drawing-box: take your palette, mix your freshest, finest, clearest tints; choose your most delicate camel-hair pencils; delineate carefully the loveliest face you can imagine; paint it in your softest shades and sweetest hues, according to the description given by Mrs Fairfax of Blanche Ingram: remember the raven ringlets, the oriental eye; – What! you revert to Mr Rochester as a model! Order! No snivel! – no sentiment! – no regret! I will endure only sense and resolution. Recall the august yet harmonious lineaments, the Grecian neck and bust; let the round and dazzling arm be visible, and the delicate hand; omit neither diamond ring nor gold bracelet; portray faithfully the attire, aërial lace and glistening satin, graceful scarf and golden rose: call it, "Blanche, an accomplished lady of rank."
'Listen, then, Jane Eyre, to your sentence: to-morrow, place the glass before you, and draw in chalk your own picture, faithfully, without softening one defect; omit no harsh line, smooth away no displeasing irregularity; write under it, "Portrait of a Governess, disconnected, poor, and plain."
'Whenever, in future, you should chance to fancy Mr Rochester thinks well of you, take out these two pictures and compare them: say, "Mr Rochester might probably win that noble lady's love, if he chose to strive for it; is it likely he would waste a serious thought on this indigent and insignifi cant plebeian?" '
2 Charlotte Brontë: Jane Eyre
3.
'I was in my own room, and sitting by the window, which was open: it soothed me to feel the balmy night-air; though I could see no stars, and only by a vague, luminous haze, knew the presence of a moon. I longed for thee, Janet! Oh, I longed for thee both with soul and fl esh! I asked of God, at once in anguish and humility, if I had not been long enough desolate, affl icted, tormented; and might not soon taste bliss and peace once more. That I merited all I endured, I acknowledged – that I could scarcely endure more, I pleaded; and the alpha and omega of my heart's wishes broke involuntarily from my lips in the words, "Jane! Jane! Jane!" '
'I did, Jane. If any listener had heard me, he would have
'Did you speak these words aloud?'
thought me mad, I pronounced them with such frantic energy.' 'Yes; but the time is of no consequence: what followed is the strange point. You will think me superstitious – some superstition I have in my blood, and always had: nevertheless, this is true – true at least it is that I heard what I now relate.
'And it was last Monday night, somewhere near midnight?'
'As I exclaimed "Jane! Jane! Jane!" a voice – I cannot tell whence the voice came, but I know whose voice it was – replied, "I am coming: wait for me;" and a moment after, went whispering on the wind the words, "Where are you?"
* * *
'I'll tell you, if I can, the idea, the picture these words opened to my mind: yet it is diffi cult to express what I want to express. Ferndean is buried, as you see, in a heavy wood, where sound falls dull, and dies unreverberating. "Where are you?" seemed spoken amongst mountains; for I heard a hillsent echo repeat the words. Cooler and fresher at the moment the gale seemed to visit my brow: I could have deemed that in some wild, lone scene, I and Jane were meeting. In spirit, I believe, we must have met. You no doubt were, at that hour, in unconscious sleep, Jane: perhaps your soul wandered from its cell to comfort mine; for those were your accents, as certain as I live, they were yours!'
7
Section A – Novels
8
Section A – Novels
3 John Fowles: The French Lieutenant's Woman
Use one or more of the passages selected as the basis for a discussion of The French Lieutenant's Woman.
1.
2.
Exactly how the ill-named Mrs Fairley … more Grecian, nickname.
John Fowles, The French Lieutenant's Woman, Vintage Classics, 2005
pp. 20 and 21
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
He glanced again at Sarah … 'We must never meet alone again.'
John Fowles, The French Lieutenant's Woman, Vintage Classics, 2005
pp. 186 and 187
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
3 John Fowles: The French Lieutenant’s Woman
3.
And at the gate … he would recognize Arnold's intent.
John Fowles, The French Lieutenant's Woman, Vintage Classics, 2005
pp. 468 and 469
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
2015 LITERATURE EXAM
"Dick" Melvyn was as renowned for hospitality as joviality, and our comfortable, wide-veranda'ed, irregularly built, slab house in its sheltered nook amid the Timlinbilly Ranges was ever full to overfl owing. Doctors, lawyers, squatters, commercial travellers, bankers, journalists, tourists, and men of all kinds and classes crowded our well-spread board; but seldom a female face, except mother's, was to be seen there, Bruggabrong being a very out-of-the-way place.
10
Section A – Novels
4 Miles Franklin: My Brilliant Career
Use one or more of the passages selected as the basis for a discussion of My Brilliant Career.
1.
2.
My father was a swell in those days—held Bruggabrong, Bin Bin East, and Bin Bin West, which three stations totalled close on 200,000 acres. Father was admitted into swelldom merely by right of his position. His pedigree included nothing beyond a grandfather. My mother, however, was a full-fl edged aristocrat. She was one of the Bossiers of Caddagat, who numbered among their ancestry one of the depraved old pirates who pillaged England with William the Conqueror.
I was both the terror and the amusement of the station. Old boundary-riders and drovers inquire after me with interest to this day.
In flowery language, selected from slang used by the station hands, and long words picked up from our visitors, I propounded unanswerable questions which brought blushes to the cheeks of even tough old wine-bibbers.
I knew everyone's business, and was ever in danger of publishing it at an inopportune moment.
Nothing would induce me to show more respect to an appraiser of the runs than to a boundary-rider, or to a clergyman than a drover. I am the same to this day. My organ of veneration must be fl atter than a pancake, because to venerate a person simply for his position I never did or will. To me the Prince of Wales will be no more than a shearer, unless when I meet him he displays some personality apart from his princeship—otherwise he can go hang.
* * *
"Go on the stage! A grand-daughter of mine! Lucy's eldest child! An actress—a vile, low, brazen hussy! Use the gifts God has given her with which to do good in showing off to a crowd of vile bad men! I would rather see her struck dead at my feet this instant! I would rather see her shear off her hair and enter a convent this very hour. Child, promise you will never be a bold bad actress."
"Yes," she continued, calming down, "I'm sure you have not enough bad in you. You may be boisterous, and not behave with suffi cient propriety sometimes, but I don't think you are wicked enough to ever make an actress."
"I will never be a bold bad actress, grannie," I said, putting great stress on the adjectives, and bringing out the actress very faintly.
Everard attempted to defend his case.
"Career!" exclaimed his foster-mother, catching at the word. "Career! That is all girls think of now, instead of being good wives and mothers and attending to their homes and doing what God intended. All they think of is gadding about and being fast, and ruining themselves body and soul. And the men are as bad to encourage them," looking severely at Everard.
"Look here, gran, that's a very exploded old notion about the stage being a low profession. It might have been once, but it is quite the reverse nowadays. There are, of course, low people on the stage, as there are in all walks of life. I grant you that; but if people are good they can be good on the stage as well as anywhere else. On account of a little prejudice it would be a sin to rob Sybylla of the brilliant career she might have."
"There is a great deal of truth in what you say, gran, I admit. You can apply it to many of our girls, I am sorry to confess, but Sybylla could not be brought under that classifi cation. You must look at her in a different way. If—"
4 Miles Franklin: My Brilliant Career
3.
Ah, thou cruel fi end—Ambition! Desire!
Soul of the leaping fl ame, Heart of the scarlet fi re, Spirit that hath for name Only the name—Desire!
To hot young hearts beating passionately in strong breasts, the sweetest thing is motion.
Would that hot dreary day never close? What advantage when it did? The next and the next and many weeks of others just the same were following hard after.
No, that part of me went beyond my mother's understanding. On the other hand, there was a part of my mother—her brave cheerfulness, her trust in God, her heroic struggle to keep the home together—which went soaring on beyond my understanding, leaving me a coward weakling, grovelling in the dust.
If the souls of lives were voiced in music, there are some that none but a great organ could express, others the clash of a full orchestra, a few to which nought but the refi ned and exquisite sadness of a violin could do justice. Many might be likened unto common pianos, jangling and out of tune, and some to the feeble piping of a penny whistle, and mine could be told with a couple of nails in a rusty tin-pot.
Why do I write? For what does any one write? Shall I get a hearing? If so—what then?
I have voiced the things around me, the small-minded thoughts, the sodden round of grinding tasks—a monotonous, purposeless, needless existence. But patience, O heart, surely I can make a purpose! For the present, of my family I am the most suited to wait about common public-houses to look after my father when he is inebriated. It breaks my mother's heart to do it; it is dangerous for my brothers; imagine Gertie in such a position! But me it does not injure, I have the faculty for doing that sort of thing without coming to harm, and if it makes me more bitter and godless, well, what matter?
* * *
11
Section A – Novels
Section A – Novels
5 Gabriel García Márquez: Love in the Time of Cholera
Use one or more of the passages selected as the basis for a discussion of Love in the Time of Cholera.
1.
2.
In reality, Fermina Daza knew very little about this taciturn suitor … but the letter was so explicit that there was no way to avoid it.
Gabriel García Márquez, Love in the Time of Cholera, Edith Grossman (trans.), Penguin, 2007
pp. 66 and 67
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Three days later, in Paris … the awful consciousness that he was also as mortal.
Gabriel García Márquez, Love in the Time of Cholera, Edith Grossman (trans.), Penguin, 2007
pp. 113 and 114
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
5 Gabriel García Márquez: Love in the Time of Cholera
3.
It was a six-page letter … but the alpha and omega, an end in itself.
Gabriel García Márquez, Love in the Time of Cholera, Edith Grossman (trans.), Penguin, 2007 pp. 292 and 293
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
6 Cormac McCarthy: All the Pretty Horses
Use one or more of the passages selected as the basis for a discussion of All the Pretty Horses.
1.
2.
You cant outride a thunderstorm … Just settin here, he said.
,
Cormac McCarthy, All the Pretty Horses Pan Macmillan, 2010
p. 71
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
I had no one to advise me … I am the one who gets to say.
,
Cormac McCarthy, All the Pretty Horses Pan Macmillan, 2010
pp. 140 and 141
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
6 Cormac McCarthy: All the Pretty Horses
3.
He lay in the dark thinking … but there was no place to go anyway.
Cormac McCarthy, All the Pretty Horses,
Pan Macmillan, 2010 pp. 210 and 211
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
7 Michael Ondaatje: The Cat’s Table
Use one or more of the passages selected as the basis for a discussion of The Cat's Table.
1.
2.
One afternoon he gathered the three of us … in the darkness of the hold.
Michael Ondaatje, The Cat's Table Jonathan Cape, 2011,
pp. 50 and 51
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
For what I saw in the paintings … we were saying to all of them. Goodbye.
Michael Ondaatje, The Cat's Table Jonathan Cape, 2011,
pp. 141–143
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
7 Michael Ondaatje:
The Cat's Table
3.
Over the years, confusing fragments … 'Maybe I did.'
Michael Ondaatje, The Cat's Table Jonathan Cape, 2011,
pp. 274 and 275
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section A – Novels
2015 LITERATURE EXAM
Section A – Novels
8 Kim Scott: That Deadman Dance
Use one or more of the passages selected as the basis for a discussion of That Deadman Dance.
1.
2.
Now the young men appeared from behind some bushes, standing in a line just like in that dance from over the ocean horizon, that Dead Man Dance. It was very quiet, the wind and the waves hushing them all. Wooral and Bobby were in the middle of the line of dancers, and Bobby the youngest.
Emu dance fi rst: the men did it together, sat back and took turns, each man with his arm extended, bent at the wrist, and moving like the neck of an emu. No special dances, and not the Dead Man Dance, though many were thinking of that one, hoping this important friend might lead them in something like that. And after the dance where men show their strength, standing on one leg, almost motionless but for the muscles quivering under their skin, Bobby started playing. He did his shipboard dance: the rise and fall. The boys caught on, bobbing like things fl oating in the water and the wave moving along them; and Bobby took little steps side to side, like on the deck of a ship. The men lay down, and Bobby walked across their moving bodies, like the boat in the harbour going from ship to shore. Walking on the waves, see? And then he was staggering side to side and mimed lifting a bottle to his lips: that dance the sailors do.
Then came the singing.
The singers tried hard not to laugh, and sometimes took up the rhythm and sound of some other dance, some safe dance, to get everyone back to a less cheeky repertoire. Time and time again they took the dancers back to the test of strength, one man standing motionless with the muscles quivering under his skin while the others stomped the ground, releasing all their strength into it.
Bobby improvised soon as the singers relented, sang for himself until the Elders took it up, and in his dance was rolling side to side, awash on the deck. Then he was walking, plodding—all the young men joined in, a single line behind, doing the journeys Cross took them on, walking walking walking ever outwards and away. They gathered around Bobby like curious spirits as he plucked fl owers and feathers, and turned the pages of a book. Faces turned to Cross, and he did look embarrassed, too. And after each improvisation, everyone still laughing at Bobby and his cheek, the singers brought the dancers back, and again it was Bobby everyone looked at, standing on one leg, his muscles quivering and jumping under the skin. Bobby stayed and stayed and never moved from that one spot until the singers fi nally released him. All that concentrated power, and he just a boy.
* * *
Someone went down with Menak's spear in their thigh and it was like a storm settling, the wind and sea dying down. Menak's touch yet again, his power, see? Blame was not to be found here. The wounded man lay while his family snapped the spear off, casting resentful glances at Menak and the people around him. They dawdled away muttering, not quite enemies, the lame one half-carried, half-leaning on his brothers.
He had retrieved most of his spears. Their guns would be good. A fi ne skill, shooting. And only the quickest can dodge powder and ball. These pale horizon people will help us. Thinking aloud, he said as much to little Bobby.
They would be back, and if not them then one of the other families surrounding them here, this womb of their home. And Menak wondered again if it was wise to allow these other strangers to remain so long, these pale horizon people. True, they chose to camp where Menak or anyone else would not— beside the water in the coldest winds and yet where the sun does not reach until late morning. The water is deepest there, too, but a poor place for spearing fi sh. They had been there a long time, with the air in their huts growing stale, their food old, and shit spilling from the ground around them. These men, from the ocean horizon or wherever it is they come, they do not leave even when the rains come and that wind blows across the water right into their camp. Yet they would have our women, Menak knows that. Perhaps when the whales and cold again return, perhaps they will leave. Or offer a little more.
Yes.
8 Kim Scott: That Deadman Dance
3.
Several sheep were missing; Skelly counted once more and confi rmed the loss. Was this the same thing as at Close-byisland just starting up? He'd had no news from there, nor from King George Town for how long now? Days? A week or more? Chaine would expect to see signs of progress when he eventually arrived.
He found Bobby patting the dog at the shed where Skelly had rigged up an anvil and workbench. So much for the guard dog, thought Skelly. Maybe he needed to get a dog like that one Killam gave Menak all those years ago, that barked at everything.
Skelly stomped around the pen, looking for a hole or some sort of break in the brush fence but there was nothing, and they'd been counted in last night.
Bobby looked up, surprised. Grinned.
Clearly, the black boy's English was reverting to type, probably because he was spending more and more time with his own kind. But yes, of course Skelly wanted to see such evidence. It'd be even better if he could catch them red-handed. He had Bobby wait a moment while he fetched and loaded his rifl e.
I been see some fellas eating your sheeps, Mr Skelly, he said. And I wanna help you and make friends again too many.
Gunna shoot them, then?
But just one sheep maybe, when you killing all the kangaroos far as people walk.
If need be.
Skelly didn't answer.
Bobby led the way, barely glancing at the ground.
Bobby showed him where the brush fence had been dismantled and then repaired. He pointed out tracks, though Skelly could see nothing. They from far away, this mob, Bobby reckoned. Well, no surprises in that, thought Skelly. He's not going to blame his own family or friends, is he?
Will they still be there, Bobby? Did you actually see them with the sheep?
Not too fast, then.
No, I just seen the ashes and the eaten-up sheep.
Skelly had his eyes peeled. Was wary of where he was led. It was a convoluted journey, and an area of Chaine's land that he did not know.
They found the ashes of a fi re, but no sign of sheep.
You sure you know where you're going, Bobby?
So they ate it up, bones and all!
Well, what good is this? Will we chase nothing all day?
Sheep here this morning, Bobby said and pointed to the ground. Someone carrying something away on his shoulder.
Okay. Boorda.
Bobby!
He was gone, quick as that. Damn.
* * *
Section A – Novels
Section A – Novels
9 Virginia Woolf: Mrs Dalloway
Use one or more of the passages selected as the basis for a discussion of Mrs Dalloway.
1.
2.
How many million times she had seen her face, and always with the same imperceptible contraction! She pursed her lips when she looked in the glass. It was to give her face point. That was her self – pointed; dartlike; defi nite. That was her self when some effort, some call on her to be her self, drew the parts together, she alone knew how different, how incompatible and composed so for the world only into one centre, one diamond, one woman who sat in her drawing-room and made a meetingpoint, a radiancy no doubt in some dull lives, a refuge for the lonely to come to, perhaps; she had helped young people, who were grateful to her; had tried to be the same always, never showing a sign of all the other sides of her – faults, jealousies, vanities, suspicions, like this of Lady Bruton not asking her to lunch; which, she thought (combing her hair fi nally), is utterly base! Now, where was her dress?
Strange, she thought, pausing on the landing, and assembling that diamond shape, that single person, strange how a mistress knows the very moment, the very temper of her house! Faint sounds rose in spirals up the well of the stairs; the swish of a mop; tapping; knocking; a loudness when the front door opened; a voice repeating a message in the basement; the chink of silver on a tray; clean silver for the party. All was for the party.
Her evening dresses hung in the cupboard. Clarissa, plunging her hand into the softness, gently detached the green dress and carried it to the window. She had torn it. Some one had trod on the skirt. She had felt it give at the Embassy party at the top among the folds. By artifi cial light the green shone, but lost its colour now in the sun. She would mend it. Her maids had too much to do. She would wear it to-night. She would take her silks, her scissors, her – what was it? – her thimble, of course, down into the drawing-room, for she must also write, and see that things generally were more or less in order.
(And Lucy, coming into the drawing-room with her tray held out, put the giant candlesticks on the mantel-piece, the silver casket in the middle, turned the crystal dolphin towards the clock. They would come; they would stand; they would talk in the mincing tones which she could imitate, ladies and gentlemen. Of all, her mistress was loveliest – mistress of silver, of linen, of china, for the sun, the silver, doors off their hinges, Rumpelmayer's men, gave her a sense, as she laid the paper-knife on the inlaid table, of something achieved. […]
* * *
He had never felt so happy in the whole of his life! Without a word they made it up. They walked down to the lake. He had twenty minutes of perfect happiness. Her voice, her laugh, her dress (something fl oating, white, crimson), her spirit, her adventurousness; she made them all disembark and explore the island; she startled a hen; she laughed; she sang. And all the time, he knew perfectly well, Dalloway was falling in love with her; she was falling in love with Dalloway; but it didn't seem to matter. Nothing mattered. They sat on the ground and talked – he and Clarissa. They went in and out of each other's minds without any effort. And then in a second it was over. He said to himself as they were getting into the boat, 'She will marry that man,' dully, without any resentment; but it was an obvious thing. Dalloway would marry Clarissa.
For himself, he was absurd. His demands upon Clarissa (he could see it now) were absurd. He asked impossible things. He made terrible scenes. She would have accepted him still, perhaps, if he had been less absurd. Sally thought so. She wrote him all that summer long letters; how they had talked of him; how she had praised him, how Clarissa burst into tears! It was an extraordinary summer – all letters, scenes, telegrams – arriving at Bourton early in the morning, hanging about till the servants were up; appalling tête-à-têtes with old Mr. Parry at breakfast; Aunt Helena formidable but kind; Sally sweeping him off for talks in the vegetable garden; Clarissa in bed with headaches.
Dalloway rowed them in. He said nothing. But somehow as they watched him start, jumping on to his bicycle to ride twenty miles through the woods, wobbling off down the drive, waving his hand and disappearing, he obviously did feel, instinctively, tremendously, strongly, all that; the night; the romance; Clarissa. He deserved to have her.
9 Virginia Woolf: Mrs Dalloway
3.
Burn them! he cried. Now for his writings; how the dead sing behind rhododendron bushes; odes to Time; conversations with Shakespeare; Evans, Evans, Evans – his messages from the dead; do not cut down trees; tell the Prime Minister. Universal love: the meaning of the world. Burn them! he cried.
Even if they took him, she said, she would go with him. They could not separate them against their wills, she said.
But Rezia laid her hands on them. Some were very beautiful, she thought. She would tie them up (for she had no envelope) with a piece of silk.
Shuffl ing the edges straight, she did up the papers, and tied the parcel almost without looking, sitting close, sitting beside him, he thought, as if all her petals were about her. She was a fl owering tree; and through her branches looked out the face of a lawgiver, who had reached a sanctuary where she feared no one; not Holmes; not Bradshaw; a miracle, a triumph, the last and greatest. Staggering he saw her mount the appalling staircase, laden with Holmes and Bradshaw, men who never weighed less than eleven stone six, who sent their wives to Court, men who made ten thousand a year and talked of proportion; who differed in their verdicts (for Holmes said one thing, Bradshaw another), yet judges they were; who mixed the vision and the sideboard; saw nothing clear, yet ruled, yet infl icted. Over them she triumphed.
And, she said, nothing should separate them. She sat down beside him and called him by the name of that hawk or crow which being malicious and a great destroyer of crops was precisely like him. No one could separate them, she said.
'There!' she said. The papers were tied up. No one should get at them. She would put them away.
Then she got up to go into the bedroom to pack their things, but hearing voices downstairs and thinking that Dr. Holmes had perhaps called, ran down to prevent him coming up.
'My dear lady, I have come as a friend,' Holmes was saying.
Septimus could hear her talking to Holmes on the staircase.
'No. I will not allow you to see my husband,' she said.
'My dear lady, allow me . . .' Holmes said, putting her aside (Holmes was a powerfully built man).
He could see her, like a little hen, with her wings spread barring his passage. But Holmes persevered.
Holmes was coming upstairs. Holmes would burst open the door. Holmes would say, 'In a funk, eh?' Holmes would get him.
* * *
Section A – Novels
22
Section B – Plays
10 Aeschylus: Agamemnon
Use one or more of the passages selected as the basis for a discussion of Agamemnon.
1.
2.
CLYTAEMNESTRA
when a woman sits at home and the man is gone,
:
[…] First,
[…]
O the ecstasy, to fl ee the yoke of Fate!
Aeschylus, 'Agamemnon', in The Oresteia, Robert Fagles (trans.), Penguin Classics, 1979
pp. 135 and 136
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
CASSANDRA
: […] Look, you see them nestling at the threshold?
[…]
You will see him dead.
Aeschylus, 'Agamemnon', in The Oresteia, Robert Fagles (trans.), Penguin Classics, 1979
pp. 152 and 153
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
10 Aeschylus: Agamemnon
3.
CLYTAEMNESTRA:
[…] He had no way to fl ee or fi ght his destiny –
[…]
name one charge you brought against him then.
Aeschylus, 'Agamemnon', in The Oresteia, Robert Fagles (trans.), Penguin Classics, 1979
pp. 161–163
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section B – Plays
Section B – Plays
11 Edward Albee: Who's Afraid of Virginia Woolf?
Use one or more of the passages selected as the basis for a discussion of Who's Afraid of Virginia Woolf?.
1.
2.
MARTHA: Hello. C'mon over here and give your mommy a big sloppy kiss.
[…]
GEORGE […] Just don't start on the bit, that's all.
,
Edward Albee, Who's Afraid of Virginia Woolf? Vintage, 2001
pp. 7 and 8
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
NICK
: Good advice! From you? Oh boy! [Starts to laugh. ]
[…]
Ha, ha! Bravo! Ha, ha! [Laughs on.]
Edward Albee, Who’s Afraid of Virginia Woolf? Vintage, 2001,
pp. 61 and 62
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section B – Plays
11 Edward Albee: Who’s Afraid of Virginia Woolf?
3.
MARTHA: YOU CAN'T KILL HIM! YOU CAN'T HAVE HIM DIE! […]
HONEY: Amen.
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section B – Plays
12 Henrik Ibsen: A Doll's House
Use one or more of the passages selected as the basis for a discussion of A Doll's House.
1.
2.
NORA
MRS LINDE: I think it's rash to do something without his knowing . . .
[sitting up]: Is it rash to save your husband's life?
NORA: But I couldn't possibly let him know. Good heavens, don't you see? – it would never have done for him to realize how ill he was. It was to me that the doctors came; they said that his life was in danger and that the only way to save him was to take him to the south. Do you think I didn't try to wheedle him into it fi rst? I told him how nice it would be for me to have a holiday abroad like all the other young wives. I tried tears and entreaties – I told him that he really ought to think about my condition – that he must be a dear and do what I asked. I hinted that he could easily borrow the money. But then, Kristina, he nearly lost his temper, he told me I was frivolous, and that it was his duty as a husband not to give in to what I believe he called my 'whims and fancies'. 'All right,' I thought, 'but your life must be saved somehow.' And then I thought of a way . . .
NORA: No – it was just then that Papa died. I'd always meant to tell him about it and ask him not to give me away, but he was so ill . . . and I'm afraid in the end there was no need.
MRS LINDE: But surely your father must have told him that the money didn't come from him?
MRS LINDE
NORA: Good heavens no, how could I? When he's so strict about that sort of thing. . . . Besides, Torvald has his pride – most men have – he'd be terribly hurt and humiliated if he thought he owed anything to me. It'd spoil everything between us, and our lovely happy home would never be the same again. MRS LINDE: Aren't you ever going to tell him?
: And you’ve
never told your husband?
NORA [thoughtfully, with a little smile]: Well – one day, perhaps. But not for a long time.When I'm not pretty any more. No, you mustn't laugh. What I mean, of course, is when Torvald isn't as fond of me as he is now – when my dancing and dressing up and reciting don't amuse him any longer. It might be a good thing, then, to have something up my sleeve . . . [breaking off]. But that's nonsense – that time'll never come. Well, Kristina, what do you think of my great secret? Am I still no use? What's more, you can take my word for it that it's all been a great worry to me – it hasn't been at all easy to meet all my obligations punctually. In business, you know, there are things called 'quarterly payments' and 'instalments', and they're always dreadfully hard to meet, so you see, I've had to scrape together a little bit here and a little bit there, whenever I could. I couldn't save much out of the housekeeping money, because Torvald has to live properly, and I couldn't have the children looking shabby. I didn't feel I could touch the money that I had for my little darlings. MRS LINDE: So it all had to come out of your own pocketmoney? Poor Nora.
* * *
NORA: All today and all tomorrow, you mustn't think of anything else but me. You mustn't open any letters – you mustn't even open the letter-box.
HELMER: Ah, you're still afraid of that man.
NORA
HELMER: Nora, I can see by your face that there's a letter from him already.
: Oh yes, that as well.
NORA: There may be – I don't know. But you mustn't read anything like that now; we won't let anything horrid come between us till this is all over.
RANK
HELMER
HELMER [putting his arm round her]: My baby shall have her own way. But tomorrow night, after you've danced –
[quietly to
]: You'd better not upset her.
NORA
MAID
[
NORA
: Then you'll be free.
: We'll have champagne, Helena.
MAID
: Very good, Madam. [
at the door on the right]: Dinner is served, Madam.
She goes. ]
HELMER
NORA: A champagne supper – lasting till dawn. [Calling] And some macaroons, Helena – lots and lots, just for once. HELMER [taking her hands]: Now, now, now! You mustn't be so wild and excitable. Be my own little skylark again.
: Well, well – so we're having a banquet!
NORA: Oh yes, I will. But go into the dining-room now – and you too, Dr Rank. Kristina, you must help me put my hair straight.
HELMER: Oh no, my dear fellow. I've told you – she gets overexcited, like a child.
RANK [quietly as they go]: There isn't anything . . .? I mean, she's not expecting . . .?
[They go out to the right.]
MRS LINDE: He's gone out of town.
NORA: Well?
NORA: I saw it in your face.
After all, it's a wonderful thing to be waiting for a miracle. MRS LINDE: What is it you're expecting?
MRS LINDE: He'll be back tomorrow night; I left a note for him. NORA: You should have let things alone – not tried to stop them.
NORA: You wouldn't understand. Go in and join the others – I'll come in a minute.
NORA [standing for a moment as if to collect herself, then looking at her watch]: Seven hours till midnight. Then twenty-four hours till midnight tomorrow. Then the tarantella will be over. Twenty-four and seven . . . thirty-one hours to live.
[MRS LINDE goes into the dining-room.]
HELMER [at the door on the right]: But where's my little skylark?
NORA [going to him with arms outstretched]: Here she is!
12 Henrik Ibsen: A Doll's House
3.
NORA: Ah, Torvald, you're not the man to teach me to be a real wife to you –
NORA: – and how am I fi tted to bring up the children?
HELMER: How can you say that?
HELMER
NORA: Didn't you say yourself, a little while ago, that you daren't trust them to me?
: Nora!
HELMER: That was in a moment of anger – you mustn't pay any attention to that.
HELMER [leaping to his feet]: What's that you say?
NORA: But you were perfectly right – I'm not fi t for it. There's another task that I must fi nish fi rst – I must try to educate myself. And you're not the man to help me with that; I must do it alone. That's why I'm leaving you.
NORA: I must stand on my own feet if I'm to get to know myself and the world outside. That's why I can't stay here with you any longer.
NORA: I want to go at once. I'm sure Kristina will take me in for the night.
HELMER: Nora – Nora . . .!
HELMER: You're out of your mind. I won't let you – I forbid it. NORA: It's no good your forbidding me anything any longer. I shall take the things that belong to me, but I'll take nothing from you – now or later.
NORA: Tomorrow I shall go home – to my old home, I mean – it'll be easier for me to fi nd something to do there.
HELMER: But this is madness . . .
HELMER
NORA: I must try to get some experience, Torvald.
: Oh, you blind, inexperienced creature . . .!
HELMER
children. . . . You haven't thought of what people will say.
: But to leave your home – your husband and your
NORA: I can't consider that. All I know is that this is necessary for me.
NORA: What do you consider is my most sacred duty?
HELMER: But this is disgraceful. Is this the way you neglect your most sacred duties?
HELMER: Do I have to tell you that? Isn't it your duty to your husband and children?
NORA
HELMER: You can't have. What duty do you mean?
: I have another duty, just as sacred.
NORA: My duty to myself.
* * *
Section B – Plays
Section B – Plays
13 Eugène Ionesco: Rhinoceros
Use one or more of the passages selected as the basis for a discussion of Rhinoceros.
1.
JEAN: My dear man, everybody has to work.
[…]
each repeating in swift succession: 'Oh, a rhinoceros!']
Eugène Ionesco, 'Rhinoceros', Derek Prouse (trans.), in Rhinoceros, The Chairs, The Lesson, Penguin Modern Classics, 2000
pp. 12–14
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
2.
DUDARD: It's understandable that you've got a migraine […]
a game – who knows?
Eugène Ionesco, 'Rhinoceros', Derek Prouse (trans.), in Rhinoceros, The Chairs, The Lesson, Penguin Modern Classics, 2000
pp. 86–88
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
13 Eugène Ionesco: Rhinoceros
3.
DAISY [calming down]: We must be sensible.
[…]
BERENGER: […] And the proof is that you understand me when I speak to you.
Eugène Ionesco, 'Rhinoceros', Derek Prouse (trans.), in Rhinoceros, The Chairs, The Lesson, Penguin Modern Classics, 2000
pp. 118 and 119
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section B – Plays
Section B – Plays
14 William Shakespeare: Antony and Cleopatra
Use one or more of the passages selected as the basis for a discussion of Antony and Cleopatra.
1.
2.
PHILO Nay, but this dotage of our general's O'erfl ows the measure. Those his goodly eyes, That o'er the fi les and musters of the war Have glowed like plated Mars, now bend, now turn The offi ce and devotion of their view Upon a tawny front. His captain's heart, Which in the scuffl es of great fi ghts hath burst The buckles on his breast, reneges all temper And is become the bellows and the fan To cool a gipsy's lust.
Flourish. Enter ANTONY, CLEOPATRA, her LADIES [CHARMIAN and IRAS, and] the train, with eunuchs fanning her
Look where they come. Take but good note, and you shall see in him The triple pillar of the world transformed Into a strumpet's fool. Behold and see. CLEOPATRA If it be love indeed, tell me how much. ANTONY There's beggary in the love that can be reckoned. CLEOPATRA I'll set a bourn how far to be beloved. ANTONY Then must thou needs fi nd out new heaven, new earth.
Enter a
MESSENGER
MESSENGER
News, my good lord, from Rome.
ANTONY
Grates me! The sum.
CLEOPATRA
Nay, hear them, Antony. Fulvia perchance is angry, or who knows If the scarce-bearded Caesar have not sent His powerful mandate to you, 'Do this, or this; Take in that kingdom and enfranchise that; Perform't, or else we damn thee.'
ANTONY
How, my love?
CLEOPATRA
You must not stay here longer; your dismission Is come from Caesar. Therefore hear it, Antony. Where's Fulvia's process? – Caesar's I would say. Both? Call in the messengers. As I am Egypt's queen, Thou blushest, Antony, and that blood of thine Is Caesar's homager; else so thy cheek pays shame When shrill-tongued Fulvia scolds. The messengers!
Perchance? Nay, and most like.
ANTONY Let Rome in Tiber melt and the wide arch Of the ranged empire fall! Here is my space. Kingdoms are clay; our dungy earth alike Feeds beast as man. The nobleness of life Is to do thus, when such a mutual pair And such a twain can do't – in which I bind, On pain of punishment, the world to weet We stand up peerless.
CLEOPATRA
* * *
Excellent falsehood! Why did he marry Fulvia, and not love her? I'll seem the fool I am not. Antony Will be himself.
ANTONY
CLEOPATRA Ah, dear, if I be so, From my cold heart let heaven engender hail, And poison it in the source, and the fi rst stone Drop in my neck; as it determines, so Dissolve my life! The next Caesarion smite, Till by degrees the memory of my womb, Together with my brave Egyptians all, By the discandying of this pelleted storm Lie graveless till the fl ies and gnats of Nile Have buried them for prey!
Cold-hearted toward me?
ANTONY
I am satisfi ed. Caesar sits down in Alexandria, where I will oppose his fate. Our force by land Hath nobly held; our severed navy too Have knit again, and fl eet, threat'ning most sea-like. Where hast thou been, my heart? Dost thou hear, lady? If from the fi eld I shall return once more To kiss these lips, I will appear in blood; I and my sword will earn our chronicle. There's hope in't yet.
CLEOPATRA
ANTONY I will be treble-sinewed, hearted, breathed, And fi ght maliciously. For when mine hours Were nice and lucky, men did ransom lives Of me for jests; but now I'll set my teeth And send to darkness all that stop me. Come, Let's have one other gaudy night. Call to me All my sad captains. Fill our bowls once more; Let's mock the midnight bell.
That's my brave lord!
CLEOPATRA
I had thought t'have held it poor; but since my lord
It is my birthday.
Is Antony again, I will be Cleopatra.
ANTONY
We will yet do well.
CLEOPATRA
[To Attendants] Call all his noble captains to my lord.
ANTONY
The wine peep through their scars. Come on, my queen,
Do so; we'll speak to them, and tonight I'll force
There's sap in't yet. The next time I do fi ght
Even with his pestilent scythe.
I'll make Death love me, for I will contend
Exeunt[all but Enobarbus]
ENOBARBUS Now he'll outstare the lightning. To be furious Is to be frighted out of fear, and in that mood The dove will peck the estridge; and I see still A diminution in our captain's brain Restores his heart. When valour preys on reason, It eats the sword it fi ghts with. I will seek Some way to leave him.
Exit
Section B – Plays
14 William Shakespeare: Antony and Cleopatra
3.
Section B – Plays
15 William Shakespeare: Coriolanus
Use one or more of the passages selected as the basis for a discussion of Coriolanus
1.
MENENIUS
The senators of Rome are this good belly, And you the mutinous members. For examine Their counsels and their cares, disgest things rightly Touching the weal o' th' common, you shall fi nd No public benefi t which you receive But it proceeds or comes from them to you, And no way from yourselves. What do you think, You, the great toe of this assembly?
FIRST CITIZEN
I the great toe! Why the great toe?
MENENIUS
For that, being one o' th' lowest, basest, poorest
Thou rascal, that art worst in blood to run,
Of this most wise rebellion, thou goest foremost.
Lead'st fi rst to win some vantage.
Rome and her rats are at the point of battle;
But make you ready your stiff bats and clubs:
The one side must have bale.
Enter Caius Martius. Hail, noble Martius!
MARTIUS
Thanks. What's the matter, you dissentious rogues, That, rubbing the poor itch of your opinion, Make yourselves scabs?
FIRST CITIZEN
We have ever your good word.
MARTIUS He that will give good words to thee will fl atter Beneath abhorring. What would you have, you curs, That like nor peace nor war? The one affrights you, The other makes you proud. He that trusts to you, Where he should fi nd you lions, fi nds you hares; Where foxes, geese. You are no surer, no, Than is the coal of fi re upon the ice, Or hailstone in the sun. Your virtue is To make him worthy whose offense subdues him And curse that justice did it. Who deserves greatness Deserves your hate; and your affections are A sick man's appetite, who desires most that Which would increase his evil. He that depends Upon your favors swims with fi ns of lead And hews down oaks with rushes. Hang ye! Trust ye? With every minute you do change a mind, And call him noble that was now your hate, Him vile that was your garland. What's the matter, That in these several places of the city You cry against the noble Senate, who, Under the gods, keep you in awe, which else Would feed on one another? What's their seeking?
* * *
2.
CORIOLANUS
The fi res i' th' lowest hell fold in the people!
Within thine eyes sat twenty thousand deaths,
Call me their traitor, thou injurious tribune!
In thy hands clutched as many millions, in "Thou liest" unto thee with a voice as free
Thy lying tongue both numbers, I would say
As I do pray the gods.
SICINIUS
Mark you this, people?
ALL
To th' rock, to th' rock with him!
SICINIUS Peace! We need not put new matter to his charge. What you have seen him do and heard him speak, Beating your offi cers, cursing yourselves, Opposing laws with strokes, and here defying Those whose great power must try him – even this, So criminal and in such capital kind, Deserves th' extremest death.
BRUTUS
Served well for Rome –
But since he hath
CORIOLANUS
What do you prate of service?
BRUTUS
I talk of that, that know it.
CORIOLANUS
You?
MENENIUS
Is this the promise that you made your mother?
COMINIUS
Know, I pray you –
As much as in him lies, from time to time Envied against the people, seeking means To pluck away their power; as now at last Given hostile strokes, and that not in the presence Of dreaded justice, but on the ministers That doth distribute it; i' th' name o' th' people And in the power of us the tribunes, we, Even from this instant, banish him our city, In peril of precipitation From off the rock Tarpeian, never more To enter our Rome gates. I' th' people's name, I say it shall be so.
CORIOLANUS I'll know no further. Let them pronounce the steep Tarpeian death, Vagabond exile, fl aying, pent to linger But with a grain a day – I would not buy Their mercy at the price of one fair word; Nor check my courage for what they can give, To have't with saying "Good morrow." SICINIUS For that he has,
ALL
It shall be so! it shall be so! Let him away! He's banished, and it shall be so!
* * *
.
15 William Shakespeare: Coriolanus
3.
CORIOLANUS O mother, mother! What have you done? Behold, the heavens do ope, The gods look down, and this unnatural scene They laugh at. O my mother, mother! O! You have won a happy victory to Rome; But for your son – believe it, O believe it! – Most dangerously you have with him prevailed, If not most mortal to him. But let it come. Aufi dius, though I cannot make true wars, I'll frame convenient peace. Now, good Aufi dius, Were you in my stead, would you have heard A mother less? Or granted less, Aufi dius? AUFIDIUS
I was moved withal.
CORIOLANUS
And, sir, it is no little thing to make
I dare be sworn you were!
Mine eyes to sweat compassion. But, good sir,
I'll not to Rome, I'll back with you; and pray you,
What peace you'll make, advise me. For my part,
Stand to me in this cause. O mother! wife!
AUFIDIUS
I am glad thou hast set thy mercy and thy honor At difference in thee. Out of that I'll work Myself a former fortune.
[Aside]
CORIOLANUS [To Volumnia] Ay, by and by. But we will drink together; and you shall bear A better witness back than words, which we, On like conditions, will have counter-sealed. Come, enter with us. Ladies, you deserve To have a temple built you. All the swords In Italy, and her confederate arms, Could not have made this peace.
* * *
Section B – Plays
Exeunt.
Section B – Plays
16 George Bernard Shaw: Pygmalion
Use one or more of the passages selected as the basis for a discussion of Pygmalion.
1.
MRS PEARCE [resolutely] You must be reasonable, Mr Higgins: really you must. You cant walk over everybody like this.
succeeded by a zephyr of amiable surprise.
Higgins, thus scolded, subsides. The hurricane is
HIGGINS [with professional exquisiteness of modulation] I walk over everybody! My dear Mrs Pearce, my dear Pickering, I never had the slightest intention of walking over anyone. All I propose is that we should be kind to this poor girl. We must help her to prepare and fi t herself for her new station in life. If I did not express myself clearly it was because I did not wish to hurt her delicacy, or yours.
MRS PEARCE [to Pickering] Well, did you ever hear anything like that, sir?
Liza, reassured, steals back to her chair.
PICKERING
[laughing heartily] Never, Mrs Pearce: never.
HIGGINS
MRS PEARCE. Well, the matter is, sir, that you cant take a girl up like that as if you were picking up a pebble on the beach. HIGGINS. Why not?
[patiently] Whats the matter?
MRS PEARCE. Why not! But you dont know anything about her. What about her parents? She may be married.
LIZA
HIGGINS. There! As the girl very properly says, Garn! Married indeed! Dont you know that a woman of that class looks a worn out drudge of fi fty a year after she's married? LIZA. Whood marry me?
. Garn!
HIGGINS [suddenly resorting to the most thrillingly beautiful low tones in his best elocutionary style] By George, Eliza, the streets will be strewn with the bodies of men shooting themselves for your sake before Ive done with you.
HIGGINS [wounded in his tenderest point by her insensibility to his elocution] Oh, indeed! I'm mad, am I? Very well, Mrs Pearce: you neednt order the new clothes for her. Throw her out.
MRS PEARCE. Nonsense, sir.You mustnt talk like that to her. LIZA [rising and squaring herself determinedly] I'm going away. He's off his chump, he is. I dont want no balmies teaching me.
LIZA [whimpering] Nah-ow. You got no right to touch me. MRS PEARCE. You see now what comes of being saucy.
LIZA [almost in tears] I didnt want no clothes. I wouldnt have taken them [she throws away the handkerchief]. I can buy my own clothes.
[Indicating the door] This way, please.
* * *
LIZA. He might want them for the next girl you pick up to experiment on.
2.
HIGGINS […] You see, Eliza, all men are not confi rmed old bachelors like me and the Colonel. Most men are the marrying sort (poor devils!); and youre not bad-looking: it's quite a pleasure to look at you sometimes – not now, of course, because youre crying and looking as ugly as the very devil; but when youre all right and quite yourself, youre what I should call attractive. That is, to the people in the marrying line, you understand. You go to bed and have a good nice rest; and then get up and look at yourself in the glass; and you wont feel so cheap.
The look is quite lost on him: he eats his apple with a
Eliza again looks at him, speechless, and does not stir.
dreamy expression of happiness, as it is quite a good one.
LIZA. We were above that at the corner of Tottenham Court Road.
HIGGINS [a genial afterthought occurring to him] I daresay my mother could fi nd some chap or other who would do very well.
HIGGINS [waking up] What do you mean?
HIGGINS [slinging the core of the apple decisively into the grate] Tosh, Eliza. Dont you insult human relations by dragging all this cant about buying and selling into it. You neednt marry the fellow if you dont like him.
LIZA. I sold fl owers. I didnt sell myself. Now youve made a lady of me I'm not fi t to sell anything else. I wish youd left me where you found me.
LIZA
HIGGINS. Oh, lots of things. What about your old idea of a fl orist's shop? Pickering could set you up in one: he has lots of money. [Chuckling] He'll have to pay for all those togs you have been wearing today; and that, with the hire of the jewellery, will make a big hole in two hundred pounds. Why, six months ago you would have thought it the millennium to have a fl ower shop of your own. Come! youll be all right. I must clear off to bed: I'm devilish sleepy. By the way, I came down for something: I forget what it was.
. What else am I to do?
LIZA
HIGGINS. Oh yes, of course. You shied them at me. [He picks them up, and is going out when she rises and speaks to him]. LIZA. Before you go, sir –
. Your slippers.
HIGGINS [dropping the slippers in his surprise at her calling him Sir] Eh?
LIZA. Do my clothes belong to me or to Colonel Pickering? HIGGINS [coming back into the room as if her question were the very climax of unreason] What the devil use would they be to Pickering?
* * *
THIS QUESTION IS CONTINUED ON PAGE 35
16 George Bernard Shaw: Pygmalion
3.
DOOLITTLE […] If I was one of the deserving poor, and had put by a bit, I could chuck it; but then why should I, acause the deserving poor might as well be millionaires for all the happiness they ever has. They dont know what happiness is. But I, as one of the undeserving poor, have nothing between me and the pauper's uniform but this here blasted three thousand a year that shoves me into the middle class. (Excuse the expression, maam; youd use it yourself if you had my provocation.) Theyve got you every way you turn: it's a choice between the Skilly of the workhouse and the Char Bydis of the middle class; and I havnt the nerve for the workhouse. Intimidated: thats what I am. Broke. Bought up. Happier men than me will call for my dust, and touch me for their tip; and I'll look on helpless, and envy them. And thats what your son has brought me to. [He is overcome by emotion].
DOOLITTLE [with melancholy resignation] Yes, maam: I'm expected to provide for everyone now, out of three thousand a year.
MRS HIGGINS. Well, I'm very glad youre not going to do anything foolish, Mr Doolittle. For this solves the problem of Eliza's future. You can provide for her now.
HIGGINS [jumping up] Nonsense! he cant provide for her. He shant provide for her. She doesnt belong to him. I paid him fi ve pounds for her. Doolittle: either youre an honest man or a rogue.
HIGGINS. Well, you took that money for the girl; and you have no right to take her as well.
DOOLITTLE [tolerantly] A little of both, Henry, like the rest of us: a little of both.
MRS HIGGINS. Henry: dont be absurd. If you want to know where Eliza is, she is upstairs.
MRS HIGGINS [rising and following him] Be quiet, Henry. Sit down.
HIGGINS [amazed] Upstairs!!! Then I shall jolly soon fetch her downstairs. [He makes resolutely for the door].
HIGGINS. I –
HIGGINS. Oh very well, very well, very well. [He throws himself ungraciously on the ottoman, with his face towards the windows]. But I think you might have told us this half an hour ago.
MRS HIGGINS. Sit down, dear; and listen to me.
MRS HIGGINS. Eliza came to me this morning. She told me of the brutal way you two treated her.
PICKERING [rising also] My dear Mrs Higgins, she's been telling you stories. We didnt treat her brutally. We hardly said a word to her; and we parted on particularly good terms. [Turning on Higgins] Higgins: did you bully her after I went to bed?
HIGGINS [bouncing up again] What!
HIGGINS. Just the other way about. She threw my slippers in my face. She behaved in the most outrageous way. I never gave her the slightest provocation. The slippers came bang into my face the moment I entered the room – before I had uttered a word. And used perfectly awful language.
PICKERING [astonished] But why? What did we do to her?
* * *
Section B – Plays
Section B – Plays
17 Tom Stoppard: Arcadia
Use one or more of the passages selected as the basis for a discussion of Arcadia.
1.
Lady Croom Mr Chater, you are a welcome guest at Sidley Park
[…]
He reads the note, folds it and inserts it into the pages of 'The Couch of Eros'.
Tom Stoppard, Arcadia, Faber and Faber, 1993
pp. 20 and 21
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Bernard Where was I?
[…]
Chloë Shut up, Val.
Tom Stoppard, Arcadia Faber and Faber, 1993,
pp. 75 and 76
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
2.
17 Tom Stoppard: Arcadia
3.
Valentine resumes work at his computer.
[…]
Valentine […] I just pushed her equations through the computer a few million times further than she managed to do with her pencil.
Tom Stoppard, Arcadia, Faber and Faber, 1993 pp. 102 and 103
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section B – Plays
Section C – Short stories
18 Peter Carey: Collected Stories
Use one or more of the passages selected as the basis for a discussion of Collected Stories.
1.
2.
'Concerning the Greek Tyrant'
6.
When the night came … who no longer found the incident interesting enough to tell.
Peter Carey, Collected Stories, Vintage, 2005
pp. 156 and 157
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
'Conversations with Unicorns'
1.
The unicorns do not understand … These laws are still strictly observed to this day.
Peter Carey, Collected Stories, Vintage, 2005
pp. 228 and 229
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
18 Peter Carey: Collected Stories
3.
'American Dreams'
On Bald Hill there are half a dozen telescopes … but I can no longer remember how it felt.
Peter Carey, Collected Stories, Vintage, 2005 pp. 244 and 245
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section C – Short stories
Section C – Short stories
19 Cate Kennedy: Dark Roots
Use one or more of the passages selected as the basis for a discussion of Dark Roots.
1.
'Cold Snap'
I showed her the top rabbit's head and her mouth went funny and she said, Oh dear, oh the poor little things. What did you want to kill them for?
She asked me suddenly if I lived in the house down the hill and I said yes. Then she said what a marvellous location and what a shame the power would cost an arm and a leg to put through, otherwise she would have made an offer, and that this little place she'd picked up was such fun and a goldmine. She said all her friends from the city thought she was quite mad but she'd be the one laughing when property values went up and she'd done all the extensions. I was waiting for her to fi nish so I could go. I could feel the rabbits stiffening up inside their bag; I could smell them.
I said for Mr Bailey. I said they died very quickly and always got the traps right around their necks. She hugged herself with her arms and shook her head and said goodness me, looking at my rabbit-skin hat. I turned my head slowly round so she could see better.
What's your name? she asked me fi nally and I said Billy. And do you go to school, Billy?
And is it a special school, just for special children?
I looked at her and said you have to. Her eyes went all crinkly and happy again.
I couldn't work her out. Maybe she didn't understand about school. I said not really then my mouth blurted out: You got hair like a fox.
A man in a red dressing-gown came out onto the verandah and the lady said, Look darling, some local colour.
She laughed like someone in a movie. Good heavens, she said. You are a character, aren't you?
Love the hat, said the man to me. I waited for them to tell me their names, but the man just complained that it was bloody freezing, and thank Christ they'd got the central heating in. The lady said yes, the whole place was shaping up well, then she looked out down the track and said, The only problem is there's no bloody view of the lake. Then she said, Billy, show Roger your bunnies, darling, and I pulled one out and Roger said, Good God.
They both laughed and laughed and Roger said, Well it looks like the light's on but there's no one home. Which was wrong. They were both there and they'd turned the light off by now.
* * *
2.
'The Testosterone Club'
I watched the powder dissolving into the vinegar and drifting around the cucumbers, smiling to myself because it reminded me of one of those kid's souvenirs where snow falls in a little dome on some little landscape; a desert island, say, or—in this case more appropriately—the Big Banana. I shook a jar. The cucumbers, warty and ghostly in their vinegar formaldehyde, bobbed around like specimens. This many pickles were going to take months and months to eat. And suddenly I realised I had no intention of being there.
I hum a tune to myself as I pull out of the driveway, hearing the china clink in the back as I hit the tarmac. It'll be weeks, probably, before any of them notices anything a little … amiss. But never, never, never would they mention it to each other. And I doubt they'll think to change their diets. Nothing like a crunchy, fi rm, green cucumber pickle, thrusting proudly up from your fi ngers, no bigger than that. Perhaps with a little cheese, a few dry biscuits, a celery stick. I have left the jars in the fridge, lined up as impressively as show exhibits. Pickled cucumbers, dill cucumbers, pickled onions, artichokes, vegetable medley, baby beetroot. Always have them chilled and crisp, advises The Home Preserver, and I tend to agree.
Barry, after seeing my defection as an admission of guilt, will hold me no conscious grudge—I've left him and the boys a huge supply to be going on with. It'll take them an entire football season to get through what's left, marinating gently in their dill-fl avoured broth. I was generous with the herbs and spices. I was unstinting.
They are a delicacy. How shall I put this …? They are a dish best served cold.
19 Cate Kennedy: Dark Roots
3.
'Angel'
'Let's hear from Mai,' the tutor would say, and everyone would turn, ready to watch my diffi culties. Wanting to get the language themselves, this barely comprehensible thing that would allow them their driving licences and jobs in the T-shirt factory in Smith Street or Champion Dimsims in Ascot Vale.
'You don't say much, but you take it all in, don't you?' she said, an accusing fi nger on my diploma. Why is silence so worthy of suspicion? You can choose to talk or choose to not talk. But take it all in: yes, that part is true. I take everything in, and in bed at night I lie rocking on a tide of it, whole scenes and conversations, faces I will not forget, even if I wanted to. After the boat, there was a child I went on caring for at the camp who didn't speak for a whole fi ve months. I worried that the authorities would think she was a slow learner. That was not the problem. The problem was she was a fast learner; she took it all in. When we got into the harbour we were news, not because of our plight so much as something unusual that had occurred on our boat.
'I like the sea, too,' I would say, the obedient student. My father used to say I was the best student at the school in my town, the family scholar. I learned by keeping quiet, but this is not the way you learned in Australia. When I passed very well in my English class, my tutor looked at me with the same expression as the lady in the shop.
'They want to ask you about the shark attack,' said the interpreter, nervous, and the people with the camera equipment had made a movement, a hopeful, craning movement, towards this child. Whether she spoke or not, I could tell she would be the one they made the story about.
'I'm fi ve,' she said.
She hadn't spoken since this thing happened, and she didn't speak now. She didn't say a word till three months later, when other authorities came to the camp and news spread around, a whispered, desperate rumour, that they were going to give preference to all the children under six. This child, who was eight, was with me and she suddenly wrenched away and rushed to the table where the men were sitting with their papers and slapped her hand down. She spoke to them in perfect English, the fi rst two words she'd uttered for fi ve months.
I, too, broke my silence that day with a lie.
'I am her mother,' I said.
* * *
Section C – Short stories
Section C – Short stories
20 Annie Proulx: Close Range: Brokeback Mountain and Other Stories
Use one or more of the passages selected as the basis for a discussion of Close Range: Brokeback Mountain and Other Stories.
1.
2.
'The Half-Skinned Steer'
In the long unfurling of his life … You heard of Down Under Wyoming?
Annie Proulx, Close Range: Brokeback Mountain and Other Stories, Harper Perennial, 2006
pp. 19–21
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
'People in Hell Just Want a Drink of Water'
You stand there, braced … the owner of a slave ship wanted to look over the cargo.
Annie Proulx, and Other Stories, Harper Perennial, 2006
Close Range: Brokeback Mountain pp. 107 and 108
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section C – Short stories
20 Annie Proulx: Close Range: Brokeback Mountain and Other Stories
3.
'A Lonely Coast'
Palma leaned against Elk … "This's a miserable place," she said. "My god it's miserable."
Annie Proulx, Close Range: Brokeback Mountain and Other Stories, Harper Perennial, 2006
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section D – Other literature
21 Julian Barnes: A History of the World in 10½ Chapters
Use one or more of the passages selected as the basis for a discussion of A History of the World in 10½ Chapters.
1.
2.
There was strict discipline on the Ark … My account you can trust.
,
Julian Barnes, A History of the World in 10½ Chapters Vintage, 2009
pp. 3 and 4
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
On the tenth day several of the men … Then the ship disappeared from the sea.
Julian Barnes, A History of the World in 10½ Chapters, Vintage, 2009
pp. 120 and 121
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section D – Other literature
21 Julian Barnes: A History of the World in 10½ Chapters
3.
[…] the hero of the Titanic was … Years later I have still to discover a better one.
,
Julian Barnes, A History of the World in 10½ Chapters Vintage, 2009
pp. 174 and 175
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section D – Other literature
22 Truman Capote: In Cold Blood
Use one or more of the passages selected as the basis for a discussion of In Cold Blood.
1.
2.
They stopped at a bar. Dick drank three Orange Blossoms. After the third, he abruptly asked, 'What about Dad? I feel – oh, Jesus, he's such a good old guy. And my mother – well, you saw her. What about them? Me, I'll be off in Mexico. Or wherever. But they'll be right here when those cheques start to bounce. I know Dad. He'll want to make them good. Like he tried to before. And he can't – he's old and he's sick, he ain't got anything.'
'How?'
'I sympathize with that,' said Perry truthfully. Without being kind, he was sentimental, and Dick's affection for his parents, his professed concern for them, did indeed touch him. 'But hell, Dick. It's very simple,' Perry said. 'We can pay off the cheques. Once we're in Mexico, once we get started down there, we'll make money. Lots of it.'
'How?' – what could Dick mean? The question dazed Perry. After all, such a rich assortment of ventures had been discussed. Prospecting for gold, skin-diving for sunken treasure – these were but two of the projects Perry had ardently proposed. And there were others. The boat, for instance. They had often talked of a deep-sea-fi shing boat, which they would buy, man themselves, and rent to vacationers – this though neither had ever skippered a canoe or hooked a guppy. Then, too, there was quick money to be made chauffeuring stolen cars across South American borders. ('You get paid fi ve hundred bucks a trip,' or so Perry had read somewhere.) But of the many replies he might have made, he chose to remind Dick of the fortune awaiting them on Cocos Island, a land speck off the coast of Costa Rica. 'No fooling, Dick,' Perry said. 'This is authentic. I've got a map. I've got the whole history. It was buried there back in 1821 – Peruvian bullion, jewellery. Sixty million dollars – that's what they say it's worth. Even if we didn't fi nd all of it, even if we found only some of it – Are you with me, Dick?' Heretofore, Dick had always encouraged him, listened attentively to his talk of maps, tales of treasure, but now – and it had not occurred to him before – he wondered if all along Dick had only been pretending, just kidding him.
The thought, acutely painful, passed, for Dick, with a wink and a playful jab, said, 'Sure, honey. I'm with you. All the way.'
* * *
Dewey lights two cigarettes, one for himself, one for the prisoner. 'Tell us about it, Perry.'
'Like you.' He means Dewey, but does not look at him. 'You hate handing me a butt. That's your business. I don't blame you. Any more than I blamed Dick's mother. The fact is, she's a very sweet person. But she knew what I was – a friend from The Walls – and she didn't want me in her house. Christ, I was glad to get out, go to a hotel. Dick took me to a hotel in Olathe. We bought some beer and carried it up to the room, and that's when Dick outlined what he had in mind. He said after I'd left Lansing he celled with someone who'd once worked for a wealthy wheat grower out in western Kansas. Mr Clutter. Dick drew me a diagram of the Clutter house. He knew where everything was – doors, halls, bedrooms. He said one of the ground-fl oor rooms was used as an offi ce, and in the offi ce there was a safe – a wall safe. He said Mr Clutter needed it because he always kept on hand large sums of cash. Never less than ten thousand dollars. The plan was to rob the safe, and if we were seen – well, whoever saw us would have to go. Dick must have said it a million times: "No witnesses." '
Smith smokes with closed eyes, and explains, 'I'm thinking. I want to remember this just the way it was.' He pauses for quite a while. 'Well, it all started with a letter I got while I was out in Buhl, Idaho. That was September or October. The letter was from Dick, and he said he was on to a cinch. The perfect score. I didn't answer him, but he wrote again, urging me to come back to Kansas and go partners with him. He never said what kind of score it was. Just that it was a "sure-fi re cinch". Now, as it happened, I had another reason for wanting to be in Kansas around about that time. A personal matter I'd just as soon keep to myself – it's got nothing to do with this deal. Only that otherwise I wouldn't have gone back there. But I did. And Dick met me at the bus station in Kansas City. We drove out to the farm, his parents' place. But they didn't want me there. I'm very sensitive; I usually know what people are feeling.
Dewey says, 'How many of these witnesses did he think there might be? I mean, how many people did he expect to fi nd in the Clutter house?'
Dewey groans, Duntz whistles, and Smith, smiling wanly, adds, 'Me, too. Seemed to me that was a little off. Twelve people. But Dick said it was a cinch. He said, "We're gonna go in there and splatter those walls with hair." The mood I was in, I let myself be carried along. But also – I'll be honest – I had faith in Dick; he struck me as being very practical, the masculine type, and I wanted the money as much as he did. I wanted to get it and go to Mexico. But I hoped we could do it without violence. […]
'That's what I wanted to know. But he wasn't sure. At least four. Probably six. And it was possible the family might have guests. He thought we ought to be ready to handle up to a dozen.'
47
Section D – Other literature
22 Truman Capote: In Cold Blood
3.
However, even an attorney of moderate talent can postpone doomsday year after year, for the system of appeals that pervades American jurisprudence amounts to a legalistic wheel of fortune, a game of chance, somewhat fi xed in the favour of the criminal, that the participants play interminably, fi rst in the state courts, then through the Federal courts until the ultimate tribunal is reached – the United States Supreme Court. But even defeat there does not signify if petitioner's counsel can discover or invent new grounds for appeal; usually they can, and so once more the wheel turns, and turns until, perhaps some years later, the prisoner arrives back at the nation's highest court, probably only to begin again the slow cruel contest. But at intervals the wheel does pause to declare a winner – or, though with increasing rarity, a loser: Andrews' lawyers fought to the fi nal moment, but their client went to the gallows on Friday, 30 November 1962.
'That was a cold night,' Hickock said, talking to a journalist with whom he corresponded and who was periodically allowed to visit him. 'Cold and wet. It had been raining like a bastard, and the baseball fi eld was mud up to your cojones. So when they took Andy out to the warehouse, they had to walk him along the path. We were all at our windows watching – Perry and me, Ronnie York, Jimmy Latham. It was just after midnight, and the warehouse was lit up like a Halloween pumpkin. The doors wide open. We could see the witnesses, a lot of guards, the doctor and the warden – every damn thing but the gallows. It was off at an angle, but we could see its shadow. A shadow on the wall like the shadow of a boxing ring.
'The chaplain and four guards had charge of Andy, and when they got to the door they stopped a second. Andy was looking at the gallows – you could sense he was. His arms were tied in front of him. All of a sudden the chaplain reached out and took off Andy's glasses. Which was kind of pitiful, Andy without his glasses. They led him on inside, and I wondered he could see to climb the steps. It was real quiet, just nothing but this dog barking way off. Some town dog. Then we heard it, the sound, and Jimmy Latham said, "What was that?"; and I told him what it was – the trap-door.
Section D – Other literature
23 George Orwell: Down and Out in Paris and London
Use one or more of the passages selected as the basis for a discussion of Down and Out in Paris and London.
1.
2.
You discover what it is like to be hungry. With bread and margarine in your belly, you go out and look into the shop windows. Everywhere there is food insulting you in huge, wasteful piles; whole dead pigs, baskets of hot loaves, great yellow blocks of butter, strings of sausages, mountains of potatoes, vast Gruyère cheeses like grindstones. A snivelling self-pity comes over you at the sight of so much food. You plan to grab a loaf and run, swallowing it before they catch you; and you refrain, from pure funk.
This – one could describe it further, but it is all in the same style – is life on six francs a day. Thousands of people in Paris live it – struggling artists and students, prostitutes when their luck is out, out-of-work people of all kinds. It is the suburbs, as it were, of poverty.
You discover the boredom which is inseparable from poverty; the times when you have nothing to do and, being underfed, can interest yourself in nothing. For half a day at a time you lie on your bed, feeling like the jeune squelette in Baudelaire's poem. Only food could rouse you. You discover that a man who has gone even a week on bread and margarine is not a man any longer, only a belly with a few accessory organs.
I continued in this style for about three weeks. The fortyseven francs were soon gone, and I had to do what I could on thirty-six francs a week from the English lessons. Being inexperienced, I handled the money badly, and sometimes I was a day without food. When this happened I used to sell a few of my clothes, smuggling them out of the hotel in small packets and taking them to a second-hand shop in the Rue de la Montagne St Geneviève. The shopman was a red-haired Jew, an extraordinarily disagreeable man, who used to fall into furious rages at the sight of a client. From his manner one would have supposed that we had done him some injury by coming to him. 'Merde!' he used to shout, 'you here again? What do you think this is? A soup kitchen?' And he paid incredibly low prices. For a hat which I had bought for twenty-fi ve shillings and scarcely worn he gave fi ve francs, for a good pair of shoes fi ve francs, for shirts a franc each. He always preferred to exchange rather than buy, and he had a trick of thrusting some useless article into one's hand and then pretending that one had accepted it. Once I saw him take a good overcoat from an old woman, put two white billiard-balls into her hand, and then push her rapidly out of the shop before she could protest. It would have been a pleasure to fl atten the Jew's nose, if only one could have afforded it.
* * *
I stayed in the streets till late at night, keeping on the move all the time. Dressed as I was, I was half afraid that the police might arrest me as a vagabond, and I dared not speak to anyone, imagining that they must notice a disparity between my accent and my clothes. (Later I discovered that this never happened.) My new clothes had put me instantly into a new world. Everyone's demeanour seemed to have changed abruptly. I helped a hawker pick up a barrow that he had upset. 'Thanks, mate,' he said with a grin. No one had called me mate before in my life – it was the clothes that had done it. For the fi rst time I noticed, too, how the attitude of women varies with a man's clothes. When a badly dressed man passes them they shudder away from him with a quite frank movement of disgust, as though he were a dead cat. Clothes are powerful things. Dressed in a tramp's clothes it is very diffi cult, at any rate for the fi rst day, not to feel that you are genuinely degraded. You might feel the same shame, irrational but very real, your fi rst night in prison.
'Oh,' said he, 'you go to that 'ouse across the street there, with the sign "Good Beds for Single Men". That's a good kip [sleeping place], that is. I bin there myself on and off. You'll fi nd it cheap and clean.'
At about eleven I began looking for a bed. I had read about doss-houses (they are never called doss-houses, by the way), and I supposed that one could get a bed for fourpence or thereabouts. Seeing a man, a navvy or something of the kind, standing on the kerb in the Waterloo Road, I stopped and questioned him. I said that I was stony broke and wanted the cheapest bed I could get.
It was a tall, battered-looking house, with dim lights in all the windows, some of which were patched with brown paper. I entered a stone passage-way, and a little etiolated boy with sleepy eyes appeared from a door leading to a cellar. Murmurous sounds came from the cellar, and a wave of hot air and cheese. The boy yawned and held out his hand.
I paid the shilling, and the boy led me up a rickety unlighted staircase to a bedroom. It had a sweetish reek of paregoric and foul linen; the windows seemed to be tight shut, and the air was almost suffocating at fi rst. There was a candle burning, and I saw that the room measured fi fteen feet square by eight high, and had eight beds in it. Already six lodgers were in bed, queer lumpy shapes with all their own clothes, even their boots, piled on top of them. Someone was coughing in a loathsome manner in one corner.
'Want a kip? That'll be a 'og, guv'nor.'
Section D – Other literature
23 George Orwell: Down and Out in Paris and London
3.
Yet if one looks closely one sees that there is no essential difference between a beggar's livelihood and that of numberless respectable people. Beggars do not work, it is said; but, then, what is work? A navvy works by swinging a pick. An accountant works by adding up fi gures. A beggar works by standing out of doors in all weathers and getting varicose veins, chronic bronchitis, etc. It is a trade like any other; quite useless, of course – but, then, many reputable trades are quite useless. And as a social type a beggar compares well with scores of others. He is honest compared with the sellers of most patent medicines, high-minded compared with a Sunday newspaper proprietor, amiable compared with a hire-purchase tout – in short, a parasite, but a fairly harmless parasite. He seldom extracts more than a bare living from the community, and, what should justify him according to our ethical ideas, he pays for it over and over in suffering. I do not think there is anything about a beggar that sets him in a different class from other people, or gives most modern men the right to despise him.
* * *
Then the question arises, Why are beggars despised? – for they are despised, universally. I believe it is for the simple reason that they fail to earn a decent living. In practice nobody cares whether work is useful or useless, productive or parasitic; the sole thing demanded is that it shall be profi table. In all the modern talk about energy, effi ciency, social service and the rest of it, what meaning is there except 'Get money, get it legally, and get a lot of it'? Money has become the grand test of virtue. By this test beggars fail, and for this they are despised. If one could earn even ten pounds a week at begging, it would become a respectable profession immediately. A beggar, looked at realistically, is simply a businessman, getting his living, like other businessmen, in the way that comes to hand. He has not, more than most modern people, sold his honour; he has merely made the mistake of choosing a trade at which it is impossible to grow rich.
Section D – Other literature
24 WEH Stanner: The Dreaming & Other Essays
Use one or more of the passages selected as the basis for a discussion of The Dreaming & Other Essays
1.
.
2.
The tales are a kind of commentary, or statement, on what is thought to be permanent and ordained at the very basis of the world and life. They are a way of stating the principle which animates things. I would call them a poetic key to Reality. The Aboriginal does not ask himself the philosophical-type questions: What is 'real'? How many 'kinds' of 'reality' are there? What are the 'properties' of 'reality'? How are the properties 'interconnected'? This is the idiom of Western intellectual discourse and the fruit of a certain social history. His tales are, however, a kind of answer to such questions so far as they have been asked at all. They may not be a 'defi nition', but they are a 'key' to reality, a key to the singleness and the plurality of things set up once-for-all when, in The Dreaming, the universe becomes man's universe. The active philosophy of Aboriginal life transforms this 'key', which is expressed in the idiom of poetry, drama, and symbolism, into a principle that The Dreaming determines not only what life is but also what it can be. Life, so to speak, is a one-possibility thing, and what this is, is the 'meaning' of The Dreaming.
They also state, by their constant recitation of what was done rightly and wrongly in The Dreaming, the ways in which good men should, and bad men will, act now. In this sense, they are a 'key' or guide to the norms of conduct, and a prediction of how men will err.
The tales are also a collation of what is validly known about such ordained permanencies. The blacks cite The Dreaming as a chapter of absolute validity in answer to all questions of why and how. In this sense, the tales can be regarded as being, perhaps not a defi nition, but a 'key' of Truth.
* * *
If the future poets and dramatists of Australia ever learned what a wealth of mythology, rich in its imaginative feeling and with a true ring of human drama about it, has been allowed to die unrecorded with unkempt old men in their squalid camps on the fringe of so many Australian towns, they may well write down Australia's nineteenth century with a narrower halo than it now wears. It may be felt one day that such native stories as that of Dingiri, the tired hunter, who in the beginning of the world sat down on a stone late one afternoon when he had wearied himself in pursuit of a kangaroo, and composed a song which is sung today over a thousand miles of Aboriginal country, are worth their place in an Australian anthology. There are hundreds like the story of Dingiri still taught and sung in the native areas of Australia. In all probability they will never be recorded as that of Dingiri has been.
They have left behind them a social debris in hundreds of encampments of full-blood and mixed-blood descendants who are enmeshed by appallingly diffi cult economic and social problems, to the solution of which a negligible proportion of Australia's intellectual activity is directed.
What other mark have the tribes made on Australia? A minor poet or two, an artist here and there in a century, a scientist allowing his feelings to outweigh his detachment, a few missionaries, and very few others, have been fi red (apparently out of their time) by what has seemed to them to be the needless sadness of the tribal extinction. The few things which have been painted or written in this spirit are now barely remembered. The reform movements thus initiated have in most cases tailed away ineffectually. Thought, literature, and culture have in general remained almost innocent of any touch which is of Aboriginal origin or derivation. And meanwhile the blacks have kept on dying in a context of general unawareness and indifference.
24 WEH Stanner:
Section D – Other literature
The Dreaming & Other Essays
3.
I spoke earlier of the need of motives of credibility. This applies to both sides. I wonder what the effect on Aboriginal minds will be when they read some of the observations made in Parliament recently by Senator Little. On several occasions the Senator has sought to persuade Parliament that only the coming of Europeans to Australia saved the Aborigines from extinction. He argued that at the end of the 18th century the Australian continent was ceasing to be capable of sustaining either human or animal life. It would soon, possibly by now, have become a desolate, uninhabited and uninhabitable desert but for the arrival of Europeans with their agricultural and pastoral skills to farm and stock it. That and that alone rescued the Aborigines from the grave. He did concede later that perhaps some Aborigines might have been able to hang on in the more lush areas but, as I followed him in Hansard, he did not shift from his main thesis which, he said, was supported by scientifi c evidence. I know of no scientifi c evidence which could imaginably be interpreted in that way. The professional colleagues I have asked cannot suggest any. What evidence there is suggests the opposite of his contention. For several millennia before 1788 much of the continent was becoming more rather than less habitable by man and beast. There had of course been fl uctuations but the trend was clear. The Senator's thesis therefore is not history, nor is it myth, because both have some relation to actuality. It is not science; it is not even science-fi ction. Perhaps its best place is in a hagiography of Australian saints. It is memorable only for what it says unconsciously. To say to the Aborigines 'we saved you from extinction' is the same as saying 'we are as God to you'. To go on to say 'we alone made Australia what it is' is the same as saying 'anything you have of our Australia is by our gift, grace and favour'. One might as well say: 'you are lucky people to be alive and to have anything at all'. I do not know if that kind of reasoning is at all general. If it is, I do not see how we can hope to carry the Aboriginal people with us in what we try to do for them or to help them do for themselves. What little credibility we have left for them would be gone.
52
Section E – Poetry
25 Rosemary Dobson: Collected
Use one or more of the passages selected as the basis for a discussion of the poetry of Rosemary Dobson.
1.
2.
The Ship of Ice
Time is a thief at the end of a road, is a river; Time is a dream, a life, is contained in a moment – Well, have it your own way.
For me a world in a moment once – brief understanding In lazy summer while the blue fl y buzzed at the window And a single raindrop gathered, rounded and fell. But the miracle passes simply, amazement is wordless, Discovery silent, stumbling suddenly into Truth like a landless sea. While the raindrop falls And the afternoon gilds and lengthens And everything after becomes a trying to remember.
This was the story of a ship caught in a bottle, And that bottle was Time – I confuse with another image – Becalmed in Time and sealed with a cork of ice; Frozen and still in the bottle, ice on the rigging, Over the masts and yards, the drops suspended Frozen for forty years. No water lapping, No wind to persuade the stiffened sails, to drive them, And drive them whither in a bottle of glass and ice? Quiet on the decks, so wordless that one would say, 'This is a vessel of drowned men.' Over the side Lost to a watery lure. Who knows what magic Beckoning up through the clear, green, shifting water – A city under the sea? A drifting mirage? As if one circled, lost and alone in the desert, And who can imagine the horror of deserts of ice? Or else one might say – 'This was a ship of disaster.' Think of the bodies, splintered and broken, the cabin With blood on the walls, dried now to a faint inscription, The thundering fi st to the jaw, the lamp sent swinging, The glasses tumbled – wine dripping over the table – And all of them killed, you say? What a tale of fury! But the truth of it is that this is a ship of the living, Locked in a wall of ice, suspended in Time, And, listen, If we could stand on the deck with them we might hear voices.
FIRST VOICE:
Standing here, lad, with a bucket of frozen water I forget what I hold it for, and so forgetting Try forty years back to remember. Remember Anything other than cold that cuts through my thinking, Freezing the fl ow of memory, damming it short Of warmth and fi re and light. The lamp in the cabin Swung from its chain at the cross-beams, shifting, golden. Moved. I could move once. I turned of a sudden with the bucket And somebody nailed me still in a shirt of ice […]
* * *
© Rosemary Dobson,Collected,
University of Queensland Press, 2012
The Greek Vase
In the garden a Greek vase brimful of leaves fallen from the grape-vine. When the wind blows the leaves spill out like an alphabet. Twisting
A sentence tendrils join the letters in phrases.
is blown my way – some words perhaps dissevered from the Iliad or the Odyssey re-formed by hazard of wind and season. Treading carefully among sentences, lines, whole stanzas on the paving
I think: or are they not inscriptions for Musa and Erinna, friends of my childhood, in a cryptic calligraphy.
Beautiful indeed were Musa and Erinna, their epigraphs are composed in an unfamiliar language and written in leaves by the wind.
25 Rosemary Dobson: Collected
3.
Poems a Long Way after Basho
I breathe the leaves of the basil It has news for me – For all my senses
Old, I strive for wisdom As the sage bush speaks, clearly, Many-leaved, grey and silver
Solace for my eyesight The green leaves of borage And its gentle blue fl owers
* * *
Section E – Poetry
Section E – Poetry
26 TS Eliot: Collected Poems 1909–1962
Use one or more of the passages selected as the basis for a discussion of the poetry of TS Eliot.
1.
Preludes
I
The winter evening settles down…
Gathering fuel in vacant lots.
TS Eliot,Collected Poems 1909–1962
Faber and Faber, 2005
pp. 13–15
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
,
26 TS Eliot: Collected Poems 1909–1962
2.
I. The Burial of the Dead
April is the cruellest month, breeding…
Oed' und leer das Meer.
TS Eliot, Collected Poems 1909–1962, Faber and Faber, 2005
pp. 53 and 54
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section E – Poetry
The Hollow Men
IV
The eyes are not here…
Not with a bang but a whimper.
TS Eliot, Collected Poems 1909–1962, Faber and Faber, 2005
pp. 81 and 82
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
3.
Section E – Poetry
27 Seamus Heaney: Opened Ground: Poems 1966–1996
Use one or more of the passages selected as the basis for a discussion of the poetry of Seamus Heaney.
1.
2.
Death of a Naturalist
All year the fl ax-dam festered in the heart…
That if I dipped my hand the spawn would clutch it.
Seamus Heaney, Opened Ground: Poems 1966–1996, Faber and Faber, 2005
pp. 5 and 6
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
The Tollund Man
I
Some day I will go to Aarhus…
Unhappy and at home.
Seamus Heaney, Opened Ground: Poems 1966–1996, Faber and Faber, 2005
p. 56
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section E – Poetry
27 Seamus Heaney: Opened Ground: Poems 1966–1996
3.
The Swing
[…] in the middle ground, the swing itself…
The give and take of branches in our arms.
Seamus Heaney,Opened Ground: Poems 1966–1996
Faber and Faber, 2005 pp. 428 and 429
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
,
Section E – Poetry
28 Adrienne Rich: The Fact of a Doorframe: Selected Poems 1950–2001
Use one or more of the passages selected as the basis for a discussion of the poetry of Adrienne Rich.
1.
2.
Necessities of Life
Piece by piece I seem…
to tell their tales.
1962
Adrienne Rich, The Fact of a Doorframe: Selected Poems 1950–2001, WW Norton and Company, 2002
pp. 29 and 30
Jerusalem
In my dream, children…
and the carob-tree is bare.
Balfour Street July 1966
Adrienne Rich, The Fact of a Doorframe: Selected Poems 1950–2001, WW Norton and Company, 2002
pp. 50 and 51
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
THIS QUESTION IS CONTINUED ON PAGE 59
28 Adrienne Rich:
Section E – Poetry
The Fact of a Doorframe: Selected Poems 1950–2001
3.
Dreamwood
In the old, scratched, cheap wood of the typing stand…
and that is the poem and that is the late report.
1987
Adrienne Rich, The Fact of a Doorframe: Selected Poems 1950–2001, WW Norton and Company, 2002
pp. 224 and 225
Due to copyright restrictions, the VCAA is unable to reproduce the full passage when this examination is published on the VCAA website. Instead, the opening and closing words of the passage have been provided.
Section E – Poetry
29 Christina Rossetti: Selected Poems
Use one or more of the passages selected as the basis for a discussion of the poetry of Christina Rossetti.
1.
2.
SONG.
When I am dead, my dearest, Sing no sad songs for me; Plant thou no roses at my head, Nor shady cypress tree: Be the green grass above me With showers and dewdrops wet; And if thou wilt, remember, And if thou wilt, forget.
I shall not see the shadows, I shall not feel the rain; I shall not hear the nightingale Sing on, as if in pain: And dreaming through the twilight That doth not rise nor set, Haply I may remember, And haply may forget.
* * *
ECHO.
Come to me in the silence of the night; Come in the speaking silence of a dream; Come with soft rounded cheeks and eyes as bright As sunlight on a stream; Come back in tears, O memory, hope, love of fi nished years.
Oh dream how sweet, too sweet, too bitter sweet,
Where souls brimfull of love abide and meet;
Whose wakening should have been in Paradise,
Where thirsting longing eyes
That opening, letting in, lets out no more.
Watch the slow door
Yet come to me in dreams, that I may live My very life again tho' cold in death: Come back to me in dreams, that I may give Pulse for pulse, breath for breath: Speak low, lean low,
As long ago, my love, how long ago.
29 Christina Rossetti: Selected Poems
3.
MAUDE CLARE.
Out of the church she followed them With a lofty step and mien: His bride was like a village maid, Maude Clare was like a queen.
"Son Thomas," his lady mother said, With smiles, almost with tears: "May Nell and you but live as true As we have done for years;
"Your father thirty years ago Had just your tale to tell; But he was not so pale as you, Nor I so pale as Nell."
My lord was pale with inward strife, And Nell was pale with pride; My lord gazed long on pale Maude Clare Or ever he kissed the bride.
"Lo, I have brought my gift, my lord, Have brought my gift," she said: "To bless the hearth, to bless the board, To bless the marriage-bed.
"Here's my half of the golden chain You wore about your neck, That day we waded ankle-deep For lilies in the beck:
"Here's my half of the faded leaves We plucked from budding bough, With feet amongst the lily leaves,–– The lilies are budding now."
He strove to match her scorn with scorn, He faltered in his place:
"Maude Clare:"––and hid his face.
"Lady," he said,––"Maude Clare," he said,––
She turn'd to Nell: "My Lady Nell, I have a gift for you; Tho', were it fruit, the bloom were gone, Or, were it fl owers, the dew.
"Take my share of a fi ckle heart, Mine of a paltry love: Take it or leave it as you will, I wash my hands thereof."
"And what you leave," said Nell, "I'll take, And what you spurn, I'll wear; For he's my lord for better and worse, And him I love, Maude Clare.
"Yea, tho' you're taller by the head, More wise, and much more fair; I'll love him till he loves me best, Me best of all, Maude Clare."
* * *
Section E – Poetry
Section E – Poetry
30 Wisława Szymborska: Sounds, Feelings, Thoughts: Seventy Poems by Wisława Szymborska
Use one or more of the passages selected as the basis for a discussion of the poetry of Wisława Szymborska.
1.
2.
Two Monkeys by Brueghel
I keep dreaming of my graduation exam: in a window sit two chained monkeys, beyond the window fl oats the sky, and the sea splashes.
I am taking an exam on the history of mankind: I stammer and fl ounder.
One monkey, eyes fi xed upon me, listens ironically, the other seems to be dozing–– and when silence follows a question, he prompts me with a soft jingling of the chain.
* * *
The Joy of Writing
Where through the written forest runs that written doe? Is it to drink from the written water,
Why does she raise her head, is it something she hears?
which will copy her gentle mouth like carbon paper?
Poised on four fragile legs borrowed from truth
Stillness––this word also rustles across the paper she pricks up her ears under my fi ngers.
and parts the branches brought forth by the word “forest.”
Above the blank page lurking, set to spring are letters that may compose themselves all wrong, besieging sentences from which there is no rescue.
In a drop of ink there's a goodly reserve of huntsmen with eyes squinting to take aim, ready to dash down the steep pen, surround the doe and level their guns.
They forget that this is not real life. Other laws, black on white, here hold sway. The twinkling of an eye will last as long as I wish, will consent to be divided into small eternities full of bullets stopped in fl ight. Forever, if I command it, nothing will happen here. Against my will no leaf will fall nor blade of grass bend under the full stop of a hoof.
Is there then such a world
A time I bind with chains of signs?
over which I rule sole and absolute?
An existence perpetuated at my command?
The joy of writing. The power of preserving. The revenge of a mortal hand.
Section E – Poetry
30 Wisława Szymborska: Sounds, Feelings, Thoughts: Seventy Poems by Wisława Szymborska
3.
Autotomy
When in danger the sea-cucumber divides itself in two: one self it surrenders for devouring by the world, with the second it makes good its escape.
It splits violently into perdition and salvation, into fi ne and reward, into what was and what will be.
In the middle of its body there opens up a chasm with two shores that are immediately alien.
On one shore death, on the other life. Here despair, there hope.
If a scale exists, the balance does not tip. If there is justice, here it is.
To die as much as necessary, without going too far. To grow back as much as needed, from the remnant that survives.
We know how to divide ourselves, how true, we too. But only into a body and an interrupted whisper. Into body and poetry.
On one side the throat, laughter on the other, that's light and quickly dying.
Here a heavy heart, there non omnis moriar, just three little words like three feathers in ascent.
The chasm does not cut us in two.
The chasm surrounds us.
In memory of Halina Poświatowska
Assessment criteria
The examination will address all of the criteria. All students will be examined against the following criteria:
*
understanding of the text demonstrated in a relevant and plausible interpretation
* ability to write expressively and coherently to present an interpretation
* understanding of how views and values may be suggested in the text
* analysis of how key passages and/or moments in the text contribute to an interpretation
* analysis of the features of a text and how they contribute to an interpretation
* analysis and close reading of textual details to support a coherent and detailed interpretation of the text
A checklist for planning and revising
Have I clearly indicated the text numbers of my chosen texts above each answer in my answer book(s)?
Have I written on texts from two different sections?
Have I demonstrated my knowledge and understanding of the chosen texts?
Have I referred to the chosen texts in detail to illustrate or justify my responses?
Have I discussed at least one set passage for each text in detail?
Have I expressed myself effectively and appropriately?
Have I edited my fi nal version for spelling, punctuation and sentence structure?
Are there places where my handwriting would be diffi cult to read and should be tidied?
Are any alterations I have made clear to the reader?
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Anekant Education Society's
TULJARAM CHATURCHAND COLLEGE, BARAMATI
Department of Mathematics
F.Y.B.Sc. Question Bank
Paper–I: Algebra
Paper Code-MAT1101
Answer in One Sentence (or in 2 – 3 lines)
1. State the principle of mathematical induction.
2. Define Cartesian product of sets.
3. True or false: If | | , then | ( )| .
4. Define range of a function.
5. Define a one-one function.
6. Let define by ( ) . Does injective?
7. Define onto function.
8. Let define by ( ) . Does surjective?
9. Let define by ( ) . Does bijective?
10. Let defined by ( ) . Find (, -).
11. Define composition of functions.
12. Define equivalence relation on a set.
13. Define partition of a set.
14. True or false: If | | and | | , then total number of relations from to is 15.
15. Define greatest common divisor of integers.
16. Show that there are no two integers , such that ( ) and.
17. If , | |, then prove that ( ) ( ).
18. True or false: A number is divisible by if and only if last digit of the number is divisible by .
19. Find all primes which divide .
.
20. If is prime and ( ), then show that either |( ) or |( )
21. In , calculate i) ( ) , ii) ( ).
22. Show that satisfies the equation.
23. Show that ( ) ( ).
24. Show that ( ) ( ).
25. Compute the modulus and principal argument of
26. Express in polar form.
27. State De Moivre's theorem.
28. Define row echelon form.
29. Define rank of a matrix.
30. Write augmented matrix for the following system of linear equations,
,
.
(2 marks questions)
.
31. Find the rank of [ ]
.
32. Define eigenvalues and eigenvectors of a matrix.
33. Find characteristics polynomial of [ ]
.
34. Find eigenvalues of 0 1.
35. Find eigenvalues of 0 1 .
Short Answer Questions
1. Prove that the sum of first positive integers is ( ) .
2. Prove that |( ), whenever is a positive integer.
3. Show that for all positive integers.
4. Prove that for every integer.
5. Let and be sets. Show that ̅̅̅̅̅̅̅ ̅ ̅
.
6. Let and be sets. Show that if and only if.
.
7. Let and be sets. Show that ( ) ( ) ( )
8. Suppose . Prove that for any set,
i) .
ii) .
9. Let be a function from to . Let and be subsets of . Show that.
10. Let be a function from to . Let and be subsets of . Show that.
11. If is defined by ( ) , then show that is bijection and hence find.
12. Let , - , -, ( ) defined as ( ) ( ). Show that is a bijection.
13. Let * + and * +. List all possible functions from to .
(4 marks questions)
14. Let be defined as ( ) , and be defined as ( ) √ . Find and . Are they same?
15. Is the following relation on a set * + equivalence relation?
16. Let be the relation on given by ( ) ( ) if and only if . Prove that is an equivalence relation.
17. For positive integer , define a relation on by if and only if |( ). Show that is an equivalence relation on .
18. Prove that equivalence classes are either identical or disjoint.
19. If be a nonempty set, then prove that the equivalence classes of an equivalence relation on induces a partition of .
20. If | and | then prove that |( ) for any integers and.
21. Find all integers such that is divisible by.
22. If , are integers, not both zero, then prove that there are integers and such that
23. If ( ) , then prove that . /
.
24. Let and ( ) . Show that ( ) is either or.
25. Prove that if is a prime and , are integers such that | , then either | or |
26. Show that there are infinitely many primes of the form .
27. Show that there are infinitely many primes of the form .
28. Show that √ is not rational number.
29. Show that √ is not rational number.
30. If ( ) and ( ), then prove that.
i) ( ) ( )( )
ii) ( )
.
31. If ( ) and ( ) , then prove that ( ).
32. Prove that there are precisely distinct residue classes modulo .
33. Prepare addition and multiplication table for .
.
34. Prepare addition and multiplication table for
35. State and prove Fermat's theorem.
36. Show that divides .
37. Find the remainder of when divided by .
38. Find the remainder of when divided by .
39. Let and be any two complex numbers, then prove that
i) ,
ii) .
40. Find and , where . /
.
41. Find two complex numbers whose sum is and whose product is
42. Let and are complex numbers and , then prove that
i) | | | | | | .
ii) . / .
43. For , prove that | | | | | |.
44. For , prove that | | || | | ||.
45. Compute the modulus and principal argument of
i)
ii) ( ) .
46. Show that the identity | | | | represents imaginary axis.
47. If | | | | | | and , then prove that
48. State and prove De Moivre's theorem.
49. Find fifth root of .
50. Prove that ( ) ( ).
51. Solve the equation .
52. Evaluate ( ) .
53. Solve the equation .
.
.
.
54. Solve the following system by Gauss elimination method
55. Solve the following system by Gauss elimination method
56. Solve the following system by Gauss elimination method
57. Solve the following system by Gauss Jordan method.
58. Solve the following system by Gauss Jordan method
59. Solve the following system by Gauss Jordan method
60. Show that the following system is inconsistent
61. Show that the following system have infinitely many solutions
62. Find the value of and so that the system given below admits
a) Unique solution b) No solution c) Infinitely many solutions , , .
63. Find the value of and so that the system given below admits
b) Unique solution b) No solution c) Infinitely many solutions , ,
64. Find eigenvalues and eigenvectors of 0 1 .
65. Find eigenvalues and eigenvectors of [ ].
.
,
66. Find eigenvalues and eigenvectors of [ ].
67. Find eigenvalues and eigenvectors of [ ].
68. Verify Cayley Hamilton theorem and use it to find , if it exists.
69. Verify Cayley Hamilton theorem and use it to find , if it exists.
.
70. Verify Cayley Hamilton theorem and use it to find , if it exists.
Long Answer Questions
1. Find g.c.d. of and , and express it in the form
( )
for some
2. Find g.c.d. of and , and express it in the form
( )
for some
(8 marks questions)
.
.
3. Find g.c.d. of and , and express it in the form
4. Find g.c.d. of and , and express it in the form
( )
for some.
5. Show that and are relatively prime. Also find and such that . | <urn:uuid:f2296733-6d71-44bf-a7d6-d2459a976dff> | CC-MAIN-2019-39 | http://www.tccollege.org/wp-content/uploads/2019/08/MAT1101-F.Y.B.Sc_.-Maths-Algebra.pdf | 2019-09-16T00:33:52Z | crawl-data/CC-MAIN-2019-39/segments/1568514572439.21/warc/CC-MAIN-20190915235555-20190916021555-00541.warc.gz | 326,257,258 | 1,710 | eng_Latn | eng_Latn | 0.984944 | eng_Latn | 0.993569 | [
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TEACHING YOUR DOG THE U-TURN
During on-leash walks with their pet parents, some dogs stay quiet and calm, seemingly oblivious to the world's many sights and sounds. However, other dogs get excited or upset when they encounter people, other animals or even moving objects. These dogs may bark, lunge, spin in circles, bite their leashes in frustration or try to run away. Some are simply excited and want to play. Some are driven to hunt and chase, especially if something or someone passes by rapidly. Some become frightened and feel compelled to flee.
Reactive on-leash behavior can be embarrassing to pet parents and stressful for everyone. The steps you'll take to treat the underlying problem that causes this kind of behavior will depend on both why and how your dog reacts. But no matter what kind of treatment you use on the road to resolution, you'll need to be able to manage your dog's on-leash behavior in the meantime. The best way to do that is to teach him a more appropriate reaction to the things, people or animals causing him excitement or distress. If your dog learns to do an abrupt u-turn on cue (command), both of you can quickly and calmly change direction, avoiding problematic situations should they suddenly arise.
U-Turn Training Steps: Getting Started
Taking it on the Road
Initially, you'll need to teach your dog the u-turn inside, in a relaxing, familiar place. Put a leash on your dog and take him to a quiet hallway or room.
1. Start walking with your dog in a straight line.
2. After three or four steps, say "This way!" in an upbeat voice. Then reach down with the hand closest to your dog and hold a tasty treat right in front of him. As he sniffs it, turn around and walk in the opposite direction, using the treat like a magnet in front of your dog's nose to lead him along with you. Make sure you don't jerk or pull your dog with the leash. You should be able to guide his movement as he follows the tasty treat with his nose. If he doesn't sniff and nibble at the treat, use something more exciting and delicious. Try a small piece of hot dog, cheese or chicken.
3. After you and your dog have made the u-turn and walked a couple of steps, you can give him the treat.
4. Practice the sequence above until your dog quickly whips around to walk in the opposite direction as soon as he hears you say the cue "This way!" Eventually, you won't have to use the treat on his nose anymore to lead him but do continue to give him a treat after the two of you have changed directions and walked a few steps.
When your dog becomes a u-turn pro in your quiet training place, start practicing the behavior when the two of you take walks together. Since exciting sights and smells outside will distract your dog, you'll probably need to hold a treat right in front of his nose again at first. Once he gets used to practicing his new trick outdoors, you can stop using the treat to guide him.
However, do continue to reward him with a treat after he performs the u-turn. You can also reward your dog by running a few steps before giving him his treat. This makes the u-turn feel like a fun game — and when you start to use it in real-life situations, a short sprint will get you away from whatever upsets your dog even faster!
Real-Life Training
Once your dog has learned how to do a u-turn outside with no distractions, you can start incorporating low-excitement triggers into your training. Start practicing with a trigger about 15 feet away — or as far away as it needs to be for your dog to notice but not react to it. As your dog gets better at the u-turn, you can gradually move closer and closer to the trigger before turning around to walk in the opposite direction.
Training Tips
* If your dog's reactive behavior is triggered by people, recruit the help of friends and family whom you dog knows and likes.
* If the behavior is triggered by other dogs, ask friends who have dogs to help with training.
* If possible, practice first with dogs whom your dog knows and likes. If moving objects excite your dog, recruit the help of friends who skateboard, use inline skates or ride bikes. Ask your helpers move around slowly at first. As your dog gets better and better at the u-turn, they can gradually increase their speed.
* If your dog's reactive behavior is triggered by something you can't control, like squirrels or cars, practice the u-turn in the areas where you usually see the triggers, even if there are none there at the time.
* A dog will often look at something intently but not react until he's quite close to it. Practice making the u-turn before your dog reacts to triggers.
* Practice in many different places so that your dog can quickly perform the u-turn — no matter where you are.
Using the U-Turn When You Need It
After you teach and practice the u-turn for a few weeks, you can try using it if you and your dog suddenly encounter something that excites, frightens or upsets him. Be sure to keep some tasty treats in your pocket whenever you and your dog go out into the world. String cheese is a good choice because it's very tasty, keeps for a long time and comes in tidy, pre-wrapped pieces.
* The first few times you use the u-turn when you unexpectedly encounter a trigger, you might have to go back to holding a treat in front of your dog's nose to lead him away. If you say "This way!" and your dog doesn't turn toward you immediately, just repeat "This way!" in a happy voice, and get out a big treat to put in front of his nose. When he turns around with you and you're able to give him the treat, be sure to tell him how brave and smart he is and how happy you are that he came with you.
* If your dog has noticed something and looks at it for more than two seconds, he's probably thinking about interacting with it or reacting to it in some way. If you get in the habit of breaking his gaze before those two seconds are up, he'll be much less likely to react. It's better to give your dog the u-turn cue early-right when you see that he's interested in a potential trigger.
* Remember to stay calm and to keep your voice upbeateven if your dog barks, lunges or growls. If he reacts poorly to something or someone, it just means that you didn't ask him to perform a u turn quickly enough.
The U-Turn Won't Fix Your Dog's Problem
Remember that the u-turn is a management tool. It's intended to make your dog's reactive behavior easier to control. In some cases, it may improve a dog's reactions to things that arouse him, but it's not the same thing as treatment. You'll still likely need to address your dog's specific underlying behavior problem. For problems that involve fear or aggression, especially if your dog's reactions are directed toward children, people or other dogs, it's best to seek help from a qualified professional. Please see our article on Finding Professional Help for information about locating an experienced expert in your area. | <urn:uuid:f394b24c-99d5-4718-9738-9c053d30ea86> | CC-MAIN-2024-51 | https://www.halifaxhumanesociety.org/wp-content/uploads/2024/11/Dog-Leash-U-Turn.pdf | 2024-12-10T02:12:03+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00716.warc.gz | 737,584,918 | 1,499 | eng_Latn | eng_Latn | 0.999039 | eng_Latn | 0.999017 | [
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This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore.
Science, Technology and Human Security ‑ Fighting Food Wastage: New Ideas From The Past
Nair, Tamara; Lim, Christopher
2017
Nair, T., & Lim, C. (2017). Science, Technology and Human Security ‑ Fighting Food Wastage: New Ideas From The Past. (RSIS Commentaries, No. 016). RSIS Commentaries. Singapore: Nanyang Technological University.
https://hdl.handle.net/10356/84982
Nanyang Technological University
Downloaded on 10 Dec 2024 10:29:26 SGT
No. 016 – 18 January 2017
Science, Technology and Human Security
Fighting Food Wastage: New Ideas From The Past
By Tamara Nair and Christopher Lim
Synopsis
Food wastage amounts to US$ 310 billion annually in developing countries, the bulk of it from fruits and vegetables. Could a 4,000-year old idea for food storage help in reducing such wastage?
Commentary
FOOD STORAGE, from 'farm to fork', requires infrastructure, energy and suitable space, among other factors. The Food and Agriculture Organisation (FAO) has identified, unsurprisingly, the bulk of the food wasted as fruits, vegetables, roots and tubers. All are highly perishable but all necessary elements for micro-nutrient provision for many who now suffer from undernourishment and malnutrition in the Asia-Pacific.
The use of an ancient cooling technology that uses the effects of evaporative cooling is proposed to address such food wastage.
Issues in Food Wastage
One-third of all food produced is wasted. But, according to the FAO, we need to increase our food production by around 60 per cent from 2007 levels if we are to feed the nine billion people estimated to inhabit the planet by 2050. Food waste is not only about actual food being wasted. We also waste water and land when producing this wasted food and increase unwanted emissions of greenhouse gases such as methane from the production of meats like beef.
In addition, we compromise the economic security of millions who are either directly or indirectly involved in food production. Reduction in food wastage translates to a reduction in waste in all areas in agriculture and helps to reduce hunger, when food reaches where it is most needed.
Asia accounts for more than half of all food wasted and yet it is also the region that houses the world's hungriest. Some of the causes for wastage include out-dated or bad agricultural practices, poor roads and infrastructure including the lack of cold storage and refrigerated trucks. In India, up to 40 per cent of fruit and vegetable output is lost because of the lack of proper refrigeration. Setting up proper infrastructure requires financial capital, something not easily available to most farmers in developing countries.
Evaporative Cooling As A Solution
The Global Opportunity Report of 2016 outlines recent advances in mobile refrigeration, for example the use of solar power, which is creating a revolution 'that harnesses renewable energy to fix the broken cold chains'. By using solar energy we attempt to 'green' cold chains. But there is a high cost involved in this set up, which might not be accessible to millions of small-scale farmers, who produce 80 per cent of Asia's food.
We propose another 'greening' mechanism that is low-cost and can be adapted to fit the needs of these farmers. Evaporative cooling is a process that occurs when water evaporates off a surface cooling it in the process. This is the same process that maintains our core body temperatures as we perspire. The Ancient Egyptians, Romans, and early Persian societies have used evaporative cooling not only to cool themselves and their homes but also to store food to prevent it from rotting and going to waste; essential to maintaining household food stocks in scarce times or in regions where food is not readily available.
These societies have used the technology to store food by very simply resting two terracotta pots, one over the other, and filling the space in-between with sand and water. As water evaporates from the sand it removes the heat thus keeping the pot above (where food is kept) at cooler temperatures.
This simple method has been replicated by the creators of the Evaptainer, a storage device that uses evaporative cooling to store food, without the use of electricity. The company ran its first prototype field tests in Morocco involving small-scale farmers. CNN Money describes it as a 'lightweight, efficient cooling system that can be used in a wide variety of applications'; the model is also low cost and is made from highly durable and easily available materials.
New Mechanism to Prevent Food Wastage?
We propose that a mechanism similar to the Evaptainer be created to prevent food wastage in rural Southeast Asia. Given the challenges in food production, including extreme climate change, it would be timely to set up a strategic regional fund that works towards negotiating for the rights to reproduce the technology in food storage facilities. This fund could also help in supplying rural farmers with Evaptainer -like storage vessels for minimum cost. Evaptainers are currently commercially available at less than US$30 a piece.
In addition, we also suggest the development of cottage industries in rural Southeast Asia to mass-produce these containers, bringing in jobs to supplement agricultural work. If focussed specifically on rural women, this would also help empower them by offering them much needed income as a means of establishing some form of economic security.
The direct benefit of these actions would be the ability to potentially move wasted food to where it is most needed to help reduce hunger. The now non-urgent need to extend electricity supply for food storage in rural areas alleviates political pressure and allows policy makers to secure a sustainable source of energy, while at the same time focussing on rural development and capacity building.
The usage of Evaptainers could be extended in natural disaster situations that regularly inflict the region. In addition to food storage, in post-disaster settings the vessels might also be used to store medical supplies at cooler temperatures without the use of electricity that will most likely be disrupted under such circumstances.
Much of the region's food supply is dependent on the small-scale farmers of Southeast Asia. Although there has been development in rural areas, much remains to be done especially in terms of setting up good infrastructure for food storage and transport. This is not to say there is no wastage at the consumption end. This is an increasing cause for concern. However, the bulk of food wasted is at post-harvest, storage and transport. The measures proposed will not only positively impact the region but will also have significant global implications vis-à-vis climate change. This is a cost effective and 'green' way to help the hungry and help the planet.
Tamara Nair is Research Fellow at the Centre for Non-Traditional Security (NTS) Studies and Christopher Lim is Senior Fellow at the Office of the Executive Deputy Chairman, both in the S. Rajaratnam School of International Studies, Nanyang Technological University, Singapore. This is part of a series.
Block S4, Level B3, 50 Nanyang Avenue, Singapore 639798
Tel: +65 6790 6982 | Fax: +65 6794 0617 | www.rsis.edu.sg | <urn:uuid:822aceba-3993-4820-885c-0d3b6c78c8bb> | CC-MAIN-2024-51 | https://dr.ntu.edu.sg/bitstream/10220/42051/1/CO17016.pdf | 2024-12-10T02:29:26+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00716.warc.gz | 196,351,551 | 1,570 | eng_Latn | eng_Latn | 0.907994 | eng_Latn | 0.998007 | [
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Year 11 Parent and Child Workshop Welcome!
Miss G Randall (Subject Leader – English) Miss J Cooper (KS4 Coordinator – English Language)
The objectives of this workshop:
To inform you of the content of the new English Language exam (Paper 1)
To equip you with an understanding of exactly how you can help your child revise for this at home
To provide you with some extra resources which you and your child can use at home
Misconceptions
The Language paper is entirely unseen, meaning that they will be presented with texts that they have probably never read before.
Students often believe that they cannot revise for this exam.
However, they CAN practise the skills at home and become extra familiar with the requirements of the exam paper - today aims to give you the tools with which to properly assist in that!
Language Paper 1:
Is worth 50% of the whole English Language GCSE grade
Is 1 hour 45 mins
Will consist of 5 questions
Tests both reading and writing skills
Uses an unseen fiction text (think along the lines of Oliver Twist, Jane Eyre, Wuthering Heights, Great Expectations – highly complex texts)
For this session, each pair will need:
An enlarged copy of an unseen text (as well as a smaller copy if you prefer to work from that)
A variety of highlighters and writing pens
A terminology sheet
A willing child (preferably your own!)
Question 1!
Will ask your child to read just a few lines of the text and identify 4 things from those lines – they should only use about 5 minutes of exam time
Allows your child to answer in bullet point form
Parent tip:
Allows your child to use direct quotations
Is worth 4 marks
Pupil tip:
For example:
Read lines 1 – 8 of the text. What 4 things do we learn about what happens at the neighbours house?
Draw a box around the lines which the question gives you – this will ensure that you do not write about anything irrelevant.
This is a question that can very easily be practised at home – use any short paragraphs from newspapers, magazines, the internet or books that you have at home and ask your child to identify 4 pieces of information based on any question you make up!
Question 2
Will also designate the lines from which information should be taken
Will ask your child to analyse the way that language has been used. (It will specify what they should be looking for, so how it has been used to describe a scene, a setting, a character etc.)
Will require your child to select suitable quotations
Will require your child to focus on individual words and explain the effect of them (in depth) on the reader
Will require your child to use varied and accurate literary terminology
Is worth 8 marks
Should use a maximum of 10 minutes of exam time
Question 2:
For example:
Read lines 1 -18 How has the writer used language to describe the extravagant parties?
Pupil tip:
* Draw a line to show where you can read up to
* Decide first of all what overall impression you get of the parties (wealthy, luxurious)
* Now highlight a minimum of 4 quotations that best show this
* Look for similes, metaphors, personification
* Have at least one individual word that you can focus on
Parent tip:
* At home, select short pieces of writing (from magazines, books, the internet) and ask your child to highlight the most interesting words or phrases. Ask them to first talk, then write about the effects that these have.
* Ask them to identify word classes and techniques!
* Encourage them to revise word classes and techniques through the use of post it notes around the house
Question 3
Will ask your child to look at the entire piece of text
Will require them to identify ways that the writer has structured the text to interest the reader
Will require your child to select suitable ideas and quotations
Will require your child to use terminology
Will require your child to write in depth about how these techniques are effective
Is worth 8 marks
Should take up no more than 10 minutes of exam time
Question 3
For example:
Pupil tip:
Now you must read the whole of the text. How has the writer structured the text to interest the reader?
Highlight structural techniques such as the following:
* Unusually short sentences
* Exclamation marks or questions
* Dialogue (speech)
* What happens at the start, in the middle and at the end
* Repetition of any words
* Lexical fields (lots of words which have the same theme)
* Lists
Parent tip:
Practise with your child so that they memorise these 7 key structural techniques: this is a difficult question but it can be easily tackled if students have a checklist of structural features to refer to.
Question 4:
This is perhaps the most difficult question.
It will require your child to refer to a section of the text again.
It will require your child to respond to a statement made by 'another pupil'
It will require child to use quotations
Your child will have to explain the effect of these selected quotations in depth
Your child will need to use a range of accurate terminology
Your child will have to agree to the statement to some extent!
Your child will have to sound confident in their ideas
Your child should try to write in a sophisticated style (although this is the least important of all of the requirements)
Is worth 20 marks
Should take about 25 minutes
Question 4:
For example:
A student, having read the extract, said, "The writer brings the parties to life. It is as if you are there." How far do you agree with this statement?
Pupil tips:
* First, underline the key words on the question – this will show you what quotations you need to choose.
* Next, select approximately 5 quotations to write about. (Make sure some are similes or metaphors)
* Explain why they prove that the parties have been brought to life
* Use words like "surely, clearly, definitely and indeed" to show that you are positive about your ideas
Parent tip:
At home, as well as on the practice papers that we will give you, read short extracts with your child from different texts.
Make a statement about the characters or scene described and ask your child to find evidence in the extract that proves this.
Question 5: The writing question
Tests your child's writing skills
Is marked out of 40
16 of these marks are based on spelling, punctuation and grammar (SPAG)
24 marks are based on content
Should use no more than 1 hour of exam time
Is the last question on the paper but carries the highest marks – this means that if pupils time their other responses wrongly, they could very well not leave enough time for this question.
Your child will be given a question which looks something like this:
'Using the image as stimulus, write the opening to a short story which includes a frightening encounter.'
Over to you…. The parents
Using the image (that I will leave on the screen) I want you to come up with as many different and interesting vocabulary choices as you can to describe the scene… you can work in pairs, ideally – cover the paper with them
You may use some whole sentences
You may include similes and metaphors, personification etc (you have 10 minutes)
In the pupil room, they will be constructing a 'slow writing' list of their own to use, which will ensure that they will cover all elements required by the mark scheme.
They will also be coming up with some vocabulary of their own to use.
When they return, you will be working with your child to create the best possible paragraphs, using both sets of ideas together.
This session has been 2 hours long – minus 15 minutes for breaktime…
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Student Book 2
Unit
0
Table, Scissors,
Crayons
2
Let's Play
I Like Rice
I See a Bee
I'm Happy
The Sounds of English
| Requests Polite Language | | Hello, Hi, My name is …, apple, ball, blue, book, cat, dog, doll, red | | Can you help me? May I have the [book] Yes, I can. please? Thank you. Yes. You’re welcome. Thanks. You’re welcome. |
|---|---|---|---|---|
| Classroom Objects | a crayon, scissors, a pencil, a box, a table, a chair, a computer | apple, ball, banana, bird, blue, book, bread, cat, circle, close, cookie, dog, doll, fol wer, grass, green, hand, numbers 1–5, open, orange, pink, puzzle, rabbit, red, shirt, square, train, tree, triangle, truck, turtle, window, yellow | on, in, under | (Receptive: Where is the [book]?) It’s on the [table]. |
| Play Time | a swing, a slide, a seesaw, jump, play, run, climb | ball, bird, bug, cat, pants, sun, truck | up / down | (Receptive: What can you do?) I can [jump]. |
| Food / Snacks | rice, cheese, beans, chocolate, yogurt, milk, eggs | apple, banana, blue, bread, circle, cookie, eyes, green, hair, mouth, nose, numbers 1–5, puzzle, red, shirt, square, triangle | black, brown, white | (Receptive: Do you like [yogurt]?) Yes, I do. / No, I don’t. |
| Farm Animals | a chicken, a cow, a horse, a donkey, a duck, a goat | ball, banana, bird, blocks, cat, circle, cookie, dog, doll, door, fsi h, numbers 1–5, rabbit, shoe, sun, turtle, window | 6, 7 | (Receptive: How many [horses] are there?) There are [3 horses]. |
| Clothes | a coat, a hat, boots, a sweater, sandals, a T-shirt, shorts | ball, big, blocks, blue, doll, dress, eyes, green, hair, mouth, nose, numbers 1–5, orange, pants, purple, rabbit, shirt, shoes, short, small, socks, sun, tall, water, window, yellow | hot / cold | (Receptive: Are you wearing [boots]?) Yes, I am. / No, I’m not. |
| Nature | a ladybug, a butterfyl , a leaf, an ant, a caterpillar, a bee, a rock | I have a rock., It’s [black]., big, blue, bug, fol wer, grass, green, numbers 1–5, orange, pink, purple, red, small, sun, tree, yellow | 8, 9, 10 | I see [a butterfyl ]. |
| Feelings | happy, laughing, smiling, tired, sad, crying, mad | apple, banana, blue, book, bread, circle, cookie, ears, eyes, hair, juice, mouth, nose, red, shirt, shoe, socks, square, triangle, water, yellow | same / different | (Receptive: How do you feel?) I’m [mad]! |
| Transportation | an airplane, a bike, a boat, a bus, a car, a motorcycle, a frie truck | ball, big, blue, bug, numbers 1–5, orange, rabbit, red, small, train, truck, turtle, water, yellow | slow / fast | (Receptive: Are [bikes] fast?) Yes, they are. / No, they aren’t. |
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Class Block 9:30-10:30
Stories and Storytelling Ages:5-8 years old
Students will read, tell, and create stories to explore early reading and literature skills through narrations, imaginative play, story creation, and character analysis.
Included in this course: reading, early writing skills, social studies, science, art, music, and health
Exploring Literature, Creative Writing, and Grammar Ages:8-13 years old
Students will read, discuss, and analyze at least one book that is cooperatively selected by the students and teacher after receiving input from the students taking the class. This will serve as a spring board for creative writing and provide teachable moments to focus on grammar. Included in the course: literature, reading, creative writing, and grammar
Ancient Civilizations Ages:8-13 years old
This hands-on journey through ancient history will explore many early civilizations, including ancient Egypt, Greece, Babylon, and more. We will be utilizing the book "Creation to the Greeks" from My Father's World curriculum. This curriculum has many hands-on projects in addition to a timeline and a history notebook.
Included in this course: history, geography, music appreciation, art, literature, writing, and group projects
Note: The curriculum My Father's World is a Bible-based Christian curriculum. The class will not study the Bible nor emphasizing the religious undertones that may be present in the textbook. This course fits Mighty Roots Academy's cross-curricular design. It best fit our teaching style and educational values.
Additional Materials Required: Student Sheets for Creation to the Greeks $20
Advanced Spanish Ages: 9-13 years old
Read and act out stories, sing songs and use Spanish in a variety of settings! This advanced Spanish class immerses students in play, reading, nature, acting and conversing. Included in this class: Spanish, acting, storytelling, art, and music
Note: Students must qualify for this class by having a short conversation with the teacher to show that they can speak in basic complete sentences and possess sufficient vocabulary for this upper level class.
Additional Materials Required: $15 for Subscriptions to Spanish resources and books
Mighty Roots Academy
Homeschool Program Class Offerings 2019-2020
The mission of Mighty Roots Academy is to provide active, multiage learning in a nature rich environment.
Class Block 10:30-11:30
Exploring Music Ages:5-13 years old
A variety of musical styles will be explored through singing and playing of simple instruments. This course is tailored to the students who enroll. The teaching will use the students' interests to make music and style selections. Students should expect to learn foundational elements of music, singing, playing instruments, and even dance with occasional performances. Included in this course: singing, playing instruments, musical exploration, dance, history, and small amounts of writing
Math Games Ages:5-13 years old
We believe that students learn math more easily when they have a say in their own learning. Math, in all its forms - i.e. addition, subtraction, multiplication, division, fractions, geometry, algebra - is useful and fun when students are highly motivated (which often only happens outside of school). We will bring math off the page and to life through challenging games. Students will problem solve practically, through active learning and with friends of different ages and interests. Games fit the bill! As the nature of math games differs greatly depending on age and math proficiency, we will have many options available and these options will vary each class time.
Included in the course: math, reading, art, and health (communication and conflict resolution skills)
Exploring Countries and Cultures Ages: 7-13 years old
Take a trip around the world and explore diverse countries and cultures while learning geography and reading stories. Experience different cultures by preparing traditional food, making native crafts, and listening to ethnic music.
Included in this course: geography, history, science, literature, art, and music
Note: The curriculum My Father's World is a Bible-based Christian curriculum. The class will not study the Bible nor emphasizing the religious undertones that may be present in the textbook. This course fits Mighty Roots Academy's cross-curricular design. It best fit our teaching style and educational values.
Additional Materials Required: Student Sheets for Exploring Countries and Cultures $30
Lunch and Discovery Play Ages:5-13 years old
Students will first eat their lunch brought from home, complete a small school chore, then have the remainder of the class to play. On average, an American child today only spends around 12 minutes per day outside in nature. Let's increase that number! Unhindered imaginative play, while supervised (but not interrupted) by an adult, is the true work of childhood. Our students will get the opportunity to enjoy our beautiful outdoor acreage however they choose. Pickup sports games with friends, pretend adventures, exploring the grounds, or laying in the grass just enjoying the sunshine Included in this course: health and physical fitness
Note: Students will go outside daily and should be dressed in weather appropriate clothing. Bring a daily change of clothes in case they are needed. Severe weather alerts will prevent outdoor play but rain, snow, and wind will not.
Mighty Roots Academy
Class Block 11:30-12:30
Play to Learn Spanish Ages:5-8 years old
Join in the fun as students play games, take nature walks, sing, listen to stories, act and learn Spanish! This play based introduction to Spanish will offer opportunities for students to learn basic conversation, as well as focus on their own interests.
Included in this course: Spanish, early reading skills, art, science, music, acting, and math
Additional Materials Required: $5 learning resources
Art Ages:8-13 years old
This course will explore a variety of art mediums - sculpture, mosaic, ceramics, mixed media and several painting techniques. Some art history will be included.
Included in this course: art, history, health, science
Additional Materials Required: $10 materials fee per semester
Seasonal Studies Ages: 5-13 years old
Using the natural rhythms of the seasons, students become explorers, inventors, and scientists to investigate the world around them in relation to nature science, arts, math, writing and literature. Students will keep a nature journal to record their questions, discoveries, and findings. Included in this course: science, art, math, writing, and literature
Lunch and Discovery Play Ages: 5-13 years old
Students will first eat their lunch brought from home, complete a small school chore, then have the remainder of the class to play. On average, an American child today only spends around 12 minutes a day outside in nature. We want to increase that number! Unhindered imaginative play, while supervised (but not interrupted) by an adult, is the true work of childhood. Our students will get the opportunity to enjoy our beautiful outdoor acreage however they choose. Pickup sports games with friends, pretend adventures, exploring the grounds, or laying in the grass just enjoying the sunshine
Included in this course: health and physical fitness
Note: Students will go outside daily and should be dressed in weather appropriate clothing. Bring a daily change of clothes in case they are needed. Severe weather alerts will prevent outdoor play but rain, snow, and wind will not.
Class Block 12:30-1:30
Me, My Family, & My Neighborhood Ages: 5-8 years old
This fun class will focus on knowing important information about the local community around you. Students will memorize and learn to write their own address and important phone numbers, learn more about local emergency services, learn about what it takes to run a city well, and even where their food comes from.
Included in this course: writing, reading, social studies, science, health and art
Animal Science Ages: 5-13 years old
This nature-based course will explore the kingdoms of animal life. This class will cover the biology, habitat, and characteristics of insects, mammals, reptiles, birds, ocean life, and more! This science focused class will also include writing, reading, hiking, and animal-handling (yes, live animals whenever possible!).
Included in the course: science, writing, reading, physical fitness, and health
Spanish Ages: 9-13 years old
Using songs, games, stories, and acting organized around theme units and students' interests, students explore another language together. Students actively engage, move, and play with language and culture to develop basic Spanish skills. Let's explore together! ¡Vámanos! Included in the course: Spanish, writing, acting, reading, math, geography, music and culture
Additional Materials Fee: $15 for subscription to Spanish resources and books
Lunch and Discovery Play Ages: 5-13 years old
Students will first eat their lunch brought from home, complete a small school chore, then have the remainder of the class to play. On average, an American child today only spends around 12 minutes a day outside in nature. We want to increase that number! Unhindered imaginative play, while supervised (but not interrupted) by an adult, is the true work of childhood. Our students will get the opportunity to enjoy our beautiful outdoor acreage however they choose. Pickup sports games with friends, pretend adventures, exploring the grounds, or laying in the grass just enjoying the sunshine
Included in this course: health and physical fitness
Note: Students will go outside daily and should be dressed in weather appropriate clothing. Bring a daily change of clothes in case they are needed. Severe weather alerts will prevent outdoor play but rain, snow, and wind will not.
Class Block 1:30-2:30
Sensory Science Ages:5-8 years old
Discover the world around you and create experiments that stimulate your senses! Oftentimes this class will combine art and science with sensory exploration! Our young scientists will create a list of things that they wonder about. This will serve as a springboard for hands-on scientific discovery, experiments, and activities as students develop a curious mindset. Included in this course: science, art, math, reading, reading, and writing
Engineering Ages: 7-13 years old
Get ready for hands on exploration! The course will start with several weeks of Lego structural engineering challenges. Based on student interests the teacher will select other areas of engineering to explore: Electrical, Aerospace, Mechanical, Chemical, Environmental, or Civil. Included in this course: Engineering, history, writing, grammar, math, and communication skills
Cultural Dance and Art Ages:5-13 years old
This course will cover different styles of dance and art throughout history and from diverse cultures around the world. This is an active, physical class but will also touch on art, history, music, and social studies.
Included in this course: physical fitness, art, history, music, social studies, and writing
Discovery Play without Lunch Ages:5-13 years old
On average, an American child today only spends around 12 minutes a day outside in nature. We want to increase that number! Unhindered imaginative play, while supervised (but not interrupted) by an adult, is the true work of childhood. Our students will get the opportunity to enjoy our beautiful outdoor acreage however they choose. Pickup sports games with friends, pretend adventures, exploring the grounds, or laying in the grass just enjoying the sunshine. Included in this class: The possibilities are endless!
Note: Students will go outside daily and should be dressed in weather appropriate clothing. Bring a daily change of clothes in case they are needed. Severe weather alerts will prevent outdoor play but rain, snow, and wind will not.
Additional Course Offerings:
Musical Theater -Thursdays Only- Ages:7-13 years old
This once a week after regular hours class will prepare and present a musical production. All students will audition for roles, and each student will receive a part. The script will be chosen once there is a rough student count. Once a selection is made, students will still have a time period to add or drop this course.
Additional Materials Required: $125 for the semester
Mini Theater -Thursdays Only- Ages: 5-8 years old
This once a week after regular hours class with prepare and present a theater production. All students will audition for roles, and each student will receive a part. The script will be chosen once there is a rough student count. Once a selection is made students will still have a time period to add or drop this course. This is for young actors or those who are new to theater.
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BRIDGEWATER HIGH SCHOOL
ACCESS TO THE CURRICULUM POLICY
Policy Reference Number
A2
Written By
P Jones
Date
19 th January 2022
Approved By
Curriculum Committee
Name
To be approved by the Governing Body (DRAFT)
Signature
Date
Review Date
| | BRIDGEWATER HIGH SCHOOL | | | | |
|---|---|---|---|---|---|
| Policy Title | | | | | |
| Written by: | | P Jones | Date | January 2022 | Policy ref |
Bridgewater Curriculum Intent
At Bridgewater we are committed to providing a curriculum that is broad, balanced, and challenging, which builds rich knowledge and develops skills which prepare students for their next steps in education, training and employment.
Bridgewater High students join the school with higher than average levels of attainment and the majority move onto A-Levels and University. Our curriculum is designed around making that route accessible for all, through strong Ebacc subject pathways, specific teaching of meta-cognition in all key stages and bespoke pathways for those students who may be disadvantaged through social or SEND circumstances.
As an academic school that is inclusive of every pupil, the planned curriculum recognises the value that creative, practical and vocational learning brings to students character and personal development and aims to use this to complement traditional pathways.
The planned curriculum aims to develop students personally, through planned tutorial programmes and the taught curriculum. It intends to educate students to live safe, healthy and fulfilling lives, who have the confidence to make a positive contribution to society and become responsible citizens. (see Personal Development).
To enable this to happen our curriculum in planned around the following 6 dimensions:
1. Clarity around the sequence of learning over 5 years.
3. Vocab and literacy
2. Clarity around the knowledge and the application of knowledge.
4. Subject content which is Aspiring, Inspiring and 'Real World Learning'
6. Assessment. Clarity around the end points and the assessment of what students know and can do.
5. Memory and Cognition.
Pupil entitlement
As a fully comprehensive, 11 – 16 school, we are committed to the principle that all students, regardless of ability, race, cultural background, health and well-being have a right to the highest quality of education we can provide. This means that we seek to ensure:
* breadth and balance for all;
* appropriate levels of expectation and genuine challenge;
* relevance, continuity and progression in learning;
by providing courses of study and teaching methods which are tailored to the wide range of needs, interests and aspirations of our students. It also means that many features of the curriculum are common to all students but also recognizes that some students require specialized alternative pathways to succeed.
Access
The principle above presents us with a responsibility to find ways of ensuring that all students are engaged in their learning, motivated and enabled to succeed. The curriculum is designed to allow pupils to achieve their full potential. Teaching staff are expected to ensure that, wherever possible, students who are having difficulty or becoming demotivated are identified early and provided with appropriate support, encouragement, guidance and (if necessary) work, so that they might continue to participate at the most appropriate level for them
Expectations of staff
Staff are expected actively to promote and seek to secure the curriculum aims (above) and, in particular to
* have high expectations of students;
* employ a variety of appropriate teaching and learning methods;
* ensure that, wherever possible, students are found means of access to the curriculum and given opportunities to succeed;
* deliver programmes of study which build upon students' previous experiences, providing progression and continuity in their education
* provide work which meets their students' needs and aspirations, which offers depth and challenge, and which motivates and inspires them;
* involve the learner in the process of learning, by discussing work, giving regular feedback through assessment and marking, negotiating targets and encouraging pupils to evaluate their own achievements;
* develop students' skills to become independent learners;
* encourage, reward and value achievement and effort, both formally and informally, through praise in the learning environment;
* work in partnership with other staff, parents/carers and the wider community to achieve shared goals;
* keep parents/carers regularly and fully informed about the progress and achievements of their children
* provide opportunities for home-learning which meaningfully add value to pupil progress and understanding.
Curriculum structure
Quality Assurance of the Curriculum
The quality of the curriculum is monitored through the school self-review process which includes line management, governor's review meetings, peer to peer review, lesson observations, work sampling and the Governor's Quality of the Curriculum subcommittee.
The timetable
The school operates a 25 period week. There are 5 periods per each of which lasts approximately one hour. In addition, all students spend 25 minutes in their Tutor Group for two days of the week where they follow the school's Personal Development Curriculum
Key Stage 3: Years 7, 8 and 9
* deepen pupils' knowledge, understanding and skills across all subjects
Pupils follow a curriculum comprising of; Art, Dance, Drama, English, Geography, History, It, Maths, French, Music, PE, Personal Development, RS, Science and Technology. In addition, we offer German to selected pupils. In Year 9, within the Arts, students have the opportunity to take the school's BEE Award. Through KS3 we aim for our Curriculum to :-
* address pupils' gaps in knowledge, understanding and skills across all subjects
* build on high levels of literacy and numeracy
* develop a love of learning and metacognition skills
* promote behaviour, attitudes and personal development
Key Stage 4: Years 10 and 11
Bridgewater students study their National Curriculum and Option Subjects between the ages of 14 and 16. At the end of the two year course they will take examinations in a number of subjects. The examination taken will normally be a GCSE (General Certificate of Secondary Education) or a Technical Award.
As students move into Year 10, it is necessary to reduce the number of subjects slightly to ensure appropriate preparation for vital examinations. However, balance and breadth remain important and the curriculum for Years 10 and 11 has two distinct parts to ensure that students have some freedom of choice within a carefully structured programme of core and option subjects.
Our curriculum planning, especially at KS4, has a strong focus on academic pathways, rigour and course integrity. This integrity is of paramount importance and we do not seek to manipulate school performance data by offering courses which are less rigorous. It also reflects our belief that all students should study the maximum number of valuable subjects.
At Key Stage 4, students take courses from a choice within a common core, and four further option choices. The common core comprises: English (most students take both Language and Literature), Mathematics, Science (Combined Award GCSE), PE, RS & Personal Development
They then make four further choices from a wide range of subjects. The option subjects available are Acting, Art, Business Studies, Computer Science, Dance, Food Preparation, Geography, German, French, Graphic Products, History, I Media, Music, Performing Arts, Product Design, Separate Sciences, Textiles, PE and It.
Most courses lead to GCSE examinations or their equivalent on the National Qualifications Framework. Alternative provision is made for students who require it.
| y7 | number of lessons | y8 | number of lessons | y9 |
|---|---|---|---|---|
| english | 7 | english | 7 | english |
| maths | 8 | maths | 8 | maths |
| science | 6 | science | 6 | science |
| history | 3 | history | 3 | history |
| geography | 3 | geography | 3 | geography |
| mfl | 4# | mfl | 4# | mfl |
| ict | 2 | ict | 2 | ict |
| pe | 3 | pe | 3 | pe |
| rs | 2 | rs | 2 | rs |
| technology | 4 | technology | 4 | technology |
| art | 2 | art | 2 | epa |
| drama | 2# | drama | 2# | |
| dance | 2# | dance | 2# | |
| y10 | number of lessons | y11 |
|---|---|---|
| english | 7 | english |
| maths | 8 | maths |
| science | 10 | science |
| pe | 3 | pe |
| rs | 2 | rs |
| a | 5 | a |
| b | 5 | b |
| c | 5 | c |
| d | 5 | d |
Curriculum matters
Mixed ability teaching, setting and differentiation
On arrival in Year 7, all students are placed in mixed ability tutor groups. For the majority of subjects Year 7 pupils are taught in their tutor groups. There is setting in Maths, It, English, MFL and PE. We recognize that in all mixed ability classes, sets and broad banded groups, there is a wide range of ability. In addition, individual pupils have preferred learning styles. To take account of these differences and the range of ability in any class, all staff have a responsibility, when planning work, to meet the needs of all pupils. Appropriate
Page6of8
G:\Tlong\1-POLICIES\1WHOLE SCHOOL POLICIES\1-ACADEMY POLICIES\ACCESS TO THE CURRICULUM POLICY 2021 (A2).doc differentiation could include adapting tasks, providing different resources, developing extension work, providing a variety of learning styles and environments, setting individual goals, giving different levels of support, and offering a variety of ways to demonstrate knowledge and understanding.
Class sizes
In Years 7 – 9, the usual teaching group is around 26-30 students. In some subjects, for example where there are health and safety issues to consider (eg in Technology, PE), smaller groups may be created. Where setting exists, the norm is to create smaller groups for the least able students, so that more individual attention can be provided
In Years 10 and 11 English, Mathematics and PE use some form of setting. All other subjects are taught in mixed ability groups. Class sizes vary considerably depending on the subject and the set as appropriate. Where possible class sizes are kept below 30 and in many option subjects are around 20.
The learning environment
The school is aware that a lively, purposeful and structured learning environment is essential in promoting high standards and good working practices. Displays of students' work, stimulus materials and appropriate resources are very important in setting standards and raising expectations. All departments are expected to emphasise good display in their areas and contribute to displays in public areas of the school. It is expected that classrooms are orderly environments where pupils can work effectively and in comfort, that adequate resources are provided and are accessible, and that students treat classrooms, workshops, study rooms and the resource centre with respect.
Access to ICT
The Lower Site has two designated computer rooms each containing 30 PCs. The Upper Site has four designated computer rooms each containing 30 PCs.
Schemes of work and lesson planning
Each department is required to have schemes of work for all of its courses/programmes related, where appropriate, to the Bridgewater curriculum and or examination board requirements. These schemes of work are followed by all departmental staff and their delivery monitored by Curriculum Leaders. Schemes of work set out how the content of the course is structured, so that students' skills, knowledge and understanding are developed progressively, and how the teaching is organised. They support the delivery of the Curriculum map and the overall Roadmap for each subject. Schemes of work are structured to support pupils in knowing more and remembering more by curricular design. These schemes of work are supported by assessment strategies and methods for ensuring standardisation of expectation and assessment. Teachers plan individual lessons, or sequences of lessons, in different ways.
Homework
Students in Years 7, 8 and 9 should expect homework to be set once a week in most subjects. Homework can take a variety of forms including reading, research, planning, evaluating, revising and using online platforms such as Mathswatch and GCSE Pod as well as the more-familiar written work.
Bridgewater High School recognises the importance and value of homework as an extension of classwork, and a vehicle to practise skills, acquire new ones and develop good study habits. Homework is set through the website Show My Homework
Students in Years 10 and 11 prepare for GCSE examinations and undertake a wider variety of homework tasks. Teachers may set homework which extends over more than one week.
The Enrichment Curriculum
Bridgewater offers extended school activities as detailed in the Enrichment Curriculum programme to enhance their learning and educational experience. The Enrichment Curriculum is offered after the normal school day has finished. The nature and timing of the activities will respond to pupil needs and interests and where appropriate specialist staff will be employed to deliver activities that are outside the field of expertise of the full time staff. | <urn:uuid:b653dd3d-be03-4c82-b919-49e5ea31b388> | CC-MAIN-2024-51 | https://bridgewaterhigh.org/wp-content/uploads/2022/01/ACCESS-TO-THE-CURRICULUM-POLICY-2021-A2.pdf | 2024-12-10T01:46:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00716.warc.gz | 131,755,886 | 2,764 | eng_Latn | eng_Latn | 0.986549 | eng_Latn | 0.997847 | [
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Applied Science Chemistry Summer Work
Applied Science Chemistry Summer Work
Please note that you may see slight differences between this paper and the original.
Candidates answer on the Question paper.
Supplied materials:
Additional resources may be supplied with this paper.
Other materials required:
* Pencil
* Ruler (cm/mm)
Candidate forename
Candidate surname
Centre number
Candidate number
INSTRUCTIONS TO CANDIDATES
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1. Crude oil can be separated in the laboratory into fractions which have different boiling points.
Look at the table. It shows possible relationships between:
* boiling point
* number of carbon atoms in the molecule
* size of intermolecular forces.
Which letter represents the correct relationship between the boiling point, number of carbon atoms and size of intermolecular forces?
| | Boiling point | Number of carbon atoms in the molecule |
|---|---|---|
| A | high | more than 50 |
| B | low | more than 50 |
| C | high | less than 20 |
| D | low | less than 20 |
[1]
Your answer
2. Which of these shows the balanced symbol equation for the reaction between potassium and chlorine to make potassium chloride?
A.
B.
C.
D.
Your answer
[1]
3(a). Look at the table. It shows information about some atoms and ions.
| Particle | Atomic number | Mass number | Number of protons | Number of neutrons | Number of electrons |
|---|---|---|---|---|---|
| A | 11 | 23 | 11 | .............. | 11 |
| B | 9 | 19 | 9 | 10 | 9 |
Complete the table.
[4]
[2]
[4]
(b). Particle A is a metal atom, particle D is an ion.
Explain why.
(c). Particle C has the electronic structure 2.8.7.
What does this tell you about the position of particle C in the Periodic Table?
Explain your answer.
4. The diagrams show the structures of two forms of carbon.
Graphite is a good conductor of electricity.
Diamond does not conduct electricity.
Use ideas about structure and bonding in diamond and graphite to explain these observations.
[3]
[2]
Use ideas about structure and bonding in diamond and graphite to explain these observations.
5(a). Irenka reacts an element, X, with oxygen, O2.
There is one product. It is the oxide of X i.e. X oxide.
4.86 g of X reacts with 3.20 g of oxygen to make 8.06 g of X oxide.
i. Calculate the number of moles of X, oxygen and X oxide involved in the reaction.
(The relative atomic mass of X is 24.3 and the relative formula mass of oxygen, O2, is 32.0 and of X oxide is 40.3.)
Number of moles of X= ...........................................................
Number of moles of O
2
= ...........................................................
Number of moles of Xoxide = ...........................................................
ii. Use your answers to write the balanced symbol equation for the reaction between X and oxygen to make X oxide.
(b). Look at the equation.
It shows the reaction between sodium hydroxide and dilute sulfuric acid.
Calculate the mass of sodium hydroxide needed to make 30.0 g of sodium sulfate.
Give your answer to three significant figures.
Mass of sodium hydroxide = ........................................................... g
6. Zinc nitrate can be made by reacting zinc oxide with nitric acid, HNO3.
Write a balanced symbol equation for this reaction.
7. Magnesium has an atomic number of 12.
Calculate the mean mass of an atom of magnesium. Quote your answer to three significant figures.
(Avogadro constant = 6.022 × 10 23 atoms per mole)
Mean mass ........................................................... g
8(a).
Look at the diagrams.
They show the structures of two compounds.
[3]
[2]
Sodium chloride has a melting point of 801 o C.
Use the structure of sodium chloride to explain why.
(b).
Magnesium oxide has a similar structure to sodium chloride.
Draw 'dot and cross' diagrams to show the ionic bonding in magnesium oxide.
You should include the charges on the ions.
The electronic structure of magnesium is 2.8.2.
The electronic structure of oxygen is 2.6.
9(a). The Group 7 elements are known as the halogens.
The halogens have similar chemical properties.
Their physical properties vary with increasing atomic number.
[2]
[3]
Look at the table of information about the halogens.
| Halogen | Atomic symbol | Atomic number | Molecular formula | Atomic radius in pm |
|---|---|---|---|---|
| fluorine | F | 9 | F 2 | 64 |
| chlorine | Cl | 17 | Cl 2 | 99 |
| bromine | Br | 35 | Br 2 | 114 |
| iodine | I | 53 | I 2 | 133 |
| astatine | At | 85 | ................ | ................ |
10.
i. Predict the molecular formula and atomic radius of astatine.
Put your answers in the table.
ii. Predict the reaction of bromine with sodium iodide solution.
Put your answer in the table.
iii. Explain your answer to (ii) in terms of the reactivity of the halogens.
(b). All halogens react with alkali metals to make a salt.
i. All halogens have similar chemical reactions.
Explain why in terms of electronic structure.
ii. Sodium reacts with bromine to make sodium bromide, NaBr.
Construct the balanced symbol
equation for this reaction.
iii. What is the formula of the product of the reaction between astatine and potassium?
Look at the displayed formula of a molecule of glycerol.
[2]
[1]
[1]
[1]
[2]
11. Fluorine reacts with chlorine to make a compound called chlorine fluoride, ClF.
l C
F is a covalent
compound.
The electronic structure of chlorine is 2.8.7.
The electronic structure of fluorine is 2.7.
Draw a 'dot and cross' diagram to show the covalent bonding in chlorine fluoride.
12. Jed is testing iron(III) chloride and some unknown compounds.
He does some tests.
These are the tests that Jed does on solutions of the compounds:
* adding sodium hydroxide solution
* adding silver nitrate solution.
Look at his results.
| Compound | Adding sodium hydroxide solution |
|---|---|
| iron(III) chloride | brown solid made |
| A | blue solid made |
| B | green solid made |
Iron(III) chloride, FeC?3, reacts with silver nitrate, AgNO3, to make silver chloride, AgC?, and iron(III) nitrate, Fe(NO3)3.
Write a balanced symbol equation for this reaction.
Identify the unknown compounds A and B and explain your answers.
[1]
The quality of written communication will be assessed in your answer to this question.
13. One scientist who helped to develop the Periodic Table was called Mendeleev.
Write about how Mendeleev helped in the development of the Periodic Table.
14(a). Zinc, Zn, reacts with hydrochloric acid, HCl .
Hydrogen gas, H2, and zinc chloride, ZnCl2, are made.
Construct the balanced symbol equation for this reaction.
[6]
[2]
(b). Fatimah and Sam investigate the reaction between acid and metals.
They react dilute hydrochloric acid with zinc powder and with iron powder.
Look at the apparatus they use.
Every 10 seconds they measure the volume of gas in the gas syringe.
Fatimah and Sam do three different experiments.
* 50 cm 3 hydrochloric acid and 0.15 g of zinc
* 50 cm 3 hydrochloric acid and 0.15 g of iron
* 50 cm 3 hydrochloric acid and 0.075 g of iron mixed with 0.075 g of zinc.
Look at the graph of the results for the first two experiments.
i. Calculate the rate of reaction of iron during the first 30 seconds.
[1]
[1]
[2]
ii. Predict the total volume of hydrogen formed when the mixture of zinc and iron powder is used.
................................ cm
3
(c). Increasing the concentration of a reactant in solution will increase the rate of reaction.
Use the reacting particle model to explain why.
15. Sodium hydrogencarbonate decomposes when it is heated.
sodium hydrogencarbonate → sodium carbonate + carbon dioxide + water
2NaHCO
3
→ Na
2
CO
3
+
CO
2
+ H
2
O
The table shows the relative formula masses, Mr, of the substances in the equation.
Zakia heats some sodium hydrogencarbonate.
Look at the apparatus she uses.
Zakia heats 1.000 g of solid sodium hydrogencarbonate.
After heating for ten minutes the test tube contains 0.631 g of solid sodium carbonate.
Zakia does the experiment again.
This time she uses 2.500 g of solid sodium hydrogencarbonate.
i. Show that the predicted mass of solid sodium carbonate that she should make is 1.578 g.
[1]
ii. Zakia actually makes 1.124 g of solid sodium carbonate.
Calculate the percentage yield.
Give your answer to three significant figures.
percentage yield = ................................... %
16(a). i. Iron rusts in damp air.
Rust is hydrated iron(III) oxide.
Write the word equation for the rusting of iron.
(b). This question is about the corrosion of metals.
Look at the table. It shows how four metals corrode in different conditions.
| Metal | | |
|---|---|---|
| | damp air? | damp acidic air? |
| A | no | quickly |
| B | slowly | quickly |
| C | very slowly | very slowly |
| D | very quickly | very quickly |
Metal A is aluminium.
Explain how you can tell from the information in the table.
[1]
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Hermeneutics and Exegesis
Study the Bible passages, meditate on what they mean, and use other study resources such as those provided here. Bible Hub has many features. Use commentaries, cross references, and other tools to do exegetical research. You can also consult other study Bibles and commentaries you may have, as well as search other internet resources. As you go through the questions, write your answers on paper. When you finish your research, you can start the quiz, enter your answers, and submit the quiz for grading.
2 Kings 6:8-23
What genre is 2 Kings 6:8-23?
Who was the king of Israel when this story happened?
Name two verses from Psalms that speak of God's angels guarding those who trust in the Lord.
Where in Ephesians does the Bible talk about eyes being opened?
Name a verse from Genesis in which angels bring blindness on enemies.
What other miracles did God perform through Elisha?
Elisha told the king of Israel not to kill the enemy troops but to feed them. Name a passage from Proverbs giving similar instruction for dealing with enemies.
2 Kings 6:23 says, "And the Syrians did not come again on raids into the land of Israel." Understood in the wider context, does this mean that Syria (Aram) and its king never again caused trouble for Israel after this incident?
Elisha was protected and spared from being captured and killed. Looking at Scripture as a whole, are God's people always spared from suffering and death if they have enough faith?
How does the ministry of Elisha foreshadow the ministry of Jesus?
Matthew 18:21-35
In Judaism forgiving ___________ times showed a generous spirit. Jewish rabbis commonly taught that you should forgive another person _____________ times.
When Jesus tells Peter to forgive his brother not seven times but seventy-seven times, what does Jesus mean?
What genre is Matthew 18:23-34?
What was the value of ten thousand talents?
What was the value of 100 denarii?
The unforgiving servant was handed over to torturers. What did this mean in Jesus’ time?
Where else in the gospel of Matthew does Jesus say something similar to Matthew 18:35?
What are some verses in the New Testament epistles that speaking of forgiving others as we have been forgiven?
Is forgiving other people a good work we must do in order to earn God’s forgiveness and deserve salvation?
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Learning Community: 5(2 and 3): August and December 2014: 91-106
© 2014 New Delhi Publishers. All rights reserved
DOI Number: 10.5958/2231-458X.2014.00012.8
Effectiveness of innovative technique on the working of brain and creativity and performance in mathematics of fifth class students
Deepa Sikand Kauts
M.G.N. College of Education, Jalandhar, Punjab, India.
Corresponding author: firstname.lastname@example.org
Abstract
The present study was intended to investigate the effectiveness of abacus technique on the working of right and left sides of Brain, Creativity and Performance in mathematics among fifth class students. The study was conducted on 100 students of fifth class of two schools; Pre-Post test experiment control group design was employed. Abacus technique was treatment variable where as brain functioning of right and left hemisphere, creativity and performance were dependent variables. The findings of study reveal that abacus technique yielded higher gain scores than conventional class room teaching with respect to right and left brain functioning, elaboration (non verbal) and originality (non verbal) on creativity test and in performance of fifth class students in mathematics. Also the gain scores of performance time shows after treatment time taken was less and differ significantly for conventional class room teaching. The group target taught through Abacus technique took significantly less time for completing the same syllabus then the control group.
Keywords: Abacus technique, achievement in Mathematics, creativity, left and right side of brain functioning.
Introduction
In India, from time to time, various committees and commissions on education revived the education system and recommended reforms of its several facets, primary education has been the major concern of all education, since it is the foundation of entire superstructure of education.
According to Kothari Commission (1964-66), primary education can be divided into sub stages:
1. Lower Primary: It is of age group 6-10 years and is from I-V class.
2. Higher Primary: It is of age group VI-VIII class.
Piaget (1996) has postulated four stages through which the child's thinking process before reaching maturity. Present study deals with concrete operation stage. During this period child starts thinking in logical terms using mental operations.
The present study investigated the effect of abacus technique on the working of right and left sides of Brain, Creativity and Performance in mathematics of fifth class students.
Creativity
Guilford (1950) said that, "Creativity refers to ability that ismore characteristics of creative people.
Weinberg (1993) argued by contest, that creativity only involves ordinary cognitive processes yielding extruding results.
Balzac (2006) writes that creative innovation design requites "Captivation and communication between regions of the brain that ordinarily are not strongly concerted."
Creativity is basically a process of seeing and creating relationships with both conscious and subconscious process operating. It is a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies and so on, identifying the difficulties, searching for solutions, making guesses or formulating hypothesis about deficiencies, testing and re-testing these hypothesis and possibly modifying and re-testing them, finally communicating the results.
Creative products essentially include an element of newness which implies novelty, freshness and inventiveness. It is a quality of originality involving fusion of perception in new ways, finding new connections and relationships, production of new insights, molding of expense into new organizations of new constellations of meaning and innovations.
Traits of Creativity
Following are some important traits of creativity-
Fluency of thinking -Able to think well and effortlessly
Word fluency -Can easily state words containing a given letter or combination of letters
Associational fluency -Can easily state synonyms for a given word
Expressional fluency- Can easily write well-formed sentences with a specified content.
Ideational fluency- Can easily produce ideas to fulfill certain requirements, for example to name objects that hare hard, white and edible, or to write an appropriate title for a given story.
Sensitivity to problems-Can state difficulties or deficiencies in common products or in social institutions, make judgment that desired goals in a described situation have not been achieved
Flexibility of thinking -Can easily abandon old ways of thinking and adopt new ones.
Spontaneous flexibility- Can produce a great variety of ideas. For example in suggesting uses for a brick, subject can jump among categories, from building material to weight to missile to source of red powder.
Adaptive flexibility -Can generalize requirements of a problem to find a solution. For example, in a problem of forming squares using a minimum number of lines, can abandon the usual idea that all squares have to be the same size.
Elaboration -can fill in details given a general scheme.Given a general task, fill in the detailed steps. Given two simple lines, draw a more complex object
Originality -Comes up with ideas that are statistically unusual
Remote associations Forms associations between elements that are remote from each other in time, or remote from each other logically
Responses are judged to be clever
Redefinition -Gives up old interpretations of familiar objects and uses them in new ways .
Interest in convergent thinking-Thinking towards one right answer, as in solving a mathematical problem stated in a textbook
Interest in divergent thinking-Open-ended thinking, where there is not a single right answer
Right/ Left Brain
Mines et.al., (1976) studied retention of visual pattern such as geometric design and graphs are believed to be in the domain of right hemisphere, high creativity as assonated with right hemisphere.
Dumas and Olsan (1977) included that mathematical functions, particularly, calculations and algebra are operated by the left hemisphere.
Balzac (2006) writes that creative innovation design requites"Captivation and communication between regions of the brain that ordinarily are not strongly concerted."
Hemispherity is the individual's brain capacity in acquiring and processing modes of information in its own styles of learning and thinking.
Both hemispheres right and left perform different function through different modes.
a person who is "left-brained" is often said to be more logical, analytical and objective, while a person who is "right-brained" is said to be more intuitive, thoughtful and subjective.
The Left Brain
The left-side of the brain is considered to be adept at tasks that involve logic, language and analytical thinking. The left-brain is often described as being better at:
Language
Logic
Critical thinking
Numbers
Reasoning
The Right Brain
According to the left-brain, right-brain dominance theory, the right side of the brain is best at expressive and creative tasks. Some of the abilities that are popularly associated with the right side of the brain include:
Recognizing faces
Expressing emotions
Music
Reading emotions
Color
Images
Intuition
Creativity
To enhance creativity, and improve brain function and performance in mathematics among fifth class students abacus technique is used nowadays. The abacus is a tool having series vertical rods on which a number of wooden heads are allowed to slide freely.
Abacus
An Abacus is a manual aid to calculating that consists of beads or disks that can be moved up and down on a series of sticks or strings within a usually wooden frame. The Abacus itself doesn't calculate; it's simply a device for helping a human being to calculate by remembering what has been counted. The standard abacus can be used to perform, addition, subtraction, division and multiplication. It is a tool that was founded 2000 years ago and universally used for solving arithmetic functions. One particular use of ABACUS is teaching children simple mathematics and especially on excellent substitute for rote memorization of multiplication tables.
The modern Chinese abacus, which is still widely used in China and other countries, dates from about 1200 A.D. It is possible that it derives from the earlier counting board s used around the Mediterranean as early as 300 B. C. An Aztec version of an ABACUS, circa 900-1000 A.D., is made from maize (corn) threaded through strings mounted in a wooden frame.
Relationship of Abacus with Brain functioning
Research on brain science reveals that there are two hemispheres of brain viz. left hemisphere and right hemisphere. Left hemisphere provides analytical information processing and is good at dealing with information concerning languages and sound and the right hemisphere provides integral information processing and is good at dealing with information concerning shapes and space.
In order to explore and develop the potentialities of human brain fully, many psychologist and brain scientist have been studying ways to develop the function of the right brain.
Taiwan, Miller and Stigler (1991) found that a higher level of abacus calculation skills resulted in formation of a mental abacus, and that abacus training changed children's reaction times in mental calculations.
A research study by Shizuko Amalwa (2001) shows that abacus study not only improves the ability to calculate both on the abacus and mentally, but also provides a ripple effect on other discipline.
Lu (2002) has conducted two experiments to test the impact on the memory span of mental ABACUS training. The results exhibited that the trained group had better performance than the non-trained group. The trained group performed mental calculation tasks with a shorter response time and higher percentage of accuracy. The two groups did not differ in the tests of backward digit span andcomplex spatial span tasks. The results also suggested that mental abacus training improvedsubjects' ability to store visual-spatial information.
UC Mass Mental Arithmetic Pvt. Ltd. (2005) uses this ancient tool, "Abacus" for the brain development and claims that with the help of abacus learning ability, photographic memory, skills concentration and performance of children can be improved.
Mental arithmetic was used to help students and to train the brain in enhancing the quality of all the perception, topping with better thinking laterally, linearly and in all directions.
Relation of Abacus Technique with Creativity and Performance
According to mental science, creativity is composed of creative thinking and creativeimagination. Creative thinking is the organic combination of emanative thinking and collective thinking. Creative imagination plays an important role in creative activities. To some extent, creative imagination is a
process of image thinking. Einstein considered re-organization of imagination as an essential feature of creative thinking. A child's early -stage creativity is mainly shown as creative imagination. The process of creation can be divided into four phases. The first phase is preparation phase. The second is brew phase. The third is maturity phase and the last is testing phase. In the first arid fourth phases, the left - brain exerts linguistic and logical functions so it plays a leading role. The second and third phases are a period for new ideas and new concepts, and the most important period in creation process, because there is no fixed mode for logical thinking available for new thoughts. Thereupon, this period fully exerts right- brain functions of imagination instinct and inspiration, and other non -logic mental functions. It should be made clear that the left -brain and the right -brain are in close connection and coordination in each phase of creation process. So, the right brain plays a decisive role in creativity and creation both in mental science and brain science. Therefore, developing children' s creativity must start from developing children's right brains.
Toshio Hayashi (2000) in his lecture on ' What ABACUS Education ought to be for the Development of Right Brain also the same views on abacus learning. The Ripple Effects and the future Prospects of Abacus Learning, a research study by Shizuko Amalwa (2001) revealed that abacus study not only improves the ability to calculate both on the abacus and mentally, but also provides a beneficial ripple effect on other disciplines. These characteristics show positive ripple effects on the solution of various problems. Students can think different ways of doing things hence, enhancing their creativity.
To foster children's creativity, right -brain activities should be stressed to well develop the right brain while developing the left-brain. According to the Chinese Zhusuan Association, people are encouraged to drive beads with two hands when using an abacus; that is to say, one should drive beads with his two hands. Continual actions of this kind motivate fingers of the left hand and develop one's right -brain functions.
UC Mass, the whole brain development programme (2005) also aims at improving creativity and performance of young children with the help of abacus technique. The concept aimed at right brain development which leads to better creativity in students.
In the present study, two traits of creativitymentioned earlier in this research i.e. elaboration and originality are studied
Objectives
The study was designed to attain the following objectives:
(1) To study the effectiveness of Abacus technique on the functioning of brain of fifth class students.
(2) To study the effectiveness of Abacus technique on the creativity of fifth class students.
(3) To study the effectiveness of Abacus technique on the performance of fifth class students.
(4) To compare the performance time and performance in mathematics of students who are taught through Abacus with the students taught by routine methods.
Hypotheses
The study was designed to test the following hypotheses
H1. The results will show no significance difference on the right brain functioning of students taught through abacus and students taught through routine classroom method
H2. The results will show no significance difference on the left brain functioning of students taught through abacus and students taught through conventional classroom teaching.
H3. There will be no significance difference among students taught through abacus and students taught through routine classroom method on the scores of elaboration (non verbal)
H4. There will be no significance difference among students taught through abacus and students taught through routine classroom method on the scores of originality (non verbal).
H5. There will be no significance difference on the performance of students taught through abacus technique and students taught through conventional classroom teaching.
H6. There will be no significance difference in the performance time of students taught through abacus technique and students taught through routine classroom method
Methodology
Sample
In order to conduct the study, a sample of 100 students of fifth class students of school from Garhshankar and UC Mass Centre of Ropar were selected.
Tools
The following tools are used to collect data:
Tool 1 – Style of learning and thinking – SOLAT by M/s. Psy.com services
Tool 2 – Creativity Test by Baquer Mehndi.
Tool 3 – Performance Test (Prepared by the Investigator)
Design of the Study
In the present study pre-test post-test experimental control group design was employed. Abacus technique was a treatment variables whereas brain functioning of right and left hemisphere, creativity and the performance were dependent variables.
(a) The schematic representation of the design on achievement gain scores is presented in the Figure1, 2 and3 below :
Fig. 1. Schematic Representation of the gain scores (solat) of experimental and control group.
Procedures
In the experimental group of 50 students of fifth class of UC Mass SOLAT, Creativity test and Performance test before the treatment were administered. All the tests were scored separately. Same tests were administered to control group consisting of 50 students of fifth class. Pre achievement scores of both the group were noted. Then the same tests were administered to both the groups after the treatment was given to experimental group and pst test score were noted. Final sample retained of 72 students.
Statistical Technique
The following statistical technique were employed to analyze data :
(1) Mean and Standard Deviation.
(2) One way analysis of variance( ANOVA) on gain scores.
Analysis and Interpretations
The data has been analysed as following
(1) One way analysis of variance on the gain cores of right. brain functioning and left brain functioning
In order to analyse the data, the gain score were subjected to ANOVA (one way) .The results have been presented in the Table 1.
Table 1. Summary of one way anova for right brain functioning on gain scores of control group and exerimental group on solat
| Between sample | 125.347 | 1 | 125.34 |
|---|---|---|---|
| Within sample | | 70 | 14.071 |
| TOTAL | 1110.319 | 71 | |
**Significance at the 0.01 level of confidence.
*Significance at the 0.05 level of confidence
It may be observed from the Table 1 that F-ratio for the difference in right brain functioning of control group and experimental group was found to be significant at 0.01 level of significance. This indicates that abacus technique helps in improving right brain tuning as compared to the conventional teaching, thus the results did not support hypothesis(1) H1 viz;" The results will show no significance difference on the right brain functioning of students taught through abacus and students taught through routine classroom method"
The means of control group and experimental group for gain scores have been presented in Table 2
Table 2. Means of Control and Experimental Groups for Gain Scores of Solat for Right Brain Functioning
The mean table reveals that mean of experimental group is higher than control group which mean abacus technique is significantly responsible for enhancing right brain functioning.
The results are in tune with the findings of Aloha India (1993), Dr. Toshio Hayashi (2000), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
Table 3. Summary of One Way Anova for Left Brain Functioning on Bain Scores of Control Group and Experimental Group on Solat
| Between sample | 58.6806 | 1 | 58.6806 |
|---|---|---|---|
| Within sample | 782.631 | 70 | 11.1805 |
| TOTAL | 841.319 | 71 | |
*Significance at the 0.01 level of confidence
** Significance at the 0.05 level of confidence
It may be observed from the Table 3 that F-ratio for the gain scores of left brain functioning of control group and experimental group was found to be significant at .01 level of confidence. This indicates that abacus technique helps in improving left brain functioning as compare to the conventional class room teaching. Thus, the result does not support hypothesis (2) H2 viz, The results will show no significance difference on the left brain functioning of students taught through abacus and students taught through conventional classroom teaching."
The means of control group and experimental group for gain scores have been presented in Table 4.
Table 4. Means of Control and Experimental Group for Gain Scores of Solat for Left Brain Functioning
C
The mean table reveals that mean of experimental group is higher than the control group which means abacus technique is significantly responsible for improving the left brain functioning as compared to classroom teaching.
The results are in tune with the findings of Aloha India (1993), Dr. Toshio Hayashi (2000), ), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
(2) Analysis of variance for gain scores of elaboration (non- verbal) and originality (nonverbal).
In order to analyse the data, gain scores for elaboration (non-verbal) were subjected to Anova (one way). The results have been presented in the Table 5
Table 5. Summary of one way anova for gain score on elaboration (non-verbal) of control group and experimental group on creativity test (non verbal)
| Between sample | 23.3471 | 1 | 23.3471 |
|---|---|---|---|
| Within sample | 227.528 | 70 | 3.2503 |
| TOTAL | 250.875 | 71 | |
**Significance at the 0.01 level of confidence.
* Significance at the 0.05 level of confidence.
It may be observed from the Table 5 that F-ratio for the gain scores of elaboration (non-verbal) of control and experimental group was found to be significant at 0.01 level of confidence.
This indicates that abacus technique helps in enhancing non- verbal creativity, as compared to conventional teaching. Thus the results did not support the hypothesis (3) viz., There will be no significance difference among students taught through abacus and students taught through routine classroom method on the scores of elaboration (non verbal)
The means of control group and experimental group for gain scores for elaboration (non-verbal) have been presented in Table 6.
Table 6. Means of Control and Experimental Group for Gain Scores of Elaboration (Non-Verbal)
The mean table shows that mean of experimental group is higher than the control group than which indicates that abacus technique is significantly responsible for enhancing creativity. The results are in tune with the findings of Aloha India (1993), Dr. Toshio Hayashi (2000)), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
Table 7. Summary of One Way Anova for Gain Score on Originality (Non-Verbal) of Control Group and Experimental Group on Creativity Test (Non Verbal)
| Source of variation | SS | df | MSS |
|---|---|---|---|
| Between sample | 16.0611 | 1 | 16.0611 |
| Within sample | 228.939 | 70 | 3.2705 |
**Significance at the 0.01 level of confidence.
*Significance at the 0.05 level of confidence.
It may be observed from the Table 7 that F-ratio for the gain scores of originality (non-verbal) on creativity test (non-verbal) was found to be significant at 0.05 level of significant This refuels that abacus technique helps in enhancing non- verbal creativity, as compared to conventional teaching. Thus the results did not support the hypothesis (4) viz.,There will be no significance difference among students taught through abacus and students taught through routine classroom method on the scores of originality (non verbal).
The means of control group and experimental group for gain scores for originality (non-verbal) have been presented in Table 8
Table 8. Means of Control and Experimental Group for Gain Scores of Originality (Non-Verbal)
The mean table-8 shows that mean of experimental group is higher than the control group which indicates that abacus technique is significantly responsible for enhancing creativity. The results are in tune with the findings Dr. Toshio Hayashi (2000), ), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
(3) Analysis of Variance for Gain Scores of Performance Test.
For analyzing the data, the gain scores of performance test were subjected to ANOVA (one way)
Table 9. Summary of One Way Anova for Performance in Mathematics on Gain Scores of Control Group and Experimental Group
| Source of variation | SS | d.f | MSS |
|---|---|---|---|
| Between sample | 165.014 | 1 | 165.0139 |
| Within sample | 190.972 | 70 | 2.7281 |
| TOTAL | 353.986 | 71 | |
**Significance at the 0.01 level of confidence.
*Significance at the 0.05 level of confidence.
It may be observed from the Table 9 that F-ratio for the gain scores of performance test is found to be significant at the 0.01 level of significance. This indicates that abacus technique results in better performance in mathematics as compared to through routine classroom teaching. Thus the result did not support the hypothesis (5) H5 viz, "There will be no significance difference on the performance of students taught through abacus technique and students taught through conventional teaching"
Table 10. Means of Control and Experimental Group for Gain Scores of Performance Test
The mean table shows that mean of experimental group is higher the control group which reveals that abacus technique is significantly responsible for improving performance in mathematics. The findings are in tune with finding of Kojima Takashi and claim of UC Mass Arithmetic Pvt. Ltd. (2005)
(4) Significance of difference of mean of control group and experimental group for performance time.
t-ratio was calculated and presented in the Table-11below:
Table 11. t-Ratio for difference in means of control and experimental group for performance time
| MC = 12.719 | ME |
|---|---|
| σ = 5.788 C | σ C |
**Significance at the 0.01 level of confidence.
*Significance at the 0.05 level of confidence.
The t-ratio was calculated for difference of means in post test scores of performance time of control group experimental group and from table 12, it was found that t-ratio is significant at 0.01 level of confidence which indicates that the time take by experimental group is significantly different from control group. It means abacus technique enhances speed of students in doing arithmetic calculations as compared to conventional teaching. Further the means of control group and experimental group reveals that the time taken by the experimental group was lesser than control group. Thus, the result did not support the Hypothesis H6 viz., 'There will be no significance difference in the performance time of students taught through abacus technique and students taught through routine classroom teaching." Thefindings are in tune with the finding of kojima Takashi and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
Results and Discussion
In the present study, the prominent finding is thatabacus technique yielded higher gain scores than conventional class room teaching in the right and left brain functioning which is in tune with studies of the findings of Aloha India (1993), Dr. Toshio Hayashi (2000), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005).
It is further found that that ABACUS technique yielded higher gain scores than conventional class room teaching, in elaboration(non verbal) and in originality ( non verbal) on creativity test ( non verbal) are in tune with studies of the findings of Aloha India (1993), Dr. Toshio Hayashi (2000), a research study of Prof. Jhizabo Amalwa (2001) and conclusion of UC Mas Mental Arithmetic Pvt. Ltd. (2005) and also abacus technique yielded higher gain scores than conventional class room teaching in performance of fifth class students in mathematics. Also the gain scores of performance time shows after treatment time taken was less and differ significantly fro conventional class room teaching. Students taught through abacus performed better than those taught through regular classroom teaching which is further in tune with the studies of Kojima Takashi(1987) and claims of UC Mass Mental Arithmetic Pvt. Ltd..
Implications
The finding of study suggests:
(1) Abacus technique can be used to improve brain functioning of children at an early age.
(2) Abacus technique should be used to foster creativity among young children.
(3) Abacus technique can be used to solve mathematical problem in Arithmetics.
References
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Story Speculations
White Fang by Jack London
Give out one sentence per child. Using the Voice 21 groupings of 'Onion' or 'Traverse', each child reads their sentence to the child opposite them and spends one minute discussing the clues and what the story could be about. They could also just move around the class choosing other children at random. When they move on, they use the new and previous clues to guess the following aspects of the story, piecing together evidence to back up their theories. You may wish to use our 'Book Knowledge Organisers' to go through the book in more detail at the end if you or the children are unfamiliar with the story.
setting
characters plot
genre
1.) Down the frozen waterway toiled a string of wolfish dogs.
2.) The grey light of day that remained lasted until three o'clock, when it, too, faded, and the pall of the Arctic night descended upon the lone and silent land.
3.) "Kind of strange colour for a wolf," was Bill's criticism. "I never seen a red wolf before."
4.) They were meat, and it was hungry; and it would like to go in and eat them if it dared.
5.) The teeth of one had closed upon his arm.
6.) She turned and trotted back into the forest, to the great relief of One Eye, who trotted a little to the fore until they were well within the shelter of the trees.
7.) He was the one little grey cub of the litter.
8.) He was a fierce little cub. So were his brothers and sisters.
9.) squirrel, running around the base of the trunk, came full upon him, and gave him a great fright.
10.) So he started out to look for the cave and his mother, feeling at the same time an overwhelming rush of loneliness and helplessness.
11.) For a week she never left the cave, except for water, and then her movements were slow and painful.
12.) One of the Indians arose and walked over to him and stooped above him.
13.) He watched the man-animals coming and going and moving about the camp.
14.) Then it was cold. Here was no warm side of a tepee against which to snuggle.
15.) In the third year of his life there came a great famine to the Mackenzie Indians.
16.) It was at Fort Yukon that White Fang saw his first white men.
17.) He would stand off at a little distance and look on, while stones, clubs, axes, and all sorts of weapons fell upon his fellows.
18.) Also, they feared him. His cowardly rages made them dread a shot in the back or poison in their coffee.
19.) Grey Beaver refused to sell the dog.
20.) For Beauty Smith was cruel in the way that cowards are cruel.
21.) Then there was a payment of bets, and money clinked in Beauty Smith's hand.
22.) Men stared at him, poked sticks between the bars to make him snarl, and then laughed at him.
23.) It began to look as though the battle were over.
24.) "Poor devil," Scott murmured pityingly. "What he needs is some show of human kindness," he added, turning and going into the cabin.
25.) "What the devil can I do with a wolf in California?" he demanded.
26.) Later in the day, he chanced upon another stray chicken near the stables.
27.) Once he got up and walked over to the trough for a drink of water.
28.) There were revolver shots.
29.) But there was one particular nightmare from which he suffered--the clanking, clanging monsters of electric cars that were to him colossal screaming lynxes.
30.) "Yes, Blessed Wolf," agreed the Judge. "And henceforth that shall be my name for him."
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| Trimester 1 August 26 - December 13, 2019 | | | Trimester 2 Dec. 16, 2019 - March 20, 2020 |
|---|---|---|---|
| Themes | Community (Aug. 26 - Oct. 25) | Community (Oct. 28 - Dec. 13) | Family |
Yearlong Learning Products Include:
Scientific Journal, Composting System, Garden Design and Plot, Gardeners Market, Yet to be Determined Improvements to Keney Park, Botanical Drawings and Artistic Expressions of Seeds, Plants, Leaves, Flowers, and Fruits.
Yearlong Classroom Community Learning Overview:
Students will co-create a garden, after an investigation of community gardening, vermicompost, hydroponics, pollination, seeds, plants and multiple other gardening and food distribution concepts.
Students will research composting worms, birds, seeds, community resources, local food economies, health and nutrition initiatives, occupations and social justice issues connected to gardening and food distribution, along with multiple concepts around community, family, and self growth.
Students will demonstrate expertise in observation, planning experiments, analyzing data, problem solving, and drawing conclusions through the development of a Scientific Journal.
Classroom community will be fostered as students learn to collaborate and establish consensus to design, build, and maintain a garden plot that results in growing healthy vegetable and fruit plants to produce a source of nutritional food.
Students will master the skill of civic discussion, developing a sense of community standards as they explore the academic, logistical, and political challenges of caring for a compost system, establishing a garden market, and establishing a garden plot.
Students will learn to use mathematic tools as they solve authentic problems associated with improvements to Keney Park, planning a garden plot, and growing and distributing healthy food.
Students will make an informational text, using expertise from local community members and organizations to determine what makes a good community and home, as well as how they can support existing community resources, while creating new ones to serve others.
Students personal growth with occur through use of leadership skills as they present projects to a community audience during regularly scheduled celebrations of learning, which include products demonstrating grade-level mastery in all academic disciplines (science, social studies, literacy, and math competence).
Big Ideas
Big Ideas:
Your life is sustained by food, water, protection from the elements, and other provisions in the community.
There are many roles within communities of humans, animals, and insects that help sustain life.
Communities can be different in many ways, including location, assets, and multiple other factors.
You have the ability to influence life in your community.
A plants' parts exist to meet its basic needs; these parts affect whether a plant can grow in a given climate or condition.
Farmers, gardeners, and others who supply food contribute to their communities by providing goods and services.
Communities need fresh fruits and vegetables to help people maintain healthy bodies.
People's foods reflect their culture.
Scientific observation helps us understand our community and learn.
Big Ideas:
Big Ideas:
The Earth provides all we need to sustain life, including food.
You can help preserve and care for the Earth so that it can produce healthy food for many years to come.
Your school community has many of the same aspects as your local community.
You have the ability to influence your school community.
Communities need cooperation, responsibility, and communication to be strong and healthy.
Soil has many different components of which all living things depend.
A worm's body parts serve different purposes that benefit the Earth.
Your community can work together to improve the soil and grow healthier food.
Analyzing data helps you make informed decisions.
You can demonstrate your learning and knowledge through artwork.
A healthy family and home can help you live a successful life.
All families have troubles from time to time and there are ways to work together to become a more healthy family.
Offspring have characteristics that are similar to, but not exactly like their parents.
One of the major roles of a family is to nurture and support the children into adulthood.
An organism is a living thing that has physical characteristics that help it survive.
Soil supports a variety of living things that use its resources in different ways.
Habitats support the plants and animals with food and shelter.
Different plants and animals need different types of homes and habitat.
We can become citizen scientists.
Big Ideas:
You are unique and special, created by design to accomplish great things.
You can make choices that will help you grow strong and healthy.
There are many ways in which you can grow as a human being. These are physically, intellectually, emotionally, spiritually, and more.
Gardens support a variety of plants and animals that use its resources in different ways.
Plants and animals are affected by weather and changing seasons, and we can attract plants and animals to our garden.
People, families, and communities create gardens and grow food to feed themselves and to provide food for others to eat and/or grow.
There are several occupations connected to food, food distribution, plants, animals, nutrition, and other aspects of gardening.
Learning to think critically and utilize multiple resources are essential skills in successfully planning and implementing projects.
Relevant Performance Tasks
Performance Tasks:
Fruit and vegetable cards including a wide variety of vocabulary words concerning growing and distributing healthy food.
Establish a Scientific Journal, which will be utilized throughout the year, supporting organizational skills and fostering scientific inquiry.
Bulletin boards demonstrating assets and threats in the local community and steps to maintain a healthy community.
Bulletin boards demonstrating how the Earth provides life to all things including human beings and our individual lives.
"Community Strong" standards for academic and social excellence developed by students.
Artistic renditions of fruit and vegetable plants and parts of plants.
Online recipe book reflective of cultures in the local community.
North Hartford community map showing garden plots and other community resources.
Small 4' x 8' raised bed garden plot for monitoring plants and collecting data to inform the design and build of a larger plot during the Spring.
Performance Tasks:
Performance Tasks:
"Dirty Work" classroom compost system using worms indoors and composting containers outdoors.
Manual of composting instructions in different forms (book, poster, brochure) to explain the classroom compost system and the standards for maintaining it.
Continued use of Scientific Journal, with emphasis on soil quality, soil treatments, temperature readings, and other data associated with raised bed garden plot.
Classroom report card communicating the level of adherence to "Community Strong" standards, areas for improvement, and implementation of any changes.
Bulletin boards demonstrating the effects of seasonal climate change on plant growth, human life, and community responses.
Keney Park map identifying areas within the park and potential projects to enhance it in order to benefit the local community.
Price list a Gardener might use when selling products at a local garden market, considering expenses, marketing, and other entrepreneurial factors.
Non-fiction text from nature walks at Keney Park including but not limited to trees, animals, ecosystems, city planning, etc.
Photo Journal capturing the nature walks at Keney Park including captions, sketches, descriptions, etc.
Brochure with UR codes for Keney Park showing park assets, natural habitats, and maps to use for nature walks.
Continued use of Scientific Journal with emphasis on a seed's growth in dirt and in a hydroponics lab, including data, sketches, diagrams, text, and photos.
Bulletin boards demonstrating the different types of homes used by animals and human beings and how these homes support healthy growth of children.
Bulletin boards demonstrating human home designs in different parts of the world and how they are often shaped by climate, culture, terrain, and food supply.
Artistic renditions of family life including housing, parents, siblings, and extended family.
A guide to establishing practices to promote peace and unity amongst all people living together in community and family.
Performance Tasks:
Trips to the North End Farmer's Market and the Market at Billings Forge to collect data and information on best practices in growing food and taking it to market.
Gardener's market plan with advertisements for seedlings, herbs, and other products.
Establish a garden plot at one or more locations in North Hartford including community gardens, Keney Park, etc.
Botanical Drawings of seeds, plants, leaves, flowers, fruit, and vegetables.
Presentation on "Me" with strengths, areas for growth, a personal growth plan, and a variety of artistic displays showing who I am, how I'm great, and how I plan to find or fulfill my purpose (drawings, posters, computer designs, etc).
Presentation of my connection to community, family, and self in the garden market plan and garden plot.
Bulletin Boards demonstrating the many occupations connected to food, food distribution, plants, animals, nutrition, and other aspects of gardening.
Standards Alignment *
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of soil by their observable properties.
2-PS1-2 Analyze data obtained from testing different soils to determine which have the properties that are best suited for growing plants and sustaining plant life.
2-PS1-3 Make observations to construct bulletin board renditions of learning, using an evidence-based account of how objects made of a small set of pieces can be disassembled and made into a new object or rendition.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling (frozen and thawed water, or plant leaves and frost) can be reversed and some cannot.
2-ESS1-1 Use information from several sources including "Devil's Canyon" in Keney Park, Munnisunk Brook at Community Farm of Simsbury, and other CT natural environments to provide evidence that Earth events can occur quickly or slowly.
2-ESS2-3 Start the process to obtain information and collect data to identify where water is found in the local community and throughout the Earth and that it can be solid or liquid.
2-PS1-2 Analyze data obtained from testing different soils and compost to determine which have the properties that are best suited for growing plants and sustaining plant life.
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2 Develop a simple model that mimics the function of an animal native to Keney Park dispersing seeds or pollinating plants in the natural or garden environment.
2-LS4-1 Make observations of plants and animals in Keney Park, North Hartford community gardens, Downtown Hartford, other CT ecosystems, and regional/national ecosystems to compare the diversity of life in different habitats.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape, materials, and position of a raised bed garden helps it function as needed to grow organic vegetables and may extend the growing season.
K-2-ETS1-1 Ask questions, make observations, and gather information about improving the problem of low nutrition and food insecurity for people in North Hartford.
2-ESS2-1 Compare multiple solutions designed to keep soil from eroding and other projects to decrease water damage at Community Farm of Simsbury and methods to maintain the golf course at Keney Park, limiting the forces of nature.
2-ESS2-2 Develop a model and other items including maps, pamphlets, brochures, and bulletin boards to represent the shapes and kinds of land and bodies of water in Keney Park, North Hartford, and other areas in CT.
K-2-ETS1-3 Analyze data from tests of two raised bed gardens, one with and one without plastic hoops and cover designed to grow organic vegetables, comparing the strengths and weaknesses of how each performs.
K-2-ETS1-1 Seek to provide a solution to the problem of low nutrition and food insecurity for people in North Hartford by the development of an organic garden plot and plans to provide improved health and nutrition with healthy food at a local gardener's market or local food distribution site, and educating community members about the benefits of locally gown organic produce through the creation of online resources and print materials.
* The NGSS have been listed once in this document within the quarter they are introduced. They build on each other throughout each quarter until all are met by years end. Although the number of standards listed decreases by quarter, it is expected that those in previous quarters are continually reinforced in consequent units and lessons, culminating with the final project during the fourth quarter.
Standards Alignment *
INQ K-2.1-2.5 Explain why the CFS compelling questions are important by connecting them to community, family, and individual physical, social, economic, and spiritual needs, and how to identify disciplinary ideas, facts, and concepts associated with them. Additionally, make connections between supporting questions and compelling questions, and determine the kinds of sources that will be helpful in answering compelling questions and supporting questions.
INQ K-2.6 Gather relevant information about the local North Hartford community from multiple sources including interviews with local community members of different ages, U.S. census data, observed evidence, and other sources.
INQ K-2.7, CIV 2.1 Evaluate community data to determine the difference between facts and opinion, identify the common tasks and roles present in community, and begin to identify assets and threats to community sustainability.
INQ K-2.10-2.17, CIV 2.2-2.6 Use the identification of school and community assets, threats, and current problems, to begin the process of constructing an argument, developing explanations using proper sequence, producing a summary with multiple presentations, and building skills to evaluate conclusions, build consensus, and follow agreed upon rules to identify potential ways to improve community in and out of school, and create a classroom and school code of ethics.
HIST 2.1-2.3, 2.6-2.9 Research the history of North Hartford through monuments and places such as the Keney Clock Tower, churches, cemeteries, the Artists Collective, Albany Avenue, parks, and gardens to create a chronological sequence of events, comparing life in the past to life today, and generating questions about those who have shaped history.
ECO 2.1-2.2 Research family structures in different cultures comparing them to our U.S. culture, and identifying the role scarcity plays in family life and how multiple factors influence family and individual decisions and the benefit or costs of these decisions.
HIST 2.4-2.5, 2.10-2.11, CIV 2.7 Converse with long-time local residents to gain perspectives of the history of Keney Park, comparing accounts of the go cart track, riding stables, zoo, nature trails, and golf course, generating possible reasons for the changes, and which factors are most likely to explain the changes while also identifying attempted improvements and evaluating their success or failure.
GEO 2.1.-2.2 Begin the process of constructing maps, pamphlets, and brochures that represent Keney Park, showing nature trails and other landmarks, while identifying the cultural and environmental characteristics of the park.
ECO 2.3 Describe the goods and services within the food distribution and health and nutrition industries produced in the local community and those produced in other communities.
GEO 2.4-2.6 Explain how the political, social, and physical environment affects peoples live in terms of food distribution and health and nutrition for people living in North Hartford and around the world, using that knowledge to produce multiple projects including bulletin boards, a composting system, gardener's market materials, and a community garden.
* The CT Social Studies Frameworks have been listed once in this document within the quarter they are introduced. They build on each other throughout each quarter until all are met by years end. Although the number of standards listed decreases by quarter, it is expected that those in previous quarters are continually reinforced in consequent units and lessons, culminating with the final project during the fourth quarter.
Standards Alignment *
RL RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in CFS anchor texts.
RL 2.2 RI 2.6 Define the main purpose of a text and/or recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL 2.3 Describe how characters in CFS anchor texts respond to major events and challenges.
RL 2.6 During read aloud, acknowledge differences in the points of view of characters, including by speaking in a different voice for each character.
RL 2.7 Use information gained in the illustrations and words of CFS anchor texts to demonstrate understanding of characters, setting, or plot.
RL RI 2.9 Compare and contrast two versions of gardens, one in a city similar to Hartford and one in a different city and or rural setting, locally or globally, showing differences in culture, etc.
SL 2.1 While developing "Community Strong" classroom standards for academic and social excellence, decide upon and follow agreed-upon rules for discussion and build upon others' talk in conversation, linking comments to the remarks of others.
RL 2.5 Describe the overall structure of the story, City Green, by DyAnne DiSalvo, Rain School, by James Rumford, and other CFS anchor texts including describing how the beginning introduces the story and the ending concludes the action.
RI.2.8 Describe how reasons support specific points the author makes in Blackout by John Rocco, The Story of Ruby Bridges by Robert Coles and other CFS anchor texts.
RI 2.3 Describe the connection between a series of historical events, and scientific ideas or concepts in CFS anchor texts while reading about and researching compost and dirt.
RI 2.4 Define the meaning of words and phrases in relevant texts.
W 2.1 2.2 Students write opinion pieces and informative/explanatory texts in which they introduce the topic or book they are writing about, use facts and definitions to develop points, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
W 2.3 2.8 SL 2.4 Students write narratives or tell stories in which they recount a well elaborated event, such as exploratory work in Keney Park, North Hartford community gardens, or visits to other community assets including details to describe actions, thoughts, and feelings, use temporal words and signal event order, speak audibly, and provide a sense of closure.
RI 2.5 Know and use various text features, building them into student created brochures and pamphlets for Keney Park including, captions, bold print, subheadings, etc.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers on Keney Park brochures and pamphlets, informational texts, and a photo journal with captions.
W 2.7 Participate in shared research and writing projects, producing displays of knowledge, scientific journaling, and other reports, recording scientific observations.
SL 2.1 Ask for clarification and further explanation as needed while discussing CFS anchor texts and also during the development of collaborative performance tasks.
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL 2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences where appropriate to clarify ideas, thoughts, and feelings.
SL 2.3 During authentic field experiences and relevant performance tasks students ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
SL 2.6 Use complete sentences when appropriate in order to provide requested detail or clarification.
RL RI 2.10 By the end of the year, read and comprehend literature, including stories and poetry, and read and comprehend informational texts including history/social studies, science, and technical texts,
* Foundational Reading Standards are built into the Foundational Literacy Block, briefly described under the CFS Anchor Texts chart on the next page.
* Each CFS unit and lesson plan seeks to incorporate these and additional Language Standards according to the lesson activities for any given day. This chart serves as a guide aligned with big ideas, relevant performance tasks, and anchor texts.
The Foundational Literacy Block for reading and language instruction includes whole class, skills-based groupings, and literacy centers including readers and writers workshops. A typical reading plan at CFS is comprised of, Read Aloud (20 mins), Phonics (25 mins), Comprehension Skills (25 mins), Guided and Independent Reading (25-50 mins).
Standards Alignment *
2.OA.A.1 When designing the prototype 4' x 8' raised bed garden, use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.OA.B.2 Through the use of foundational items including vegetable cards and other manipulative items students will work up to fluently adding and subtracting within 20 using mental strategies.
2.OA.C.3 When building models, bulletin board displays of knowledge, or during other scientific experiments, determine whether a group of objects has an odd or even number of members by pairing objects or counting them by 2s. Write and equation to express an even number as a sum of two equal addends.
2.NBT.A.1.A & B When students begin recording observations in their Scientific Journals they will understand 100 can be thought of a bundle of 10s, and that the numbers 100 through 900 refer to one through 9 hundreds.
2.NBT.A.2 & 3 Count within 1000, skip count within 100, skip-count by 5s, 10s, and 100s, and read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.NBT.A.4 When working with the data recorded in student Scientific Journals, compare two three-digit numbers based upon means of the hundreds, tens, and ones using >, =, and < symbols to record the results of comparisons.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.C.4 When creating brochures and pamphlets for Keney Park use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal addends. Reason with shapes and their attributes.
2.NBT.B.6 While studying dirt, building a composting system, and solving other relevant problems, add up to four twodigit numbers using strategies based on place value and properties of operations.
2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.MD.A.2 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.A.3 & 4 During an authentic field experience estimate lengths using units of inches, feet, centimeters, and meters. And, measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.NBT.B.7 In preparing to start a gardener's market and community garden plot, add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.MD.B 5 & 6 When reviewing authentic field experiences back in the school building, Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. And, represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.D.9 & 10 Throughout the year while preparing for relevant performance tasks, generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. And, Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
2.G.A.1, 2 & 3 Throughout the year while preparing for relevant performance tasks, recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. And, partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Lastly, partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
* The Math standards listed here are aligned to specific big ideas or relevant performance tasks, yet teacher and staff will align them to other tasks as well, giving each student an individualized learning experience.
Standards Alignment
A Community of Learners:
Provide students with academic choice. Give them a voice in the how and why of learning and grant them the autonomy to explore, from setting up the classroom in a way that is student centered and safe through decisions about how and what to establish as "Community Strong" classroom academic and social standards.
Establish a Daily Morning Meeting all school assembly to emphasize the collective greatness of the whole school community working together and the individual greatness within each child.
Engaging Families:
Create a welcoming environment for all parents and guardians through the CFS Family Welcome Center, regular personalized communication with home, and family back to school and stay in school gatherings.
Myself as a Learner:
Identify and name emotions, ways to calm oneself, and how to share feelings with others in a safe way.
Identify things I like to do things that make me, me! Identify how I like to feel in school.
Recognize the needs of others and identify behaviors sensitive to the needs of others, Identify how I can help create the best community environment.
Prepare for Student Led Conferences by co Individualized Learning Plan, creating rubric with students, a communication in small groups.
A Community of Learners:
A Community of Learners:
Establish Quite Time and Mindfulness activities to help children transition into academic work, make productive choices, and improve focus and engagement for completing academic work.
Initiate a series of cultural celebrations (at least one per quarter) for students and families.
Continue the development and practice of morning greetings, daily "check ins", mindfulness activities, end of day and whole class family team building strategies.
Engaging Families:
Compare and contrast various family structures, seeking the best relationship and communication strategies to meet the needs of each unique family.
Establish regular parent coaching sessions in the Responsive Classroom, and Systematic Training for Effective Parenting (STEP) approach.
Myself as a Learner:
Recognize the relationship between short and long term goal setting and what you want to accomplish.
Describe situations at school, home, or in the local community when people might experience conflict, and distinguish between constructive and destructive ways of resolving conflict.
Identify foods and behaviors that keep the body and mind healthy.
High capacity to understand and regulate the behaviors that are acceptable and those that are not, from yourself and those around you.
Solidify Responsive Classroom strategies including Morning Meeting, Quiet Time, and Closing Circles.
Recognize the differenced in cultural groups, yet even people who share cultural tradition differ from one another in other ways. And, recognize how diversity enriches a community of learners.
Engaging Families:
Continue at least weekly communication between school staff and parents through email, text, or phone to share student progress.
Continue to engage in the ILP process, identifying progress toward learning targets, adjusting where necessary, and fully implementing student-led conferences.
Myself as a Learner:
Participate in group decision making, volunteer for classroom tasks, and participate in enforcing "Community Strong" classroom academic and social standards.
Continue building capacity to identify adverse experiences in the community, family, or school environment and strategies to communicate about them, and avoid continued exposure to them.
A Community of Learners:
By the end of the year all the following Responsive Classroom competencies will be fully established and part of the community of learners mindset including cooperation, assertiveness, responsibility, empathy, self-control, academic excellence, perseverance, multiple learning strategies, and a full array of successful academic behaviors.
A deep understanding of how people in communities, families, and classrooms experience conflict, and how to use strategies to constructively resolve disagreements.
Engaging Families:
Create a year-end celebration for all families, students, and community partners including a Rite of Passage ceremony as students move onto the next stage of their life-long development and next grade level.
Myself as a Learner:
Explain why it is important to treat others the way I want to be treated, and analyze how I can come up with ways to promote this idea in the local community, my family, and our school.
Analyze how my behaviors including tone of voice, reflective listening, how I spend my free time, work ethic, and other character traits effect my personal growth and the growth of those around me including community and family.
Communicate the results of my selfgrowth and the growth of my community and family during student-led conferences and in other forms.
Students:
Assume responsibility for your role in relation to the well-being of the local cultural community and your life-long ability to participate as a community member.
Recount your community and family history, and the value of your cultural heritage and ethnicity.
Acquire insights from other cultures without diminishing the integrity of your own.
Make effective use of the knowledge, skills, and ways of knowing from your own cultural traditions to learn about the larger world in which you live.
Acquire in-depth cultural knowledge through active participation and meaningful interaction with your Elders who live or work in your community.
Teachers:
Regularly engage students in appropriate projects and experiential learning activities in the surrounding community.
Provide integrated learning activities organized around themes of local significance and across subject areas.
Become an active member of the North Hartford community in which you teach and make positive and culturallyappropriate contributions to the well being of that community.
Collaborate with school leaders to involve parents, students, and community members in the development of the mission, goals and content of the educational program.
CFS Authentic 2nd Grade Curriculum Map
Standards Alignment *
Students:
Students:
Learn the life skills that enable you to live in accordance with the cultural values and traditions of the local community and integrate them into your everyday behavior.
Understand the significance of your cultural background, including the 7 Principles of Kwanzaa, Cultural values and proverbs of Puerto Rico, including Three King's Day and the celebration of days up to January 6, and other cultural heritages and celebrations of the cultures represented in the school population.
Demonstrate an understanding of the relationship between your cultural world view and the way knowledge is formed and used in various cultures and communities.
Recognize how and why cultures change over time.
Teachers:
Recognize the validity and integrity of traditionally accepted cultural knowledge systems within African, Caribbean, and Hispanic cultures, as well as other cultures represented in the student body.
Utilize community Elders' expertise and other community based organizations in multiple ways in order to create meaningful and purposeful hands-on projects for students.
Continually involve yourself in learning about the local community, its assets, and its cultures.
Facilitate your and student involvement in community activities and recognize the local environment as an important curriculum resource for your classroom.
Continue to interact with your community Elders in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community.
Reflect through your own actions the critical role you play in fostering a sense of family and community and how your cultural background can help you understand the world around you, empowering you to play that role.
Make constructive contributions to the well-being of your family and the governance of your classroom, school, and local community.
Determine how cultural values and beliefs influence family values and how people from different cultural backgrounds interact with each other.
Anticipate the changes that occur when different cultural systems come in contact with one another.
Teachers:
Promote extensive community and parental interaction and involvement in each child's education.
Involve parents and when appropriate local community partners and community Elders in the aspects of instructional planning, implementation, and the ILP process.
Continue to provide opportunities for students to learn through observation and hands-on demonstration of local history, community assets, and cultural knowledge.
Students:
Learn to enter into and function effectively in a variety of cultural settings.
Identify and appreciate who you are and your unique and purposeful place in the world.
Demonstrate and communicate an understanding of your world view and how it has been influenced by your cultural heritage and background.
Participate in a Rite of Passage ceremony where you demonstrate your understanding of the importance of moving up within your school and local community into an increased role of responsibly, seeking ways to improve society through your unique gifts, talents, and purpose.
Teachers:
Continue to seek ways to ground all units and lessons in a constructive process built on local historical and cultural foundations.
Continue to affirm the importance of local community by learning about and building upon the cultural knowledge that students bring with them from their homes and community, and promoting its use in your teaching.
* Each standard listed here is a guideline for students and teachers. CFS expects to continually develop the standards through meetings with community members, parents, students, and school staff. The Alaska Standards for Culturally Responsive Schools helped inform the standards.
Authentic Field Experiences
Locations:
1. KP Sustainability Project (Part 1)
2. Keney Park Tour (Part 1)
3. Gifts fo Love Farm (Part 1)
4. North End Farmer's Market
5. North Hartford Asset Tour (Part 1)
Projects:
Record observations, questions, and hypothesis in Scientific Journal for how the Earth provides life to all living things (1,2,3).
Prepare bulletin boards demonstrating how the Earth provides life to all things including human beings and our individual lives (1,2,3).
Collect plant specimens from the field in order to develop an understanding of what lives in our North Hartford environment. Then create artistic renditions of fruit and vegetable plants and parts of plants, including fruit and vegetable vocabulary cards (1,2,3,4).
Create a map of North Hartford showing garden plots and other community resources/assets (4,5).
Choose location and build a 4' x 8' raised bed garden plot for monitoring plants and collecting data to inform the design and build of a larger plot during the Spring (1,2,4,5).
Locations:
Locations:
1. Knox Inc.
2. Gifts fo Love Farm (Part 2)
3. Winter Market at Billings Forge
4. KP Sustainability Project (Part 2)
5. North Hartford Asset Tour (Part 2)
Projects:
Continued use of Scientific Journal with emphasis on soil quality, soil treatments, temperature readings, and other data associated with the raised bed garden plot (1,2,3,4).
Build a "Dirty Work" classroom compost system using worms indoors and composting containers outdoors (1,2,4).
Research economic factors associated with a Garden Market and develop a price list a Gardener might use when selling products, considering expenses, marketing, and other entrepreneurial factors (1,2,3).
Prepare bulletin boards demonstrating the effects of seasonal climate change on plant growth, human life, and community responses (2,3,4,5).
Create a map of Keney Park identifying areas within the park and potential projects to enhance it in order to benefit the local community (4,5).
1. Northwest Park (Windsor)
2. Gifts fo Love Farm (Part 3)
3. The Artists Collective (Part 1)
4. KP Sustainability Project (Part 3)
5. The Peace Center of CT
Projects:
Continued use of Scientific Journal with emphasis on a seed's growth in dirt and in a hydroponics lab, including data, sketches, diagrams, text, and photos (4).
Prepare bulletin boards and create artistic renditions demonstrating the different types of homes used by animals and human beings, how homes support healthy growth of children, and different homes in different parts of the world and how they are often shaped by climate, culture, terrain, and food supply (1,2,3).
Create a non-fiction text, brochure, and Photo Journal from nature walks at Keney Park including but not limited to trees, animals, ecosystems, city planning, etc (1,2,4).
Create a guide to establishing practices to promote peace and unity amongst all people living together in community and family. (3,5).
Locations:
1. The Artists Collective (Part 2)
2. Gifts fo Love Farm (Part 4)
3. Center for Africana Studies, CCSU
4. Keney Park Tour (Part 2)
5. KP Sustainability Project (Part 4)
Projects:
Use the skills developed through the Scientific Journal to create a PreBusiness Plan Journal, collecting data and information on best practices in growing food and taking it to market. Ultimately creating a Gardener's Market Plan with advertisements for seedlings, herbs, and other products (2,5).
Establish a garden plot at one or more locations in North Hartford including community gardens, Keney Park, etc (2,4,5).
As part of the Rites of Passage concept, create a presentation on "Me" with strengths, areas for growth, a personal growth plan, how community has shaped me, how I will give back, and a variety of artistic displays showing who I am, how I'm great, and how I plan to find or fulfill my purpose. The presentation may include drawings, posters, computer designs, etc (1,3). | <urn:uuid:b9bd2e7f-6201-4164-8e28-c3c569241d5b> | CC-MAIN-2024-51 | https://communityfirstschool.org/wp-content/uploads/2018/12/Second-Grade-Map.pdf | 2024-12-10T02:37:53+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00726.warc.gz | 160,822,581 | 8,333 | eng_Latn | eng_Latn | 0.99413 | eng_Latn | 0.995442 | [
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January 2019
Trousdale County Coordinated School Health
I'm curious...
Curious children make eager learners. Support your little one's "let's find out" spirit by wondering aloud about everyday things. If she likes watching the garbage truck, for example, ask, "Where do you think the trash ends up?" Consider taking your trash to the landfill one day so she can see the answer for herself.
Downtime for parents
Parenting is a full-time job, and as with any other job, it's okay to take breaks. In fact, children thrive when their parents are relaxed and happy. Give yourself permission to spend some kid-free time doing things for yourself like having coffee with a friend, enjoying a favorite hobby, or taking a hot bath.
Drug safety
It's never too early to talk to your youngster about drugs. Anytime he needs medication, turn it into a teachable moment. Explain what it's for ("This medicine will bring down your fever"). Let him see you carefully read the label and measure the right amount. Note: Keep all medication in a locked cabinet.
Worth quoting
"Among the things you can give and still keep are your word, a smile, and a grateful heart." Zig Ziglar
Just for fun
Mom: Why are you running around your bed?
Trevor: I'm trying to catch up on sleep!
© 2018 Resources for Educators, a division of CCH Incorporated
Spread a little kindness
One good deed from your child can snowball into more acts of kindness with a little nudge from you. Encourage him to notice kindness and pass it on with these ideas.
Hand out buttons
Recognize good deeds as part of your family's daily routine. Help your youngster cut out paper circles and write "I was kind!" on each one. Keep the buttons in a bowl, and when someone spots a family member showing kindness, have him give that person a button. Maybe your child will present a button to his big sister for sharing a favorite toy.
Tell stories
Make up stories that could inspire your youngster to be kind. Start with a problem. "Once upon a time, a little boy lost his shovel in the sandbox." Then, your child thinks of a kind deed and adds it to the story. Example: "I stopped playing and helped him look for it."
Take turns adding to the story until the problem is solved.
Spread it around
Tell your youngster that the two of you are kindness "ambassadors" and your job is to find ways to be kind. Agree on a special signal (wiggle your fingers, give a thumbs up) to use when you spot an opportunity. Maybe you'll give the signal when you notice that a shopper dropped her grocery list and your child can pick it up for her.♥
Over, under, and through
Set up a homemade obstacle course with your youngster. She'll build large motor skills as she jumps, crawls, and tiptoes. Here's how:
* Arrange paper towel tubes on the floor like the rungs of a ladder—they're "hurdles" for your child to hop over.
* Connect two chairs by tying yarn around them, either low or high. Your youngster could step over or "limbo" under the yarn.
* Put painter's tape or masking tape on the floor in a zigzag pattern. Have your child tiptoe across the "balance beam."
* Scatter paper plates on the floor, tape them in place, and let her leap from one "lily pad" to the next.♥
ABC card games
Learning the alphabet is fun! Write each letter (uppercase and lowercase) on a separate index card for your youngster, and play these games that let her practice recognizing her ABCs.
Animal swipe. Have your child draw animals on five index cards. Shuffle the lowercase alphabet cards with the animal cards. Then, lay them facedown in rows, and take turns flipping over a card. If you get a letter, name it correctly to keep the card. But if you turn over an animal card, make that animal's sound, and swipe a letter card from the other player. Collect the most cards to win. Play again with the uppercase letters.
Alphabet walk. Randomly arrange the uppercase letters faceup in a circle on the floor, and stack the lowercase ones facedown in the center. Each player takes one lowercase letter. Have one person turn on music, while the others walk around the circle and try to find the uppercase letter that matches their card. If they
find it before the person turns off the music, they keep both cards. When all the cards have been claimed, the person with the most wins.♥
ACTIVITY CORNER
Ready for kindergarten
Make a snow globe
This homemade snow globe lets your child explore chemistry.
Materials: clear jar with a lid, small plastic animals or other toys, glue, rubbing alcohol, glitter, vegetable oil
Help your youngster glue toys into the bottom of the jar to design a wintry
scene. Then, fill the jar about 1 – 4 full with rubbing alcohol, and let him sprinkle in "snow" (glitter). Have him pour in vegetable oil to the top of the jar. Now he can screw on the lid, shake the jar, and set it on the table.
It's snowing inside the jar! Shaking the jar broke the oil into tiny drops. The drops and the glitter sank to the bottom because they're denser—the particles in them are packed together tighter than those in the alcohol.♥
To provide busy parents with practical ways to promote school readiness, parent involvement, and more effective parenting. Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • email@example.com www.rfeonline.com ISSN 1540-5567
© 2018 Resources for Educators, a division of CCH Incorporated
Q: I received a notice about kindergarten registration for my preschooler. What can I start doing to help her get ready for elementary school?
A: In preschool, your daughter is learning many of the readiness skills she'll need, such as getting along with others, expressing emotions appropriately, and listening and following directions.
At home, make sure your daughter has basic selfhelp skills. For example, she'll need to take care of all
her restroom needs independently. If she will use a backpack, help her practice putting it on and taking it off as well as zipping and unzipping it. She could also work on skills she will need in the cafeteria, like carrying a tray of food and opening her milk carton. And if your daughter still takes a nap, gradually ease her into staying awake all day by making her naps shorter. You could have her go to bed earlier to help her adjust.
Finally, at registration, find out about important events like open house or kindergarten-readiness programs.♥
Handling anxiety
Little ones have big imaginations, and sometimes that can lead to worries. These suggestions will help your youngster cope with situations that make him feel anxious.
* Accept his feelings. Your child's concerns are real to him, even if they seem minor to you. Instead of telling him not to worry, you could say, "I know you feel nervous in crowds. I'll hold your hand the whole time."
* Talk it out. Often, simply discussing your youngster's anxiety
can lessen it. "That thunder really is loud, isn't it? Do you know what causes thunder?"
*
Offer options. Give your child power
over a source of anxiety. If he's anxious about "monsters under his bed," let him look underneath with a flashlight or draw a picture of a friendly monster to hang by his bed.
Note: If your youngster's anxiety interferes with daily activities, consult his pediatrician.♥ | <urn:uuid:d538d939-8b4e-45b8-97e8-d9a2bce50500> | CC-MAIN-2019-09 | http://www.tcschools.org/userfiles/151/my%20files/jan%20early%20years.pdf?id=37724 | 2019-02-17T02:43:02Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00125.warc.gz | 458,255,658 | 1,623 | eng_Latn | eng_Latn | 0.998425 | eng_Latn | 0.998599 | [
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Environment Days
The Environmental Management Agency being a statutory body responsible for promoting the sustainable utilisation of natural resources and environmental protection observes nine environmental days (7 international and 2 national). International observance, also known as an international dedication or an international anniversary is a period of time to observe some issue of international interest or concern. This is used to commemorate, promote and mobilize for action. Many of these periods have been established by the United Nations General Assembly.
The Agency uses these days to reach out to the public by way of raising awareness on environmental issues as well as remind the nation that environmental stewardship is everyone's responsibility.
World Wetlands Day (WWD)
It marks the date of the signing of the Convention on Wetlands, called Ramsar Convention, on 2 February 1971, in the Iranian city of Ramsar. The Ramsar Convention is an inter-governmental treaty to promote national action and international operation for the conservation and wise use of wetlands and their resources. There are presently 159 Contracting Parties to the Convention with 1849 wetlands sites, totaling more than 181 million hectares. Zimbabwe is signatory to the Ramsar Convention with 7 sites protected under the convention namely the Victoria Falls, Driefontein Grasslands, Middle Zambezi/Mana Pools, Lake Chivero, MonavaleVlei, Chinhoyi Caves and Cleverland Dam. WWD was celebrated for the first time in 1997 and made an encouraging beginning. Each year, government agencies, non-governmental organizations, and groups of citizens at all levels of the community have taken advantage of the opportunity to undertake actions aimed at raising public awareness of wetland values and benefits in general and the Ramsar Convention in particular. Wetlands are often thought of only in terms of their hydrological importance, but they also hold cultural significance. Many cultures have developed traditional practices and belief systems for regulating the use of wetlands to protect these valuable ecosystems.
Wetlands are also known as vleis, bogs, swamps, marshes,dambos or sponges are regarded as some of the most productive ecosystems in the world because they serve as sponges that regulate river flow, they provide habitats for a variety of plant and animal species and they help to absorb silt and cleanse water of pollutants. Wetlands are at risk all around the world due to practices of draining the land for alternative use. Construction of dams, removal of plants, waste water pumped into the area by industries, seepage of agricultural fertilizers and mining are all threats to these sensitive ecosystems.
Africa Environment Day
A day set aside by African Union and is commemorated on the 3 rd of March every year in order to heighten public awareness on issues linked to environmental conservation. Africa is one of the continents that is most exposed to the harmful effects of climate change, and consequently, the disruption of ecosystems. The minister of Environment and Natural Resources Management choose any thematic area to focus on in a given year. This ranges from waste management, veldt fires, gold panning, and deforestation among others.
World Water Day
World Water Day has been observed on 22 March since 1993 when the United Nations General Assembly declared 22 March as "World Day for Water".
This day was first formally proposed in Agenda 21 of the 1992 United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro, Brazil. Observance began in 1993 and has grown significantly ever since; for the general public to show support, it is encouraged for the public to not use their taps throughout the day. The day has also become a popular Facebook trend.
The UN and its member nations devote this day to implementing UN recommendations and promoting concrete activities within their countries regarding the world's water resources. Each year, one of various UN agencies involved in water issues takes the lead in promoting and coordinating international activities for World Water Day. Since its inception in 2003, UN-Water has been responsible for selecting the theme, messages and lead UN agency for the World Day for Water.
In addition to the UN member states, a number of NGOs promoting clean water and sustainable aquatic habitats have used World Day for Water as a time to focus public attention on the critical water issues of our era. Every three years since 1997, for instance, the World Water Council has drawn thousands to participate in its World Water Forum during the week of World Day for Water. Participating agencies and NGOs have highlighted issues such as a billion people being without access to safe water for drinking and the role of gender in family access to safe water yet 1500 cubic kilometers of waste water are produced each year around the world, while in developing countries 80% of waste water is discharged untreated. Clean water is essential to the health and sustainability of the environment, people and agriculture. Increasing demand due to factors such as population growth is putting enormous pressure on this scarce but precious resource.
By celebrating World Water Day, it is hoped to focus attention on the need to address the problems regarding the supply of drinking water; increase public awareness about the importance of conservation and protection of water resources; increase government's, non-governmental organizations' and the private sector's participation in the organization of World Water Day celebrations.
National Fire Week
This day is commemorated in the second week of May every year and it is meant to raise awareness on protecting the ecosystems from veld fires. The event is commemorated countrywide at provincial and district levels through activities such as fire fighting demonstrations, quiz competitions, school debates and press conferences.
International Day for Biological Diversity
The International Day for Biological Diversity (or World Biodiversity Day) is a United Nations–sanctioned international day for the promotion of biodiversity issues. It is held on May 22. From its creation by the Second Committee of the UN General Assembly in 1993 until 2000, it was held on December 29 to celebrate the day the Convention on Biological Diversity went into effect. On December 20, 2000, the date was shifted to commemorate the adoption of the Convention on May 22, 1992 at the Rio Earth Summit, and partly to avoid the many other holidays that occur in late December.
The term biological diversity, or biodiversity, is given to the variety of plant and animal life, and micro-organisms, on Earth and the different ecosystems in which they live. The biodiversity we see today is the result of the natural process that has taken place over many years such as weathering and adoption of the landscape and its inhabitants. There has been an increase in the loss of the Earth's biological diversity and this day has been set aside to increase public awareness of the importance and value of biological diversity.
Biodiversity also includes genetic differences within each species – for example, between varieties of crops or breeds of livestock. Another aspect of biodiversity is the variety of ecosystems that occur in mountains, forests, lakes, river, desserts and other biomes. Within each ecosystem the biotic (non-living) elements and biotic (living) organisms, including people, interact within a complex community.
To date, 1.78 million species have been identified, although the total number of species is unknown and is probably between 5 and 30 million. It is the combination of these species and their interactions with each other and the environment that has made the Earth a uniquely habitable place. Biodiversity provides a sustainable lifestyle for all inhabitants if the Earth's natural resources are utilized wisely.
World Environment Day
World Environment Day is commemorated on the 5 th of June every year. It was established by the United Nations General Assembly in 1972 to mark the opening of the Stockholm Conference on the Human Environment. This conference resulted in the establishment of the United Nations Environment Programme (UNEP).
Humans have the most impact on our environment. The nature and extent of this impact depends on factors such as the type of economic activity, distribution of wealth and resources, cultural values and lifestyles.
World Environment Day and the Green Ribbon Week aim to encourage people to become active supporters of sustainable and equitable living, to promote awareness and an understanding that communities play a central role in changing attitudes towards environmental issues, and to develop partnerships that will ensure all nations and people enjoy a safer and more fulfilling future.
In many countries, activities on this day and during this week include the signing of petitions that can lead to the establishment of permanent political action taken by governments to commit to caring for the environment.
Celebrate this day and week by appreciating this unique planet and make a conscious effort to practice energy-saving techniques, walk or cycle to work, recycle, re-use, support fresh produce markets, avoid environmentally hazardous goods or wasteful packaging and ensure a healthy and well-balanced lifestyle.
World Day to Combat Desertification and Drought
The World Day to Combat Desertification and Drought is a United Nations observance each June 17. Its purpose is to highlight ways to prevent desertification and recover from drought. This day was proclaimed on January 30, 1995 by the United Nations General Assembly.The United Nations General Assembly acknowledge that desertification and drought are a global problem as they affect all regions of the world and require joint commitment of individuals and organizations to work together in minimizing this problem.
Desertification is the degradation of land in arid, semi-arid and dry sub-humid regions that are a result of climatic variations and human activities. Careful land management is particularly challenging in the more arid and semi-arid regions that only receive 540mm and 600mm of annual rainfall, respectively. About 110 countries are seriously affected by desertification, 43% of the African continent is classified as desert or dry lands and 73% of agricultural dry lands are already degraded. Some of the most obvious impacts are increase in poverty, degradation of arable land, and thus decreasing the human and animal carrying-capacity, the loss of valuable top soil resulting in the decline of soil fertility and breakdown of soil structure and the degradation of irrigated croplands and low crop productivity.
To assist in combating the problem of desertification and drought, this day aims to promote awareness of the effects of drought, the impact desertification has on the Earth and to encourage the need for global co-operation, the education of communities to address these problems and find solutions. Zimbabwe is a signatory to this convention. Drought is a major cause of degradation of fragile ecosystems. It compels people and animals to abandon their habitats. In some countries, nearly entire populations of elephants have disappeared because of severe droughts.
International Day for the Preservation of the Ozone Layer
September 16 was designated by the United Nations General Assembly as the International Day for the Preservation of the Ozone Layer.
This designation was made on December 19, 1994, in commemoration of the date, in 1987, on which nations signed the Montreal Protocol on Substances that Deplete the Ozone Layer. Governments agreed to co-operate in phasing out chemicals that deplete the
ozone layer.
This invisible layer in the atmosphere protects the Earth from harmful ultra-violet rays from the sun. Should these ultra-violet rays reach Earth by passing through the thinning ozone layer, skin cancer and damage to crops will increase. Ozone depleting substances such as chlorofluorocarbons (CFCs), hydro-fluoro-carbons, methyl bromine, to mention a few, are pollutants used all over the world. There has been an attempt by manufacturers of products releasing these pollutants to produce 'ozone friendly' products. These pollutants are emitted from products such as refrigerators, air conditioners, spray cans, agricultural products and pesticides.
By celebrating this day, we are reminded of the necessity to live in ways that do not contribute to the depletion of this vital and essential layer of atmosphere that shields the Earth. It also gives individuals and organizations time to reflect on what progress has taken place to combat this environmental threat.
Clean Up Zimbabwe Campaign launch
Clean up Zimbabwe Month takes after the Clean up the World campaign which was established in 1993, after Clean Up Australia founders the United Nations Environment Programme (UNEP), with the idea of taking the Clean Up Australia concept globally. The resulting partnership now mobilises an estimated 35 million volunteers from 120 countries annually, making it one of the largest community-based environmental campaigns in the world.
National Tree Planting Day
The day was launched by the President of Zimbabwe, His Excellency, Cde R.G Mugabe when the country attained independence in 1980, since then every first Saturday of December each year is National Tree Planting Day and it marks the start of the tree planting season which runs from the onset of the rainy season right up to the end of the season in April. In Zimbabwe deforestation remains the largest threat to the country's forests. The Forestry Commission estimates that over 300 000 ha of forests are lost each year due to deforestation mainly due to the use of wood fuel even in urban areas as a result of power cuts, in rural areas tobacco farmers cut trees for curing purposes. Experts predict that Zimbabwe will be a desert in the next 25 years if the indiscriminate cutting of trees goes unabated.
Commemoration table
| Commemoration | Date |
|---|---|
| World Wetlands Day | 2 February |
| Africa Environment Day | 3 March |
| National Fire Week | 2nd Week of May |
Bin it, don't drop it, keep Zimbabwe clean.
Please talk to us we are always ready to listen. Email: firstname.lastname@example.org or 04 305543 / Toll free 08080028, sms/whatsapp 0779 777 094, Like our Facebook PageEnvironmental Management Agency or follow us on Twitter @EMAeep. | <urn:uuid:8e0c4ef3-a0b3-4616-8777-b324b6417382> | CC-MAIN-2019-09 | https://www.ema.co.zw/index.php/2014-06-12-03-53-43/know-your-environment/13-environment-days/file.html | 2019-02-17T02:31:44Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00125.warc.gz | 847,077,544 | 2,831 | eng_Latn | eng_Latn | 0.994865 | eng_Latn | 0.996763 | [
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PET FACTS
GUINEA PIG CARE
Guinea pigs are hardy and affectionate and make great companions. However, people often think of them as "lowmaintenance" pets, when in reality, they require a lot of care and attention. Guinea pigs can be quite vocal and will often greet you with whistles and shrieks.
Home Sweet Home
More space is better when it comes to your guinea pigs cage! For 1-2 guinea pigs the cage should be no smaller than 7.5 square feet (30" x 36"), for 2 caviesthe ideal size is 10.5 square feet (30" x 50"). If you plan to have more than 2 guinea pigs add on 1-2 more square feet of space for each additional guinea pig. Cages with mesh or wire flooring can be harmful to your guinea pigs feet. You'll also want to provide your guinea pig with a wooden "house," tunnels to crawl through and platforms to climb on.
amounts to reduce the risk of diarrhea. Use a heavy crockery bowl that can't be tipped over and is easy to clean. Also keep fresh water available in a suspended "licker" water bottle at all times.
When choosing floor linings and cage furnishings, keep in mind that guinea pigs will chew on just about anything, so everything placed in the cage must be nontoxic. Use plenty of lining material like shredded newspaper, or commercial nesting materials available at pet-supply stores. DO NOT use materials such as sawdust, cedar chips, or corn cob as they may cause respiratory, digestive or other serious health problems!
To provide your guinea pig with a clean environment, be sure to clean its cage at least three to four times a week.
Chowtime
Cavies cannot manufacture their own vitamin C, so using a commercial guinea pig food enriched with vitamin C will provide them with what they need. Do not use the water vitamin C drops as this can make the water taste bitter and discourage your cavy from drinking.
Provide plenty of high quality hay, like timothy or orchard grass, to help keep their digestive tracts running smoothly. Also supplement your guinea pig's diet with fresh foods like carrots, any kind of fruit, dark green lettuce, cucumbers, dark green vegetables, sprouts, and corn. These items will serve as an additional source of vitamin C and/or other nutrients. Always introduce new foods slowly and in small
For more information on foods that are safe for Guinea Pig we recommend you talk to your local veterinarian. In regards to a salt lick, unfortunately there isn't a consensus on this product. Some say it is can help prevent mineral deficiencies, while others state that too much salt can lead to health issues. However, if you are feeding your Cavy a well-balanced diet, these products shouldn't be necessary. To be on the safe side we recommend talking to your vet before buying any type of salt or mineral lick.
Health Matters
A well-cared-for guinea pig may live four to eight years. Male guinea pigs can weigh between one to two and a half pounds, females slightly less. Guinea pigs are sexually mature between four and eight weeks of age.
Guinea pigs groom themselves with their front teeth, tongue and back claws, but they still require frequent brushing and the occasional bath to stay clean and tangle free, particularly the long-haired breeds. Use a soft baby brush or toothbrush for brushing. Because your guinea pig's teeth grow continuously, it's essential that you provide it with Plenty of Timothy grass hay at all times in addition to the regular food! The chewing and biting of this hay and the guinea pigs food should be enough to keep his or her teeth from overgrowing. Your guinea pig's nails can also overgrow, causing discomfort and increasing your risk of being scratched. Ask your veterinarian to show you how to trim their nails.
PET FACTS
Handling With Care
Guinea pigs are easily stressed and require careful handling. Allow your cavy to sniff your hand before handling and be sure to keep movement slow and calm so as not to startle him or her.
To pick up your guinea pig always use two hands, placing one hand under its chest, just behind the front legs, and gently cup your other hand under its hindquarters. Once you have a firm but gentle grip, lift it up and immediately pull it close to your chest or lap so it doesn't thrash around. Guinea pigs feel most secure when they're held close to your body and when their feet are supported. Since guinea pigs aren't very agile, a fall could result in serious injury.
Guinea pigs love to have their heads scratched and will frequently make a "chattering" sound similar to a cat's purr to show their appreciation. Also when happy they will at times buck and throw themselves in the air, a behavior known as "pop-corning". The more you handle your guinea pig, the friendlier and tamer it will be.
Behavior Bits
Guinea pigs are social creatures and enjoy the company of other animals, especially other guinea pigs. It is easiest to pair two babies or one baby and one adult, but pairing two adults can still be done successfully. A good way to go about introducing your guinea pigs is to start on neutral territory and monitor their behavior for at least an hour. If they do well with each other then try placing them in a freshly cleaned large cage (that is to be their new home), monitor them in the cage for at least an hour. If your guinea pigs are not getting along, stay calm and separate them with a towel to avoid being bit. When pairing a male and female be sure to have the male neutered, or you'll soon have unwanted litters!
Guinea pigs have a keen sense of sight. They also have the ability to recognize all the colors of the spectrum. Their hearing is even better than their vision, and they can quickly learn to respond to a specific sound. Young guinea pigs love to jump, so you might want to build them a little obstacle course for exercise. | <urn:uuid:ab2b09b0-6ea0-4fb3-800c-ca8c508d8e1a> | CC-MAIN-2024-51 | https://www.halifaxhumanesociety.org/wp-content/uploads/2024/11/Small-Mammals-Guinea-Pigs.pdf | 2024-12-10T02:53:11+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00730.warc.gz | 704,157,699 | 1,258 | eng_Latn | eng_Latn | 0.998209 | eng_Latn | 0.998388 | [
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Submitter:
Jacqueline Christnot
On Behalf Of:
PROTECT STUDENTS FROM CENSORSHIP
Committee:
Senate Committee On Education
Measure:
SB1583
Dear Oregon Lawmakers,
I am submitting written testimony to support SB 1583 and share why we must protect students' rights to read, learn, and share ideas – free from discriminatory censorship.
Our schools are the most welcoming and effective when students see their identities and experiences reflected in their schools, books, and learning materials, and when students have access to the histories and stories of all the diverse people and communities that make up our country and world.
Unfortunately, in Oregon and across the country, a vocal but small number of people with fringe views have amounted record numbers of book challenges in the last few years. A Washington Post analysis determined that 60% of all book challenges across the U.S. in the 2021-2022 school year were initiated by the same 11 people. (link: https://www.washingtonpost.com/education/2023/09/28/virginia-frequentschool-book-challenger-spotsylvania/)
Usually, the books challenged are authored by women, LGBTQ+ people and people of color, and feature race or racism, LGBTQ+ identities and experiences, and sexrelated education.
The vast majority of Oregonians and people across the country, however, do not support book bans and censorship:
— Most parents and voters hold librarians in high regard, have confidence in their local libraries’ decisions about the books made available, and agree that community libraries do a good job of offering books that represent a variety of viewpoints.
— The majority of public school parents also agree that various types of books should be available in school libraries on an age-appropriate basis — including content about slavery and racism, books for young adults that portray police violence against Black people, and both fiction and non-fiction books about lesbian, gay and transgender individuals.
Book bans and censorship have incredibly harmful impacts on people who teach our youth; authors whose works are targeted; families who want their children in diverse, supportive schools; students who deserve a full and rich education; and all of us.
Indeed, this is an important First Amendment and democracy issue. The U.S. Supreme Court ruled in 1969 that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." According to the high court, freedom of speech includes not just the right to speak but also the right to learn.
I urge you to support our democracy, our youth, and our state's future by voting YES on SB 1583. All of Oregon's children deserve to feel safe, welcomed and represented in their schools. SB 1538 is Oregon's chance to curb oppressive, anti-democratic, and discriminatory acts of censorship and book bans in our public schools.
In summary, censorship is anti-democratic and it leans towards facism. In our democracy, students and young people have a right to access representative, engaging and diverse stories featuring a variety of authors, viewpoints and experiences — even if a vocal minority with fringe views doesn't like it. | <urn:uuid:a5769f9c-bc6b-4b3f-90d9-03f13e21a31a> | CC-MAIN-2024-51 | https://olis.oregonlegislature.gov/liz/2024R1/Downloads/PublicTestimonyDocument/110833 | 2024-12-10T02:46:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066056346.32/warc/CC-MAIN-20241210005249-20241210035249-00730.warc.gz | 379,311,420 | 636 | eng_Latn | eng_Latn | 0.999083 | eng_Latn | 0.999043 | [
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Broadmeadow Community National School, Rathbeale Road, Swords, Co. Dublin https://broadmeadowcns.ie firstname.lastname@example.org
Roll Number: 20529J
GOODNESS ME, GOODNESS YOU POLICY
BROADMEADOW COMMUNITY NATIONAL SCHOOL
2022/2023
Principal: Miss J. Robinson
The Principal of Miss Jennifer Robinson is responsible for the implementation of this Goodness Me, Goodness You Policy.
Introduction
Broadmeadow Community National School is a multi-belief school which welcomes pupils of all faiths and beliefs. Broadmeadow CNS is under the patronage of Dublin and Dún Laoghaire Education and Training Board. This policy relates to GMGY which is the patron's programme for Community National Schools. This curriculum caters for pupils of all faiths and beliefs both religious and secular. The GMGY Curriculum has been developed by the 'National Council for Curriculum and Assessment' (NCCA) for Community National Schools. Broadmeadow CNS has adopted the curriculum and has adapted it to suit the cultural diversity in our school.
Our GMGY committee will be stablished as part of our curriculum team planning and this policy will be developed by the GMGY Committee. All staff members will be involved in the process also and the policy will be shared for all on the school website.
Our school policy on GMGY has been developed to give clear direction to teachers on how to teach it and to outline the methodologies which will be used. This policy is also to inform parents about the curriculum and ways in which they can support their child's learning in this area. This policy aims to outline the content of the GMGY lessons which will be taught in our school and the parameters under which the programme with be taught.
Parents can access to the GMGY curriculum handbooks http://cns.ie/goodness-megoodness-younew/. The lesson plans which will be taught in our school are available from the school office upon request. This policy is also accessible to parents on the website and from the school office.
We will look at the policy under the following headings:
* Definition of GMGY
* Rationale
* Aims of the GMGY curriculum
* Development of GMGY
* Guidelines for the implementation of GMGY in Broadmeadow CNS
* GMGY methodologies
* Planning for GMGY
* Resources
* Time allocation
* Integration
* Teacher's Continuous Professional Development
* Withdrawal of students from GMGY
* On-going support & Development
* Assessment
* Revision of the policy
Definition of GMGY
GMGY is a multi-belief curriculum which focuses on beliefs and values education. This curriculum aims to nurture the beliefs of the children in our school in conjunction with the parents. The curriculum seeks to foster a genuine respect between all belief systems in the school. Children are encouraged to express and discuss their belief systems and have conversations about their beliefs during the school day, thus enabling children to come to a greater sense of their identity and belonging.
GMGY can be described as an inter-disciplinary programme. Thus, it draws on many different curricular areas such as: oral language, story, Philosophy, Drama, Geography, History, Art and Music. Encouraging the children to express their views and opinions is a very important part of the GMGY Curriculum. The teacher encourages the children to express their opinions in a respectful manner which is a very important part of our school ethos. In our school, we only accept views and opinions which are respectful of others. This is in line with the ethos of our school and our Code of Conduct.
As stated in our Code of Conduct Policy:
'Pupils are expected to be tolerant and to have mutual respect for each other. Central to the ethos is the principle of inclusion. Inclusion means welcoming and celebrating difference. Pupils will be encouraged to explore and appreciate difference between themselves and other pupils. Pupils will be encouraged to realise that difference can add life, variety and strength to a school community.'
The teaching of the GMGY Curriculum fosters a culture that honours and respects difference, by affirming the right of all human beings to believe and practise their beliefs, not only in their private lives but also in public life. This approach does not minimise differences but instead encourages conversations and discussions ensuring a greater understanding for the child of their sense of identity and belonging in this world. This underlying philosophy and pedagogy has been developed consistently from the principles of the Primary School Curriculum (DES, 1999) and Aistear: The Early Childhood Curriculum Framework.
Rationale
Broadmeadow CNS is committed to inclusion, equality and fairness. We believe that our school should be a happy, positive place for the children, where there is cooperation between pupils, parents and staff. All three parties have a duty to work together to establish a friendly, happy atmosphere, where everyone is respected and treated with dignity. In drawing up this GMGY policy we recognise and respect the, religious, cultural and ethnic diversity among our school community.
Broadmeadow CNS has a responsibility to commence the teaching of the GMGY Curriculum for all classes, in accordance with the Rules for Primary Schools as set out by the Department of Education and Skills.
Curriculum Aims
The Goodness Me, Goodness You! Curriculum aims to enable children to:
* Live a full life as a child and to realise their potential as a unique individual.
* Develop as a social being through living and co-operating with others, and so contributing to the good of society.
* Prepare for further education and lifelong learning.
* Be nurtured in their beliefs and values within the educational context of the school, as an intrinsic part of their living to the full, with the help of their family
Through these aims, we hope the children will develop the following skills and values:
* Respect for one another.
* Develop confidence and self-esteem.
* Develop empathy.
* Learn about inclusion and cultural diversity.
* Develop positive attitudes towards themselves and others.
* Debate and express opinions respectfully.
* Enhance the social skills of communication, conflict resolution and cooperation.
* Evaluate situations, think critically and make positive choices.
* Demonstrate imaginative thinking.
* Question their own and others ideas.
* Explain and clarify their own understanding of their own self.
* Articulate their beliefs and values clearly and respectfully.
Developing GMGY
Development of the GMGY Curriculum in Broadmeadow CNS is informed by engagement with the GMGY school group. This group will consist of NCCA members, the principal, and teacher and parent representatives from our school as this curriculum grows. The leadership role played by the GMGY School group ensures the curriculum is developed in line with the needs of the school community. This connection is essential in developing a curriculum that enables our school to live out our ethos fully.
Structure of GMGY
This programme is divided into four main strands. Each lesson in the programme has specific learning outcomes. The four strands are as follows:
* My Story
* Thinking Time
* We are a Community National School
* Beliefs and Religions
Story
The strand of Story builds on the narrative approach to teaching and learning found in the Primary School Curriculum. This strand offers children an opportunity to explore the arts and in doing so gives them a space to develop their own imagination and creativity. Children explore story, poetry and drama and will develop their own skills as a storyteller and a writer. The stories which are chosen will enable the child to develop a sense of identity, empathy, respect for diversity and critical thinking.
We are a Community National School
This strand is based on the values and ethos of our school community. In Broadmeadow CNS, we aim to promote a spirit of inclusion, equality and fairness as well as celebrating cultural and religious diversity, starting when we open our doors. The voices of all the educational partners in our school are evident in this stand – the pupils, parents, teachers and principal. This strand is a reflection of all the various celebrations and events that are central to Broadmeadow CNS.
The children will have an opportunity to explore the concepts of equality, self-identity, citizenship (both local and global), and human rights while also being provided with opportunities for creativity and innovation.
Thinking time
This strand is grounded in the 'Philosophy for Children' approach. It seeks to develop children's thinking and debating skills and to facilitate their understanding of both their own ideas and those of others. In this strand, there will be an emphasis on critical thinking, debating and expressing one's opinion in a respectful manner. This strand encourages the children to identify, discuss and value their own ethics and morals.
Beliefs and religions
This strand of the curriculum encourages inter-belief dialogue and the sharing of personal belief experiences both religious and secular, in order to enable children to learn 'about' and 'from' religion. The family plays a central role in this strand by informing the child about the beliefs and traditions of the home; the child then shares this perspective with their peers and listens to the perspectives of others. In this strand, parents are enabled to nurture the belief of their child and the school supports them in this process of belief-nurturing.
The lessons and learning outcomes in the strand 'Beliefs and Religions' are outlined below.
Lesson Outcomes
Introduction to beliefs and religions
* Demonstrates a basic understanding of religions and beliefs, both religious and secular, and recognises their local national and global contexts.
* Use of appropriate vocabulary when speaking about beliefs and religions and expression of their own observations and experiences of the beliefs and religions they have encountered in their home, school and local community.
* Articulate their beliefs and values clearly and respectfully in order to explain why they are important in their own lives and in the lives of others.
Rites and Ceremonies
* Discuss, present and demonstrate an understanding of their own and others' beliefs about the rites and ceremonies that belong to a range of belief traditions found within their local, national and global community.
Special Journeys
* Discuss, present and demonstrate an understanding of their own and others' beliefs about the special journeys that belong to a range of belief traditions within their local, national and global community for example a pilgrimage.
Special Places
* Discuss, present and demonstrate an understanding of their own and others' beliefs about the special places that are associated with a range of belief traditions found within their local, national and global community.
Celebrations
* Discuss, present and demonstrate an understanding of their own and others' beliefs about celebrations that belong to a range of belief traditions found within their local, national and global community.
Religion and lifestyle
* Discuss, present and demonstrate an understanding of the connection between beliefs and lifestyle choices.
Codes of Conduct
* Discuss, present and demonstrate an understanding of the codes of conducts, both religious and secular, that influence the way we live.
Symbolism
* Discuss, present, identify and demonstrate an understanding of the symbols, both religious and secular, that the children will encounter locally, nationally and globally.
Implementation Guidelines for GMGY
In Broadmeadow CNS teachers will ensure that when teaching GMGY Curriculum, they will:
* Act as a facilitator for discussions. They will not express or teach the children with their own personal religious beliefs and opinions.
* Seek advice from the GMGY coordinator or the principal if questions arise which they are unsure of.
* Strive to be equitable in teaching about the five major world religions (Christianity, Islam, Buddhism, Judaism and Hinduism) and also be equally respectful of all other belief systems.
* Not include any faith formation - prayer or sacramental preparation within the school day.
* Not teach from any sacred text – such as the Bible or Quran.
* Adhere only to the content of the PowerPoints and resources when teaching the strand of 'Beliefs and Religions'.
* Will not use 'Quiet Time' or 'Meditation' as a teaching methodology whilst teaching GMGY.
* Keep training and knowledge up to date through supplied CPD.
When teaching the GMGY Curriculum, the teacher explores the topic from a local and then from a global perspective. In the case of celebrations, children may explore the history of celebrations in Ireland before exploring celebrations from around the world. During the family project, parents have an opportunity to explore the concept with their child from the belief perspective of their family and their belief community. This experience can be religious or secular in nature. For example, a Muslim family may explore the celebration of Eid or Ramadan while a family with a secular belief background may explore the celebration of birthdays, anniversaries or nature. When the family project is completed, it will be signed by parents and then children are asked to present their project to their peers.
The teacher introduces the children to the topic they will be researching with their families; exploring the Irish and global context while providing children with the appropriate language to engage in dialogue on this topic. A learning environment that promotes respectful engagement and models appropriate dialogue is an important feature for this type of learning.
Children have an opportunity to listen to each other's projects and to engage in conversation about these experiences. Through this sharing, children come to appreciate and value their own and different experiences and come to know something of the significant experiences of others.
GMGY Methodologies
Like the Primary School Curriculum (1999), the GMGY Curriculum recommends the use of a wide variety of teaching methodologies in order to be inclusive of all learning styles. These have been complemented with methodologies from international practice and research as outlined below.
Methodologies should be utilised in a sensitive manner, in line with the needs of the child and with consideration for their cultural and belief traditions.
Active learning:
The GMGY Curriculum is designed to provide opportunities for active engagement in a wide range of learning experiences. Children are encouraged to respond in a variety of ways to particular content and teaching strategies. The teacher identifies particular stages of development and chooses a sequence of activities that will be most effective in advancing the child's learning. This is the principle of guided activity and discovery learning.
Collaborative learning:
Children are stimulated by hearing the ideas and opinions of others and by reacting to them. Collaborative work exposes children to the perceptions that others may have of a problem or a situation. This interaction will help broaden and deepen an individual child's understanding. The act of co-operating with others facilitates the child's social and personal development and fosters an appreciation of the benefits of working cooperatively.
Problem-solving:
In the curriculum the child is encouraged to observe, collate and evaluate evidence, to ask relevant questions, to recognise the essence of a problem, to suggest solutions, and to make informed judgements. These activities help to foster higherorder thinking skills such as summarising, analysing, making inferences and deductions, and interpreting figurative language and imagery.
Using the environment:
First-hand experience that actively engages the child with the immediate environment and with those who live in it is an effective basis for learning. The experience begins in the home and continues to expand as the child grows, from the child's home environment, to the school and beyond. First-hand experience of different aspects of the curriculum outside the classroom adds to the relevance and effectiveness of children's learning.
Integration:
Integration refers to cross-curricular connections. What is important is a coherent learning process that makes connections between the different subjects. An emphasis on the interconnectedness of knowledge gives children a broader and richer perspective and reinforces the learning process.
Thinking time:
This is a methodology taken from the practice of 'Philosophy for Children'. The children are presented with a topic or a problem. They are given some time to formulate their own ideas on the subject. The teacher creates an environment which encourages the children to listen and be respectful of each other's views. This methodology encourages the children to question assumptions and generalisations. The children will develop opinions with supporting reasons, analyse significant concepts and generally apply the best reasoning and judgement they are capable of to the chosen topic.
Quiet time will not be used as a methodology. No meditation will be used in any lessons in our school.
Planning for GMGY
In line with the Primary School Curriculum (1999), classroom planning will have both short-term and long-term dimensions. Newly Qualified Teachers (NQTs) will plan weekly for GMGY, whilst all other teachers will plan fortnightly. All teachers will have a termly plan for GMGY also.
Resources
Teachers have access to the GMGY website through a school log on where all content can be downloaded from the GMGY Curriculum section. We have made some changes to the lessons. These changes have been made to reflect the needs of our school community and our school context. The edited versions of these lessons are available on the teacher's server. All teachers have copies of the curriculum documents. A collection of GMGY story books will be available from the Junior Infants library. The PowerPoints, which accompany the Strand 'Beliefs and Religions' are available on the CNS website.
Informing Parents
Parents have access to the curriculum documents for the GMGY Curriculumonline: http://cns.ie/goodness-me-goodness-you-new/ and lessons are available upon request from the school office. Links can also be found on the school website.
At the beginning of each school year a general meeting for parents takes place in each classroom. Teachers will inform parents about the GMGY Curriculum at this time.
Time allocation
Goodness Me, Goodness You! is the patron's programme. In accordance with the guidelines of the Primary School Curriculum (1999) http://www.curriculumonline.ie/ Primary two hours and thirty minutes are provided for the teaching of GMGY each week. The GMGY curriculum provides schools with the autonomy and flexibility to negotiate the curriculum in line with the needs of the school community. The following time will be dedicated to GMGY each week in line with guidance;
Junior infants – 2nd Class teachers will do three 20 minute lessons 3rd & 4th Class teachers will do three 30 minute lessons 5th & 6th class teachers will do two 45 minute lessons per week.
Curriculum Integration
Within the lessons there are suggestions of some of the instances where linkage and integration might be established. There is a strong link to literacy in the strands 'Story' and 'Beliefs and Religions'. Values and ethics in the 'We are a Community National School' strand will link with Social, Personal and Health Education (SPHE). GMGY also has links with History, Geography, Music, Visual Arts and Drama.
Teacher's Continuous Professional Development (CPD)
Teachers will receive CPD training delivered by the teacher representatives that form the GMGY policy committee. These teacher representatives have received and will continue to engage with on-going CPD training in the GMGY Curriculum. Ongoing communication will happen between teachers at each class level during fortnightly planning meetings. Teachers will be informed of any new developments in relation to GMGY at Tuesday morning update meetings. Ongoing support from the Principal and SLT and ETBI.
Participation in GMGY
As GMGY is an NCCA Curriculum, permission is not sought for this programme. If any parents would like to withdraw their child from the programme, the parent must make this request in writing to the school. However, we would ask parents to engage in dialogue with the school or members of the committee prior to opting out of the programme if that is their preference.
Ongoing Support & Development
The Board of Management of Broadmeadow Community National School supports and fosters the development of this GMGY policy. As with all our policies, parents have access to this policy on our school website and a hard copy is available from the school office when requested. We encourage parents to give us feedback regularly. We ask parents to work with us in ensuring GMGY in respectful of all religions and beliefs.
Assessment:
We will use the following forms of assessment to assess the GMGY Curriculum lessons:
* Self-Assessment / Peer Assessment
* Teacher Observation
* Teacher Questioning
* Teacher Designed Task: written pieces based on the projects
Assessment of the GMGY Curriculum will be addressed under the following headings:
* Children's attitude towards and opinions of the programme (survey to be completed in June every year)
* Teacher's opinion of their engagement with the programme.
* Parent's views on the programme will be collected and collated through a parent survey.
The outcome of the assessment process will be reviewed by the GMGY committee for future improvement of the teaching and learning of GMGY in our school.
This assessment will provide an opportunity for teachers to assess the learning and the success of the programme. It will also give the children an opportunity to suggest topics which they would like to see taught in future GMGY lessons. This will also provide an opportunity for parents to give feedback on their child's engagement with the programme and the role of the family in relation to this.
Revision of this policy:
This policy was ratified by;
Signed: ______________________ Signed: _____________________
Chairperson of BOM Principal
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Worksheet 1 Free Body Or Force Diagrams Answers
Worksheet #1 free body or force diagrams… drawing free-body diagrams . free-body diagrams are diagrams used to show the relative magnitude and direction of all forces acting upon an object in a given situation. a free -body diagram is a special example of the vector diagrams; these diagrams will be used throughout your study of physicster the notes, i ask students to work at their tables on worksheet #1 free body diagrams where they practice looking at situations and drawing free body diagrams. then they practice identifying if the object has a net force acting on the object and if the object is in a state of equilibriumswers are shown and explained at the bottom of this page. to review the the list of forces and their description and this page in order to gain a comfort with constructing free-body diagrams. 1. a book is at rest on a tabletop. return to questions. return to info on free-body diagrams. return to on-line force description list . 2. a after physics families, i ask students to take out their homework from the last lesson (worksheet #1 free body diagrams) go over the problems, i ask 10 students to come up to the board and write their answers on the board as a mega-whiteboard to go over the answers more quickly than an individual whiteboard session. i randomly select these 10 students from a set of cards that has each worksheet 3: forces 1 free body diagrams • the name of the object exerting each force. free-body diagram for block b block a just find the component of the gravity force along the incline. ] c) do the answers in a) and b) change if m 2 is replaced by a pulling force f = mcreated date: 10/24/2012 2:26:41 pm forces in free-body diagrams are numerous by design, and this quiz and worksheet combo will help you test your understanding of how to represent these many forces in free-body diagramsnstruct free-body diagrams for the following objects; label the forces according to type. use the approximation that g=10 m/s 2 to determine the magnitude of all forces and the net force and acceleration of the object force answer key. showing top 8 worksheets in the category - net force answer key. some of the worksheets displayed are calculating net forces, work 1 body or force diagrams, newtons laws name, inertia and mass, net force work, day 11 net force hw, energy fundamentals lesson plan newtons second law, physical science concept review work with answer keys.quiz & worksheet - force & free-body diagrams quiz; about this quiz & worksheet. free-body diagrams are guides often used in physics, and students can use these assessments to ensure their some of the worksheets displayed are calculating net forces, work 1 body or force diagrams, newtons laws name, forces newtons laws of motion, speed velocity and acceleration calculations work, fma work, vector work, solving word problems in science. once you find your worksheet, click on pop-out icon or print icon to worksheet to print or download.
Related PDF
Worksheet 1 Free Body Or Force Diagrams Answers
Worksheet #1 Free Body or Force diagrams… Drawing Free-Body Diagrams . Free-body diagrams are diagrams used to show the relative magnitude and direction of all forces acting upon an object in a given situation. A free -body diagram is a special example of the vector diagrams; these diagrams will be used throughout your study of physics.
Worksheet 1 Free Body Or Force Diagrams
After the notes, I ask students to work at their tables on Worksheet #1 Free Body Diagrams where they practice looking at situations and drawing free body diagrams. Then they practice identifying if the object has a net force acting on the object and if the object is in a state of equilibrium.
Worksheet 1 Free Body Diagrams Betterlesson
Powered by TCPDF (www.tcpdf.org)
Worksheet 1 Free Body Or Force Diagrams Answers
Answers are shown and explained at the bottom of this page. ... to review the the list of forces and their description and this page in order to gain a comfort with constructing free-body diagrams. 1. A book is at rest on a tabletop. ... Return to Questions. Return to Info on Free-body diagrams. Return to on-line Force Description List . 2. A ...
Drawing Free Body Diagrams
After Physics Families, I ask students to take out their homework from the last lesson (Worksheet #1 Free Body Diagrams).To go over the problems, I ask 10 students to come up to the board and write their answers on the board as a Mega-Whiteboard to go over the answers more quickly than an individual whiteboard session. I randomly select these 10 students from a set of cards that has each ...
Worksheet 1 Free Body Diagrams Betterlesson
Worksheet 3: Forces 1 Free Body Diagrams ... • the name of the object exerting each force. Free-body diagram for block B block A ... just find the component of the gravity force along the incline. ] C) Do the answers in A) and B) change if m 2 is replaced by a pulling force F = m
Worksheet 3 Forces University Of California San Diego
Created Date: 10/24/2012 2:26:41 PM
Www Mayfieldschools Org
Forces in free-body diagrams are numerous by design, and this quiz and worksheet combo will help you test your understanding of how to represent these many forces in free-body diagrams.
Quiz Worksheet Representing Forces In Free Body
Construct free-body diagrams for the following objects; label the forces according to type. Use the approximation that g=10 m/s 2 to determine the magnitude of all forces and the net force and acceleration of the object.
Newtons Laws Review With Answers 3
Net Force Answer Key. Showing top 8 worksheets in the category - Net Force Answer Key. Some of the worksheets displayed are Calculating net forces, Work 1 body or force diagrams, Newtons laws name, Inertia and mass, Net force work, Day 11 net force hw, Energy fundamentals lesson plan newtons second law, Physical science concept review work with answer keys.
Net Force Answer Key Worksheets Printable Worksheets
Quiz & Worksheet - Force & Free-Body Diagrams Quiz; ... About This Quiz & Worksheet. Free-body diagrams are guides often used in physics, and students can use these assessments to ensure their ...
Quiz Worksheet Force Free Body Diagrams Study Com
Some of the worksheets displayed are Calculating net forces, Work 1 body or force diagrams, Newtons laws name, Forces newtons laws of motion, Speed velocity and acceleration calculations work, Fma work, Vector work, Solving word problems in science. Once you find your worksheet, click on pop-out icon or print icon to worksheet to print or download.
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Examiners' Report
May 2016
Pearson Edexcel Functional Skills Mathematics Level 1 (FSM01)
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May 2016
Publications Code FSM01_01_1605_ER
All the material in this publication is copyright
© Pearson Education Ltd 2016
Introduction
General comments
1) Care must be taken to read the questions carefully. Some learners lost marks by not thinking about what was asked in the question.
2) Learners should always give a decision - a Yes or No - if one is requested. Marks were lost when the correct answer had been found, but then no decision or a wrong decision given.
3) Some marks were lost by giving poor accuracy – typically by rounding or truncating too severely.
4) Correct money notation should always be used – centres should be aware that there will always be at least one instance on each paper where credit is given specifically for this.
5) Some learners need more practice with metric units.
6) More practice is also necessary with doing checks - so that learners know how to do simple reverse checks or to show an alternative method to the one chosen. For example, showing a repeated addition where the original calculation is a multiplication is a helpful alternative method and some did do this. Centres should note that many learners seem to think that a check involves simply re-stating a calculation they have done earlier.
7) Many are confused when to work with area and when to work perimeter, and practice is needed here.
Section A
Q1a) Where the mean was correctly calculated, often the wrong decision was given – probably because of not enough care in reading the question to see what was required. An error often seen was to follow the correct process to find the mean but to give the answer as 9015 rather than 901.5. Learners should be encouraged to understand that the mean will always be a value within the range of the list of original numbers. A third common error was to use the calculator wrongly and not to total the numbers before dividing by 4.
Some learners did appear to attempt to find the median rather than the mean – this was perfectly acceptable given the wording of the question. However, having listed the numbers in order of size, few could then cope with finding the mean of the middle two numbers.
A few attempted to use the range instead of an average.
Q1b) Learners seemed comfortable working with the sums of money in this question. Most were able to arrive at £7.60 although some then failed to make the comparison with £6 or did not progress to £1.60 for comparison with the £2 saving given in the question.
The last mark for the check was not often achieved, despite the fact that the question involved multiple calculations. A simple reversal of only one would have gained the mark, for example showing 1.60 + 6 = 7.60 where the saving had earlier been found by saying 7.60 – 6 = 1.60. Alternatively, where a learner had shown 2 x 2.50 = 5.00 on the way to finding the total cost, an alternative of 2.50 + 2.50 = 5.00 could be shown to gain this mark.
Q2a) Centres may already be giving their learners practical experience with problems such as this, and certainly, there were many who had no difficulty understanding that the use of perimeter, not area, was required and that the width of the gate had to be subtracted from the total perimeter needing to be fenced. A significant proportion, however, still found the area of the rectangle, though the same learners were often able to gain credit for finding the total length of fencing available by working out 6 x 25 = 150. These learners appear not to understand that they cannot functionally combine or compare an area measurement with a length.
Q2b) Many learners simply used guesswork here. Even those who showed a correct calculation leading to a probability of 0.5 often then described this as "likely".
It would appear that centres might spend more time helping learners to appreciate the various descriptors of probability from "impossible" to "certain" in practical contexts.
Q3a) It was very encouraging to see the widespread inclusion of units with a correct answer. Learners are clearly implementing the good practice centres are teaching and appeared to be comfortable with the context of ingredients in a recipe. Many readily expressed their answer of 2500g as 2.5kg.
Q3b) An even greater proportion of learners answered this correctly. Some were able to show 5 x 6 = 30 and use it efficiently; others used a build-up method. In some cases, those who wrote down that 5 x 6 = 30 then wrote 5 as their answer, rather than 6 – once again, a careful reading of the question would perhaps have avoided this.
Section B
Q4a) Teachers may like to introduce time planning by using a plan of a day in the life of a learner, using the schools/college own timetable to contextualise. Hopefully this may establish the importance of exact timing for break, lunch, finish time and travelling to school/college.
Setting out has been the downfall for many, so I suggest that learners may use a day from their timetable and reproduce in a table, with start and finish timing. The teacher could then use the table to show learners whether they can have a break, go home on time etc. This may instil the use of a table, or neat and accurate working, when tackling this type of question.
Many learners could not work with 3/4 of an hour = 45 mins so lost marks, perhaps cut pictures of clock faces up so learners can see that 15 mins = 1/4 etc. Understanding the fractions on a clock face will also be useful when dealing with pie charts and speed calculations in GCSE.
Calculating with time is difficult because we are not using the decimal system. Learners need to understand how long fractions of hours are as many only use the digital clock and have little experience of it. Give 1/4hour break or finish in 3/4 hour to give real life experience.
Time plan
Use scaffold sheets with pre- drawn tables including start and end times or model answers so that learners get the idea of a well set out plan. Then build up to the full time plan.
Work with time plans that are relevant to the learner, tv programmes, day out, job interview etc.
Quite often, travel time is not considered. Maybe use outdoor space to set up different locations so that learners have to physically go between places to work out a time plan so they can time how long it takes them to get between locations and then make sure this is included in their time plan.
Learners should use the bullet points in the question as a final check. So learners tick off each bullet point once they have checked the time plan addresses each condition.
The biggest confusion over durations has been with Miss Baker. Encourage learners to introduce an additional column to the table to get all durations in the same format.
Q4b) Many learners did not understand what 10% was with many finding 50% first or dividing by 15.
Teachers could use 100 pennies along with each coin in our currency to show that 20 pence = 20/100 = 20% or a fifth etc. The use of several pound coins could also demonstrate, for example, that to find 20% of £3 multiply 20% of £1 x 3.
For percentages, learner can work on converting % to decimal and practice using calculators.
Remind learners not to always add on at the end or state VAT =… and Total cost=...
They can set up the answer before they start to avoid this. eg write VAT charged is _________ or 20% of £110 is________
Then calculate and fill in the gap you left.
Teachers could also use receipts and invoices to show the addition of VAT. Look at how VAT is added onto the receipts. It is also useful to look at tax on payslips i.e working out what is left to spend.
Q5a) This question was well answered, the majority of learners knew what to do and calculated £44.70 correctly. Very few learners calculated the cost of 1 bottle on offer 2 to compare. Lack of confidence with division as a process may have caused this.
Online supermarket comparison sites can be used to get learners to find the best places to buy a list of products. Create a competition then as to which learner can find the products for the cheapest price.
Q5b) Many learners decided to write their conversion down which is encouraging as they understood that 1000mm was 100cm and used 35cm and 105cm to work out this problem. However, some decided to divide the pipe length by 3 or by 35 but then misinterpreted their solution.
A more practical approach in the classroom would be to compare the actual length needed with the solution length from the division, e.g. ask learners to divide a length of rope/string/paper etc then give them a piece with exact measurement [or ask them to cut a piece of exact measurement, to practice measuring skills] and ask them to compare them.
Centres could do lots of actual measuring with tape measures and problem solving i.e amounts of fabric needed for a tablecloth, skirting board for classroom etc.
The key issue here was with getting the consistency between the units. Use string to get learners to actually try out the problem and realise the need to make sure the units are consistent.
Q6) A very well answered question with the majority of learners multiplying the hours by hourly rate to compare the 2 wages. Learners need to be reminded to check calculations. Perhaps multi choice questions giving calculations with 3 or 4 different 'checks' to choose from, including alternative methods. Learners will then get used to reverse checking and the use of alternative methods in some circumstances.
Role cards with details of a job and wage can be given to learners. They could then have to ask each other about the job they have and what the pay is (ie number of hour worked, whether paid daily/salary etc). Learners then need to decide which job to take after considering all the information they have found out. Good to explore different vacancy sites online too. Give learners a job to find and they have to find the best pay.
Section C
Q7a) A very common mistake in this question was to use perimeter instead of area. If they did this they were likely to lose 3 out of 4 marks. Learners often confuse area and perimeter. Centres should try to use as many practical ways to teach area and perimeter as possible and, when discussing these concepts, to mention practical examples like filling the inside of a shape (with tiles etc) for area, and putting fences around for perimeter.
Learners should also be taught about paint coverage (squared metres per litre of paint) using questions from past exam papers to find the paint required for different sized areas.
Other more minor errors were to get the dimensions wrong, especially by assuming there were 3 equal sized walls, or to make a wrong decision or to leave off the decision.
Q7b) An extremely well answered question. Most learners used the formula correctly, but a minority of them added 11 on the end. Practice is needed in using a formula for weaker learners. Centres should practise questions involving function machines and they should get learners to show all the stages and answers from each stage of the calculations.
Q8a) Those learners, who correctly divided by 3, often appeared unsure about whether the answer was the discount or the price after taking off the discount. They need to read the question very carefully and make sure they answer it. Others appeared to have no idea about finding 1/3 of an amount. They used 30%; 0.3; 25%; 75%. They took away 1/3; divided by 100; divided by 1.3; found ½ etc.
Centres should teach their learners to be able to find fractions of amounts and practise questions involving discounts so they understand this terminology and the difference between the amounts saved and discounted values. There are endless examples of discounts online. They could research best buys for different items.
Q8b) A common mistake was to multiply the deposit by 12 as well as the monthly payments. Again the question needs to be read very carefully. Others correctly did 25 x 12 and either forgot to add on the 47 or took it away. The check was often left blank or they repeated their calculation.
Learners should be taught the meaning of deposit and the use of monthly payments to pay for goods, and how to calculate the total amount of monies that will be paid for different items with varied deposits and payment plans. Checking calculations should also be taught and learners made to practise checks on different processes.
Q9) Many learners had difficulties with scale, especially when dealing with the 1/2m for the width of the wardrobe.
Often the bed was not in the corner and the wardrobe did not have the longest side against the wall. It could help if learners were encouraged to underline the relevant points when reading the question.
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